PISA 2009 at a Glance

Table of Contents......Page 5
Foreword......Page 4
PISA countries and economies......Page 7
Reader’s Guide......Page 8
1. What Students Know and Can Do......Page 12
Further reading from the OECD......Page 13
Figure 1.1. How proficient are students in reading?......Page 14
Further reading from the OECD......Page 15
Figure 1.2. Comparing performance in reading......Page 16
Further reading from the OECD......Page 17
Figure 1.3. Gender differences in reading performance......Page 18
Further reading from the OECD......Page 19
Figure 1.4. How proficient are students in mathematics?......Page 20
Further reading from the OECD......Page 21
Figure 1.5. Comparing performance in mathematics......Page 22
Further reading from the OECD......Page 23
Figure 1.6. Gender differences in mathematics performance......Page 24
Further reading from the OECD......Page 25
Figure 1.7. How proficient are students in science?......Page 26
Further reading from the OECD......Page 27
Figure 1.8. Comparing performance in science......Page 28
Further reading from the OECD......Page 29
Figure 1.9. Gender differences in science performance......Page 30
Further reading from the OECD......Page 31
Figure 1.11. Top performers in reading, mathematics and science......Page 32
Going further......Page 33
Figure 1.12. Change in reading performance between 2000 and 2009......Page 34
Going further......Page 35
Table 1.1. A summary of changes in reading performance......Page 36
Going further......Page 37
Figure 1.13. Percentage of students below proficiency Level 2 in reading in 2000 and 2009......Page 38
Going further......Page 39
Figure 1.14. Percentage of top performers in reading in 2000 and 2009......Page 40
Going further......Page 41
Figure 1.15. Comparison of gender differences in performance between 2000 and 2009......Page 42
Going further......Page 43
Figure 1.16. Change in mathematics performance between 2003 and 2009......Page 44
Going further......Page 45
Figure 1.17. Change in science performance between 2006 and 2009......Page 46
2. Overcoming Social Background......Page 48
Going further......Page 49
Figure 2.1. Socio-economic background and reading performance......Page 50
Further reading from the OECD......Page 51
Figure 2.2. Percentage of resilient students among disadvantaged students......Page 52
Going further......Page 53
Figure 2.3. Reading performance difference between students from single-parent families and those from other types of families......Page 54
Going further......Page 55
Figure 2.4. Immigrant status, language spoken at home and reading performance......Page 56
Going further......Page 57
Figure 2.5. Reading performance, by school location......Page 58
Going further......Page 59
Table 2.1. Relationship between schools’ average socio-economic background and school resources......Page 60
Going further......Page 61
Figure 2.6. Relationship between students’ socio-economic background and their reading performance in 2000 and 2009......Page 62
Going further......Page 63
Figure 2.7. Immigrant background and reading performance in 2000 and 2009......Page 64
3. Learning to Learn......Page 66
Further reading from the OECD......Page 67
Figure 3.1. The relationship between enjoying reading and performance in reading......Page 68
Further reading from the OECD......Page 69
Figure 3.2. Relationship between the types of materials students read and performance in reading......Page 70
Going further......Page 71
Figure 3.4. What boys and girls read for enjoyment, OECD average......Page 72
Further reading from the OECD......Page 73
Figure 3.5. How students’ awareness of effective strategies to summarise information relates to their reading performance......Page 74
Going further......Page 75
Figure 3.6. Percentage of students who read for enjoyment in 2000 and 2009......Page 76
Going further......Page 77
Figure 3.7. Change in the percentage of boys and girls who read for enjoyment between 2009 and 2000, by socio-economic background......Page 78
4. What Makes a School Successful?......Page 80
Further reading from the OECD......Page 81
Table 4.1. How school systems' policies for selecting and grouping students are related to educational outcomes......Page 82
Going further......Page 83
Table 4.2. How school systems select and group students for schools, grades and programmes......Page 84
Going further......Page 85
Table 4.3. How the governance of school systems is related to educational outcomes......Page 86
Going further......Page 87
Table 4.4. How school systems are governed......Page 88
Going further......Page 89
Table 4.5. How school systems allocate resources for education......Page 90
Going further......Page 91
Table 4.6. Countries/Economies where the learning environment at school is related to reading performance......Page 92
Going further......Page 93
Table 4.7. Strength of teacher-student relations and disciplinary climate......Page 94
Going further......Page 95
Figure 4.1. Change in teacher-student relations between 2000 and 2009......Page 96
Going further......Page 97
Figure 4.2. Change in disciplinary climate between 2000 and 2009......Page 98