B-S-J-Z (China)
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B-S-J-Z (China)
Beijing, Shanghai, Jiangsu, Zhejiang: Student performance (PISA 2025)
  • In 2025, the average score of 15-year-old students in science in B-S-J-Z (China) was 597 PISA score points (OECD average: 482 PISA score points), and the score difference between boys and girls was 14 PISA score points (OECD average: -1 PISA score points).
  • Low performers in science accounted for 2.5% of students in B-S-J-Z (China) (OECD average: 25.7%), while 35.6% were top performers, scoring at Level 5 or 6 (OECD average: 7.2%). The performance difference between students at the 90th and 10th percentiles was 223 PISA score points (OECD average: 258 PISA score points).
  • In mathematics, 15-year-old students in B-S-J-Z (China) scored 612 PISA score points on average (OECD average: 463 PISA score points). The score difference between boys and girls was 21 PISA score points (OECD average: 13 PISA score points).
  • Reading performance averaged 527 PISA score points score points in B-S-J-Z (China) (OECD average: 461 PISA score points). The difference between boys and girls was -7 PISA score points (OECD average: -30 PISA score points).
  • Students in B-S-J-Z (China) scored 560 PISA score points on average in computational problem solving (OECD average: 500 PISA score points), while 33.4% performed better than expected based on their science performance (OECD average: 56.3%).
  • Some 74% of students in B-S-J-Z (China) reported that they like learning new things in school (OECD average: 68.8%), and 71.9% reported that they like to know how things work (OECD average: 74%). Regarding student perserverance, 62.1% reported that they finish what they start (OECD average: 61.2%), and 72.9% that they put in additional effort when work becomes challenging (OECD average: 59.5%).
  • Students in B-S-J-Z (China) reported their engagement as well as their learning dispositions across indices such as: 0.01 for curiosity (OECD average: 0 ), 0.1 for perseverance (OECD average: 0 ), 0.09 for goal setting (OECD average: 0 ), 0.31 for help seeking (OECD average: 0 ) and 0.06 for cognitive adaptability (OECD average: 0.01 ).
  • Some 64% of students in B-S-J-Z (China) reported feeling that they belong at school (OECD average: 76.2%), while 83.3% reported that they make friends easily (OECD average: 80%) and 53.6% that they believe their peers like them (OECD average: 83.1%).
  • Socio-economic status accounted for 9.7% of the variation in science performance in B-S-J-Z (China) (OECD average: 11.6%). The science-performance gap separating students in the top quarter of the socio-economic distribution from those in the bottom quarter was 72 PISA score points (OECD average: 84 PISA score points).
  • Moderate use of digital devices for learning at school is associated with different levels of science performance in B-S-J-Z (China): students reporting no use scored 600 PISA score points (OECD average: 480 PISA score points), those using them for two to three hours per day scored 596 PISA score points (OECD average: 499 PISA score points), and those using them for more than seven hours scored 607 PISA score points (OECD average: 481 PISA score points).
  • Students in B-S-J-Z (China) reported varying levels and forms of AI use for schoolwork: the AI-use index stood at -0.28 (OECD average: 0 ), 17.7% did not use AI for schoolwork (OECD average: 13.7%), 23% did not use AI to help them learn (OECD average: 20.7%), and 44.6% reported learning to assess AI-generated information in class (OECD average: 62.6%).
  • Environmental-science performance averaged 594 PISA score points score points in B-S-J-Z (China) (OECD average: 480 PISA score points), while the score difference between boys and girls was 13 PISA score points (OECD average: -5 PISA score points). Some 7.8% of students achieved at least a baseline proficiency in environmental science (OECD average: 24.6%).
  • In B-S-J-Z (China), students reported their environmental awareness and sense of agency as follows: 0.54 on the environmental-awareness index (OECD average: -0.14 ), 0.6 on beliefs in their capacity to generate environmental change (OECD average: 0 ), and 0.53 on collective environmental efficacy (OECD average: 0 ).
    • | PISA 2025 | Country Note | PISA 2025 Assessment and Analytical Framework | PISA Database | Important note on countries |

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    The following list displays indicators for which your selected country shows the highest and lowest values among countries. The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD and partner countries. Find out more about the methodology here.

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    Student performance in science

    The mean score in science performance is one of the highest among PISA-participating countries and economies. (597 PISA Score points, rank 1/90 , 2025) Download Indicator

    Boys' performance in science is one of the highest among PISA-participating countries and economies. (604 PISA Score points, rank 1/90 , 2025) Download Indicator

    Girls' performance in science is one of the highest among PISA-participating countries and economies. (590 PISA Score points, rank 1/90 , 2025) Download Indicator

    The gender difference in science performance in favour of boys is one of the largest among PISA-participating countries and economies. (14 PISA Score points, rank 4/53 , 2025) Download Indicator

    The percentage of low performers in science (below proficiency Level 2) is one of the lowest among PISA-participating countries and economies. (2.5 %, rank 90/90 , 2025) Download Indicator

    The percentage of top performers in science (proficiency Level 5 or 6) is one of the highest among PISA-participating countries and economies. (35.6 %, rank 1/90 , 2025) Download Indicator

    The percentage of low-performing boys in science (below proficiency Level 2) is one of the lowest among PISA-participating countries and economies. (2.6 %, rank 90/90 , 2025) Download Indicator

    The percentage of top-performing boys in science (proficiency Level 5 or 6) is one of the highest among PISA-participating countries and economies. (39.1 %, rank 1/90 , 2025) Download Indicator

    The percentage of low-performing girls in science (below proficiency Level 2) is one of the lowest among PISA-participating countries and economies. (2.5 %, rank 90/90 , 2025) Download Indicator

    The percentage of top-performing girls in science (proficiency Level 5 or 6) is one of the highest among PISA-participating countries and economies. (31.8 %, rank 1/90 , 2025) Download Indicator

    Student performance in mathematics

    The mean score in mathematics performance is one of the highest among PISA-participating countries and economies. (612 PISA Score points, rank 1/89 , 2025) Download Indicator

    Boys' performance in mathematics is one of the highest among PISA-participating countries and economies. (622 PISA Score points, rank 1/89 , 2025) Download Indicator

    Girls' performance in mathematics is one of the highest among PISA-participating countries and economies. (602 PISA Score points, rank 1/89 , 2025) Download Indicator

    Boys outperform girls in mathematics performance with one of the largest score-point differences. (21 PISA Score points, rank 6/61 , 2025) Download Indicator

    The percentage of low performers in mathematics (below proficiency Level 2) is one of the lowest among PISA-participating countries and economies. (3.6 %, rank 89/89 , 2025) Download Indicator

    The percentage of top performers in mathematics (proficiency Level 5 or 6) is one of the highest among PISA-participating countries and economies. (54.2 %, rank 1/89 , 2025) Download Indicator

    The percentage of low-performing boys in mathematics (below proficiency Level 2) is one of the lowest among PISA-participating countries and economies. (3.6 %, rank 89/89 , 2025) Download Indicator

    The percentage of top-performing boys in mathematics (proficiency Level 5 or 6) is one of the highest among PISA-participating countries and economies. (58.4 %, rank 1/89 , 2025) Download Indicator

    The percentage of low-performing girls in mathematics (below proficiency Level 2) is one of the lowest among PISA-participating countries and economies. (3.5 %, rank 89/89 , 2025) Download Indicator

    The percentage of top-performing girls in mathematics (proficiency Level 5 or 6) is one of the highest among PISA-participating countries and economies. (49.6 %, rank 1/89 , 2025) Download Indicator

    Student performance in reading

    The mean score in reading performance is one of the highest among PISA-participating countries and economies. (527 PISA Score points, rank 2/89 , 2025) Download Indicator

    Boys' performance in reading is one of the highest among PISA-participating countries and economies. (523 PISA Score points, rank 1/89 , 2025) Download Indicator

    Girls' performance in reading is one of the highest among PISA-participating countries and economies. (530 PISA Score points, rank 2/89 , 2025) Download Indicator

    The percentage of low performers in reading (below proficiency Level 2) is one of the lowest among PISA-participating countries and economies. (7.3 %, rank 89/89 , 2025) Download Indicator

    The percentage of top performers in reading (proficiency Level 5 or 6) is one of the highest among PISA-participating countries and economies. (10.3 %, rank 7/89 , 2025) Download Indicator

    The percentage of low-performing boys in reading (below proficiency Level 2) is one of the lowest among PISA-participating countries and economies. (8.6 %, rank 89/89 , 2025) Download Indicator

    The percentage of top-performing boys in reading (proficiency Level 5 or 6) is one of the highest among PISA-participating countries and economies. (10.1 %, rank 6/89 , 2025) Download Indicator

    The percentage of low-performing girls in reading (below proficiency Level 2) is one of the lowest among PISA-participating countries and economies. (5.9 %, rank 89/89 , 2025) Download Indicator

    The percentage of top-performing girls in reading (proficiency Level 5 or 6) is one of the highest among PISA-participating countries and economies. (10.5 %, rank 9/89 , 2025) Download Indicator

    Student performance in mathematics, reading and science

    The percentage of low performers in all subjects (mathematics, reading and science) is one of the lowest among PISA-participating countries and economies. (1.8 %, rank 87/87 , 2025) Download Indicator

    The percentage of top performers in all subjects (mathematics, reading and science) is one of the highest among PISA-participating countries and economies. (9.9 %, rank 2/87 , 2025) Download Indicator

    Student performance in computational problem solving

    In B-S-J-Z (China), the share of students scoring higher than expected in computational problem-solving based on their performance in science was among the smallest across countries with available data. (33.4 %, rank 79/84 , 2025) Download Indicator

    The mean score in computational problem-solving performance is one of the highest among PISA-participating countries and economies. (560 PISA Score points, rank 3/84 , 2025) Download Indicator

    Performance and socio-economic status

    The science performance of students in the bottom international decile of economic, social and cultural status (ESCS) scale is among the highest, compared to countries and economies participating in PISA. (542 PISA Score, rank 1/65 , 2025) Download Indicator

    The science performance of students in the top international decile of economic, social and cultural status (ESCS) scale is among the highest, compared to countries and economies participating in PISA. (645 PISA Score, rank 1/87 , 2025) Download Indicator

    Performance and diversity

    The percentage of students with an immigrant backgroung is one of the lowest among countries and economies participating in PISA. (0.2 %, rank 86/86 , 2025) Download Indicator

    Classroom environment

    In B-S-J-Z (China), the index of disciplinary climate in school science is relatively high. (0.8 PISA Index, rank 4/82 , 2025) Download Indicator

    The difference in science performance associated with a one-unit increase in the index of teacher support is relatively large in B-S-J-Z (China), before accounting for students' and schools' socio-economic profile. (0.62 PISA Index, rank 10/81 , 2025) Download Indicator

    Student well-being

    The percentage of students who feel like they belong at school is one of the lowest among countries and economies participating in PISA. (64 %, rank 84/88 , 2025) Download Indicator

    The share of students who agreed or strongly agreed that they believe their peers like them was among the smallest in B-S-J-Z (China) compared with other countries with available data. (53.6 %, rank 88/88 , 2025) Download Indicator

    Bullying

    Compared to other PISA-participating countries and economies, the percentage of students who reported being bullied (includes any type of bullying act) at least a few times a month is one of the lowest. (13.1 %, rank 80/89 , 2025) Download Indicator

    B-S-J-Z (China) had one of the smallest shares of students who reported being cyberbullied (information about them that was upsetting were published online without their consent). (1.9 %, rank 78/86 , 2025) Download Indicator

    Students' engagement, drive and self-beliefs

    In B-S-J-Z (China), a relatively large number of students students reported that they are interested in and enjoy learning about science, compared to other OECD and partner countries/economies. (0.6 PISA Index, rank 2/88 , 2025) Download Indicator

    The gender difference in enjoyment of learning science (boys - girls) is relatively large in favor of boys in B-S-J-Z (China) compared to other OECD and partner countries/economies. (0.14 PISA Index, rank 5/64 , 2025) Download Indicator

    A small share of students reported skipping a whole school day at least once in the two weeks prior to the PISA test. (3.8 %, rank 87/88 , 2025) Download Indicator

    B-S-J-Z (China) ranked as one of the top-performing countries when comparing the share of students who reported arriving late for school at least once in the two weeks prior to the PISA test. (28.2 %, rank 86/88 , 2025) Download Indicator

    Students in B-S-J-Z (China) show a high tendency to seek help compared to other PISA-participating countries and economies. (0.31 PISA Index, rank 6/82 , 2025) Download Indicator

    B-S-J-Z (China) had one of the largest shares of students who disagree that school has been a waste of time. (92 %, rank 3/87 , 2025) Download Indicator

    In B-S-J-Z (China), the share of students who agreed or strongly agreed that they apply additional effort when work becomes challenging was among the largest across countries with available data. (72.9 %, rank 10/87 , 2025) Download Indicator

    The gender difference in the index of curiosity (boys - girls) in B-S-J-Z (China) shows a narrow gap in favor of boys compared with other countries with available data. (0.19 PISA Index, rank 3/66 , 2025) Download Indicator

    In B-S-J-Z (China), the gender difference in the index of perseverance (boys - girls) shows a slight difference in favor of boys compared with other countries with available data. (0.19 PISA Index, rank 1/60 , 2025) Download Indicator

    The gender difference in the index of cognitive adaptability (boys - girls) placed B-S-J-Z (China) among countries with the widest differences in favor of boys. (0.23 PISA Index, rank 1/47 , 2025) Download Indicator

    Students’ readiness for learning in the digital age

    B-S-J-Z (China) has one of the highest levels of preparedness for digital learning among OECD and partner countries/economies. (0.51 PISA Index, rank 8/88 , 2025) Download Indicator

    The share of students reporting that students get distracted by using digital resources in most or every school science lesson was among the smallest in B-S-J-Z (China) compared with other countries with available data. (4.9 %, rank 83/83 , 2025) Download Indicator

    In B-S-J-Z (China), the share of students reporting distraction from digital resources in science lessons, by principals' implementation of cell phone bans and subject-specific guidelines, was among the smallest across countries with available data. (4.3 %, rank 83/83 , 2025) Download Indicator

    In B-S-J-Z (China), the science performance of students spending no time using digital devices for learning activities at school was among the highest across countries with available data, after accounting for student socio-economic status. (600 PISA Score, rank 1/86 , 2025) Download Indicator

    The science performance of students spending between 2 and 3 hours per day using digital devices for learning activities at school was among the highest in B-S-J-Z (China) compared with other countries with available data, after accounting for student socio-economic status. (596 PISA Score, rank 1/86 , 2025) Download Indicator

    In B-S-J-Z (China), the science performance of students spending more than 7 hours per day using digital devices for learning activities at school was among the highest across countries with available data, after accounting for student socio-economic status. (607 PISA Score, rank 1/86 , 2025) Download Indicator

    Students' environmental competence

    The mean score in environmental science is one of the highest among PISA-participating countries and economies. (594 PISA Score points, rank 1/82 , 2025) Download Indicator

    Boys tend to slightly outperform girls in environmental science. (13 PISA Score points, rank 2/52 , 2025) Download Indicator

    The share of students achieving at least baseline proficiency in environmental science (Level 2) was among the smallest in B-S-J-Z (China) compared with other countries with available data. (7.8 %, rank 83/83 , 2025) Download Indicator

    In B-S-J-Z (China), the change in environmental science performance after accounting for students' and schools' socio-economic profile (ESCS) was among the smallest across countries with available data. (13 PISA Score points, rank 80/81 , 2025) Download Indicator

    Students' attitudes and beliefs regarding environmental issues

    Among students who reported knowing about or being very familiar with climate change and global warming, B-S-J-Z (China) recorded one of the largest share of students with environmental awareness. (0.54 PISA Index, rank 1/88 , 2025) Download Indicator

    B-S-J-Z (China) has one of the largest shares of students believing in their own capacity to generate environmental change. (0.6 PISA Index, rank 1/87 , 2025) Download Indicator

    Students in B-S-J-Z (China) show one of the largest indices of belief in collective environmental efficacy. (0.53 PISA Index, rank 2/87 , 2025) Download Indicator

    Students’ use of artificial intelligence for schoolwork  

    Students in B-S-J-Z (China) show a low use of artificial intelligence for schoolwork. (-0.28 PISA Index, rank 77/82 , 2025) Download Indicator

    B-S-J-Z (China) had one of the largest shares of students who do not use artificial intelligence for schoolwork. (17.7 %, rank 7/82 , 2025) Download Indicator

    B-S-J-Z (China) had one of the largest shares of students who do not use artificial intelligence to summarise assigned reading texts. (37.6 %, rank 9/82 , 2025) Download Indicator

    B-S-J-Z (China) had one of the largest shares of students who do not use artificial intelligence to conduct preliminary research on a new topic. (40.7 %, rank 4/82 , 2025) Download Indicator

    In B-S-J-Z (China), a small share of students are learning to assess AI-generated information in class. (44.6 %, rank 80/82 , 2025) Download Indicator

    The mean science performance of students reporting almost daily use of AI to help them learn and being tasked in school lessons to assess the quality of AI-generated information was among the highest in B-S-J-Z (China) compared with other countries with available data. (612 PISA Score, rank 1/83 , 2025) Download Indicator

    The share of advantaged students reporting that they assess the quality of information generated by AI chatbots in their school lessons sometimes or very often was among the smallest in B-S-J-Z (China) compared with other countries with available data. (50.9 %, rank 79/82 , 2025) Download Indicator


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    General findings
    
                        
    
                            
    
                                
    •  B-S-J-Z (China) and Singapore were the two highest-performing systems across science, mathematics and reading in PISA 2025. Additionally, Estonia, Japan, Korea, Macao (China), Chinese Taipei and the United Kingdom were among the top-10 performing education systems in all three domains.
    • PISA 2025 recorded the lowest OECD-average performance observed so far in science, reading and mathematics. Reading declined after peaking around 2012, science declined more gradually over the past decade, and mathematics fell especially sharply after 2018.
    • Around three-quarters of students demonstrated at least baseline proficiency in science: they pass from knowing some science to using science at a basic level.
    • Socio-economic background remains strongly associated with student achievement, accounting for 12% of within-country variation in science performance.
    •  Students reported more teacher support in science lessons compared to 2015 in about half of countries/economies. Teacher support remains positively associated with science performance and learning attitudes.
    • The provision of study help such as peer-to-peer tutoring is associated with higher science performance.
    
                            
    
                            
    
                                | Education policies: Student outcomes | 
    
                            
    
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    • Socio-economic background remains strongly associated with student achievement, accounting for 12% of within-country variation in science performance.
    • Gender differences in performance in mathematics and reading are still remarquable, as for all previous PISA studies. Boys still perform better than girls in mathematics by 13 PISA score points while girls outperform boys in reading by 30 PISA score points in 2025, on average accross OECD countries. In science, girls perform almost as well as boys by only 1 score point difference.
    • Some education systems, such as B-S-J-Z (China), Canada, Estonia, Ireland, Japan, Korea and Macao (China), achieved both socio-economic fairness and strong performance.
    • Between 2022 and 2025, narrowing of socio-economic gaps in performance largely reflected declines among advantaged students rather than improvements among disadvantaged students.
    • Two out of three students perceive social mobility as achievable, rising to 75% or more in Portugal and Israel.
    • Girls generally reported higher levels of curiosity, perseverance, help seeking, goal setting a growth mindset, while boys tend to report higher cognitive adaptability.
    
                            
    
                            
    
                                | Education policies : Equity | Education policies: Student outcomes | 
    
                            
    
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    • Some 69% of students reported that they like learning new things and 74% reported that they like to know how things work.
    • While 61% of students reported finishing what they start and 60% reported putting in extra effort when work becomes challenging, 52% reported finishing tasks they have started even when they become boring.
    • Girls generally reported higher levels of curiosity, perseverance, help seeking, goal setting a growth mindset, while boys tend to report higher cognitive adaptability.
    • Between 2022 and 2025 students' self-reported curiosity and perseverance declined.
    • Most students feel they belong at school (76%) and make friends easily (80%), and believe their peers like them (83%).
    • While 67% of students believe that school has taught them things that could be useful in a job, 49% reported that school has done little to prepare them for adult life, 24% viewed school has been a waste of time.
    • Bullying is associated with lower student performance and sense of belonging even after accounting for students’ and schools’ socio-economic profiles.
    
                            
    
                            
    
                                | Education policies: Student engagement and motivation | Education policies: Students' Well-Being | OECD Better Life Index | 
    
                            
    
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    • On average, 79% of students use AI chatbots to help them to learn, including 26% weekly and 19% almost daily or more.
    • The relationship between AI use and science performance is complex. Students who frequently use AI for learning and learn to assess the quality of AI-generated information at school achieve higher science performance than non- or infrequent users. However, advantaged students have greater access to these opportunities, raising concerns about an AI divide.
    • Moderate use of digital devices for learning at school relates to higher science performance than no or heavy use. However, more than one hour of leisure use at school is linked to lower performance.
    • Some 28% of students reported that their peers are distracted by the use of digital devices during most or every science lesson. Cell-phone bans or subject-specific guidelines relate to less distraction and less time spent on digital devices at school, but their relationship with performance remains unclear.
    • Almost half of 15 year old students are in schools where the use of cell phones is not allowed on the school premises.
    
                            
    
                            
    
                                | Education policies: Student outcomes | Education policies: Learning environment | Education policies: Digital Divide | 
    
                            
    
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    • About three in four students achieve at least baseline proficiency (Level 2) in environmental science.
    • Higher-performing students tend to report stronger environmental awareness, personal agency and collective efficacy.
    • Caring for the environment is widespread: 75% of students reported looking after the global environment is important to them; it is over 90% in B-S-J-Z (China), Indonesia, Korea and Cambodia.
    • Most students believe collective action (82%) and individual action (81%) can address environmental challenges, though fewer know how to collaborate effectively (68%).
    • On average, 28% of students never participated in any of the five environmental activities examined. Among them, 56% do not know anyone engaged in environmental actions, 49% believe others will address the problem and 47% feel their actions would not make a difference.
    • On average, 62% of students are interested in contributing to environmental protection through their future careers, particularly girls, socio-economically advantaged students, higher performing students and students with pro-environmental attitudes.
    
                            
    
                            
    
                                | Education policies: Student outcomes | Education policies: Student engagement and motivation | 
    
                            
    
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            Diagram of funding flows - B-S-J-Z (China)
            
    
            
    
        
    


        
		
    
            
    
			Click on the coverpage to see the full OECD iLibrary version
			
    
				Key
            
    
            Country Reviews for B-S-J-Z (China)
            
    
            
    
			
    
        
    
		
              
              
              
              
              
              
              
        
    
            Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple
            most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities, 
			such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important
            areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website
            for each publication.
    
            All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: https://www.oecd.org/en/about/members-partners.html
            

    
			Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some 
			countries may have provided data refering to a more recent or late year. To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2026 for school year 2025/2026.
			

    
	    *TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. 
		This explains the difference between the OECD average and the TALIS averages.
		Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and 
		Annex 3 
		of EAG 2024 for more details about the data collections.
            

    
            For additional notes, please refer to annexes in the list of links below the introductory country profile text.