{"id":29569,"date":"2026-09-12T10:47:15","date_gmt":"2026-09-12T06:47:15","guid":{"rendered":"https:\/\/mediaforedu.am\/pisa-2025-new-zealand-without-self-congratulation\/"},"modified":"2026-09-12T12:26:56","modified_gmt":"2026-09-12T08:26:56","slug":"pisa-2025-new-zealand-without-self-congratulation","status":"publish","type":"post","link":"https:\/\/mediaforedu.am\/en\/pisa-2025-new-zealand-without-self-congratulation\/","title":{"rendered":"PISA 2025: New Zealand Without Self-Congratulation"},"content":{"rendered":"
\"PISA<\/div><\/div>

Photo: BusinessDesk <\/span><\/i><\/em><\/p>\n<\/div><\/div>

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RESPONSIBILITY<\/span><\/a><\/div>
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Despite parliamentary elections being scheduled in New Zealand for November 7, Education Minister Erica Stanford is not rushing to present the positive shift in the country\u2019s PISA 2025 results as a government success. Instead, she stresses that there is still significant work to be done to improve student achievement.<\/p>\n

New Zealand\u2019s 15-year-old students continue to perform above the OECD average in all three core domains. The country ranks 9th in reading, 10th in science, and 16th in mathematics.<\/p>\n

A comparison of the data published on the New Zealand government\u2019s official website<\/a> shows that the country\u2019s results have declined significantly over the longer term. The average reading score fell by 32 points, from 529 in 2000 to 497 in 2025. The mathematics score declined from 523 in 2003 to 480 in 2025, a drop of 43 points. In science, the score fell by 21 points, from 530 in 2006 to 509 in 2025.<\/p>\n

At the same time, New Zealand students performed strongly in computational problem-solving in 2025, one of the innovative domains of PISA 2025 under the \u201cLearning in the Digital World\u201d theme. New Zealand\u2019s average score in this area was 531, compared with the OECD average of 500.<\/p>\n

Compared with 2022, the number of students reporting that they make additional effort when faced with a challenging task increased by 6.9%. Students also placed greater value on school and were more likely to say that they learn skills at school that are useful for work and life.<\/p>\n

Notably, in this context, the New Zealand government is also urging caution in interpreting the PISA 2025 results. The country did not meet the OECD participation requirements: only 52% of selected schools and 76% of selected students took part in the assessment. According to the government, this means the results may appear more positive than they would have been with a fully representative sample.<\/p>\n

Meanwhile, under a legislative change introduced by the New Zealand government, participation by selected schools in PISA and other international monitoring tools will become mandatory.<\/p>\n<\/div><\/div>

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\u201cGreater use of data to drive consistent improvement is one of my six education priorities. We are focused on using data from studies such as PISA to make decisions to raise student achievement,\u201d New Zealand Education Minister Erica Stanford said.<\/span><\/p>\n<\/div><\/div><\/div>

<\/div><\/div><\/div><\/div><\/div><\/section>\n","protected":false},"excerpt":{"rendered":"

During the election period, New Zealand\u2019s Education Minister Erica Stanford is not rushing to present the positive shift in the country\u2019s PISA 2025 results, following years of decline, as an educational success. Moreover, the government itself warns that the results may not fully reflect the picture, as only 52% of the selected schools took part in the assessment.<\/p>\n","protected":false},"author":1,"featured_media":29570,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[230,483,221],"tags":[511],"class_list":["post-29569","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education-in-the-world-en","category-international-news-en","category-news-en","tag-511"],"acf":[],"_links":{"self":[{"href":"https:\/\/mediaforedu.am\/en\/wp-json\/wp\/v2\/posts\/29569","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/mediaforedu.am\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/mediaforedu.am\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/mediaforedu.am\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/mediaforedu.am\/en\/wp-json\/wp\/v2\/comments?post=29569"}],"version-history":[{"count":5,"href":"https:\/\/mediaforedu.am\/en\/wp-json\/wp\/v2\/posts\/29569\/revisions"}],"predecessor-version":[{"id":29576,"href":"https:\/\/mediaforedu.am\/en\/wp-json\/wp\/v2\/posts\/29569\/revisions\/29576"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/mediaforedu.am\/en\/wp-json\/wp\/v2\/media\/29570"}],"wp:attachment":[{"href":"https:\/\/mediaforedu.am\/en\/wp-json\/wp\/v2\/media?parent=29569"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/mediaforedu.am\/en\/wp-json\/wp\/v2\/categories?post=29569"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/mediaforedu.am\/en\/wp-json\/wp\/v2\/tags?post=29569"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}