Search for specific education indicators by country, theme or level of education and compare the results using interactive charts and tables.

Base Theme

Education at a Glance 2018 (EAG 2018): Highlights
EAG 2018, Chapter A: The output of educational institutions and the impact of learning
EAG 2018, Chapter B: Access to education, participation and progression
EAG 2018, Chapter C: Financial resources invested in education
EAG 2018, Chapter D: Teachers, learning environment and organisation of schools
TALIS 2018: Full selection of indicators
Survey of Adult Skills (PIAAC 2015): Full selection of indicators
PISA 2015: Full selection of indicators
PISA 2015 (Volume III): Students' Well-Being
PISA 2015 (Volume IV): Students' Financial Literacy
PISA 2015 (Volume V): Collaborative Problem Solving
Access & Participation
Organisation & Governance
Finance & Funding
Learning environment
Teachers
Evaluation & Quality assurance
Equity
Gender
Digital divide
Socio-economic status
Migrant background
Economic & Social outcomes
Impact of the global economic crisis on education
Internationalisation
Research & Innovation in education
School leadership
Trends shaping education
Attainment
Skills
Low performers
Computers, education and skills
Early childhood education and care
Tertiary education
Demographic, social and economic indicators
Low performers
In PISA, "low-performers" are students who perform below the proficiency baseline Level 2 in mathematics, reading and/or science (i.e. they score at Level 1 or below).

  • On average across OECD countries, some 28% of students score below the baseline level of proficiency in at least one of the three core subjects that PISA 2015 assesses (reading, mathematics and science). The share of low-performers is greater in mathematics (23%) than in reading (18%) or science (18%). Some 12% of students are low-performers in all three subjects.
  • On average across OECD countries, there are 14% more low-performing students in mathematics among immigrant students than among non-immigrant students.
  • In PISA 2012, there were 20% more low-performing students enrolled in vocational programmes than those in general programmes, 22% more among those with no pre-primary education compared to those who attended pre-primary school for at least a year and 28% more among students with a socio-economically disadvantaged background than among those with a high socio-economic status.
  • In nearly all countries participating in PISA 2012, most of low-performers in mathematics, reading and science are boys (60% on average across OECD). In Latvia and Finland this figure amounts to more than 70% and only in Colombia and Lichtenstein less than half of low-performing students are boys.