PISA 2022 Results (Volume II)
Annex B1. Results for countries and economies
Table II.B1.1.1. Students' sense of belonging at school [1/6]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.1.1. Students' sense of belonging at school [2/6]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.1.1. Students' sense of belonging at school [3/6]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.1.1. Students' sense of belonging at school [4/6]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.1.1. Students' sense of belonging at school [5/6]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.1.1. Students' sense of belonging at school [6/6]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.1.5. Change between 2018 and 2022 in the index of sense of belonging [1/2]
Based on students' reports
Notes: Values that are statistically significant are indicated in bold (see Annex A3).
Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.1.5. Change between 2018 and 2022 in the index of sense of belonging [2/2]
Based on students' reports
Notes: Values that are statistically significant are indicated in bold (see Annex A3).
Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.1.7. Change between 2018 and 2022 in sense of belonging, by students' socio-economic status [1/2]
Based on students' reports
1. A socio-economically disadvantaged (advantaged) student is a student in the bottom (top) quarter of the PISA index of economic, social and cultural status (ESCS) in his or her own country/economy.
Notes: Values that are statistically significant are indicated in bold (see Annex A3).
Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.1.7. Change between 2018 and 2022 in sense of belonging, by students' socio-economic status [2/2]
Based on students' reports
1. A socio-economically disadvantaged (advantaged) student is a student in the bottom (top) quarter of the PISA index of economic, social and cultural status (ESCS) in his or her own country/economy.
Notes: Values that are statistically significant are indicated in bold (see Annex A3). Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.5. Confidence in capacity for self-directed learning [1/8]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.5. Confidence in capacity for self-directed learning [2/8]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.5. Confidence in capacity for self-directed learning [3/8]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.5. Confidence in capacity for self-directed learning [4/8]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.5. Confidence in capacity for self-directed learning [5/8]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.5. Confidence in capacity for self-directed learning [6/8]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.5. Confidence in capacity for self-directed learning [7/8]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.5. Confidence in capacity for self-directed learning [8/8]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.24. Experience with learning at home [1/10]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.24. Experience with learning at home [2/10]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.24. Experience with learning at home [3/10]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.24. Experience with learning at home [4/10]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.24. Experience with learning at home [5/10]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.24. Experience with learning at home [6/10]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.24. Experience with learning at home [7/10]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.24. Experience with learning at home [8/10]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.24. Experience with learning at home [9/10]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.24. Experience with learning at home [10/10]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.30. Problems with remote learning [1/8]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.30. Problems with remote learning [2/8]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.30. Problems with remote learning [3/8]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.30. Problems with remote learning [4/8]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.30. Problems with remote learning [5/8]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.30. Problems with remote learning [6/8]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.30. Problems with remote learning [7/8]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.2.30. Problems with remote learning [8/8]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.3.1. Teacher support in mathematics [1/4]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.3.1. Teacher support in mathematics [2/4]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.3.1. Teacher support in mathematics [3/4]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.3.1. Teacher support in mathematics [4/4]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.3.9. Disciplinary climate in mathematics lessons [1/8]
Based on students' reports
1. Higher values in the index indicate a more positive disciplinary climate.
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.3.9. Disciplinary climate in mathematics lessons [2/8]
Based on students' reports
1. Higher values in the index indicate a more positive disciplinary climate.
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.3.9. Disciplinary climate in mathematics lessons [3/8]
Based on students' reports
1. Higher values in the index indicate a more positive disciplinary climate.
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.3.9. Disciplinary climate in mathematics lessons [4/8]
Based on students' reports
1. Higher values in the index indicate a more positive disciplinary climate.
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.3.9. Disciplinary climate in mathematics lessons [5/8]
Based on students' reports
1. Higher values in the index indicate a more positive disciplinary climate.
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.3.9. Disciplinary climate in mathematics lessons [6/8]
Based on students' reports
1. Higher values in the index indicate a more positive disciplinary climate.
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.3.9. Disciplinary climate in mathematics lessons [7/8]
Based on students' reports
1. Higher values in the index indicate a more positive disciplinary climate.
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.3.9. Disciplinary climate in mathematics lessons [8/8]
Based on students' reports
1. Higher values in the index indicate a more positive disciplinary climate.
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.3.23. School safety risks [1/4]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.3.23. School safety risks [2/4]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.3.23. School safety risks [3/4]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.3.23. School safety risks [4/4]
Based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.4.10. Grade repetition [1/2]
Based on students' reports
1. The questions on grade repetition were not administered in Japan and Norway. The share of grade repeaters has been set to zero in agreement with countries since there is a policy of automatic grade progression and more than 99.5% of students were enrolled in the same grade level.
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.4.10. Grade repetition [2/2]
Based on students' reports
1. The questions on grade repetition were not administered in Japan and Norway. The share of grade repeaters has been set to zero in agreement with countries since there is a policy of automatic grade progression and more than 99.5% of students were enrolled in the same grade level.
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.4.17. Isolation index, by socio-economic status, immigrant background, gender and mathematics performance [1/6]
1. The isolation index measures the extent to which certain types of students (e.g. disadvantaged students) are isolated from other all other types of students or from a specific group of students (e.g. advantaged students), based on the schools they attend. It ranges from 0 to 1 where 0 corresponds to full exposure (no segregation) and 1 to full isolation/segregation.
2. Only countries and economies where at least 5% of the student population has an immigrant background are examined.
3. Low-achieving students are students who score among the bottom 25% of students within their country or economy on the PISA test.
4. High-achieving students are students who score among the top 25% of students within their country or economy on the PISA test.
Notes: Values that are statistically significant are indicated in bold (see Annex A3).
Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.4.17. Isolation index, by socio-economic status, immigrant background, gender and mathematics performance [2/6]
1. The isolation index measures the extent to which certain types of students (e.g. disadvantaged students) are isolated from other all other types of students or from a specific group of students (e.g. advantaged students), based on the schools they attend. It ranges from 0 to 1 where 0 corresponds to full exposure (no segregation) and 1 to full isolation/segregation. 2. Only countries and economies where at least 5% of the student population has an immigrant background are examined. 3. Low-achieving students are students who score among the bottom 25% of students within their country or economy on the PISA test. 4. High-achieving students are students who score among the top 25% of students within their country or economy on the PISA test. Notes: Values that are statistically significant are indicated in bold (see Annex A3).
Information regarding the proportion of the sample covered is shown next to the standard error.
Table II.B1.4.17. Isolation index, by socio-economic status, immigrant background, gender and mathematics performance [3/6]
1. The isolation index measures the extent to which certain types of students (e.g. disadvantaged students) are isolated from other all other types of students or from a specific group of students (e.g. advantaged students), based on the schools they attend. It ranges from 0 to 1 where 0 corresponds to full exposure (no segregation) and 1 to full isolation/segregation.
2. Only countries and economies where at least 5% of the student population has an immigrant background are examined.
3. Low-achieving students are students who score among the bottom 25% of students within their country or economy on the PISA test.
4. High-achieving students are students who score among the top 25% of students within their country or economy on the PISA test.
Notes: Values that are statistically significant are indicated in bold (see Annex A3).
Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.4.17. Isolation index, by socio-economic status, immigrant background, gender and mathematics performance [4/6]
1. The isolation index measures the extent to which certain types of students (e.g. disadvantaged students) are isolated from other all other types of students or from a specific group of students (e.g. advantaged students), based on the schools they attend. It ranges from 0 to 1 where 0 corresponds to full exposure (no segregation) and 1 to full isolation/segregation. 2. Only countries and economies where at least 5% of the student population has an immigrant background are examined. 3. Low-achieving students are students who score among the bottom 25% of students within their country or economy on the PISA test. 4. High-achieving students are students who score among the top 25% of students within their country or economy on the PISA test. Notes: Values that are statistically significant are indicated in bold (see Annex A3). Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.4.17. Isolation index, by socio-economic status, immigrant background, gender and mathematics performance [5/6]
1. The isolation index measures the extent to which certain types of students (e.g. disadvantaged students) are isolated from other all other types of students or from a specific group of students (e.g. advantaged students), based on the schools they attend. It ranges from 0 to 1 where 0 corresponds to full exposure (no segregation) and 1 to full isolation/segregation.
2. Only countries and economies where at least 5% of the student population has an immigrant background are examined.
3. Low-achieving students are students who score among the bottom 25% of students within their country or economy on the PISA test.
4. High-achieving students are students who score among the top 25% of students within their country or economy on the PISA test.
Notes: Values that are statistically significant are indicated in bold (see Annex A3).
Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.4.17. Isolation index, by socio-economic status, immigrant background, gender and mathematics performance [6/6]
1. The isolation index measures the extent to which certain types of students (e.g. disadvantaged students) are isolated from other all other types of students or from a specific group of students (e.g. advantaged students), based on the schools they attend. It ranges from 0 to 1 where 0 corresponds to full exposure (no segregation) and 1 to full isolation/segregation. 2. Only countries and economies where at least 5% of the student population has an immigrant background are examined. 3. Low-achieving students are students who score among the bottom 25% of students within their country or economy on the PISA test. 4. High-achieving students are students who score among the top 25% of students within their country or economy on the PISA test. Notes: Values that are statistically significant are indicated in bold (see Annex A3).
Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.4.26. Ability grouping [1/2]
Results based on principals' reports
Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage
Table II.B1.4.26. Ability grouping [2/2]
Results based on principals' reports
Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but
less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage
Table II.B1.5.4. Shortage of education staff in 2015, 2018 and 2022 [1/4]
Notes: Values that are statistically significant are indicated in bold (see Annex A3).
Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.5.4. Shortage of education staff in 2015, 2018 and 2022 [2/4]
Notes: Values that are statistically significant are indicated in bold (see Annex A3).
Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.5.4. Shortage of education staff in 2015, 2018 and 2022 [3/4]
Notes: Values that are statistically significant are indicated in bold (see Annex A3).
Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.5.4. Shortage of education staff in 2015, 2018 and 2022 [4/4]
Notes: Values that are statistically significant are indicated in bold (see Annex A3).
Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.5.46. Student behaviour when using digital devices [1/6]
In hours; results based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.5.46. Student behaviour when using digital devices [2/6]
In hours; results based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.5.46. Student behaviour when using digital devices [3/6]
In hours; results based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.5.46. Student behaviour when using digital devices [4/6]
In hours; results based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.5.46. Student behaviour when using digital devices [5/6]
In hours; results based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.5.46. Student behaviour when using digital devices [6/6]
In hours; results based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.5.64. Mean mathematics performance per time spent learning on digital devices at school [1/2]
In hours; results based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.5.64. Mean mathematics performance per time spent learning on digital devices at school [2/2]
In hours; results based on students' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.6.31. Reasons for transferring students to another school [1/4]
Results based on principals' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.6.31. Reasons for transferring students to another school [2/4]
Results based on principals' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.6.31. Reasons for transferring students to another school [3/4]
Results based on principals' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.6.31. Reasons for transferring students to another school [4/4]
Results based on principals' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.6.38. Assessment practices at school [1/8]
Results based on principals' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.6.38. Assessment practices at school [2/8]
Results based on principals' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.6.38. Assessment practices at school [3/8]
Results based on principals' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.6.38. Assessment practices at school [4/8]
Results based on principals' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.6.38. Assessment practices at school [5/8]
Results based on principals' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.6.38. Assessment practices at school [6/8]
Results based on principals' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.6.38. Assessment practices at school [7/8]
Results based on principals' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.6.38. Assessment practices at school [8/8]
Results based on principals' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.6.58. Quality assurance and improvement actions at school [1/6]
Results based on principals' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.6.58. Quality assurance and improvement actions at school [2/6]
Results based on principals' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.6.58. Quality assurance and improvement actions at school [3/6]
Results based on principals' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.6.58. Quality assurance and improvement actions at school [4/6]
Results based on principals' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.6.58. Quality assurance and improvement actions at school [5/6]
Results based on principals' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.
Table II.B1.6.58. Quality assurance and improvement actions at school [6/6]
Results based on principals' reports
Note: Information regarding the proportion of the sample covered is shown next to the standard error. No symbol means at least 75% of the population was covered; one dagger (†) means at least 50% but less than 75%; and one double-dagger (‡) means less than 50% was covered. For comparisons across cycles, the coverage information corresponds to the cycle with the lowest sample coverage.