[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-564044-105":53,"doc-detail-564044-en":120},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":113,"head_meta":115,"extra_data":117,"updated_unix":119},105,"en","pisa-2018-results-volume-i-what-students-know-and-can-do","PISA 2018 Results (Volume I) - What Students Know and Can Do","","PISA 2018 Results (Volume I) presents findings on what 15-year-old students know and can do, emphasizing performance in mathematics, science, and reading across participating education systems. The preface highlights strong outcomes for Beijing, Shanghai, Jiangsu, and Zhejiang, contrasts them with broader OECD trends, and notes limited progress since 2000. It examines how digitalisation and smartphones have changed reading demands and raises concerns about students distinguishing fact from opinion.",{"@graph":63,"@context":112},[64,80,95],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/pisa-2018-results-volume-i-what-students-know-and-can-do/564044/",4,{"url":78,"name":59,"@type":81,"author":82,"headline":59,"publisher":85,"fileFormat":88,"inLanguage":57,"description":61,"dateModified":89,"datePublished":89,"encodingFormat":88,"isAccessibleForFree":90,"interactionStatistic":91},"DigitalDocument",{"name":83,"@type":84},"nayy☆","Person",{"url":68,"name":86,"@type":87},"DocShare","Organization","application/pdf","2026-10-12",true,{"@type":92,"interactionType":93,"userInteractionCount":4},"InteractionCounter",{"@type":94},"ViewAction",{"@type":96,"mainEntity":97},"FAQPage",[98,104,108],{"name":99,"@type":100,"acceptedAnswer":101},"Which education systems showed the strongest performance in PISA 2018 for mathematics and science?","Question",{"text":102,"@type":103},"The preface states that students in Beijing, Shanghai, Jiangsu, and Zhejiang outperformed peers from all other participating education systems by a large margin in mathematics and science.","Answer",{"name":105,"@type":100,"acceptedAnswer":106},"How much did student performance improve across OECD systems since PISA started in 2000?",{"text":107,"@type":103},"It reports that most OECD countries saw virtually no improvement since PISA was first conducted in 2000, with only seven of the 79 education systems showing significant improvements across reading, mathematics, and science.",{"name":109,"@type":100,"acceptedAnswer":110},"How have reading demands for 15-year-olds changed in recent years?",{"text":111,"@type":103},"The document explains that smartphones and digitalisation introduced new forms of text and shifted reading toward constructing knowledge, thinking critically, and making well-founded judgments.","https://schema.org",{"og:url":78,"og:type":114,"og:title":59,"og:site_name":86,"og:description":61},"article",{"robots":116,"canonical":78},"index,follow",{"doc_id":118,"site_id":56},564044,1791839995,{"code":4,"msg":5,"data":121},{"doc_id":118,"user_id":122,"nickname":83,"user_avatar":123,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":124,"file_id":125,"file_url":126,"file_type":127,"file_size":128,"view_count":4,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":129,"language":130,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":131,"faqs":132,"seo_title":133,"seo_description":61,"update_tm":119,"read_time":134},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","PISA 2018 Results  \nWHAT STUDENTS KNOW AND CAN DO VOLUME I  \nP r o g r a m m e  \nf o r  \nI n t e r n a t i o n a l S t u d e n t A s s e s s m e n t  \nPISA 2018 Results (Volume I)  \nWHAT STUDENTS KNOW AND CAN DO  \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 OECD member countries.  \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 Turkey  \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. Turkey recognises the Turkish Republic of Northern Cyprus (TRNC) . Until a lasting and equitable solution is found within the context of the United Nations, Turkey 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 Turkey. The information in this document relates to the area under the effective control of the Government of the Republic of Cyprus.  \nPlease cite this publication as:  \nOECD (2019), PISA 2018 Results (Volume I): What Students Know and Can Do, PISA, OECD Publishing, Paris, [https://doi.org/10.1787/5f07c754-en](https://doi.org/10.1787/5f07c754-en).  \nISBN 978-92-64-46038-6 (print)  \nISBN 978-92-64-54188-7 (pdf)  \nISBN 978-92-64-45898-7 (HTML)  \nISBN 978-92-64-70172-4 (epub)  \nPISA  \nISSN 1990-8539 (print)  \nISSN 1996-3777 (online)  \nPhoto credits: Cover © LuminaStock/iStock © Dean Mitchell/iStock © bo1982/iStock © karandaev/iStock © IA98/Shutterstock © Tupungato/Shutterstock  \n[Corrigenda to publications may be found on line at:](Corrigenda to publications may be found on line at: www.oecd.org/about/publishing/corrigenda.htm)[ www.oecd.org/about/publishing/corrigenda.htm](Corrigenda to publications may be found on line at: www.oecd.org/about/publishing/corrigenda.htm).© OECD 2019  \nThe use of this work, whether digital or print, is governed by the Terms and Conditions to be found at [http://www.oecd.org/termsandconditions](http://www.oecd.org/termsandconditions).  \nPreface  \nAmong its many findings, our PISA 2018 assessment shows that 15-year-old students in the four provinces/municipalities of China that participated in the study – Beijing, Shanghai, Jiangsu and Zhejiang – outperformed by a large margin their peers from all of the other 78 participating education systems, in mathematics and science. Moreover, the 10% most disadvantaged students in these four jurisdictions also showed better reading skills than those of the average student in OECD countries, as well as skills similar to the 10% most advantaged students in some of these countries. True, these four provinces/municipalities in eastern China are far from representing China as a whole, but the size of each of them compares to that of a typical OECD country, and their combined populations amount to over 180 million. What makes their achievement even more remarkable is that the level of income of these four Chinese regions is well below the OECD average. The quality of their schools today will feed into the strength of their economies tomorrow.  \nIn this context, and given the fact that expenditure per primary and secondary student rose by more than 15% across OECD countries over the past decade, it is dis","cbCailhhBNQ8hQqd","https://ap.wps.com/l/cbCailhhBNQ8hQqd","pdf",6529490,354,"English","# Preface\n## Comparative performance highlights (China vs OECD)\n## Limited improvements since 2000\n## Digitalisation and changing reading demands\n## Distinguishing fact from opinion","[{\"question\":\"Which education systems showed the strongest performance in PISA 2018 for mathematics and science?\",\"answer\":\"The preface states that students in Beijing, Shanghai, Jiangsu, and Zhejiang outperformed peers from all other participating education systems by a large margin in mathematics and science.\"},{\"question\":\"How much did student performance improve across OECD systems since PISA started in 2000?\",\"answer\":\"It reports that most OECD countries saw virtually no improvement since PISA was first conducted in 2000, with only seven of the 79 education systems showing significant improvements across reading, mathematics, and science.\"},{\"question\":\"How have reading demands for 15-year-olds changed in recent years?\",\"answer\":\"The document explains that smartphones and digitalisation introduced new forms of text and shifted reading toward constructing knowledge, thinking critically, and making well-founded judgments.\"}]","PISA 2018 Results (Volume I) - What Students Know and Can Do | PDF",124]