PISA 2025: New Zealand summary report Publications
Publication Details
This report covers the achievement of 15-year-old English-medium students in science, mathematics and reading. Each cycle of PISA focuses on one of these key subject areas. In PISA 2025, the focus was on science.
The report covers New Zealand’s performance relative to other countries in 2025, trends in performance, and equity in the context of socio-economic status, gender, and Māori and Pacific learners.
Author(s): Steve May with Rachel Borthwick and Chuyu Song, Ministry of Education
Date Published: September 2026
Key findings
The average science score of New Zealand students (509 points) was higher than the OECD average, and not different from scores in PISA 2012 to 2022.
The proportion of low achievers in science (19%) is higher than in 2006 (14%) and 2009 (13%), and the proportion of top achievers has dropped over the same period (from 18% to 13% in 2025).
New Zealand’s average maths (480) and reading (497) scores in 2025 are similar to 2022 scores. The OECD average score has dropped in both subjects since 2022.
29% of students are below the baseline proficiency level in maths, nearly double the proportions in 2003-2009 (15%) but the same as in 2022. The proportion of top performers in 2025 (11%) is similar to proportions since 2015, but about half that of 2003-2009 (21%-19%).
New Zealand students were among the highest performers in computational problem solving, part of the PISA innovative domain for 2025 (Learning in the Digital World). Students scored an average of 531, well above the OECD average of 500, and below only eight other countries/economies.
New Zealand has above-average science achievement but also above-average variation in achievement, with a larger spread of scores than most other participating countries/economies.
Most of the variation in achievement in New Zealand happens between students (i.e., within schools) rather than between schools, although there is a range of achievement across schools as well.
There is a persistent achievement gap between socioeconomically advantaged and disadvantaged students, but in 2025 this gap is smaller than in 2022, mostly due to higher achievement from disadvantaged students.
Girls and boys have consistently had similar science scores across PISA cycles. However, in every cycle, boys have outperformed girls in maths, and girls have outperformed boys in reading.
Science, maths and reading scores for ākonga Māori in 2025 were the same as in 2022. Pacific learners had stable achievement in maths and reading, but in science scored significantly higher in 2025 than in 2022.
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