The newest Programme for International Student Assessment (PISA) data, published Sept. 8 by the OECD, indicate that the United States has moved up in the global rankings. American 15‑year‑olds now score above the OECD average in science and reading, and math proficiency sits at the OECD mean.
Why the U.S. Appears to Advance
Analysts note that the improvement is largely a relative effect. Scores in many other developed nations have fallen more sharply over the past decade, allowing the United States to climb in the comparative tables even as its own results have stagnated or slipped.
Reading proficiency dropped between 2022 and 2025, while math and science results remained essentially flat. Seventy‑four percent of U.S. students reached basic reading proficiency, compared with 69 % of the 38 relatively affluent OECD members. In math, 65 % of American students met basic proficiency, matching the OECD average.
Context and Concerns
Despite the relative rise, the data raise serious questions about the quality of education for the nation’s most disadvantaged learners. More than 40 % of U.S. participants did not complete the accompanying socioeconomic questionnaire, preventing a detailed breakdown by race or family poverty.
Experts highlighted several possible drivers of the worldwide decline: higher student absenteeism, increased classroom disruptions, and the pervasive presence of phones and screens. U.S. researchers echo these hypotheses, noting that American students report stronger teacher relationships, a growth‑mindset orientation, and greater access to peer tutoring, which may have cushioned the domestic impact.
Methodological Notes
The OECD flagged the U.S. results with an asterisk, warning that incomplete school responses could bias the outcomes in an unknown direction. Only Albania’s results carried a similar level of uncertainty this cycle.
In addition to the traditional PISA domains, U.S. students performed above average on a new assessment of computational problem‑solving skills, and they were less likely than peers elsewhere to answer questions hastily, suggesting a serious approach to the exam.
Implications for Policy
Education officials and policymakers can use these findings to reinforce strengths—such as teacher‑student rapport and tutoring programs—while addressing persistent gaps. The broader global decline underscores the need for sustained investment in literacy and numeracy, especially as these competencies underpin civic participation and economic competitiveness.
As the United States continues to navigate post‑pandemic educational challenges, the PISA results serve as both a modest encouragement and a call to action for educators, families, and leaders committed to improving outcomes for every child.
Original reporting: KTVZ (Central Oregon) — read the source article.
