PISA2009 Results: our 21st century learners at age 15 6 December 2010 Maree Telford PISA 2009 National Project Manager

Overview of PISA High level reading, mathematic and science results (mean scores and proficiency levels) Gender and ethnicity reading, mathematics and science results (mean scores) Focus on reading

What is PISA? The Programme for International Student Assessment PISA is administered every three years Three key subjects are assessed – reading mathematics and science Students completed a two-hour test and a 30 minute questionnaire Principals and parents were also asked to complete a questionnaire

Who participated in PISA 2009 Target population – 15-year-olds 65 countries or economies Around 475,000 students world-wide 4643 New Zealand 15-year-olds from 163 schools Schools and students randomly selected Representative sample of students from schools of different sizes, deciles, locality, authority and gender type

How well can our 15-year-olds read? Only two OECD countries and two non-OECD partner economies were better than New Zealand New Zealand’s students were about the same as their peers in four OECD countries New Zealand’s students performed much better than the OECD average, students from the United States, the United Kingdom and the other 26 OECD member countries

Shanghai-China5562.4Korea Finland5362.3Hong Kong-China Singapore5261.1Canada New Zealand5212.4Japan Australia5152.3Netherlands Belgium Norway Estonia5012.6Switzerland Poland5002.6Iceland United States5003.7Liechtenstein Sweden4972.7Germany Ireland4963.0France Chinese Taipei4952.6Denmark United Kingdom4942.3Hungary OECD Average4930.5Portugal Another 36 countries performed significantly lower than New Zealand Country comparisons of mean performance in reading

How well did our 15-year-olds perform in mathematics? Five OECD countries and six non-OECD partner countries were better than New Zealand New Zealand’s students were about the same as their peers in four OECD countries New Zealand’s students performed much better than the OECD average, students from the United States, the United Kingdom and the other 22 OECD member countries

Shanghai-China6002.8Singapore Hong Kong-China5552.7Korea Chinese Taipei5433.4Finland Liechtenstein5364.1Switzerland Japan5293.3Canada Netherlands5264.7Macao-China New Zealand5192.3Belgium Australia5142.5Germany Estonia5122.6Iceland Denmark5032.6Slovenia Norway4982.4France Slovak Republic4973.1Austria OECD Average4960.5Poland Sweden4942.9Czech Republic United Kingdom4921.9Hungary Another 36 countries performed significantly lower than New Zealand Country comparisons of mean performance in mathematics

Shanghai-China5752.8Finland Hong Kong-China5492.7Singapore Japan5393.4Korea New Zealand5322.6Canada Estonia5282.7Australia Netherlands5225.4Chinese Taipei Germany5202.8Liechtenstein Switzerland5172.8United Kingdom Slovenia5121.1Macao-China Poland5082.4Ireland Belgium5072.5Hungary United States5023.6OECD Average Czech Republic5003.0Norway Denmark4992.5France Another 38 countries performed significantly lower than New Zealand Country comparisons of mean performance in science

How well did our 15-year-olds perform in science? Only one OECD country and three non-OECD partner countries were better than New Zealand New Zealand’s students were about the same as their peers in six OECD countries New Zealand’s students performed much better than the OECD average, students from the United States, the United Kingdom and the other 27 OECD member countries

Top performers 16% New Zealand students were top performers in reading 19% New Zealand students were top performers in mathematics 19% New Zealand students were top performers in science 15% Finland8% OECD 19% Shanghai China16% Singapore 13% Australia13% Canada 22% Finland13% OECD 50% Shanghai China36% Singapore 16% Australia18% Canada 19% Finland9% OECD 24% Shanghai-China20% Singapore 15% Australia12% Canada

Low performers 14% New Zealand students were low performers in reading 15% New Zealand students were low performers in mathematics 13% New Zealand students were low performers in science 14% Australia19% OECD 8% Finland10% Canada 16% Australia22% OECD 8% Finland11% Canada 13% Australia18% OECD 6% Finland10% Canada

Performance scores by gender Girls 544 (OECD 513); Boys 499 (OECD 474) in reading Girls 515 (OECD 490); Boys 523 (OECD 501) in mathematics (no statistical difference) Girls 535 (OECD 499); Boys 529 (OECD 501) in science (no statistical difference)

Performance scores by ethnicity Pākehā/European (71%), Māori (19%), Asian (14%) and Pasifika (10%) of the sample Pākehā/European 541, Asian 522, Māori 478, and Pasifika 448 (OECD mean 493) in reading Pākehā/European 537, Asian 529, Māori 476, and Pasifika 446 (OECD mean 496) in mathematics Pākehā/European 555, Asian 530, Māori 487, and Pasifika 448 (OECD mean 501) in science

Change in mathematical performance There was no change in New Zealand’s mathematics performance between 2003 and 2009 overall Germany was the only top- or high-performing country to show an improved mathematics performance +10pts (PISA 2003, 503) Three top- or high-performing countries showed a decline (Australia -13pts, Belgium -14pts, Netherlands -12pts) No change in the proportion of New Zealand’s top (Level 5 or higher) or low performers (Level 1 or below)

Change in science performance There was no change in New Zealand’s science performance between 2006 and 2009 overall Korea (+16pts) was the only top- or high-performing country to show an improved science performance Two top- or high-performing countries showed a decline (Finland -12pts, Chinese Taipei -12pts) No change in the proportion of New Zealand’s top (Level 5 or higher) or low performers (Level 1 or below)

Change in reading performance There was no change in New Zealand’s 15-year-olds reading performance between 2000 and 2009 Only 7 OECD countries showed an improvement (Korea +15pts was the only top- or high-performing country to improve reading performance) Five OECD countries showed a decline, including Australia (-13pts) New Zealand had three percent fewer top performers 3 other top performing countries also had fewer (Australia -5%, Canada -4% and Finland -4%) No top- or high-performing country, including New Zealand, succeeded in reducing the proportion of students at the lower levels

Student performance on the elements of reading measured and reported Mean performance on the reading processes: Access and retrieve New Zealand 513 (OECD 495) Integrate and interpret New Zealand 517 (OECD 493) Reflect and evaluateNew Zealand 531 (OECD 494) Mean performance on the text formats: Continuous texts New Zealand 518 (OECD 494) Non-Continuous texts New Zealand 532 (OECD 493)

Student performance on the elements of reading measured and reported Reading processes (what is the readers purpose and approach to the text?) Access and retrieve information in the text Integrate and interpret what is read Reflect and evaluate, standing back from a text and relating it to their own experience Text formats (how is the text presented?) Continuous texts (in sentences) Non-Continuous texts (in lists, tables graphs)

Student reading enjoyment Derived from students’ level of agreement with a series of questions relating to their reading activities New Zealand’s level of reading enjoyment was greater than the OECD average New Zealand’s enjoyment level was similar to Canada but greater than in Australia, the United Kingdom and the United States New Zealand showed a strong relationship with enjoyment in reading and reading ability (top quarter 593 and low quarter 466)