[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-40999-en":3,"doc-seo-40999-105":30,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":13,"seo_description":14,"update_tm":28,"read_time":29},40999,1374391974564,"Clementine","https://ap-avatar.wpscdn.com/avatar/14000253aa45c000a9e?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779874745381141002",8,"Research & Report","PISA 2022 Results Volume II Learning During and From Disruption","PISA 2022 Results (Volume II): Learning During—and From—Disruption examines how students’ performance, well-being, and equity changed around COVID-19 disruptions. Covering nearly 700,000 15-year-olds from 81 participating economies, the report compares outcomes with PISA 2018 and highlights systems that sustained or improved mathematics achievement. It also documents broad average declines across the OECD, quantifying drops in reading and mathematics and connecting resilience with school closure duration, remote-learning obstacles, and ongoing support.","Publication  \nPISA 2022 Results  \nLearning During – and From – Disruption  \nVolume II  \nPISA 2022 Results (Volume II)  \nLEARNING DURING – AND FROM – DISRUPTION  \nThis work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Member countries of the OECD.  \nThis document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.  \nThe statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.  \nNote by the Republic ofTürkiye  \nThe information in this document with reference to “Cyprus” relates to the southern part of the Island. There is no single authority representing both Turkish and Greek Cypriot people on the Island. Türkiye recognises the Turkish Republic of Northern Cyprus (TRNC) . Until a lasting and equitable solution is found within the context of the United Nations, Türkiye shall preserve its position concerning the “Cyprus issue”.  \nNote by all the European Union Member States of the OECD and the European Union  \nThe Republic of Cyprus is recognised by all members of the United Nations with the exception of Türkiye . The information in this document relates to the area under the effective control of the Government of the Republic of Cyprus.  \nKosovo*: This designation is without prejudice to positions on status, and is in line with United Nations Security Council Resolution 1244/99 and the Advisory Opinion of the International Court of Justice on Kosovo’s declaration of independence.  \nPlease cite this publication as:  \nOECD (2023), PISA 2022 Results (Volume II): Learning During–and From–Disruption, PISA, OECD Publishing, Paris, [https://doi.org/10.1787/a97db61c-en](https://doi.org/10.1787/a97db61c-en).  \nISBN 978-92-64-49897-6 (print)  \nISBN 978-92-64-89821-9 (pdf)  \nISBN 978-92-64-62405-4 (HTML)  \nISBN 978-92-64-95221-8 (epub)  \nPISA  \nISSN 1990-8539 (print)  \nISSN 1996-3777 (online)  \nPhoto credits: Cover © [Monkey Business Images/Shutterstock.com](Monkey Business Images/Shutterstock.com).  \n[Corrigenda to OECD publications may be found on line at: ](Corrigenda to OECD publications may be found on line at: www.oecd.org/about/publishing/corrigenda.htm)[www.oecd.org/about/publishing/corrigenda.htm](Corrigenda to OECD publications may be found on line at: www.oecd.org/about/publishing/corrigenda.htm).© OECD 2023  \nLicensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 IGO (CC BY-NC-SA 3.0 IGO) licence.  \nPreface  \nIn 2022, as countries were still dealing with the lingering impacts of the COVID-19 pandemic, nearly 700 000 students from 81 OECD Member and partner economies, representing 29 million across the world, took the Programme for International Student Assessment (PISA) test.  \nIt makes 2022 PISA the first large-scale study to collect data on student performance, well-being, and equity before and after the COVID-19 disruptions. The report finds that in spite of the challenging circumstances, 31 countries and economies managed to at least maintain their performance in mathematics since PISA 2018. Among these, Australia* , Japan, Korea, Singapore , and Switzerland maintained or further raised already high levels of student performance, with scores ranging from 487 to 575 points (OECD average 472) . These systems showed common features including shorter school closures, fewer obstacles to remote learning, and continuing teachers’ and parental support, which can further offer insights and indications of broader best practices to address future crises.  \nMany countries ","cbCaiowK9lMOx5DW","https://ap.wps.com/l/cbCaiowK9lMOx5DW","pdf",20811064,7,1,458,"English","en",105,"# Preface\n## PISA 2022 study scope and timing\n## Mathematics performance resilience since 2018\n## Progress toward universal secondary education\n## Socio-economic fairness and basic proficiency\n## OECD-wide declines after COVID-19 disruptions","[{\"question\":\"What does PISA 2022 Volume II focus on?\",\"answer\":\"It analyzes learning during and from COVID-19 disruptions, using PISA data on student performance, well-being, and equity, with comparisons to PISA 2018.\"},{\"question\":\"How many students and economies were included in the 2022 assessment?\",\"answer\":\"Nearly 700,000 students from 81 OECD Member and partner economies participated, representing about 29 million students worldwide.\"},{\"question\":\"What happened to average performance across the OECD compared with 2018?\",\"answer\":\"Average reading scores fell by about ten points and mathematics by almost 15 points, with the mathematics decline described as larger than any previous consecutive 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