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Schooling Reform and Development, East China Normal University Guorui Fan  \nInstitute of Education Governance, East China Normal University  \nECNU Review of Education 2019, Vol. 2(3) 297–310 ª The Author(s) 2019 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531119878557](DOI: 10.1177/2096531119878557)[ ](DOI: 10.1177/2096531119878557)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: This study analyzes the Programme for International Student Assessment (PISA) data, revealing that the test itself reflects China’s educational problems as well as the resultant effect of digital governance. Examining the root cause of these problems, this study demonstrates that the education reforms implemented in response to the PISA have gone beyond digital governance. Design/Approach/Methods: This study conducts a text analysis of materials related to China’s education system, including PISA data and analytical reports published by the Organisation for Economic Co-operation and Development since 2009.  \nFindings: Reflected by PISA data, the main problems facing China’s educational sector include the overburdening of students at school, emphasis on knowledge acquisition during the teaching process, and the prevalence of extracurricular tuition. The digital governance effect triggered by PISA is highly consistent with China’s constant and excessive pursuit of efficiency, emphasis on scores, and the rate of students entering higher level schools. In the new era, China actively reflected on the disadvantages of digital governance before implementing a series of education reforms that go beyond it.  \nCorresponding author:  \nGuorui Fan, Institute of Education Governance, East China Normal University, 3663 N. Zhongshan Rd, Shanghai 200062, China.  \nEmail: [grfan@ecnu.edu.cn](grfan@ecnu.edu.cn)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([http://www.creativecommons.org/licenses/by-nc/4.0/](http://www.creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nOriginality/Value: This study is based on China’s cultural background and the latest contexts. It examines the impact of the large-scale international assessment on China’s education governance and discusses the impact of digital governance on the education reforms in other countries. The implementation of China’s post-PISA education reforms demonstrates that different countries can implement rational education reforms based on their own cultural traditions and social realities as well as by referencing and using PISA data with care and prudence.  \nKeywords  \nChina, digital governance, education policy, education reforms, PISA Date received: 10 July 2019; accepted: 6 September 2019  \nBackground  \nDeveloped by the Organisation for Economic Co-operation and Development (OECD), the Programme for International Student Assessment (PISA) is an international test assessing the knowledge and skills that 15-year-old students should master in order to engage with society. The program has had a wide and profound impact on major countries around the world. With PISA’s global influence, the OECD has become the “arbitrator of global education governance”(Meyer & Benavot, 2013, p. 9) . The design concept of the PISA indicates that it connects various key factors to ensure comprehensive analysis, including students’ test scores, their personal characteristics, and fac","cbCaihhVeCXNYHi1","https://ap.wps.com/l/cbCaihhVeCXNYHi1","pdf",187487,14,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n# Background\n## What PISA is and why it matters\n## China’s participation and performance\n# Digital governance and global education policymaking","[{\"question\":\"What is the purpose of analyzing PISA data in this study?\",\"answer\":\"To reveal that PISA reflects China’s educational problems and the resultant effect of digital governance, and to examine why education reforms implemented in response to PISA go beyond digital governance.\"},{\"question\":\"What major problems in China’s education sector are reflected by the PISA data?\",\"answer\":\"Student overburdening at school, emphasis on knowledge acquisition during teaching, and the prevalence of extracurricular tuition.\"},{\"question\":\"How does the study characterize China’s education reforms in the new era?\",\"answer\":\"It argues that China actively reflected on disadvantages of digital governance before implementing a series of reforms that go beyond digital governance.\"}]","Post-PISA Education Reforms in China: Policy Response Beyond the Digital Governance of PISA | PDF",1792091781,35]