PISA 2018: Summary Report - System performance and equity Publications
This summary report provides an overview of New Zealand results for reading, mathematical and scientific literacy in an international context. In addition this report looks at the overall trends in New Zealand achievement for each of these subjects as well as for priority learners (Māori and Pacific students and students from disadvantaged socio-economic backgrounds).
Author(s): Steve May with Adam Jang-Jones and Alexandra McGregor, Educational Measurement and Assessment, Ministry of Education.
Date Published: December 2019
- New Zealand’s reading, mathematical and science literacy scores were all above the OECD average for PISA 2018.
- There was no significant difference in our performance in reading, mathematical and science literacy from PISA 2015.
- The long term trend shows a decline in scores for reading, mathematics and science.
- Socio-economically advantaged students have had a larger decline in reading scores since 2003 than disadvantaged students did and the gap in average scores between socio-economically advantaged and disadvantaged students remains large.
- Girls significantly outperformed boys for reading literacy but there were no significant gender differences in terms of mathematics and science.
- In Reading and Science, New Zealand had some of the largest variations in achievement compared to other countries. The gap between the top 10% and the bottom 10% of students in achievement has remained large since earlier PISA cycles.
- Measures of the relationship between achievement and socio-economic status were about the same as OECD averages. These measures were smaller than in 2009 meaning the relationship has weakened.
- Compared to the New Zealand averages Māori and Pacific students had lower average achievement but reported higher levels of some student wellbeing indicators such as teacher and parental support.
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