OCDE - PISA 2025 Results (Volume I) - Estados Unidos de 2026

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PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: UNITED STATES © 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. The United States has participated in PISA since 2000. By c omparing results internationally, policy makers and educators in the United States can learn from other countries’ policies and practices. Fifteen-year-old students in the United States and the context in which they learn Figure 1. A multi-dimensional dashboard of student learning

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.

Definitions: 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.

Source: Figure I.1.2.

An interactive dashboard is available at https://www.oecd.org/en/data/dashboards/pisa-education-and-skills.html United States2  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: UNITED STATES © 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

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 the United States, student response rates in 2025 fell below the minimum target, and studen t exclusions exceeded the tolerance set by PISA technical standards. School participation rates also fell short of the target. Range-of-bias analyses based on bestand worst-case scenarios suggest that both school non-participation and student non-response could meaningfully affect res ults. In the most extreme cases, school non-participation could lead to differences of up to about ±15.4% of a standard deviation, and, separately, student non-response could produce differences of up to ±15.9% of a standard deviation. Based on the available information, it is not possible to rul e out bias in PISA performance results, nor to determine its most likely direction. Furthermore, over 40% of responding students in the United States were not administered the student questionnaire. This i s due in roughly equal parts to decisions made at the state level, which resulted in systemat ic gaps in coverage for questionnaire results, and to mechanisms that can be expected to be unrelated to student characteristics (such as schools testing early in the testing window, when questionnaire administration was suspended at the national level). For this reason, this note does not include results based on information collected through questionnaires. How well did 15-year-old students in the United States 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.

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 the United States were about the same as in 2022 in mathe matics and science, and lower than in 2022 in reading. 3

PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: UNITED STATES © OECD 2026

• In science, results have remained stable throughout all PISA assessment, with only small, and non-significant fluctuations, in results. In reading and mathematics, however, the mo st recent results are below those observed in 2018, and among the lowest ever observed in PISA in the United States. • 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. • Compared to 2015 the proportion of low-performing students (scoring below proficiency Level 2) increased by six percentage points in mathematics; increased by seven percen tage points in reading; and did not change significantly in science.

How does the United States compare? • Students in the United States scored close to the OECD average in mathematics, and higher than the OECD average in reading and science (Figure 3). • More students in the United States than on average across OECD countries were top performer s (Level 5 or 6) in at least one subject. At the same time, a similar proportion of stud ents than on average across OECD countries achieved a minimum level of proficiency (Level 2 or higher) i n all three subjects (Figure 4). • In computational problem solving, the mean score of students in the United States was higher than the OECD average (Figure 3).

average across OECD countries achieved a minimum level of proficiency (Level 2 or higher) i n all three subjects (Figure 4). • In computational problem solving, the mean score of students in the United States was higher than the OECD average (Figure 3). Figure 3. Mean performance in science, mathematics, reading and computational problem solving The United States, 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.o24  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: UNITED STATES © OECD 2026

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

Source: Tables I.B1.2a.10-12 • Some 78% of students in the United States attained Level 2 or higher in science (OECD average: 74%). At a minimum, these students can recognize the correct explanation for familiar scientific 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 the United States, 13% of students were top performers in science, meaning tha t 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, i ncluding unfamiliar ones.

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, i ncluding unfamiliar ones. What students know and can do in mathematics • In the United States, 65% of students attained at least Level 2 proficiency in mathemati cs (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). • Some 8% of students in the United States were top performers in mathematics, meaning that they attained Level 5 or 6 in the PISA mathematics test (OECD average: 8%). The large st shares of students attaining Level 5 or 6 were observed in Seven Asian countries and econo mies: B-S-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 situations 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. 5

PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: UNITED STATES © OECD 2026

What students know and can do in reading • Some 74% of students in the United States attained Level 2 or higher in reading (OECD av erage: 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

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 4% in Rwanda. • In the United States, 13% 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 counterintuitive, and establish distinctions between fact and opinion, based on implicit cues pertaining to the content or source of the information. Key Features of PISA 2025 in the United States 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 the United States, 4 625 students, in 144 schools, completed the assessment, rep resenting about 3 580 000 15-year-old students (an estimated 85% 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

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.6  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: UNITED STATES © OECD 2026

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). 7

PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: UNITED STATES © 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.

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, OECD Publishing, Paris, https://doi.org/10.1787/73451bc5-en.

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© OECD 2026

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