<UL> <LI>In most OECD countries, newly arrived 15-year-old immigrant students show poorer reading performance than immigrant students who arrived in their new country when they were younger than five. </LI> <LI>Students who emigrated from less-developed countries where the home language differs from their new...</li></li></ul>

<UL> <LI>The percentage of students who expect to complete university is highest in Korea (80%) and lowest in Latvia (25%).</LI> <LI>Many high-performing students do not expect to go to university, representing potentially lost talent to an economy and society while many low-performing students think they will...</li></li></ul>

<ul> <li> On average across OECD countries, students who are highly motivated to learn mathematics because they believe it will help them later on score better in mathematics – by the equivalent of half a year of schooling – than students who are not highly motivated. </li> <li>Students’ motivation to...</li></ul>

<ul> <li> How educational resources are allocated is just as important as the amount of resources available. </li> <li> High-performing countries and economies tend to allocate resources more equitably across socio-economically advantaged and disadvantaged schools. </li> <li> Among the countries with better-resourced...</li></ul>

<UL> <LI>Successful education systems are able to guarantee that all students succeed at high levels. </LI> <LI>Across OECD countries, around 60% of the overall, country-level variation in student performance can be traced to differences in how well students who attend the same school can be expected to perform....</li></li></ul>

<UL> <LI>PISA results show that no country or economy has reached the goal of creating a completely equitable education system, but some are much closer than others.</LI> <LI>Some countries and economies have shown that improvements in equity can be achieved at the same time as improvements in overall...</li></li></ul>

<UL> <LI>Countries vary in the way they use marks, but they all tend to reward the mastery of skills and attitudes that promote learning. </LI> <LI>Teachers tend to give girls and socio-economically advantaged students better school marks, even if they don’t have better performance and attitudes than boys and...</li></li></ul>

<UL> <LI>Immigrant students often have to overcome multiple barriers at once in order to succeed at school. </LI> <LI>Across most OECD countries, poor performance among immigrant students relative to other students is strongly related to social disadvantage at school, as reflected in the proportion of students...</li></li></ul>

<UL> <LI>Most students think that what they learned in school is useful for them or their future. </LI> <LI>Students’ attitudes towards school are associated with their reading skills. </LI> <LI>Students who report that the climate at their school is conducive to learning tend to have more positive attitudes towards...</li></li></li></ul>

<UL> <LI>While the reading proficiency of Canadian 15-year-olds closely predicts reading proficiency at age 24, young adults can shape their reading skills after the end of compulsory schooling.</LI> <LI>In the transition to young adulthood, reading skills generally improve – but more for some groups than for...</li></li></ul>