Mean score of 15-year-olds across OECD member countries on the OECD Programme for International Student Assessment (PISA) mathematics literacy scale. The scale was set so the OECD average was ~500 with a standard deviation of ~100 in the baseline cycle; roughly 20 points equals one year of schooling.
How to read it
Higher is better — readings above the norm count as better.
Measured value over time. The line runs green while the indicator is better than its dashed norm and red when it’s worse.
Each driver linked to this indicator, strongest pull first, on the same timeline above. Markers are the facts that moved that driver. These are modelled influences — treat them as correlational unless a documented causal edge is shown.
Better-prepared, adequately staffed teaching raises measured learning, strengthening (raising) the PISA mathematics average.
Adequate, stable public education funding supports teacher supply, materials and instruction time, raising measured learning outcomes such as PISA mathematics over a multi-year lag.
Adequate digital access can support learning continuity, but evidence is mixed and uneven; modest, low-confidence positive contribution to learning outcomes.
Mean score of 15-year-olds across OECD member countries on the OECD Programme for International Student Assessment (PISA) mathematics literacy scale. The scale was set so the OECD average was ~500 with a standard deviation of ~100 in the baseline cycle; roughly 20 points equals one year of schooling.
This indicator’s slice of Factrail’s verified causal web — the people, facts, drivers and welfare indicators it connects to. Select any node to trace a path.
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