Savanna Hoffman
International test scores are often used to compare the academic achievements of students from different countries. One of the most prominent international tests is the Programme for International Student Assessment (PISA), which is coordinated by the Organization for Economic Cooperation and Development (OECD). PISA assesses the performance of 15-year-olds in reading, mathematics, and science literacy every three years in dozens of countries. While PISA rankings have shown that American students rank behind many other advanced industrial nations, there are also other factors at play, such as cultural diversity, family income, and educational policies that may impact these rankings.
| Characteristics | Values |
|---|---|
| PISA ranking in reading | Ahead of 42 countries, tied with 13, and behind 14 |
| PISA ranking in math | 38th out of 71 countries |
| PISA ranking in science | 24th |
| TIMSS ranking in math | Ahead of 34 countries, tied with 9, and behind 10 |
| TIMSS ranking in science | Ahead of 38 countries, tied with 7, and behind 7 |
| TIMSS ranking in math for fourth graders | Ahead of 28 countries, tied with 5, and behind 36 |
| TIMSS ranking in science for fourth graders | Ahead of 39 countries, tied with 12, and behind 18 |
| TIMSS ranking in math for eighth graders | Ahead of 24 countries, tied with 11, and behind 8 |
| PIRLS ranking in reading for fifth graders | Higher than the average scores of their peers in 24 education systems and lower than the scores of their peers in 3 education systems |
| Average reading literacy score | 504 |
| Average reading literacy score range | 329 (Cambodia) - 543 (Singapore) |
| Average reading literacy score gap between male and female students | 22 points |
| Average mathematics literacy score gap between male and female students | 13 points |
| Number of education systems with higher average reading literacy scores for 15-year-olds than the US | 5 |
| Number of education systems with higher average mathematics literacy scores for 15-year-olds than the US | 25 |
| US ranking in math in 1967 | 11 out of 12 nations |
| US ranking in math in 2018 | 36th out of 79 countries |
Other findings:
- PISA scores have remained flat from 2000 to 2014 but improved in 2015.
- US students are underperforming compared to their peers in other countries, especially in math and science.
- Socioeconomic inequality and income inequality are major factors contributing to the underperformance of US students.
- Inequality is growing within US schools, with 80% of educational inequality existing inside each school.
- 19% of American 15-year-olds scored very low on the PISA test, indicating difficulty with basic reading skills.
- Younger American students tend to perform better on international assessments.
- Between 2009 and 2015, the average science scores of fourth and eighth graders improved, but there was no change for twelfth graders.
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What You'll Learn
- American students rank behind many industrialised nations in reading, math, and science
- US students' performance in international tests hasn't improved over the past decade
- Inequality between schools and within each school is a major factor in US students' performance
- US students' scores in math are below average for OECD nations
- Finland, Singapore, and South Korea—all countries with lower child poverty rates—outperform the US
American students rank behind many industrialised nations in reading, math, and science
The Programme for International Student Assessment (PISA) is a test administered to students in dozens of countries worldwide every three years. It measures reading ability, mathematics and science literacy, and other key skills among 15-year-olds. The results of the PISA test have consistently shown that American students rank behind many industrialised nations in reading, math, and science.
In 2018, the United States ranked 36th out of 79 countries in math and 19th in science. Among the 35 members of the Organization for Economic Cooperation and Development (OECD), which sponsors the PISA initiative, the U.S. ranked 30th in math and 19th in science. The 2015 results placed the U.S. 38th out of 71 countries in math and 24th in science.
The PISA test is not the only international assessment that measures student achievement. The Trends in International Mathematics and Science Study (TIMSS) is another widely recognised test that assesses students in grades four and eight every four years. In the 2015 TIMSS results, the U.S. fourth graders were ahead of 34 countries in math, tied with nine, and behind 10. In science, U.S. fourth graders scored ahead of 38 countries, tied with seven, and placed behind seven. For eighth graders, the scores were similar: they were ahead of 24 countries in math, tied with 11, and behind eight.
While the PISA test provides valuable insights into the academic achievement of American students, it is important to consider other factors that may influence the results. For example, the curriculum and sampling methods used in the test may not fully represent the range of knowledge and skills taught in U.S. schools. Additionally, socio-economic factors, such as income inequality and child poverty rates, have been identified as significant contributors to the variation in student performance within the United States.
Despite the rankings, it is worth noting that American students have shown improvement in certain areas. For instance, the average scores of fourth and eighth graders in science improved from 2009 to 2015, according to the National Assessment of Educational Progress (NAEP). Furthermore, the TIMSS scores, which assess mathematics and science achievement, have provided better results for American students compared to the PISA test.
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US students' performance in international tests hasn't improved over the past decade
The academic achievement of US students continues to lag behind their peers in many other countries in international math, science, and reading assessments. US students rank near the middle in international assessments, behind many other advanced industrial nations.
In 2015, the US ranked 38th out of 71 countries in math and 24th in science in the Programme for International Student Assessment (PISA). Among the 35 members of the Organization for Economic Cooperation and Development (OECD), which sponsors the PISA initiative, the US ranked 30th in math and 19th in science. The US rankings in the PISA tests have not improved over the past decade, with the 2018 rankings showing similar results to previous years.
The PISA test is administered to 15-year-old students in dozens of developed and developing countries every three years. The test measures reading ability, math and science literacy, and other key skills. The US scores on the PISA test have remained relatively flat from 2000 to 2014. However, the latest Trends in International Mathematics and Science Study (TIMSS) test in 2015 showed that American students scored their highest marks in the 20-year history of the US.
While the US rankings in international assessments are not impressive, there are other measures that show a different picture. For example, in the 2021 PIRLS reading assessment, US 5th graders' average score was higher than the average scores of their peers in 24 education systems out of 32 systems reporting paper results. Additionally, US students perform relatively well on algebra questions compared to their peers in other countries.
There are various factors that contribute to the underperformance of US students in international assessments. One factor is income inequality and poverty, as socio-economically disadvantaged students are less likely to attain proficiency in certain subjects. The practice of tracking or separating more advanced students into challenging classes is also hypothesized to contribute to the inequality within schools. Cultural diversity and the range of incomes within schools can also impact student performance.
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Inequality between schools and within each school is a major factor in US students' performance
The funding of schools in the US is largely reliant on property taxes, which vary significantly between wealthy and poor areas, creating funding gaps. Affluent areas have well-funded schools with quality buildings and facilities, while low-income areas often have poorly funded schools with outdated equipment and textbooks. This disparity in resources available to students is a consequence of systematic inequalities at various levels, including between states, districts, and schools within districts.
Studies have shown that states that adopt more equitable funding systems tend to see improved student achievement, especially among the poorest students. To address local funding inequities, states can use formulas to allocate additional funds to districts with lower property values. For example, Michigan has centralized school funding and equalized funding levels across the state, and Utah provides more funding to districts serving low-income students.
In addition to funding inequalities, performance gaps between high and low socio-economic status (SES) students have been observed, with social class being a significant predictor of educational success. These gaps tend to emerge early in children's lives and persist over time. Initiatives to improve access to quality early childhood programs for low-income students, such as pre-K and school readiness programs, have shown positive results in states like Massachusetts and New Jersey.
Furthermore, the curriculum and assessment frameworks used in international comparisons may not adequately capture the full range of knowledge and skills in a particular subject. For instance, American students tend to perform better on algebra questions but worse on geometry questions compared to their international peers. Thus, while international rankings provide a snapshot of educational performance, they should be interpreted with caution and considered alongside other factors that influence learning outcomes.
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US students' scores in math are below average for OECD nations
US students' scores in mathematics are below average when compared to other OECD nations. This has been a consistent pattern since the Programme for International Student Assessment (PISA) test was first administered in 2000.
In 2012, the PISA test was taken by approximately 510,000 15-year-olds in 65 countries and economies. The US students' scores in math were below average compared to the other 64 countries and economies that participated. The US ranked behind 36 countries in math in the 2018 PISA rankings. In 2022, there were 25 education systems with higher average mathematics literacy scores for 15-year-olds than the United States.
The Trends in International Mathematics and Science Study (TIMSS) is another cross-national assessment that has tested students in grades four and eight every four years since 1995. In the 2015 tests, 10 countries out of 48 had statistically higher average fourth-grade math scores than the US, while seven out of 37 countries had higher average eighth-grade math scores.
The National Assessment of Educational Progress (NAEP) is a federal Education Department project that also assesses math skills. In the 2015 NAEP results, average math scores for fourth and eighth graders fell for the first time since 1990. The NAEP rated 40% of fourth graders, 33% of eighth graders, and 25% of 12th graders as "proficient" or "advanced" in math.
While the US has implemented new Common Core academic standards in math, there has been growing political opposition. The impact of preschool education and sampling errors in international tests should also be considered when interpreting US students' math scores.
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Finland, Singapore, and South Korea—all countries with lower child poverty rates—outperform the US
Finland, Singapore, and South Korea have consistently outperformed the US in international testing. In 2022, Singapore had the highest average reading literacy score of 543, compared to the US's score of 504. South Korea and Finland also ranked among the top 5 highest overall scores out of 79 countries in the 2018 PISA scores, while the US was not among the top-performing OECD nations in any subject tested by PISA.
Finland's education system is known for its laid-back, holistic approach, emphasizing mental health and well-being. Finnish schools provide guidance and counseling services, shorter school hours, and ample rest between classes, resulting in improved academic success. They also prioritize interactive studying, self-assessment, and self-evaluation, with teachers creating thoughtful curricula following national standards. Finland's success is attributed to its intelligent accountability, combining internal and external accountabilities, and the high status of teachers in society.
South Korea's education system, in contrast, is often deemed demanding and rigorous, with a focus on memorization and test-taking. South Korean students spend an average of 12 to 16 hours per day in school and cram schools, experiencing significant academic pressure and grueling work. The success of South Korea's education system is linked to its strict rules, the high value placed on education, and the historical context of foreign oppression, which fostered a strong ambition for academic achievement.
Singapore's education system is known for its focus on academic excellence and high standards. While there may be variations within the system, the country's consistent top ranking in international tests indicates a strong overall performance.
The differences in educational approaches among Finland, Singapore, and South Korea demonstrate that there is no one-size-fits-all model for success. While the US has shown some improvements, such as higher high school graduation rates, addressing the challenges revealed by international testing can help raise the standard of American students' performance.
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Frequently asked questions
American students rank near the middle and behind many other advanced industrial nations in international math, science, and reading assessments. In the 2015 PISA test, the U.S. ranked 38th out of 71 countries in math and 24th in science. In 2018, the U.S. ranked 36th out of 79 countries in math.
Poverty is a significant factor in the performance of American students on international tests. The U.S. has high levels of socioeconomic inequality, and according to a 2018 PISA report, socio-economically disadvantaged students are almost three times more likely to fall below the baseline level of proficiency in science.
International test rankings can have a substantial impact on political rhetoric and education policy. Arne Duncan, Obama's Education Secretary, criticized American students' performance on international tests, stating that they are "losing ground" in a global economy. However, critics argue that international test score rankings can be misleading and do not tell the whole story about the effectiveness of education systems.
