Israeli students 'grades are lower than the OECD average in math, reading and science literacy • Half of 15-year-old students from low socioeconomic background have difficulty reading • Achievement of Arab students is significantly lower than their Jewish friends' achievements • Minister of Education: "The reality of the gaps is unacceptable"
The results of the PISA 2018 exams were published this morning (Monday) and the data are alarming: The average score in Israel is lower than the OECD average in all three areas examined - Reading, Mathematics and Science. International research, conducted in 9th and 10th graders, examines student achievement Israelis and other students.
Average OECD data compared to average scores in Israel //
The test does not deal with any specific study material, and its aim is to rank comprehension and thinking - that is, literacy. In reading literacy, Israel's average score is 470 points versus 487 points on the OECD average, all of Israel worrying instead of just 37. In math literacy Israel is ranked 41st so Israel's average score is 463 points versus 489 points on the OECD average. In science literacy Israel ranks 42nd - Israel's average score is 462 points versus 489 points on the OECD average.
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It should be noted that the proportion of students who excel in all three literacy areas together is the same as the average OECD (3%). However, according to the study, the proportion of students who have difficulty in all three areas of literacy together is greater than the OECD average (22% in Israel compared to 13% in the OECD average).
Decline in Israel data compared to the 2015 tests
International PISA tests are conducted every three years, so the latest data was sampled in 2015. It can be seen that compared to 2018 data that are now published there are no significant differences and scores still fall in all areas: an unspecified 9-point drop (from 479 pts 470 pts), mathematics a nonsignificant decrease of 7 points (from 470 pts to 463 pts), and in science an insignificant decrease of 5 points (from 467 pts to 462 pts).
Comparison of 2015 data and 2018 data //
As mentioned earlier, the purpose of this study is to examine the extent to which 15-year-old students are "ready for adult life," and to what extent they have acquired general thinking and understanding tools that enable them to cope well with the environment. In the Pisa 2018 cycle, 79 countries participated, including all 37 OECD countries, and over half a million students. The study in Israel was conducted in March 2018 among a representative sample of 6,623 students enrolled in 174 schools.
The gaps between rich and poor students
According to the study, in the three areas of literacy (math, reading and science), gaps in the achievement of students from different levels of socio-economic-economic background - the higher the socio-cultural-economic background, the higher the achievement. In fact, gaps between the center and the periphery (social and geographical) have widened compared to the previous Pisa cycle (2015).
It can be seen that in reading literacy, students from high backgrounds obtained 544 points compared to 460 points obtained from low background students - this is a gap of 84 points. In mathematics, the gap is 76 points - 523 points for students from high backgrounds compared to 447 for low background students, and in science this is a gap of 82 points, with students from high backgrounds receiving 526 versus 444 points receiving students from low backgrounds.
Gaps between rich and poor students (among Hebrew speakers) //
This is also reflected in outstanding students compared to students in difficulty: the percentage of students is higher as socio-economic background is higher: when looking at students from high backgrounds, 19% of them excel in reading compared to students from low backgrounds, only 3% of whom excel in the same field.
As a result, this also works the opposite - the greater the number of difficulties the lower the socio-cultural background. Of the students who come from low backgrounds, 49% find it difficult to read - that is, half of the children from low backgrounds find it difficult to read, compared to students from high backgrounds - only 15% have difficulty in the same field.
The crash of the Arab sector
The biggest surprise among Education Ministry officials this year was the crash in the achievement of Arabic-speaking students, despite resources being diverted to schools in the sector. The achievements of Arabic speakers are lower than those of Hebrew speakers in all three areas of literacy.
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The gap between the average of Hebrew speakers and the average of Arabic speakers is 144 points in reading literacy, 111 points in mathematics literacy and 116 points in science literacy. When examining students from each of the language sectors separately, the average Hebrew-speaking average is similar to the OECD average (about 490 points), and even higher reading (506 versus 487 points, respectively).
The average of the Arabic-speaking grades is lower than the average of the OECD scores and is similar to the average in countries that are at the bottom of the country. Furthermore, in relation to 2015 data, Arabic speakers recorded large and significant declines of 29 points in reading literacy and 26 points in science literacy, and an insignificant decline in mathematics literacy of 12 points.
In addition, among Arabic speakers, there was an increase in the proportion of those with difficulty in all areas between 2015 and 2018 - reading literacy increased 13%, mathematics literacy increased 3% and science literacy increased 10%.
"Reality Gaps Unacceptable"
Minister of Education Rabbi Rafi Peretz responded to the data, saying: "The reality that gaps between students from high socioeconomic backgrounds have widened is unacceptable. We are working to correct this and this week we announced that the ministry has expanded the project to reduce gaps in the periphery to more cities and communities.
Minister Rafi Peretz: "The Ministry has expanded the project to reduce gaps in the periphery for more cities and communities" // Photo: Yossi Zeliger
The Minister also emphasized: "The data on the situation in Arab society require us to conduct a thorough examination. In light of the situation, I instructed the CEO to appoint a work team to formulate a comprehensive program in order to strengthen the education system in the Arab society with emphasis on language studies, mathematics and science."