National Center for Education Statistics

Table M1. Average scores of 15-year-old students on the PISA mathematics literacy scale, by education
system: 2015
Education system Average score s.e. Education system Average score s.e.
OECD average 490 0.4 Israel 470 3.6
Singapore 564 1.5 United States 470 3.2
Hong Kong (China) 548 3.0 Croatia 464 2.8
Macau (China) 544 1.1 Buenos Aires (Argentina) 456 6.9
Chinese Taipei 542 3.0 Greece 454 3.8
Japan 532 3.0 Romania 444 3.8
B-S-J-G (China) 531 4.9 Bulgaria 441 4.0
Korea, Republic of 524 3.7 Cyprus 437 1.7
Switzerland 521 2.9 United Arab Emirates 427 2.4
Estonia 520 2.0 Chile 423 2.5
Canada 516 2.3 Turkey 420 4.1
Netherlands 512 2.2 Moldova, Republic of 420 2.5
Denmark 511 2.2 Uruguay 418 2.5
Finland 511 2.3 Montenegro, Republic of 418 1.5
Slovenia 510 1.3 Trinidad and Tobago 417 1.4
Belgium 507 2.4 Thailand 415 3.0
Germany 506 2.9 Albania 413 3.4
Poland 504 2.4 Mexico 408 2.2
Ireland 504 2.1 Georgia 404 2.8
Norway 502 2.2 Qatar 402 1.3
Austria 497 2.9 Costa Rica 400 2.5
New Zealand 495 2.3 Lebanon 396 3.7
Vietnam 495 4.5 Colombia 390 2.3
Russian Federation 494 3.1 Peru 387 2.7
Sweden 494 3.2 Indonesia 386 3.1
Australia 494 1.6 Jordan 380 2.7
France 493 2.1 Brazil 377 2.9
United Kingdom 492 2.5 Macedonia, Republic of 371 1.3
Czech Republic 492 2.4 Tunisia 367 3.0
Portugal 492 2.5 Kosovo 362 1.6
Italy 490 2.8 Algeria 360 3.0
Iceland 488 2.0 Dominican Republic 328 2.7
Spain 486 2.2
Luxembourg 486 1.3
Latvia 482 1.9
Malta 479 1.7 U.S. states and territories
Lithuania 478 2.3 Massachusetts 500 5.5
Hungary 477 2.5 North Carolina 471 4.4
Slovak Republic 475 2.7 Puerto Rico 378 5.6
   Average score is higher than U.S. average score at the .05 level of statistical significance.
   Average score is lower than U.S. average score at the .05 level of statistical significance.
NOTE: Education systems are ordered by 2015 average score. The OECD average is the average of the national averages of the OECD
member countries, with each country weighted equally. Scores are reported on a scale from 0 to 1,000. Standard error is noted by s.e. Italics
indicate non-OECD countries and education systems. B-S-J-G (China) refers to the four PISA participating China provinces: Beijing,
Shanghai, Jiangsu, and Guangdong. Results for Massachusetts and North Carolina are for public school students only. Although Argentina,
Malaysia, and Kazakhstan participated in PISA 2015, technical problems with their samples prevent results from being discussed in this
report. This table corresponds to table 3 in Performance of U.S. 15-Year-Old Students in Science, Mathematics, and Reading Literacy in an
International Context (NCES 2017-048).
SOURCE: Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA), 2015.
Figure M1a. Average scores and 10th and 90th percentile scores of 15-year-old students on the PISA mathematics liter
scale, by education system: 2015
* p<.05. Score gap is significantly different from the U.S. 90th to 10th percentile score gap at the .05 level of statistical significance.
NOTE: This table shows the threshold (or cut) scores for the following: (a) 10th percentile- the bottom 10 percent of students; (b) 90th percentile- the top 10 pe
of students. The percentile ranges are specific to each education system's distribution of scores, enabling users to compare scores across education systems.
Education systems are ordered by score gap from smallest to largest. The OECD average is the average of the national averages of the OECD member count
with each country weighted equally. Scores are reported on a scale from 0 to 1,000. Italics indicate non-OECD countries and education systems. B-S-J-G (Chi
refers to the four PISA participating China provinces: Beijing, Shanghai, Jiangsu, and Guangdong. Results for Massachusetts and North Carolina are for public
students only. Although Argentina, Malaysia, and Kazakhstan participated in PISA 2015, technical problems with their samples prevent results from being discu
this report.This figure corresponds to figure 5 in Performance of U.S. 15-Year-Old Students in Science, Mathematics, and Reading Literacy in an International
(NCES 2017-048).
SOURCE: Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA), 2015.
n the PISA mathematics literacy
nificance.
nts; (b) 90th percentile- the top 10 percent
re scores across education systems.
verages of the OECD member countries,
nd education systems. B-S-J-G (China)
etts and North Carolina are for public school
ples prevent results from being discussed in
Reading Literacy in an International Context

ment (PISA), 2015.

National Center for Education Statistics
Table M1b. Average scores and 10th and 90th scores of 15-year-old students on the PISA mathematics literacy scale an
percentile score gaps, by education system: 2015
Percentile
10th Average 90th
Education system Score s.e. Score s.e. Score s.e.
OECD average 373 0.7 490 0.4 605 0.6
Costa Rica 315 2.9 400 2.5 489 4.2
Dominican Republic 243 3.9 328 2.7 418 4.7
Algeria 271 3.8 360 3.0 452 4.4
Mexico 312 2.6 408 2.2 505 3.5
Kosovo 265 2.9 362 1.6 460 4.2
Colombia 293 3.1 390 2.3 492 3.3
Latvia 382 3.0 482 1.9 582 2.9
Indonesia 289 4.1 386 3.1 492 5.4
Macau (China) 439 2.4 544 1.1 643 2.5
Ireland 400 3.8 504 2.1 606 2.6
Thailand 313 3.7 415 3.0 521 5.2
Estonia 415 3.1 520 2.0 623 2.7
Denmark 405 3.2 511 2.2 614 2.9
Finland 404 3.8 511 2.3 614 2.9
Peru 283 2.6 387 2.7 495 4.3
Turkey 317 3.9 420 4.1 529 6.3
Tunisia 263 4.6 367 3.0 476 5.0
Russian Federation 387 4.6 494 3.1 601 3.8
Vietnam 388 5.4 495 4.5 604 6.9
Jordan 271 4.0 380 2.7 489 3.2
Norway 391 3.4 502 2.2 610 3.0
Spain 374 3.4 486 2.2 593 3.3
Chile 313 3.5 423 2.5 534 3.6
Albania 303 4.3 413 3.4 525 4.4
Romania 334 4.6 444 3.8 557 5.4
Montenegro, Republic of 308 2.8 418 1.5 531 2.3
Uruguay 309 2.7 418 2.5 532 3.6
Lithuania 365 3.8 478 2.3 590 3.5
Poland 391 4.1 504 2.4 617 3.6
Japan 416 4.4 532 3.0 643 4.2
Canada 400 3.2 516 2.3 627 3.2
Slovenia 394 2.5 510 1.3 622 3.0
Brazil 267 3.3 377 2.9 496 4.7
Croatia 351 4.2 464 2.8 580 3.6
United States 355 3.9 470 3.2 585 4.2
Germany 389 4.1 506 2.9 620 3.4
Buenos Aires (Argentina) 340 8.9 456 6.9 571 8.7
Hong Kong (China) 426 5.0 548 3.0 659 3.5
Sweden 376 4.4 494 3.2 609 3.9
Moldova, Republic of 303 3.7 420 2.5 536 4.1
Greece 336 5.3 454 3.8 570 3.7
Czech Republic 373 4.2 492 2.4 608 3.6
Netherlands 390 3.9 512 2.2 627 3.1
New Zealand 375 3.8 495 2.3 613 3.1
United Kingdom 371 3.7 492 2.5 610 3.1
Georgia 285 4.3 404 2.8 525 4.7
Cyprus 317 3.5 437 1.7 558 3.0
Italy 368 3.8 490 2.8 610 3.8
Iceland 367 3.6 488 2.0 608 4.0
Australia 371 2.5 494 1.6 613 2.8
Luxembourg 363 2.2 486 1.3 607 2.5
Macedonia, Republic of 251 3.0 371 1.3 496 3.4
Hungary 351 4.1 477 2.5 598 3.5
Singapore 436 2.6 564 1.5 682 2.4
Austria 370 4.5 497 2.9 618 3.7
Slovak Republic 349 4.2 475 2.7 596 3.3
Switzerland 394 4.4 521 2.9 641 3.4
Portugal 365 3.8 492 2.5 614 3.6
France 364 3.9 493 2.1 613 2.7
United Arab Emirates 306 3.3 427 2.4 557 3.5
Trinidad and Tobago 294 3.0 417 1.4 545 3.3
Bulgaria 315 5.2 441 4.0 568 5.6
Belgium 374 3.9 507 2.4 630 2.5
Korea, Republic of 391 5.5 524 3.7 649 4.3
Qatar 278 2.0 402 1.3 536 2.0
Lebanon 268 5.2 396 3.7 531 5.5
Chinese Taipei 404 4.2 542 3.0 670 4.6
Israel 332 4.7 470 3.6 601 4.9
B-S-J-G (China) 388 5.9 531 4.9 664 5.6
Malta 331 3.5 479 1.7 616 3.0

U.S. states and territories

Puerto Rico 284 6.5 378 5.6 481 10.4
Massachusetts 389 7.5 500 5.5 607 6.1
North Carolina 358 5.8 471 4.4 583 5.7
Score gap is larger than the U.S. percentile score gap at the .05 level of statistical significance.
Score gap is smaller than the U.S. percentile score gap at the .05 level of statistical significance.
NOTE: This table shows the threshold (or cut) scores for the following: (a) 10th percentile- the bottom 10 percent of students and (b) 90th percentile- the top 10
students. The percentile ranges are specific to each education system's distribution of scores, enabling users to compare scores across education systems. Ed
systems are ordered by score gap from smallest to largest. The percentile score gap for each education system is the difference between its 90th and 10th per
scores.The OECD average is the average of the national averages of the OECD member countries, with each country weighted equally. Scores are reported o
0 to 1,000. Standard error is noted by s.e. Italics indicate non-OECD countries and education systems. B-S-J-G (China) refers to the four PISA participating Ch
Beijing, Shanghai, Jiangsu, and Guangdong. Results for Massachusetts and North Carolina are for public school students only. Although Argentina, Malaysia,
Kazakhstan participated in PISA 2015, technical problems with their samples prevent results from being discussed in this report. This table corresponds to Figu
Performance of U.S. 15-Year-Old Students in Science, Mathematics, and Reading Literacy in an International Context (NCES 2017-048).
SOURCE: Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA), 2015.
ematics literacy scale and

90th to 10th
Score gap s.e.
232 0.9
174 5.1
175 6.1
181 5.8
193 4.4
195 5.1
199 4.5
200 4.2
203 6.8
204 3.5
206 4.6
208 6.4
209 4.1
209 4.3
210 4.7
212 5.1
212 7.4
213 6.8
214 5.9
215 8.8
219 5.2
219 4.6
220 4.7
221 5.1
221 6.2
223 7.1
223 3.7
224 4.5
225 5.2
226 5.5
227 6.1
227 4.5
228 4.0
229 5.7
229 5.5
230 5.8
230 5.3
231 12.4
232 6.1
233 5.9
233 5.5
234 6.5
235 5.6
237 5.0
238 4.9
239 4.8
240 6.4
241 4.6
241 5.4
241 5.4
 242 3.8
244 3.4
245 4.5
246 5.4
247 3.5
247 5.9
247 5.4
247 5.6
249 5.2
249 4.8
251 4.8
251 4.5
253 7.6
255 4.7
258 7.0
258 2.9
263 7.6
266 6.3
269 6.8
276 8.2
285 4.7

197 12.3
218 9.7
225 8.1

nd (b) 90th percentile- the top 10 percent of

es across education systems. Education
e between its 90th and 10th percentile
d equally. Scores are reported on a scale from
to the four PISA participating China provinces:
. Although Argentina, Malaysia, and
t. This table corresponds to Figure 5 in
2017-048).
PISA), 2015.
National Center for Education Statistics
Table M2. Percentage distribution of 15-year-old students on the PISA mathematics literacy scale, by proficiency level
Below level 1 Level 1 Level 2 Level 3
Education system Percent s.e. Percent s.e. Percent s.e. Percent s.e.
OECD average 8.5 0.12 14.9 0.13 22.5 0.15 24.8 0.15
Albania 26.3 1.49 27.0 1.54 25.4 1.18 14.8 0.96
Algeria 50.6 1.69 30.4 0.92 14.2 0.96 4.0 0.53
Australia 7.6 0.43 14.4 0.45 22.6 0.70 25.4 0.61
Austria 7.8 0.71 13.9 0.68 21.3 0.82 24.6 0.85
B-S-J-G (China) 5.8 0.71 10.0 0.85 16.3 0.95 20.5 0.94
Belgium 7.2 0.61 12.9 0.61 18.8 0.82 23.4 0.73
Brazil 43.7 1.34 26.5 0.79 17.2 0.70 8.6 0.54
Buenos Aires (Argentina) 13.8 2.09 20.2 2.36 27.0 1.97 22.3 1.92
Bulgaria 20.8 1.49 21.2 1.08 23.7 1.00 19.3 0.98
Canada 3.8 0.35 10.5 0.50 20.4 0.60 27.1 0.65
Chile 23.0 1.09 26.3 0.99 25.5 0.78 17.4 0.88
Chinese Taipei 4.4 0.41 8.3 0.51 14.6 0.68 21.2 0.85
Colombia 35.4 1.28 30.9 0.77 21.5 0.82 9.5 0.57
Costa Rica 27.4 1.16 35.1 0.98 25.8 1.01 9.4 0.77
Croatia 11.5 0.92 20.5 0.80 26.3 0.86 23.0 0.83
Cyprus 20.2 0.73 22.4 0.73 25.8 0.82 18.9 0.85
Czech Republic 7.4 0.68 14.3 0.76 23.3 0.95 26.2 0.84
Denmark 3.1 0.33 10.5 0.73 21.9 0.97 29.5 0.90
Dominican Republic 68.3 1.61 22.2 1.15 7.7 0.79 1.5 0.39
Estonia 2.2 0.31 9.0 0.67 21.5 0.94 28.9 0.84
Finland 3.6 0.48 10.0 0.65 21.8 0.80 29.3 0.79
France 8.8 0.71 14.7 0.69 20.7 0.88 23.8 0.77
Georgia 31.2 1.36 25.9 0.98 22.8 0.82 13.4 0.71
Germany 5.1 0.57 12.1 0.76 21.8 0.94 26.8 0.74
Greece 15.1 1.33 20.7 0.97 26.0 0.89 22.1 1.00
Hong Kong (China) 2.5 0.42 6.4 0.56 13.6 0.86 23.4 0.94
Hungary 11.3 0.83 16.6 0.78 23.1 1.01 24.5 0.97
Iceland 8.4 0.59 15.2 0.88 23.7 1.13 24.8 1.10
Indonesia 37.9 1.68 30.7 1.12 19.6 1.01 8.4 0.72
Ireland 3.5 0.46 11.5 0.65 24.1 0.89 30.0 0.89
Israel 15.0 0.99 17.1 0.78 21.1 0.98 21.7 0.99
Italy 8.3 0.64 14.9 0.78 23.3 0.85 24.7 0.80
Japan 2.9 0.40 7.8 0.57 17.2 0.90 25.8 0.87
Jordan 38.9 1.28 28.7 0.90 20.9 0.90 9.2 0.64
Korea, Republic of 5.4 0.63 10.0 0.74 17.2 0.78 23.7 0.81
Kosovo 48.7 1.00 29.0 1.26 16.5 0.95 5.1 0.60
Latvia 5.7 0.63 15.8 0.81 28.3 0.91 28.8 0.95
Lebanon 36.6 1.73 23.6 1.21 19.5 0.91 12.3 0.93
Lithuania 8.5 0.75 16.9 0.82 26.4 1.08 25.4 1.04
Luxembourg 8.8 0.49 17.0 0.71 22.5 0.69 23.6 0.96
Macau (China) 1.3 0.20 5.3 0.46 15.1 0.64 27.3 0.84
Macedonia, Republic of 45.1 0.74 25.1 0.83 17.3 0.92 8.6 0.59
Malta 14.7 0.61 14.4 0.75 20.0 0.86 21.6 0.69
Mexico 25.5 1.11 31.1 0.92 26.9 0.92 12.9 0.76
Moldova, Republic of 24.8 1.05 25.5 0.97 25.0 1.12 16.3 0.77
Montenegro, Republic of 25.0 0.74 26.9 0.80 24.9 0.97 15.7 0.72
Netherlands 5.2 0.50 11.5 0.70 19.8 0.75 24.9 0.88
New Zealand 7.1 0.54 14.6 0.83 22.6 0.99 25.3 1.01
Norway 4.8 0.48 12.3 0.65 23.6 0.89 27.7 0.82
Peru 37.7 1.18 28.4 0.86 21.0 0.89 9.8 0.71
Poland 4.5 0.52 12.7 0.75 22.9 0.96 27.1 0.78
Portugal 8.7 0.61 15.1 0.73 21.6 0.71 23.9 0.78
Qatar 34.7 0.54 24.0 0.56 19.9 0.57 12.8 0.38
Romania 16.2 1.26 23.7 1.21 27.4 1.08 20.1 1.11
Russian Federation 5.1 0.67 13.9 0.89 25.5 0.93 27.5 0.93
Singapore 2.0 0.20 5.5 0.40 12.4 0.63 20.0 0.74
Slovak Republic 11.6 0.79 16.1 0.74 23.5 1.02 24.3 0.87
Slovenia 4.4 0.40 11.7 0.63 21.4 0.80 26.8 0.75
Spain 7.2 0.49 15.0 0.80 24.9 0.83 27.5 0.98
Sweden 7.0 0.68 13.8 0.83 23.3 0.96 26.1 1.10
Switzerland 4.9 0.54 10.9 0.78 18.1 0.81 23.6 0.89
Thailand 24.2 1.20 29.6 1.13 26.1 0.90 13.8 0.89
Trinidad and Tobago 28.3 0.76 23.9 0.91 22.1 0.84 15.6 0.75
Tunisia 47.4 1.46 27.4 1.06 16.4 0.88 6.4 0.63
Turkey 22.9 1.54 28.4 1.36 25.3 1.14 16.3 1.24
United Arab Emirates 24.4 0.99 24.4 0.72 23.2 0.76 15.9 0.70
United Kingdom 7.7 0.63 14.1 0.73 22.7 0.76 26.0 0.77
United States 10.6 0.81 18.8 1.01 26.2 1.00 23.8 0.89
Uruguay 25.4 1.22 27.0 1.02 24.4 0.89 15.3 0.77
Vietnam 4.5 0.77 14.6 1.16 26.4 1.19 27.0 1.31

U.S. states and territories

Massachusetts 5.4 0.99 11.8 1.55 22.6 1.82 29.6 1.66
North Carolina 9.9 1.28 18.9 1.64 26.0 1.48 24.7 1.64
Puerto Rico 41.6 3.11 31.0 1.92 17.7 2.11 7.2 1.27
† Not applicable.
# Rounds to zero.
! Interpret data with caution. Estimate is unstable due to high coefficient of variation (>30 percent and ≤50 percent).
‡ Reporting standards not met due to coefficient of variation over 50 percent.
NOTE: To reach a particular proficiency level, a student must correctly answer a majority of items at that level. Students were classified into mathematics litera
follows: below level 1 (a score less than or equal to 334.94); level 1 (a score greater than 334.94 and less than or equal to 409.54); level 2 (a score greater tha
greater than 484.14 and less than or equal to 558.73); level 4 (a score greater than 558.73 and less than or equal to 633.33); level 5 (a score greater than 633
greater than 707.93). Scores are reported on a scale from 0 to 1,000. The OECD average is the average of the national percentages of the OECD member cou
noted by s.e. Detail may not sum to totals because of rounding. Italics indicate non-OECD countries and education systems. B-S-J-G (China) refers to the four
Jiangsu, and Guangdong. Results for Massachusetts and North Carolina are for public school students only. Although Argentina, Malaysia, and Kazakhstan pa
prevent results from being discussed in this report.
SOURCE: Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA), 2015.
e, by proficiency level and education system: 2015
Level 4 Level 5 Level 6
Percent s.e. Percent s.e. Percent s.e.
18.6 0.14 8.4 0.10 2.3 0.06
5.4 0.62 1.0 0.26 ‡ 0.08
0.8 0.23 0.1 0.05 ‡ †
18.7 0.54 8.6 0.48 2.7 0.28
19.9 0.85 9.7 0.69 2.7 0.40
21.8 0.95 16.6 1.08 9.0 1.09
21.8 0.70 12.3 0.51 3.6 0.35
3.1 0.36 0.8 0.17 ‡ †
12.5 1.79 3.5 0.96 ‡ †
10.6 0.82 3.6 0.47 0.8 ! 0.25
23.0 0.74 11.4 0.56 3.7 0.34
6.4 0.54 1.3 0.21 #! †
23.3 0.90 18.0 0.65 10.1 0.92
2.4 0.25 # † ‡ †
2.0 0.35 # † ‡ †
13.1 0.77 4.6 0.47 1.0 0.18
9.5 0.49 2.8 0.40 #! 0.14
18.4 0.74 8.1 0.63 2.2 0.30
23.4 0.86 9.8 0.67 1.9 0.33
‡ 0.11 ‡ † # †
24.2 0.72 11.3 0.66 2.9 0.41
23.7 0.98 9.5 0.68 2.2 0.30
20.6 0.71 9.5 0.61 1.9 0.27
5.2 0.53 1.4 0.34 ‡ †
21.2 0.94 10.1 0.64 2.9 0.36
12.3 0.85 3.4 0.44 0.5 0.14
27.4 1.05 18.8 0.89 7.7 0.71
16.3 0.81 6.7 0.49 1.5 0.26
17.5 0.87 8.1 0.71 2.2 0.34
2.7 0.38 0.6 0.17 ‡ †
21.2 0.71 8.3 0.51 1.5 0.22
16.1 0.79 7.1 0.65 1.9 0.32
18.3 0.87 8.1 0.60 2.4 0.34
25.9 0.91 15.0 0.90 5.3 0.73
2.1 0.30 #! † ‡ †
22.7 0.94 14.3 0.87 6.6 0.68
0.7 0.23 ‡ † ‡ †
16.3 0.74 4.5 0.40 0.6 0.14
5.9 0.58 1.7 0.30 #! †
15.9 0.90 5.8 0.58 1.1 0.22
18.0 0.67 7.8 0.41 2.2 0.30
29.1 0.74 16.9 0.67 5.0 0.54
3.1 0.39 0.7 0.17 ‡ †
17.5 0.76 8.9 0.59 3.0 0.32
3.2 0.36 #! † # †
6.7 0.57 1.5 0.24 #! †
6.1 0.42 1.4 0.21 #! †
23.0 0.83 12.3 0.68 3.2 0.33
19.0 0.79 8.6 0.66 2.8 0.37
21.0 1.02 8.7 0.62 1.9 0.27
 2.7 0.38 #! † # †
20.6 0.89 9.3 0.64 2.9 0.46
19.2 0.77 8.9 0.62 2.5 0.33
6.4 0.32 1.9 0.18 # †
9.3 0.85 2.8 0.44 #! †
19.3 0.96 7.3 0.62 1.5 0.24
25.1 0.88 21.7 0.84 13.1 0.67
16.7 0.71 6.6 0.50 1.3 0.26
22.3 0.84 10.4 0.59 3.0 0.36
18.1 0.70 6.3 0.52 1.0 0.20
19.4 0.93 8.4 0.65 2.0 0.38
23.3 0.83 14.0 0.80 5.3 0.54
4.8 0.56 1.2 0.29 ‡ †
7.5 0.55 2.2 0.29 #! †
1.8 0.42 #! † ‡ †
5.9 0.93 1.0 ! 0.33 ‡ †
8.5 0.50 3.1 0.31 0.6 0.10
18.8 0.83 8.3 0.57 2.3 0.32
14.7 0.80 5.0 0.61 0.9 0.20
6.2 0.48 1.5 0.32 0.2 ! 0.09
18.2 1.08 7.2 0.85 2.1 ! 0.66

20.6 1.63 8.5 1.25 1.5 ! 0.49

15.0 1.18 4.9 0.86 0.7 ! 0.25
2.2 ! 0.82 ‡ † ‡ †

ssified into mathematics literacy levels according to their scores. Exact cut scores are as
4); level 2 (a score greater than 409.54 and less than or equal to 484.14); level 3 (a score
vel 5 (a score greater than 633.33 and less than or equal to 707.93); and level 6 (a score
ages of the OECD member countries, with each country weighted equally. Standard error is
S-J-G (China) refers to the four PISA participating China provinces: Beijing, Shanghai,
, Malaysia, and Kazakhstan participated in PISA 2015, technical problems with their samples

ISA), 2015.
Figure M2a. Percentage of 15-year-old students performing at PISA mathematics literacy proficiency levels below leve
2 and levels 5 and above, by education system: 2015
# Rounds to zero.
! Interpret data with caution. Estimate is unstable due to high coefficient of variation (>30 percent and ≤50 percent)..
‡ Reporting standards not met due to coefficient of variation over 50 percent.
*p<.05. Significantly different from the U.S. percentage at the .05 level of statistical significance.
NOTE: Education systems are ordered by 2015 percentages of 15-year-olds in levels 5 and above. To reach a particular proficiency level, a student must
correctly answer a majority of items at that level. Students were classified into mathematics proficiency levels according to their scores. Exact cut scores are as
follows: below level 1 (a score less than or equal to 357.77); level 1 (a score greater than 357.77 and less than or equal to 420.07); level 2 (a score greater
than 420.07 and less than or equal to 482.38); level 3 (a score greater than 482.38 and less than or equal to 544.68); level 4 (a score greater than 544.68 and
less than or equal to 606.99); level 5 (a score greater than 606.99 and less than or equal to 669.30); and level 6 (a score greater than 669.30). Scores are
reported on a scale from 0 to 1,000. The OECD average is the average of the national percentages of the OECD member countries, with each country
weighted equally. Italics indicate non-OECD countries and education systems. B-S-J-G (China) refers to the four PISA participating China provinces: Beijing,
Shanghai, Jiangsu, Guangdong. Results for Massachusetts and North Carolina are for public school students only. Although Argentina, Malaysia, and
Kazakhstan participated in PISA 2015, technical problems with their samples prevent results from being discussed in this report. This figure corresponds to
figure 6 in Performance of U.S. 15-Year-Old Students in Science, Mathematics, and Reading Literacy in an International Context (NCES 2017-048).
SOURCE: Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA), 2015.
proficiency levels below level
ar proficiency level, a student must
g to their scores. Exact cut scores are as
al to 420.07); level 2 (a score greater
evel 4 (a score greater than 544.68 and
re greater than 669.30). Scores are
ber countries, with each country
participating China provinces: Beijing,
hough Argentina, Malaysia, and
his report. This figure corresponds to
al Context (NCES 2017-048).
ssment (PISA), 2015.
National Center for Education Statistics
Table M2b. Percentage of 15-year-old students performing at PISA mathematics literacy proficiency levels below level
education system: 2015
Below level 2 Levels 5 and above
Education system Percent s.e. Percent s.e. Education system
OECD average 23.4 * 0.18 10.7 * 0.13 Croatia
Singapore 7.6 * 0.39 34.8 * 0.77 Latvia
Chinese Taipei 12.7 * 0.73 28.1 * 1.25 Bulgaria
Hong Kong (China) 9.0 * 0.77 26.5 * 1.14 Buenos Aires (Argentina)
B-S-J-G (China) 15.8 * 1.21 25.6 * 1.90 Greece
Macau (China) 6.6 * 0.52 21.9 * 0.62 United Arab Emirates
Korea, Republic of 15.5 * 1.06 20.9 * 1.33 Romania
Japan 10.7 * 0.81 20.3 * 1.26 Cyprus
Switzerland 15.8 * 1.03 19.2 * 1.05 Trinidad and Tobago
Belgium 20.1 * 0.96 15.9 * 0.67 Qatar
Netherlands 16.7 * 0.89 15.5 * 0.78 Lebanon
Canada 14.4 * 0.70 15.1 * 0.76 Moldova, Republic of
Estonia 11.2 * 0.71 14.2 * 0.81 Uruguay
Slovenia 16.1 * 0.58 13.5 * 0.68 Georgia
Germany 17.2 * 1.00 12.9 * 0.78 Montenegro, Republic of
Austria 21.8 * 1.08 12.5 * 0.87 Thailand
Poland 17.2 * 1.00 12.2 * 0.88 Chile
Malta 29.1 0.81 11.8 * 0.67 Turkey
Finland 13.6 * 0.83 11.7 * 0.70 Albania
Denmark 13.6 * 0.85 11.7 * 0.73 Brazil
France 23.5 * 0.93 11.4 * 0.69 Macedonia, Republic of
Portugal 23.8 * 0.95 11.4 * 0.70 Indonesia
New Zealand 21.6 * 1.02 11.4 * 0.71 Tunisia
Australia 22.0 * 0.61 11.3 * 0.62 Peru
Norway 17.1 * 0.77 10.6 * 0.67 Mexico
United Kingdom 21.9 * 1.01 10.6 * 0.69 Colombia
Italy 23.3 * 1.06 10.5 * 0.80 Costa Rica
Sweden 20.8 * 1.20 10.4 * 0.86 Jordan
Czech Republic 21.7 * 1.07 10.4 * 0.78 Algeria
Iceland 23.6 * 1.01 10.3 * 0.78 Kosovo
Luxembourg 25.8 * 0.69 10.0 * 0.52 Dominican Republic
Ireland 15.0 * 0.89 9.8 * 0.58
Vietnam 19.1 * 1.67 9.3 * 1.34
Israel 32.1 1.37 8.9 * 0.89
Russian Federation 18.9 * 1.17 8.8 * 0.74
Hungary 28.0 1.15 8.1 * 0.64
Slovak Republic 27.7 1.19 7.8 * 0.64 U.S. states and territories
Spain 22.2 * 0.97 7.2 0.62 Massachusetts
Lithuania 25.4 * 1.07 6.9 0.66 North Carolina
United States 29.4 1.44 5.9 0.70 Puerto Rico
† Not applicable.
# Rounds to zero.
! Interpret data with caution. Estimate is unstable due to high coefficient of variation (>30 percent and ≤50 percent).
‡ Reporting standards not met due to coefficient of variation over 50 percent.
* p<.05. Significantly different from the U.S. percentage at the .05 level of statistical significance.
NOTE: Education systems are ordered by 2015 percentages of 15-year-olds in levels 5 and above. To reach a particular proficiency level, a student must corre
Students were classified into mathematics proficiency evels according to their scores. Exact cut scores are as follows: level 2 and below (a score less than or
greater than 633.33). Scores are reported on a scale from 0 to 1,000. The OECD average is the average of the national percentages of the OECD member cou
Standard error is noted by s.e. Italics indicate non-OECD countries and education systems. B-S-J-G (China) refers to the four PISA participating China provinc
Guangdong. Results for Massachusetts and North Carolina are for public school students only. Although Argentina, Malaysia, and Kazakhstan participated in P
samples prevent results from being discussed in this report. This table corresponds to figure 6 in Performance of U.S. 15-Year-Old Students in Science, Mathe
International Context (NCES 2017-048).
SOURCE: Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA), 2015.
ciency levels below level 2 and levels 5 and above, by

Below level 2 Levels 5 and above

Percent s.e. Percent s.e.
32.0 1.37 5.6 0.54
21.4 * 1.01 5.2 0.42
42.1 * 1.80 4.4 0.63
34.1 3.20 4.0 1.09
35.8 * 1.77 3.9 * 0.48
48.7 * 1.21 3.7 * 0.34
39.9 * 1.84 3.3 * 0.53
42.6 * 0.80 3.2 * 0.41
52.3 * 0.83 2.5 * 0.31
58.7 * 0.70 2.2 * 0.19
60.2 * 1.58 2.0 * 0.33
50.3 * 1.25 1.7 * 0.25
52.4 * 1.23 1.7 * 0.37
57.1 * 1.18 1.6 * 0.40
51.9 * 0.95 1.5 * 0.22
53.8 * 1.62 1.4 * 0.35
49.4 * 1.28 1.4 * 0.21
51.4 * 2.17 1.1 * 0.36
53.3 * 1.92 1.1 * 0.25
70.3 * 1.22 0.9 * 0.21
70.2 * 0.77 0.8 * 0.19
68.6 * 1.56 0.7 * 0.19
74.8 * 1.24 0.5 ! * 0.23
66.2 * 1.41 #* †
56.6 * 1.31 #!* †
66.3 * 1.18 #!* †
62.5 * 1.51 #!* †
67.5 * 1.31 #!* †
81.0 * 1.34 ‡ †
77.7 * 1.05 ‡ †
90.5 * 1.04 ‡ †

17.2 * 1.84
### 10.0 * 1.34
28.8 2.08
### 5.5 0.89
72.6 * 3.66
### ‡ †
 ficiency level, a student must correctly answer a majority of items at that level.
2 and below (a score less than or equal to 484.14); level 5 and above (a score
centages of the OECD member countries, with each country weighted equally.
ur PISA participating China provinces: Beijing, Shanghai, Jiangsu, and
a, and Kazakhstan participated in PISA 2015, technical problems with their
ar-Old Students in Science, Mathematics, and Reading Literacy in an

nt (PISA), 2015.
Figure M3a. Difference in average scores of 15-year-old female and male students on the PISA mathematics literacy sc

NOTE: Education systems ar

2015 average score. Differen
Scores are reported on a sca
average of the national avera
with each country weighted e
education systems. B-S-J-G (
China provinces: Beijing, Sha
Massachusetts and North Ca
Although Argentina, Malaysia
technical problems with their
this report.
SOURCE: Organization for E
(OECD), Program for Internat
PISA mathematics literacy scale, by education system: 2015

NOTE: Education systems are ordered by absolute male-female difference in

2015 average score. Differences were computed using unrounded numbers.
Scores are reported on a scale from 0 to 1,000. The OECD average is the
average of the national average differences of the OECD member countries,
with each country weighted equally. Italics indicate non-OECD countries and
education systems. B-S-J-G (China) refers to the four PISA participating
China provinces: Beijing, Shanghai, Jiangsu, and Guangdong. Results for
Massachusetts and North Carolina are for public school students only.
Although Argentina, Malaysia, and Kazakhstan participated in PISA 2015,
technical problems with their samples prevent results from being discussed in
this report.
SOURCE: Organization for Economic Cooperation and Development
(OECD), Program for International Student Assessment (PISA), 2015.
National Center for Education Statistics
Table M3b. Difference in average scores of 15-year-old female and male
students on the PISA mathematics literacy scale, by education system: 2015
Education system Male-female difference s.e.
OECD average 8* 0.6
Greece # †
Singapore # †
Montenegro, Republic of # †
Romania 1 3.2
Iceland -1 3.5
Lithuania -1 2.7
Bulgaria -2 4.7
Moldova, Republic of -2 3.4
Latvia -2 3.4
Sweden -2 3.3
Norway -2 2.8
Hong Kong (China) 2 5.1
Netherlands 2 2.4
Indonesia -3 3.6
Thailand -3 3.7
Vietnam -3 3.4
Slovenia 4 3.3
Malta -4 3.3
Dominican Republic -4 2.8
Cyprus -5 2.5
Estonia 5 2.9
Chinese Taipei 6 6.4
Slovak Republic 6 3.9
Australia 6 3.4
B-S-J-G (China) 6 3.6
Turkey 6 4.6
Russian Federation 6 3.5
France 6 3.6
Tunisia 6* 3.0
Macedonia, Republic of -7 * 3.1
United Arab Emirates -7 4.9
Algeria -7 3.4
Korea, Republic of -7 5.6
Czech Republic 7 3.7
Mexico 7* 2.3
Finland -8 * 2.4
Hungary 8 4.3
Macau (China) -8 * 2.3
Israel 8 6.1
United States 9* 3.1
New Zealand 9* 4.2
Canada 9* 2.8
Albania -9 * 3.7
Denmark 9* 3.1
Kosovo 9* 2.9
Peru 9* 3.0
Portugal 10 * 2.9
Colombia 11 * 3.4
Luxembourg 11 * 3.1
Poland 11 * 2.9
Qatar -12 * 2.5
United Kingdom 12 * 3.4
Switzerland 12 * 3.3
Croatia 13 * 4.2
Georgia -13 * 3.7
Uruguay 14 * 3.5
Japan 14 * 3.6
Belgium 14 * 3.4
Jordan -14 * 5.5
Brazil 15 * 2.4
Spain 16 * 2.8
Ireland 16 * 3.4
Costa Rica 16 * 3.0
Germany 17 * 2.9
Trinidad and Tobago -18 * 2.9
Chile 18 * 3.6
Italy 20 * 4.3
Buenos Aires (Argentina) 21 * 7.5
Lebanon 22 * 3.9
Austria 27 * 5.0

U.S. states and territories

North Carolina 6 4.7
Puerto Rico -6 4.8
Massachusetts 9 5.3
† Not applicable.
# Rounds to zero.
* p<.05. Difference between male and female scores is significantly different at the .05 level of statistical
significance.
NOTE: Education systems are ordered by absolute male-female difference in 2015 average score.
Differences were computed using unrounded numbers. Scores are reported on a scale from 0 to 1,000.
The OECD average is the average of the national average differences of the OECD member countries,
with each country weighted equally. Standard error is noted by s.e. Italics indicate non-OECD countries
and education systems. B-S-J-G (China) refers to the four PISA participating China provinces: Beijing,
Shanghai, Jiangsu, and Guangdong. Results for Massachusetts and North Carolina are for public school
students only. Although Argentina, Malaysia, and Kazakhstan participated in PISA 2015, technical
problems with their samples prevent results from being discussed in this report.
SOURCE: Organization for Economic Cooperation and Development (OECD), Program for International
Student Assessment (PISA), 2015.
National Center for Education Statistics
Table M3. Average scores of U.S. 15-year-old public school students on the PISA mathematics
literacy scale, by percentage of students in enrolled schools eligible for free or reduced-price
lunch, based on principals' reports: 2015
Percent of students eligible for free or reduced-price lunch Average score s.e.
U.S. average 470 ** 3.2
Less than 10 percent 530 * 10.7
10 to 24.9 percent 514 * 6.7
25 to 49.9 percent 486 *** 5.1
50 to 74.9 percent 455 * 4.4
75 percent or more 427 * 5.5
OECD average 490 *** 0.4
* p<.05. Significantly different from both the U.S. and OECD averages at the .05 level of statistical significance.
** p<.05. Significantly different from the OECD average at the .05 level of statistical significance.
*** p<.05. Significantly different from the U.S. average at the .05 level of statistical significance.
NOTE: Scores are reported on a scale from 0 to 1,000. The National School Lunch Program provides free or reduced-price lunch
for students meeting certain income guidelines. The percentage of students eligible for this program is an indicator of the
socioeconomic level of families served by the school. Data in this table are based on principals' responses to a question in the
school questionnaire that asked the approximate percentage of eligible students in the school during the previous school year. The
OECD average is the average of the national percentages of the OECD member countries, with each country weighted equally.
Standard error is noted by s.e. Free or reduced-price lunch data are for public schools only.
SOURCE: Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment
(PISA), 2015.
National Center for Education Statistics
Table M4. Percentage distribution of U.S. 15-year-old public school students on the PISA mathematics literacy scale, b
enrolled schools eligible for free or reduced-price lunch, based on principals' reports: 2015
Percent of students eligible for Below level 1 Level 1 Level 2 Level 3
free or reduced-price lunch Percent s.e. Percent s.e. Percent s.e. Percent
United States 10.6 ** 0.81 18.8 ** 1.01 26.2 ** 1.00 23.8
Less than 10 percent ‡ † 7.6 ! * 2.97 19.8 3.79 27.4
10 to 24.9 percent 4.2 ! * 1.51 9.4 * 1.63 21.2 *** 2.34 27.2
25 to 49.9 percent 6.6 *** 0.94 14.7 *** 1.29 26.1 ** 1.71 27.7 ***
50 to 74.9 percent 13.0 ** 1.28 22.0 * 1.95 27.9 ** 1.62 22.2
75 percent or more 19.8 * 2.06 28.4 * 1.98 26.9 ** 1.92 16.7 *
OECD average 8.5 * 0.12 14.9 *** 0.13 22.5 *** 0.15 24.8
† Not applicable.
! Interpret data with caution. Estimate is unstable due to high coefficient of variation (>30 percent and ≤50 percent).
‡ Reporting standards not met due to coefficient of variation over 50 percent.
* p<.05. Significantly different from both the U.S. and OECD averages at the .05 level of statistical significance.
** p<.05. Significantly different from the OECD average at the .05 level of statistical significance.
*** p<.05. Significantly different from the U.S. average at the .05 level of statistical significance.
NOTE: To reach a particular proficiency level, a student must correctly answer a majority of items at that level. Students were classified into mathematics litera
level 1 (a score less than or equal to 357.77); level 1 (a score greater than 357.77 and less than or equal to 420.07); level 2 (a score greater than 420.07 and l
less than or equal to 544.68); level 4 (a score greater than 544.68 and less than or equal to 606.99); level 5 (a score greater than 606.99 and less than or equa
reported on a scale from 0 to 1,000. The National School Lunch Program provides free or reduced-price lunch for students meeting certain income guidelines.
socioeconomic level of families served by the school. Data in this table are based on principals' responses to a question in the school questionnaire that asked
previous school year. The OECD average is the average of the national percentages of the OECD member countries, with each country weighted equally. Stan
public schools only. Detail may not sum to totals because of rounding.
SOURCE: Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA), 2015.
ematics literacy scale, by proficiency level and percentage of students in

Level 3 Level 4 Level 5 Level 6

s.e. Percent s.e. Percent s.e. Percent s.e.
0.89 14.7 ** 0.80 5.0 ** 0.61 0.9 ** 0.20
4.62 26.6 *** 4.95 14.0 *** 3.74 ‡ †
2.23 24.8 * 2.43 10.9 *** 2.01 2.2 ! *** 0.66
1.45 17.4 *** 1.45 6.3 ** 1.01 1.2 ** 0.54
1.54 11.5 * 1.39 3.1 * 0.82 ‡* †
1.82 7.1 * 1.13 1.1 ! * 0.41 ‡* †
0.15 18.6 *** 0.14 8.4 *** 0.10 2.3 *** 0.06

lassified into mathematics literacy levels according to their scores. Exact cut scores are as follows: below
score greater than 420.07 and less than or equal to 482.38); level 3 (a score greater than 482.38 and
an 606.99 and less than or equal to 669.30); and level 6 (a score greater than 669.30). Scores are
eting certain income guidelines. The percentage of students eligible for this program is an indicator of the
school questionnaire that asked the approximate percentage of eligible students in the school during the
h country weighted equally. Standard error is noted by s.e. Free or reduced-price lunch data are for

PISA), 2015.
National Center for Education Statistics
Table M5. Average scores of U.S. 15-year-old students on the PISA mathematics
literacy scale, by race/ethnicity: 2015
Race/ethnicity Average score s.e.
U.S. average 470 ** 3.2
White 499 * 2.8
Black 419 * 4.7
Hispanic 446 * 5.2
Asian 498 *** 10.1
Multiracial 475 ** 7.0
OECD average 490 *** 0.4
* p<.05. Significantly different from both the U.S. and OECD averages at the .05 level of statistical significance.
** p<.05. Significantly different from the OECD average at the .05 level of statistical significance.
*** p<.05. Significantly different from the U.S. average at the .05 level of statistical significance.
NOTE: Scores are reported on a scale from 0 to 1,000. Reporting standards were not met for American
Indian/Alaska Native and Native Hawaiian/Other Pacific Islander. Black includes African American, and
Hispanic includes Latino. Students who identified themselves as being of Hispanic origin were classified as
Hispanic, regardless of their race. Although data for some race/ethnicities were not shown separately because
the reporting standards were not met, they are included in the U.S. totals. The OECD average is the average
of the national averages of the OECD member countries, with each country weighted equally. Standard error
is noted by s.e.
SOURCE: Organization for Economic Cooperation and Development (OECD), Program for International
Student Assessment (PISA), 2015.
National Center for Education Statistics
Table M6. Percentage distribution
Below of U.S. 15-year-old students on the PISA mathematics literacy scale, by proficiency l
level 1 Level 1 Level 2 Level 3
Race/ethnicity Percent s.e. Percent s.e. Percent s.e. Percent s.e.
U.S. average 10.6 ** 0.81 18.8 ** 1.01 26.2 ** 1.00 23.8 0.89
White 4.9 * 0.60 11.9 * 0.87 24.3 1.40 28.6 * 1.22
Black 21.5 * 1.97 29.5 * 2.30 29.0 ** 2.57 14.7 * 2.12
Hispanic 14.5 * 1.85 24.7 * 1.77 27.7 ** 1.73 20.8 * 1.54
Asian 7.6 ! 2.36 11.4 ! 4.24 24.0 5.03 23.6 4.36
Multiracial 7.1 1.86 18.8 3.33 28.0 3.63 25.8 3.44
OECD average 8.5 *** 0.12 14.9 *** 0.13 22.5 *** 0.15 24.8 0.15
† Not applicable.
# Rounds to zero.
! Interpret data with caution. Estimate is unstable due to high coefficient of variation (>30 percent and ≤50 percent).
‡ Reporting standards not met due to coefficient of variation over 50 percent.
* p<.05. Significantly different from both the U.S. and OECD averages at the .05 level of statistical significance.
** p<.05. Significantly different from the OECD average at the .05 level of statistical significance.
*** p<.05. Significantly different from the U.S. average at the .05 level of statistical significance.
NOTE: To reach a particular proficiency level, a student must correctly answer a majority of items at that level. Students were classified into mathematics litera
follows: below level 1 (a score less than or equal to 357.77); level 1 (a score greater than 357.77 and less than or equal to 420.07); level 2 (a score greater tha
greater than 482.38 and less than or equal to 544.68); level 4 (a score greater than 544.68 and less than or equal to 606.99); level 5 (a score greater than 606
greater than 669.30). Scores are reported on a scale from 0 to 1,000. The OECD average is the average of the national percentages of the OECD member cou
standards were not met for American Indian/Alaska Native and Native Hawaiian/Other Pacific Islander. Black includes African American, and Hispanic includes
Hispanic origin were classified as Hispanic, regardless of their race. Although data for some race/ethnicities were not shown separately because the reporting
Standard error is noted by s.e. Detail may not sum to totals because of rounding.
SOURCE: Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA), 2015.
cy scale, by proficiency level and race/ethnicity: 2015
Level 4 Level 5 Level 6
Percent s.e. Percent s.e. Percent s.e.
14.7 ** 0.80 5.0 ** 0.61 0.9 ** 0.20
20.9 *** 1.20 8.0 *** 1.04 1.4 * 0.32
4.4 * 1.25 ‡ † ‡ †
9.6 * 1.27 2.1 * 0.62 ‡ †
22.4 *** 3.78 9.7 ! 3.19 ‡ †
14.9 2.41 4.8 ! 2.04 ‡ †
18.6 *** 0.14 8.4 *** 0.10 2.3 *** 0.06

classified into mathematics literacy levels according to their scores. Exact cut scores are as
0.07); level 2 (a score greater than 420.07 and less than or equal to 482.38); level 3 (a score
level 5 (a score greater than 606.99 and less than or equal to 669.30); and level 6 (a score
entages of the OECD member countries, with each country weighted equally. Reporting
American, and Hispanic includes Latino. Students who identified themselves as being of
separately because the reporting standards were not met, they are included in the U.S. totals.

(PISA), 2015.
Table M7: Average scores of 15-year-old students on the PISA mathematics literacy scale, by national quarters of the P
and cultural status (ESCS) and education system: 2015
National quarters of the ESCS index
Bottom quarter Second quarter Third quarter
Education system Average score s.e Average score s.e Average score s.e
OECD average 451 0.6 478 0.6 501 0.6
Albania — † — † — †
Algeria 350 3.2 352 3.1 361 3.7
Australia 455 2.3 482 2.1 507 2.6
Austria 453 4.0 483 4.2 512 3.8
B-S-J-G (China) 472 5.8 521 5.9 544 5.5
Belgium 458 3.5 488 3.1 525 3.3
Brazil 341 3.6 364 2.8 378 3.5
Buenos Aires (Argentina) 394 8.9 445 8.1 481 11.6
Bulgaria 396 5.9 424 4.7 455 5.2
Canada 482 2.9 505 2.7 529 3.6
Chile 379 3.8 415 4.5 426 3.7
Chinese Taipei 495 4.4 532 3.4 554 4.2
Colombia 361 3.3 374 3.1 392 3.1
Costa Rica 374 2.7 386 2.8 403 3.5
Croatia 433 3.8 446 3.8 465 3.4
Cyprus 399 3.3 424 3.0 449 3.3
Czech Republic 442 3.9 478 3.3 505 3.3
Denmark 478 2.8 502 3.1 522 3.5
Dominican Republic 307 3.3 314 3.1 327 4.2
Estonia 489 3.3 510 3.2 526 3.2
Finland 477 3.2 499 3.0 522 3.5
France 442 3.8 476 3.2 510 3.0
Georgia 361 4.3 386 3.8 420 4.3
Germany 467 3.9 502 3.7 519 3.9
Greece 419 4.8 441 5.1 458 5.0
Hong Kong (China) 526 3.9 539 3.7 549 4.4
Hungary 423 4.1 464 4.0 487 4.1
Iceland 458 3.7 478 3.9 498 3.9
Indonesia 355 4.3 371 3.6 387 4.3
Ireland 468 3.0 490 3.2 514 2.9
Israel 419 5.3 461 4.5 495 5.6
Italy 451 4.4 484 3.6 499 4.0
Japan 493 3.7 526 3.9 543 4.1
Jordan 347 4.2 375 3.7 390 3.5
Korea, Republic of 480 5.1 509 4.5 536 4.3
Kosovo 342 2.8 356 2.6 363 3.3
Latvia 450 3.1 471 2.8 494 3.4
Lebanon 362 4.4 386 4.2 397 5.7
Lithuania 443 3.4 463 3.1 489 3.9
Luxembourg 436 2.3 467 2.8 496 2.9
Macau (China) 527 2.8 540 2.5 547 2.4
Macedonia, Republic of 337 3.5 366 3.5 379 2.9
Malta 431 3.9 469 4.0 492 3.7
Mexico 381 3.6 402 2.9 415 3.3
Moldova, Republic of 382 4.2 415 3.3 423 3.9
Montenegro, Republic of 396 3.1 410 2.7 421 2.5
Netherlands 476 3.9 500 3.8 519 3.2
New Zealand 452 3.5 485 4.2 513 3.4
Norway 469 3.4 493 3.6 514 3.5
Peru 341 3.2 375 3.5 395 3.9
Poland 469 3.8 493 3.4 511 4.3
Portugal 451 3.6 476 3.9 495 4.1
Qatar 364 2.1 404 2.7 424 2.2
Romania 404 4.5 431 4.0 449 4.9
Russian Federation 470 4.5 490 4.8 504 4.2
Singapore 513 3.0 554 2.9 580 2.6
Slovak Republic 428 5.0 469 3.2 486 3.5
Slovenia 476 3.0 496 3.1 521 2.7
Spain 448 3.1 472 2.9 495 3.8
Sweden 452 3.6 479 4.0 511 4.1
Switzerland 478 4.2 514 3.9 528 4.3
Thailand 400 3.4 402 3.5 409 3.8
Trinidad and Tobago 387 2.9 406 3.1 425 3.6
Tunisia 340 3.9 351 3.7 365 4.1
Turkey 398 5.0 409 4.5 421 4.7
United Arab Emirates 392 3.6 423 3.6 447 3.1
United Kingdom 458 3.1 475 3.8 508 4.0
United States 431 4.2 453 3.7 480 5.3
Uruguay 380 3.5 402 3.5 423 3.3
Vietnam 466 6.6 480 3.8 497 5.3

U.S. states and territories

Massachusetts 456 6.1 487 5.3 519 4.8
North Carolina 437 5.4 456 5.6 477 5.3
Puerto Rico 345 5.8 357 5.9 383 6.1
― Not available.
† Not applicable.
NOTE: The PISA index of economic, social and cultural status (ESCS) was created using student reports on parental occupation, the highest level of parental e
possessions related to family wealth, home educational resources and possessions related to “classical” culture in the family home. The home possessions rel
home included possessions such as works of classical literature, books of poetry, and works of art (e.g., paintings). The OECD average is the average of the n
countries, with each country weighted equally. Average scores by quartile are calculated based on the distribution of student scores within each education sys
indicate non-OECD countries and education systems. B-S-J-G (China) refers to the four PISA participating China provinces: Beijing, Shanghai, Jiangsu, and G
North Carolina are for public school students only. Although Argentina, Malaysia, and Kazakhstan participated in PISA 2015, technical problems with their sam
this report.
SOURCE: Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA), 2015.
ational quarters of the PISA index of economic, social

dex
Top quarter All students
Average score s.e Average score s.e
535 0.7 490 0.4
— † 413 3.4
377 6.4 360 3.0
540 2.9 494 1.6
542 4.5 497 2.9
589 9.0 531 4.9
562 3.3 507 2.4
430 5.6 377 2.9
506 9.2 456 6.9
496 5.1 441 4.0
549 3.2 516 2.3
474 3.4 423 2.5
589 5.7 542 3.0
431 5.1 390 2.3
438 4.7 400 2.5
512 4.4 464 2.8
480 3.0 437 1.7
549 3.5 492 2.4
547 3.2 511 2.2
364 5.3 328 2.7
557 3.0 520 2.0
549 3.4 511 2.3
552 3.6 493 2.1
450 4.6 404 2.8
556 4.3 506 2.9
497 4.6 454 3.8
578 5.0 548 3.0
537 3.9 477 2.5
520 3.7 488 2.0
432 5.6 386 3.1
544 3.2 504 2.1
510 4.3 470 3.6
529 4.5 490 2.8
572 3.5 532 3.0
416 3.9 380 2.7
572 5.9 524 3.7
388 3.4 362 1.6
517 2.9 482 1.9
441 7.5 396 3.7
520 3.7 478 2.3
547 2.7 486 1.3
562 2.6 544 1.1
406 3.2 371 1.3
527 3.4 479 1.7
437 3.4 408 2.2
460 4.7 420 2.5
447 2.8 418 1.5
556 3.8 512 2.2
540 3.5 495 2.3
536 2.9 502 2.2
435 4.8 387 2.7
 548 4.0 504 2.4
548 4.1 492 2.5
421 1.9 402 1.3
493 7.4 444 3.8
519 3.7 494 3.1
611 3.8 564 1.5
523 4.5 475 2.7
549 2.8 510 1.3
530 3.2 486 2.2
541 4.7 494 3.2
569 4.1 521 2.9
452 7.8 415 3.0
463 3.3 417 1.4
412 6.4 367 3.0
456 7.7 420 4.1
451 3.4 427 2.4
538 4.2 492 2.5
517 3.8 470 3.2
470 5.2 418 2.5
536 8.2 495 4.5

544 6.0 500 5.5

516 6.1 471 4.4
430 9.2 378 5.6

n, the highest level of parental education, and an index of home

ome. The home possessions relating to "classical" culture in the family
average is the average of the national averages of the OECD member
cores within each education system. Standard error is noted by s.e. Italics
ijing, Shanghai, Jiangsu, and Guangdong. Results for Massachusetts and
chnical problems with their samples prevent results from being discussed in

PISA), 2015.
National Center for Education Statistics
Table T1. Average scores and changes in average scores of U.S. 15-year-old students on the PISA science, mathematic
scales: 2000, 2003, 2006, 2009, 2012, and 2015
2000 2003 2006 2009 2012
Average Average Average Average Average
Subject score s.e. score s.e. score s.e. score s.e. score s.e.
† †
Science literacy † † 489 4.2 502 3.6 497 3.8
Reading literacy † 504 †7.0 495 3.2 ― † 500 3.7 498 3.7
Mathematics literacy 483 2.9 474 4.0 487 3.6 481 3.6
Average score in 2015 is not measurably different than in comparison year at the .05 level of statistical significance.
Average score in 2015 is lower than in comparison year at the .05 level of statistical significance.
— Not available. PISA 2006 reading literacy results are not reported for the United States because of an error in printing the test booklets making comparisons
† Not applicable. Although science was assessed in 2000 and 2003, because the science framework was revised for 2006, it is possible to look at changes in s
Similarly, although mathematics was assessed in 2000, because the mathematics framework was revised for PISA 2003, it is possible to look at changes in ma
NOTE: All average scores reported as higher or lower than the comparison year are different at the .05 level of statistical significance. Standard error is noted b
in Performance of U.S. 15-Year-Old Students in Science, Mathematics, and Reading Literacy in an International Context (NCES 2017-048).
SOURCE: Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA), 2000, 2003, 2006, 2009,
n the PISA science, mathematics, and reading literacy

2015
Average 2015– 2015– 2015– 2015– 2015–
score s.e. 2000 2003 2006 2009 2012
496 3.2 †
497 3.4 —
470 3.2
e.

ing the test booklets making comparisons not possible.

2006, it is possible to look at changes in science only from 2006 forward.
003, it is possible to look at changes in mathematics only from 2003 forward.
ical significance. Standard error is noted by s.e. This table corresponds to table 4
ext (NCES 2017-048).
essment (PISA), 2000, 2003, 2006, 2009, 2012, and 2015.
Figure T3a. Average scores and percentile scores of U.S. 15-year-old students
on the PISA mathematics literacy scale at selected percentiles: 2003, 2006,
2009, 2012, and 2015

* p<.05. Significantly different from the 2015 score at the .05 level of statistical significance.
NOTE: This table shows the threshold (or cut) score for the following: (a) 10th percentile- the bottom 10
percent of students; (b) 25th percentile- the bottom 25 percent of students; (c) 75th percentile- the top 25
percent of students; (d) 90th percentile- the top 10 percent of students. The PISA mathematics framework
was revised in 2003. Because of changes in the framework, it is not possible to compare mathematics
learning outcomes from PISA 2000 with those from PISA 2003, 2006, 2009, 2012 and 2015. Scores are
reported on a scale from 0 to 1,000.
SOURCE: Organization for Economic Cooperation and Development (OECD), Program for International
Student Assessment (PISA), 2003, 2006, 2009, 2012, and 2015.
National Center for Education Statistics
Table T3b. Average scores and percentile scores of U.S. 15-year-old students on the PISA mathematics literacy scale a
percentiles: 2003, 2006, 2009, 2012, and 2015
2003 2006 2009 2012
Selected percentiles Score s.e. Score s.e. Score s.e. Score
90th percentile 607 * 3.9 593 4.8 607 * 4.6 600 *
75th percentile 550 * 3.4 537 5.0 551 * 4.9 543
Average score 483 2.9 474 4.0 487 * 3.6 481 *
25th percentile 418 3.7 411 4.8 425 * 3.9 418
10th percentile 356 4.5 358 5.8 368 4.3 368
* p<.05. Significantly different from the 2015 score at the .05 level of statistical significance.
NOTE: This table shows the threshold (or cut) score for the following: (a) 10th percentile- the bottom 10 percent of students; (b) 25th percentile- the bottom 25
students; (c) 75th percentile- the top 25 percent of students; (d) 90th percentile- the top 10 percent of students. The PISA mathematics framework was revised
Because of changes in the framework, it is not possible to compare mathematics learning outcomes from PISA 2000 with those from PISA 2003, 2006, 2009, 2
Scores are reported on a scale from 0 to 1,000. Standard error is noted by s.e.
SOURCE: Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA), 2003, 2006, 2009, 2012,
athematics literacy scale at selected

2012 2015
s.e. Score s.e.
4.3 585 4.2
4.4 532 3.5
3.6 470 3.2
3.7 408 3.9
3.9 355 3.9

; (b) 25th percentile- the bottom 25 percent of

athematics framework was revised in 2003.
ose from PISA 2003, 2006, 2009, 2012 and 2015.

nt (PISA), 2003, 2006, 2009, 2012, and 2015.