Snapshot of performance in science, reading and mathematics
Snapshot of students' science beliefs, engagement and motivation
Snapshot of equity in education
Science performance and per capita GDP
Science performance and spending on education
Science performance and parents' education
Science performance and share of disadvantaged students
Science performance and proportion of students with an immigrant background
Equivalence of the PISA assessment across cultures and languages
Science performance among PISA 2015 participants, at national and subnational levels
Students' proficiency in science
Fifteen-year olds' proficiency in science
Overlapping of top performers in science with top performers in reading and mathematics
The global pool of top performers: A PISA perspective
Gender differences among low-achieving students in science
Gender differences among top performers in science
Average three-year trend in science performance since 2006
Average three-year trend in median science performance since 2006, after accounting for changes in coverage
Average three-year trend in science performance since 2006, after accounting for demographic changes
Multiple comparisons of science performance between 2006 and 2015
Relationship between average three-year trend in science performance and average PISA 2006 science scores
Percentage of low-achieving students and top performers in science in 2006 and 2015
Trends in science performance among high and low achievers
Comparing countries and economies on the different science competency subscales
Boys' and girls' strengths and weaknesses in science
Comparing countries and economies on the different science knowledge subscales
Comparing countries and economies on the different science content subscales
Students' epistemic beliefs
Gender differences in students' epistemic beliefs
Relationship between students' belief in scientific approaches to enquiry and science performance
System-level association between science performance and students' belief in scientific approaches to enquiry
Students' career expectations
Students' career expectations, by proficiency in science
Change between 2006 and 2015 in students' expectations of a science-related career
Expectations of a science career, by gender
Most popular career choices in science among boys and girls
Students' science activities, by gender
Gender differences in students' science activities
Students' enjoyment of learning science, by gender
Change between 2006 and 2015 in students' enjoyment of learning science
Gender differences in students' enjoyment of learning science
Students' interest in broad science topics, by gender
Students' instrumental motivation to learn science, by gender
Change between 2006 and 2015 in students' instrumental motivation to learn science
Gender differences in students' instrumental motivation to learn science
Students' expectations of future careers and instrumental motivation to learn science
Students expecting a career in science, by performance and enjoyment of learning
Students' enjoyment of science and science performance
Students' instrumental motivation to learn science and science performance
Students' self-efficacy in science, by gender
Change between 2006 and 2015 in students' self-efficacy in science
Students' self-efficacy in science and science performance
Gender gaps in self-efficacy and performance in science
Reading performance among PISA 2015 participants, at national and subnational levels
Average three-year trend in reading performance since 2009
Multiple comparisons of reading performance between 2009 and 2015
Relationship between average three-year trend in reading performance and average PISA 2009 reading scores
Curvilinear trajectories of average reading performance across PISA assessments
Students' proficiency in reading
Percentage of low-achieving students and top performers in reading in 2009 and 2015
Gender differences in reading performance
Change between 2009 and 2015 in gender differences in reading performance
Mathematics performance among PISA 2015 participants, at national and subnational levels
Change between 2012 and 2015 in mathematics performance and average three-year trend since earliest participation in PISA
Multiple comparisons of mathematics performance between 2012 and 2015
Relationship between change in mathematics performance and average PISA 2012 mathematics scores
Relationship between change in mathematics performance and students' exposure to computers in 2012
Student proficiency in mathematics
Percentage of low-achieving students and top performers in mathematics in 2012 and 2015
Gender differences in mathematics performance
Change Change between 2012 and 2015 in gender differences in mathematics performance
Countries' and economies' performance in science and major indicators of equity in education
Socio-economic contextual factors and indicators of equity in education
Change between 2003 and 2015 in the coverage of 15-year-olds in grade 7 and higher
Students' socio-economic status and average performance across OECD countries
Mean performance in science and strength of the socio-economic gradient
Mean performance in science, by international decile on the PISA index of economic, social and cultural status
How high and low performance are related to socio-economic status
Likelihood of low performance among disadvantaged students, relative to non-disadvantaged students
Percentage of resilient students
Variation in science performance between and within schools
Science performance of students in socio-economically advantaged, average and disadvantaged schools
Performance differences between and within schools explained by students' and schools' socio-economic profile
Differences in educational resources between advantaged and disadvantaged schools
Increased likelihood of grade repetition, by students' socio-economic status
Change between 2006 and 2015 in the strength of the socio-economic gradient and average 3-year trend in science performance
Change between 2006 and 2015 in the slope of the socio-economic gradient and average 3-year trend in science performance
Change between 2006 and 2015 in student resiliency
Change between 2006 and 2015 in the percentage of second- and first-generation immigrant students
Change between 2006 and 2015 in the percentage of first-generation immigrant students with educated parents
Percentage of immigrant students and education systems' average performance in science
Student performance in science, by immigrant background
Differences in science performance, by immigrant background
Percentage of low performers in science, by immigrant background
Likelihood of low performance in science, by immigrant background
Resilient students, by immigrant background
Immigrant students' performance in science, by country of origin and destination
Students' expectations of pursuing a career in science, by immigrant background
Concentration of immigrant students in schools
Student performance in science and concentration of immigrant students in schools
Change between 2006 and 2015 in the science performance difference between immigrant and non-immigrant students
Relationship between school performance and schools' socio-economic profile in countries with high performance and flat and weak gradients: Canada, Denmark, Estonia and Macao (China)
Relationship between school performance and schools' socio-economic profile in countries with high performance and steep and strong gradients: Belgium, Singapore, Switzerland and New Zealand
Relationship between school performance and schools' socio-economic profile in countries with high performance and steep and weak gradients: Korea and Japan
Relationship between school performance and schools' socio-economic profile in countries with average or low performance and flat and weak gradients: Iceland, Italy, Latvia and Russia
Relationship between school performance and schools' socio-economic profile in countries with average or low performance and flat and strong gradients: Chile, Peru, Uruguay and the Slovak Republic
Relationship between school performance and schools' socio-economic profile in countries with average or low performance and steep and strong gradients: Austria, Czech Republic, France and Hungary
Relationship between school performance and schools' socio-economic profile in countries with a large percentage of students performing below proficiency Level 2: Brazil, Dominican Republic, Indonesia and Tunisia
Relationship between school performance and schools' socio-economic profile in countries with large socio-economic disparities and average equity: CABA (Argentina), Malta, Mexico and Romania
Relationship between school performance and schools' socio-economic profile in countries with large socio-economic disparities and high equity: Hong Kong (China), Turkey, Thailand, Trinidad and Tobago
Relationship between school performance and schools' socio-economic profile in countries with strong between-school gradients: Bulgaria, B-S-J-G (China), Germany and Slovenia
Relationship between school performance and schools' socio-economic profile in countries with weak between-school gradients: Algeria, Finland, FYROM and Norway
Relationship between school performance and schools' socio-economic profile in countries with marked performance differences within-school: Ireland, Spain
Changes in science performance between 2006 and 2015, based on originally scaled and on rescaled results
Changes in reading performance between 2009 and 2015, based on originally scaled and on rescaled results
Changes in mathematics performance between 2012 and 2015, based on originally scaled and on rescaled results