OCDE - PISA 2025 Results (Volume I) - Costa Rica de 2026

 1

PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: COSTA RICA © OECD 2026

The Programme for International Student Assessment (PISA) assesses the knowledge, skills and attitudes of 15-year-old students. The tests explore how well students can solve complex problems , think critically and communicate effectively; data collected through questionnaires describe the context in which students learn. This gives insights into how well education systems are preparing student s for real life challenges and future success. Costa Rica participated for the first time in PISA in 2010. By comparing results internationally, policy makers and educators in Costa Rica can learn fr om other countries’ policies and practices. Fifteen-year-old students in Costa Rica and the context in which they learn Figure 1. A multi-dimensional dashboard of student learning

Costa Rica2  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: COSTA RICA © OECD 2026

Notes: Due to missing data, not all countries and economies are included in every dimension. F or each dimension, the top country/economy and the OECD average are highlighed; truancy values are sorted in descending order, so that values shown to the right correspond to lower levels of truancy.

For indicators derived from students’ and principals’ reports, differences between countries and economies should be interpre ted with caution, as they may reflect variations in response behaviour rather than true underlying differences. Non-response to questionnaires, cultural norms, as well as differing interpretations of questions can influence these indicators.

Definitions: Values that are not reported as percentages correspond to mean values of the corresponding questionnaire indices. Percentages are defined as follows: Percentage of students scoring above a baseline level of proficiency : students scoring at or above Level 2 in science, mathematics and reading; at or above Level 3 in computational problem solving; Growth mindset: Percentage of students who disagree or strongly disagree with the statement “You have a certain amount of intelligence, and you really can’t do much to change it”; Value of learning at

mathematics and reading; at or above Level 3 in computational problem solving; Growth mindset: Percentage of students who disagree or strongly disagree with the statement “You have a certain amount of intelligence, and you really can’t do much to change it”; Value of learning at school: Percentage of students who disagree or strongly disagree that “School has done little to prepare me for adult life when I leave school”; Absence of bullying: Percentage of students who reported never or almost never being victim of any type of bullying act (among a list of five different types of acts); Truancy: Percentage of students who reported that in the two weeks prior to the PISA test they had skipped at least one class or day of school; Beliefs in social mobility : Percentage of students who disagree or strongly disagree with the statement “Your status in society is something that you can’t really change very much”; No shortage of teaching staff: Percentage of students in schools whose principal reported that the school’s capacity to provide instruction is not at all hindered by a lack of teaching staff; Peer-to-peer tutoring: Percentage of students in schools whose principal reported that peer-to-peer tutoring is provided; Learning to assess AI-generated content in class: Percentage of students who reported that, in their school lessons, they assess the quality of informat ion generated by Artificial Intelligence chatbots (e.g. ChatGPT) sometimes, often or very often; School policy: cell phone bans in school : Percentage of students in schools whose principal reported that the use of cell phones is not allowed on the school premises; School policy: subject-specific guidelines on digital devices : Percentage of students in schools whose principal reported that the school has formal guidelines for the use of digital devices for teaching and learning in specific subjects.

Source: Figure I.1.2.

An interactive dashboard is available at https://www.oecd.org/en/data/dashboards/pisa-education-and-skills.html 3

PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: COSTA RICA © OECD 2026

Notes on data quality in PISA 2025 This edition of PISA includes data from 91 countries and economies. While t he vast majority of

PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: COSTA RICA © OECD 2026

Notes on data quality in PISA 2025 This edition of PISA includes data from 91 countries and economies. While t he vast majority of countries and economies met PISA’s technical standards, a small number did not. In particular, caution is required when interpreting results of countries and economies mentioned in this note with an asterisk () next to their names: their results could be affected by greater uncertainty, or even be biased, because one or more PISA sampling standards were not met. For more information, see the Reader’s Guide in PISA 2025 Results, Volume I and Chapter 18 (Data Adjudication) in the PISA 2025 Technical Report. In Costa Rica, all data met the quality standards set by PISA and were considered fit for reporting. How well did 15-year-old students in Costa Rica do on the test? Trends in science, mathematics and reading performance Figure 2. Trends in performance in science, mathematics and reading

Note: White dots indicate mean scores that are not statistically significantly above/below PISA 2025 mean scores. An interactive version of this figure is available at https://www.oecd.org/en/data/dashboards/pisa-education-and-skills/performance-trends.html.

Source: Tables I.B1.2a.36-38 • Average 2025 results in Costa Rica were about the same as in 2022 in mathematics and reading, and up compared to 2022 in science. • The most recent results of Costa Rica were close to those observed in science ov er the period between 2010 and 2018, but below those observed in mathematics and reading over the same period. However, once the expansion of secondary education to previously marginali sed populations is also considered, the results look somewhat more positiv e. Indeed, between 2015 and 2025, the number of 15-year-olds eligible to sit the PISA test increased in Costa Rica, despite a shrinking population of 15-year-olds. This suggests that secondary school enr olment increased

populations is also considered, the results look somewhat more positiv e. Indeed, between 2015 and 2025, the number of 15-year-olds eligible to sit the PISA test increased in Costa Rica, despite a shrinking population of 15-year-olds. This suggests that secondary school enr olment increased over this period. It also suggests that the apparent decline in PISA reading and mathematics results is linked to the integration of more 15-year-olds from marginalised populations into school ing, and that PISA results for the remaining, more-advantaged students – those whose situation did not change as a result of the educational expansion – did not decline. • Over the most recent period (2022 to 2025), the gap between the highest-scorin g students (10% with the highest scores) and the weakest students (10% with the lowest scores) did not change significantly in mathematics, reading and science.4  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: COSTA RICA © OECD 2026

• Compared to 2015 the proportion of low-performing students (scoring below proficiency Level 2) increased by seven percentage points in mathematics; increased by seven perce ntage points in reading; and did not change significantly in science.

How does Costa Rica compare? • Students in Costa Rica scored less than the OECD average in mathematics, reading and sc ience (Figure 3). • A smaller proportion of students in Costa Rica than on average across OECD coun tries were top performers (Level 5 or 6) in at least one subject. At the same time, a smaller proportion of students than on average across OECD countries achieved a minimum level of proficiency (Level 2 or higher) in all three subjects (Figure 4). • In computational problem solving, the mean score of students in Costa Rica was lower than the OECD average (Figure 3). Figure 3. Mean performance in science, mathematics, reading and computational problem solving Costa Rica, OECD average and selected comparison countries/economies

• In computational problem solving, the mean score of students in Costa Rica was lower than the OECD average (Figure 3).

Figure 3. Mean performance in science, mathematics, reading and computational problem solving Costa Rica, OECD average and selected comparison countries/economies

Notes: Comparison countries/economies include the highest-performing countries and econom ies overall and the highest-performing OECD countries; for comparisons with all remaining PISA 2025 participants, see source T ables and Figures. Horizontal lines that extend beyond the markers represent a measure of uncertainty associated with mean scores (the 95% confidence interval).

Source: Tables I.B1.2a.1-3 and Tables I.2.1, I.2.4, I.2.o1 and I.2.o2 5

PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: COSTA RICA © OECD 2026

What students know and can do in science Figure 4. Proficiency in science, mathematics and reading among 15-year-old students Costa Rica and OECD average

Source: Tables I.B1.2a.10-12 • Some 56% of students in Costa Rica attained Level 2 or higher in science (OECD average: 74%).

At a minimum, these students can recognize the correct explanation for familiar scienti fic phenomena and can use such knowledge to identify, in simple cases, whether a conclusion is valid based on the data provided. Over 85% of students in top performers B-S-J-Z (China), Mac ao (China), Singapore, Estonia, Japan, Chinese Taipei and Korea (in descending order of that share) performed at this level or above. • In Costa Rica, almost no students were top performers in science, meaning that they were proficient at Level 5 or 6 (OECD average: 7%). These students can creatively and au tonomously apply their knowledge of and about science to a wide variety of situations, inc luding unfamiliar ones. What students know and can do in mathematics

proficient at Level 5 or 6 (OECD average: 7%). These students can creatively and au tonomously apply their knowledge of and about science to a wide variety of situations, inc luding unfamiliar ones. What students know and can do in mathematics • In Costa Rica, 30% of students attained at least Level 2 proficiency in mathematics (OECD average: 65%). At a minimum, these students can interpret and recognize, without direct instructions, how a simple situation can be represented mathematically (e.g. c omparing the total distance across two alternative routes, or converting prices into a different currency). • Almost no students in Costa Rica were top performers in mathematics, meaning that they attained Level 5 or 6 in the PISA mathematics test (OECD average: 8%). The largest shares of student s attaining Level 5 or 6 were observed in Seven Asian countries and economies: BS-J-Z (China) (54%), Singapore (37%), Chinese Taipei (32%), Macao (China) (29%), Korea (23%), Japan (22%) and Hong Kong (China) (21%). At these levels, students can model complex situa tions mathematically, and can select, compare and evaluate appropriate problem-solvi ng strategies for dealing with them. In 13 countries and economies participating in PISA 2025, more than 10% of students attained Level 5 or 6 proficiency.6  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: COSTA RICA © OECD 2026

What students know and can do in reading • Some 53% of students in Costa Rica attained Level 2 or higher in reading (OECD average: 69%). At a minimum, these students can identify the main idea in a text of moderate length, find information based on explicit, though sometimes complex criteria, and can reflect on the purpose and form of texts when explicitly directed to do so. The share of 15-year-old students who attained minimum levels of proficiency in reading (Level 2 or higher) varied from 93% in B-S-J-Z (China) to

information based on explicit, though sometimes complex criteria, and can reflect on the purpose and form of texts when explicitly directed to do so. The share of 15-year-old students who attained minimum levels of proficiency in reading (Level 2 or higher) varied from 93% in B-S-J-Z (China) to 4% in Rwanda. • In Costa Rica, 1% of students scored at Level 5 or higher in reading (OECD average: 6%). These students can comprehend lengthy texts, deal with concepts that are abstract or counterintuiti ve, and establish distinctions between fact and opinion, based on implicit cues pertaining to the content or source of the information. Student attitudes towards school and learning in Costa Rica Student curiosity, perseverance and perceived value of school • In Costa Rica, 79% of students agree or strongly agree that they are curious about many different things, compared to 73% across OECD countries. Moreover, 72% of students reported th at they apply additional effort when work becomes challenging (OECD average 60%). At the same time, 14% agree or strongly agree that school has been a waste of time (OECD average: 24%). • Between 2022 and 2025, these attitudes changed somewhat in Costa Rica. The share of students who reported being curious about many different things decreased by 3.9 percentage points ; the proportion who reported applying additional effort when work becomes challenging dec reased by 2.5 percentage points; and the percentage of students who agreed that school had been a waste of time increased by 3.4 percentage points during this period. • Curiosity, perseverance and valuing school are most often associated with higher science performance. Student attitudes towards learning • PISA 2025 also asked students about other attitudes towards learning. For example, 59 % of students in Costa Rica have a growth mindset (OECD average: 69%), i.e. hold the belief that intelligence can be cultivated through work, effort and feedback. On average across O ECD countries, students with a growth mindset score 28 score points higher in science than those with a fixed mindset.

students in Costa Rica have a growth mindset (OECD average: 69%), i.e. hold the belief that intelligence can be cultivated through work, effort and feedback. On average across O ECD countries, students with a growth mindset score 28 score points higher in science than those with a fixed mindset. • PISA 2025 data further describe students’ self -regulation and goal-setting behaviours. For example, in Costa Rica about 39% of students reported that they often or very often plan the ir approach to studying. Furthermore, 55% of students ask themselves questions about the material to check if they have understood everything (OECD averages: 37% and 49%, respectively). • An autonomous self-regulated learner knows when and where to ask for help. PISA 2025 data show that, in most countries, students tend to rely on their teachers and clas smates for support with their schoolwork. In Costa Rica, 83% of students ask their teachers for help when they need it and 84% ask their classmates when they do not fully understand something (OECD averages: 77% and 82%, respectively). 7

PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: COSTA RICA © OECD 2026

How is school life in Costa Rica? Perceived shortages of human and material resources • In 2025, 55% of students in Costa Rica were in schools whose principals reported that instr uction was hindered, at least to some extent, by a perceived lack of teaching staff (OECD average: 39%); the corresponding share for a perceived lack of assisting staff was 52% (OECD average: 39%). The prevalence of perceived teaching staff shortages in Costa Rica did not change sign ificantly compared to 2022. • PISA 2025 data reveal that perceived shortages of material resources remain a concern in most countries and economies. Some 68% of students in Costa Rica attended schools whose principals reported that a lack of educational material (e.g. textbooks, IT equipment, librar y or laboratory

compared to 2022. • PISA 2025 data reveal that perceived shortages of material resources remain a concern in most countries and economies. Some 68% of students in Costa Rica attended schools whose principals reported that a lack of educational material (e.g. textbooks, IT equipment, librar y or laboratory material) hindered instruction, at least to some extent, and 64% were in schools where a lack of physical infrastructure (e.g. buildings, grounds, heating/cooling systems, lighti ng and acoustic systems) was perceived to hinder instruction. In 2022, the corresponding shares were 68% and 68%, respectively. Digital resources • In Costa Rica, students reported spending on average 1.4 hours per day using digital devices at school for learning activities (OECD average: 1.7 hours). At the same time, a non-negligible share of students’ device use on school days is dedicated to non -learning activities: students in Costa Rica reported spending 1.3 hours per day using digital devices at school for leisure (OECD average: 1.1 hours). • In Costa Rica, 38% of students reported that their peers are often distracted by the us e of digital devices during most or all science lessons (OECD average: 28%). • In 2025, 23% of students in Costa Rica attended schools where cell phone use is not allow ed on school premises (OECD average: 49%), up from PISA 2022 (13%; OECD average in PISA 2022: 34%). This indicates a substantial increase in the implementation of cell pho ne bans during this period. • Students in most education systems use AI chatbots for schoolwork, creating new challenges and opportunities for their learning. In Costa Rica, 50% of students reported using AI chatbots to help them learn at least once a week (OECD average: 46%). Students also frequently use AI to conduct preliminary research on a new topic (Costa Rica: 40%; OECD average: 31%), to summarise a text

them learn at least once a week (OECD average: 46%). Students also frequently use AI to conduct preliminary research on a new topic (Costa Rica: 40%; OECD average: 31%), to summarise a text they had to read (Costa Rica: 37%; OECD average: 30%), and to draft text for writing assignments (Costa Rica: 34%; OECD average: 29%).Only 10% of students reported never or almost nev er using AI chatbots for any of the schoolwork tasks examined in PISA (OECD average: 14%). Bullying and cyberbullying • In Costa Rica, 23% of students reported being victims of at least one form of bullying a few times per month or more in 2025 (OECD average: 20%). The prevalence of bullying increased between PISA 2022 and PISA 2025, as it did in a large majority of participating countries and economies. This rise contrasts with the decline in bullying recorded in Costa Rica betw een 2018 and 2022, which was likely linked to the lingering effects of COVID-19 disruptions. • Cyberbullying is relatively uncommon compared with other forms of bullying. In Costa Rica, 4% of students reported that upsetting information about them was published online, without their consent, at least a few times a month during the 12 months prior to the PISA test (OECD average: 3%).8  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: COSTA RICA © OECD 2026

Teacher support and disciplinary climate in science lessons • In Costa Rica, 86% of students reported that, in most science lessons, the teacher shows an interest in every student’s learning (OECD average: 69%), 79% that the teacher continues teaching until the students understand (OECD average: 66%), 82% that the teacher gives extra hel p when students need it (OECD average: 73%). In 2015, the corresponding shares were 88%, 81% and 81%.

until the students understand (OECD average: 66%), 82% that the teacher gives extra hel p when students need it (OECD average: 73%). In 2015, the corresponding shares were 88%, 81% and 81%. • Disciplinary climate in science lessons in 2025 remains a concern in many c ountries and economies: about 16% of students in Costa Rica reported that they cannot work well in most or all lessons (OECD average: 19%); 32% reported noise and disorder disrupted most or every science lesson (OECD average: 31%); 22% of students reported that their classmates do not listen to what the teacher says (OECD average: 29%). • Disciplinary climate and teacher support in science lessons improved betw een 2015 and 2025 on average across OECD countries. In Costa Rica, only teacher support improved; disciplinary climate did not change significantly over the period. Countries and economies with an improved disciplinary climate tend to show stability or an increase in their average science performance c ompared to 2015. Truancy and lateness • In 2025, around 54% of students in Costa Rica reported having skipped at least one day of school in the two weeks prior to the test (OECD average: 22%); 46% reported skipping at least one class (OECD average: 24%); 50% reported arriving late for school (OECD average: 50%). In previous years, the corresponding shares were 16%, 23% and 50% (in 2022); 39%, 40% and 51% (in 2018). Student readiness for environmental challenges • In Costa Rica, 58% of students reached at least baseline proficiency (Level 2) in env ironmental science. On average across OECD countries, 74% of students achieve this level, with more than 85% reaching it in seven countries and economies. • PISA 2025 shows that students in most education systems report strong pro-environme ntal attitudes, although fewer feel confident about how to collaborate effectively. In Costa Rica, 84% of

85% reaching it in seven countries and economies. • PISA 2025 shows that students in most education systems report strong pro-environme ntal attitudes, although fewer feel confident about how to collaborate effectively. In Costa Rica, 84% of students believe that they can positively impact the environment (OECD average: 81%) ; 87% believe that collective action can address environmental problems (OECD average: 82%) ; 75% report knowing how to work with others to positively impact the environment (OECD average: 68%). • In Costa Rica, 85% of students reported that they are somewhat or very interested in contri buting to protecting the environment in their future jobs (OECD average: 62%). • Most students engaged in environment-related activities at least once over the 12 months prior to the PISA test. On average across OECD countries, the most common forms of engagement are discussing with friends and family how to have a positive impact on the env ironment (Costa Rica: 59%; OECD average: 56%) and making purchasing decisions based on the sustainabil ity of products (OECD average: 54%; 54% in Costa Rica). 9

PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: COSTA RICA © OECD 2026

Key Features of PISA 2025 in Costa Rica The content • The PISA 2025 survey focused on science, with mathematics and reading as minor areas; an assessment of learning in the digital world measured students’ computational problem -solving skills and their ability to self-direct their learning in a digital envi ronment. Results for science, mathematics, reading and computational problem solving are released on 8 Sept ember 2026 and analyses of students’ self-directed learning in 2027. The students • Over 760 000 students took the assessment in 2025, representing about 33 million 15-year-olds in the schools of the 91 participating countries and economies. • In Costa Rica, 6 881 students, in 202 schools, completed the assessment, representing about

The students • Over 760 000 students took the assessment in 2025, representing about 33 million 15-year-olds in the schools of the 91 participating countries and economies. • In Costa Rica, 6 881 students, in 202 schools, completed the assessment, representing about 54 300 15-year-old students (an estimated 73% of the total population of 15-year-olds). • PISA students are aged between 15 years 3 months and 16 years 2 months at the ti me of the assessment, and they have completed at least 6 years of formal schooling. In this note, the y are referred to as 15-year-old students. The assessment • Students took a two hour test, and each student was tested in two subjects. Different students were given different test questions and different combinations of subjects (e.g. scien ce followed by reading, or mathematics followed by science, etc.). Test items were a mixture of mult iple-choice questions and questions requiring students to construct their own responses. • Students also answered a background questionnaire, which took about 35 minutes to complete. The questionnaire sought information about the students themselves, their attitu des, dispositions and beliefs, their homes, and their school and learning experiences. School prin cipals completed a questionnaire about school management, organisation, and the learning environment. • Some countries/economies also distributed additional questionnaires, to students, par ents and/or teachers, to elicit more information. The findings from these optional questionna ires are not covered by this note. Contact For more information about PISA 2025 visit www.oecd.org/pisa Explore, compare and visualise more data and analysis using http://gpseducation.oecd.org. Questions can be directed to the PISA team at the Directorate for Education and S kills: edu.pisa@oecd.org. This note was written by Francesco Avvisati (OECD Directorate for Education and Skills).10  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: COSTA RICA © OECD 2026

edu.pisa@oecd.org. This note was written by Francesco Avvisati (OECD Directorate for Education and Skills).10  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: COSTA RICA © OECD 2026

This work is published under the responsibility of the Se cretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Member countries of the OECD. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. Note by the Republic of Türkiye The information in this document with reference to “Cyprus” relate s to the southern part of the Island. There is no single authority representing both Turkish and Greek Cypriot people on the Island. Türkiye recognises the Turkish Republic of Northern Cyprus (TRNC). Until a lasting and equitable so lution is found within the context of the United Nations, Türkiye shall preserve its position concerning the “Cyprus issue”. Note by all the European Union Member States of the OECD and the European Union The Republic of Cyprus is recognised by all members of the United Nations with the exception of Türkiye. The information in this document relates to the area under the effe ctive control of the Government of the Republic of Cyprus.

Kosovo: This designation is without prejudice to positions on status, and is in line with United Nations Security Council Resolution 1244/99 and the Advisory Opinion of the Internation al Court of Justice on Kosovo’s declaration of independence.

The full book is available in English: OECD (2026), PISA 2025 Results (Volume I): Future-Ready Students, PISA,

Resolution 1244/99 and the Advisory Opinion of the Internation al Court of Justice on Kosovo’s declaration of independence.

The full book is available in English: OECD (2026), PISA 2025 Results (Volume I): Future-Ready Students, PISA, OECD Publishing, Paris, https://doi.org/10.1787/73451bc5-en.

© OECD 2026

Attribution 4.0 International (CC BY 4.0) This work is made available under the Creative Commons Attribution 4.0 International licence. By using this work, you accept to be bound by the terms of this licence (https://creativecommons.org/licenses/by/4.0/). Attribution – you must cite the work. Translations – you must cite the original work, identify changes to the original and add the following text: In the event of any discrepancy between the original work and the translation, only the text of the original work should be considered valid. Adaptations – you must cite the original work and add the following text: This is an adaptation of an original work by the OECD. The opinions expressed and arguments employed in this adaptation should not be reported as representing the official views of the OECD or of its Member countries. Third-party material – the licence does not apply to third-party material in th e work. If using such material, you are responsible for obtaining permission from the third party and for any claims of infringement. You must not use the OECD logo, visual identity or cover image without express permission or suggest the OECD endorses your use of the work. Any dispute arising under this licence shall be settled b y arbitration in accordance with the Permanent Court of Arbitration (PCA) Arbitration Rules 2012. The seat of arbitration shal l be Paris (France). The number of arbitrators shall be one.