Around 690,000 students aged between 15 and 16 were tested in the areas of mathematics, reading and science for the PISA study. In Austria, 6,200 young people from more than 300 schools participated. Grades in reading and mathematics fell compared to the 2018 tests. In natural sciences, however, students managed to improve slightly.
However, there are clear differences in knowledge between the children and young people tested. Much of it can be attributed to the origin of the students, as can be seen in the PISA test. Parental occupation and education, as well as material wealth, have a greater influence on the performance of children and young people in Austria than, on average, in other Organization for Economic Co-operation and Development (OECD) countries.
PISA study: published results
Austria performed worse in mathematics in this year’s PISA study than last year, but is still above the OECD average. Performance in reading and science remained almost constant; The origin of the young people tested and the origin of their parents still have a great influence on performance.
“Screws you could turn”
Students in the district with the highest socioeconomic status scored 106 points higher in math than those in the district with the lowest socioeconomic status. In Austria, the performance gap became even greater compared to 2018. The performance of students with more unfavorable learning conditions lagged behind, but the results of those with more favorable learning conditions remained the same.
more on the subject
Students performed worse in mathematics
It is well known that in Austria the origins of children and young people play a role in educational success. Both international comparative studies and national educational reports make it clear at regular intervals that certain factors one learns in the parental home are crucial to one’s educational career. “It’s a topic of constant research”, emphasizes educational psychologist Spiel in an interview with ORF.at. However, politicians would invest very little in the fight against educational inequality.
Graphics: APA/ORF; Source: OECD
“There are many screws that could be turned”, says the specialist, referring to the pilot project started two years ago to better support schools in critical areas. “It is important that schools do not just receive more money for their challenges. Schools have to develop a concept of why they need the money,” says Spiel. The concepts must then be evaluated. However, the results of the pilot project are still awaited.
Scissors continued to open during the pandemic
This year’s PISA study focused on mathematical knowledge, so the results were linked to students’ backgrounds. 20% of performance differences in this area can be explained by origin. The OECD average is significantly lower, at 15%. Of the group of top-achieving students, only eight percent in this country achieve the most difficult learning requirements; the OECD average was ten percent.
According to Spiel, the coronavirus and the closure of schools “increased the distance even further”. Many families did not have a digital device at the beginning of the pandemic. With distance learning and the fear of losing their jobs due to the pandemic, parents have exceeded their limits. “In this situation, parents have to support their children in learning, and for some it is easier than for others,” says Spiel. If students are unable to achieve educational success, it will be doubly difficult.
Pisa Study
In PISA, the competence areas of reading, mathematics and natural sciences are tested every three years. The focus is not on factual knowledge, but rather on applying certain skills to practical tasks.
Teachers also take this position. In a study carried out by the University of Vienna, 84 percent of 458 teachers surveyed stated that educational inequality continued to increase during the CoV pandemic. Among socioeconomically disadvantaged students, 78 percent recorded worse academic development than before the start of the pandemic.
Social origin is crucial
In the PISA study, students with a migration background also had worse results. At the same time, it must be said that a good half of them come from families with few resources and 75 percent said they did not use the language of instruction at home. This time, in mathematics, they obtained 58 points less than their peers with parents born in Austria (505).
If we only compare students with the same socioeconomic background, there is still a significant difference of 25 points. When reading, the difference is 65 or 30 points. In Austria, according to the OECD definition, 27 percent of Austrian students were migrants, meaning they had foreign-born parents.
debate
How prepared for the future are schools?
“Experiences of success, autonomy and social issues”
The Austrian education system is extremely fragmented. Children and their parents have to decide relatively early on what their next educational path will be. According to the 2021 national education report, around one-third of primary school students move on to lower secondary education after grade four, and around two-thirds move on to upper secondary education. The data shows: The probability of moving to a lower secondary school after primary education increases if parents have academic qualifications.
The report states that around two-thirds of the AHS decision can be explained “by non-performance factors”. Family background is particularly important. Despite performing very well, children from educationally disadvantaged families are less likely to choose a school that can promote their potential. “Children need a sense of accomplishment, autonomy and social integration,” says Spiel. “The question is, how can we meet students’ basic needs?”
Ad Policy Instead of Impact Policy
OECD Education Director Andreas Schleicher said in light of new data from the PISA study that more resources must be invested where they are most needed. The most talented teachers have to be in the most challenging classes, and it’s about honoring diversity in schools and classes.
However, education expert Spiel warns against high hopes for quick results. “There is almost no field in politics where you wait longer for results than in education,” says Spiel. In his opinion, the debate on the future of education and schools is too charged from an ideological and party political point of view. And: “In Austria there is more of a policy of announcement than of impact.”