Canadian Results of the OECD PISA 2018 Study

Measuring up: Canadian Results of the OECD PISA 2018 Study

The Performance of Canadian 15-Year-Olds in Reading, Mathematics, and Science Measuring up: Canadian Results of the OECD PISA 2018 Study

The Performance of Canadian 15-Year-Olds ŝŶZĞĂĚŝŶŐ͕DĂƚŚĞŵĂƟĐƐ͕ĂŶĚ^ĐŝĞŶĐĞ

Authors

Kathryn O’Grady, Council of Ministers of Education, Canada Marie-Anne Deussing, Employment and Social Development Canada Tanya Scerbina, Council of Ministers of Education, Canada Yitian Tao, Council of Ministers of Education, Canada Karen Fung, Council of Ministers of Education, Canada Vanja Elez, Council of Ministers of Education, Canada Jeremy Monk, Council of Ministers of Education, Canada The Council of Ministers of Education, Canada (CMEC) was formed in 1967 by the jurisdictional ministers responsible for education to provide a forum in which they could discuss matters of mutual interest, undertake educational initiatives cooperatively, and represent the interests of the provinces and territories with national educational organizations, the federal government, foreign governments, and international organizations. CMEC is the national voice for education in Canada and, through CMEC, the provinces and territories work collectively on common objectives in a broad range of activities at the elementary, secondary, and postsecondary levels. Through the CMEC Secretariat, the Council serves as the organization in which ministries and departments of education undertake cooperatively the activities, projects, and initiatives of particular interest to all jurisdictions. One of the activities on which they cooperate is the development and implementation of pan-Canadian testing based on contemporary research and best practices in the assessment of student achievement in core subjects.

EŽƚĞŽĨĂƉƉƌĞĐŝĂƟŽŶ

dŚĞ ŽƵŶĐŝů ŽĨ DŝŶŝƐƚĞƌƐ ŽĨ ĚƵĐĂƟŽŶ ;ĂŶĂĚĂͿ ǁŽƵůĚ ůŝŬĞ ƚŽ ƚŚĂŶŬ ƚŚĞ ƐƚƵĚĞŶƚƐ͕ ƚĞĂĐŚĞƌƐ͕ ĂŶĚ ĂĚŵŝŶŝƐƚƌĂƚŽƌƐǁŚŽƐĞƉĂƌƟĐŝƉĂƟŽŶŝŶƚŚĞWƌŽŐƌĂŵŵĞĨŽƌ/ŶƚĞƌŶĂƟŽŶĂů^ƚƵĚĞŶƚƐƐĞƐƐŵĞŶƚĞŶƐƵƌĞĚ ŝƚƐƐƵĐĐĞƐƐ͘dŚĞƋƵĂůŝƚǇŽĨǇŽƵƌĐŽŵŵŝƚŵĞŶƚŚĂƐŵĂĚĞƚŚŝƐƐƚƵĚǇƉŽƐƐŝďůĞ͘tĞĂƌĞƚƌƵůǇŐƌĂƚĞĨƵůĨŽƌ ǇŽƵƌĐŽŶƚƌŝďƵƟŽŶƚŽĂƉĂŶͲĂŶĂĚŝĂŶƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨĞĚƵĐĂƟŽŶĂůƉŽůŝĐǇĂŶĚƉƌĂĐƟĐĞƐŝŶƌĞĂĚŝŶŐ͕ ŵĂƚŚĞŵĂƟĐƐ͕ĂŶĚƐĐŝĞŶĐĞŽĨϭϱͲǇĞĂƌͲŽůĚƐ͘

Council of Ministers of Education, Canada 95 St. Clair West, Suite 1106 Toronto, Ontario M4V 1N6

ISBN 978-0-88987-512-8

Ce rapport est également disponible en français. Table of Contents

/ŶƚƌŽĚƵĐƟŽŶ ...... 1 dŚĞWƌŽŐƌĂŵŵĞĨŽƌ/ŶƚĞƌŶĂƟŽŶĂů^ƚƵĚĞŶƚƐƐĞƐƐŵĞŶƚ ...... 1 tŚǇĚŽĞƐĂŶĂĚĂƉĂƌƟĐŝƉĂƚĞŝŶW/^͍ ...... 2 tŚĂƚŝƐW/^ϮϬϭϴ͍ ...... 2 KďũĞĐƟǀĞƐĂŶĚŽƌŐĂŶŝǌĂƟŽŶŽĨƚŚŝƐƌĞƉŽƌƚ ...... 5 Chapter 1: ĂŶĂĚŝĂŶ^ƚƵĚĞŶƚƐ͛WĞƌĨŽƌŵĂŶĐĞŝŶZĞĂĚŝŶŐŝŶĂŶ/ŶƚĞƌŶĂƟŽŶĂůŽŶƚĞǆƚ ...... 7 ĞĮŶŝŶŐƌĞĂĚŝŶŐ ...... 7 W/^ĂĐŚŝĞǀĞŵĞŶƚƌĞƐƵůƚƐďǇƉƌŽĮĐŝĞŶĐǇůĞǀĞůƐŝŶƌĞĂĚŝŶŐ ...... 9 ZĞƐƵůƚƐ ŝŶƌĞĂĚŝŶŐ ...... 11 ZĞƐƵůƚƐŝŶƌĞĂĚŝŶŐďǇƉƌŽĮĐŝĞŶĐǇůĞǀĞů ...... ϭϭ ZĞƐƵůƚƐŝŶƌĞĂĚŝŶŐďǇĂǀĞƌĂŐĞƐĐŽƌĞ ...... ϭϯ ƋƵŝƚǇŝŶĂŶĂĚĂ ...... 17 ĐŚŝĞǀĞŵĞŶƚŝŶƌĞĂĚŝŶŐďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ ...... ϭϴ ĐŚŝĞǀĞŵĞŶƚŝŶƌĞĂĚŝŶŐďǇŐĞŶĚĞƌ ...... 24 ŚĂŶŐĞƐŝŶƌĞĂĚŝŶŐƉĞƌĨŽƌŵĂŶĐĞŽǀĞƌƟŵĞ ...... ϯϬ ^ƵŵŵĂƌǇ ...... 32 Chapter 2: WƌŽĮůĞŽĨ^ƚƵĚĞŶƚƐĂŶĚdŚĞŝƌŶŐĂŐĞŵĞŶƚŝŶZĞĂĚŝŶŐ ...... 33 W/^ĐŽŶƚĞǆƚƵĂůƋƵĞƐƟŽŶŶĂŝƌĞƐ ...... 33 ^ƚƵĚĞŶƚĚĞŵŽŐƌĂƉŚŝĐĐŚĂƌĂĐƚĞƌŝƐƟĐƐ ...... 33 ^ŽĐŝŽĞĐŽŶŽŵŝĐƐƚĂƚƵƐ ...... ϯϯ ^ƚƵĚĞŶƚĞĐŽŶŽŵŝĐ͕ƐŽĐŝĂů͕ĂŶĚĐƵůƚƵƌĂůƐƚĂƚƵƐ ...... ϯϰ /ŵŵŝŐƌĂŶƚƐƚĂƚƵƐ...... 35 >ĂŶŐƵĂŐĞƐƉŽŬĞŶĂƚŚŽŵĞ ...... 37 >ĞĂƌŶŝŶŐŝŶĂŶĂĚĂ͛ƐŽĸĐŝĂůůĂŶŐƵĂŐĞƐ ...... ϯϳ ^ƚƵĚĞŶƚƐ͛ĂƫƚƵĚĞƐĂŶĚďĞůŝĞĨƐ ...... 39 ƫƚƵĚĞƚŽǁĂƌĚƌĞĂĚŝŶŐ ...... ϯϵ ZĞĂĚŝŶŐƐĞůĨͲĞĸĐĂĐǇ ...... 41 ZĞĂĚŝŶŐƉƌĞĨĞƌĞŶĐĞƐ ...... 43 ^ƚƵĚĞŶƚƐ͛ƌĞĂĚŝŶŐƐƚƌĂƚĞŐŝĞƐ ...... 45 ^ƵŵŵĂƌǇ ...... 47 Chapter 3: ĂŶĂĚŝĂŶ^ƚƵĚĞŶƚƐ͛DĂƚŚĞŵĂƟĐƐĂŶĚ^ĐŝĞŶĐĞWĞƌĨŽƌŵĂŶĐĞ ŝŶĂŶ/ŶƚĞƌŶĂƟŽŶĂůŽŶƚĞǆƚ ...... 49 ĞĮŶŝŶŐŵĂƚŚĞŵĂƟĐƐĂŶĚƐĐŝĞŶĐĞ ...... 49 W/^ĂĐŚŝĞǀĞŵĞŶƚƌĞƐƵůƚƐďǇƉƌŽĮĐŝĞŶĐǇůĞǀĞůƐŝŶŵĂƚŚĞŵĂƟĐƐĂŶĚƐĐŝĞŶĐĞ ...... 49 ZĞƐƵůƚƐŝŶŵĂƚŚĞŵĂƟĐƐĂŶĚƐĐŝĞŶĐĞďǇĂǀĞƌĂŐĞƐĐŽƌĞ ...... 54 ĐŚŝĞǀĞŵĞŶƚŝŶŵĂƚŚĞŵĂƟĐƐĂŶĚƐĐŝĞŶĐĞďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ ...... 61 ĐŚŝĞǀĞŵĞŶƚŝŶŵĂƚŚĞŵĂƟĐƐĂŶĚƐĐŝĞŶĐĞďǇŐĞŶĚĞƌ ...... 64 ŚĂŶŐĞƐŝŶŵĂƚŚĞŵĂƟĐƐĂŶĚƐĐŝĞŶĐĞƉĞƌĨŽƌŵĂŶĐĞŽǀĞƌƟŵĞ...... ϲϴ ^ƵŵŵĂƌǇ ...... ϳϬ Conclusion ...... 71 WĞƌĨŽƌŵĂŶĐĞďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ ...... 72 WĞƌĨŽƌŵĂŶĐĞďǇŐĞŶĚĞƌ ...... 73 WĞƌĨŽƌŵĂŶĐĞĐŽŵƉĂƌŝƐŽŶƐŽǀĞƌƟŵĞ ...... 73 ŽŶƚĞǆƚƵĂůĨĂĐƚŽƌƐŝŶŇƵĞŶĐŝŶŐƌĞĂĚŝŶŐƐĐŽƌĞƐ ...... 73 ^ƚƵĚĞŶƚĚĞŵŽŐƌĂƉŚŝĐĐŚĂƌĂĐƚĞƌŝƐƟĐƐ ...... 74 ^ƚƵĚĞŶƚĞŶŐĂŐĞŵĞŶƚŝŶƌĞĂĚŝŶŐ͕ĂƫƚƵĚĞƐƚŽǁĂƌĚƌĞĂĚŝŶŐ͕ĂŶĚƵƐĞŽĨƌĞĂĚŝŶŐƐƚƌĂƚĞŐŝĞƐ ...... 74 &ŝŶĂůƐƚĂƚĞŵĞŶƚ ...... 75 References ...... 77 ƉƉĞŶĚŝǆ͗W/^ϮϬϭϴ^ĂŵƉůŝŶŐWƌŽĐĞĚƵƌĞƐ͕ǆĐůƵƐŝŽŶZĂƚĞƐ͕ĂŶĚZĞƐƉŽŶƐĞZĂƚĞƐ ...... 81 ƉƉĞŶĚŝǆ͗PISA 2018 Data Tables ...... 84 List of Figures

Chapter 1: ĂŶĂĚŝĂŶ^ƚƵĚĞŶƚƐ͛WĞƌĨŽƌŵĂŶĐĞŝŶZĞĂĚŝŶŐŝŶĂŶ/ŶƚĞƌŶĂƟŽŶĂůŽŶƚĞǆƚ ...... 7 &ŝŐƵƌĞϭ͘ϭ ůĞŵĞŶƚƐŽĨƚŚĞW/^ϮϬϭϴƌĞĂĚŝŶŐĨƌĂŵĞǁŽƌŬ ...... ϴ &ŝŐƵƌĞϭ͘Ϯ W/^ϮϬϭϴƌĞĂĚŝŶŐĨƌĂŵĞǁŽƌŬƉƌŽĐĞƐƐĞƐ ...... ϴ &ŝŐƵƌĞϭ͘ϯ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůŝŶƌĞĂĚŝŶŐ ...... 12 &ŝŐƵƌĞϭ͘ϰ ĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐŝŶƌĞĂĚŝŶŐ ...... 16 &ŝŐƵƌĞϭ͘ϱ ŝīĞƌĞŶĐĞďĞƚǁĞĞŶŚŝŐŚĂŶĚůŽǁĂĐŚŝĞǀĞƌƐŝŶƌĞĂĚŝŶŐ ...... ϭϴ &ŝŐƵƌĞϭ͘ϲ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůŝŶƌĞĂĚŝŶŐŝŶĂŶĂĚĂ͕ ďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ ...... 19 &ŝŐƵƌĞϭ͘ϳ ĂŶĂĚŝĂŶĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐŝŶƌĞĂĚŝŶŐ͕ďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ ...... ϮϬ &ŝŐƵƌĞϭ͘ϴ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůŝŶƌĞĂĚŝŶŐŝŶĂŶĂĚĂ͕ďǇŐĞŶĚĞƌ ...... 26 &ŝŐƵƌĞϭ͘ϵ ĂŶĂĚŝĂŶĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐŝŶƌĞĂĚŝŶŐŽǀĞƌĂůů͕ďǇŐĞŶĚĞƌ ...... 27 &ŝŐƵƌĞϭ͘ϭϬ ĂŶĂĚŝĂŶƌĞƐƵůƚƐŝŶƌĞĂĚŝŶŐŽǀĞƌƟŵĞ͕ϮϬϬϬʹϮϬϭϴ ...... 31 Chapter 2: WƌŽĮůĞŽĨ^ƚƵĚĞŶƚƐĂŶĚdŚĞŝƌŶŐĂŐĞŵĞŶƚŝŶZĞĂĚŝŶŐ ...... 33 &ŝŐƵƌĞϮ͘ϭ ĐŽŶŽŵŝĐ͕ƐŽĐŝĂů͕ĂŶĚĐƵůƚƵƌĂůƐƚĂƚƵƐ;^^ͿŝŶĚĞǆƐĐŽƌĞƐ ...... 34 &ŝŐƵƌĞϮ͘Ϯ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐďǇƚŚĞŝƌŝŵŵŝŐƌĂŶƚƐƚĂƚƵƐ ...... 36 &ŝŐƵƌĞϮ͘ϯ ZĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶŝŵŵŝŐƌĂŶƚƐƚĂƚƵƐĂŶĚƌĞĂĚŝŶŐĂĐŚŝĞǀĞŵĞŶƚŝŶĂŶĂĚĂ ...... 37 &ŝŐƵƌĞϮ͘ϰ >ĂŶŐƵĂŐĞƐƉŽŬĞŶĂƚŚŽŵĞĂƐƌĞƉŽƌƚĞĚďǇƐƚƵĚĞŶƚƐ ...... ϯϴ &ŝŐƵƌĞϮ͘ϱ ZĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶƐƚƵĚĞŶƚƐ͛ůĂŶŐƵĂŐĞƐƉŽŬĞŶĂƚŚŽŵĞĂŶĚƌĞĂĚŝŶŐ ĂĐŚŝĞǀĞŵĞŶƚŝŶĂŶĂĚĂ ...... ϯϴ &ŝŐƵƌĞϮ͘ϲ WĞƌĐĞŶƚĂŐĞŽĨĂŶĂĚŝĂŶƐƚƵĚĞŶƚƐďǇƚŚĞŝƌƌĞƐƉŽŶƐĞƐƚŽƋƵĞƐƟŽŶŶĂŝƌĞŝƚĞŵƐ ƌĞůĂƚĞĚƚŽƚŚĞĞŶũŽǇŵĞŶƚŽĨƌĞĂĚŝŶŐ ...... ϰϬ &ŝŐƵƌĞϮ͘ϳ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐďǇƟŵĞƐƉĞŶƚƌĞĂĚŝŶŐĨŽƌĞŶũŽǇŵĞŶƚ ...... ϰϬ &ŝŐƵƌĞϮ͘ϴ ZĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶƐƚƵĚĞŶƚƐ͛ƟŵĞƐƉĞŶƚƌĞĂĚŝŶŐĨŽƌĞŶũŽǇŵĞŶƚĂŶĚ ƌĞĂĚŝŶŐĂĐŚŝĞǀĞŵĞŶƚŝŶĂŶĂĚĂ ...... 41 &ŝŐƵƌĞϮ͘ϵ WĞƌĐĞŶƚĂŐĞŽĨĂŶĂĚŝĂŶƐƚƵĚĞŶƚƐďǇƚŚĞŝƌƌĞƐƉŽŶƐĞƐƚŽƋƵĞƐƟŽŶŶĂŝƌĞŝƚĞŵƐ ƌĞůĂƚĞĚƚŽƌĞĂĚŝŶŐƐĞůĨͲĞĸĐĂĐǇ ...... 42 &ŝŐƵƌĞϮ͘ϭϬ WĞƌĐĞŶƚĂŐĞŽĨĂŶĂĚŝĂŶƐƚƵĚĞŶƚƐďǇƚŚĞŝƌƌĞƐƉŽŶƐĞƐƚŽƋƵĞƐƟŽŶŶĂŝƌĞŝƚĞŵƐ ƌĞůĂƚĞĚƚŽƚŚĞŝƌƉƌĞĨĞƌĞŶĐĞƐĨŽƌƌĞĂĚŝŶŐŵĂƚĞƌŝĂů ...... 44 &ŝŐƵƌĞϮ͘ϭϭ ĂŶĂĚŝĂŶƐƚƵĚĞŶƚƐ͛ƉƌĞĨĞƌĞŶĐĞƐĨŽƌƌĞĂĚŝŶŐƉƌŝŶƚŽƌĚŝŐŝƚĂůŵĂƚĞƌŝĂů ...... 45 &ŝŐƵƌĞϮ͘ϭϮ ZĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶƐƚƵĚĞŶƚƐ͛ƉƌĞĨĞƌĞŶĐĞƐĨŽƌƌĞĂĚŝŶŐĨŽƌŵĂƚĂŶĚƌĞĂĚŝŶŐ ĂĐŚŝĞǀĞŵĞŶƚŝŶĂŶĂĚĂ ...... 45 &ŝŐƵƌĞϮ͘ϭϯ ĂŶĂĚŝĂŶƐƚƵĚĞŶƚƐ͛ƉĞƌĐĞƉƟŽŶƐŽĨƚŚĞƵƐĞĨƵůŶĞƐƐŽĨƌĞĂĚŝŶŐƐƚƌĂƚĞŐŝĞƐĨŽƌ ƵŶĚĞƌƐƚĂŶĚŝŶŐĂŶĚŵĞŵŽƌŝǌŝŶŐƚĞǆƚƐ ...... 46 Chapter 3:ĂŶĂĚŝĂŶ^ƚƵĚĞŶƚƐ͛DĂƚŚĞŵĂƟĐƐĂŶĚ^ĐŝĞŶĐĞWĞƌĨŽƌŵĂŶĐĞ in ĂŶ/ŶƚĞƌŶĂƟŽŶĂůŽŶƚĞǆƚ ...... 49 &ŝŐƵƌĞϯ͘ϭ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůŝŶŵĂƚŚĞŵĂƟĐƐ ...... 52 &ŝŐƵƌĞϯ͘Ϯ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůŝŶƐĐŝĞŶĐĞ ...... 53 &ŝŐƵƌĞϯ͘ϯ ŝīĞƌĞŶĐĞďĞƚǁĞĞŶŚŝŐŚĂŶĚůŽǁĂĐŚŝĞǀĞƌƐŝŶŵĂƚŚĞŵĂƟĐƐ ...... ϲϬ &ŝŐƵƌĞϯ͘ϰ ŝīĞƌĞŶĐĞďĞƚǁĞĞŶŚŝŐŚĂŶĚůŽǁĂĐŚŝĞǀĞƌƐŝŶƐĐŝĞŶĐĞ ...... 61 &ŝŐƵƌĞϯ͘ϱ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůŝŶŵĂƚŚĞŵĂƟĐƐŝŶĂŶĂĚĂ͕ ďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ ...... 62 &ŝŐƵƌĞϯ͘ϲ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůŝŶƐĐŝĞŶĐĞŝŶĂŶĂĚĂ͕ ďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ ...... 62 &ŝŐƵƌĞϯ͘ϳ ĂŶĂĚŝĂŶĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐŝŶŵĂƚŚĞŵĂƟĐƐĂŶĚƐĐŝĞŶĐĞ͕ ďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ ...... 63 List of Tables

/ŶƚƌŽĚƵĐƟŽŶ ...... 1 dĂďůĞϭ KǀĞƌǀŝĞǁŽĨW/^ϮϬϭϴ ...... 4 Chapter 1: ĂŶĂĚŝĂŶ^ƚƵĚĞŶƚƐ͛WĞƌĨŽƌŵĂŶĐĞŝŶZĞĂĚŝŶŐŝŶĂŶ/ŶƚĞƌŶĂƟŽŶĂůŽŶƚĞǆƚ ...... 7 dĂďůĞϭ͘ϭ ŝƐƚƌŝďƵƟŽŶŽĨW/^ϮϬϭϴƌĞĂĚŝŶŐƚĂƐŬƐďǇĐŽŐŶŝƟǀĞƉƌŽĐĞƐƐĂŶĚƚĞǆƚƐŽƵƌĐĞ ...... 9 dĂďůĞϭ͘Ϯ W/^ϮϬϭϴƌĞĂĚŝŶŐƉƌŽĮĐŝĞŶĐǇůĞǀĞůƐʹƐƵŵŵĂƌǇĚĞƐĐƌŝƉƟŽŶ ...... ϭϬ dĂďůĞϭ͘ϯ ĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐŝŶƌĞĂĚŝŶŐ ...... 14 dĂďůĞϭ͘ϰ ŽŵƉĂƌŝƐŽŶŽĨƉƌŽǀŝŶĐŝĂůƌĞƐƵůƚƐƚŽƚŚĞĂŶĂĚŝĂŶĂǀĞƌĂŐĞĨŽƌĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐ ŝŶƌĞĂĚŝŶŐƐƵďƐĐĂůĞƐ ...... 17 dĂďůĞϭ͘ϱ ŽŵƉĂƌŝƐŽŶŽĨĂŶĂĚŝĂŶĂŶĚƉƌŽǀŝŶĐŝĂůƌĞƐƵůƚƐĨŽƌƉĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐ ĂĐŚŝĞǀŝŶŐĂƚŽƌĂďŽǀĞ>ĞǀĞůϮŝŶƌĞĂĚŝŶŐ͕ďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ ...... 19 dĂďůĞϭ͘ϲ ŽŵƉĂƌŝƐŽŶŽĨƉƌŽǀŝŶĐŝĂůƌĞƐƵůƚƐĨŽƌƉĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂĐŚŝĞǀŝŶŐĂƚŽƌ ĂďŽǀĞ>ĞǀĞůϮŝŶƌĞĂĚŝŶŐ͕ďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ ...... ϮϬ dĂďůĞϭ͘ϳ ŽŵƉĂƌŝƐŽŶŽĨĂŶĂĚŝĂŶĂŶĚƉƌŽǀŝŶĐŝĂůƌĞƐƵůƚƐĨŽƌƌĞĂĚŝŶŐĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐ͕ ďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ ...... 21 dĂďůĞϭ͘ϴ ^ƵŵŵĂƌǇŽĨĚŝīĞƌĞŶĐĞƐŝŶƉƌŽǀŝŶĐŝĂůƌĞĂĚŝŶŐĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐ͕ďǇůĂŶŐƵĂŐĞ ŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ ...... 21 dĂďůĞϭ͘ϵ ŽŵƉĂƌŝƐŽŶŽĨĂŶĂĚŝĂŶĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐĨŽƌƌĞĂĚŝŶŐƐƵďƐĐĂůĞƐďĞƚǁĞĞŶ ůĂŶŐƵĂŐĞƐǇƐƚĞŵƐ ...... 22 dĂďůĞϭ͘ϭϬ ŽŵƉĂƌŝƐŽŶŽĨĂŶĂĚŝĂŶĂŶĚƉƌŽǀŝŶĐŝĂůĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐĨŽƌƌĞĂĚŝŶŐƐƵďƐĐĂůĞƐ͕ ďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ ...... 23 dĂďůĞϭ͘ϭϭ ^ƵŵŵĂƌǇŽĨĚŝīĞƌĞŶĐĞƐŝŶƉƌŽǀŝŶĐŝĂůĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐŝŶƌĞĂĚŝŶŐƐƵďƐĐĂůĞƐ͕ ďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ ...... 24 dĂďůĞϭ͘ϭϮ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐďǇŐĞŶĚĞƌƐĞůĨͲŝĚĞŶƟĮĐĂƟŽŶ ...... 25 dĂďůĞϭ͘ϭϯ ŽŵƉĂƌŝƐŽŶŽĨĂŶĂĚŝĂŶĂŶĚƉƌŽǀŝŶĐŝĂůƌĞƐƵůƚƐĨŽƌƉĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐ ĂĐŚŝĞǀŝŶŐĂƚŽƌĂďŽǀĞ>ĞǀĞůϮŝŶƌĞĂĚŝŶŐ͕ďǇŐĞŶĚĞƌ ...... 26 dĂďůĞϭ͘ϭϰ ŽŵƉĂƌŝƐŽŶŽĨĂŶĂĚŝĂŶĂŶĚƉƌŽǀŝŶĐŝĂůƌĞƐƵůƚƐĨŽƌƉĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐ ĂĐŚŝĞǀŝŶŐĂƚƚŚĞůŽǁĞƐƚĂŶĚŚŝŐŚĞƐƚƉƌŽĮĐŝĞŶĐǇůĞǀĞůƐŝŶƌĞĂĚŝŶŐ͕ďǇŐĞŶĚĞƌ ...... 27 dĂďůĞϭ͘ϭϱ ŽŵƉĂƌŝƐŽŶŽĨĂŶĂĚŝĂŶĂŶĚƉƌŽǀŝŶĐŝĂůĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐŝŶƌĞĂĚŝŶŐ͕ďǇŐĞŶĚĞƌ ... Ϯϴ dĂďůĞϭ͘ϭϲ ĂŶĂĚŝĂŶĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐŝŶƌĞĂĚŝŶŐƐƵďƐĐĂůĞƐ͕ďǇŐĞŶĚĞƌ ...... Ϯϴ dĂďůĞϭ͘ϭϳ ŽŵƉĂƌŝƐŽŶŽĨĂŶĂĚŝĂŶĂŶĚƉƌŽǀŝŶĐŝĂůĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐŝŶƌĞĂĚŝŶŐƐƵďƐĐĂůĞƐ͕ ďǇŐĞŶĚĞƌ ...... 29 dĂďůĞϭ͘ϭϴ ^ƵŵŵĂƌǇŽĨĚŝīĞƌĞŶĐĞƐŝŶƉƌŽǀŝŶĐŝĂůƌĞƐƵůƚƐŝŶƌĞĂĚŝŶŐƐƵďƐĐĂůĞƐ͕ďǇŐĞŶĚĞƌ ...... ϯϬ dĂďůĞϭ͘ϭϵ ĂŶĂĚŝĂŶƌĞƐƵůƚƐŝŶƌĞĂĚŝŶŐŽǀĞƌƟŵĞ͕ϮϬϬϵʹϮϬϭϴ ...... 32 Chapter 2: WƌŽĮůĞŽĨ^ƚƵĚĞŶƚƐĂŶĚdŚĞŝƌŶŐĂŐĞŵĞŶƚŝŶZĞĂĚŝŶŐ ...... 33 dĂďůĞϮ͘ϭ ZĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶƌĞĂĚŝŶŐĂĐŚŝĞǀĞŵĞŶƚĂŶĚƚŚĞ^^ŝŶĚĞǆ ...... 35 dĂďůĞϮ͘Ϯ ZĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶƐƚƵĚĞŶƚƐ͛ůĂŶŐƵĂŐĞƐƉŽŬĞŶĂƚŚŽŵĞĂŶĚĂĐŚŝĞǀĞŵĞŶƚ ŝŶƌĞĂĚŝŶŐƐƵďƐĐĂůĞƐŝŶĂŶĂĚĂ ...... 39 dĂďůĞϮ͘ϯ ZĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶƌĞĂĚŝŶŐƐĞůĨͲĞĸĐĂĐǇĂŶĚƌĞĂĚŝŶŐĂĐŚŝĞǀĞŵĞŶƚŝŶĂŶĂĚĂ ...... 43 dĂďůĞϮ͘ϰ ZĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶƌĞĂĚŝŶŐƉƌĞĨĞƌĞŶĐĞƐĂŶĚƌĞĂĚŝŶŐĂĐŚŝĞǀĞŵĞŶƚŝŶĂŶĂĚĂ ...... 44 dĂďůĞϮ͘ϱ ZĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶƐƚƵĚĞŶƚƐ͛ƉĞƌĐĞƉƟŽŶŽĨƚŚĞƵƐĞĨƵůŶĞƐƐŽĨƌĞĂĚŝŶŐƐƚƌĂƚĞŐŝĞƐ ĂŶĚƌĞĂĚŝŶŐĂĐŚŝĞǀĞŵĞŶƚ ...... 47 Chapter 3: ĂŶĂĚŝĂŶ^ƚƵĚĞŶƚƐ͛DĂƚŚĞŵĂƟĐƐĂŶĚ^ĐŝĞŶĐĞWĞƌĨŽƌŵĂŶĐĞ ŝŶĂŶ/ŶƚĞƌŶĂƟŽŶĂůŽŶƚĞǆƚ ...... 49 dĂďůĞϯ͘ϭ W/^ϮϬϭϴŵĂƚŚĞŵĂƟĐƐƉƌŽĮĐŝĞŶĐǇůĞǀĞůƐʹƐƵŵŵĂƌǇĚĞƐĐƌŝƉƟŽŶ ...... ϱϬ dĂďůĞϯ͘Ϯ W/^ϮϬϭϴƐĐŝĞŶĐĞƉƌŽĮĐŝĞŶĐǇůĞǀĞůƐʹƐƵŵŵĂƌǇĚĞƐĐƌŝƉƟŽŶ ...... 51 dĂďůĞϯ͘ϯ ŽŵƉĂƌŝƐŽŶŽĨƉĂƌƟĐŝƉĂƟŶŐĐŽƵŶƚƌŝĞƐ͛ĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐƚŽƚŚĞĂŶĂĚŝĂŶ ĂǀĞƌĂŐĞŝŶŵĂƚŚĞŵĂƟĐƐĂŶĚƐĐŝĞŶĐĞ ...... 54 dĂďůĞϯ͘ϰ ĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐŝŶŵĂƚŚĞŵĂƟĐƐ ...... 55 dĂďůĞϯ͘ϱ ĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐŝŶƐĐŝĞŶĐĞ ...... 57 dĂďůĞϯ͘ϲ ŽŵƉĂƌŝƐŽŶŽĨƉƌŽǀŝŶĐŝĂůĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐƚŽƚŚĞĂŶĂĚŝĂŶĂǀĞƌĂŐĞ ŝŶŵĂƚŚĞŵĂƟĐƐĂŶĚƐĐŝĞŶĐĞ ...... 59 dĂďůĞϯ͘ϳ ^ƵŵŵĂƌǇĂŶĚĐŽŵƉĂƌŝƐŽŶŽĨĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐŝŶŵĂƚŚĞŵĂƟĐƐĂŶĚƐĐŝĞŶĐĞ ĨŽƌĂŶĂĚĂĂŶĚƚŚĞƉƌŽǀŝŶĐĞƐ͕ďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ ...... 64 dĂďůĞϯ͘ϴ ^ƵŵŵĂƌǇĂŶĚĐŽŵƉĂƌŝƐŽŶŽĨŚŝŐŚĞƐƚĂŶĚůŽǁĞƐƚůĞǀĞůƐŽĨƉƌŽĮĐŝĞŶĐǇ ŝŶŵĂƚŚĞŵĂƟĐƐĨŽƌĂŶĂĚĂĂŶĚƚŚĞƉƌŽǀŝŶĐĞƐ͕ďǇŐĞŶĚĞƌ ...... 65 dĂďůĞϯ͘ϵ ŽŵƉĂƌŝƐŽŶŽĨĂŶĂĚŝĂŶĂŶĚƉƌŽǀŝŶĐŝĂůĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐŝŶŵĂƚŚĞŵĂƟĐƐ ĂŶĚƐĐŝĞŶĐĞ͕ďǇŐĞŶĚĞƌ ...... 66 dĂďůĞϯ͘ϭϬ ^ƵŵŵĂƌǇŽĨĂŶĂĚŝĂŶĂŶĚƉƌŽǀŝŶĐŝĂůĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐŝŶŵĂƚŚĞŵĂƟĐƐ ĂŶĚƐĐŝĞŶĐĞ͕ďǇŐĞŶĚĞƌ ...... 66 dĂďůĞϯ͘ϭϭ ^ƵŵŵĂƌǇĂŶĚĐŽŵƉĂƌŝƐŽŶŽĨŚŝŐŚĞƐƚĂŶĚůŽǁĞƐƚůĞǀĞůƐŽĨƉƌŽĮĐŝĞŶĐǇŝŶƐĐŝĞŶĐĞ ĨŽƌĂŶĂĚĂĂŶĚƚŚĞƉƌŽǀŝŶĐĞƐ͕ďǇŐĞŶĚĞƌ ...... 67 dĂďůĞϯ͘ϭϮ ĂŶĂĚŝĂŶƌĞƐƵůƚƐŝŶŵĂƚŚĞŵĂƟĐƐŽǀĞƌƟŵĞ͕ϮϬϭϮʹϮϬϭϴ ...... 69 dĂďůĞϯ͘ϭϯ ĂŶĂĚŝĂŶƌĞƐƵůƚƐŝŶƐĐŝĞŶĐĞŽǀĞƌƟŵĞ͕ϮϬϭϱʹϮϬϭϴ ...... 69 ƉƉĞŶĚŝǆ͗W/^ϮϬϭϴ^ĂŵƉůŝŶŐWƌŽĐĞĚƵƌĞƐ͕ǆĐůƵƐŝŽŶZĂƚĞƐ͕ĂŶĚZĞƐƉŽŶƐĞZĂƚĞƐ ...... 81 dĂďůĞ͘ϭĂ W/^ϮϬϭϴƐƚƵĚĞŶƚĞǆĐůƵƐŝŽŶƌĂƚĞ ...... ϴϮ dĂďůĞ͘ϭď W/^ϮϬϭϴƐƚƵĚĞŶƚĞǆĐůƵƐŝŽŶƌĂƚĞďǇƚǇƉĞŽĨĞǆĐůƵƐŝŽŶ ...... ϴϮ dĂďůĞ͘Ϯ W/^ϮϬϭϴƐĐŚŽŽůĂŶĚƐƚƵĚĞŶƚƌĞƐƉŽŶƐĞƌĂƚĞƐ ...... ϴϯ ƉƉĞŶĚŝǆ͗PISA 2018 Data Tables ...... 84 dĂďůĞ͘ϭ͘ϭĂ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞů͗Z/E' ...... ϴϰ dĂďůĞ͘ϭ͘ϭď WƌŽƉŽƌƟŽŶŽĨƐƚƵĚĞŶƚƐǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮ͕Ăƚ>ĞǀĞůϮŽƌĂďŽǀĞ͕ ĂŶĚĂƚ>ĞǀĞůƐϱĂŶĚϲ͗Z/E' ...... ϴϲ dĂďůĞ͘ϭ͘Ϯ ǀĞƌĂŐĞƐĐŽƌĞƐĂŶĚĐŽŶĮĚĞŶĐĞŝŶƚĞƌǀĂůƐ͗Z/E' ...... ϴϴ dĂďůĞ͘ϭ͘ϯ ǀĞƌĂŐĞƐĐŽƌĞƐĂŶĚĐŽŶĮĚĞŶĐĞŝŶƚĞƌǀĂůƐ͗Z/E'zK'E/d/sWZK^^ ^h^>^ ...... ϴϵ dĂďůĞ͘ϭ͘ϰ ǀĞƌĂŐĞƐĐŽƌĞƐĂŶĚĐŽŶĮĚĞŶĐĞŝŶƚĞƌǀĂůƐ͗Z/E'zdyd^dZhdhZ ^h^>^ ...... ϵϬ dĂďůĞ͘ϭ͘ϱ sĂƌŝĂƟŽŶŝŶƐƚƵĚĞŶƚƉĞƌĨŽƌŵĂŶĐĞ͗Z/E'...... 91 dĂďůĞ͘ϭ͘ϲĂ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůŝŶĂŶŐůŽƉŚŽŶĞĂŶĚ ĨƌĂŶĐŽƉŚŽŶĞƐĐŚŽŽůƐǇƐƚĞŵƐ͗Z/E'...... 93 dĂďůĞ͘ϭ͘ϲď WƌŽƉŽƌƟŽŶŽĨƐƚƵĚĞŶƚƐŝŶĂŶŐůŽƉŚŽŶĞĂŶĚĨƌĂŶĐŽƉŚŽŶĞƐĐŚŽŽůƐǇƐƚĞŵƐǁŚŽ ƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮ͕Ăƚ>ĞǀĞůϮŽƌĂďŽǀĞ͕ĂŶĚĂƚ>ĞǀĞůƐϱĂŶĚϲ͗Z/E' ...... 94 dĂďůĞ͘ϭ͘ϳ ǀĞƌĂŐĞƐĐŽƌĞƐďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ͗Z/E' ...... 95 dĂďůĞ͘ϭ͘ϴ ǀĞƌĂŐĞƐĐŽƌĞƐďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ͗Z/E'zK'E/d/s WZK^^^h^>^ ...... 96 dĂďůĞ͘ϭ͘ϵ ǀĞƌĂŐĞƐĐŽƌĞƐďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ͗Z/E'zdyd^dZhdhZ ^h^>^ ...... 97 dĂďůĞ͘ϭ͘ϭϬĂWĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůďǇŐĞŶĚĞƌ͗Z/E' ...... ϵϴ dĂďůĞ͘ϭ͘ϭϬďWƌŽƉŽƌƟŽŶŽĨďŽǇƐĂŶĚŐŝƌůƐǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮ͕Ăƚ>ĞǀĞůϮŽƌĂďŽǀĞ͕ ĂŶĚĂƚ>ĞǀĞůƐϱĂŶĚϲ͗Z/E' ...... 99 dĂďůĞ͘ϭ͘ϭϭ ǀĞƌĂŐĞƐĐŽƌĞƐďǇŐĞŶĚĞƌ͗Z/E' ...... ϭϬϬ dĂďůĞ͘ϭ͘ϭϮ ǀĞƌĂŐĞƐĐŽƌĞƐďǇŐĞŶĚĞƌ͗Z/E'zK'E/d/sWZK^^^h^>^ ...... ϭϬϭ dĂďůĞ͘ϭ͘ϭϯ ǀĞƌĂŐĞƐĐŽƌĞƐďǇŐĞŶĚĞƌ͗Z/E'zdyd^dZhdhZ^h^>^ ...... ϭϬϮ dĂďůĞ͘ϭ͘ϭϰĂŽŵƉĂƌŝƐŽŶƐŽĨƉĞƌĨŽƌŵĂŶĐĞ͕W/^ϮϬϬϬ͕ϮϬϬϯ͕ϮϬϬϲ͕ϮϬϬϵ͕ϮϬϭϮ͕ϮϬϭϱ͕ ĂŶĚϮϬϭϴ͗Z/E' ...... ϭϬϯ dĂďůĞ͘ϭ͘ϭϰďŽŵƉĂƌŝƐŽŶƐŽĨƉĞƌĨŽƌŵĂŶĐĞ͕W/^ϮϬϬϵ͕ϮϬϭϮ͕ϮϬϭϱ͕ĂŶĚϮϬϭϴ͗Z/E'...... ϭϬϯ dĂďůĞ͘ϭ͘ϭϱ WƌŽƉŽƌƟŽŶŽĨƐƚƵĚĞŶƚƐǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮĂŶĚĂƚ>ĞǀĞůƐϱĂŶĚϲ͕ ŝŶW/^ϮϬϬϵĂŶĚϮϬϭϴ͗Z/E' ...... ϭϬϰ dĂďůĞ͘ϭ͘ϭϲ 'ĞŶĚĞƌĚŝīĞƌĞŶĐĞƐŝŶƐƚƵĚĞŶƚƉĞƌĨŽƌŵĂŶĐĞ͕W/^ϮϬϬϵĂŶĚϮϬϭϴ͗Z/E' ...... ϭϬϱ dĂďůĞ͘Ϯ͘ϭĂ ǀĞƌĂŐĞŝŶĚĞǆŽĨĞĐŽŶŽŵŝĐ͕ƐŽĐŝĂů͕ĂŶĚĐƵůƚƵƌĂůƐƚĂƚƵƐ;^^Ϳ ...... ϭϬϲ dĂďůĞ͘Ϯ͘ϭď ǀĞƌĂŐĞƐĐŽƌĞƐďǇŝŶĚĞǆŽĨĞĐŽŶŽŵŝĐ͕ƐŽĐŝĂů͕ĂŶĚĐƵůƚƵƌĂůƐƚĂƚƵƐ;^^Ϳ͗Z/E' ... ϭϬϴ dĂďůĞ͘Ϯ͘Ϯ ǀĞƌĂŐĞƐĐŽƌĞƐďǇŝŶĚĞǆŽĨĞĐŽŶŽŵŝĐ͕ƐŽĐŝĂů͕ĂŶĚĐƵůƚƵƌĂůƐƚĂƚƵƐ;^^Ϳ͗Z/E' zK'E/d/sWZK^^^h^>^ ...... ϭϭϬ dĂďůĞ͘Ϯ͘ϯ ǀĞƌĂŐĞƐĐŽƌĞƐďǇŝŶĚĞǆŽĨĞĐŽŶŽŵŝĐ͕ƐŽĐŝĂů͕ĂŶĚĐƵůƚƵƌĂůƐƚĂƚƵƐ;^^Ϳ͗Z/E' zdyd^dZhdhZ^h^>^ ...... 111 dĂďůĞ͘Ϯ͘ϰĂ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐďǇŝŵŵŝŐƌĂŶƚƐƚĂƚƵƐ ...... 112 dĂďůĞ͘Ϯ͘ϰď ǀĞƌĂŐĞƐĐŽƌĞƐďǇŝŵŵŝŐƌĂŶƚƐƚĂƚƵƐ͗Z/E' ...... 113 dĂďůĞ͘Ϯ͘ϱ ǀĞƌĂŐĞƐĐŽƌĞƐďǇŝŵŵŝŐƌĂŶƚƐƚĂƚƵƐ͗Z/E'zK'E/d/sWZK^^ ^h^>^ ...... 114 dĂďůĞ͘Ϯ͘ϲ ǀĞƌĂŐĞƐĐŽƌĞƐďǇŝŵŵŝŐƌĂŶƚƐƚĂƚƵƐ͗Z/E'zdyd^dZhdhZ^h^>^ ..... 115 dĂďůĞ͘Ϯ͘ϳĂ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐďǇůĂŶŐƵĂŐĞƐƉŽŬĞŶĂƚŚŽŵĞ ...... 116 dĂďůĞ͘Ϯ͘ϳď ǀĞƌĂŐĞƐĐŽƌĞƐďǇůĂŶŐƵĂŐĞƐƉŽŬĞŶĂƚŚŽŵĞ͗Z/E' ...... 116 dĂďůĞ͘Ϯ͘ϴ ǀĞƌĂŐĞƐĐŽƌĞƐďǇůĂŶŐƵĂŐĞƐƉŽŬĞŶĂƚŚŽŵĞ͗Z/E'zK'E/d/sWZK^^ ^h^>^ ...... 117 dĂďůĞ͘Ϯ͘ϵ ǀĞƌĂŐĞƐĐŽƌĞƐďǇůĂŶŐƵĂŐĞƐƉŽŬĞŶĂƚŚŽŵĞ͗Z/E'zdyd^dZhdhZ ^h^>^ ...... ϭϭϴ dĂďůĞ͘Ϯ͘ϭϬ WĞƌĐĞŶƚĂŐĞĂŶĚĂǀĞƌĂŐĞƐĐŽƌĞƐŽĨƐƚƵĚĞŶƚƐďǇĂƫƚƵĚĞƚŽǁĂƌĚƌĞĂĚŝŶŐ͗Z/E' ...119 dĂďůĞ͘Ϯ͘ϭϭ WĞƌĐĞŶƚĂŐĞĂŶĚĂǀĞƌĂŐĞƐĐŽƌĞƐŽĨƐƚƵĚĞŶƚƐďǇƟŵĞƐƉĞŶƚƌĞĂĚŝŶŐĨŽƌĞŶũŽǇŵĞŶƚ͗ Z/E' ...... 122 dĂďůĞ͘Ϯ͘ϭϮ WĞƌĐĞŶƚĂŐĞĂŶĚĂǀĞƌĂŐĞƐĐŽƌĞƐŽĨƐƚƵĚĞŶƚƐďǇƌĞĂĚŝŶŐƐĞůĨͲĞĸĐĂĐǇ͗Z/E' ...... 123 dĂďůĞ͘Ϯ͘ϭϯ WĞƌĐĞŶƚĂŐĞĂŶĚĂǀĞƌĂŐĞƐĐŽƌĞƐŽĨƐƚƵĚĞŶƚƐďǇƚǇƉĞŽĨƌĞĂĚŝŶŐŵĂƚĞƌŝĂů͗Z/E' .. 126 dĂďůĞ͘Ϯ͘ϭϰ WĞƌĐĞŶƚĂŐĞĂŶĚĂǀĞƌĂŐĞƐĐŽƌĞƐŽĨƐƚƵĚĞŶƚƐďǇƌĞĂĚŝŶŐĨŽƌŵĂƚ͗Z/E' ...... 131 dĂďůĞ͘Ϯ͘ϭϱ WĞƌĐĞŶƚĂŐĞĂŶĚĂǀĞƌĂŐĞƐĐŽƌĞƐŽĨƐƚƵĚĞŶƚƐďǇƌĞĂĚŝŶŐƐƚƌĂƚĞŐǇ͗Z/E' ...... 132 dĂďůĞ͘ϯ͘ϭĂ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞů͗Dd,Dd/^ ...... ϭϯϴ dĂďůĞ͘ϯ͘ϭď WƌŽƉŽƌƟŽŶŽĨƐƚƵĚĞŶƚƐǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮ͕Ăƚ>ĞǀĞůϮŽƌĂďŽǀĞ͕ ĂŶĚĂƚ>ĞǀĞůƐϱĂŶĚϲ͗Dd,Dd/^ ...... ϭϰϬ dĂďůĞ͘ϯ͘ϮĂ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞů͗^/E ...... 142 dĂďůĞ͘ϯ͘Ϯď WƌŽƉŽƌƟŽŶŽĨƐƚƵĚĞŶƚƐǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮ͕Ăƚ>ĞǀĞůϮŽƌĂďŽǀĞ͕ ĂŶĚĂƚ>ĞǀĞůƐϱĂŶĚϲ͗^/E ...... 144 dĂďůĞ͘ϯ͘ϯ ǀĞƌĂŐĞƐĐŽƌĞƐĂŶĚĐŽŶĮĚĞŶĐĞŝŶƚĞƌǀĂůƐ͗Dd,Dd/^ ...... 146 dĂďůĞ͘ϯ͘ϰ ǀĞƌĂŐĞƐĐŽƌĞƐĂŶĚĐŽŶĮĚĞŶĐĞŝŶƚĞƌǀĂůƐ͗^/E ...... 147 dĂďůĞ͘ϯ͘ϱ sĂƌŝĂƟŽŶŝŶƐƚƵĚĞŶƚƉĞƌĨŽƌŵĂŶĐĞ͗Dd,Dd/^ ...... ϭϰϴ dĂďůĞ͘ϯ͘ϲ sĂƌŝĂƟŽŶŝŶƐƚƵĚĞŶƚƉĞƌĨŽƌŵĂŶĐĞ͗^/E ...... ϭϱϬ dĂďůĞ͘ϯ͘ϳĂ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůŝŶĂŶŐůŽƉŚŽŶĞĂŶĚĨƌĂŶĐŽƉŚŽŶĞ ƐĐŚŽŽůƐǇƐƚĞŵƐ͗Dd,Dd/^ ...... 152 dĂďůĞ͘ϯ͘ϳď WƌŽƉŽƌƟŽŶŽĨƐƚƵĚĞŶƚƐŝŶĂŶŐůŽƉŚŽŶĞĂŶĚĨƌĂŶĐŽƉŚŽŶĞƐĐŚŽŽůƐǇƐƚĞŵƐ ǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮ͕Ăƚ>ĞǀĞůϮŽƌĂďŽǀĞ͕ĂŶĚĂƚ>ĞǀĞůƐϱĂŶĚϲ͗ Dd,Dd/^ ...... 153 dĂďůĞ͘ϯ͘ϴĂ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůŝŶĂŶŐůŽƉŚŽŶĞĂŶĚĨƌĂŶĐŽƉŚŽŶĞ ƐĐŚŽŽůƐǇƐƚĞŵƐ͗^/E ...... 154 dĂďůĞ͘ϯ͘ϴď WƌŽƉŽƌƟŽŶŽĨƐƚƵĚĞŶƚƐŝŶĂŶŐůŽƉŚŽŶĞĂŶĚĨƌĂŶĐŽƉŚŽŶĞƐĐŚŽŽůƐǇƐƚĞŵƐǁŚŽ ƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮ͕Ăƚ>ĞǀĞůϮŽƌĂďŽǀĞ͕ĂŶĚĂƚ>ĞǀĞůƐϱĂŶĚϲ͗^/E ...... 155 dĂďůĞ͘ϯ͘ϵ ǀĞƌĂŐĞƐĐŽƌĞƐďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ͗Dd,Dd/^ ...... 156 dĂďůĞ͘ϯ͘ϭϬ ǀĞƌĂŐĞƐĐŽƌĞƐďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ͗^/E ...... 156 dĂďůĞ͘ϯ͘ϭϭĂWĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůďǇŐĞŶĚĞƌ͗Dd,Dd/^ ...... 157 dĂďůĞ͘ϯ͘ϭϭďWƌŽƉŽƌƟŽŶŽĨďŽǇƐĂŶĚŐŝƌůƐǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮ͕Ăƚ>ĞǀĞůϮŽƌĂďŽǀĞ͕ ĂŶĚĂƚ>ĞǀĞůƐϱĂŶĚϲ͗Dd,Dd/^ ...... ϭϱϴ dĂďůĞ͘ϯ͘ϭϮĂWĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůďǇŐĞŶĚĞƌ͗^/E ...... 159 dĂďůĞ͘ϯ͘ϭϮďWƌŽƉŽƌƟŽŶŽĨďŽǇƐĂŶĚŐŝƌůƐǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮ͕Ăƚ>ĞǀĞůϮŽƌĂďŽǀĞ͕ ĂŶĚĂƚ>ĞǀĞůƐϱĂŶĚϲ͗^/E ...... ϭϲϬ dĂďůĞ͘ϯ͘ϭϯ ǀĞƌĂŐĞƐĐŽƌĞƐďǇŐĞŶĚĞƌ͗Dd,Dd/^ ...... 161 dĂďůĞ͘ϯ͘ϭϰ ǀĞƌĂŐĞƐĐŽƌĞƐďǇŐĞŶĚĞƌ͗^/E...... 161 dĂďůĞ͘ϯ͘ϭϱĂŽŵƉĂƌŝƐŽŶƐŽĨƉĞƌĨŽƌŵĂŶĐĞ͕W/^ϮϬϬϯ͕ϮϬϬϲ͕ϮϬϬϵ͕ϮϬϭϮ͕ϮϬϭϱ͕ĂŶĚϮϬϭϴ͗ Dd,Dd/^ ...... 162 dĂďůĞ͘ϯ͘ϭϱďŽŵƉĂƌŝƐŽŶƐŽĨƉĞƌĨŽƌŵĂŶĐĞ͕W/^ϮϬϭϮ͕ϮϬϭϱ͕ĂŶĚϮϬϭϴ͗Dd,Dd/^ ...... 162 dĂďůĞ͘ϯ͘ϭϲĂŽŵƉĂƌŝƐŽŶƐŽĨƉĞƌĨŽƌŵĂŶĐĞ͕W/^ϮϬϬϲ͕ϮϬϬϵ͕ϮϬϭϮ͕ϮϬϭϱ͕ĂŶĚϮϬϭϴ͗^/E .....163 dĂďůĞ͘ϯ͘ϭϲďŽŵƉĂƌŝƐŽŶƐŽĨƉĞƌĨŽƌŵĂŶĐĞ͕W/^ϮϬϭϱĂŶĚϮϬϭϴ͗^/E ...... 163 dĂďůĞ͘ϯ͘ϭϳWƌŽƉŽƌƟŽŶŽĨƐƚƵĚĞŶƚƐǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮĂŶĚĂƚ>ĞǀĞůƐϱĂŶĚϲ͕ ŝŶW/^ϮϬϭϮĂŶĚϮϬϭϴ͗Dd,Dd/^ ...... 164 dĂďůĞ͘ϯ͘ϭϴWƌŽƉŽƌƟŽŶŽĨƐƚƵĚĞŶƚƐǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮĂŶĚĂƚ>ĞǀĞůƐϱĂŶĚϲ͕ ŝŶW/^ϮϬϭϱĂŶĚϮϬϭϴ͗^/E ...... 164 /ŶƚƌŽĚƵĐƟŽŶ

The skills and knowledge that individuals bring to their jobs, to further studies, and to society play an important role in determining economic success and overall quality of life, at both the individual and societal level. Today’s knowledge-based economy is driven by advances in information and communication technologies, reduced trade barriers, and the globalization of markets, all of which have changed the type of knowledge and skills required for success. As a result, individuals need a strong set of foundational skills upon which further learning can be built. Education systems play a central role in building this strong base. Students leaving secondary education without a strong foundation may experience difficulty accessing the postsecondary education system or the labour market, and they may benefit less when learning opportunities are presented later in life. Without the tools needed to be effective learners throughout their lives, individuals with limited skills risk economic and social marginalization. Governments in industrialized countries have devoted large portions of their budgets to provide high-quality schooling. Given these investments, they are interested in the relative effectiveness of their education systems. To address these issues, member countries of the Organisation for Economic Co-operation and Development (OECD), along with partner countries,1 developed a common tool to improve their understanding of what makes young people — and entire education systems — successful. This tool is the Programme for International Student Assessment (PISA). It measures the extent to which youth, at age 15, have acquired some of the knowledge and skills that are essential for full participation in modern societies.

dŚĞWƌŽŐƌĂŵŵĞĨŽƌ/ŶƚĞƌŶĂƟŽŶĂů^ƚƵĚĞŶƚƐƐĞƐƐŵĞŶƚ

PISA is a collaborative effort among member countries of the OECD. It is designed to provide policy-oriented international indicators of the skills and knowledge of 15-year-old students and to shed light on a range of factors that contribute to successful students, schools, education systems, and learning environments (OECD, 2019a). It measures skills that are generally recognized as key outcomes of the educational process. The assessment does not focus on whether students can reproduce knowledge but rather on young people’s ability to use their knowledge and skills to meet real-life challenges. These skills are believed to be prerequisites for efficient learning throughout life and for full participation in society. Information gathered through PISA enables a thorough comparative analysis of the performance of students near the end of their compulsory education. The assessment also permits exploration of the ways that achievement varies across different social and economic groups and the factors that influence achievement within and among countries. For almost two decades, PISA has brought significant attention to international assessments and related studies by generating data to inform the public and to enhance policy-makers’ ability to formulate decisions based on evidence. Canadian provinces have used information gathered from PISA, along with other sources of information such as the Pan-Canadian Assessment Program (PCAP) (see, e.g., O’Grady, Fung, Servage, & Khan, 2018), other international assessments, and their own provincial assessment programs, to inform various education-related initiatives. In Canada, PISA is carried out through a partnership between Employment and Social Development Canada (ESDC) and the Council of Ministers of Education, Canada (CMEC).

1 In this report, the word countries will be used to denote countries and economies. PISA 2018 1 The project, which began in 2000, focuses on the capabilities of 15-year-olds as they near the end of compulsory education. Administered every three years, it reports on reading, mathematical, and scientific literacy and provides a more detailed look at one of those domains in the years when it is the major focus. As a major focus, the domain is tested in greater depth, taking up roughly one-half of the total testing time. The major domain in 2018 was reading, as it was in 2000 and 2009. Mathematics was the major domain in 2003 and 2012, and science was the major domain in 2006 and 2015. Students’ proficiency in an innovative domain is also assessed in each cycle. In 2018, the innovative domain was global competence — that is, students’ ability to interact with the wider world around them.

tŚǇĚŽĞƐĂŶĂĚĂƉĂƌƟĐŝƉĂƚĞŝŶW/^͍

Canada’s continued participation in PISA stems from many of the same questions that motivate other participating countries. In Canada, the provinces and territories, which are responsible for education, invest significant public resources in the provision of elementary and secondary education, and Canadians are interested in the outcomes of compulsory education provided to their youth. A key question is, how can resources be directed to the achievement of higher levels of knowledge and skills upon which lifelong learning is founded and to the reduction of social inequality in life outcomes? Elementary and secondary education systems play a key role in providing students with the knowledge and skills that form an essential foundation for the further development of human capital, whether through participation in the workforce, postsecondary education, or lifelong learning. Previous studies based on PISA data have shown the relationship between strong skills in the core subject areas at age 15 and outcomes in later life. For example, results from the Youth in Transition Survey (YITS) show a strong association between reading proficiency and education attainment (OECD, 2010 and 2012). Canadian students in the bottom quartile of PISA reading scores were much more likely to drop out of secondary school and less likely to have completed a year of postsecondary education than those in the top quartile. In contrast, Canadian students at the top PISA level of reading performance (at the time, Level 5) were 20 times more likely to go to university than those at the lowest PISA levels (at or below Level 1) (OECD, 2010). Questions about educational effectiveness can be partly answered with data on the average performance of Canada’s youth in key subject areas. However, with respect to equity, other questions can be answered only by examining the distribution of competencies (e.g., Who are the students at the lowest levels of achievement? Do certain groups or regions appear to be at greater risk of low achievement?). These are important questions because, among other things, acquisition of knowledge and skills during compulsory schooling influences access to postsecondary education, success in the labour market, and the effectiveness of continuous, lifelong learning.

tŚĂƚŝƐW/^ϮϬϭϴ͍

In 2018, the seventh cycle of PISA focused on reading literacy. PISA 2018 marks the third time that reading was the major domain: while reading was assessed in all previous PISA cycles, the domain was the major focus in 2000 and 2009. Students who participated in PISA 2018 entered primary school at about the time of the PISA 2009 survey, so the 2018 results provide an opportunity to relate policy changes to changes in learning outcomes using the benchmarks set by the previous surveys. Given its emphasis on reading in 2018, PISA reports on reading literacy as well as three cognitive process subscales (locating information, understanding, and evaluating and reflecting) and two text structure subscales (single-source texts and multiple-source texts), which are described in Chapter 1. The distinction between the major domain (reading) and the two minor domains (mathematics and science) are less prominent in PISA 2018 than in previous administrations. The test design in 2018 provided full coverage of the constructs for all three domains, although about one-half of the total testing time was dedicated to the major

2 PISA 2018 domain. For the reading assessment, a multi-stage adaptive test design (described in Chapter 1) was introduced, which provides a more efficient and precise measurement of ability across the proficiency scales. Seventy-nine countries participated in PISA 2018, including all 37 OECD countries.2 Typically, between 5,000 and 10,000 15-year-old students from at least 150 schools were tested in each country. In Canada, over 22,500 students from approximately 800 schools participated across the 10 provinces.3 The large Canadian sample was required to produce reliable estimates representative of each province and for both French- and English-language school systems in Nova Scotia, New Brunswick, Quebec, Ontario, Manitoba, Alberta, and British Columbia.4 In Canada, PISA was administered in English and in French, depending on the school system in which students were enrolled. The 2018 PISA assessment was administered in schools during regular school hours in April and May 2018. The assessment was a two-hour computer-based test. Students also completed a 35-minute student background questionnaire, providing information about themselves and their home, while school principals completed a 45-minute questionnaire about their schools. As part of PISA 2018, international options could also be implemented. Canada chose to add a one-hour financial literacy assessment. Canada also implemented several national options in the form of short questionnaires to collect information on the attitudes of 15-year-old students toward trades, their participation in French immersion programs, Indigenous self-identity, and expectations related to educational attainment; however, only some provinces chose to participate in these options. Table 1 presents an overview of PISA 2018. It includes information on participants, test design and administration, and national and international options.

2 The OECD countries are Australia, Austria, Belgium, Canada, Chile, Colombia, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Israel, Italy, Japan, Korea, Latvia, Lithuania, Luxembourg, Mexico, the Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, Turkey, United Kingdom, and United States. Participating partner countries and economies are Albania, Argentina, Azerbaijan (Baku), Beijing, Shanghai, Jiangsu, Zhejiang (B-S-J-Z) (China), Belarus, Bosnia and Herzegovina, Brazil, Brunei Darussalam, Bulgaria, Chinese Taipei, Costa Rica, Croatia, Cyprus, Dominican Republic, Georgia, Hong Kong (China), Indonesia, Jordan, Kazakhstan, Kosovo, Lebanon, Macao (China), Malaysia, Malta, Moldova, Montenegro, Morocco, Panama, Peru, Philippines, Qatar, Republic of North Macedonia, Romania, Russian Federation, Saudi Arabia, Serbia, Singapore, Thailand, Ukraine, United Arab Emirates, Uruguay, and Vietnam. 3 No data were collected in the three territories or in First Nations schools. Further information on sampling procedures and response rates for Canada can be found in Appendix A. 4 The samples of French-language schools were not sufficiently large to produce reliable estimates in Newfoundland and Labrador,ince Pr Edward Island, and Saskatchewan. PISA 2018 3 Table 1 Overview of PISA 2018 /ŶƚĞƌŶĂƟŽŶĂů Canada WĂƌƟĐŝƉĂƟŶŐĐŽƵŶƚƌŝĞƐͬ • ϳϵĐŽƵŶƚƌŝĞƐ • ϭϬƉƌŽǀŝŶĐĞƐ provinces WŽƉƵůĂƟŽŶ • zŽƵƚŚĂŐĞĚϭϱ • ^ĂŵĞ Number of • ĞƚǁĞĞŶϱ͕ϬϬϬĂŶĚϭϬ͕ϬϬϬƉĞƌĐŽƵŶƚƌǇ͕ǁŝƚŚ • ƉƉƌŽǆŝŵĂƚĞůǇϮϮ͕ϱϬϬƐƚƵĚĞŶƚƐ ƉĂƌƟĐŝƉĂƟŶŐƐƚƵĚĞŶƚƐ ƐŽŵĞĞǆĐĞƉƟŽŶƐ͕ĨŽƌĂƚŽƚĂůŽĨĂƌŽƵŶĚϲϬϬ͕ϬϬϬ ƐƚƵĚĞŶƚƐ Domains • DĂũŽƌ͗ƌĞĂĚŝŶŐ • ^ĂŵĞ • DŝŶŽƌ͗ŵĂƚŚĞŵĂƟĐƐĂŶĚƐĐŝĞŶĐĞ • /ŶŶŽǀĂƟǀĞ͗ŐůŽďĂůĐŽŵƉĞƚĞŶĐĞ Languages in which the • ϰϳůĂŶŐƵĂŐĞƐ • ŶŐůŝƐŚĂŶĚ&ƌĞŶĐŚ test was administered /ŶƚĞƌŶĂƟŽŶĂů • ϮŚŽƵƌƐŽĨĚŝƌĞĐƚĂƐƐĞƐƐŵĞŶƚƐŽĨƌĞĂĚŝŶŐ͕ • ^ĂŵĞ assessment ŵĂƚŚĞŵĂƟĐƐ͕ƐĐŝĞŶĐĞ͕ĂŶĚŐůŽďĂůĐŽŵƉĞƚĞŶĐĞ • ϯϱͲŵŝŶƵƚĞĐŽŶƚĞǆƚƵĂůƋƵĞƐƟŽŶŶĂŝƌĞ ĂĚŵŝŶŝƐƚĞƌĞĚƚŽƐƚƵĚĞŶƚƐ • ϰϱͲŵŝŶƵƚĞƐĐŚŽŽůƋƵĞƐƟŽŶŶĂŝƌĞĂĚŵŝŶŝƐƚĞƌĞĚƚŽ ƐĐŚŽŽůƉƌŝŶĐŝƉĂůƐ • h,;hŶĞ,ĞƵƌĞ΀KŶĞ,ŽƵƌ΁ͿƚĞƐƚĚĞƐŝŐŶĞĚĨŽƌ ƐƚƵĚĞŶƚƐǁŝƚŚƐƉĞĐŝĂůĞĚƵĐĂƟŽŶŶĞĞĚƐǁŚŽ ĐĂŶŶŽƚƉĂƌƟĐŝƉĂƚĞŝŶƚŚĞƌĞŐƵůĂƌĂƐƐĞƐƐŵĞŶƚ /ŶƚĞƌŶĂƟŽŶĂůŽƉƟŽŶƐ • ϭϱͲŵŝŶƵƚĞŽƉƟŽŶĂůƋƵĞƐƟŽŶŶĂŝƌĞŽŶ • ϭͲŚŽƵƌŽƉƟŽŶĂůĂƐƐĞƐƐŵĞŶƚŽĨĮŶĂŶĐŝĂů ĨĂŵŝůŝĂƌŝƚǇǁŝƚŚŝŶĨŽƌŵĂƟŽŶƚĞĐŚŶŽůŽŐǇĂŶĚ ůŝƚĞƌĂĐǇ;ŝŶĐůƵĚĞƐĐŽŐŶŝƟǀĞĐŽŵƉŽŶĞŶƚƐ ĐŽŵŵƵŶŝĐĂƟŽŶƐĂĚŵŝŶŝƐƚĞƌĞĚƚŽƐƚƵĚĞŶƚƐ ĂŶĚĂƋƵĞƐƟŽŶŶĂŝƌĞͿ͕ĂĚŵŝŶŝƐƚĞƌĞĚŝŶ • ϴʹϭϬŵŝŶƵƚĞŽƉƟŽŶĂůƋƵĞƐƟŽŶŶĂŝƌĞŽŶ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ ĞĚƵĐĂƟŽŶĂůĐĂƌĞĞƌƐĂĚŵŝŶŝƐƚĞƌĞĚƚŽƐƚƵĚĞŶƚƐ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕ • ϭϬʹϭϰŵŝŶƵƚĞŽƉƟŽŶĂůƋƵĞƐƟŽŶŶĂŝƌĞŽŶǁĞůůͲ EĞǁƌƵŶƐǁŝĐŬ͕KŶƚĂƌŝŽ͕DĂŶŝƚŽďĂ͕ĂŶĚ ďĞŝŶŐĂĚŵŝŶŝƐƚĞƌĞĚƚŽƐƚƵĚĞŶƚƐ ƌŝƟƐŚŽůƵŵďŝĂ • ϮϬͲŵŝŶƵƚĞŽƉƟŽŶĂůƋƵĞƐƟŽŶŶĂŝƌĞĂĚŵŝŶŝƐƚĞƌĞĚ ƚŽƉĂƌĞŶƚƐ5 • ϭͲŚŽƵƌŽƉƟŽŶĂůĂƐƐĞƐƐŵĞŶƚŽĨĮŶĂŶĐŝĂůůŝƚĞƌĂĐǇ͕ ǁŚŝĐŚŝŶĐůƵĚĞƐĐŽŐŶŝƟǀĞĐŽŵƉŽŶĞŶƚƐĂŶĚĂ ƋƵĞƐƟŽŶŶĂŝƌĞ • ϯϬͲŵŝŶƵƚĞŽƉƟŽŶĂůƚĞĂĐŚĞƌƋƵĞƐƟŽŶŶĂŝƌĞ EĂƟŽŶĂůŽƉƟŽŶƐ • KƚŚĞƌŽƉƟŽŶƐǁĞƌĞƵŶĚĞƌƚĂŬĞŶŝŶĂůŝŵŝƚĞĚ • ŵĂǆŝŵƵŵŽĨϭϬŵŝŶƵƚĞƐ;ƚŽƚĂůͿŽĨ ŶƵŵďĞƌŽĨĐŽƵŶƚƌŝĞƐ ĂĚĚŝƟŽŶĂůƋƵĞƐƟŽŶƐĂĚŵŝŶŝƐƚĞƌĞĚƚŽ ƐƚƵĚĞŶƚƐ͕ĂďŽƵƚ͗ ƚŚĞŝƌĂƫƚƵĚĞƐƚŽǁĂƌĚƚƌĂĚĞƐ ;EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞ ĚǁĂƌĚ/ƐůĂŶĚ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕ůďĞƌƚĂ͕ ĂŶĚƌŝƟƐŚŽůƵŵďŝĂͿ ƚŚĞŝƌƉĂƌƟĐŝƉĂƟŽŶŝŶ&ƌĞŶĐŚ ŝŵŵĞƌƐŝŽŶƉƌŽŐƌĂŵƐ;EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ KŶƚĂƌŝŽ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕ĂŶĚƌŝƟƐŚ ŽůƵŵďŝĂͿ /ŶĚŝŐĞŶŽƵƐƐĞůĨͲŝĚĞŶƟƚǇ ;EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕DĂŶŝƚŽďĂ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ͕ůďĞƌƚĂ͕ĂŶĚƌŝƟƐŚ ŽůƵŵďŝĂͿ ƚŚĞŝƌĞǆƉĞĐƚĂƟŽŶƐ͕ĂƐǁĞůůĂƐƚŚĞŝƌ ƉĂƌĞŶƚƐ͛ĞǆƉĞĐƚĂƟŽŶƐ;ĂƐƉĞƌĐĞŝǀĞĚ ďǇƚŚĞƐƚƵĚĞŶƚƐͿ͕ǁŝƚŚƌĞŐĂƌĚƐ ƚŽĞĚƵĐĂƟŽŶĂůĂƩĂŝŶŵĞŶƚ;Ăůů ϭϬƉƌŽǀŝŶĐĞƐͿ

5 In this report, parents refers to parents or guardians. 4 PISA 2018 KďũĞĐƟǀĞƐĂŶĚŽƌŐĂŶŝǌĂƟŽŶŽĨƚŚŝƐƌĞƉŽƌƚ

This report provides the initial results from the PISA 2018 assessment for Canada and the provinces. It presents the Canadian and provincial results in reading, mathematics, and science and complements the information presented in the PISA 2018 international report.6 It also compares results to those in other participating countries and across Canadian provinces. Chapter 1 provides information on the performance of Canadian 15-year-old students on the PISA 2018 assessment in reading, the primary focus of PISA 2018. It explains the five subscales that constitute the PISA assessment of reading literacy and describes the eight reading proficiency levels. Student achievement is presented by both proficiency levels and average scores. Chapter 2 presents data from the student questionnaire. It reports statistics for variables of interest and provides an analysis of the relationship between certain variables and student performance in reading, where pertinent. Chapter 3 presents performance results in the minor domains of mathematics and science. The Conclusion discusses the major findings and opportunities for further study. Finally, the appendices provide additional details on sampling and response rates as well as a number of data tables.

6 The PISA 2018 international report is being released in six volumes. Results presented in this report correspond to those inPISA 2018 results, Volume 1: What Students Know and Can Do (Paris: OECD 2019). Retrieved from https://www.oecd-ilibrary.org/education/pisa-2018-results-volume-i_5f07c754- en PISA 2018 5

Chapter 1 Canadian Students’ Performance in Reading ŝŶĂŶ/ŶƚĞƌŶĂƟŽŶĂůŽŶƚĞǆƚ

ĞĮŶŝŶŐƌĞĂĚŝŶŐ

In the PISA context, reading refers to reading literacy, which is defined as “an individual’s capacity to understand, use, evaluate, reflect on and engage with texts in order to achieve one’s goals, develop one’s knowledge and potential, and participate in society” (OECD, 2019a, p. 14). Reading literacy is a foundation for student achievement in other subject areas in school as well as a prerequisite for full participation in modern society. The reading framework was originally developed for PISA 2000. Since the initial development of the framework, the nature of reading contexts has significantly changed, especially with the introduction of new digital reading platforms and technologies. In light of changes in the field of reading, as well as changes to the PISA assessment administration mode, the reading framework has been updated over the years. For PISA 2009, two main modifications were made to the framework: the inclusion of digital texts and the elaboration of the constructs of reading engagement and metacognition. Although reading was a minor domain in PISA 2015, the wording of the framework was adjusted in that year to reflect the transition from a paper-based to a computer-based assessment mode. For PISA 2018, the main improvements made to the framework include the integration of new diverse forms of reading and considerations related to the impact of technology, the inclusion of basic reading process constructs, and the elaboration of reading processes to encompass skills needed in a digital reading context. While several updates have been made to the reading framework, the framework has also retained its essential features, which allows reporting on trends in performance over time. For the first time, PISA 2018 adopted a multi-stage adaptive testing approach for the computer-based reading assessment. With this approach, the reading materials were organized into blocks with units of items. There are three stages in the adaptive testing. The test starts with a core stage, with one random block consisting of 7 to 10 items assigned to students, followed by either an easy or a difficult block of units with 12 to 15 items each at Stage 1 and Stage 2. The Stage 1 and Stage 2 blocks were assigned based on the student’s performance (i.e., low, medium, or high achievement), as determined by the core stage. For example, students who displayed low performance at the core stage had a 90 per cent chance of being assigned to an easier Stage 1 block and a 10 per cent chance of being assigned to a more difficult Stage 1 block (OECD, 2019b, p. 37). In this way, through the assignment of units closer to each student’s ability level, performance can be estimated with more precision for each student as the assessment progresses. The use of adaptive testing ensures a higher level of measurement precision while administering fewer items to each student (OECD, 2019b, p. 37). The multi-stage adaptive testing was used only for reading, as it was the major domain in PISA 2018; the traditional non- adaptive testing approach was used for the two minor domains. The main elements of the PISA 2018 reading framework are presented in Figure 1.1. The cognitive assessment design includes test items that focus on different types of texts and situations and that address the cognitive processes readers use when they engage with texts. Overall, the framework aims to measure how well a student has mastered different reading cognitive processes by manipulating text and situational variables while using one or more texts (OECD, 2019a).

PISA 2018 7 Figure 1.1 Elements of the PISA 2018 reading framework

Reading processes WŽƐƐŝďůĞĐŽŐŶŝƟǀĞƉƌŽĐĞƐƐĞƐƵƐĞĚǁŚĞŶ ƌĞĂĚĞƌƐĞŶŐĂŐĞǁŝƚŚƚĞǆƚ • dĞǆƚƉƌŽĐĞƐƐŝŶŐ • dĂƐŬŵĂŶĂŐĞŵĞŶƚ dĞǆƚƐ dĞǆƚƚǇƉĞƐ͕ĨŽƌŵĂƚƐ͕ĂŶĚƌĂŶŐĞƐ • ^ŝŶŐůĞͲƐŽƵƌĐĞƚĞǆƚƐ͗ƚĞǆƚƐǁŝƚŚĂĚĞĮŶŝƚĞĂƵƚŚŽƌŽƌŐƌŽƵƉŽĨĂƵƚŚŽƌƐ͕ƉƵďůŝĐĂƟŽŶ ĚĂƚĞ͕ŽƌƌĞĨĞƌĞŶĐĞƟƚůĞŽƌŶƵŵďĞƌ • DƵůƟƉůĞͲƐŽƵƌĐĞƚĞǆƚƐ͗ƚĞǆƚƐǁŝƚŚĚŝīĞƌĞŶƚĂƵƚŚŽƌƐŽƌŐƌŽƵƉƐŽĨĂƵƚŚŽƌƐ͕ƉƵďůŝĐĂƟŽŶ ĚĂƚĞƐ͕ĂŶĚͬŽƌƌĞĨĞƌĞŶĐĞƟƚůĞƐŽƌŶƵŵďĞƌƐ • ^ƚĂƟĐƚĞǆƚƐ͗ƚĞǆƚƐǁŝƚŚƐŝŵƉůĞŽƌŐĂŶŝǌĂƟŽŶĂůƐƚƌƵĐƚƵƌĞƐĂŶĚĂůŽǁĚĞŶƐŝƚǇŽĨ ŶĂǀŝŐĂƟŽŶĂůƚŽŽůƐ • ǇŶĂŵŝĐƚĞǆƚƐ͗ƚĞǆƚƐǁŝƚŚŵŽƌĞĐŽŵƉůĞǆŽƌŐĂŶŝǌĂƟŽŶĂůƐƚƌƵĐƚƵƌĞƐĂŶĚĂŚŝŐŚĞƌ ĚĞŶƐŝƚǇŽĨŶĂǀŝŐĂƟŽŶĂůƚŽŽůƐ • ŽŶƟŶƵŽƵƐƚĞǆƚƐ͗ƚĞǆƚƐĐŽŵƉŽƐĞĚŽĨƐĞŶƚĞŶĐĞƐĂŶĚƉĂƌĂŐƌĂƉŚƐ • EŽŶͲĐŽŶƟŶƵŽƵƐƚĞǆƚƐ͗ƚĞǆƚƐŽƌŐĂŶŝǌĞĚŝŶŵĂƚƌŝǆĨŽƌŵĂƚƐ͕ůŝƐƚƐ͕ŐƌĂƉŚƐ͕ĚŝĂŐƌĂŵƐ͕ĞƚĐ͘ • DŝǆĞĚƚĞǆƚƐ͗ƚĞǆƚƐǁŝƚŚďŽƚŚĐŽŶƟŶƵŽƵƐ ĂŶĚŶŽŶͲĐŽŶƟŶƵŽƵƐĞůĞŵĞŶƚƐ ^ŝƚƵĂƟŽŶ dĞǆƚŽƌƌĞĂĚŝŶŐƉƵƌƉŽƐĞƐĂŶĚĐŽŶƚĞǆƚƐ

Figure 1.2 outlines the two categories of reading processes in the framework. In particular, the PISA cognitive reading assessment focuses on measuring and reporting on the cognitive processes that fall within the text- processing category.

Figure 1.2 PISA 2018 reading framework processes

Text processing Task >ŽĐĂƟŶŐŝŶĨŽƌŵĂƟŽŶ management • ^ĐĂŶŶŝŶŐĂŶĚůŽĐĂƟŶŐͬĂĐĐĞƐƐŝŶŐĂŶĚƌĞƚƌŝĞǀŝŶŐŝŶĨŽƌŵĂƟŽŶǁŝƚŚŝŶ ĂƚĞǆƚ • ^ĞĂƌĐŚŝŶŐĨŽƌĂŶĚƐĞůĞĐƟŶŐƌĞůĞǀĂŶƚƚĞǆƚ ^ĞƫŶŐ ŐŽĂůƐ Understanding ĂŶĚ • ZĞƉƌĞƐĞŶƟŶŐůŝƚĞƌĂůŵĞĂŶŝŶŐ ƉůĂŶƐ • /ŶƚĞŐƌĂƟŶŐĂŶĚŐĞŶĞƌĂƟŶŐƌĞĨĞƌĞŶĐĞƐ DŽŶŝƚŽƌŝŶŐ͕ ƌĞŐƵůĂƟŶŐ ǀĂůƵĂƟŶŐĂŶĚƌĞŇĞĐƟŶŐ • ƐƐĞƐƐŝŶŐƋƵĂůŝƚǇĂŶĚĐƌĞĚŝďŝůŝƚǇ • ZĞŇĞĐƟŶŐŽŶĐŽŶƚĞŶƚĂŶĚĨŽƌŵ • ŽƌƌŽďŽƌĂƟŶŐͬĚĞƚĞĐƟŶŐĂŶĚŚĂŶĚůŝŶŐĐŽŶŇŝĐƚ

Adapted from Figure 2.2 in OECD, 2019a, p. 33.

8 PISA 2018 The reading framework covers several different elements. However, for PISA 2018 reporting purposes, a total of five subscales are used: three cognitive process subscales and two text structure subscales. The text-processing elements of locating information, understanding, and evaluating and reflecting represent the three cognitive process subscales, while the two text structure subscales are single-source texts and multiple-source texts. A fourth text process, “reading fluently,” underpins the three cognitive processes but is not reported as a separate subscale. PISA defines reading fluency as the ease and efficiency with which one can read and understand a piece of text. To assess this process, PISA 2018 presented students with relatively simple sentences and asked whether they made sense. The inclusion of tasks that assess reading fluency independently of other processes is new to the PISA 2018 assessment (OECD, 2019b). Table 1.1 provides an overview of the framework coverage in the PISA 2018 reading cognitive assessment and defines approximately how the cognitive assessment tasks are distributed across the five reporting subscales.

Table 1.1 ŝƐƚƌŝďƵƟŽŶŽĨW/^ϮϬϭϴƌĞĂĚŝŶŐƚĂƐŬƐďǇĐŽŐŶŝƟǀĞƉƌŽĐĞƐƐĂŶĚƚĞǆƚƐŽƵƌĐĞ 2018 FRAMEWORK ^ŝŶŐůĞͲƐŽƵƌĐĞƚĞǆƚ 65% DƵůƟƉůĞͲƐŽƵƌĐĞƚĞǆƚ 35% >ŽĐĂƟŶŐŝŶĨŽƌŵĂƟŽŶ 25% ^ĐĂŶŶŝŶŐĂŶĚůŽĐĂƟŶŐ 15% ^ĞĂƌĐŚŝŶŐĨŽƌĂŶĚƐĞůĞĐƟŶŐƌĞůĞǀĂŶƚƚĞǆƚ ϭϬй ZĞƉƌĞƐĞŶƟŶŐůŝƚĞƌĂůŵĞĂŶŝŶŐ 15% Understanding 45% /ŶƚĞŐƌĂƟŶŐĂŶĚŐĞŶĞƌĂƟŶŐƌĞĨĞƌĞŶĐĞƐ 15% /ŶƚĞŐƌĂƟŶŐĂŶĚŐĞŶĞƌĂƟŶŐƌĞĨĞƌĞŶĐĞƐ 15%

ǀĂůƵĂƟŶŐĂŶĚƌĞŇĞĐƟŶŐ 30% ƐƐĞƐƐŝŶŐƋƵĂůŝƚǇĂŶĚĐƌĞĚŝďŝůŝƚǇ͕ĂŶĚ ƌĞŇĞĐƟŶŐŽŶĐŽŶƚĞŶƚĂŶĚĨŽƌŵ ϮϬй ŽƌƌŽďŽƌĂƟŶŐĂŶĚŚĂŶĚůŝŶŐĐŽŶŇŝĐƚ ϭϬй ĚĂƉƚĞĚĨƌŽŵdĂďůĞϭ͘ϭŝŶKϮϬϭϵď͘

W/^ĂĐŚŝĞǀĞŵĞŶƚƌĞƐƵůƚƐďǇƉƌŽĮĐŝĞŶĐǇůĞǀĞůƐŝŶƌĞĂĚŝŶŐ

PISA has developed useful benchmarks relating a range of average scores in reading to levels of knowledge and skills measured by the assessment. Although these levels are not linked directly to any specific program of study in reading, they provide an overall picture of students’ accumulated understanding at age 15. PISA reading literacy is expressed on an eight-level proficiency scale whereby tasks at the lower end of the scale(Levels 1a–1c) are deemed easier and less complex than other tasks at the higher end (Level 6); this progression in task difficulty/complexity applies to both the overall reading scale and the reading subscales. A summary description of the tasks that students are able to do at the eight proficiency levels for overall reading is provided in Table 1.2, along with the corresponding lower score limit for the level. It is assumed that students classified at a given proficiency level can perform most of the tasks at that level as well as those at the lower level or levels.

PISA 2018 9 Table 1.2 W/^ϮϬϭϴƌĞĂĚŝŶŐƉƌŽĮĐŝĞŶĐǇůĞǀĞůƐʹƐƵŵŵĂƌǇĚĞƐĐƌŝƉƟŽŶ Percentage of Lower students able to Level score dĂƐŬĐŚĂƌĂĐƚĞƌŝƐƟĐƐ perform tasks at limit this level or above 6 ϲϵϴ ϭ͘ϯйŽĨƐƚƵĚĞŶƚƐ ^ƚƵĚĞŶƚƐĂƚ Level 6 ŽĨƚŚĞW/^ƌĞĂĚŝŶŐĂƐƐĞƐƐŵĞŶƚĂƌĞĂďůĞƚŽƐƵĐĐĞƐƐĨƵůůǇĐŽŵƉůĞƚĞƚŚĞŵŽƐƚ ĂĐƌŽƐƐƚŚĞK ĚŝĸĐƵůƚW/^ŝƚĞŵƐ͘ƚ>ĞǀĞůϲ͕ƐƚƵĚĞŶƚƐĐĂŶ͗ ĂŶĚϮ͘ϴйŝŶĂŶĂĚĂ ĐŽŵƉƌĞŚĞŶĚůĞŶŐƚŚǇĂŶĚĂďƐƚƌĂĐƚƚĞǆƚƐŝŶǁŚŝĐŚƚŚĞŝŶĨŽƌŵĂƟŽŶŽĨŝŶƚĞƌĞƐƚŝƐĚĞĞƉůǇ ĞŵďĞĚĚĞĚĂŶĚŽŶůǇŝŶĚŝƌĞĐƚůǇƌĞůĂƚĞĚƚŽƚŚĞƚĂƐŬ ĐŽŵƉĂƌĞ͕ĐŽŶƚƌĂƐƚ͕ĂŶĚŝŶƚĞŐƌĂƚĞŝŶĨŽƌŵĂƟŽŶƌĞƉƌĞƐĞŶƟŶŐŵƵůƟƉůĞĂŶĚƉŽƚĞŶƟĂůůǇĐŽŶŇŝĐƟŶŐ ƉĞƌƐƉĞĐƟǀĞƐ͕ƵƐŝŶŐŵƵůƟƉůĞĐƌŝƚĞƌŝĂĂŶĚŐĞŶĞƌĂƟŶŐŝŶĨĞƌĞŶĐĞƐĂĐƌŽƐƐĚŝƐƚĂŶƚƉŝĞĐĞƐŽĨ ŝŶĨŽƌŵĂƟŽŶƚŽĚĞƚĞƌŵŝŶĞŚŽǁƚŚĞŝŶĨŽƌŵĂƟŽŶŵĂǇďĞƵƐĞĚ ƌĞŇĞĐƚĚĞĞƉůǇŽŶƚŚĞƚĞǆƚ͛ƐƐŽƵƌĐĞŝŶƌĞůĂƟŽŶƚŽŝƚƐĐŽŶƚĞŶƚ͕ƵƐŝŶŐĐƌŝƚĞƌŝĂĞǆƚĞƌŶĂůƚŽƚŚĞƚĞǆƚ ĐŽŵƉĂƌĞĂŶĚĐŽŶƚƌĂƐƚŝŶĨŽƌŵĂƟŽŶĂĐƌŽƐƐƚĞǆƚƐǁŚŝůĞŝĚĞŶƟĨǇŝŶŐĂŶĚƌĞƐŽůǀŝŶŐŝŶƚĞƌͲƚĞǆƚƵĂů ĚŝƐĐƌĞƉĂŶĐŝĞƐĂŶĚĐŽŶŇŝĐƚƐƚŚƌŽƵŐŚŝŶĨĞƌĞŶĐĞƐĂďŽƵƚƚŚĞƐŽƵƌĐĞƐŽĨŝŶĨŽƌŵĂƟŽŶ͕ƚŚĞŝƌĞǆƉůŝĐŝƚ ŽƌǀĞƐƚĞĚŝŶƚĞƌĞƐƚƐ͕ĂŶĚŽƚŚĞƌĐƵĞƐĂƐƚŽƚŚĞǀĂůŝĚŝƚǇŽĨƚŚĞŝŶĨŽƌŵĂƟŽŶ ƐĞƚƵƉĞůĂďŽƌĂƚĞƉůĂŶƐ͕ĐŽŵďŝŶŝŶŐŵƵůƟƉůĞĐƌŝƚĞƌŝĂĂŶĚŐĞŶĞƌĂƟŶŐŝŶĨĞƌĞŶĐĞƐƚŽƌĞůĂƚĞƚŚĞƚĂƐŬ ĂŶĚƚŚĞƚĞǆƚ;ƐͿ

5 626 ϴ͘ϳйŽĨƐƚƵĚĞŶƚƐ ƚ Level 5͕ƐƚƵĚĞŶƚƐĐĂŶ͗ ĂĐƌŽƐƐƚŚĞK ĐŽŵƉƌĞŚĞŶĚůĞŶŐƚŚǇƚĞǆƚƐ͕ŝŶĨĞƌƌŝŶŐǁŚŝĐŚŝŶĨŽƌŵĂƟŽŶŝŶƚŚĞƚĞǆƚŝƐƌĞůĞǀĂŶƚĞǀĞŶƚŚŽƵŐŚƚŚĞ ĂŶĚϭϱ͘ϬйŝŶ ŝŶĨŽƌŵĂƟŽŶŽĨŝŶƚĞƌĞƐƚŵĂǇďĞĞĂƐŝůǇŽǀĞƌůŽŽŬĞĚ ĂŶĂĚĂ ƉĞƌĨŽƌŵĐĂƵƐĂůŽƌŽƚŚĞƌĨŽƌŵƐŽĨƌĞĂƐŽŶŝŶŐďĂƐĞĚŽŶĂĚĞĞƉƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨĞǆƚĞŶĚĞĚƉŝĞĐĞƐ ŽĨƚĞǆƚ ĂŶƐǁĞƌŝŶĚŝƌĞĐƚƋƵĞƐƟŽŶƐďǇŝŶĨĞƌƌŝŶŐƚŚĞƌĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶƚŚĞƋƵĞƐƟŽŶĂŶĚŽŶĞŽƌƐĞǀĞƌĂů ƉŝĞĐĞƐŽĨŝŶĨŽƌŵĂƟŽŶĚŝƐƚƌŝďƵƚĞĚǁŝƚŚŝŶŽƌĂĐƌŽƐƐŵƵůƟƉůĞƚĞǆƚƐĂŶĚƐŽƵƌĐĞƐ ƉƌŽĚƵĐĞŽƌĐƌŝƟĐĂůůǇĞǀĂůƵĂƚĞŚǇƉŽƚŚĞƐĞƐ͕ĚƌĂǁŝŶŐŽŶƐƉĞĐŝĮĐŝŶĨŽƌŵĂƟŽŶ ĞƐƚĂďůŝƐŚĚŝƐƟŶĐƟŽŶƐďĞƚǁĞĞŶĐŽŶƚĞŶƚĂŶĚƉƵƌƉŽƐĞ͕ĂŶĚďĞƚǁĞĞŶĨĂĐƚĂŶĚŽƉŝŶŝŽŶĂƐĂƉƉůŝĞĚ ƚŽĐŽŵƉůĞǆŽƌĂďƐƚƌĂĐƚƐƚĂƚĞŵĞŶƚƐ ĂƐƐĞƐƐŶĞƵƚƌĂůŝƚǇĂŶĚďŝĂƐďĂƐĞĚŽŶĞǆƉůŝĐŝƚŽƌŝŵƉůŝĐŝƚĐƵĞƐƉĞƌƚĂŝŶŝŶŐƚŽƚŚĞĐŽŶƚĞŶƚĂŶĚͬŽƌ ƐŽƵƌĐĞŽĨƚŚĞŝŶĨŽƌŵĂƟŽŶ ĚƌĂǁĐŽŶĐůƵƐŝŽŶƐƌĞŐĂƌĚŝŶŐƚŚĞƌĞůŝĂďŝůŝƚǇŽĨƚŚĞĐůĂŝŵƐŽƌĐŽŶĐůƵƐŝŽŶƐŽīĞƌĞĚŝŶĂƉŝĞĐĞŽĨƚĞǆƚ

4 553 Ϯϳ͘ϲйŽĨƐƚƵĚĞŶƚƐ ƚLevel 4͕ƐƚƵĚĞŶƚƐĐĂŶ͗ ĂĐƌŽƐƐƚŚĞK ĐŽŵƉƌĞŚĞŶĚĞǆƚĞŶĚĞĚƉĂƐƐĂŐĞƐŝŶƐŝŶŐůĞͲŽƌŵƵůƟƉůĞͲƚĞǆƚƐĞƫŶŐƐ ĂŶĚϯϵ͘ϬйŝŶ ŝŶƚĞƌƉƌĞƚƚŚĞŵĞĂŶŝŶŐŽĨŶƵĂŶĐĞƐŽĨůĂŶŐƵĂŐĞŝŶĂƐĞĐƟŽŶŽĨƚĞǆƚďǇƚĂŬŝŶŐŝŶƚŽĂĐĐŽƵŶƚƚŚĞƚĞǆƚ ĂŶĂĚĂ ĂƐĂǁŚŽůĞ ĚĞŵŽŶƐƚƌĂƚĞƵŶĚĞƌƐƚĂŶĚŝŶŐĂŶĚĂƉƉůŝĐĂƟŽŶŽĨĂĚŚŽĐĐĂƚĞŐŽƌŝĞƐ ĐŽŵƉĂƌĞƉĞƌƐƉĞĐƟǀĞƐĂŶĚĚƌĂǁŝŶĨĞƌĞŶĐĞƐďĂƐĞĚŽŶŵƵůƟƉůĞƐŽƵƌĐĞƐ ƐĞĂƌĐŚĨŽƌ͕ůŽĐĂƚĞ͕ĂŶĚŝŶƚĞŐƌĂƚĞƐĞǀĞƌĂůƉŝĞĐĞƐŽĨĞŵďĞĚĚĞĚŝŶĨŽƌŵĂƟŽŶŝŶƚŚĞƉƌĞƐĞŶĐĞŽĨ ƉůĂƵƐŝďůĞĚŝƐƚƌĂĐƚŽƌƐ ŐĞŶĞƌĂƚĞŝŶĨĞƌĞŶĐĞƐďĂƐĞĚŽŶƚŚĞƚĂƐŬƐƚĂƚĞŵĞŶƚŝŶŽƌĚĞƌƚŽĂƐƐĞƐƐƚŚĞƌĞůĞǀĂŶĐĞŽĨƚĂƌŐĞƚ ŝŶĨŽƌŵĂƟŽŶ ŚĂŶĚůĞƚĂƐŬƐƚŚĂƚƌĞƋƵŝƌĞƚŚĞŵƚŽŵĞŵŽƌŝǌĞƉƌŝŽƌƚĂƐŬĐŽŶƚĞǆƚ ĞǀĂůƵĂƚĞƚŚĞƌĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶƐƉĞĐŝĮĐƐƚĂƚĞŵĞŶƚƐĂŶĚĂƉĞƌƐŽŶ͛ƐŽǀĞƌĂůůƐƚĂŶĐĞŽƌ ĐŽŶĐůƵƐŝŽŶĂďŽƵƚĂƚŽƉŝĐ ƌĞŇĞĐƚŽŶƚŚĞƐƚƌĂƚĞŐŝĞƐƚŚĂƚĂƵƚŚŽƌƐƵƐĞƚŽĐŽŶǀĞǇƚŚĞŝƌƉŽŝŶƚƐ͕ďĂƐĞĚŽŶƐĂůŝĞŶƚĨĞĂƚƵƌĞƐŽĨ ƚĞǆƚƐƐƵĐŚĂƐƟƚůĞƐĂŶĚŝůůƵƐƚƌĂƟŽŶƐ ĐŽŵƉĂƌĞĂŶĚĐŽŶƚƌĂƐƚĐůĂŝŵƐĞǆƉůŝĐŝƚůǇŵĂĚĞŝŶƐĞǀĞƌĂůƚĞǆƚƐĂŶĚĂƐƐĞƐƐƚŚĞƌĞůŝĂďŝůŝƚǇŽĨĂ ƐŽƵƌĐĞďĂƐĞĚŽŶƐĂůŝĞŶƚĐƌŝƚĞƌŝĂ

3 ϰϴϬ ϱϯ͘ϲйŽĨƐƚƵĚĞŶƚƐ ƚLevel 3͕ƐƚƵĚĞŶƚƐĐĂŶ͗ ĂĐƌŽƐƐƚŚĞK ƌĞƉƌĞƐĞŶƚƚŚĞůŝƚĞƌĂůŵĞĂŶŝŶŐŽĨƐŝŶŐůĞŽƌŵƵůƟƉůĞƚĞǆƚƐŝŶƚŚĞĂďƐĞŶĐĞŽĨĞǆƉůŝĐŝƚĐŽŶƚĞŶƚŽƌ ĂŶĚϲϲ͘ϭйŝŶ ŽƌŐĂŶŝǌĂƟŽŶĂůĐůƵĞƐ ĂŶĂĚĂ ŝŶƚĞŐƌĂƚĞĐŽŶƚĞŶƚĂŶĚŐĞŶĞƌĂƚĞďŽƚŚďĂƐŝĐĂŶĚŵŽƌĞĂĚǀĂŶĐĞĚŝŶĨĞƌĞŶĐĞƐ ŝŶƚĞŐƌĂƚĞƐĞǀĞƌĂůƉĂƌƚƐŽĨĂƉŝĞĐĞŽĨƚĞǆƚŝŶŽƌĚĞƌƚŽŝĚĞŶƟĨǇƚŚĞŵĂŝŶŝĚĞĂ͕ƵŶĚĞƌƐƚĂŶĚĂ ƌĞůĂƟŽŶƐŚŝƉ͕ŽƌĐŽŶƐƚƌƵĞƚŚĞŵĞĂŶŝŶŐŽĨĂǁŽƌĚŽƌƉŚƌĂƐĞǁŚĞŶƚŚĞƌĞƋƵŝƌĞĚŝŶĨŽƌŵĂƟŽŶŝƐ ĨĞĂƚƵƌĞĚŽŶĂƐŝŶŐůĞƉĂŐĞ ƐĞĂƌĐŚĨŽƌŝŶĨŽƌŵĂƟŽŶďĂƐĞĚŽŶŝŶĚŝƌĞĐƚƉƌŽŵƉƚƐ͕ĂŶĚůŽĐĂƚĞƚĂƌŐĞƚŝŶĨŽƌŵĂƟŽŶƚŚĂƚŝƐŶŽƚŝŶĂ ƉƌŽŵŝŶĞŶƚƉŽƐŝƟŽŶĂŶĚͬŽƌŝƐŝŶƚŚĞƉƌĞƐĞŶĐĞŽĨĚŝƐƚƌĂĐƚŽƌƐ ƌĞĐŽŐŶŝǌĞƚŚĞƌĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶƐĞǀĞƌĂůƉŝĞĐĞƐŽĨŝŶĨŽƌŵĂƟŽŶďĂƐĞĚŽŶŵƵůƟƉůĞĐƌŝƚĞƌŝĂ ƌĞŇĞĐƚŽŶĂƉŝĞĐĞŽĨƚĞǆƚŽƌĂƐŵĂůůƐĞƚŽĨƚĞǆƚƐ͕ĂŶĚĐŽŵƉĂƌĞĂŶĚĐŽŶƚƌĂƐƚƐĞǀĞƌĂůĂƵƚŚŽƌƐ͛ ǀŝĞǁƉŽŝŶƚƐďĂƐĞĚŽŶĞǆƉůŝĐŝƚŝŶĨŽƌŵĂƟŽŶ ĚĞŵŽŶƐƚƌĂƚĞĂĚĞƚĂŝůĞĚƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨĂƉŝĞĐĞŽĨƚĞǆƚĚĞĂůŝŶŐǁŝƚŚĂĨĂŵŝůŝĂƌƚŽƉŝĐĂŶĚĂďĂƐŝĐ ƵŶĚĞƌƐƚĂŶĚŝŶŐǁŚĞŶĚĞĂůŝŶŐǁŝƚŚůĞƐƐͲĨĂŵŝůŝĂƌĐŽŶƚĞŶƚ ƚĂŬĞŵĂŶǇĨĞĂƚƵƌĞƐŝŶƚŽĂĐĐŽƵŶƚǁŚĞŶĐŽŵƉĂƌŝŶŐ͕ĐŽŶƚƌĂƐƟŶŐ͕ŽƌĐĂƚĞŐŽƌŝǌŝŶŐŝŶĨŽƌŵĂƟŽŶ

10 PISA 2018 Percentage of Lower students able to Level score dĂƐŬĐŚĂƌĂĐƚĞƌŝƐƟĐƐ perform tasks at limit this level or above 2 ϰϬϳ ϳϳ͘ϰйŽĨƐƚƵĚĞŶƚƐ Level 2ŝƐĐŽŶƐŝĚĞƌĞĚƚŚĞďĂƐĞůŝŶĞůĞǀĞůŽĨƌĞĂĚŝŶŐƉƌŽĮĐŝĞŶĐǇƚŚĂƚŝƐƌĞƋƵŝƌĞĚƚŽƉĂƌƟĐŝƉĂƚĞĨƵůůǇŝŶ ĂĐƌŽƐƐƚŚĞK ŵŽĚĞƌŶƐŽĐŝĞƚǇ͘ƚ>ĞǀĞůϮ͕ƐƚƵĚĞŶƚƐĐĂŶ͗ ĂŶĚϴϲ͘ϮйŝŶ ŝĚĞŶƟĨǇƚŚĞŵĂŝŶŝĚĞĂŝŶĂƉŝĞĐĞŽĨƚĞǆƚŽĨŵŽĚĞƌĂƚĞůĞŶŐƚŚ ĂŶĂĚĂ ƵŶĚĞƌƐƚĂŶĚƌĞůĂƟŽŶƐŚŝƉƐŽƌĐŽŶƐƚƌƵĞŵĞĂŶŝŶŐǁŝƚŚŝŶĂůŝŵŝƚĞĚƉĂƌƚŽĨƚŚĞƚĞǆƚǁŚĞŶƚŚĞ ŝŶĨŽƌŵĂƟŽŶŝƐŶŽƚƉƌŽŵŝŶĞŶƚďǇƉƌŽĚƵĐŝŶŐďĂƐŝĐŝŶĨĞƌĞŶĐĞƐ͕ĂŶĚͬŽƌǁŚĞŶƚŚĞƚĞǆƚ;ƐͿŝŶĐůƵĚĞ ƐŽŵĞĚŝƐƚƌĂĐƟŶŐŝŶĨŽƌŵĂƟŽŶ ƐĞůĞĐƚĂŶĚĂĐĐĞƐƐĂƉĂŐĞŝŶĂƐĞƚďĂƐĞĚŽŶĞǆƉůŝĐŝƚƚŚŽƵŐŚƐŽŵĞƟŵĞƐĐŽŵƉůĞǆƉƌŽŵƉƚƐ͕ĂŶĚ ůŽĐĂƚĞŽŶĞŽƌŵŽƌĞƉŝĞĐĞƐŽĨŝŶĨŽƌŵĂƟŽŶďĂƐĞĚŽŶŵƵůƟƉůĞ͕ƉĂƌƚůǇŝŵƉůŝĐŝƚĐƌŝƚĞƌŝĂ ƌĞŇĞĐƚŽŶƚŚĞŽǀĞƌĂůůƉƵƌƉŽƐĞ͕ŽƌŽŶƚŚĞƉƵƌƉŽƐĞŽĨƐƉĞĐŝĮĐĚĞƚĂŝůƐ͕ŝŶƚĞǆƚƐŽĨŵŽĚĞƌĂƚĞůĞŶŐƚŚ ;ǁŚĞŶĞǆƉůŝĐŝƚůǇĐƵĞĚͿ ƌĞŇĞĐƚŽŶƐŝŵƉůĞǀŝƐƵĂůŽƌƚǇƉŽŐƌĂƉŚŝĐĂůĨĞĂƚƵƌĞƐ ĐŽŵƉĂƌĞĐůĂŝŵƐĂŶĚĞǀĂůƵĂƚĞƚŚĞƌĞĂƐŽŶƐƐƵƉƉŽƌƟŶŐƚŚĞŵďĂƐĞĚŽŶƐŚŽƌƚ͕ĞǆƉůŝĐŝƚƐƚĂƚĞŵĞŶƚƐ ŵĂŬĞĂĐŽŵƉĂƌŝƐŽŶŽƌƐĞǀĞƌĂůĐŽŶŶĞĐƟŽŶƐďĞƚǁĞĞŶƚŚĞƚĞǆƚĂŶĚŽƵƚƐŝĚĞŬŶŽǁůĞĚŐĞďǇĚƌĂǁŝŶŐ ŽŶƉĞƌƐŽŶĂůĞǆƉĞƌŝĞŶĐĞĂŶĚĂƫƚƵĚĞƐ

1a 335 ϵϮ͘ϯйŽĨƐƚƵĚĞŶƚƐ ƚLevel 1a͕ƐƚƵĚĞŶƚƐĐĂŶ͗ ĂĐƌŽƐƐƚŚĞK ƵŶĚĞƌƐƚĂŶĚƚŚĞůŝƚĞƌĂůŵĞĂŶŝŶŐŽĨƐĞŶƚĞŶĐĞƐŽƌƐŚŽƌƚƉĂƐƐĂŐĞƐ ĂŶĚϵϲ͘ϮйŝŶ ƌĞĐŽŐŶŝǌĞƚŚĞŵĂŝŶƚŚĞŵĞŽƌƚŚĞĂƵƚŚŽƌ͛ƐƉƵƌƉŽƐĞŝŶĂƉŝĞĐĞŽĨƚĞǆƚĂďŽƵƚĂĨĂŵŝůŝĂƌƚŽƉŝĐ͕ĂŶĚ ĂŶĂĚĂ ŵĂŬĞĂƐŝŵƉůĞĐŽŶŶĞĐƟŽŶďĞƚǁĞĞŶƐĞǀĞƌĂůĂĚũĂĐĞŶƚƉŝĞĐĞƐŽĨŝŶĨŽƌŵĂƟŽŶ͕ŽƌďĞƚǁĞĞŶƚŚĞ ŐŝǀĞŶŝŶĨŽƌŵĂƟŽŶĂŶĚƚŚĞŝƌŽǁŶƉƌŝŽƌŬŶŽǁůĞĚŐĞ ƐĞůĞĐƚĂƌĞůĞǀĂŶƚƉĂŐĞĨƌŽŵĂƐŵĂůůƐĞƚďĂƐĞĚŽŶƐŝŵƉůĞƉƌŽŵƉƚƐ͕ĂŶĚůŽĐĂƚĞŽŶĞŽƌŵŽƌĞ ŝŶĚĞƉĞŶĚĞŶƚƉŝĞĐĞƐŽĨŝŶĨŽƌŵĂƟŽŶǁŝƚŚŝŶƐŚŽƌƚƚĞǆƚƐ ƌĞŇĞĐƚŽŶƚŚĞŽǀĞƌĂůůƉƵƌƉŽƐĞĂŶĚŽŶƚŚĞƌĞůĂƟǀĞŝŵƉŽƌƚĂŶĐĞŽĨŝŶĨŽƌŵĂƟŽŶ;Ğ͘Ő͕͘ƚŚĞŵĂŝŶ ŝĚĞĂǀƐ͘ŶŽŶͲĞƐƐĞŶƟĂůĚĞƚĂŝůͿŝŶƐŝŵƉůĞƚĞǆƚƐĐŽŶƚĂŝŶŝŶŐĞǆƉůŝĐŝƚĐƵĞƐ

1b 262 ϵϴ͘ϲйŽĨƐƚƵĚĞŶƚƐ ƚLevel 1b͕ƐƚƵĚĞŶƚƐĐĂŶ͗ ĂĐƌŽƐƐƚŚĞK ĞǀĂůƵĂƚĞƚŚĞůŝƚĞƌĂůŵĞĂŶŝŶŐŽĨƐŝŵƉůĞƐĞŶƚĞŶĐĞƐ ĂŶĚϵϵ͘ϯйŝŶ ŝŶƚĞƌƉƌĞƚƚŚĞůŝƚĞƌĂůŵĞĂŶŝŶŐŽĨƚĞǆƚƐďǇŵĂŬŝŶŐƐŝŵƉůĞĐŽŶŶĞĐƟŽŶƐďĞƚǁĞĞŶĂĚũĂĐĞŶƚƉŝĞĐĞƐŽĨ ĂŶĂĚĂ ŝŶĨŽƌŵĂƟŽŶŝŶƚŚĞƋƵĞƐƟŽŶĂŶĚͬŽƌƚŚĞƚĞǆƚ ƐĐĂŶĨŽƌĂŶĚůŽĐĂƚĞĂƐŝŶŐůĞƉŝĞĐĞŽĨƉƌŽŵŝŶĞŶƚůǇƉůĂĐĞĚ͕ĞǆƉůŝĐŝƚůǇƐƚĂƚĞĚŝŶĨŽƌŵĂƟŽŶŝŶĂƐŝŶŐůĞ ƐĞŶƚĞŶĐĞ͕ĂƐŚŽƌƚƚĞǆƚ͕ŽƌĂƐŝŵƉůĞůŝƐƚ ĂĐĐĞƐƐĂƌĞůĞǀĂŶƚƉĂŐĞĨƌŽŵĂƐŵĂůůƐĞƚďĂƐĞĚŽŶƐŝŵƉůĞƉƌŽŵƉƚƐǁŚĞŶĞǆƉůŝĐŝƚĐƵĞƐĂƌĞƉƌĞƐĞŶƚ

1c ϭϴϵ ϵϵ͘ϵйŽĨƐƚƵĚĞŶƚƐ ƚLevel 1c͕ƐƚƵĚĞŶƚƐĐĂŶ͗ ĂĐƌŽƐƐƚŚĞK ƵŶĚĞƌƐƚĂŶĚĂŶĚĂĸƌŵƚŚĞŵĞĂŶŝŶŐŽĨƐŚŽƌƚ͕ƐǇŶƚĂĐƟĐĂůůǇƐŝŵƉůĞƐĞŶƚĞŶĐĞƐŽŶĂůŝƚĞƌĂůůĞǀĞů͕ ĂŶĚϭϬϬ͘ϬйŝŶ ĂŶĚƌĞĂĚĨŽƌĂĐůĞĂƌĂŶĚƐŝŵƉůĞƉƵƌƉŽƐĞǁŝƚŚŝŶĂůŝŵŝƚĞĚĂŵŽƵŶƚŽĨƟŵĞ ĂŶĂĚĂ Note͗/ŶƚŚŝƐƌĞƉŽƌƚ͕͞>ĞǀĞůϭ͟ĂŶĚ͞>ĞǀĞůϭĂ͟ĂƌĞƵƐĞĚŝŶƚĞƌĐŚĂŶŐĞĂďůǇ͘>ĞǀĞůϭďĂŶĚϭĐĂƌĞĂůƐŽƌĞĨĞƌƌĞĚƚŽĂƐ͞ďĞůŽǁ>ĞǀĞůϭ͘͟ Adapted from OECD, 2019a, p. 55.

Results in reading

The results of student performance on the PISA 2018 reading assessment are presented in this report in two ways: as the percentage of students attaining proficiency levels and as overall average scores. Results are presented for Canada overall and by province, both for reading overall and by the subscales of reading. The performance of students enrolled in anglophone and francophone school systems is also presented for those provinces in which the two groups were sampled separately. This chapter also compares Canadian students’ performance in reading by gender. Given that PISA 2018 marks the third time that reading was assessed as a major domain (reading was also the major focus in 2000 and 2009), changes in reading performance over time are also discussed. Results in reading by proficiency level In PISA 2018, 86 per cent of Canadian students and 77 per cent of students in OECD countries performed at or above Level 2 in reading, which is the baseline level of reading literacy required to take advantage of further learning opportunities and to participate fully in modern society (Appendix B.1.1b). Across provinces, the percentage of Canadian students at or above the baseline level of performance ranges from 78 per cent in New Brunswick to 88 per cent in Quebec and Alberta (Figure 1.3). Inversely, 14 per cent of Canadian

PISA 2018 11 students did not reach the baseline Level 2 in reading, compared to the OECD average of 23 per cent. More than 60 countries had a higher proportion of students performing below Level 2 compared to Canada. Within Canada, there is much variability among the provinces. Quebec (12 per cent), Alberta (12 per cent), and Ontario (13 per cent) had a lower proportion of low achievers in reading; whereas New Brunswick (22 per cent) and Manitoba (20 per cent) had a higher proportion of low achievers. At the higher end of the PISA reading scale, 15 per cent of Canadian students performed at Level 5 or above compared to 9 per cent performing at this level on average across OECD countries. Although the overall Canadian average is higher than in most other countries participating in PISA 2018, in seven countries — Macao (China), the United States, Estonia, Sweden, Korea, Hong Kong (China), and Finland — the proportion of students performing at Level 5 or above was similar to that in Canada. Two other countries (Singapore and B-S-J-Z (China)) had a statistically higher proportion of students at Level 5 or above than Canada. At the provincial level, more than 10 per cent of students in Newfoundland and Labrador, Prince Edward Island, Nova Scotia, Quebec, Ontario, Alberta, and British Columbia achieved a proficiency level of 5 or higher in reading (Appendix B.1.1b). Students performing below Level 1 can locate explicitly stated information, recognize the main theme or author’s purpose in a text with a familiar topic, or make simple connections between the text and common, everyday knowledge. Across the OECD, 8 per cent of 15-year olds did not achieve Level 1, while this proportion was 4 per cent for Canada overall. Across the provinces, the proportion of students performing below Level 1 ranged from 3 per cent in Quebec and Alberta to 7 per cent in New Brunswick (Appendix B.1.1a).

Figure 1.3 WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůŝŶƌĞĂĚŝŶŐ

Newfoundland and Labrador 15 21 28 23 13 Prince Edward Island 18 21 29 20 12 Nova ScoƟa 15 21 28 23 14 New Brunswick 22 24 26 19 9 Quebec 12 21 30 25 13 Ontario 13 20 26 24 16 Manitoba 20 24 28 19 9 Saskatchewan 17 25 29 20 9 Alberta 12 18 26 26 18 BriƟsh Columbia 15 19 26 24 16 Canada 14 20 27 24 15 OECD average 23 24 26 19 9

0 20406080100 Percentage Below Level 2 Level 2 Level 3 Level 4 Levels 5 and 6

Note͗WĞƌĐĞŶƚĂŐĞƐŵĂǇŶŽƚĂĚĚƵƉƚŽϭϬϬĚƵĞƚŽƌŽƵŶĚŝŶŐ͘

12 PISA 2018 Results in reading by average score The PISA scores for reading are expressed on a scale with an average or mean of 500 points for the OECD countries and a standard deviation of 100. This average was established in 2000 and decreased to 493 in 2009 and 487 in 2018 (Appendix A1.2). This means that approximately two-thirds of all students in OECD countries scored between 387 and 587 (i.e., within one standard deviation of the average) on the PISA 2018 reading assessment. International studies such as PISA summarize student performance by comparing the relative standing of countries based on their average test scores. This approach can be misleading because there is a margin of error associated with each score (see Box 1). When interpreting average performances between countries, only those differences that are statistically significant should be taken into account.

Žǆϭ͗ŶŽƚĞŽŶƐƚĂƟƐƟĐĂůĐŽŵƉĂƌŝƐŽŶƐ

dŚĞ ƉƵƌƉŽƐĞ ŽĨ W/^ ŝƐ ƚŽ ƌĞƉŽƌƚ ƌĞƐƵůƚƐ ŽŶ ƚŚĞ ƐŬŝůůƐ ŽĨ ϭϱͲǇĞĂƌͲŽůĚ ƐƚƵĚĞŶƚƐ͘ dŚĞƌĞĨŽƌĞ͕ Ă ƌĂŶĚŽŵ ƐĂŵƉůĞ ŽĨ ϭϱͲǇĞĂƌͲŽůĚ ƐƚƵĚĞŶƚƐ ǁĂƐ ƐĞůĞĐƚĞĚ ƚŽ ƉĂƌƟĐŝƉĂƚĞ ŝŶ ƚŚĞ ĂƐƐĞƐƐŵĞŶƚ͘ dŚĞ ĂǀĞƌĂŐĞƐ ;ĨŽƌ ŵĞĂŶ ƐĐŽƌĞƐ ĂŶĚ ƉƌŽĮĐŝĞŶĐǇͲůĞǀĞůƐ ƉƌŽƉŽƌƟŽŶƐͿ ǁĞƌĞ ĐŽŵƉƵƚĞĚ ĨƌŽŵ ƚŚĞ ƐĐŽƌĞƐ ŽĨ ƚŚĞƐĞ ƌĂŶĚŽŵ ƐĂŵƉůĞƐ ŽĨ ƐƚƵĚĞŶƚƐ ĨƌŽŵ ĞĂĐŚĐŽƵŶƚƌǇ͕ĂŶĚŶŽƚĨƌŽŵƚŚĞŽǀĞƌĂůůƉŽƉƵůĂƟŽŶŽĨϭϱͲǇĞĂƌͲŽůĚƐƚƵĚĞŶƚƐŝŶĞĂĐŚĐŽƵŶƚƌǇ͘ŽŶƐĞƋƵĞŶƚůǇ͕ŝƚ ĐĂŶŶŽƚďĞƐĂŝĚǁŝƚŚĐĞƌƚĂŝŶƚǇƚŚĂƚĂƐĂŵƉůĞĂǀĞƌĂŐĞŚĂƐƚŚĞƐĂŵĞǀĂůƵĞĂƐƚŚĞƉŽƉƵůĂƟŽŶĂǀĞƌĂŐĞƚŚĂƚǁŽƵůĚ ŚĂǀĞďĞĞŶŽďƚĂŝŶĞĚŚĂĚĂůůϭϱͲǇĞĂƌͲŽůĚƐƚƵĚĞŶƚƐďĞĞŶĂƐƐĞƐƐĞĚ͘ĚĚŝƟŽŶĂůůǇ͕ĂĚĞŐƌĞĞŽĨĞƌƌŽƌŝƐĂƐƐŽĐŝĂƚĞĚ ǁŝƚŚƚŚĞƐĐŽƌĞƐĚĞƐĐƌŝďŝŶŐƐƚƵĚĞŶƚƉĞƌĨŽƌŵĂŶĐĞ͕ĂƐƚŚĞƐĞƐĐŽƌĞƐĂƌĞĞƐƟŵĂƚĞĚďĂƐĞĚŽŶƐƚƵĚĞŶƚƌĞƐƉŽŶƐĞƐƚŽ ƚĞƐƚŝƚĞŵƐ͘ƐƚĂƟƐƟĐ͕ĐĂůůĞĚƚŚĞƐƚĂŶĚĂƌĚĞƌƌŽƌ͕ŝƐƵƐĞĚƚŽĞǆƉƌĞƐƐƚŚĞĚĞŐƌĞĞŽĨƵŶĐĞƌƚĂŝŶƚǇĂƐƐŽĐŝĂƚĞĚǁŝƚŚ ƐĂŵƉůŝŶŐĞƌƌŽƌĂŶĚŵĞĂƐƵƌĞŵĞŶƚĞƌƌŽƌ͘dŚĞƐƚĂŶĚĂƌĚĞƌƌŽƌĐĂŶďĞƵƐĞĚƚŽĐŽŶƐƚƌƵĐƚĂĐŽŶĮĚĞŶĐĞŝŶƚĞƌǀĂů͕ǁŚŝĐŚ ƉƌŽǀŝĚĞƐĂŵĞĂŶƐŽĨŵĂŬŝŶŐŝŶĨĞƌĞŶĐĞƐĂďŽƵƚƚŚĞƉŽƉƵůĂƟŽŶĂǀĞƌĂŐĞƐĂŶĚƉƌŽƉŽƌƟŽŶƐŝŶĂŵĂŶŶĞƌƚŚĂƚƌĞŇĞĐƚƐ ƚŚĞƵŶĐĞƌƚĂŝŶƚǇĂƐƐŽĐŝĂƚĞĚǁŝƚŚƐĂŵƉůĞĞƐƟŵĂƚĞƐ͘ϵϱƉĞƌĐĞŶƚĐŽŶĮĚĞŶĐĞŝŶƚĞƌǀĂůŝƐƵƐĞĚŝŶƚŚŝƐƌĞƉŽƌƚĂŶĚ ƌĞƉƌĞƐĞŶƚƐĂƌĂŶŐĞŽĨƉůƵƐŽƌŵŝŶƵƐĂďŽƵƚƚǁŽƐƚĂŶĚĂƌĚĞƌƌŽƌƐĂƌŽƵŶĚƚŚĞƐĂŵƉůĞĂǀĞƌĂŐĞ͘hƐŝŶŐƚŚŝƐĐŽŶĮĚĞŶĐĞ ŝŶƚĞƌǀĂů͕ŝƚĐĂŶďĞŝŶĨĞƌƌĞĚƚŚĂƚƚŚĞƉŽƉƵůĂƟŽŶŵĞĂŶŽƌƉƌŽƉŽƌƟŽŶǁŽƵůĚůŝĞǁŝƚŚŝŶƚŚĞĐŽŶĮĚĞŶĐĞŝŶƚĞƌǀĂůŝŶϵϱ ŽƵƚŽĨϭϬϬƌĞƉůŝĐĂƟŽŶƐŽĨƚŚĞŵĞĂƐƵƌĞŵĞŶƚ͕ƵƐŝŶŐĚŝīĞƌĞŶƚƐĂŵƉůĞƐƌĂŶĚŽŵůǇĚƌĂǁŶĨƌŽŵƚŚĞƐĂŵĞƉŽƉƵůĂƟŽŶ͘ tŚĞŶ ĐŽŵƉĂƌŝŶŐ ƐĐŽƌĞƐ ĂŵŽŶŐ ĐŽƵŶƚƌŝĞƐ͕ ƉƌŽǀŝŶĐĞƐ͕ Žƌ ƉŽƉƵůĂƟŽŶ ƐƵďŐƌŽƵƉƐ͕ ƚŚĞ ĚĞŐƌĞĞ ŽĨ ĞƌƌŽƌ ŝŶ ĞĂĐŚ ĂǀĞƌĂŐĞ ƐŚŽƵůĚ ďĞ ĐŽŶƐŝĚĞƌĞĚ ŝŶ ŽƌĚĞƌ ƚŽ ĚĞƚĞƌŵŝŶĞ ŝĨ ĂǀĞƌĂŐĞƐ ĂƌĞ ƐŝŐŶŝĮĐĂŶƚůǇ ĚŝīĞƌĞŶƚ ĨƌŽŵ ĞĂĐŚ ŽƚŚĞƌ͘ ^ƚĂŶĚĂƌĚĞƌƌŽƌƐĂŶĚĐŽŶĮĚĞŶĐĞŝŶƚĞƌǀĂůƐŵĂǇďĞƵƐĞĚĂƐƚŚĞďĂƐŝƐĨŽƌƉĞƌĨŽƌŵŝŶŐƚŚĞƐĞĐŽŵƉĂƌĂƟǀĞƐƚĂƟƐƟĐĂů ƚĞƐƚƐ͘^ƵĐŚƚĞƐƚƐĐĂŶŝĚĞŶƟĨǇ͕ǁŝƚŚĂŬŶŽǁŶƉƌŽďĂďŝůŝƚǇ͕ǁŚĞƚŚĞƌĂĐƚƵĂůĚŝīĞƌĞŶĐĞƐĂƌĞůŝŬĞůǇƚŽďĞŽďƐĞƌǀĞĚŝŶ ƚŚĞƉŽƉƵůĂƟŽŶƐďĞŝŶŐĐŽŵƉĂƌĞĚ͘ &ŽƌĞǆĂŵƉůĞ͕ǁŚĞŶĂŶŽďƐĞƌǀĞĚĚŝīĞƌĞŶĐĞŝƐƐŝŐŶŝĮĐĂŶƚĂƚƚŚĞ͘ϬϱůĞǀĞů͕ŝƚŝŵƉůŝĞƐƚŚĂƚƚŚĞƉƌŽďĂďŝůŝƚǇŝƐůĞƐƐ ƚŚĂŶ͘ϬϱƚŚĂƚƚŚĞŽďƐĞƌǀĞĚĚŝīĞƌĞŶĐĞĐŽƵůĚŚĂǀĞŽĐĐƵƌƌĞĚďĞĐĂƵƐĞŽĨƐĂŵƉůŝŶŐŽƌŵĞĂƐƵƌĞŵĞŶƚĞƌƌŽƌ͘tŚĞŶ ĐŽŵƉĂƌŝŶŐĐŽƵŶƚƌŝĞƐĂŶĚͬŽƌƉƌŽǀŝŶĐĞƐ͕ĞǆƚĞŶƐŝǀĞƵƐĞŝƐŵĂĚĞŽĨƚŚŝƐƚǇƉĞŽĨƐƚĂƟƐƟĐĂůƚĞƐƚƚŽƌĞĚƵĐĞƚŚĞůŝŬĞůŝŚŽŽĚ ƚŚĂƚĚŝīĞƌĞŶĐĞƐĚƵĞƚŽƐĂŵƉůŝŶŐŽƌŵĞĂƐƵƌĞŵĞŶƚĞƌƌŽƌƐǁŝůůďĞŝŶƚĞƌƉƌĞƚĞĚĂƐƌĞĂů͘ ƚĞƐƚ ŽĨ ƐŝŐŶŝĮĐĂŶĐĞ ;ƚͲƚĞƐƚͿ ǁĂƐ ĐŽŶĚƵĐƚĞĚ ŝŶ ŽƌĚĞƌ ƚŽ ĚĞƚĞƌŵŝŶĞ ǁŚĞƚŚĞƌ ĚŝīĞƌĞŶĐĞƐ ǁĞƌĞ ƐƚĂƟƐƟĐĂůůǇ ƐŝŐŶŝĮĐĂŶƚ͘/ŶƚŚĞĐĂƐĞŽĨŵƵůƟƉůĞƚͲƚĞƐƚƐ͕ŶŽĐŽƌƌĞĐƟŽŶƐǁĞƌĞŵĂĚĞƚŽƌĞĚƵĐĞƚŚĞĨĂůƐĞƉŽƐŝƟǀĞ͕ŽƌdǇƉĞͲ/ĞƌƌŽƌ rate. hŶůĞƐƐŽƚŚĞƌǁŝƐĞƐƚĂƚĞĚ͕ŽŶůǇƐƚĂƟƐƟĐĂůůǇƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞƐĂƚƚŚĞ͘ϬϱůĞǀĞůĂƌĞŶŽƚĞĚŝŶƚŚŝƐƌĞƉŽƌƚ͕ ĨŽƌƉƌŽƉŽƌƟŽŶƐŽĨƐƚƵĚĞŶƚƐĂƚƉƌŽĮĐŝĞŶĐǇůĞǀĞůƐĂŶĚŵĞĂŶƐĐŽƌĞƐ͘ &ŝŶĂůůǇ͕ǁŚĞŶĐŽŵƉĂƌŝŶŐƌĞƐƵůƚƐŽǀĞƌƟŵĞ͕ƚŚĞƐƚĂŶĚĂƌĚĞƌƌŽƌŝŶĐůƵĚĞƐĂůŝŶŬŝŶŐĞƌƌŽƌƚŽĂĐĐŽƵŶƚĨŽƌƚŚĞĨĂĐƚƚŚĂƚ ĚŝīĞƌĞŶƚĐŽŚŽƌƚƐŽĨƐƚƵĚĞŶƚƐŚĂǀĞďĞĞŶƚĞƐƚĞĚŽǀĞƌƟŵĞǁŝƚŚĂƚĞƐƚƚŚĂƚĂůƐŽǀĂƌŝĞĚƐůŝŐŚƚůǇŽǀĞƌƟŵĞ͘

Overall, Canadian 15-year-old students achieved a mean score of 520 in reading, which is 33 points over the OECD average. As shown in Table 1.3, Canada was outperformed by only three countries (B-S-J-Z (China), Singapore, and Macao (China)). Canadian students performed as well as students from five countries (Hong Kong (China), Estonia, Finland, Ireland, and Korea).

PISA 2018 13 Table 1.3 Achievement scores in reading 95% Country or Average ĐŽŶĮĚĞŶĐĞ ŽƵŶƚƌŝĞƐŽƌƉƌŽǀŝŶĐĞƐǁŚŽƐĞŵĞĂŶƐĐŽƌĞŝƐŶŽƚƐŝŐŶŝĮĐĂŶƚůǇĚŝīĞƌĞŶƚĨƌŽŵƚŚĞĐŽŵƉĂƌŝƐŽŶ province score interval country or province Ͳ^Ͳ:Ͳ;ŚŝŶĂͿ 555 ϱϱϬʹϱϲϭ ^ŝŶŐĂƉŽƌĞ ^ŝŶŐĂƉŽƌĞ 549 ϱϰϲʹϱϱϯ Ͳ^Ͳ:Ͳ;ŚŝŶĂͿ Alberta 532 ϱϮϯʹϱϰϬ DĂĐĂŽ;ŚŝŶĂͿ͕,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ͕KŶƚĂƌŝŽ͕ƐƚŽŶŝĂ DĂĐĂŽ;ŚŝŶĂͿ 525 ϱϮϯʹϱϮϴ ůďĞƌƚĂ͕,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ͕KŶƚĂƌŝŽ͕ƐƚŽŶŝĂ͕&ŝŶůĂŶĚ͕YƵĞďĞĐ͕ƌŝƟƐŚŽůƵŵďŝĂ ůďĞƌƚĂ͕DĂĐĂŽ;ŚŝŶĂͿ͕KŶƚĂƌŝŽ͕ƐƚŽŶŝĂ͕ĂŶĂĚĂ͕&ŝŶůĂŶĚ͕YƵĞďĞĐ͕ƌŝƟƐŚŽůƵŵďŝĂ͕/ƌĞůĂŶĚ͕EŽǀĂ ,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ 524 ϱϭϵʹϱϯϬ ^ĐŽƟĂ ůďĞƌƚĂ͕DĂĐĂŽ;ŚŝŶĂͿ͕,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ͕ƐƚŽŶŝĂ͕ĂŶĂĚĂ͕&ŝŶůĂŶĚ͕YƵĞďĞĐ͕ƌŝƟƐŚŽůƵŵďŝĂ͕/ƌĞůĂŶĚ͕ Ontario 524 ϱϭϳʹϱϯϭ EŽǀĂ^ĐŽƟĂ ůďĞƌƚĂ͕DĂĐĂŽ;ŚŝŶĂͿ͕,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ͕KŶƚĂƌŝŽ͕ĂŶĂĚĂ͕&ŝŶůĂŶĚ͕YƵĞďĞĐ͕ƌŝƟƐŚŽůƵŵďŝĂ͕ Estonia 523 ϱϭϵʹϱϮϳ /ƌĞůĂŶĚ͕EŽǀĂ^ĐŽƟĂ ,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ͕KŶƚĂƌŝŽ͕ƐƚŽŶŝĂ͕&ŝŶůĂŶĚ͕YƵĞďĞĐ͕ƌŝƟƐŚŽůƵŵďŝĂ͕/ƌĞůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕<ŽƌĞĂ͕ CANADA ϱϮϬ ϱϭϳʹϱϮϰ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ DĂĐĂŽ;ŚŝŶĂͿ͕,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ͕KŶƚĂƌŝŽ͕ƐƚŽŶŝĂ͕ĂŶĂĚĂ͕YƵĞďĞĐ͕ƌŝƟƐŚŽůƵŵďŝĂ͕/ƌĞůĂŶĚ͕EŽǀĂ Finland ϱϮϬ ϱϭϲʹϱϮϱ ^ĐŽƟĂ͕<ŽƌĞĂ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ DĂĐĂŽ;ŚŝŶĂͿ͕,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ͕KŶƚĂƌŝŽ͕ƐƚŽŶŝĂ͕ĂŶĂĚĂ͕&ŝŶůĂŶĚ͕ƌŝƟƐŚŽůƵŵďŝĂ͕/ƌĞůĂŶĚ͕EŽǀĂ Quebec 519 ϱϭϯʹϱϮϲ ^ĐŽƟĂ͕<ŽƌĞĂ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WŽůĂŶĚ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ DĂĐĂŽ;ŚŝŶĂͿ͕,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ͕KŶƚĂƌŝŽ͕ƐƚŽŶŝĂ͕ĂŶĂĚĂ͕&ŝŶůĂŶĚ͕YƵĞďĞĐ͕/ƌĞůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕ ƌŝƟƐŚŽůƵŵďŝĂ 519 ϱϭϭʹϱϮϴ <ŽƌĞĂ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WŽůĂŶĚ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ͕KŶƚĂƌŝŽ͕ƐƚŽŶŝĂ͕ĂŶĂĚĂ͕&ŝŶůĂŶĚ͕YƵĞďĞĐ͕ƌŝƟƐŚŽůƵŵďŝĂ͕EŽǀĂ^ĐŽƟĂ͕<ŽƌĞĂ͕ /ƌĞůĂŶĚ ϱϭϴ ϱϭϰʹϱϮϮ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WŽůĂŶĚ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ͕KŶƚĂƌŝŽ͕ƐƚŽŶŝĂ͕ĂŶĂĚĂ͕&ŝŶůĂŶĚ͕YƵĞďĞĐ͕ƌŝƟƐŚŽůƵŵďŝĂ͕/ƌĞůĂŶĚ͕<ŽƌĞĂ͕ EŽǀĂ^ĐŽƟĂ 516 ϱϬϴʹϱϮϯ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WŽůĂŶĚ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ĂŶĂĚĂ͕&ŝŶůĂŶĚ͕YƵĞďĞĐ͕ƌŝƟƐŚŽůƵŵďŝĂ͕/ƌĞůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WŽůĂŶĚ͕ Korea 514 ϱϬϴʹϱϮϬ ^ǁĞĚĞŶ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ Newfoundland and ĂŶĂĚĂ͕&ŝŶůĂŶĚ͕YƵĞďĞĐ͕ƌŝƟƐŚŽůƵŵďŝĂ͕/ƌĞůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕<ŽƌĞĂ͕WŽůĂŶĚ͕^ǁĞĚĞŶ͕EĞǁĞĂůĂŶĚ͕

512 ϱϬϯʹϱϮϬ average the OECD Above Labrador hŶŝƚĞĚ^ƚĂƚĞƐ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕:ĂƉĂŶ͕ŚŝŶĞƐĞdĂŝƉĞŝ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ YƵĞďĞĐ͕ƌŝƟƐŚŽůƵŵďŝĂ͕/ƌĞůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕<ŽƌĞĂ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕^ǁĞĚĞŶ͕EĞǁ WŽůĂŶĚ 512 ϱϬϳʹϱϭϳ ĞĂůĂŶĚ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ <ŽƌĞĂ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WŽůĂŶĚ͕EĞǁĞĂůĂŶĚ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕:ĂƉĂŶ͕ ^ǁĞĚĞŶ ϱϬϲ ϱϬϬʹϱϭϮ ƵƐƚƌĂůŝĂ͕ŚŝŶĞƐĞdĂŝƉĞŝ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ĞŶŵĂƌŬ͕EŽƌǁĂǇ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕'ĞƌŵĂŶǇ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WŽůĂŶĚ͕^ǁĞĚĞŶ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕:ĂƉĂŶ͕ƵƐƚƌĂůŝĂ͕ŚŝŶĞƐĞ EĞǁĞĂůĂŶĚ ϱϬϲ ϱϬϮʹϱϭϬ dĂŝƉĞŝ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ĞŶŵĂƌŬ͕^ĂƐŬĂƚĐŚĞǁĂŶ EŽǀĂ^ĐŽƟĂ͕<ŽƌĞĂ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WŽůĂŶĚ͕^ǁĞĚĞŶ͕EĞǁĞĂůĂŶĚ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕ hŶŝƚĞĚ^ƚĂƚĞƐ ϱϬϱ ϰϵϴʹϱϭϮ :ĂƉĂŶ͕ƵƐƚƌĂůŝĂ͕ŚŝŶĞƐĞdĂŝƉĞŝ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ĞŶŵĂƌŬ͕EŽƌǁĂǇ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕'ĞƌŵĂŶǇ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕^ǁĞĚĞŶ͕EĞǁĞĂůĂŶĚ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕:ĂƉĂŶ͕ƵƐƚƌĂůŝĂ͕ŚŝŶĞƐĞdĂŝƉĞŝ͕ hŶŝƚĞĚ<ŝŶŐĚŽŵ ϱϬϰ ϰϵϵʹϱϬϵ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ĞŶŵĂƌŬ͕EŽƌǁĂǇ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕'ĞƌŵĂŶǇ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕^ǁĞĚĞŶ͕EĞǁĞĂůĂŶĚ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕ƵƐƚƌĂůŝĂ͕ŚŝŶĞƐĞ :ĂƉĂŶ ϱϬϰ ϰϵϵʹϱϬϵ dĂŝƉĞŝ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ĞŶŵĂƌŬ͕EŽƌǁĂǇ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕'ĞƌŵĂŶǇ ^ǁĞĚĞŶ͕EĞǁĞĂůĂŶĚ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕:ĂƉĂŶ͕ŚŝŶĞƐĞdĂŝƉĞŝ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ ƵƐƚƌĂůŝĂ ϱϬϯ ϰϵϵʹϱϬϲ ĞŶŵĂƌŬ͕EŽƌǁĂǇ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕'ĞƌŵĂŶǇ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕^ǁĞĚĞŶ͕EĞǁĞĂůĂŶĚ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕:ĂƉĂŶ͕ƵƐƚƌĂůŝĂ͕ ŚŝŶĞƐĞdĂŝƉĞŝ ϱϬϯ ϰϵϳʹϱϬϴ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ĞŶŵĂƌŬ͕EŽƌǁĂǇ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕'ĞƌŵĂŶǇ͕DĂŶŝƚŽďĂ YƵĞďĞĐ͕ƌŝƟƐŚŽůƵŵďŝĂ͕/ƌĞůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕<ŽƌĞĂ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WŽůĂŶĚ͕^ǁĞĚĞŶ͕ EĞǁĞĂůĂŶĚ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕:ĂƉĂŶ͕ƵƐƚƌĂůŝĂ͕ŚŝŶĞƐĞdĂŝƉĞŝ͕ĞŶŵĂƌŬ͕EŽƌǁĂǇ͕ Prince Edward Island ϱϬϯ ϰϴϲʹϱϭϵ ^ĂƐŬĂƚĐŚĞǁĂŶ͕'ĞƌŵĂŶǇ͕^ůŽǀĞŶŝĂ͕DĂŶŝƚŽďĂ͕ĞůŐŝƵŵ͕&ƌĂŶĐĞ͕WŽƌƚƵŐĂů͕ǌĞĐŚZĞƉƵďůŝĐ͕EĞǁ ƌƵŶƐǁŝĐŬ ^ǁĞĚĞŶ͕EĞǁĞĂůĂŶĚ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕:ĂƉĂŶ͕ƵƐƚƌĂůŝĂ͕ŚŝŶĞƐĞdĂŝƉĞŝ͕WƌŝŶĐĞĚǁĂƌĚ ĞŶŵĂƌŬ ϱϬϭ ϰϵϴʹϱϬϱ /ƐůĂŶĚ͕EŽƌǁĂǇ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕'ĞƌŵĂŶǇ͕DĂŶŝƚŽďĂ ^ǁĞĚĞŶ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕:ĂƉĂŶ͕ƵƐƚƌĂůŝĂ͕ŚŝŶĞƐĞdĂŝƉĞŝ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ EŽƌǁĂǇ 499 ϰϵϱʹϱϬϰ ĞŶŵĂƌŬ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕'ĞƌŵĂŶǇ͕^ůŽǀĞŶŝĂ͕DĂŶŝƚŽďĂ ^ǁĞĚĞŶ͕EĞǁĞĂůĂŶĚ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕:ĂƉĂŶ͕ƵƐƚƌĂůŝĂ͕ŚŝŶĞƐĞdĂŝƉĞŝ͕WƌŝŶĐĞĚǁĂƌĚ Saskatchewan 499 ϰϵϯʹϱϬϱ /ƐůĂŶĚ͕ĞŶŵĂƌŬ͕EŽƌǁĂǇ͕'ĞƌŵĂŶǇ͕^ůŽǀĞŶŝĂ͕DĂŶŝƚŽďĂ͕ĞůŐŝƵŵ͕&ƌĂŶĐĞ͕WŽƌƚƵŐĂů ^ǁĞĚĞŶ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕:ĂƉĂŶ͕ƵƐƚƌĂůŝĂ͕ŚŝŶĞƐĞdĂŝƉĞŝ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ Germany ϰϵϴ ϰϵϮʹϱϬϰ ĞŶŵĂƌŬ͕EŽƌǁĂǇ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕^ůŽǀĞŶŝĂ͕DĂŶŝƚŽďĂ͕ĞůŐŝƵŵ͕&ƌĂŶĐĞ͕WŽƌƚƵŐĂů WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕EŽƌǁĂǇ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕'ĞƌŵĂŶǇ͕DĂŶŝƚŽďĂ͕ĞůŐŝƵŵ͕&ƌĂŶĐĞ͕WŽƌƚƵŐĂů͕ǌĞĐŚ ^ůŽǀĞŶŝĂ 495 ϰϵϯʹϰϵϴ ZĞƉƵďůŝĐ͕EĞǁƌƵŶƐǁŝĐŬ ŚŝŶĞƐĞdĂŝƉĞŝ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ĞŶŵĂƌŬ͕EŽƌǁĂǇ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕'ĞƌŵĂŶǇ͕^ůŽǀĞŶŝĂ͕ĞůŐŝƵŵ͕ Manitoba 494 ϰϴϴʹϱϬϭ &ƌĂŶĐĞ͕WŽƌƚƵŐĂů͕ǌĞĐŚZĞƉƵďůŝĐ͕EĞǁƌƵŶƐǁŝĐŬ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕'ĞƌŵĂŶǇ͕^ůŽǀĞŶŝĂ͕DĂŶŝƚŽďĂ͕&ƌĂŶĐĞ͕WŽƌƚƵŐĂů͕ǌĞĐŚZĞƉƵďůŝĐ͕ ĞůŐŝƵŵ 493 ϰϴϴʹϰϵϳ EĞǁƌƵŶƐǁŝĐŬ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕'ĞƌŵĂŶǇ͕^ůŽǀĞŶŝĂ͕DĂŶŝƚŽďĂ͕ĞůŐŝƵŵ͕WŽƌƚƵŐĂů͕ǌĞĐŚZĞƉƵďůŝĐ͕ France 493 ϰϴϴʹϰϵϳ EĞǁƌƵŶƐǁŝĐŬ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕'ĞƌŵĂŶǇ͕^ůŽǀĞŶŝĂ͕DĂŶŝƚŽďĂ͕ĞůŐŝƵŵ͕&ƌĂŶĐĞ͕ǌĞĐŚZĞƉƵďůŝĐ͕ WŽƌƚƵŐĂů 492 ϰϴϳʹϰϵϳ EĞǁƌƵŶƐǁŝĐŬ͕EĞƚŚĞƌůĂŶĚƐ

14 PISA 2018 95% Country or Average ŽƵŶƚƌŝĞƐŽƌƉƌŽǀŝŶĐĞƐǁŚŽƐĞŵĞĂŶƐĐŽƌĞŝƐŶŽƚƐŝŐŶŝĮĐĂŶƚůǇĚŝīĞƌĞŶƚĨƌŽŵƚŚĞĐŽŵƉĂƌŝƐŽŶ ĐŽŶĮĚĞŶĐĞ province score country or province interval WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ůŽǀĞŶŝĂ͕DĂŶŝƚŽďĂ͕ĞůŐŝƵŵ͕&ƌĂŶĐĞ͕WŽƌƚƵŐĂů͕EĞǁƌƵŶƐǁŝĐŬ͕EĞƚŚĞƌůĂŶĚƐ͕ ǌĞĐŚZĞƉƵďůŝĐ ϰϵϬ ϰϴϱʹϰϵϳ ƵƐƚƌŝĂ͕^ǁŝƚǌĞƌůĂŶĚ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ůŽǀĞŶŝĂ͕DĂŶŝƚŽďĂ͕ĞůŐŝƵŵ͕&ƌĂŶĐĞ͕WŽƌƚƵŐĂů͕ǌĞĐŚZĞƉƵďůŝĐ͕EĞƚŚĞƌůĂŶĚƐ͕ EĞǁƌƵŶƐǁŝĐŬ ϰϴϵ ϰϴϮʹϰϵϲ ƵƐƚƌŝĂ͕^ǁŝƚǌĞƌůĂŶĚ Netherlands ϰϴϱ ϰϴϬʹϰϵϬ WŽƌƚƵŐĂů͕ǌĞĐŚZĞƉƵďůŝĐ͕EĞǁƌƵŶƐǁŝĐŬ͕ƵƐƚƌŝĂ͕^ǁŝƚǌĞƌůĂŶĚ͕ƌŽĂƟĂ͕>ĂƚǀŝĂ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ ƵƐƚƌŝĂ ϰϴϰ ϰϳϵʹϰϵϬ ǌĞĐŚZĞƉƵďůŝĐ͕EĞǁƌƵŶƐǁŝĐŬ͕EĞƚŚĞƌůĂŶĚƐ͕^ǁŝƚǌĞƌůĂŶĚ͕ƌŽĂƟĂ͕>ĂƚǀŝĂ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ

^ǁŝƚǌĞƌůĂŶĚ ϰϴϰ ϰϳϴʹϰϵϬ ǌĞĐŚZĞƉƵďůŝĐ͕EĞǁƌƵŶƐǁŝĐŬ͕EĞƚŚĞƌůĂŶĚƐ͕ƵƐƚƌŝĂ͕ƌŽĂƟĂ͕>ĂƚǀŝĂ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕/ƚĂůǇ average the OECD At EĞƚŚĞƌůĂŶĚƐ͕ƵƐƚƌŝĂ͕^ǁŝƚǌĞƌůĂŶĚ͕>ĂƚǀŝĂ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕/ƚĂůǇ͕,ƵŶŐĂƌǇ͕>ŝƚŚƵĂŶŝĂ͕/ĐĞůĂŶĚ͕ĞůĂƌƵƐ͕ ƌŽĂƟĂ 479 ϰϳϰʹϰϴϰ /ƐƌĂĞů >ĂƚǀŝĂ 479 ϰϳϲʹϰϴϮ EĞƚŚĞƌůĂŶĚƐ͕ƵƐƚƌŝĂ͕^ǁŝƚǌĞƌůĂŶĚ͕ƌŽĂƟĂ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕/ƚĂůǇ͕,ƵŶŐĂƌǇ͕>ŝƚŚƵĂŶŝĂ͕ĞůĂƌƵƐ ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ 479 ϰϳϮʹϰϴϱ EĞƚŚĞƌůĂŶĚƐ͕ƵƐƚƌŝĂ͕^ǁŝƚǌĞƌůĂŶĚ͕ƌŽĂƟĂ͕>ĂƚǀŝĂ͕/ƚĂůǇ͕,ƵŶŐĂƌǇ͕>ŝƚŚƵĂŶŝĂ͕/ĐĞůĂŶĚ͕ĞůĂƌƵƐ͕/ƐƌĂĞů /ƚĂůǇ 476 ϰϳϮʹϰϴϭ ^ǁŝƚǌĞƌůĂŶĚ͕ƌŽĂƟĂ͕>ĂƚǀŝĂ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕,ƵŶŐĂƌǇ͕>ŝƚŚƵĂŶŝĂ͕/ĐĞůĂŶĚ͕ĞůĂƌƵƐ͕/ƐƌĂĞů ,ƵŶŐĂƌǇ 476 ϰϳϮʹϰϴϬ ƌŽĂƟĂ͕>ĂƚǀŝĂ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕/ƚĂůǇ͕>ŝƚŚƵĂŶŝĂ͕/ĐĞůĂŶĚ͕ĞůĂƌƵƐ͕/ƐƌĂĞů Lithuania 476 ϰϳϯʹϰϳϵ ƌŽĂƟĂ͕>ĂƚǀŝĂ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕/ƚĂůǇ͕,ƵŶŐĂƌǇ͕/ĐĞůĂŶĚ͕ĞůĂƌƵƐ͕/ƐƌĂĞů /ĐĞůĂŶĚ 474 ϰϳϭʹϰϳϳ ƌŽĂƟĂ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕/ƚĂůǇ͕,ƵŶŐĂƌǇ͕>ŝƚŚƵĂŶŝĂ͕ĞůĂƌƵƐ͕/ƐƌĂĞů͕>ƵǆĞŵďŽƵƌŐ ĞůĂƌƵƐ 474 ϰϲϵʹϰϳϵ ƌŽĂƟĂ͕>ĂƚǀŝĂ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕/ƚĂůǇ͕,ƵŶŐĂƌǇ͕>ŝƚŚƵĂŶŝĂ͕/ĐĞůĂŶĚ͕/ƐƌĂĞů͕>ƵǆĞŵďŽƵƌŐ͕hŬƌĂŝŶĞ /ƐƌĂĞů ϰϳϬ ϰϲϯʹϰϳϴ ƌŽĂƟĂ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕/ƚĂůǇ͕,ƵŶŐĂƌǇ͕>ŝƚŚƵĂŶŝĂ͕/ĐĞůĂŶĚ͕ĞůĂƌƵƐ͕>ƵǆĞŵďŽƵƌŐ͕hŬƌĂŝŶĞ͕dƵƌŬĞǇ >ƵǆĞŵďŽƵƌŐ ϰϳϬ ϰϲϴʹϰϳϮ /ĐĞůĂŶĚ͕ĞůĂƌƵƐ͕/ƐƌĂĞů͕hŬƌĂŝŶĞ͕dƵƌŬĞǇ hŬƌĂŝŶĞ 466 ϰϱϵʹϰϳϯ ĞůĂƌƵƐ͕/ƐƌĂĞů͕>ƵǆĞŵďŽƵƌŐ͕dƵƌŬĞǇ͕^ůŽǀĂŬZĞƉƵďůŝĐ͕'ƌĞĞĐĞ dƵƌŬĞǇ 466 ϰϲϭʹϰϳϬ /ƐƌĂĞů͕>ƵǆĞŵďŽƵƌŐ͕hŬƌĂŝŶĞ͕'ƌĞĞĐĞ ^ůŽǀĂŬZĞƉƵďůŝĐ ϰϱϴ ϰϱϰʹϰϲϮ hŬƌĂŝŶĞ͕'ƌĞĞĐĞ͕ŚŝůĞ Greece 457 ϰϱϬʹϰϲϱ hŬƌĂŝŶĞ͕dƵƌŬĞǇ͕^ůŽǀĂŬZĞƉƵďůŝĐ͕ŚŝůĞ Chile 452 ϰϰϳʹϰϱϳ ^ůŽǀĂŬZĞƉƵďůŝĐ͕'ƌĞĞĐĞ͕DĂůƚĂ DĂůƚĂ ϰϰϴ ϰϰϱʹϰϱϮ ŚŝůĞ ^ĞƌďŝĂ 439 ϰϯϯʹϰϰϲ hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ͕ZŽŵĂŶŝĂ hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ 432 ϰϮϳʹϰϯϲ ^ĞƌďŝĂ͕ZŽŵĂŶŝĂ͕hƌƵŐƵĂǇ͕ŽƐƚĂZŝĐĂ ^ĞƌďŝĂ͕hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ͕hƌƵŐƵĂǇ͕ŽƐƚĂZŝĐĂ͕ǇƉƌƵƐ͕DŽůĚŽǀĂ͕DŽŶƚĞŶĞŐƌŽ͕DĞǆŝĐŽ͕ƵůŐĂƌŝĂ͕ ZŽŵĂŶŝĂ ϰϮϴ ϰϭϴʹϰϯϴ :ŽƌĚĂŶ hƌƵŐƵĂǇ 427 ϰϮϮʹϰϯϯ hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ͕ZŽŵĂŶŝĂ͕ŽƐƚĂZŝĐĂ͕ǇƉƌƵƐ͕DŽůĚŽǀĂ͕DĞǆŝĐŽ͕ƵůŐĂƌŝĂ ŽƐƚĂZŝĐĂ 426 ϰϮϬʹϰϯϯ hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ͕ZŽŵĂŶŝĂ͕hƌƵŐƵĂǇ͕ǇƉƌƵƐ͕DŽůĚŽǀĂ͕DŽŶƚĞŶĞŐƌŽ͕DĞǆŝĐŽ͕ƵůŐĂƌŝĂ͕:ŽƌĚĂŶ ǇƉƌƵƐa 424 ϰϮϮʹϰϮϳ ZŽŵĂŶŝĂ͕hƌƵŐƵĂǇ͕ŽƐƚĂZŝĐĂ͕DŽůĚŽǀĂ͕DŽŶƚĞŶĞŐƌŽ͕DĞǆŝĐŽ͕ƵůŐĂƌŝĂ͕:ŽƌĚĂŶ DŽůĚŽǀĂ 424 ϰϭϵʹϰϮϵ ZŽŵĂŶŝĂ͕hƌƵŐƵĂǇ͕ŽƐƚĂZŝĐĂ͕ǇƉƌƵƐ͕DŽŶƚĞŶĞŐƌŽ͕DĞǆŝĐŽ͕ƵůŐĂƌŝĂ͕:ŽƌĚĂŶ DŽŶƚĞŶĞŐƌŽ 421 ϰϭϵʹϰϮϯ ZŽŵĂŶŝĂ͕ŽƐƚĂZŝĐĂ͕ǇƉƌƵƐ͕DŽůĚŽǀĂ͕DĞǆŝĐŽ͕ƵůŐĂƌŝĂ͕:ŽƌĚĂŶ Mexico ϰϮϬ ϰϭϱʹϰϮϲ ZŽŵĂŶŝĂ͕hƌƵŐƵĂǇ͕ŽƐƚĂZŝĐĂ͕ǇƉƌƵƐ͕DŽůĚŽǀĂ͕DŽŶƚĞŶĞŐƌŽ͕ƵůŐĂƌŝĂ͕:ŽƌĚĂŶ͕DĂůĂǇƐŝĂ͕ŽůŽŵďŝĂ ZŽŵĂŶŝĂ͕hƌƵŐƵĂǇ͕ŽƐƚĂZŝĐĂ͕ǇƉƌƵƐ͕DŽůĚŽǀĂ͕DŽŶƚĞŶĞŐƌŽ͕DĞǆŝĐŽ͕:ŽƌĚĂŶ͕DĂůĂǇƐŝĂ͕ƌĂǌŝů͕ ƵůŐĂƌŝĂ ϰϮϬ ϰϭϮʹϰϮϴ ŽůŽŵďŝĂ :ŽƌĚĂŶ 419 ϰϭϯʹϰϮϱ ZŽŵĂŶŝĂ͕ŽƐƚĂZŝĐĂ͕ǇƉƌƵƐ͕DŽůĚŽǀĂ͕DŽŶƚĞŶĞŐƌŽ͕DĞǆŝĐŽ͕ƵůŐĂƌŝĂ͕DĂůĂǇƐŝĂ͕ƌĂǌŝů͕ŽůŽŵďŝĂ

DĂůĂǇƐŝĂ 415 ϰϬϵʹϰϮϭ DĞǆŝĐŽ͕ƵůŐĂƌŝĂ͕:ŽƌĚĂŶ͕ƌĂǌŝů͕ŽůŽŵďŝĂ ĞůŽǁƚŚĞKĂǀĞƌĂŐĞ ƌĂǌŝů 413 ϰϬϵʹϰϭϳ ƵůŐĂƌŝĂ͕:ŽƌĚĂŶ͕DĂůĂǇƐŝĂ͕ŽůŽŵďŝĂ ŽůŽŵďŝĂ 412 ϰϬϲʹϰϭϵ DĞǆŝĐŽ͕ƵůŐĂƌŝĂ͕:ŽƌĚĂŶ͕DĂůĂǇƐŝĂ͕ƌĂǌŝů͕ƌƵŶĞŝĂƌƵƐƐĂůĂŵ͕YĂƚĂƌ͕ůďĂŶŝĂ ƌƵŶĞŝĂƌƵƐƐĂůĂŵ ϰϬϴ ϰϬϲʹϰϭϬ ŽůŽŵďŝĂ͕YĂƚĂƌ͕ůďĂŶŝĂ͕ŽƐŶŝĂĂŶĚ,ĞƌǌĞŐŽǀŝŶĂ͕ƌĂǌŝů͕ƌƵŶĞŝĂƌƵƐƐĂůĂŵ͕YĂƚĂƌ͕ůďĂŶŝĂ YĂƚĂƌ ϰϬϳ ϰϬϲʹϰϬϵ ŽůŽŵďŝĂ͕ƌƵŶĞŝĂƌƵƐƐĂůĂŵ͕ůďĂŶŝĂ͕ŽƐŶŝĂĂŶĚ,ĞƌǌĞŐŽǀŝŶĂ͕ƌŐĞŶƟŶĂ ůďĂŶŝĂ ϰϬϱ ϰϬϮʹϰϬϵ ŽůŽŵďŝĂ͕ƌƵŶĞŝĂƌƵƐƐĂůĂŵ͕YĂƚĂƌ͕ŽƐŶŝĂĂŶĚ,ĞƌǌĞŐŽǀŝŶĂ͕ƌŐĞŶƟŶĂ͕WĞƌƵ͕^ĂƵĚŝƌĂďŝĂ ŽƐŶŝĂĂŶĚ,ĞƌǌĞŐŽǀŝŶĂ ϰϬϯ ϯϵϳʹϰϬϵ ƌƵŶĞŝĂƌƵƐƐĂůĂŵ͕YĂƚĂƌ͕ůďĂŶŝĂ͕ƌŐĞŶƟŶĂ͕WĞƌƵ͕^ĂƵĚŝƌĂďŝĂ ƌŐĞŶƟŶĂ ϰϬϮ ϯϵϲʹϰϬϳ YĂƚĂƌ͕ůďĂŶŝĂ͕ŽƐŶŝĂĂŶĚ,ĞƌǌĞŐŽǀŝŶĂ͕WĞƌƵ͕^ĂƵĚŝƌĂďŝĂ WĞƌƵ ϰϬϭ ϯϵϱʹϰϬϲ ůďĂŶŝĂ͕ŽƐŶŝĂĂŶĚ,ĞƌǌĞŐŽǀŝŶĂ͕ƌŐĞŶƟŶĂ͕^ĂƵĚŝƌĂďŝĂ͕dŚĂŝůĂŶĚ ^ĂƵĚŝƌĂďŝĂ 399 ϯϵϯʹϰϬϱ ůďĂŶŝĂ͕ŽƐŶŝĂĂŶĚ,ĞƌǌĞŐŽǀŝŶĂ͕ƌŐĞŶƟŶĂ͕WĞƌƵ͕dŚĂŝůĂŶĚ dŚĂŝůĂŶĚ 393 ϯϴϳʹϯϵϵ WĞƌƵ͕^ĂƵĚŝƌĂďŝĂ͕ZĞƉƵďůŝĐŽĨEŽƌƚŚDĂĐĞĚŽŶŝĂ͕ĂŬƵ;ǌĞƌďĂŝũĂŶͿ͕<ĂǌĂŬŚƐƚĂŶ ZĞƉƵďůŝĐŽĨEŽƌƚŚ 393 ϯϵϭʹϯϵϱ dŚĂŝůĂŶĚ͕ĂŬƵ;ǌĞƌďĂŝũĂŶͿ DĂĐĞĚŽŶŝĂ ĂŬƵ;ǌĞƌďĂŝũĂŶͿ ϯϴϵ ϯϴϰʹϯϵϰ dŚĂŝůĂŶĚ͕ZĞƉƵďůŝĐŽĨEŽƌƚŚDĂĐĞĚŽŶŝĂ͕<ĂǌĂŬŚƐƚĂŶ <ĂǌĂŬŚƐƚĂŶ ϯϴϳ ϯϴϰʹϯϵϬ dŚĂŝůĂŶĚ͕ĂŬƵ;ǌĞƌďĂŝũĂŶͿ 'ĞŽƌŐŝĂ ϯϴϬ ϯϳϲʹϯϴϰ Panama Panama 377 ϯϳϭʹϯϴϯ 'ĞŽƌŐŝĂ͕/ŶĚŽŶĞƐŝĂ /ŶĚŽŶĞƐŝĂ 371 ϯϲϲʹϯϳϲ Panama DŽƌŽĐĐŽ 359 ϯϱϯʹϯϲϲ >ĞďĂŶŽŶ͕<ŽƐŽǀŽ Lebanon 353 ϯϰϱʹϯϲϮ DŽƌŽĐĐŽ͕<ŽƐŽǀŽ <ŽƐŽǀŽ 353 ϯϱϭʹϯϱϱ DŽƌŽĐĐŽ͕>ĞďĂŶŽŶ ŽŵŝŶŝĐĂŶZĞƉƵďůŝĐ 342 ϯϯϲʹϯϰϳ WŚŝůŝƉƉŝŶĞƐ WŚŝůŝƉƉŝŶĞƐ ϯϰϬ ϯϯϯʹϯϰϲ ŽŵŝŶŝĐĂŶZĞƉƵďůŝĐ Note͗KĐŽƵŶƚƌŝĞƐĂƉƉĞĂƌŝŶŝƚĂůŝĐƐ͘dŚĞKĂǀĞƌĂŐĞǁĂƐϰϴϳ͕ǁŝƚŚĂƐƚĂŶĚĂƌĚĞƌƌŽƌŽĨϬ͘ϰ͘ a^ĞĞK;ϮϬϭϵďͿ, p. 21, for a note regardingǇƉƌƵƐ͘

ďŽǀĞƚŚĞĂŶĂĚŝĂŶĂǀĞƌĂŐĞ ďŽǀĞƚŚĞKĂǀĞƌĂŐĞ ƚƚŚĞĂŶĂĚŝĂŶĂǀĞƌĂŐĞ ƚƚŚĞKĂǀĞƌĂŐĞ ĞůŽǁƚŚĞĂŶĂĚŝĂŶĂǀĞƌĂŐĞ ĞůŽǁƚŚĞKĂǀĞƌĂŐĞ

PISA 2018 15 tŚĞŶŝŶƚĞƌƉƌĞƟŶŐƉƌŽǀŝŶĐŝĂůĂŶĚŝŶƚĞƌŶĂƟŽŶĂůƌĞƐƵůƚƐ͕ŝƚƐŚŽƵůĚďĞŬĞƉƚŝŶŵŝŶĚƚŚĂƚW/^ƐƚƵĚĞŶƚƐǁĞƌĞĂŐĞĚ ďĞƚǁĞĞŶϭϱǇĞĂƌƐĂŶĚϯŵŽŶƚŚƐĂŶĚϭϲǇĞĂƌƐĂŶĚϮŵŽŶƚŚƐŝŶƉĂƌƟĐŝƉĂƟŶŐĐŽƵŶƚƌŝĞƐ͘/ŶĂŶĂĚĂ͕ϴϴƉĞƌĐĞŶƚ ŽĨƐƚƵĚĞŶƚƐǁĞƌĞĂƚƚŚĞ'ƌĂĚĞϭϬͬ^ĞĐŽŶĚĂƌǇ/sůĞǀĞů͖ƚŚĞǇĂĐŚŝĞǀĞĚĂŵĞĂŶƐĐŽƌĞŽĨϱϮϱ͘'ƌĂĚĞϵͬ^ĞĐŽŶĚĂƌǇ/// ƐƚƵĚĞŶƚƐ;ϭϬƉĞƌĐĞŶƚͿĂĐŚŝĞǀĞĚĂŵĞĂŶƐĐŽƌĞŽĨϰϴϲ͘^ŵĂůůƉƌŽƉŽƌƟŽŶƐŽĨƐƚƵĚĞŶƚƐƉĂƌƟĐŝƉĂƟŶŐŝŶW/^ϮϬϭϴ ǁĞƌĞŝŶůŽǁĞƌŽƌŚŝŐŚĞƌŐƌĂĚĞƐ͘

Figure 1.4 presents reading achievement in the provinces along with the OECD and Canadian averages. Canada overall and eight provinces were above the OECD average, and two provinces (Prince Edward Island and New Brunswick) were at the OECD average. When compared to the results for Canada overall, Alberta students achieved scores that were above the Canadian average, while students in Newfoundland and Labrador, Nova Scotia, Quebec, Ontario, and British Columbia achieved scores that were similar to the Canadian average. Students in four provinces (Prince Edward Island, New Brunswick, Manitoba, and Saskatchewan) scored below the Canadian average (Appendix B.1.2).

Figure 1.4 Achievement scores in reading 600 580 560 540 520 500 480 460

Average score in reading in Average score 440 420 512 503 516 489 519 524 494 499 532 519 520 487 400 NL PE NS NB QC ON MB SK AB BC CAN OECD

Canadian results are also reported for the three cognitive processes and two text structure subscales. When analyzing results for the cognitive process subscales, it should be noted that students’ level of reading literacy is dependent on skills inherent in all three subscales. A closer analysis of results in each reading subscale can help inform policy-level discussions, curricular emphasis, and/or teaching practice. The Canadian averages for the three cognitive process subscales are 517 forlocating information, 520 for understanding, and 527 for evaluating and reflecting. Across OECD countries, students scored 487, 487, and 489, respectively, on the three cognitive process subscales (Appendix B.1.3). On the text structure subscales, Canadian students achieved an average score of 521 on items associated with the single-text subscale and 522 on those related to multiple texts, while the OECD average on these subscales was 485 and 490, respectively (Appendix B.1.4). As shown in Table 1.4, there was variation across provinces on the cognitive process and text structure subscales. Alberta and Ontario students scored above the Canadian average on two or more of the subscales (Appendices B.1.3 and B.1.4).

16 PISA 2018 Table 1.4 Comparison of provincial results to the Canadian average for achievement scores in reading subscales Above* At ĞůŽǁΎ the Canadian average the Canadian average the Canadian average ZĞĂĚŝŶŐʹŽŐŶŝƟǀĞƉƌŽĐĞƐƐƐƵďƐĐĂůĞƐ >ŽĐĂƟŶŐŝŶĨŽƌŵĂƟŽŶ ůďĞƌƚĂ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕EŽǀĂ ^ĂƐŬĂƚĐŚĞǁĂŶ ^ĐŽƟĂ͕YƵĞďĞĐ͕KŶƚĂƌŝŽ͕ ƌŝƟƐŚŽůƵŵďŝĂ Understanding KŶƚĂƌŝŽ͕ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ ůďĞƌƚĂ EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ͕ ƌŝƟƐŚŽůƵŵďŝĂ ^ĂƐŬĂƚĐŚĞǁĂŶ ǀĂůƵĂƟŶŐĂŶĚƌĞŇĞĐƟŶŐ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ EĞǁƌƵŶƐǁŝĐŬ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ DĂŶŝƚŽďĂ͕ EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕KŶƚĂƌŝŽ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ ůďĞƌƚĂ͕ƌŝƟƐŚŽůƵŵďŝĂ ZĞĂĚŝŶŐʹdĞǆƚƐƚƌƵĐƚƵƌĞƐƵďƐĐĂůĞƐ ^ŝŶŐůĞͲƚĞǆƚƐƚƌƵĐƚƵƌĞ KŶƚĂƌŝŽ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕ůďĞƌƚĂ͕ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ͕ ƌŝƟƐŚŽůƵŵďŝĂ ^ĂƐŬĂƚĐŚĞǁĂŶ DƵůƟƉůĞͲƚĞǆƚƐƚƌƵĐƚƵƌĞ ůďĞƌƚĂ EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕KŶƚĂƌŝŽ͕ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ ƌŝƟƐŚŽůƵŵďŝĂ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ ΎĞŶŽƚĞƐƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞ

Equity in Canada

Another way of studying differences in achievement is to look at the distribution of scores within a population. The difference between the mean score of students at the th90 percentile and those at the 10th percentile is often used as a proxy for equity in educational outcomes whereby the relative distribution of scores or the gap that exists between students with the highest and lowest levels of performance within each country or province is examined. Figure 1.5 and Appendix B.1.5 show the difference in average scores between lowest achievers and highest achievers in reading in Canada and the provinces. For Canada overall, those in the highest decile scored 259 points higher than those in the lowest decile, which is similar to the gap across OECD countries (260). At the provincial level, the smallest gaps (greater equity) are found in Quebec (242) and Saskatchewan (245), while the largest gaps (less equity) can be observed in Prince Edward Island (271), New Brunswick (269), and British Columbia (269). It is worth noting that, although high-achieving countries tend to have a larger gap, high achievement does not necessarily come at the cost of equity. For instance, B-S-J-Z (China) achieved the highest average score in reading (555) but has a smaller achievement gap (225), or greater equity, than Canada. Also of note, Macao (China) achieved a higher average score compared to Canada (525) and a similar achievement gap (238) (Appendix B.1.5).

PISA 2018 17 Figure 1.5 ŝīĞƌĞŶĐĞďĞƚǁĞĞŶŚŝŐŚĂŶĚůŽǁĂĐŚŝĞǀĞƌƐŝŶƌĞĂĚŝŶŐ ŝīĞƌĞŶĐĞďĞƚǁĞĞŶƚŚĞϵϬƚŚ and 10ƚŚƉĞƌĐĞŶƟůĞƐ

QƵeďec 242 ^asŬatcŚewan 245 ManitŽďa 255 EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 256 Canada 259 OECD average 260 OntariŽ 260 EŽǀĂ^ĐŽƟĂ 263 Alďerta 263 EĞǁƌƵŶƐǁŝĐŬ 269 ƌŝƟƐŚŽůƵŵďŝĂ 269 Prince Edward Island 271

300 350 400 450 500 550 600 650 700 Average score in reading

WĞƌĐĞŶƟůĞƐŽĨƉĞƌĨŽƌŵĂŶĐĞ 10ƚŚ 25ƚŚ 75ƚŚ 90ƚŚ

ϵϱйĐŽŶĮĚĞŶĐĞŝŶƚĞƌǀĂů Note͗ZĞƐƵůƚƐĂƌĞŽƌĚĞƌĞĚĨƌŽŵƚŚĞƐŵĂůůĞƐƚƚŽƚŚĞůĂƌŐĞƐƚĚŝīĞƌĞŶĐĞďĞƚǁĞĞŶƚŚĞϵϬth and 10thƉĞƌĐĞŶƟůĞƐ͘

Achievement in reading by language of the school system

In seven Canadian provinces (Nova Scotia, New Brunswick, Quebec, Ontario, Manitoba, Alberta, and British Columbia), samples were representative of both majority and minority official language groups.7 Figure 1.6 shows proficiency levels in reading by language of the school system in which students were enrolled.8 In Canada overall, similar proportions of students in francophone and anglophone schools (85 and 86 per cent, respectively) achieved Level 2 or above. English-language school systems had a greater proportion of students attaining the highest levels of performance (Levels 5 and 6), in comparison to their French- language counterparts, while both systems had a similar proportion of students performing below Level 2 (Appendix B.1.6b).

7 With respect to the two official languages in Canada, English is the majority language outside of Quebec — 74 per cent of Canadians report speaking English most often at home. In Quebec, French is the majority language —73 per cent of people in Quebec report speaking French most often (Statistics Canada, 2011). 8 Within anglophone school systems, students in French immersion programs completed the reading component in English. 18 PISA 2018 Figure 1.6 WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůŝŶƌĞĂĚŝŶŐŝŶĂŶĂĚĂ͕ďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ

English 14 20 27 24 16

French 15 21 29 23 12

0 20406080100 Percentage Below level 2 Level 2 Level 3 Level 4 Levels 5 and 6 EŽƚĞ͗WĞƌĐĞŶƚĂŐĞƐŵĂǇŶŽƚĂĚĚƵƉƚŽϭϬϬĚƵĞƚŽƌŽƵŶĚŝŶŐ͘

When Canadian and provincial results at Level 2 or higher for English-language schools are compared, we see that students in Newfoundland and Labrador, Prince Edward Island, Nova Scotia, Quebec, Ontario, Alberta, and British Columbia achieved these levels at a rate similar to those in Canada as a whole, while students in the remaining provinces achieved Level 2 or above at a rate lower than the Canadian average. With respect to French-language schools, a higher proportion of students in Quebec performed at or above the expected level of reading compared to the Canadian results, while students in Alberta achieved these levels at a rate similar to those in Canada as a whole; all other provinces had a lower percentage of students at Level 2 or above (Table 1.5, Appendix B.1.6b). New Brunswick, Quebec, and British Columbia were the only provinces with equity in reading achievement between the two language systems with respect to students at Level 2 or above. In the remaining provinces, performance on the overall reading scale was statistically different between the anglophone and francophone school systems. Students in the majority-language systems in Nova Scotia, Ontario, Manitoba, and Alberta performed better than their counterparts in the minority-language systems (Table 1.6, Appendix B.1.6b).

Table 1.5 Comparison of Canadian and provincial results for percentage of students achieving at or above Level 2 in reading, by language of the school system Anglophone school systems Higher percentage than Canada The same percentage as Canada Lower* percentage than Canada EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ YƵĞďĞĐ͕KŶƚĂƌŝŽ͕ůďĞƌƚĂ͕ ƌŝƟƐŚŽůƵŵďŝĂ

Francophone school systems Higher* percentage than Canada The same percentage as Canada Lower* percentage than Canada YƵĞďĞĐ ůďĞƌƚĂ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕KŶƚĂƌŝŽ͕ DĂŶŝƚŽďĂ͕ƌŝƟƐŚŽůƵŵďŝĂ

ΎĞŶŽƚĞƐƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞ Note͗ĞĐĂƵƐĞEĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ĂŶĚ^ĂƐŬĂƚĐŚĞǁĂŶĚŝĚŶŽƚŽǀĞƌƐĂŵƉůĞƐƚƵĚĞŶƚƐďǇůĂŶŐƵĂŐĞ͕ƌĞƐƵůƚƐĨŽƌŽŶůǇŶŐůŝƐŚͲůĂŶŐƵĂŐĞƐĐŚŽŽůƐĂƌĞ ĂǀĂŝůĂďůĞĨŽƌƚŚĞƐĞƉƌŽǀŝŶĐĞƐ͘

PISA 2018 19 Table 1.6 Comparison of provincial results for percentage of students achieving at or above Level 2 in reading, by language of the school system Higher* percentage Higher percentage EŽƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞ in anglophone schools in francophone schools between school systems EŽǀĂ^ĐŽƟĂ͕KŶƚĂƌŝŽ͕ EĞǁƌƵŶƐǁŝĐŬ͕YƵĞďĞĐ͕ DĂŶŝƚŽďĂ͕ůďĞƌƚĂ ƌŝƟƐŚŽůƵŵďŝĂ

In Canada overall, students in English-language schools achieved higher average scores in reading than those in French-language schools (Figure 1.7, Appendix B.1.7). This differs from the results reported in the 2015 PISA study (O’Grady, Deussing, Scerbina, Fung, & Muhe, 2016) and for Canadian Grade 4 students in the PIRLS 2016 study (Brochu, O’Grady, Scerbina, & Tao, 2018); neither of these studies found a significant difference between the two language systems in reading. However, the results are consistent with those reported for Canadian Grade 4 students in ePIRLS 2016 (Brochu et al., 2018) and for Grade 8 students in PCAP 2016 (O’Grady, Fung, Servage, & Khan, 2018).

Figure 1.7 Canadian achievement scores in reading, by language of the school system

English 522

French 511

400 420 440 460 480 500 520 540 560 580 600 Average score in reading

Provincially, reading scores across the provinces in the minority language systems (the anglophone school system in Quebec and francophone school systems in other provinces) ranged from 435 in Nova Scotia to 527 in Quebec, and in the majority language systems ranged from 495 in Manitoba to 532 in Alberta (Appendix B.1.7). Table 1.7 presents a comparison of provincial achievements scores in reading with the Canadian means for both English- and French-language school systems. In English-language systems, Ontario and Alberta students scored above the Canadian English average, while the scores of students in Nova Scotia, Quebec, and British Columbia were at the Canadian English average. In French-language schools, Quebec students scored above the Canadian French average, and students in Alberta scored at the Canadian French average. The reading achievement scores for students in all remaining provinces for which reliable data are available are below the respective Canadian averages (Appendix B.1.7).

20 PISA 2018 Table 1.7 Comparison of Canadian and provincial results for reading achievement scores, by language of the school system Anglophone school systems Above* ĞůŽǁΎ At the Canadian English average the Canadian English average the Canadian English average KŶƚĂƌŝŽ͕ůďĞƌƚĂ EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ ƌŝƟƐŚŽůƵŵďŝĂ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕EĞǁƌƵŶƐǁŝĐŬ͕ DĂŶŝƚŽďĂ͕^ĂƐŬĂƚĐŚĞǁĂŶ Francophone school systems Above* ĞůŽǁΎ At the Canadian French average the Canadian French average the Canadian French average YƵĞďĞĐ ůďĞƌƚĂ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕KŶƚĂƌŝŽ͕ DĂŶŝƚŽďĂ͕ƌŝƟƐŚŽůƵŵďŝĂ

Equity between the two language systems in overall reading scores was achieved only in Quebec (Table 1.8). The data reveal significant differences in achievement between anglophone and francophone school systems within the remaining six provinces: students in English-language systems performed better than their counterparts in French-language systems, with differences ranging from 27 points in New Brunswick to 83 points in Nova Scotia (Appendix B.1.7).

Table 1.8 ^ƵŵŵĂƌǇŽĨĚŝīĞƌĞŶĐĞƐŝŶƉƌŽǀŝŶĐŝĂůƌĞĂĚŝŶŐĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐ͕ďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ Anglophone schools performed Francophone schools performed EŽƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞƐ ƐŝŐŶŝĮĐĂŶƚůǇďĞƩĞƌƚŚĂŶ ƐŝŐŶŝĮĐĂŶƚůǇďĞƩĞƌƚŚĂŶ between school systems francophone schools anglophone schools EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ YƵĞďĞĐ KŶƚĂƌŝŽ͕DĂŶŝƚŽďĂ͕ůďĞƌƚĂ͕ ƌŝƟƐŚŽůƵŵďŝĂ Note͗ĞĐĂƵƐĞEĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ĂŶĚ^ĂƐŬĂƚĐŚĞǁĂŶĚŝĚŶŽƚŽǀĞƌƐĂŵƉůĞƐƚƵĚĞŶƚƐďǇůĂŶŐƵĂŐĞ͕ƌĞƐƵůƚƐĨŽƌŽŶůǇŶŐůŝƐŚͲůĂŶŐƵĂŐĞƐĐŚŽŽůƐĂƌĞ ĂǀĂŝůĂďůĞĨŽƌƚŚĞƐĞƉƌŽǀŝŶĐĞƐ͘

Differences between anglophone and francophone school systems were also evident in the reading subscales. At the Canadian level, students in anglophone schools performed better than their counterparts in francophone schools in the understanding cognitive process subscale and the single-text structure subscale. There was no significant difference between the two languages systems for the remaining three subscales (Table 1.9, Appendices B.1.8 and B.1.9).

PISA 2018 21 Table 1.9 Comparison of Canadian achievement scores for reading subscales between language systems Anglophone school Francophone school systems systems ŝīĞƌĞŶĐĞ Average Standard Average Standard ;ŶŐůŝƐŚʹ&ƌĞŶĐŚͿ score error score error ZĞĂĚŝŶŐʹŽŐŶŝƟǀĞƉƌŽĐĞƐƐƐƵďƐĐĂůĞƐ >ŽĐĂƟŶŐŝŶĨŽƌŵĂƟŽŶ ϱϭϴ ;Ϯ͘ϱͿ 513 ;ϰ͘ϲͿ 5 hŶĚĞƌƐƚĂŶĚŝŶŐ 523 ;Ϯ͘ϯͿ ϱϬϵ ;ϯ͘ϳͿ 14* ǀĂůƵĂƟŶŐĂŶĚƌĞŇĞĐƟŶŐ 529 ;Ϯ͘ϲͿ 523 ;ϰ͘ϬͿ 6 ZĞĂĚŝŶŐʹdĞǆƚƐƚƌƵĐƚƵƌĞƐƵďƐĐĂůĞƐ ^ŝŶŐůĞͲƚĞǆƚƐƚƌƵĐƚƵƌĞ 524 ;Ϯ͘ϯͿ ϱϬϳ ;ϯ͘ϱͿ ϭϴΎ DƵůƟƉůĞͲƚĞǆƚƐƚƌƵĐƚƵƌĞ 523 ;Ϯ͘ϯͿ 519 ;ϯ͘ϴͿ 4 ΎĞŶŽƚĞƐƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞ

Table 1.10 presents a comparison of provincial achievement scores to the Canadian averages for the five reading subscales for each of the two language systems. In English-language school systems, students in Ontario scored above the Canadian English average in three reading subscales: the understanding and evaluating and reflecting cognitive process subscales and the single-text structure subscale. Nova Scotia, Quebec, and British Columbia students were at the Canadian English average for all five subscales. In French-language school systems, Quebec students scored above the Canadian French average in all five reading subscales. Alberta students attending French-language schools achieved at the Canadian French mean for each of the reading subscales, and their peers in British Columbia achieved at this level for two of the three cognitive process subscales and one of the text structure subscales (Appendices B.1.8 and B.1.9).

22 PISA 2018 Table 1.10 Comparison of Canadian and provincial achievement scores for reading subscales, by language of the school system Above* ĞůŽǁΎ At the Canadian average the Canadian average the Canadian average Anglophone school systems ZĞĂĚŝŶŐʹŽŐŶŝƟǀĞƉƌŽĐĞƐƐƐƵďƐĐĂůĞƐ >ŽĐĂƟŶŐŝŶĨŽƌŵĂƟŽŶ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕KŶƚĂƌŝŽ͕ ůďĞƌƚĂ͕ƌŝƟƐŚŽůƵŵďŝĂ Understanding KŶƚĂƌŝŽ EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ ůďĞƌƚĂ͕ƌŝƟƐŚŽůƵŵďŝĂ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ ǀĂůƵĂƟŶŐĂŶĚƌĞŇĞĐƟŶŐ KŶƚĂƌŝŽ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕ůďĞƌƚĂ͕ ƌŝƟƐŚŽůƵŵďŝĂ ZĞĂĚŝŶŐʹdĞǆƚƐƚƌƵĐƚƵƌĞƐƵďƐĐĂůĞƐ ^ŝŶŐůĞͲƚĞǆƚƐƚƌƵĐƚƵƌĞ KŶƚĂƌŝŽ EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ ůďĞƌƚĂ͕ƌŝƟƐŚŽůƵŵďŝĂ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ DƵůƟƉůĞͲƚĞǆƚƐƚƌƵĐƚƵƌĞ ůďĞƌƚĂ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕KŶƚĂƌŝŽ͕ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ͕ ƌŝƟƐŚŽůƵŵďŝĂ ^ĂƐŬĂƚĐŚĞǁĂŶ Francophone school systems ZĞĂĚŝŶŐʹŽŐŶŝƟǀĞƉƌŽĐĞƐƐƐƵďƐĐĂůĞƐ >ŽĐĂƟŶŐŝŶĨŽƌŵĂƟŽŶ YƵĞďĞĐ DĂŶŝƚŽďĂ͕ůďĞƌƚĂ͕ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ ƌŝƟƐŚŽůƵŵďŝĂ KŶƚĂƌŝŽ Understanding YƵĞďĞĐ ůďĞƌƚĂ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ KŶƚĂƌŝŽ͕DĂŶŝƚŽďĂ͕ ƌŝƟƐŚŽůƵŵďŝĂ ǀĂůƵĂƟŶŐĂŶĚƌĞŇĞĐƟŶŐ YƵĞďĞĐ ůďĞƌƚĂ͕ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ ƌŝƟƐŚŽůƵŵďŝĂ KŶƚĂƌŝŽ͕DĂŶŝƚŽďĂ ZĞĂĚŝŶŐʹdĞǆƚƐƚƌƵĐƚƵƌĞƐƵďƐĐĂůĞƐ ^ŝŶŐůĞͲƚĞǆƚƐƚƌƵĐƚƵƌĞ YƵĞďĞĐ ůďĞƌƚĂ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ KŶƚĂƌŝŽ͕DĂŶŝƚŽďĂ͕ ƌŝƟƐŚŽůƵŵďŝĂ DƵůƟƉůĞͲƚĞǆƚƐƚƌƵĐƚƵƌĞ YƵĞďĞĐ ůďĞƌƚĂ͕ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ ƌŝƟƐŚŽůƵŵďŝĂ KŶƚĂƌŝŽ͕DĂŶŝƚŽďĂ ΎĞŶŽƚĞƐƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞ Note͗ĞĐĂƵƐĞEĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ĂŶĚ^ĂƐŬĂƚĐŚĞǁĂŶĚŝĚŶŽƚŽǀĞƌƐĂŵƉůĞƐƚƵĚĞŶƚƐďǇůĂŶŐƵĂŐĞ͕ƌĞƐƵůƚƐĨŽƌŽŶůǇŶŐůŝƐŚͲůĂŶŐƵĂŐĞƐĐŚŽŽůƐĂƌĞ ĂǀĂŝůĂďůĞĨŽƌƚŚĞƐĞƉƌŽǀŝŶĐĞƐ͘ PISA 2018 23 Table 1.11 presents a comparison of provincial results for the five reading subscales for anglophone and francophone school systems.

Table 1.11 ^ƵŵŵĂƌǇŽĨĚŝīĞƌĞŶĐĞƐŝŶƉƌŽǀŝŶĐŝĂůĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐŝŶƌĞĂĚŝŶŐƐƵďƐĐĂůĞƐ͕ďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ Anglophone schools Francophone schools ƉĞƌĨŽƌŵĞĚƐŝŐŶŝĮĐĂŶƚůǇ ƉĞƌĨŽƌŵĞĚƐŝŐŶŝĮĐĂŶƚůǇ EŽƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞƐ ďĞƩĞƌƚŚĂŶ ďĞƩĞƌƚŚĂŶ between school systems francophone schools anglophone schools ZĞĂĚŝŶŐʹŽŐŶŝƟǀĞƉƌŽĐĞƐƐƐƵďƐĐĂůĞƐ >ŽĐĂƟŶŐŝŶĨŽƌŵĂƟŽŶ EŽǀĂ^ĐŽƟĂ͕KŶƚĂƌŝŽ EĞǁƌƵŶƐǁŝĐŬ͕YƵĞďĞĐ͕ DĂŶŝƚŽďĂ͕ůďĞƌƚĂ͕ ƌŝƟƐŚŽůƵŵďŝĂ

Understanding EŽǀĂ^ĐŽƟĂ͕ YƵĞďĞĐ EĞǁƌƵŶƐǁŝĐŬ͕KŶƚĂƌŝŽ͕ DĂŶŝƚŽďĂ͕ůďĞƌƚĂ͕ ƌŝƟƐŚŽůƵŵďŝĂ ǀĂůƵĂƟŶŐĂŶĚƌĞŇĞĐƟŶŐ EŽǀĂ^ĐŽƟĂ͕KŶƚĂƌŝŽ EĞǁƌƵŶƐǁŝĐŬ͕YƵĞďĞĐ͕ DĂŶŝƚŽďĂ͕ůďĞƌƚĂ͕ ƌŝƟƐŚŽůƵŵďŝĂ

ZĞĂĚŝŶŐʹdĞǆƚƐƚƌƵĐƚƵƌĞƐƵďƐĐĂůĞƐ ^ŝŶŐůĞͲƚĞǆƚƐƚƌƵĐƚƵƌĞ EŽǀĂ^ĐŽƟĂ͕ YƵĞďĞĐ EĞǁƌƵŶƐǁŝĐŬ͕KŶƚĂƌŝŽ͕ DĂŶŝƚŽďĂ͕ůďĞƌƚĂ͕ ƌŝƟƐŚŽůƵŵďŝĂ DƵůƟƉůĞͲƚĞǆƚƐƚƌƵĐƚƵƌĞ EŽǀĂ^ĐŽƟĂ͕KŶƚĂƌŝŽ͕ EĞǁƌƵŶƐǁŝĐŬ͕ DĂŶŝƚŽďĂ͕ůďĞƌƚĂ͕ YƵĞďĞĐ ƌŝƟƐŚŽůƵŵďŝĂ Note͗ĞĐĂƵƐĞEĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ĂŶĚ^ĂƐŬĂƚĐŚĞǁĂŶĚŝĚŶŽƚŽǀĞƌƐĂŵƉůĞƐƚƵĚĞŶƚƐďǇůĂŶŐƵĂŐĞ͕ƌĞƐƵůƚƐĨŽƌŽŶůǇŶŐůŝƐŚͲůĂŶŐƵĂŐĞƐĐŚŽŽůƐĂƌĞ ĂǀĂŝůĂďůĞĨŽƌƚŚĞƐĞƉƌŽǀŝŶĐĞƐ͘

The results by language of the school system suggest that policy-makers may wish to analyze provincial results more closely, given that differences between the majority and minority language school systems are as high as 83 points for overall reading and 86 points for the cognitive process and text structure subscales.

Achievement in reading by gender

Policy-makers have an interest in reducing gender disparities in education. Canada, and indeed all countries participating in PISA, consistently reports gender gaps for 15-year-old students in reading proficiency, with girls outperforming boys by approximately one school year of learning (OECD, 2016a). This finding is consistent at the Grade 4 level, as reported in PIRLS 2016 (Brochu et al., 2018), although gender equity in reading achievement was found for some countries in that assessment. Weaker overall reading literacy among boys is an enduring and widespread phenomenon noted in studies of reading (OECD, 2016a).

24 PISA 2018 Inclusive education is valued in Canadian provinces and territories and has led to the development of policies and resources to support inclusion. One aspect of inclusive education relates to gender identity. In the Canadian version of the PISA 2018 student questionnaire, the question about the student’s gender was expanded from the female/male choices of previous assessments to allow two additional choices, as shown in the box below.

,ŽǁĚŽǇŽƵŝĚĞŶƟĨǇǇŽƵƌƐĞůĨ͍ (Please select one response.) &ĞŵĂůĞ DĂůĞ /ŝĚĞŶƟĨǇŵǇƐĞůĨŝŶĂŶŽƚŚĞƌǁĂǇ͘ /ƉƌĞĨĞƌŶŽƚƚŽƐĂǇ͘

In Canada overall, 96.9 per cent of students identified themselves as female or male, with similar proportions identifying with each gender, 48.8 and 48.1 per cent, respectively. A small proportion of students identified themselves in another way (1.5 per cent) or preferred not to say (1.6 per cent). Similar proportions are observed in the provinces, with those who chose to identify themselves in another way ranging from 1.4 to 2.5 per cent. The proportion of those who preferred not to say ranged from 1.3 to 2.0 per cent, with fewer than 30 students choosing this option in 6 of the 10 provinces (Table 1.12). Nevertheless, due to the relatively small proportions of students in Canada who did not identify themselves as either female or male, and in order to ensure international comparability, this report uses the two standardized gender categories from student administrative data to describe results for Canadian students by gender.

Table 1.12 WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐďǇŐĞŶĚĞƌƐĞůĨͲŝĚĞŶƟĮĐĂƟŽŶ /ŝĚĞŶƟĨǇŵǇƐĞůĨ I prefer not to Female Male in another way say % SE % SE % SE % SE ĂŶĂĚĂ ϰϴ͘ϴ ;Ϭ͘ϲͿ ϰϴ͘ϭ ;Ϭ͘ϲͿ 1.5 ;Ϭ͘ϭͿ 1.6 ;Ϭ͘ϭͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϱϬ͘ϰ ;ϭ͘ϬͿ 47.2 ;ϭ͘ϬͿ 1.7‡ ;Ϭ͘ϯͿ hΐ ;Ϭ͘ϯͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ 47.1 ;Ϯ͘ϵͿ 49.3 ;Ϯ͘ϲͿ 2.1‡ ;Ϭ͘ϯͿ hΐ ;Ϭ͘ϳͿ EŽǀĂ^ĐŽƟĂ 49.3 ;ϭ͘ϬͿ 46.6 ;ϭ͘ϮͿ 2.5 ;Ϭ͘ϱͿ 1.5‡ ;Ϭ͘ϰͿ EĞǁƌƵŶƐǁŝĐŬ 49.6 ;ϭ͘ϭͿ 47.3 ;ϭ͘ϭͿ 1.6 ;Ϭ͘ϯͿ 1.4‡ ;Ϭ͘ϯͿ YƵĞďĞĐ 49.9 ;ϭ͘ϬͿ ϰϳ͘Ϭ ;ϭ͘ϬͿ 1.4 ;Ϭ͘ϮͿ 1.7 ;Ϭ͘ϮͿ KŶƚĂƌŝŽ ϰϴ͘ϯ ;ϭ͘ϯͿ ϰϴ͘ϴ ;ϭ͘ϮͿ 1.4 ;Ϭ͘ϮͿ 1.5 ;Ϭ͘ϯͿ DĂŶŝƚŽďĂ ϰϴ͘Ϭ ;ϭ͘ϯͿ ϰϴ͘ϱ ;ϭ͘ϯͿ 1.6 ;Ϭ͘ϯͿ ϭ͘ϴ ;Ϭ͘ϯͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 47.5 ;ϭ͘ϬͿ ϰϵ͘ϴ ;ϭ͘ϬͿ 1.4 ;Ϭ͘ϮͿ 1.3‡ ;Ϭ͘ϯͿ ůďĞƌƚĂ 49.6 ;Ϭ͘ϳͿ 47.4 ;Ϭ͘ϳͿ 1.7 ;Ϭ͘ϯͿ 1.3‡ ;Ϭ͘ϯͿ ƌŝƟƐŚŽůƵŵďŝĂ ϰϴ͘ϰ ;ϭ͘ϯͿ ϰϴ͘ϭ ;ϭ͘ϮͿ 1.5 ;Ϭ͘ϯͿ Ϯ͘Ϭ ;Ϭ͘ϰͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘

As was the case in PISA 2009, the previous administration in which reading was the major domain of the assessment, girls performed significantly better than boys in PISA 2018. Eighty-two per cent of boys attained Level 2 or higher, compared with 90 per cent of girls (Figure 1.8, Appendix B.1.10b). This type of disparity is consistent across most countries participating in PISA 2018 (OECD, 2019b) as well as across all Canadian provinces.

PISA 2018 25 Figure 1.8 WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůŝŶƌĞĂĚŝŶŐŝŶĂŶĂĚĂ͕ďǇŐĞŶĚĞƌ

Girls 10 19 28 26 18

Boys 18 22 26 22 12

0 20406080100 Percentage Below Level 2 Level 2 Level 3 Level 4 Levels 5 and 6 Note͗WĞƌĐĞŶƚĂŐĞƐŵĂǇŶŽƚĂĚĚƵƉƚŽϭϬϬĚƵĞƚŽƌŽƵŶĚŝŶŐ͘

Compared to the respective Canadian averages, a similar percentage of both girls and boys in Newfoundland and Labrador, Prince Edward Island, Nova Scotia, Quebec, Ontario, Alberta, and British Columbia achieved at or above the expected level of reading proficiency (Level 2) for 15-year-old students. In Saskatchewan, girls also attained results similar to those in Canada overall, while boys attained a lower percentage. The proportion of boys and girls achieving at or above Level 2 was lower in New Brunswick and Manitoba than the respective Canadian averages (Table 1.13). Within all provinces, a higher percentage of girls achieved at or above the expected level of achievement (Appendix B.1.10b).

Table 1.13 Comparison of Canadian and provincial results for percentage of students achieving at or above Level 2 in reading, by gender Girls Higher percentage than Canada The same percentage as Canada Lower* percentage than Canada EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕ YƵĞďĞĐ͕KŶƚĂƌŝŽ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕ ůďĞƌƚĂ͕ƌŝƟƐŚŽůƵŵďŝĂ

ŽǇƐ Higher percentage than Canada The same percentage as Canada Lower* percentage than Canada EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ͕ ĚǁĂƌĚ/ƐůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ KŶƚĂƌŝŽ͕ůďĞƌƚĂ͕ƌŝƟƐŚŽůƵŵďŝĂ

ΎĞŶŽƚĞƐƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞ

A higher proportion of boys than girls achieved below Level 2 in Canada and all provinces. Moreover, a higher proportion of girls than boys were high performers in reading (Levels 5 and 6) in Canada overall and in all provinces with the exception of Newfoundland and Labrador, Prince Edward Island, and New Brunswick, where no statistically significant difference was observed (Table 1.14, Appendix B.1.10b).

26 PISA 2018 Table 1.14 Comparison of Canadian and provincial results for percentage of students achieving at the lowest ĂŶĚŚŝŐŚĞƐƚƉƌŽĮĐŝĞŶĐǇůĞǀĞůƐŝŶƌĞĂĚŝŶŐ͕ďǇŐĞŶĚĞƌ Levels 5 and 6 WĞƌĐĞŶƚĂŐĞŽĨŐŝƌůƐŝƐƐŝŐŶŝĮĐĂŶƚůǇ WĞƌĐĞŶƚĂŐĞŽĨďŽǇƐŝƐƐŝŐŶŝĮĐĂŶƚůǇŚŝŐŚĞƌ EŽƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞƐŝŶƚŚĞ higher than percentage of boys than percentage of girls percentage of boys and girls ĂŶĂĚĂ͕EŽǀĂ^ĐŽƟĂ͕ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ YƵĞďĞĐ͕KŶƚĂƌŝŽ͕DĂŶŝƚŽďĂ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ͕ůďĞƌƚĂ͕ EĞǁƌƵŶƐǁŝĐŬ ƌŝƟƐŚŽůƵŵďŝĂ

ĞůŽǁ>ĞǀĞůϮ WĞƌĐĞŶƚĂŐĞŽĨŐŝƌůƐŝƐƐŝŐŶŝĮĐĂŶƚůǇ WĞƌĐĞŶƚĂŐĞŽĨďŽǇƐŝƐƐŝŐŶŝĮĐĂŶƚůǇŚŝŐŚĞƌ EŽƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞƐŝŶƚŚĞ higher than percentage of boys than percentage of girls percentage of boys and girls ĂŶĂĚĂ͕ĂůůƉƌŽǀŝŶĐĞƐ

On average across Canada, girls outperformed boys by 29 points on the PISA 2018 reading assessment (Figure 1.9). At the provincial level, the gender gap favouring girls ranged from 26 points in Newfoundland and Labrador, Ontario, and Manitoba, to 40 points in Nova Scotia (Appendix B.1.11).

Figure 1.9 Canadian achievement scores in reading overall, by gender

Girls 535

Boys 506

400 420 440 460 480 500 520 540 560 580 600 Average score in reading

Table 1.15 presents a comparison of provincial achievement scores to the Canadian means for girls and boys. Both female and male students in Alberta scored above the respective Canadian averages in reading, while those in New Brunswick, Manitoba, and Saskatchewan scored below the Canadian averages. In all other provinces, both genders scored at the Canadian averages except in Nova Scotia, where boys scored below the Canadian average (Appendix B.1.11).

PISA 2018 27 Table 1.15 Comparison of Canadian and provincial achievement scores in reading, by gender Girls Above* the Canadian average At the Canadian average ĞůŽǁΎƚŚĞĂŶĂĚŝĂŶĂǀĞƌĂŐĞ for girls for girls for girls ůďĞƌƚĂ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ͕ ĚǁĂƌĚ/ƐůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ KŶƚĂƌŝŽ͕ƌŝƟƐŚŽůƵŵďŝĂ

ŽǇƐ Above* the Canadian average At the Canadian average ĞůŽǁΎƚŚĞĂŶĂĚŝĂŶĂǀĞƌĂŐĞ for boys for boys for boys ůďĞƌƚĂ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ ĚǁĂƌĚ/ƐůĂŶĚ͕YƵĞďĞĐ͕KŶƚĂƌŝŽ͕ DĂŶŝƚŽďĂ͕^ĂƐŬĂƚĐŚĞǁĂŶ ƌŝƟƐŚŽůƵŵďŝĂ

ΎĞŶŽƚĞƐƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞ

For Canada overall, girls outperformed boys in each of the five subscales in reading (Table 1.16). Table 1.17 compares the provincial results for boys and girls with the Canadian averages for the subscales in reading. Both female and male students in Ontario achieved scores above the Canadian averages in the understanding and single-text structure subscales. Furthermore, boys in Ontario scored above the Canadian average in evaluating and reflecting. In Alberta, girls achieved scores above the Canadian average in locating information, understanding, and multiple-text structure (Table 1.17). The results for the remaining provinces were more variable (Appendices B.1.12 and B.1.13).

Table 1.16 Canadian achievement scores in reading subscales, by gender

Girls ŽǇƐ ŝīĞƌĞŶĐĞ Average Standard Average Standard ;'ŝƌůƐʹŽǇƐͿ score error score error ZĞĂĚŝŶŐʹŽŐŶŝƟǀĞƉƌŽĐĞƐƐƐƵďƐĐĂůĞƐ >ŽĐĂƟŶŐŝŶĨŽƌŵĂƟŽŶ 531 ;Ϯ͘ϲͿ ϱϬϯ ;Ϯ͘ϴͿ ϮϴΎ hŶĚĞƌƐƚĂŶĚŝŶŐ 534 ;Ϯ͘ϮͿ ϱϬϲ ;Ϯ͘ϰͿ ϮϴΎ ǀĂůƵĂƟŶŐĂŶĚƌĞŇĞĐƟŶŐ 541 ;Ϯ͘ϱͿ 514 ;Ϯ͘ϴͿ 26* ZĞĂĚŝŶŐʹdĞǆƚƐƚƌƵĐƚƵƌĞƐƵďƐĐĂůĞƐ ^ŝŶŐůĞͲƚĞǆƚƐƚƌƵĐƚƵƌĞ 536 ;Ϯ͘ϮͿ ϱϬϱ ;Ϯ͘ϰͿ 31* DƵůƟƉůĞͲƚĞǆƚƐƚƌƵĐƚƵƌĞ 535 ;Ϯ͘ϭͿ ϱϬϵ ;Ϯ͘ϰͿ 25* ΎĞŶŽƚĞƐƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞ

28 PISA 2018 Table 1.17 Comparison of Canadian and provincial achievement scores in reading subscales, by gender Girls Above* the Canadian At the Canadian ĞůŽǁΎƚŚĞĂŶĂĚŝĂŶ average for girls average for girls average for girls ZĞĂĚŝŶŐʹŽŐŶŝƟǀĞƉƌŽĐĞƐƐƐƵďƐĐĂůĞƐ >ŽĐĂƟŶŐŝŶĨŽƌŵĂƟŽŶ ůďĞƌƚĂ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ EĞǁƌƵŶƐǁŝĐŬ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ DĂŶŝƚŽďĂ͕^ĂƐŬĂƚĐŚĞǁĂŶ EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕KŶƚĂƌŝŽ͕ ƌŝƟƐŚŽůƵŵďŝĂ Understanding KŶƚĂƌŝŽ͕ůďĞƌƚĂ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ͕ ƌŝƟƐŚŽůƵŵďŝĂ ^ĂƐŬĂƚĐŚĞǁĂŶ ǀĂůƵĂƟŶŐĂŶĚƌĞŇĞĐƟŶŐ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ EĞǁƌƵŶƐǁŝĐŬ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ DĂŶŝƚŽďĂ͕^ĂƐŬĂƚĐŚĞǁĂŶ EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕KŶƚĂƌŝŽ͕ ůďĞƌƚĂ͕ƌŝƟƐŚŽůƵŵďŝĂ ZĞĂĚŝŶŐʹdĞǆƚƐƚƌƵĐƚƵƌĞƐƵďƐĐĂůĞƐ ^ŝŶŐůĞͲƚĞǆƚƐƚƌƵĐƚƵƌĞ KŶƚĂƌŝŽ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ͕ ůďĞƌƚĂ͕ƌŝƟƐŚŽůƵŵďŝĂ ^ĂƐŬĂƚĐŚĞǁĂŶ DƵůƟƉůĞͲƚĞǆƚƐƚƌƵĐƚƵƌĞ ůďĞƌƚĂ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ͕ KŶƚĂƌŝŽ͕ƌŝƟƐŚŽůƵŵďŝĂ ^ĂƐŬĂƚĐŚĞǁĂŶ ŽǇƐ Above* the Canadian At the Canadian ĞůŽǁΎƚŚĞĂŶĂĚŝĂŶ average for boys average for boys average for boys ZĞĂĚŝŶŐʹŽŐŶŝƟǀĞƉƌŽĐĞƐƐƐƵďƐĐĂůĞƐ >ŽĐĂƟŶŐŝŶĨŽƌŵĂƟŽŶ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕KŶƚĂƌŝŽ͕ ůďĞƌƚĂ͕ƌŝƟƐŚŽůƵŵďŝĂ Understanding KŶƚĂƌŝŽ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕YƵĞďĞĐ͕ DĂŶŝƚŽďĂ͕^ĂƐŬĂƚĐŚĞǁĂŶ ůďĞƌƚĂ͕ƌŝƟƐŚŽůƵŵďŝĂ ǀĂůƵĂƟŶŐĂŶĚƌĞŇĞĐƟŶŐ KŶƚĂƌŝŽ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕YƵĞďĞĐ͕ DĂŶŝƚŽďĂ͕^ĂƐŬĂƚĐŚĞǁĂŶ ůďĞƌƚĂ͕ƌŝƟƐŚŽůƵŵďŝĂ ZĞĂĚŝŶŐʹdĞǆƚƐƚƌƵĐƚƵƌĞƐƵďƐĐĂůĞƐ ^ŝŶŐůĞͲƚĞǆƚƐƚƌƵĐƚƵƌĞ KŶƚĂƌŝŽ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕YƵĞďĞĐ͕ DĂŶŝƚŽďĂ͕^ĂƐŬĂƚĐŚĞǁĂŶ ůďĞƌƚĂ͕ƌŝƟƐŚŽůƵŵďŝĂ DƵůƟƉůĞͲƚĞǆƚƐƚƌƵĐƚƵƌĞ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕EŽǀĂ ^ĂƐŬĂƚĐŚĞǁĂŶ ^ĐŽƟĂ͕YƵĞďĞĐ͕KŶƚĂƌŝŽ͕ ůďĞƌƚĂ͕ƌŝƟƐŚŽůƵŵďŝĂ ΎĞŶŽƚĞƐƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞ

PISA 2018 29 Girls achieved higher scores than boys in the five reading subdomains in all provinces except Prince Edward Island, where no difference in reading scores was observed forevaluating and reflecting and multiple texts structure (Table 1.18, Appendices B.1.12 and B.1.13).

Table 1.18 ^ƵŵŵĂƌǇŽĨĚŝīĞƌĞŶĐĞƐŝŶƉƌŽǀŝŶĐŝĂůƌĞƐƵůƚƐŝŶƌĞĂĚŝŶŐƐƵďƐĐĂůĞƐ͕ďǇŐĞŶĚĞƌ 'ŝƌůƐƉĞƌĨŽƌŵĞĚƐŝŐŶŝĮĐĂŶƚůǇ ŽǇƐƉĞƌĨŽƌŵĞĚƐŝŐŶŝĮĐĂŶƚůǇ EŽƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞ ďĞƩĞƌƚŚĂŶďŽǇƐ ďĞƩĞƌƚŚĂŶŐŝƌůƐ between girls and boys ZĞĂĚŝŶŐʹŽŐŶŝƟǀĞƉƌŽĐĞƐƐƐƵďƐĐĂůĞƐ >ŽĐĂƟŶŐŝŶĨŽƌŵĂƟŽŶ ůůƉƌŽǀŝŶĐĞƐ Understanding ůůƉƌŽǀŝŶĐĞƐ ǀĂůƵĂƟŶŐĂŶĚƌĞŇĞĐƟŶŐ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ YƵĞďĞĐ͕KŶƚĂƌŝŽ͕DĂŶŝƚŽďĂ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ͕ůďĞƌƚĂ͕ ƌŝƟƐŚŽůƵŵďŝĂ ZĞĂĚŝŶŐʹdĞǆƚƐƚƌƵĐƚƵƌĞƐƵďƐĐĂůĞƐ ^ŝŶŐůĞͲƚĞǆƚƐƚƌƵĐƚƵƌĞ ůůƉƌŽǀŝŶĐĞƐ DƵůƟƉůĞͲƚĞǆƚƐƚƌƵĐƚƵƌĞ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ YƵĞďĞĐ͕KŶƚĂƌŝŽ͕DĂŶŝƚŽďĂ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ͕ůďĞƌƚĂ͕ ƌŝƟƐŚŽůƵŵďŝĂ

ŚĂŶŐĞƐŝŶƌĞĂĚŝŶŐƉĞƌĨŽƌŵĂŶĐĞŽǀĞƌƟŵĞ

The richness of the PISA data grows with every cycle. This is especially true of PISA 2018, which constitutes the seventh assessment of reading since 2000, when the first major assessment of reading took place. More importantly, this is the third PISA assessment with reading as the major domain, the second one being PISA 2009. Performance changes over time are always compared to a baseline year, an administration in which the subject was the major domain; as a result, PISA 2018 enables countries and provincial education systems to compare their own performance over time between 2000, 2009, and 2018. This provides important information on the performance of individual education systems for almost two decades and relative to other systems, which can be used to inform educational policy and instructional practices.

WhŝůĞƚŚŝƐƐĞĐƟŽŶůŽŽŬƐĂƚĐŚĂŶŐĞƐŽǀĞƌƟŵĞ͕ƉĞƌĨŽƌŵĂŶĐĞĚŝīĞƌĞŶĐĞƐƐŚŽƵůĚďĞŝŶƚĞƌƉƌĞƚĞĚǁŝƚŚĐĂƵƟŽŶ͘DŽƌĞ ƐƉĞĐŝĮĐĂůůǇ͕ŝŶŽƌĚĞƌƚŽĂůůŽǁĨŽƌĐŽŵƉĂƌĂďŝůŝƚǇŽǀĞƌƟŵĞ͕ƐŽŵĞĐŽŵŵŽŶĂƐƐĞƐƐŵĞŶƚŝƚĞŵƐǁĞƌĞƵƐĞĚŝŶĞĂĐŚ ƐƵƌǀĞǇĂŶĚĂŶĞƋƵĂƟŶŐƉƌŽĐĞĚƵƌĞǁĂƐƵƐĞĚƚŽĂůŝŐŶƉĞƌĨŽƌŵĂŶĐĞƐĐĂůĞƐ͘,ŽǁĞǀĞƌ͕ĂůůĞƐƟŵĂƚĞƐŽĨƐƚĂƟƐƟĐĂů ƋƵĂŶƟƟĞƐĂƌĞĂƐƐŽĐŝĂƚĞĚǁŝƚŚƐƚĂƟƐƟĐĂůƵŶĐĞƌƚĂŝŶƚǇ͕ĂŶĚƚŚŝƐŝƐĂůƐŽƚƌƵĞĨŽƌƚŚĞƚƌĂŶƐĨŽƌŵĂƟŽŶƉĂƌĂŵĞƚĞƌƐƵƐĞĚ ƚŽĞƋƵĂƚĞW/^ƐĐĂůĞƐŽǀĞƌƟŵĞ͘ůŝŶŬĂŐĞĞƌƌŽƌƚŚĂƚƌĞŇĞĐƚƐƚŚŝƐƵŶĐĞƌƚĂŝŶƚǇŝƐŝŶĐůƵĚĞĚŝŶƚŚĞĞƐƟŵĂƚĞŽĨƚŚĞ ƐƚĂŶĚĂƌĚĞƌƌŽƌĨŽƌĞƐƟŵĂƚĞƐŽĨW/^ƉĞƌĨŽƌŵĂŶĐĞƚƌĞŶĚƐĂŶĚĐŚĂŶŐĞƐŽǀĞƌƟŵĞ;K͕ϮϬϭϵďͿ͘ŽŶƐĞƋƵĞŶƚůǇ͕ ŽŶůǇĐŚĂŶŐĞƐƚŚĂƚĂƌĞŝŶĚŝĐĂƚĞĚĂƐƐƚĂƟƐƟĐĂůůǇƐŝŐŶŝĮĐĂŶƚƐŚŽƵůĚďĞĐŽŶƐŝĚĞƌĞĚ͘

30 PISA 2018 In Canada, as well as on average across the OECD countries, reading performance declined between 2000 and 2018. In the 37 countries that participated in both PISA 2000 and PISA 2018, reading performance improved on a statistically significant basis in 10 countries, while it decreased in 11 countries, with the other countries maintaining their scores. At the provincial level, no significant change in reading achievement was observed in Newfoundland and Labrador, Prince Edward Island, Nova Scotia, and Ontario between 2000 and 2018. However, a decline in reading performance was observed in all the remaining provinces between these two assessment years (Figure 1.10 and Appendix B.1.14a).

Figure 1.10 ĂŶĂĚŝĂŶƌĞƐƵůƚƐŝŶƌĞĂĚŝŶŐŽǀĞƌƟŵĞ͕ϮϬϬϬʹϮϬϭϴ 560

550

540 534 528 527 527 530 524 523 520* 520

Average score in reading in Average score 510

500 2000 2003 2006 2009 2012 2015 2018 Year 2000Reading as major domain2003 Reading as minor domain Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚǁŝƚŚďĂƐĞůŝŶĞ;ϮϬϬϬͿ

In contrast to the decline between 2000 and 2018, reading performance remained unchanged in Canada and on average across the OECD countries between 2009 and 2018. It is worth noting that, out of the 62 countries that participated in both PISA 2009 and PISA 2018, reading performance improved in 15 countries and declined in 16 countries on a statistically significant basis between the baseline year 2009 and 2018. No changes were observed in the remaining countries. Provincially, no significant change in reading achievement was observed in any of the provinces between 2009 and 2018 (Table 1.19 and Appendix B.1.14b).

PISA 2018 31 Table 1.19 ĂŶĂĚŝĂŶƌĞƐƵůƚƐŝŶƌĞĂĚŝŶŐŽǀĞƌƟŵĞ͕ϮϬϬϵʹϮϬϭϴ

2009 2012 2015 2018 Average Standard Average Standard Average Standard Average Standard score error score error score error score error ĂŶĂĚĂ 524 ;ϭ͘ϱͿ 523 ;ϯ͘ϮͿ 527 ;ϰ͘ϭͿ ϱϮϬ ;ϰ͘ϬͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϱϬϲ ;ϯ͘ϳͿ ϱϬϯ ;ϰ͘ϱͿ ϱϬϱ ;ϰ͘ϵͿ 512 ;ϱ͘ϲͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϰϴϲ ;Ϯ͘ϰͿ ϰϵϬ ;ϯ͘ϳͿ 515* ;ϳ͘ϬͿ ϱϬϯ ;ϵ͘ϬͿ EŽǀĂ^ĐŽƟĂ 516 ;Ϯ͘ϳͿ ϱϬϴ ;ϰ͘ϬͿ 517 ;ϲ͘ϬͿ 516 ;ϱ͘ϮͿ EĞǁƌƵŶƐǁŝĐŬ 499 ;Ϯ͘ϱͿ 497 ;ϯ͘ϳͿ ϱϬϱ ;ϲ͘ϯͿ ϰϴϵ ;ϱ͘ϬͿ YƵĞďĞĐ 522 ;ϯ͘ϭͿ ϱϮϬ ;ϰ͘ϰͿ 532 ;ϱ͘ϴͿ 519 ;ϱ͘ϬͿ KŶƚĂƌŝŽ 531 ;ϯ͘ϬͿ ϱϮϴ ;ϱ͘ϭͿ 527 ;ϱ͘ϲͿ 524 ;ϱ͘ϬͿ DĂŶŝƚŽďĂ 495 ;ϯ͘ϲͿ 495 ;ϰ͘ϮͿ ϰϵϴ ;ϲ͘ϬͿ 494 ;ϰ͘ϵͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϱϬϰ ;ϯ͘ϯͿ ϱϬϱ ;ϯ͘ϴͿ 496 ;ϰ͘ϵͿ 499 ;ϰ͘ϲͿ ůďĞƌƚĂ 533 ;ϰ͘ϲͿ 525 ;ϰ͘ϴͿ 533 ;ϲ͘ϮͿ 532 ;ϱ͘ϱͿ ƌŝƟƐŚŽůƵŵďŝĂ 525 ;ϰ͘ϮͿ 535 ;ϱ͘ϮͿ 536 ;ϲ͘ϱͿ 519 ;ϱ͘ϳͿ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚǁŝƚŚďĂƐĞůŝŶĞ;ϮϬϬϵͿ Note͗dŚĞůŝŶŬĂŐĞĞƌƌŽƌŝƐŝŶĐŽƌƉŽƌĂƚĞĚŝŶƚŽƚŚĞƐƚĂŶĚĂƌĚĞƌƌŽƌĨŽƌϮϬϭϮ͕ϮϬϭϱ͕ĂŶĚϮϬϭϴ͘

At the Canadian level, the proportion of 15-year-old students who are low performers in reading increased between 2009 and 2018; this was also the case in Nova Scotia, New Brunswick, Ontario, and British Columbia. In contrast, the proportion of students achieving Levels 5 and 6 remained unchanged over the 2009 to 2018 period across Canada overall, while, at the provincial level, the proportion of high-performing students increased in Newfoundland and Labrador and Prince Edward Island (Appendix B.1.15). A gender gap in reading achievement favouring girls was observed in Canada and all provinces in 2009, and the same gender gap was again observed consistently across Canada and in all the provinces in 2018 (Appendix B.1.16).

Summary

Canada continues to perform well in reading, with close to 90 per cent of Canadian students reaching the baseline level of reading proficiency required to participate fully in modern society (Level 2), while almost one in six students reached Level 5 or 6. Globally, Canada ranked first (along with Estonia, Finland, Ireland, and Korea) among OECD countries and fourth among all participating countries, in reading on average. In spite of these strong results, PISA 2018 achievement in reading literacy also suggests that there is cause for some concern. Reading performance in PISA has declined in Canada overall and in many provinces since 2000. One in seven Canadian students scored at the lowest levels identified by PISA (below Level 2), and students in minority language settings achieved lower results in reading compared to their counterparts in majority-language settings in most provinces. Furthermore, the gap in reading achievement between girls and boys persists.

32 PISA 2018 Chapter 2 WƌŽĮůĞŽĨ^ƚƵĚĞŶƚƐĂŶĚdŚĞŝƌŶŐĂŐĞŵĞŶƚŝŶ Reading

W/^ĐŽŶƚĞǆƚƵĂůƋƵĞƐƟŽŶŶĂŝƌĞƐ

As part of the PISA assessment, students and their school principals complete questionnaires that are designed to provide all provinces and territories with contextual information to aid in the interpretation of the performance results. Researchers, policy-makers, and practitioners can use the information provided by these questionnaires to help them determine what factors influence learning outcomes. The content of the contextual questionnaires changes depending on which of the three domains is the primary focus in a PISA assessment. As the major domain of PISA 2018 was reading, the contextual questions accompanying the assessment provided information on factors that have been found in the past cycles of PISA to correlate with reading achievement. The PISA student questionnaire gathers information about students’ home background, their approaches to learning, and their learning environments. Although this questionnaire covers many relevant areas, only a select number of results are presented here for illustrative purposes. More detailed analysis of the student and school questionnaires will be presented in future CMEC reports and publications.

^ƚƵĚĞŶƚĚĞŵŽŐƌĂƉŚŝĐĐŚĂƌĂĐƚĞƌŝƐƟĐƐ

A vast array of literature has illustrated that learning outcomes are affected by a student’s individual and family demographic and socioeconomic characteristics. These include gender, socioeconomic status, immigrant status, and language. This section reports descriptive results for three variables (economic, social, and cultural status; immigrant status; and language spoken at home) and their relationship with reading achievement. The relationship between gender and reading achievement has been reported in Chapter 1. Results are also compared with data from previous pan-Canadian and international assessments, when available. Socioeconomic status Socioeconomic status (SES), which comprises both cultural and economic factors, has often been represented by a complex cluster of variables that include parents’ occupations, parents’ educational attainment, learning resources in the home, and how parents communicate the value of education to their children, among other variables (Crowe, 2013; Chevalier, Harmon, O’Sullivan, & Walker, 2013). A consequence of SES and home environment is that educational attainment tends to have an intergenerational correlation: that is, highly educated parents are more likely to have children who obtain more education, while parents with less education are more likely to have children who obtain relatively low levels of education (Causa, Dantan, & Johansson, 2009; Chevalier et al., 2013; Onuzo, Garcia, Hernandez, Peng, & Lecoq, 2013). Because educational attainment is a central component of social mobility (i.e., the relationship between the socioeconomic status of parents and that of their offspring when they become adults), policy-makers have a strong interest in improving educational outcomes for all students, regardless of their socioeconomic backgrounds (Chevalier et al., 2013). Fortunately, evidence suggests that well-structured policy interventions,

PISA 2018 33 such as income support policies, have a particularly strong positive effect on the most disadvantaged children and families (Causa et al., 2009; Merry, 2013). Student economic, social, and cultural status In PISA, SES is measured using the index of economic, social, and cultural status (ESCS), which is derived from three indices: the highest occupational status of students’ parents; the highest educational level attained by students’ parents; and a number of home possessions that can be used as proxies for material wealth, including the number of books and other educational resources available in the home (OECD, 2019c). It is important to sound a note of caution: as the OECD (2016a) warns, “the link between socio-economic status and student achievement is neither absolute nor automatic, and should not be overstated” (p. 63). Canada’s ESCS index was 0.42; only three of the participating countries and economies (Iceland, Norway, and Denmark) had higher scores on this index than Canada. A higher index signifies a higher average SES. At the provincial level, the ESCS index varied from a high of 0.48 in Ontario to a low of 0.17 in Manitoba (Figure 2.1, Appendix B.2.1a).

Figure 2.1 ĐŽŶŽŵŝĐ͕ƐŽĐŝĂů͕ĂŶĚĐƵůƚƵƌĂůƐƚĂƚƵƐ;^^ͿŝŶĚĞǆƐĐŽƌĞƐ 0.60

0.50

0.40

0.30

0.20 status index score index status 0.10 Economic, social, and cultural cultural and social, Economic, 0.38 0.32 0.33 0.24 0.37 0.48 0.17 0.29 0.46 0.43 0.42 0.00 NL PE NS NB QC ON MB SK AB BC CAN

Note͗ The OECD average for the ESCS index is -0.03, with a standard error of 0.0.

For the purposes of reporting the ESCS index, the top 25 per cent (top quarter) of the index were defined as socioeconomically advantaged students, whereas the bottom 25 per cent (bottom quarter) were defined as socioeconomically disadvantaged students (OECD, 2017). The socioeconomically advantaged students outperformed the disadvantaged students in PISA 2018 across all countries and economies, although the difference in performance related to SES status varies considerably (OECD, 2019c). This performance pattern is found in all provinces in Canada. As shown in Table 2.1, 6.7 per cent of the variation in reading achievement results in Canada as a whole can be attributed to differences in socioeconomic status. This pattern holds true for reading overall, as well as for all reading subscales (Appendices B.2.2 and B.2.3). Provincially, socioeconomic status explained more of the variation in overall reading scores in Quebec (9.4 per cent) and less of the variation in Manitoba (4.6 per cent) (Appendix B.2.1b).

34 PISA 2018 Table 2.1 ZĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶƌĞĂĚŝŶŐĂĐŚŝĞǀĞŵĞŶƚĂŶĚƚŚĞ^^ŝŶĚĞǆ

Socioeconomically Socioeconomically Percentage advantaged disadvantaged ŝīĞƌĞŶĐĞ of variance students students ;ĂĚǀĂŶƚĂŐĞĚʹ ĚŝƐĂĚǀĂŶƚĂŐĞĚͿ ĞǆƉůĂŝŶĞĚďǇ^^ Average score Average score factors Canada 553 485 68* 6.7 EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 546 491 55* 5.1 WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ 549 471 ϳϴΎ 7.9 EŽǀĂ^ĐŽƟĂ 543 ϰϴϬ 63* 6.1 EĞǁƌƵŶƐǁŝĐŬ 524 ϰϲϬ 63* 5.6 YƵĞďĞĐ 554 ϰϴϮ 71* 9.4 KŶƚĂƌŝŽ 555 492 63* ϰ͘ϴ DĂŶŝƚŽďĂ 526 ϰϲϴ ϱϴΎ 4.6 ^ĂƐŬĂƚĐŚĞǁĂŶ 539 465 74* ϴ͘ϳ ůďĞƌƚĂ ϱϲϴ 492 76* 9.2 ƌŝƟƐŚŽůƵŵďŝĂ 544 ϰϴϯ 61* 5.7 OECD 534 445 89* 12.0 ΎĞŶŽƚĞƐƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞ

Compared to other OECD countries, Canada has better-than-average social mobility (Causa et al., 2009; OECD, 2017; Parkin, 2015). However, further research is required, because averages can obscure important patterns of disparity. For example, in Canada the gap between the educational attainments of Indigenous and non-Indigenous people is particularly noteworthy, and is attributable partly to higher levels of poverty among Indigenous families (Banting, Soroka, & Koning, 2013; Britain & Blackstock, 2015; Collin & Jensen, 2009).

Immigrant status

Canada has the second-largest foreign-born population in the world in proportion to its overall population, behind only Australia (CMEC, 2015; Duff & Becker-Zayas, 2017; Parkin, 2015). Research has found that children in immigrant families are more likely to be educationally disadvantaged (Andon, Thompson, & Becker, 2014; Bruckauf, 2016; OECD, 2010). Using data from earlier cycles of PISA, PIRLS, and the Trends in International Mathematics and Science Study (TIMSS), Andon et al. (2014) have concluded that an achievement gap exists between immigrant and non-immigrants students in the three domains of reading, mathematics, and science across OECD countries. In Canada, immigrants are more likely than non-immigrants to fall into low-income categories (Collin & Jensen, 2009; CMEC, 2015). Despite this disadvantage, Canada is among the OECD countries that are more successful in closing the “immigrant achievement gap” (Parkin, 2015; Wech & Weinkam, 2016). Comparisons of average achievement between students who are immigrants and those who were born in Canada must be treated with caution, as scores may obscure important disparities among immigrant groups (Schnepf, 2008). Immigrant children and youth are not homogeneous (Andon et al., 2014; OECD, 2010; Parkin, 2015; Schnepf, 2008; Wech & Weinkam, 2016). They vary with respect to where they completed their previous education, at what age they were immersed in schooling in one of Canada’s official languages, and whether they already spoke English or French upon arriving in Canada (Bruckauf, 2016; OECD, 2016a). Like their domestic- born counterparts, immigrant children and youth also vary in the levels of education held by their parents.

PISA 2018 35 In PISA, students are classified using three categories related to immigrant status (OECD, 2019c, Chapter 9, p. 4): • Non-immigrant students have at least one parent who was born in the country in which the assessment was administered, regardless of whether the student himself or herself was born in that country. • Second-generation immigrant students were born in the country in which the assessment was administered but have foreign-born parents. • First-generation immigrant students are foreign-born students whose parents are also foreign-born.

In Canada, 35 per cent of students identified themselves as having an immigrant background. Provincially, the highest proportion of immigrant students were in Ontario (44 per cent) and British Columbia (41 per cent) (Figure 2.2, Appendix B.2.4a). In the majority of countries participating in PISA 2018, non-immigrant students outperformed their first- and second-generation immigrant peers. This finding has been consistent across previous cycles of PISA (OECD, 2019c). However, this pattern is not observed in all countries, including Canada.

Figure 2.2 Percentage of students by their immigrant status

Newfoundland and Labrador 97 2 Prince Edward Island 87 11 Nova ScoƟa 92 2 6 New Brunswick 94 1 6 Quebec 76 11 13 Ontario 56 27 18 Manitoba 69 9 21 Saskatchewan 79 4 17 Alberta 65 14 22 BriƟsh Columbia 59 20 21 Canada 65 18 17 OECD 87 8 5 0 20406080100 Percentage

Non-immigrant Second-generaƟon immigrant First-generaƟon immigrant

Note͗KǁŝŶŐƚŽƚŚĞƐŵĂůůƐĂŵƉůĞƐŝǌĞ͕ƉĞƌĐĞŶƚĂŐĞƐĨŽƌƐĞĐŽŶĚͲŐĞŶĞƌĂƟŽŶŝŵŵŝŐƌĂŶƚƐƚƵĚĞŶƚƐƉĂƌƟĐŝƉĂƟŶŐŝŶEĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌĂŶĚWƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚĂƌĞŶŽƚ ŝŶĚŝĐĂƚĞĚƐĞƉĂƌĂƚĞůǇ͕ĂŶĚƐŽƉĞƌĐĞŶƚĂŐĞƐŵĂǇŶŽƚĂĚĚƵƉƚŽϭϬϬ͘

In general, Canadian immigrant students performed as well as non-immigrant students on the reading assessment. However, if we look at the different immigrant groups, first-generation immigrant students in Canada were outperformed by their non-immigrant and second-generation immigrant peers. As well, second- generation immigrant students had significantly higher average reading scores compared to non-immigrant students (Figure 2.3). These comparisons are quite variable across provinces (see Appendix B.2.4b). The most notable differences were observed in Quebec, where non-immigrant students outperformed both first- and second-generation immigrant students, and in New Brunswick, where first-generation immigrant students outperformed non-immigrant students. The results by the reading subscales are presented in Appendices B.2.5 and B.2.6.

36 PISA 2018 Figure 2.3 ZĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶŝŵŵŝŐƌĂŶƚƐƚĂƚƵƐĂŶĚƌĞĂĚŝŶŐĂĐŚŝĞǀĞŵĞŶƚŝŶĂŶĂĚĂ

Non-immigrant 525

Second-generaƟon immigrant 535

First-generaƟon immigrant 508

400 420 440 460 480 500 520 540 560 580 600 Average score in reading Language spoken at home

Canada is a multilingual and multicultural country with various immigrant and Indigenous populations. In the 2016 census, over 200 languages were reported as a mother tongue (Statistics Canada, 2017b). “Mother tongue,” as used in Statistics Canada data reports, may be considered synonymous with “first language spoken.” Canada’s language groups may be classified into three distinct categories: official languages, non-official or heritage languages, and Indigenous languages (Duff & Becker-Zayas, 2017). Learning in Canada’s official languages The two official languages of instruction in Canada are English and French, but the majority of students in Canada receive their first-language instruction in English. Although Canada is officially bilingual, New Brunswick is the only province outside Quebec with a substantial francophone population (31 per cent) (Statistics Canada, 2016b). Canada’s federal government and provincial and territorial governments, both in principle and practice, support opportunities for all Canadians to learn one or both of Canada’s official languages (Government of Canada, 2017; Statistics Canada, 2016a). To ensure that all students have the opportunity to learn both of Canada’s official languages, all school systems offer English or French as second language courses, and French immersion programs are offered in public education systems throughout Canada.9 Some provinces also offer bilingual programs that combine instruction in an official language and a heritage language or an Indigenous language. As well, many schools offer second-language courses in languages other than English or French (Government of Canada, 2017). Provinces and territories are differently impacted by immigration, and this affects findings with respect to mother tongue. Immigrants are heavily concentrated in Canada’s urban centres in British Columbia, Alberta, Ontario, and Quebec (Statistics Canada, 2015). Canadian census data from 2016 show that 72.5 per cent of immigrants have a first language other than French or English (Statistics Canada, 2017c). As part of the PISA student questionnaire, participants were asked, “What language do you speak at home most of the time?” The three response options were “English,” “French,” and “another language.” The majority of students who participated in PISA 2018 spoke one of Canada’s official languages at home. In Canada overall, 65 per cent of students participating in PISA spoke English at home, while about equal proportions of students spoke French or another language at home (17 and 18 per cent, respectively). Quebec is the only province where French was spoken at home by the majority of students (74 per cent), while one in four students spoke French at home in New Brunswick. The proportion of students speaking a language other than French or English at home ranges from 24 per cent in British Columbia to 3 per cent in Newfoundland and Labrador (Figure 2.4, Appendix B.2.7a).

9 For a more detailed description of language policies in Canada, see the country chapter for Canada in the PIRLS 2016 Encyclopedia (Mullis, Martin, Goh, & Prendergast, 2017). PISA 2018 37 Figure 2.4 Language spoken at home as reported by students

Newfoundland and Labrador 97 3 Prince Edward Island 88 9 Nova ScoƟa 94 1 4 New Brunswick 71 24 4 Quebec 13 74 13 Ontario 77 2 21 Manitoba 80 1 19 Saskatchewan 85 0 14 Alberta 80 1 19 BriƟsh Columbia 76 0 24 Canada 65 17 18

0 20406080100 Percentage English French Other Note͗KǁŝŶŐƚŽƚŚĞƐŵĂůůƐĂŵƉůĞƐŝǌĞ͕ƉĞƌĐĞŶƚĂŐĞƐĨŽƌĨƌĂŶĐŽƉŚŽŶĞƐƚƵĚĞŶƚƐƉĂƌƟĐŝƉĂƟŶŐŝŶEĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌĂŶĚWƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚĂƌĞŶŽƚŝŶĚŝĐĂƚĞĚ ƐĞƉĂƌĂƚĞůǇ͕ĂŶĚƐŽƉĞƌĐĞŶƚĂŐĞƐŵĂǇŶŽƚĂĚĚƵƉƚŽϭϬϬ͘

According to the 2016 census, over 70 per cent of immigrants to Canada report a language other than English or French as their mother tongue (Statistics Canada, 2017c). At the same time, the ability of immigrants to speak one of Canada’s official languages is an important condition for their full participation in Canadian society. As shown in Figure 2.5, students who spoke a language at home other than English or French had lower achievement in reading compared to those who spoke either of the two official languages at home. Students who spoke English at home outperformed students who spoke a language other than English or French in Nova Scotia, Quebec, Ontario, Manitoba, Saskatchewan, Alberta, and British Columbia. Students who spoke French at home outperformed students who spoke a language other than French or English in Quebec and Saskatchewan, but performed lower than students in the same category in Newfoundland and Labrador, New Brunswick, and Ontario (Appendix B.2.7b).

Figure 2.5 ZĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶƐƚƵĚĞŶƚƐ͛ůĂŶŐƵĂŐĞƐƉŽŬĞŶĂƚŚŽŵĞĂŶĚƌĞĂĚŝŶŐĂĐŚŝĞǀĞŵĞŶƚŝŶĂŶĂĚĂ

English 527 French 520 Other 506

400 420 440 460 480 500 520 540 560 580 600 Average score in reading

Students who spoke a language other than French or English at home outperformed those who spoke French at home in Newfoundland and Labrador, New Brunswick, and Ontario; but they performed lower than those who spoke French at home in Quebec and Saskatchewan (Appendix B.2.7b).

38 PISA 2018 The results for the reading subscales were also examined by language spoken at home. For Canada overall, students who spoke a language other than English or French at home had lower achievement in three subscales — locating information, evaluating and reflecting, and multiple-text structure. For the remaining two subscales (understanding and single-text structure), students who spoke another language at home were outperformed by their English-speaking peers, but there was no significant difference compared to their French-speaking counterparts (Table 2.2, Appendices B.2.8 and B.2.9). These results varied within the provinces.

Table 2.2 ZĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶƐƚƵĚĞŶƚƐ͛ůĂŶŐƵĂŐĞƐƉŽŬĞŶĂƚŚŽŵĞĂŶĚĂĐŚŝĞǀĞŵĞŶƚŝŶƌĞĂĚŝŶŐƐƵďƐĐĂůĞƐŝŶĂŶĂĚĂ English French Other ŝīĞƌĞŶĐĞ Average Standard Average Standard Average Standard ŶŐůŝƐŚʹ ŶŐůŝƐŚʹ &ƌĞŶĐŚʹ score error score error score error French Other Other >ŽĐĂƚĞŝŶĨŽƌŵĂƟŽŶ 523 ;Ϯ͘ϲͿ ϱϮϬ ;ϰ͘ϰͿ ϱϬϰ ;ϰ͘ϬͿ ** hŶĚĞƌƐƚĂŶĚ 526 ;Ϯ͘ϯͿ 517 ;ϯ͘ϯͿ ϱϭϬ ;ϯ͘ϴͿ ** ǀĂůƵĂƚĞĂŶĚƌĞŇĞĐƚ 533 ;Ϯ͘ϱͿ 531 ;ϰ͘ϭͿ 515 ;ϰ͘ϰͿ ** ^ŝŶŐůĞͲƚĞǆƚƐƚƌƵĐƚƵƌĞ ϱϮϴ ;Ϯ͘ϯͿ 515 ;ϯ͘ϮͿ ϱϭϬ ;ϯ͘ϵͿ ** DƵůƟƉůĞͲƚĞǆƚƐƚƌƵĐƚƵƌĞ 527 ;Ϯ͘ϯͿ 527 ;ϯ͘ϰͿ ϱϭϬ ;ϯ͘ϵͿ ** ΎĞŶŽƚĞƐƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞ

^ƚƵĚĞŶƚƐ͛ĂƫƚƵĚĞƐĂŶĚďĞůŝĞĨƐ

This section focuses on students’ attitudes toward reading (enjoyment of reading and time spent reading for enjoyment), reading self-efficacy, reading preferences (types of reading materials and digital versus paper formats), and reading strategies. Further results from the student and school questionnaires on these issues will be published in forthcoming reports and in issues of Assessment Matters! 10 Attitude toward reading As students progress through public education, they learn increasingly challenging and sophisticated curriculum. In recent decades, curriculum and pedagogy have evolved in response to increasing information, increasing demands for skilled work and knowledge on the job, and increasing social and citizenship complexities in a globalized world. The literature refers to these changes as requiring “21st century knowledge and skills” and recognizes that assessing learning processes are as important as assessing learning outcomes (Goldman, 2012; Learned, Stockdill, & Moje, 2011; OECD, 2010). The student questionnaire that accompanied PISA 2018 provides insights into the attitudes, motivations, and skills that students are bringing to the process of “learning how to learn.” In PISA 2018, students were asked to respond to five items concerning attitudes toward reading, as shown in Figure 2.6 (Appendices B.2.10a–e). In Canada overall, close to 40 per cent of 15-year-old students reported that reading is one of their favourite hobbies and that they like talking about books with other people. However, one in four students reported that reading is a waste of time (Figure 2.6). This is a proportion similar to the results from PCAP 2016, in which almost one in five Grade 8/Secondary II students reported that they consider reading a waste of time (O’Grady, Fung, Brochu, Servage, & Tao, 2019). Additionally, approximately one out of two students across Canada and in the OECD countries reported that they read only if they have to or only to get the information that they need.

10 Assessment Matters! is a series of articles and research notes available on the CMEC website, at https://cmec.ca/459/Overview.html PISA 2018 39 Figure 2.6 WĞƌĐĞŶƚĂŐĞŽĨĂŶĂĚŝĂŶƐƚƵĚĞŶƚƐďǇƚŚĞŝƌƌĞƐƉŽŶƐĞƐƚŽƋƵĞƐƟŽŶŶĂŝƌĞŝƚĞŵƐƌĞůĂƚĞĚƚŽƚŚĞĞŶũŽǇŵĞŶƚŽĨƌĞĂĚŝŶŐ

Reading is one of my favourite hobbies 27 37 24 13

I like talking about books with other people 28 33 29 10

I read only to get informaƟon that I need 19 34 31 16

I read only if I have to 21 32 30 18

For me, reading is a waste of Ɵme 33 41 16 10

0 20406080100 Percentage Strongly disagree Disagree Agree Strongly agree Note͗WĞƌĐĞŶƚĂŐĞƐŵĂǇŶŽƚĂĚĚƵƉƚŽϭϬϬĚƵĞƚŽƌŽƵŶĚŝŶŐ͘

Positive attitudes toward reading were positively related to student reading achievement (Appendices B.2.10a–e). Students who indicated that they enjoy reading outperformed those who did not, as reported by their responses to statements on attitudes toward reading. This finding was consistent across the OECD countries and in all Canadian provinces except Prince Edward Island, where students’ scores did not significantly differ by their responses to two of the five reading statements (Appendices B.2.10b and B.2.10c). Students were also asked how much time they spent reading for enjoyment. As shown in Figure 2.7, 40 per cent of Canadian students did not read for enjoyment, which is similar to the proportion across the OECD countries (42 per cent). The proportion ranged from 37 per cent in Alberta and British Columbia to 49 per cent in Newfoundland and Labrador (Appendix B.2.11). The proportion of Canadian students who spent one or more hours per day reading for enjoyment was also similar to that in the OECD countries (16 and 17 per cent, respectively). Within Canada, the proportion of students in this category ranged from 12 per cent in Prince Edward Island to 18 per cent in Alberta (Appendix B.2.11).

Figure 2.7 WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐďǇƟŵĞƐƉĞŶƚƌĞĂĚŝŶŐĨŽƌĞŶũŽǇŵĞŶƚ

Newfoundland and Labrador 49 21 15 10 5 Prince Edward Island 47 26 15 7 5 Nova ScoƟa 47 26 14 8 5 New Brunswick 46 26 15 7 6 Quebec 44 29 14 8 4 Ontario 39 26 17 11 7 Manitoba 41 29 15 9 6 Saskatchewan 43 29 14 9 5 Alberta 37 26 19 11 7 BriƟsh Columbia 37 28 19 10 6 Canada 40 27 17 10 6 OECD 42 24 17 11 6 0 20406080100 Percentage I do not read for enjoyment 30 minutes or less a day More than 30 minutes to less than 60 minutes a day 1 to 2 hours a day More than 2 hours a day Note͗WĞƌĐĞŶƚĂŐĞƐŵĂǇŶŽƚĂĚĚƵƉƚŽϭϬϬĚƵĞƚŽƌŽƵŶĚŝŶŐ͘

40 PISA 2018 Student motivation to read has been shown to be an important factor that influences reading ability. Reading motivation involves a variety of factors, including self-efficacy, reading goals, social motivation, and intrinsic and extrinsic influences (Aarnoutse & Schellings, 2003). While reading strategies have been shown to be successful in the classroom, that success is contingent on the motivation of students to learn and use those strategies. Better readers tend to read more because of their higher motivation for reading; in turn, reading for pleasure is more strongly linked to cognitive progress in adolescence than to SES factors such as parental education (Sullivan & Brown, 2015). As shown in Figure 2.8, Canadian students who enjoy reading are more likely to have higher achievement in reading, although there appears to be a threshold, with little further improvement in reading scores when time spent on reading for enjoyment surpasses 30 minutes per day (Appendix B.2.11). This general pattern was observed in most of the provinces. Notable exceptions include students in New Brunswick and British Columbia who reported reading more than two hours a day for enjoyment: in the former province, scores were lower, while, in the latter, scores were higher compared to students who spent 30 to 60 minutes reading for enjoyment. In Quebec, students who reported reading for enjoyment for more than two hours a day scored lower than who read one to two hours a day (Appendix B.2.11).

Figure 2.8 ZĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶƐƚƵĚĞŶƚƐ͛ƟŵĞƐƉĞŶƚƌĞĂĚŝŶŐĨŽƌĞŶũŽǇŵĞŶƚĂŶĚƌĞĂĚŝŶŐĂĐŚŝĞǀĞŵĞŶƚŝŶĂŶĂĚĂ

More than 2 hours a day 556

1 to 2 hours a day 560 More than 30 minutes to less than 60 minutes a day 555

30 minutes or less a day 538

I do not read for enjoyment 488

400 420 440 460 480 500 520 540 560 580 600 Average score in reading

ZĞĂĚŝŶŐƐĞůĨͲĞĸĐĂĐǇ

Self-efficacy refers to a student’s belief that, by engaging in specific activities, he or she can produce desired effects, such as achieving a personal goal (Bandura, 1977). Although cognitive processes and strategies have been the focus of learning-to-read research for many years, student self-efficacy with respect to reading has been shown to be associated with reading ability. Research has revealed that students reporting higher levels of self-efficacy obtained higher reading comprehension scores than students reporting lower levels of perceived competence (Schunk & Pajares, 2009). In PISA 2018, students were asked to respond to six items, shown in Figure 2.9, that gauged their feelings about their ability to read. Students responding positively to the first three items and negatively to the last three would have higher self-efficacy and be considered as confident in their reading abilities. For Canada overall, over 80 per cent of 15-year-olds believe that they are good readers and/or fluent readers, while a slightly smaller proportion of students reported that they are able to understand difficult texts. However, close to 20 per cent of students reported having difficulty with reading, while just over 40 per cent struggle with comprehension (Appendices B.2.12a–f).

PISA 2018 41 Figure 2.9 WĞƌĐĞŶƚĂŐĞŽĨĂŶĂĚŝĂŶƐƚƵĚĞŶƚƐďǇƚŚĞŝƌƌĞƐƉŽŶƐĞƐƚŽƋƵĞƐƟŽŶŶĂŝƌĞŝƚĞŵƐƌĞůĂƚĞĚƚŽƌĞĂĚŝŶŐƐĞůĨͲĞĸĐĂĐǇ

I am a good reader 5 13 53 30

I am able to understand diĸcult texts 4 18 57 21

I read Ňuently 4 14 52 30

I have always had diĸculty with reading 39 43 14 5 I have to read a text several Ɵmes before completely understanding it 18 41 33 8 I Įnd it diĸcult to answer quesƟons about a text 20 51 23 6

0 20406080100 Percentage Strongly disagree Disagree Agree Strongly agree Note͗WĞƌĐĞŶƚĂŐĞƐŵĂǇŶŽƚĂĚĚƵƉƚŽϭϬϬĚƵĞƚŽƌŽƵŶĚŝŶŐ͘

Students’ reading self-efficacy varied across provinces. In six of the provinces, at least 85 per cent of students believe that they are good readers (Appendix B.2.12a). The proportion of students that reported reading fluently ranged from 76 per cent in Newfoundland and Labrador to 84 per cent in Ontario and Alberta (Appendix B.2.12c). On the other hand, the proportion of students who reported difficulty with reading comprehension ranged from 35 per cent in Prince Edward Island to 46 per cent in Alberta (Appendix B.2.12e), while more than one-third of students in New Brunswick reported difficulty with reading and answering questions (Appendices B.2.12d and B.2.12f). As shown in Table 2.3, there is a positive relationship between students’ confidence in their ability to read well and their success in reading. Average reading scores were significantly lower for students with less confidence in their reading abilities and higher for those with more confidence. This is consistent with the pattern reported for Grade 4 students in PIRLS 2016 (Brochu et al., 2018) and for Grade 8 students in PCAP 2016 (O’Grady et al., 2019). Higher reading proficiency by confident readers in comparison to less confident readers was observed in all provinces.

42 PISA 2018 Table 2.3 ZĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶƌĞĂĚŝŶŐƐĞůĨͲĞĸĐĂĐǇĂŶĚƌĞĂĚŝŶŐĂĐŚŝĞǀĞŵĞŶƚŝŶĂŶĂĚĂ EŽƚĐŽŶĮĚĞŶƚ Very at all EŽƚĐŽŶĮĚĞŶƚ ŽŶĮĚĞŶƚ ĐŽŶĮĚĞŶƚ ŝīĞƌĞŶĐĞ Average Average score Standard error Average score Standard error Average score Standard error Average score Standard error ŽŶĮĚĞŶƚʹ not ĐŽŶĮĚĞŶƚ /ĂŵĂŐŽŽĚƌĞĂĚĞƌa 446 ;ϰ͘ϰͿ 477 ;Ϯ͘ϵͿ ϱϭϴ ;Ϯ͘ϬͿ 573 ;Ϯ͘ϭͿ ϰϬΎ /ĂŵĂďůĞƚŽƵŶĚĞƌƐƚĂŶĚĚŝĸĐƵůƚƚĞǆƚƐa 445 ;ϰ͘ϱͿ ϰϴϱ ;Ϯ͘ϰͿ ϱϮϴ ;ϭ͘ϵͿ 572 ;Ϯ͘ϯͿ 43* /ƌĞĂĚŇƵĞŶƚůǇa 439 ;ϰ͘ϲͿ 473 ;Ϯ͘ϳͿ 517 ;ϭ͘ϴͿ 576 ;Ϯ͘ϮͿ 45*

/ŚĂǀĞĂůǁĂǇƐŚĂĚĚŝĸĐƵůƚǇǁŝƚŚ 456 ;ϯ͘ϲͿ ϰϲϴ ;Ϯ͘ϵͿ ϱϮϬ ;Ϯ͘ϬͿ 562 ;ϭ͘ϴͿ 52* ƌĞĂĚŝŶŐb /ŚĂǀĞƚŽƌĞĂĚĂƚĞǆƚƐĞǀĞƌĂůƟŵĞƐ ďĞĨŽƌĞĐŽŵƉůĞƚĞůǇƵŶĚĞƌƐƚĂŶĚŝŶŐŝƚb ϰϴϮ ;ϯ͘ϭͿ ϱϬϰ ;Ϯ͘ϮͿ 542 ;Ϯ͘ϬͿ ϱϱϬ ;Ϯ͘ϳͿ 37*

/ĮŶĚŝƚĚŝĸĐƵůƚƚŽĂŶƐǁĞƌƋƵĞƐƟŽŶƐ 475 ;ϯ͘ϱͿ 495 ;Ϯ͘ϲͿ 536 ;ϭ͘ϴͿ 552 ;Ϯ͘ϳͿ 41* ĂďŽƵƚĂƚĞǆƚb ΎĞŶŽƚĞƐƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞ Note͗&ŽƌƚŚŝƐƚĂďůĞ͕ƌĞƐƉŽŶƐĞƐǁĞƌĞĐŽŶǀĞƌƚĞĚĨƌŽŵĂĨŽƵƌͲƉŽŝŶƚĂŐƌĞĞŵĞŶƚʹĚŝƐĂŐƌĞĞŵĞŶƚƐĐĂůĞƚŽĂĨŽƵƌͲƉŽŝŶƚůĞǀĞůͲŽĨͲĐŽŶĮĚĞŶĐĞƐĐĂůĞ͘ a^ƚƵĚĞŶƚƐǁŚŽĂŶƐǁĞƌĞĚ͞ƐƚƌŽŶŐůǇĂŐƌĞĞ͟ĂƌĞĐŽŶƐŝĚĞƌĞĚ͞ǀĞƌǇĐŽŶĮĚĞŶƚ͖͟ƚŚŽƐĞǁŚŽĂŶƐǁĞƌĞĚ͞ƐƚƌŽŶŐůǇĚŝƐĂŐƌĞĞ͟ĂƌĞĐŽŶƐŝĚĞƌĞĚ͞ŶŽƚĐŽŶĮĚĞŶƚĂƚĂůů͘͟ ď^ƚƵĚĞŶƚƐǁŚŽĂŶƐǁĞƌĞĚ͞ƐƚƌŽŶŐůǇĚŝƐĂŐƌĞĞ͟ĂƌĞĐŽŶƐŝĚĞƌĞĚ͞ǀĞƌǇĐŽŶĮĚĞŶƚ͖͟ƚŚŽƐĞǁŚŽĂŶƐǁĞƌĞĚ͞ƐƚƌŽŶŐůǇĂŐƌĞĞ͟ĂƌĞĐŽŶƐŝĚĞƌĞĚ͞ŶŽƚĐŽŶĮĚĞŶƚĂƚĂůů͘͟

Reading preferences

A big challenge for teachers is not simply getting students to read — it is getting them to enjoy it too. In motivating their students to read, language arts teachers are encouraged to expose students to a wide variety of genres in their classrooms and to allow students some choice in their reading materials to increase their engagement and to accommodate different reading skill levels (Gambrell, Marinak, Brooker, & McCrea- Andrews, 2011; Merga, 2015; Sturtevat, Boyd, Brozo, Hinchman, Moore, & Alvermann, 2010). In PISA 2018, students were asked about the types of reading materials that they read because they wanted to. As shown in Figure 2.10, Canadian students reported a higher preference for reading fiction and a lower preference for magazines and comic books (Appendices B.2.13a–e). This general pattern holds up across participating countries as well as the Canadian provinces. If reading a particular type of reading material once a month or more, in comparison to reading it a few times a year or less frequently, is taken to represent student’s preference for reading that type of material, then interesting patterns in reading preferences emerge. Notably, compared to Canada, more students across the OECD countries preferred reading magazines (37 versus 25 per cent) and newspapers (41 versus 30 per cent). In the Canadian provinces, students’ preferences for types of reading materials varied greatly. Notable findings were a high preference for reading magazines in Quebec, fiction and newspapers in Prince Edward Island, and non-fiction books in British Columbia, and a low preference for reading comic books in Prince Edward Island (Appendices B.2.13a–e).

PISA 2018 43 Figure 2.10 WĞƌĐĞŶƚĂŐĞŽĨĂŶĂĚŝĂŶƐƚƵĚĞŶƚƐďǇƚŚĞŝƌƌĞƐƉŽŶƐĞƐƚŽƋƵĞƐƟŽŶŶĂŝƌĞŝƚĞŵƐƌĞůĂƚĞĚƚŽƚŚĞŝƌƉƌĞĨĞƌĞŶĐĞƐ for reading material

FicƟon (e.g., novels, narraƟves, stories) 19 27 20 19 15 Non-ĮcƟon books (e.g., informaƟonal, documentary) 31 30 19 14 5

Newspapers 47 23 14 10 5

Magazines 46 29 15 7 2

Comic books 50 27 11 8 5

020406080100 Percentage

Never or almost never A few Ɵmes a year About once a month Several Ɵmes a month Several Ɵmes a week Note͗WĞƌĐĞŶƚĂŐĞƐŵĂǇŶŽƚĂĚĚƵƉƚŽϭϬϬĚƵĞƚŽƌŽƵŶĚŝŶŐ͘

As shown in Table 2.4, in Canada, there is a positive relationship between reading achievement and increasing frequency of reading fiction, non-fiction books, and newspapers, while reading magazines and comic books has little impact on reading scores (Appendices B.2.13a–e). On average across the OECD countries, only reading fiction is associated with a continual upward trend in reading scores, where the results did not taper off with increased frequency of reading. Provincially, results varied, but a positive relationship between reading achievement and an increase in the frequency of reading was found in most provinces for reading fiction and non-fiction books.

Table 2.4 ZĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶƌĞĂĚŝŶŐƉƌĞĨĞƌĞŶĐĞƐĂŶĚƌĞĂĚŝŶŐĂĐŚŝĞǀĞŵĞŶƚŝŶĂŶĂĚĂ Never or ĨĞǁƟŵĞƐ About once ^ĞǀĞƌĂůƟŵĞƐ ^ĞǀĞƌĂůƟŵĞƐ almost never a year a month a month a week Average Average score Standard error Average score Standard error Average score Standard error Average score Standard error Average score Standard error &ŝĐƟŽŶ;Ğ͘Ő͕͘ŶŽǀĞůƐ͕ŶĂƌƌĂƟǀĞƐ͕ ƐƚŽƌŝĞƐͿ 479 ;Ϯ͘ϰͿ ϱϮϬ ;Ϯ͘ϮͿ 526 ;Ϯ͘ϴͿ 544 ;Ϯ͘ϵͿ 572 ;Ϯ͘ϵͿ EŽŶͲĮĐƟŽŶďŽŽŬƐ;Ğ͘Ő͕͘ ŝŶĨŽƌŵĂƟŽŶĂů͕ĚŽĐƵŵĞŶƚĂƌǇͿ ϱϬϳ ;Ϯ͘ϭͿ 534 ;Ϯ͘ϯͿ 531 ;ϯ͘ϭͿ 539 ;Ϯ͘ϵͿ 537 ;ϰ͘ϱͿ EĞǁƐƉĂƉĞƌƐ ϱϭϴ ;ϭ͘ϳͿ 532 ;Ϯ͘ϱͿ 532 ;Ϯ͘ϴͿ 537 ;ϯ͘ϲͿ 536 ;ϰ͘ϵͿ DĂŐĂǌŝŶĞƐ 524 ;Ϯ͘ϬͿ ϱϯϬ ;ϭ͘ϵͿ 529 ;ϯ͘ϮͿ 521 ;ϰ͘ϮͿ ϱϬϴ ;ϳ͘ϯͿ ŽŵŝĐďŽŽŬƐ 525 ;Ϯ͘ϭͿ 531 ;Ϯ͘ϯͿ ϱϮϬ ;ϯ͘ϰͿ 522 ;ϯ͘ϳͿ 526 ;ϲ͘ϭͿ

The PISA 2018 student questionnaire asked students about whether they preferred to read print or digital books. As shown in Figure 2.11, more than twice as many students in Canada overall preferred to read books in paper compared to in digital format. Similar proportions were found across the provinces, with the proportion of students who preferred to “read books more often in paper format” ranging from 32 per cent in Newfoundland and Labrador to 46 in Prince Edward Island, and those who preferred to “read books more often on digital devices” ranging from 11 per cent in New Brunswick to 19 per cent in Ontario (Appendix B.2.14). This preference for paper formats was consistent with the finding for Grade 8/Secondary II students in PCAP 2016,

44 PISA 2018 in which the majority of students prefer to read on paper, both when reading for themselves and when reading for school (O’Grady et al., 2019).

Figure 2.11 Canadian students’ preferences for reading print or digital material

I rarely or never read books 17% 30% I read books more oŌen in paper format

17% I read books more oŌen on digital devices

37% I read books equally oŌen in paper format and on digital devices

Note͗WĞƌĐĞŶƚĂŐĞƐŵĂǇŶŽƚĂĚĚƵƉƚŽϭϬϬĚƵĞƚŽƌŽƵŶĚŝŶŐ͘

In Canada overall, students who preferred to read in paper format achieved higher scores than those who preferred a digital format or who read in both formats with equal frequency. For the 30 per cent of students who reported rarely or never reading books, reading achievement was significantly lower than that of their peers who read in any format (Figure 2.12, Appendix B.2.14). In all provinces, students who preferred reading in paper format outperformed their peers who reported rarely or never reading books as well as those who preferred reading on digital devices. In the majority of the provinces, there was no statistically significant difference in reading scores between students who read in both formats with equal frequency and students who read more often in paper format, except for Quebec, Ontario, Manitoba, and British Columbia, where the latter had higher reading achievement.

Figure 2.12 ZĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶƐƚƵĚĞŶƚƐ͛ƉƌĞĨĞƌĞŶĐĞƐĨŽƌƌĞĂĚŝŶŐĨŽƌŵĂƚĂŶĚƌĞĂĚŝŶŐĂĐŚŝĞǀĞŵĞŶƚŝŶĂŶĂĚĂ

I rarely or never read books 481

I read books more oŌen in paper format 558

I read books more oŌen on digital devices 516

I read books equally oŌen in paper format 544 and on digital devices 400 420 440 460 480 500 520 540 560 580 600 Average score in reading

Students’ reading strategies As Jang (2016) observes, “One of the most notable trends in literacy theory and research is the increasing interest in the reading and writing practices of adolescents” (p. 7). Interest has been driven in part by concerns about adolescent disengagement from reading, and the demands of complex global societies and knowledge economies (Goldman, 2012; Guthrie, Wigfield, & You, 2012; McKenna, Conradi, Lawrence, Jang, & Meyer, 2012; OECD, 2010). These factors have caused policy-makers and some researchers to call for a shift in the role of the language arts teacher from literature teacher to literacy teacher. In other words, language arts teachers in high school, and indeed high-school teachers in other subject areas, need to recognize that, over and above being content area teachers, they are also reading teachers, instructing students in the use of effective reading strategies (Wigent, 2013).

PISA 2018 45 Good pedagogy in secondary-school grades thus calls for teachers to explicitly teach and guide students in the practice of effective reading strategies (Goldman, 2012). More and less effective reading strategies have been widely researched, and this research has established that students can learn strategies to help themselves when they encounter difficulties in their reading (Learned et al., 2011). Pedagogically, it is most helpful when the teacher can teach, and give students the opportunity to practise, an array of strategies and guide students effectively toward independent use of these strategies (Goldman, 2012; Wigent, 2013). Reading literacy is an important skill that is necessary for full participation in society. Students are taught to read in the earliest grades, and reading-related activities become increasingly challenging throughout schooling. The reading strategies employed and the effort applied to reading activities might be expected to have some impact on reading performance. This section looks at students’ perceptions of the use of reading strategies for understanding and memorizing texts. There are several factors to consider when interpreting the usefulness of reading strategies as reported by students. Students may apply different strategies to different kinds of texts, depending on genre and level of difficulty. Both genres and modes of disciplinary thinking influence the ways in which students approach texts and the kinds of reading strategies that might be effective for comprehension (Goldman, 2012; Yoo, 2015). Students require a degree of metacognition to identify the strategies they are using. While effective reading instruction helps students develop such metacognition (Learned et al., 2011; Wigent, 2013), they may not be able to name some of the strategies they are using, or they may lack the metacognitive awareness to be able to identify that they are using particular strategies (Yoo, 2015). In PISA 2018, students were given six reading strategies and asked to rank them on a six-point scale from “not useful” to “very useful,” according to their usefulness for helping them understand and memorize texts. As shown in Figure 2.13, students reported that the most useful strategies were summarizing the text in their own words and underlining the important parts of the text. The same preferences were also reported in the provinces, but the proportions varied. The proportion of students who reported that summarizing the text in their own words was a very useful strategy ranged from 16 per cent in New Brunswick to 28 per cent in Quebec, and those who reported underlining the important parts of the text as a very useful strategy ranged from 17 per cent in Saskatchewan to 32 per cent in Quebec. The two strategies that were considered the least useful across Canada were reading the text aloud to another person and quickly reading through the text twice (Appendices B.2.15a–f).

Figure 2.13 ĂŶĂĚŝĂŶƐƚƵĚĞŶƚƐ͛ƉĞƌĐĞƉƟŽŶƐŽĨƚŚĞƵƐĞĨƵůŶĞƐƐŽĨƌĞĂĚŝŶŐƐƚƌĂƚĞŐŝĞƐĨŽƌƵŶĚĞƌƐƚĂŶĚŝŶŐĂŶĚŵĞŵŽƌŝǌŝŶŐƚĞǆƚƐ

I concentrate on the parts of the text that are easy to understand 13 14 23 25 14 11

I quickly read through the text twice 15 19 23 20 13 10 AŌer reading the text, I discuss its content with other people 12 14 18 21 18 17

I underline important parts of the text 9 10 16 21 21 22

I summarize the text in my own words 8 10 17 22 21 22

I read the text aloud to another person 26 19 19 15 11 10

020406080100 Percentage Not useful Very useful 1 2 3 4 5 6 Note͗WĞƌĐĞŶƚĂŐĞƐŵĂǇŶŽƚĂĚĚƵƉƚŽϭϬϬĚƵĞƚŽƌŽƵŶĚŝŶŐ͘

46 PISA 2018 Three strategies were found to be positively related to reading scores. Students who reported that discussing content with other people and summarizing the text in their own words were very useful strategies achieved significantly higher scores (by 45 and 39 points, respectively) than those who found that these strategies were not useful. To a lesser extent, students who reported underlining the important parts of the text scored higher (by 10 points) than those who found this strategy not useful (Table 2.5, Appendices B.2.15a–f). Both discussing content with others and summarizing in their own words are associated with a higher level of metacognition in reading. Higher reading scores for students who reported these two strategies as very useful, in comparison to those who did not find them useful, were observed in all provinces except in Prince Edward Island, where there was no significant difference with respect to discussing content with other people.

Table 2.5 ZĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶƐƚƵĚĞŶƚƐ͛ƉĞƌĐĞƉƟŽŶŽĨƚŚĞƵƐĞĨƵůŶĞƐƐŽĨƌĞĂĚŝŶŐƐƚƌĂƚĞŐŝĞƐĂŶĚƌĞĂĚŝŶŐĂĐŚŝĞǀĞŵĞŶƚ Not useful Very useful 123456 /ĐŽŶĐĞŶƚƌĂƚĞŽŶƚŚĞƉĂƌƚƐŽĨƚŚĞƚĞǆƚƚŚĂƚĂƌĞĞĂƐǇƚŽ ƵŶĚĞƌƐƚĂŶĚ 523 ϱϰϬΎ 526 525 531 516 /ƋƵŝĐŬůǇƌĞĂĚƚŚƌŽƵŐŚƚŚĞƚĞǆƚƚǁŝĐĞ 526 533* 525 521 533 526 ŌĞƌƌĞĂĚŝŶŐƚŚĞƚĞǆƚ͕/ĚŝƐĐƵƐƐŝƚƐĐŽŶƚĞŶƚǁŝƚŚŽƚŚĞƌƉĞŽƉůĞ ϱϬϳ 515 511 ϱϮϴΎ 542* 552* /ƵŶĚĞƌůŝŶĞŝŵƉŽƌƚĂŶƚƉĂƌƚƐŽĨƚŚĞƚĞǆƚ 522 523 ϱϭϴ 524 ϱϯϴΎ 531* /ƐƵŵŵĂƌŝǌĞƚŚĞƚĞǆƚŝŶŵǇŽǁŶǁŽƌĚƐ ϱϬϲ 517 516* 524* 534* 544* /ƌĞĂĚƚŚĞƚĞǆƚĂůŽƵĚƚŽĂŶŽƚŚĞƌƉĞƌƐŽŶ 523 532* ϱϮϴ 526 ϱϮϴ 527 ΎĞŶŽƚĞƐƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĐĂƚĞŐŽƌǇϭ;ŶŽƚƵƐĞĨƵůͿ

Summary

In PISA 2018, Canada placed near the top of all participating countries on the index of economic, social, and cultural status. In Canada overall and all the provinces, socioeconomically advantaged students outperformed disadvantaged students in reading achievement. In contrast to the majority of countries participating in PISA 2018, where non-immigrant students outperformed their first- and second-generation immigrant peers in reading, Canadian immigrant students performed as well as non-immigrant students. However, first-generation immigrant students did not perform as well as their non-immigrant and second-generation immigrant peers, while second-generation immigrant students had significantly higher average reading scores than non-immigrant students. In terms of language spoken at home, Canadian students who spoke a language other than English or French at home had lower reading achievement than those who spoke either of the two official languages at home. In PISA 2018, students who reported that they enjoy reading and who are more confident about their reading abilities were more likely to have higher reading scores, although the patterns vary depending on time spent reading for enjoyment and type of reading material. For example, reading for enjoyment, even 30 minutes or less per day, was associated with higher average reading scores relative to not reading at all, and a positive association between reading scores and reading frequency was observed only among students who prefer to read fiction books. In terms of reading strategies, students who found discussing content with other people, summarizing the text in their own words, and underlining important parts of the text as very useful achieved significantly higher reading scores than those who did not find these strategies useful. These findings highlight not only the relevance of the sociodemographic characteristics of students in determining reading achievement, but also the importance of their attitudes toward reading, sense of self- efficacy, reading preferences, and use of effective reading strategies.

PISA 2018 47

Chapter 3 ĂŶĂĚŝĂŶ^ƚƵĚĞŶƚƐ͛DĂƚŚĞŵĂƟĐƐĂŶĚ^ĐŝĞŶĐĞ WĞƌĨŽƌŵĂŶĐĞŝŶĂŶ/ŶƚĞƌŶĂƟŽŶĂůŽŶƚĞǆƚ

This chapter presents the overall results of the PISA 2018 assessments in the minor domains of mathematics and science. For each domain, the performance of 15-year-old students is first described in terms of PISA proficiency levels for Canada and the 10 provinces. The average mathematics and science scores of Canadian students are then compared to those from the other countries that participated in PISA 2018. Next, the performance of students enrolled in anglophone and francophone school systems in Canada is presented for those provinces where the samples of the two groups were of sufficient size. This is followed by a comparison between the performance of boys and girls in Canada and the provinces. Lastly, changes over time are discussed.

ĞĮŶŝŶŐŵĂƚŚĞŵĂƟĐƐĂŶĚƐĐŝĞŶĐĞ

Since mathematics and science were minor domains in PISA 2018, there were fewer assessment items in these two areas than in the major domain of reading. As a result, PISA 2018 allows for an update only on overall performance in mathematics and science, and not on their subscales. With an emphasis on functional knowledge and skills that facilitate active participation in society, the PISA definition of mathematical literacy and scientific literacy are as follow: • Mathematical literacy is “an individual’s capacity to formulate, employ and interpret mathematics in a variety of contexts. It includes reasoning mathematically and using mathematical concepts, procedures, facts and tools to describe, explain and predict phenomena. It assists individuals to recognise the role that mathematics plays in the world and to make the well-founded judgements and decisions needed by constructive, engaged and reflective citizens” (OECD, 2019a, p. 75). • Scientific literacy is an individual’s “ability to engage with science-related issues, and with the ideas of science, as a reflective citizen. A scientifically literate person is willing to engage in reasoned discourse about science and technology, which requires the competencies to explain phenomena scientifically, evaluate and design scientific enquiry, and interpret data and evidence scientifically” (OECD, 2019a, p. 15).

W/^ĂĐŚŝĞǀĞŵĞŶƚƌĞƐƵůƚƐďǇƉƌŽĮĐŝĞŶĐǇůĞǀĞůƐŝŶŵĂƚŚĞŵĂƟĐƐĂŶĚƐĐŝĞŶĐĞ

PISA has developed useful benchmarks that relate a range of average scores to levels of knowledge and skills, as measured by the assessment. Although these levels are not linked directly to any specific program of study, they provide an overall picture of students’ accumulated understanding at age 15. PISA mathematical literacy is expressed on a six-level proficiency scale, whereas PISA scientific literacy is expressed on a seven-level proficiency scale. Tasks at the lower end of the scale (Level 1 in mathematics; Levels 1a and 1b in science) are deemed easier and less complex than tasks at the higher end (Level 6). Tables 3.1 and 3.2 provide summary descriptions of the tasks that students are able to do at each proficiency level for mathematics and science, and include the corresponding lower limit for each level. It is assumed that students classified at a given proficiency level can perform most of the tasks at that level as well as those at the lower levels.

PISA 2018 49 Table 3.1 W/^ϮϬϭϴŵĂƚŚĞŵĂƟĐƐƉƌŽĮĐŝĞŶĐǇůĞǀĞůƐʹƐƵŵŵĂƌǇĚĞƐĐƌŝƉƟŽŶ Percentage of Lower students able to Level score ŚĂƌĂĐƚĞƌŝƐƟĐƐŽĨƚĂƐŬƐ perform tasks at this limit level or above 6 ϲϲϵ͘ϯϬ Ϯ͘ϰйŽĨƐƚƵĚĞŶƚƐ ^ƚƵĚĞŶƚƐĂƚLevel 6ŽĨƚŚĞW/^ŵĂƚŚĞŵĂƟĐƐĂƐƐĞƐƐŵĞŶƚĂƌĞĂďůĞƚŽƐƵĐĐĞƐƐĨƵůůǇĐŽŵƉůĞƚĞƚŚĞ ĂĐƌŽƐƐƚŚĞK ŵŽƐƚĚŝĸĐƵůƚW/^ŝƚĞŵƐ͘ ƚ>ĞǀĞůϲ͕ƐƚƵĚĞŶƚƐĐĂŶ͗ ĂŶĚϰ͘ϬйŝŶĂŶĂĚĂ ĐŽŶĐĞƉƚƵĂůŝǌĞ͕ŐĞŶĞƌĂůŝǌĞ͕ĂŶĚƵƟůŝǌĞŝŶĨŽƌŵĂƟŽŶďĂƐĞĚŽŶƚŚĞŝƌŝŶǀĞƐƟŐĂƟŽŶƐĂŶĚŵŽĚĞůůŝŶŐŽĨ ĐŽŵƉůĞǆƉƌŽďůĞŵƐŝƚƵĂƟŽŶƐ͕ĂŶĚĐĂŶƵƐĞƚŚĞŝƌŬŶŽǁůĞĚŐĞŝŶƌĞůĂƟǀĞůǇŶŽŶͲƐƚĂŶĚĂƌĚĐŽŶƚĞǆƚƐ ůŝŶŬĚŝīĞƌĞŶƚŝŶĨŽƌŵĂƟŽŶƐŽƵƌĐĞƐĂŶĚƌĞƉƌĞƐĞŶƚĂƟŽŶƐĂŶĚŇĞǆŝďůǇƚƌĂŶƐůĂƚĞĂŵŽŶŐƚŚĞŵ ĂƉƉůǇĂĚǀĂŶĐĞĚŵĂƚŚĞŵĂƟĐĂůŝŶƐŝŐŚƚĂŶĚƵŶĚĞƌƐƚĂŶĚŝŶŐ͕ĂůŽŶŐǁŝƚŚĂŵĂƐƚĞƌǇŽĨƐǇŵďŽůŝĐĂŶĚ ĨŽƌŵĂůŵĂƚŚĞŵĂƟĐĂůŽƉĞƌĂƟŽŶƐĂŶĚƌĞůĂƟŽŶƐŚŝƉƐ͕ƚŽĚĞǀĞůŽƉŶĞǁĂƉƉƌŽĂĐŚĞƐĂŶĚƐƚƌĂƚĞŐŝĞƐ ĨŽƌĂƩĂĐŬŝŶŐŶŽǀĞůƐŝƚƵĂƟŽŶƐ ƌĞŇĞĐƚŽŶƚŚĞŝƌĂĐƟŽŶƐ͕ĂŶĚĨŽƌŵƵůĂƚĞĂŶĚƉƌĞĐŝƐĞůǇĐŽŵŵƵŶŝĐĂƚĞƚŚĞŝƌĂĐƟŽŶƐĂŶĚƌĞŇĞĐƟŽŶƐ ƌĞŐĂƌĚŝŶŐƚŚĞŝƌĮŶĚŝŶŐƐ͕ŝŶƚĞƌƉƌĞƚĂƟŽŶƐ͕ĂŶĚĂƌŐƵŵĞŶƚƐ͕ĂŶĚƚŚĞĂƉƉƌŽƉƌŝĂƚĞŶĞƐƐŽĨƚŚĞƐĞƚŽ ƚŚĞŽƌŝŐŝŶĂůƐŝƚƵĂƟŽŶ

5 ϲϬϲ͘ϵϵ ϭϬ͘ϵйŽĨƐƚƵĚĞŶƚƐ ƚ Level 5͕ƐƚƵĚĞŶƚƐĐĂŶ͗ ĂĐƌŽƐƐƚŚĞK ĚĞǀĞůŽƉĂŶĚǁŽƌŬǁŝƚŚŵŽĚĞůƐĨŽƌĐŽŵƉůĞǆƐŝƚƵĂƟŽŶƐ͕ŝĚĞŶƟĨǇŝŶŐĐŽŶƐƚƌĂŝŶƚƐĂŶĚƐƉĞĐŝĨǇŝŶŐ ĂŶĚϭϱ͘ϯйŝŶĂŶĂĚĂ ĂƐƐƵŵƉƟŽŶƐ ƐĞůĞĐƚ͕ĐŽŵƉĂƌĞ͕ĂŶĚĞǀĂůƵĂƚĞĂƉƉƌŽƉƌŝĂƚĞƉƌŽďůĞŵͲƐŽůǀŝŶŐƐƚƌĂƚĞŐŝĞƐĨŽƌĚĞĂůŝŶŐǁŝƚŚĐŽŵƉůĞǆ ƉƌŽďůĞŵƐƌĞůĂƚĞĚƚŽƚŚĞƐĞŵŽĚĞůƐ ǁŽƌŬƐƚƌĂƚĞŐŝĐĂůůǇƵƐŝŶŐďƌŽĂĚ͕ǁĞůůͲĚĞǀĞůŽƉĞĚƚŚŝŶŬŝŶŐĂŶĚƌĞĂƐŽŶŝŶŐƐŬŝůůƐ͕ĂƉƉƌŽƉƌŝĂƚĞ ůŝŶŬĞĚƌĞƉƌĞƐĞŶƚĂƟŽŶƐ͕ƐǇŵďŽůŝĐĂŶĚĨŽƌŵĂůĐŚĂƌĂĐƚĞƌŝǌĂƟŽŶƐ͕ĂŶĚŝŶƐŝŐŚƚƉĞƌƚĂŝŶŝŶŐƚŽƚŚĞƐĞ ƐŝƚƵĂƟŽŶƐ ďĞŐŝŶƚŽƌĞŇĞĐƚŽŶƚŚĞŝƌǁŽƌŬĂŶĚĨŽƌŵƵůĂƚĞĂŶĚĐŽŵŵƵŶŝĐĂƚĞƚŚĞŝƌŝŶƚĞƌƉƌĞƚĂƟŽŶƐĂŶĚ ƌĞĂƐŽŶŝŶŐ

4 ϱϰϰ͘ϲϴ Ϯϵ͘ϱйŽĨƐƚƵĚĞŶƚƐ ƚLevel 4͕ƐƚƵĚĞŶƚƐĐĂŶ͗ ĂĐƌŽƐƐƚŚĞK ǁŽƌŬĞīĞĐƟǀĞůǇǁŝƚŚĞǆƉůŝĐŝƚŵŽĚĞůƐĨŽƌĐŽŵƉůĞǆĐŽŶĐƌĞƚĞƐŝƚƵĂƟŽŶƐƚŚĂƚŵĂǇŝŶǀŽůǀĞ ĂŶĚϯϳ͘ϭйŝŶĂŶĂĚĂ ĐŽŶƐƚƌĂŝŶƚƐŽƌĐĂůůĨŽƌŵĂŬŝŶŐĂƐƐƵŵƉƟŽŶƐ ƐĞůĞĐƚĂŶĚŝŶƚĞŐƌĂƚĞĚŝīĞƌĞŶƚƌĞƉƌĞƐĞŶƚĂƟŽŶƐ͕ŝŶĐůƵĚŝŶŐƐǇŵďŽůŝĐƌĞƉƌĞƐĞŶƚĂƟŽŶƐ͕ůŝŶŬŝŶŐƚŚĞŵ ĚŝƌĞĐƚůǇƚŽĂƐƉĞĐƚƐŽĨƌĞĂůͲǁŽƌůĚƐŝƚƵĂƟŽŶƐ ƵƟůŝǌĞƚŚĞŝƌůŝŵŝƚĞĚƌĂŶŐĞŽĨƐŬŝůůƐĂŶĚƌĞĂƐŽŶǁŝƚŚƐŽŵĞŝŶƐŝŐŚƚ͕ŝŶƐƚƌĂŝŐŚƞŽƌǁĂƌĚĐŽŶƚĞǆƚƐ ĐŽŶƐƚƌƵĐƚĂŶĚĐŽŵŵƵŶŝĐĂƚĞĞǆƉůĂŶĂƟŽŶƐĂŶĚĂƌŐƵŵĞŶƚƐďĂƐĞĚŽŶƚŚĞŝƌŝŶƚĞƌƉƌĞƚĂƟŽŶƐ͕ ĂƌŐƵŵĞŶƚƐ͕ĂŶĚĂĐƟŽŶƐ

3 ϰϴϮ͘ϯϴ ϱϯ͘ϴйŽĨƐƚƵĚĞŶƚƐ ƚLevel 3͕ƐƚƵĚĞŶƚƐĐĂŶ͗ ĂĐƌŽƐƐƚŚĞKĂŶĚ ĞǆĞĐƵƚĞĐůĞĂƌůǇĚĞƐĐƌŝďĞĚƉƌŽĐĞĚƵƌĞƐ͕ŝŶĐůƵĚŝŶŐƚŚŽƐĞƚŚĂƚƌĞƋƵŝƌĞƐĞƋƵĞŶƟĂůĚĞĐŝƐŝŽŶƐ ϲϮ͘ϵйŝŶĂŶĂĚĂ ƵƐĞƚŚĞŝƌŝŶƚĞƌƉƌĞƚĂƟŽŶƐĂƐĂďĂƐĞƚŽďƵŝůĚĂƐŝŵƉůĞŵŽĚĞůŽƌƚŽƐĞůĞĐƚĂŶĚĂƉƉůǇƐŝŵƉůĞ ƉƌŽďůĞŵͲƐŽůǀŝŶŐƐƚƌĂƚĞŐŝĞƐ ŝŶƚĞƌƉƌĞƚĂŶĚƵƐĞƌĞƉƌĞƐĞŶƚĂƟŽŶƐďĂƐĞĚŽŶĚŝīĞƌĞŶƚŝŶĨŽƌŵĂƟŽŶƐŽƵƌĐĞƐ͕ĂŶĚƌĞĂƐŽŶĚŝƌĞĐƚůǇ from them ŚĂŶĚůĞƉĞƌĐĞŶƚĂŐĞƐ͕ĨƌĂĐƟŽŶƐ͕ĂŶĚĚĞĐŝŵĂůŶƵŵďĞƌƐ͕ĂŶĚǁŽƌŬǁŝƚŚƉƌŽƉŽƌƟŽŶĂůƌĞůĂƟŽŶƐŚŝƉƐ ĞŶŐĂŐĞŝŶďĂƐŝĐŝŶƚĞƌƉƌĞƚĂƟŽŶĂŶĚƌĞĂƐŽŶŝŶŐ

2 ϰϮϬ͘Ϭϳ ϳϲ͘ϬйŽĨƐƚƵĚĞŶƚƐ Level 2ŝƐĐŽŶƐŝĚĞƌĞĚƚŚĞďĂƐĞůŝŶĞůĞǀĞůŽĨŵĂƚŚĞŵĂƟĐƐƉƌŽĮĐŝĞŶĐǇƚŚĂƚŝƐƌĞƋƵŝƌĞĚƚŽƉĂƌƟĐŝƉĂƚĞ ĂĐƌŽƐƐƚŚĞK ĨƵůůǇŝŶŵŽĚĞƌŶƐŽĐŝĞƚǇ͘ƚ>ĞǀĞůϮ͕ƐƚƵĚĞŶƚƐĐĂŶ͗ ĂŶĚϴϯ͘ϳйŝŶĂŶĂĚĂ ŝŶƚĞƌƉƌĞƚĂŶĚƌĞĐŽŐŶŝǌĞƐŝƚƵĂƟŽŶƐŝŶĐŽŶƚĞǆƚƐƚŚĂƚƌĞƋƵŝƌĞŶŽŵŽƌĞƚŚĂŶĚŝƌĞĐƚŝŶĨĞƌĞŶĐĞ ĞǆƚƌĂĐƚƌĞůĞǀĂŶƚŝŶĨŽƌŵĂƟŽŶĨƌŽŵĂƐŝŶŐůĞƐŽƵƌĐĞĂŶĚŵĂŬĞƵƐĞŽĨĂƐŝŶŐůĞƌĞƉƌĞƐĞŶƚĂƟŽŶĂů ŵŽĚĞ ĞŵƉůŽǇďĂƐŝĐĂůŐŽƌŝƚŚŵƐ͕ĨŽƌŵƵůĂĞ͕ƉƌŽĐĞĚƵƌĞƐ͕ŽƌĐŽŶǀĞŶƟŽŶƐƚŽƐŽůǀĞƉƌŽďůĞŵƐŝŶǀŽůǀŝŶŐ ǁŚŽůĞŶƵŵďĞƌƐ ŵĂŬĞůŝƚĞƌĂůŝŶƚĞƌƉƌĞƚĂƟŽŶƐŽĨƚŚĞƌĞƐƵůƚƐ

1 357.77 ϵϬ͘ϵйŽĨƐƚƵĚĞŶƚ ƚLevel 1͕ƐƚƵĚĞŶƚƐĐĂŶ͗ ĂĐƌŽƐƐƚŚĞKĂŶĚ ĂŶƐǁĞƌƋƵĞƐƟŽŶƐŝŶǀŽůǀŝŶŐĨĂŵŝůŝĂƌĐŽŶƚĞǆƚƐǁŚĞƌĞĂůůƌĞůĞǀĂŶƚŝŶĨŽƌŵĂƟŽŶŝƐƉƌĞƐĞŶƚĂŶĚƚŚĞ ϵϱ͘ϬйŝŶĂŶĂĚĂ ƋƵĞƐƟŽŶƐĂƌĞĐůĞĂƌůǇĚĞĮŶĞĚ ŝĚĞŶƟĨǇŝŶĨŽƌŵĂƟŽŶĂŶĚĐĂƌƌǇŽƵƚƌŽƵƟŶĞƉƌŽĐĞĚƵƌĞƐĂĐĐŽƌĚŝŶŐƚŽĚŝƌĞĐƚŝŶƐƚƌƵĐƟŽŶƐŝŶĞǆƉůŝĐŝƚ ƐŝƚƵĂƟŽŶƐ ƉĞƌĨŽƌŵĂĐƟŽŶƐƚŚĂƚĂƌĞĂůŵŽƐƚĂůǁĂǇƐŽďǀŝŽƵƐĂŶĚĨŽůůŽǁŝŵŵĞĚŝĂƚĞůǇĨƌŽŵƚŚĞŐŝǀĞŶƐƟŵƵůŝ Adapted from OECD 2019a, p. 92.

50 PISA 2018 Table 3.2 W/^ϮϬϭϴƐĐŝĞŶĐĞƉƌŽĮĐŝĞŶĐǇůĞǀĞůƐʹƐƵŵŵĂƌǇĚĞƐĐƌŝƉƟŽŶ Percentage of Lower students able to Level score perform tasks at this ŚĂƌĂĐƚĞƌŝƐƟĐƐŽĨƚĂƐŬƐ limit level or above 6 ϳϬϳ͘ϵϯ Ϭ͘ϴйŽĨƐƚƵĚĞŶƚƐ ^ƚƵĚĞŶƚƐĂƚLevel 6ŽĨƚŚĞW/^ƐĐŝĞŶĐĞĂƐƐĞƐƐŵĞŶƚĂƌĞĂďůĞƚŽƐƵĐĐĞƐƐĨƵůůǇĐŽŵƉůĞƚĞƚŚĞŵŽƐƚ ĂĐƌŽƐƐƚŚĞKĂŶĚ ĚŝĸĐƵůƚW/^ŝƚĞŵƐ͘ƚ>ĞǀĞůϲ͕ƐƚƵĚĞŶƚƐĐĂŶ͗ ϭ͘ϴйŝŶĂŶĂĚĂ ĚƌĂǁŽŶĂƌĂŶŐĞŽĨŝŶƚĞƌƌĞůĂƚĞĚƐĐŝĞŶƟĮĐŝĚĞĂƐĂŶĚĐŽŶĐĞƉƚƐĨƌŽŵƚŚĞƉŚǇƐŝĐĂů͕ůŝĨĞ͕ĂŶĚĞĂƌƚŚ ĂŶĚƐƉĂĐĞƐĐŝĞŶĐĞƐĂŶĚůŝŶŬĚŝīĞƌĞŶƚŝŶĨŽƌŵĂƟŽŶƐŽƵƌĐĞƐĂŶĚƌĞƉƌĞƐĞŶƚĂƟŽŶƐĂŶĚŵŽǀĞ ŇĞǆŝďůǇĂŵŽŶŐƚŚĞŵ ƵƐĞĐŽŶƚĞŶƚ͕ƉƌŽĐĞĚƵƌĂů͕ĂŶĚĞƉŝƐƚĞŵŝĐŬŶŽǁůĞĚŐĞŝŶŽƌĚĞƌƚŽŽīĞƌĞǆƉůĂŶĂƚŽƌǇŚǇƉŽƚŚĞƐĞƐŽĨ ŶŽǀĞůƐĐŝĞŶƟĮĐƉŚĞŶŽŵĞŶĂ͕ĞǀĞŶƚƐ͕ĂŶĚƉƌŽĐĞƐƐĞƐŽƌƚŽŵĂŬĞƉƌĞĚŝĐƟŽŶƐ ĚŝƐĐƌŝŵŝŶĂƚĞďĞƚǁĞĞŶƌĞůĞǀĂŶƚĂŶĚŝƌƌĞůĞǀĂŶƚŝŶĨŽƌŵĂƟŽŶĂŶĚĚƌĂǁŽŶŬŶŽǁůĞĚŐĞĞǆƚĞƌŶĂůƚŽ ƚŚĞŶŽƌŵĂůƐĐŚŽŽůĐƵƌƌŝĐƵůƵŵǁŚĞŶŝŶƚĞƌƉƌĞƟŶŐĚĂƚĂĂŶĚĞǀŝĚĞŶĐĞ ĚŝƐƟŶŐƵŝƐŚďĞƚǁĞĞŶĂƌŐƵŵĞŶƚƐƚŚĂƚĂƌĞďĂƐĞĚŽŶƐĐŝĞŶƟĮĐĞǀŝĚĞŶĐĞĂŶĚƚŚĞŽƌǇĂŶĚƚŚŽƐĞ ďĂƐĞĚŽŶŽƚŚĞƌĐŽŶƐŝĚĞƌĂƟŽŶƐ ĞǀĂůƵĂƚĞĐŽŵƉĞƟŶŐĚĞƐŝŐŶƐŽĨĐŽŵƉůĞǆĞǆƉĞƌŝŵĞŶƚƐ͕ĮĞůĚƐƚƵĚŝĞƐ͕ŽƌƐŝŵƵůĂƟŽŶƐ͕ĂŶĚũƵƐƟĨǇ ƚŚĞŝƌĐŚŽŝĐĞƐ 5 633.33 ϲ͘ϴйŽĨƐƚƵĚĞŶƚƐ ƚLevel 5͕ƐƚƵĚĞŶƚƐĐĂŶ͗ ĂĐƌŽƐƐƚŚĞKĂŶĚ ƵƐĞĂďƐƚƌĂĐƚƐĐŝĞŶƟĮĐŝĚĞĂƐŽƌĐŽŶĐĞƉƚƐƚŽĞǆƉůĂŝŶƵŶĨĂŵŝůŝĂƌĂŶĚŵŽƌĞĐŽŵƉůĞǆƉŚĞŶŽŵĞŶĂ͕ ϭϭ͘ϯйŝŶĂŶĂĚĂ ĞǀĞŶƚƐ͕ĂŶĚƉƌŽĐĞƐƐĞƐŝŶǀŽůǀŝŶŐŵƵůƟƉůĞĐĂƵƐĂůůŝŶŬƐ ĂƉƉůǇŵŽƌĞƐŽƉŚŝƐƟĐĂƚĞĚĞƉŝƐƚĞŵŝĐŬŶŽǁůĞĚŐĞƚŽĞǀĂůƵĂƚĞĂůƚĞƌŶĂƟǀĞĞǆƉĞƌŝŵĞŶƚĂůĚĞƐŝŐŶƐ ĂŶĚũƵƐƟĨǇƚŚĞŝƌĐŚŽŝĐĞƐ͕ĂŶĚƵƐĞƚŚĞŽƌĞƟĐĂůŬŶŽǁůĞĚŐĞƚŽŝŶƚĞƌƉƌĞƚŝŶĨŽƌŵĂƟŽŶŽƌŵĂŬĞ ƉƌĞĚŝĐƟŽŶƐ ĞǀĂůƵĂƚĞǁĂǇƐŽĨĞǆƉůŽƌŝŶŐĂŐŝǀĞŶƋƵĞƐƟŽŶƐĐŝĞŶƟĮĐĂůůǇĂŶĚŝĚĞŶƟĨǇůŝŵŝƚĂƟŽŶƐŝŶ ŝŶƚĞƌƉƌĞƚĂƟŽŶƐŽĨĚĂƚĂƐĞƚƐŝŶĐůƵĚŝŶŐƐŽƵƌĐĞƐĂŶĚƚŚĞĞīĞĐƚƐŽĨƵŶĐĞƌƚĂŝŶƚǇŝŶƐĐŝĞŶƟĮĐĚĂƚĂ 4 ϱϱϴ͘ϳϯ Ϯϰ͘ϵйŽĨƐƚƵĚĞŶƚƐ ƚ Level 4͕ƐƚƵĚĞŶƚƐĐĂŶ͗ ĂĐƌŽƐƐƚŚĞKĂŶĚ ƵƐĞŵŽƌĞĐŽŵƉůĞǆŽƌŵŽƌĞĂďƐƚƌĂĐƚĐŽŶƚĞŶƚŬŶŽǁůĞĚŐĞ͕ǁŚŝĐŚŝƐĞŝƚŚĞƌƉƌŽǀŝĚĞĚŽƌƌĞĐĂůůĞĚ͕ƚŽ ϯϰ͘ϴйŝŶĂŶĂĚĂ ĐŽŶƐƚƌƵĐƚĞǆƉůĂŶĂƟŽŶƐŽĨŵŽƌĞĐŽŵƉůĞǆŽƌůĞƐƐĨĂŵŝůŝĂƌĞǀĞŶƚƐĂŶĚƉƌŽĐĞƐƐĞƐ ĐŽŶĚƵĐƚĞǆƉĞƌŝŵĞŶƚƐŝŶǀŽůǀŝŶŐƚǁŽŽƌŵŽƌĞŝŶĚĞƉĞŶĚĞŶƚǀĂƌŝĂďůĞƐŝŶĂĐŽŶƐƚƌĂŝŶĞĚĐŽŶƚĞǆƚ ũƵƐƟĨǇĂŶĞǆƉĞƌŝŵĞŶƚĂůĚĞƐŝŐŶ͕ĚƌĂǁŝŶŐŽŶĞůĞŵĞŶƚƐŽĨƉƌŽĐĞĚƵƌĂůĂŶĚĞƉŝƐƚĞŵŝĐŬŶŽǁůĞĚŐĞ ŝŶƚĞƌƉƌĞƚĚĂƚĂĚƌĂǁŶĨƌŽŵĂŵŽĚĞƌĂƚĞůǇĐŽŵƉůĞǆĚĂƚĂƐĞƚŽƌůĞƐƐĨĂŵŝůŝĂƌĐŽŶƚĞǆƚ͕ĚƌĂǁ ĂƉƉƌŽƉƌŝĂƚĞĐŽŶĐůƵƐŝŽŶƐƚŚĂƚŐŽďĞǇŽŶĚƚŚĞĚĂƚĂ͕ĂŶĚƉƌŽǀŝĚĞũƵƐƟĮĐĂƟŽŶƐĨŽƌƚŚĞŝƌĐŚŽŝĐĞƐ

3 ϰϴϰ͘ϭϰ ϱϮ͘ϯйŽĨƐƚƵĚĞŶƚƐ ƚLevel 3͕ƐƚƵĚĞŶƚƐĐĂŶ͗ ĂĐƌŽƐƐƚŚĞKĂŶĚ ĚƌĂǁƵƉŽŶŵŽĚĞƌĂƚĞůǇĐŽŵƉůĞǆĐŽŶƚĞŶƚŬŶŽǁůĞĚŐĞƚŽŝĚĞŶƟĨǇŽƌĐŽŶƐƚƌƵĐƚĞǆƉůĂŶĂƟŽŶƐŽĨ ϲϰ͘ϮйŝŶĂŶĂĚĂ ĨĂŵŝůŝĂƌƉŚĞŶŽŵĞŶĂ ĐŽŶƐƚƌƵĐƚĞǆƉůĂŶĂƟŽŶƐǁŝƚŚƌĞůĞǀĂŶƚĐƵĞŝŶŐŽƌƐƵƉƉŽƌƚŝŶůĞƐƐĨĂŵŝůŝĂƌŽƌŵŽƌĞĐŽŵƉůĞǆ ƐŝƚƵĂƟŽŶƐ ĚƌĂǁŽŶĞůĞŵĞŶƚƐŽĨƉƌŽĐĞĚƵƌĂůŽƌĞƉŝƐƚĞŵŝĐŬŶŽǁůĞĚŐĞƚŽĐĂƌƌǇŽƵƚĂƐŝŵƉůĞĞǆƉĞƌŝŵĞŶƚŝŶĂ ĐŽŶƐƚƌĂŝŶĞĚĐŽŶƚĞǆƚ ĚŝƐƟŶŐƵŝƐŚďĞƚǁĞĞŶƐĐŝĞŶƟĮĐĂŶĚŶŽŶͲƐĐŝĞŶƟĮĐŝƐƐƵĞƐĂŶĚŝĚĞŶƟĨǇƚŚĞĞǀŝĚĞŶĐĞƐƵƉƉŽƌƟŶŐĂ ƐĐŝĞŶƟĮĐĐůĂŝŵ 2 ϰϬϵ͘ϱϰ ϳϴ͘ϬйŽĨƐƚƵĚĞŶƚƐ Level 2ŝƐĐŽŶƐŝĚĞƌĞĚƚŚĞďĂƐĞůŝŶĞůĞǀĞůŽĨƐĐŝĞŶĐĞƉƌŽĮĐŝĞŶĐǇƚŚĂƚŝƐƌĞƋƵŝƌĞĚƚŽƉĂƌƟĐŝƉĂƚĞĨƵůůǇŝŶ ĂĐƌŽƐƐƚŚĞKĂŶĚ ŵŽĚĞƌŶƐŽĐŝĞƚǇ͘ƚ>ĞǀĞůϮ͕ƐƚƵĚĞŶƚƐĐĂŶ͗ ϴϲ͘ϲйŝŶĂŶĂĚĂ ĚƌĂǁŽŶĞǀĞƌǇĚĂǇĐŽŶƚĞŶƚŬŶŽǁůĞĚŐĞĂŶĚďĂƐŝĐƉƌŽĐĞĚƵƌĂůŬŶŽǁůĞĚŐĞƚŽŝĚĞŶƟĨǇĂŶ ĂƉƉƌŽƉƌŝĂƚĞƐĐŝĞŶƟĮĐĞǆƉůĂŶĂƟŽŶ͕ŝŶƚĞƌƉƌĞƚĚĂƚĂ͕ĂŶĚŝĚĞŶƟĨǇƚŚĞƋƵĞƐƟŽŶďĞŝŶŐĂĚĚƌĞƐƐĞĚŝŶ ĂƐŝŵƉůĞĞǆƉĞƌŝŵĞŶƚĂůĚĞƐŝŐŶ ƵƐĞďĂƐŝĐŽƌĞǀĞƌǇĚĂǇƐĐŝĞŶƟĮĐŬŶŽǁůĞĚŐĞƚŽŝĚĞŶƟĨǇĂǀĂůŝĚĐŽŶĐůƵƐŝŽŶĨƌŽŵĂƐŝŵƉůĞĚĂƚĂƐĞƚ ĚĞŵŽŶƐƚƌĂƚĞďĂƐŝĐĞƉŝƐƚĞŵŝĐŬŶŽǁůĞĚŐĞďǇďĞŝŶŐĂďůĞƚŽŝĚĞŶƟĨǇƋƵĞƐƟŽŶƐƚŚĂƚĐŽƵůĚďĞ ŝŶǀĞƐƟŐĂƚĞĚƐĐŝĞŶƟĮĐĂůůǇ 1a 334.94 ϵϰ͘ϭйŽĨƐƚƵĚĞŶƚ ƚ Level 1a͕ƐƚƵĚĞŶƚƐĐĂŶ͗ ĂĐƌŽƐƐƚŚĞKĂŶĚ ƵƐĞďĂƐŝĐŽƌĞǀĞƌǇĚĂǇĐŽŶƚĞŶƚĂŶĚƉƌŽĐĞĚƵƌĂůŬŶŽǁůĞĚŐĞƚŽƌĞĐŽŐŶŝǌĞŽƌŝĚĞŶƟĨǇĞǆƉůĂŶĂƟŽŶƐ ϵϳ͘ϬйŝŶĂŶĂĚĂ ŽĨƐŝŵƉůĞƐĐŝĞŶƟĮĐƉŚĞŶŽŵĞŶĂ ƵŶĚĞƌƚĂŬĞƐƚƌƵĐƚƵƌĞĚƐĐŝĞŶƟĮĐĞŶƋƵŝƌŝĞƐǁŝƚŚŶŽŵŽƌĞƚŚĂŶƚǁŽǀĂƌŝĂďůĞƐ͕ǁŝƚŚƐƵƉƉŽƌƚ ŝĚĞŶƟĨǇƐŝŵƉůĞĐĂƵƐĂůŽƌĐŽƌƌĞůĂƟŽŶĂůƌĞůĂƟŽŶƐŚŝƉƐĂŶĚŝŶƚĞƌƉƌĞƚŐƌĂƉŚŝĐĂůĂŶĚǀŝƐƵĂůĚĂƚĂƚŚĂƚ ƌĞƋƵŝƌĞĂůŽǁůĞǀĞůŽĨĐŽŐŶŝƟǀĞĚĞŵĂŶĚ ƐĞůĞĐƚƚŚĞďĞƐƚƐĐŝĞŶƟĮĐĞǆƉůĂŶĂƟŽŶĨŽƌŐŝǀĞŶĚĂƚĂŝŶĨĂŵŝůŝĂƌƉĞƌƐŽŶĂů͕ůŽĐĂů͕ĂŶĚŐůŽďĂů ĐŽŶƚĞǆƚƐ 1b ϮϲϬ͘ϱϰ ϵϵ͘ϯйŽĨƐƚƵĚĞŶƚ ƚLevel 1b͕ƐƚƵĚĞŶƚƐĐĂŶ͗ ĂĐƌŽƐƐƚŚĞKĂŶĚ ƵƐĞďĂƐŝĐŽƌĞǀĞƌǇĚĂǇƐĐŝĞŶƟĮĐŬŶŽǁůĞĚŐĞƚŽƌĞĐŽŐŶŝǌĞĂƐƉĞĐƚƐŽĨĨĂŵŝůŝĂƌŽƌƐŝŵƉůĞ ϵϵ͘ϲйŝŶĂŶĂĚĂ ƉŚĞŶŽŵĞŶĂ ŝĚĞŶƟĨǇƐŝŵƉůĞƉĂƩĞƌŶƐŝŶĚĂƚĂ͕ƌĞĐŽŐŶŝǌĞďĂƐŝĐƐĐŝĞŶƟĮĐƚĞƌŵƐ͕ĂŶĚĨŽůůŽǁĞǆƉůŝĐŝƚŝŶƐƚƌƵĐƟŽŶƐ ƚŽĐĂƌƌǇŽƵƚĂƐĐŝĞŶƟĮĐƉƌŽĐĞĚƵƌĞ Adapted from OECD 2019a, p. 115. PISA 2018 51 In PISA 2018, 84 per cent of Canadian students and 76 per cent of students in the OECD countries performed at or above Level 2 in mathematics, which the OECD defines as the baseline level of mathematical proficiency that is required to participate fully in modern society (Appendix B.3.1b). Across the provinces, the percentage of Canadian students at or above the baseline level of proficiency ranges from 75 per cent in Manitoba to close to 90 per cent in Quebec (Figure 3.1). In contrast, 16 per cent of Canadian students did not reach the baseline level in mathematics, compared to an average of 24 per cent across the OECD countries. More than 60 countries had a higher proportion of low performers (below Level 2) in mathematics relative to Canada. Within Canada, there is a lot of variability among the provinces. Quebec (12 per cent) had the lowest proportion of low achievers in mathematics, and Manitoba (25 per cent) had the highest. Students performing at Level 5 or above in mathematics are considered high-achieving students in this report. In Canada, 15 per cent of students performed at Level 5 or above, compared to an average of 11 per cent across the OECD countries (Figure 3.1). Although Canada had a higher proportion of students at Level 5 or above than most other countries participating in PISA 2018, eight countries (B-S-J-Z (China), Singapore, Hong Kong (China), Macao (China), Chinese Taipei, Korea, the Netherlands, and Japan) had a statistically higher proportion of high achievers than Canada; of these, Singapore and B-S-J-Z (China) had over 35 per cent of students performing at Level 5 or 6. Provincially, slightly more than 1 in 5 students in Quebec performed at this level. Conversely, Newfoundland and Labrador, Prince Edward Island, Manitoba, and Saskatchewan had fewer than 1 in 10 high-performing students (Appendix B.3.1b).

Figure 3.1 WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůŝŶŵĂƚŚĞŵĂƟĐƐ

Newfoundland and Labrador 21 27 27 17 9 Prince Edward Island 24 23 26 18 9 Nova ScoƟa 20 25 26 19 10 New Brunswick 22 24 25 19 10 Quebec 12 17 26 25 21 Ontario 16 21 26 22 15 Manitoba 25 25 26 17 8 Saskatchewan 22 26 28 18 7 Alberta 16 21 27 22 15 BriƟsh Columbia 19 22 25 21 14 Canada 16 21 26 22 15 OECD average 24 22 24 19 11

020406080100 Percentage

Below Level 2 Level 2 Level 3 Level 4 Levels 5 and 6 Note͗WĞƌĐĞŶƚĂŐĞƐŵĂǇŶŽƚĂĚĚƵƉƚŽϭϬϬĚƵĞƚŽƌŽƵŶĚŝŶŐ͘

Students achieving below Level 1 may still be able to perform very direct and straightforward mathematical tasks, such as reading a single value from a well-labelled chart or table where the labels match the words in the question, or performing arithmetic calculations with whole numbers by following clear and well-defined instructions. Across the OECD countries, 9 per cent of participants did not achieve Level 1, while the proportion in Canada was 5 per cent. Provincially, the proportion of students that did not achieve Level 1 in mathematics varied between 4 per cent in Quebec and 8 per cent in Prince Edward Island, New Brunswick, and Manitoba (Appendix B.3.1a).

52 PISA 2018 In science, 87 per cent of Canadian students and 78 per cent of students in the OECD countries performed at or above Level 2 on the PISA 2018 assessment (Appendix B.3.2b). Across the provinces, the percentage of Canadian students performing at or above this baseline level of proficiency ranges from 79 per cent in Manitoba to 89 per cent in Alberta (Figure 3.2). In Canada, 13 per cent of students did not reach the baseline level in science, compared to 22 per cent of students on average across the OECD countries. More than 60 countries had a higher proportion of low performers in science relative to Canada. Provincially, just over 1 in 5 students in Manitoba were low achievers in science, compared to around 1 in 10 students in Ontario, Quebec, and Alberta (Appendix B.3.2a). At the higher end of the science achievement scale, 11 per cent of Canadian students performed at Level 5 or above, compared to an OECD average of 7 per cent (Figure 3.2). In fact, Canada is among the countries with the highest share of high-performing students in science, surpassed only by B-S-J-Z (China), Singapore, and Macao (China) (Appendix B.3.2b). Provincially, 10 per cent or more of students in Quebec, Ontario, Alberta, and British Columbia performed at Level 5 or above.

Figure 3.2 WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůŝŶƐĐŝĞŶĐĞ

Newfoundland and Labrador 15 26 30 20 9 Prince Edward Island 19 22 30 21 8 Nova ScoƟa 15 24 30 21 9 New Brunswick 19 27 28 18 7 Quebec 12 21 31 25 10 Ontario 13 23 29 23 11 Manitoba 21 27 28 18 6 Saskatchewan 16 26 31 20 7 Alberta 11 19 28 27 15 BriƟsh Columbia 15 22 27 23 13 Canada 13 22 29 24 11 OECD average 22 26 27 18 7

0 20406080100 Percentage Below Level 2 Level 2 Level 3 Level 4 Levels 5 and 6 Note͗WĞƌĐĞŶƚĂŐĞƐŵĂǇŶŽƚĂĚĚƵƉƚŽϭϬϬĚƵĞƚŽƌŽƵŶĚŝŶŐ͘

Across the OECD countries, 6 per cent of participants did not achieve Level 1 in science, while this proportion was 3 per cent in Canada. Provincially, 5 per cent of students in New Brunswick and Manitoba did not achieve Level 1, compared to 2 per cent of students in Quebec and Alberta (Appendix B.3.2a).

PISA 2018 53 ZĞƐƵůƚƐŝŶŵĂƚŚĞŵĂƟĐƐĂŶĚƐĐŝĞŶĐĞďǇĂǀĞƌĂŐĞƐĐŽƌĞ

One way to summarize student performance and compare the relative standing of countries is by examining average test scores by country. However, simply ranking countries based on their average scores can be misleading because there is a margin of uncertainty associated with each score. As discussed in Chapter 1, when interpreting average scores, only those differences between countries that are statistically significant should be considered (see the note on statistical comparisons in Box 1 in that chapter). On average, Canadian 15-year-olds performed well in mathematics and science (Tables 3.3–3.5). Canadian students had an average score of 512 in mathematics and 518 in science, well above the OECD average of 489 in both domains (Appendices B.3.3 and B.3.4). Table 3.3 shows the countries that performed significantly better than or the same as Canada in mathematics and science. The average achievement scores of the students in all the remaining countries were significantly below those of Canada. Among the 79 countries that participated in PISA 2018, nine outperformed Canada in mathematics while five outperformed Canada in science.

Table 3.3 ŽŵƉĂƌŝƐŽŶŽĨƉĂƌƟĐŝƉĂƟŶŐĐŽƵŶƚƌŝĞƐ͛ĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐƚŽƚŚĞĂŶĂĚŝĂŶĂǀĞƌĂŐĞŝŶŵĂƚŚĞŵĂƟĐƐĂŶĚƐĐŝĞŶĐĞ Above* the Canadian average At the Canadian average DĂƚŚĞŵĂƟĐƐ Ͳ^Ͳ:Ͳ;ŚŝŶĂͿ͕^ŝŶŐĂƉŽƌĞ͕DĂĐĂŽ;ŚŝŶĂͿ͕ WŽůĂŶĚ͕^ǁŝƚǌĞƌůĂŶĚ͕ĞŶŵĂƌŬ͕ ,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ͕ŚŝŶĞƐĞdĂŝƉĞŝ͕:ĂƉĂŶ͕ ^ůŽǀĞŶŝĂ͕ĞůŐŝƵŵ͕&ŝŶůĂŶĚ <ŽƌĞĂ͕ƐƚŽŶŝĂ͕ƚŚĞEĞƚŚĞƌůĂŶĚƐ Science Ͳ^Ͳ:Ͳ;ŚŝŶĂͿ͕^ŝŶŐĂƉŽƌĞ͕DĂĐĂŽ;ŚŝŶĂͿ͕ &ŝŶůĂŶĚ͕<ŽƌĞĂ͕,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ͕ ƐƚŽŶŝĂ͕:ĂƉĂŶ ŚŝŶĞƐĞdĂŝƉĞŝ ΎĞŶŽƚĞƐƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞ

54 PISA 2018 Table 3.4 ĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐŝŶŵĂƚŚĞŵĂƟĐƐ 95% Country or Average ĐŽŶĮĚĞŶĐĞ ŽƵŶƚƌŝĞƐŽƌƉƌŽǀŝŶĐĞƐǁŚŽƐĞŵĞĂŶƐĐŽƌĞŝƐŶŽƚƐŝŐŶŝĮĐĂŶƚůǇĚŝīĞƌĞŶƚĨƌŽŵƚŚĞĐŽŵƉĂƌŝƐŽŶ province score interval country or province Ͳ^Ͳ:Ͳ;ŚŝŶĂͿ 591 ϱϴϲʹϱϵϲ ^ŝŶŐĂƉŽƌĞ 569 ϱϲϲʹϱϳϮ DĂĐĂŽ;ŚŝŶĂͿ ϱϱϴ ϱϱϱʹϱϲϭ ,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ ,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ 551 ϱϰϱʹϱϱϳ DĂĐĂŽ;ŚŝŶĂͿ Quebec 532 ϱϮϱʹϱϯϵ ŚŝŶĞƐĞdĂŝƉĞŝ͕:ĂƉĂŶ͕<ŽƌĞĂ ŚŝŶĞƐĞdĂŝƉĞŝ 531 ϱϮϱʹϱϯϳ YƵĞďĞĐ͕:ĂƉĂŶ͕<ŽƌĞĂ :ĂƉĂŶ 527 ϱϮϮʹϱϯϮ YƵĞďĞĐ͕ŚŝŶĞƐĞdĂŝƉĞŝ͕<ŽƌĞĂ͕ƐƚŽŶŝĂ Korea 526 ϱϮϬʹϱϯϮ YƵĞďĞĐ͕ŚŝŶĞƐĞdĂŝƉĞŝ͕:ĂƉĂŶ͕ƐƚŽŶŝĂ͕EĞƚŚĞƌůĂŶĚƐ Estonia 523 ϱϮϬʹϱϮϳ :ĂƉĂŶ͕<ŽƌĞĂ͕EĞƚŚĞƌůĂŶĚƐ Netherlands 519 ϱϭϰʹϱϮϰ <ŽƌĞĂ͕ƐƚŽŶŝĂ͕WŽůĂŶĚ͕^ǁŝƚǌĞƌůĂŶĚ͕KŶƚĂƌŝŽ͕ůďĞƌƚĂ WŽůĂŶĚ 516 ϱϭϭʹϱϮϭ EĞƚŚĞƌůĂŶĚƐ͕^ǁŝƚǌĞƌůĂŶĚ͕KŶƚĂƌŝŽ͕ĂŶĂĚĂ͕ůďĞƌƚĂ͕ƌŝƟƐŚŽůƵŵďŝĂ ^ǁŝƚǌĞƌůĂŶĚ 515 ϱϭϬʹϱϮϭ EĞƚŚĞƌůĂŶĚƐ͕WŽůĂŶĚ͕KŶƚĂƌŝŽ͕ĂŶĂĚĂ͕ůďĞƌƚĂ͕ĞŶŵĂƌŬ͕ƌŝƟƐŚŽůƵŵďŝĂ Ontario 513 ϱϬϰʹϱϮϭ EĞƚŚĞƌůĂŶĚƐ͕WŽůĂŶĚ͕^ǁŝƚǌĞƌůĂŶĚ͕ĂŶĂĚĂ͕ůďĞƌƚĂ͕ĞŶŵĂƌŬ͕^ůŽǀĞŶŝĂ͕ĞůŐŝƵŵ͕&ŝŶůĂŶĚ͕ƌŝƟƐŚŽůƵŵďŝĂ CANADA 512 ϱϬϳʹϱϭϳ WŽůĂŶĚ͕^ǁŝƚǌĞƌůĂŶĚ͕KŶƚĂƌŝŽ͕ůďĞƌƚĂ͕ĞŶŵĂƌŬ͕^ůŽǀĞŶŝĂ͕ĞůŐŝƵŵ͕&ŝŶůĂŶĚ͕ƌŝƟƐŚŽůŽŵďŝĂ EĞƚŚĞƌůĂŶĚƐ͕WŽůĂŶĚ͕^ǁŝƚǌĞƌůĂŶĚ͕KŶƚĂƌŝŽ͕ĂŶĂĚĂ͕ĞŶŵĂƌŬ͕^ůŽǀĞŶŝĂ͕ĞůŐŝƵŵ͕&ŝŶůĂŶĚ͕ƌŝƟƐŚŽůƵŵďŝĂ͕ Alberta 511 ϱϬϭʹϱϮϭ ^ǁĞĚĞŶ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕EŽƌǁĂǇ͕'ĞƌŵĂŶǇ ĞŶŵĂƌŬ ϱϬϵ ϱϬϲʹϱϭϯ ^ǁŝƚǌĞƌůĂŶĚ͕KŶƚĂƌŝŽ͕ĂŶĂĚĂ͕ůďĞƌƚĂ͕^ůŽǀĞŶŝĂ͕ĞůŐŝƵŵ͕&ŝŶůĂŶĚ͕ƌŝƟƐŚŽůƵŵďŝĂ ^ůŽǀĞŶŝĂ ϱϬϵ ϱϬϲʹϱϭϮ KŶƚĂƌŝŽ͕ĂŶĂĚĂ͕ůďĞƌƚĂ͕ĞŶŵĂƌŬ͕ĞůŐŝƵŵ͕&ŝŶůĂŶĚ͕ƌŝƟƐŚŽůƵŵďŝĂ KŶƚĂƌŝŽ͕ĂŶĂĚĂ͕ůďĞƌƚĂ͕ĞŶŵĂƌŬ͕^ůŽǀĞŶŝĂ͕&ŝŶůĂŶĚ͕ƌŝƟƐŚŽůƵŵďŝĂ͕^ǁĞĚĞŶ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕WƌŝŶĐĞĚǁĂƌĚ ĞůŐŝƵŵ ϱϬϴ ϱϬϰʹϱϭϯ /ƐůĂŶĚ KŶƚĂƌŝŽ͕ĂŶĂĚĂ͕ůďĞƌƚĂ͕ĞŶŵĂƌŬ͕^ůŽǀĞŶŝĂ͕ĞůŐŝƵŵ͕ƌŝƟƐŚŽůƵŵďŝĂ͕^ǁĞĚĞŶ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕EŽǀĂ^ĐŽƟĂ͕ Finland ϱϬϳ ϱϬϯʹϱϭϭ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ WŽůĂŶĚ͕^ǁŝƚǌĞƌůĂŶĚ͕KŶƚĂƌŝŽ͕ĂŶĂĚĂ͕ůďĞƌƚĂ͕ĞŶŵĂƌŬ͕^ůŽǀĞŶŝĂ͕ĞůŐŝƵŵ͕&ŝŶůĂŶĚ͕^ǁĞĚĞŶ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕ ƌŝƟƐŚŽůƵŵďŝĂ ϱϬϰ ϰϵϰʹϱϭϱ EŽƌǁĂǇ͕'ĞƌŵĂŶǇ͕/ƌĞůĂŶĚ͕ǌĞĐŚZĞƉƵďůŝĐ͕ƵƐƚƌŝĂ͕>ĂƚǀŝĂ͕&ƌĂŶĐĞ͕/ĐĞůĂŶĚ͕EĞǁĞĂůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕EĞǁ ƌƵŶƐǁŝĐŬ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ůďĞƌƚĂ͕ĞůŐŝƵŵ͕&ŝŶůĂŶĚ͕ƌŝƟƐŚŽůƵŵďŝĂ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕EŽƌǁĂǇ͕'ĞƌŵĂŶǇ͕/ƌĞůĂŶĚ͕ǌĞĐŚZĞƉƵďůŝĐ͕ƵƐƚƌŝĂ͕ ^ǁĞĚĞŶ ϱϬϮ ϰϵϳʹϱϬϴ >ĂƚǀŝĂ͕EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ůďĞƌƚĂ͕ĞůŐŝƵŵ͕&ŝŶůĂŶĚ͕ƌŝƟƐŚŽůƵŵďŝĂ͕^ǁĞĚĞŶ͕EŽƌǁĂǇ͕'ĞƌŵĂŶǇ͕/ƌĞůĂŶĚ͕ǌĞĐŚZĞƉƵďůŝĐ͕ƵƐƚƌŝĂ͕>ĂƚǀŝĂ͕

hŶŝƚĞĚ<ŝŶŐĚŽŵ ϱϬϮ ϰϵϳʹϱϬϳ average the OECD Above &ƌĂŶĐĞ͕EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ůďĞƌƚĂ͕ƌŝƟƐŚŽůƵŵďŝĂ͕^ǁĞĚĞŶ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕'ĞƌŵĂŶǇ͕/ƌĞůĂŶĚ͕ǌĞĐŚZĞƉƵďůŝĐ͕ƵƐƚƌŝĂ͕>ĂƚǀŝĂ͕&ƌĂŶĐĞ͕ EŽƌǁĂǇ ϱϬϭ ϰϵϳʹϱϬϱ /ĐĞůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ůďĞƌƚĂ͕ƌŝƟƐŚŽůƵŵďŝĂ͕^ǁĞĚĞŶ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕EŽƌǁĂǇ͕/ƌĞůĂŶĚ͕ǌĞĐŚZĞƉƵďůŝĐ͕ƵƐƚƌŝĂ͕>ĂƚǀŝĂ͕&ƌĂŶĐĞ͕ Germany ϱϬϬ ϰϵϱʹϱϬϱ /ĐĞůĂŶĚ͕EĞǁĞĂůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ƌŝƟƐŚŽůƵŵďŝĂ͕^ǁĞĚĞŶ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕EŽƌǁĂǇ͕'ĞƌŵĂŶǇ͕ǌĞĐŚZĞƉƵďůŝĐ͕ƵƐƚƌŝĂ͕>ĂƚǀŝĂ͕&ƌĂŶĐĞ͕/ĐĞůĂŶĚ͕ /ƌĞůĂŶĚ ϱϬϬ ϰϵϱʹϱϬϰ EĞǁĞĂůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ƌŝƟƐŚŽůƵŵďŝĂ͕^ǁĞĚĞŶ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕EŽƌǁĂǇ͕'ĞƌŵĂŶǇ͕/ƌĞůĂŶĚ͕ƵƐƚƌŝĂ͕>ĂƚǀŝĂ͕&ƌĂŶĐĞ͕/ĐĞůĂŶĚ͕EĞǁ ǌĞĐŚZĞƉƵďůŝĐ 499 ϰϵϱʹϱϬϰ ĞĂůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕WŽƌƚƵŐĂů͕EĞǁƌƵŶƐǁŝĐŬ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ƌŝƟƐŚŽůƵŵďŝĂ͕^ǁĞĚĞŶ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕EŽƌǁĂǇ͕'ĞƌŵĂŶǇ͕/ƌĞůĂŶĚ͕ǌĞĐŚZĞƉƵďůŝĐ͕>ĂƚǀŝĂ͕&ƌĂŶĐĞ͕/ĐĞůĂŶĚ͕ ƵƐƚƌŝĂ 499 ϰϵϯʹϱϬϱ EĞǁĞĂůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕WŽƌƚƵŐĂů͕EĞǁƌƵŶƐǁŝĐŬ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ƌŝƟƐŚŽůƵŵďŝĂ͕^ǁĞĚĞŶ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕EŽƌǁĂǇ͕'ĞƌŵĂŶǇ͕/ƌĞůĂŶĚ͕ǌĞĐŚZĞƉƵďůŝĐ͕ƵƐƚƌŝĂ͕&ƌĂŶĐĞ͕/ĐĞůĂŶĚ͕ >ĂƚǀŝĂ 496 ϰϵϮʹϱϬϬ EĞǁĞĂůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕WŽƌƚƵŐĂů͕ƵƐƚƌĂůŝĂ͕EĞǁƌƵŶƐǁŝĐŬ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ /ƐůĂŶĚ ƌŝƟƐŚŽůƵŵďŝĂ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕EŽƌǁĂǇ͕'ĞƌŵĂŶǇ͕/ƌĞůĂŶĚ͕ǌĞĐŚZĞƉƵďůŝĐ͕ƵƐƚƌŝĂ͕>ĂƚǀŝĂ͕/ĐĞůĂŶĚ͕EĞǁ France 495 ϰϵϭʹϱϬϬ ĞĂůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕WŽƌƚƵŐĂů͕ƵƐƚƌĂůŝĂ͕EĞǁƌƵŶƐǁŝĐŬ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ ƌŝƟƐŚŽůƵŵďŝĂ͕EŽƌǁĂǇ͕'ĞƌŵĂŶǇ͕/ƌĞůĂŶĚ͕ǌĞĐŚZĞƉƵďůŝĐ͕ƵƐƚƌŝĂ͕>ĂƚǀŝĂ͕&ƌĂŶĐĞ͕EĞǁĞĂůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕ /ĐĞůĂŶĚ 495 ϰϵϭʹϰϵϵ WŽƌƚƵŐĂů͕ƵƐƚƌĂůŝĂ͕EĞǁƌƵŶƐǁŝĐŬ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ĂƐŬĂƚĐŚĞǁĂŶ ƌŝƟƐŚŽůƵŵďŝĂ͕'ĞƌŵĂŶǇ͕/ƌĞůĂŶĚ͕ǌĞĐŚZĞƉƵďůŝĐ͕ƵƐƚƌŝĂ͕>ĂƚǀŝĂ͕&ƌĂŶĐĞ͕/ĐĞůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕WŽƌƚƵŐĂů͕ EĞǁĞĂůĂŶĚ 494 ϰϵϭʹϰϵϴ ƵƐƚƌĂůŝĂ͕EĞǁƌƵŶƐǁŝĐŬ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ĂƐŬĂƚĐŚĞǁĂŶ &ŝŶůĂŶĚ͕ƌŝƟƐŚŽůƵŵďŝĂ͕^ǁĞĚĞŶ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕EŽƌǁĂǇ͕'ĞƌŵĂŶǇ͕/ƌĞůĂŶĚ͕ǌĞĐŚZĞƉƵďůŝĐ͕ƵƐƚƌŝĂ͕>ĂƚǀŝĂ͕ EŽǀĂ^ĐŽƟĂ 494 ϰϴϮʹϱϬϳ &ƌĂŶĐĞ͕/ĐĞůĂŶĚ͕EĞǁĞĂůĂŶĚ͕WŽƌƚƵŐĂů͕ƵƐƚƌĂůŝĂ͕EĞǁƌƵŶƐǁŝĐŬ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ZƵƐƐŝĂŶ &ĞĚĞƌĂƟŽŶ͕/ƚĂůǇ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ůŽǀĂŬZĞƉƵďůŝĐ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕>ƵǆĞŵďŽƵƌŐ͕DĂŶŝƚŽďĂ ǌĞĐŚZĞƉƵďůŝĐ͕ƵƐƚƌŝĂ͕>ĂƚǀŝĂ͕&ƌĂŶĐĞ͕/ĐĞůĂŶĚ͕EĞǁĞĂůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕ƵƐƚƌĂůŝĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ WŽƌƚƵŐĂů 492 ϰϴϳʹϰϵϴ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕/ƚĂůǇ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ůŽǀĂŬZĞƉƵďůŝĐ͕^ĂƐŬĂƚĐŚĞǁĂŶ >ĂƚǀŝĂ͕&ƌĂŶĐĞ͕/ĐĞůĂŶĚ͕EĞǁĞĂůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕WŽƌƚƵŐĂů͕EĞǁƌƵŶƐǁŝĐŬ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ ƵƐƚƌĂůŝĂ 491 ϰϴϴʹϰϵϱ ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕/ƚĂůǇ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ůŽǀĂŬZĞƉƵďůŝĐ͕^ĂƐŬĂƚĐŚĞǁĂŶ ƌŝƟƐŚŽůƵŵďŝĂ͕^ǁĞĚĞŶ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕EŽƌǁĂǇ͕'ĞƌŵĂŶǇ͕/ƌĞůĂŶĚ͕ǌĞĐŚZĞƉƵďůŝĐ͕ƵƐƚƌŝĂ͕>ĂƚǀŝĂ͕&ƌĂŶĐĞ͕ /ĐĞůĂŶĚ͕EĞǁĞĂůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕WŽƌƚƵŐĂů͕ƵƐƚƌĂůŝĂ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕/ƚĂůǇ͕ EĞǁƌƵŶƐǁŝĐŬ 491 ϰϴϬʹϱϬϮ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ůŽǀĂŬZĞƉƵďůŝĐ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕>ƵǆĞŵďŽƵƌŐ͕DĂŶŝƚŽďĂ͕^ƉĂŝŶ͕>ŝƚŚƵĂŶŝĂ͕,ƵŶŐĂƌǇ͕hŶŝƚĞĚ ^ƚĂƚĞƐ ƌŝƟƐŚŽůƵŵďŝĂ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕EŽƌǁĂǇ͕'ĞƌŵĂŶǇ͕/ƌĞůĂŶĚ͕ǌĞĐŚZĞƉƵďůŝĐ͕ƵƐƚƌŝĂ͕>ĂƚǀŝĂ͕&ƌĂŶĐĞ͕/ĐĞůĂŶĚ͕ Newfoundland and

ϰϴϴ ϰϳϲʹϱϬϭ EĞǁĞĂůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕WŽƌƚƵŐĂů͕ƵƐƚƌĂůŝĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕/ƚĂůǇ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ average the OECD At Labrador ^ůŽǀĂŬZĞƉƵďůŝĐ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕>ƵǆĞŵďŽƵƌŐ͕DĂŶŝƚŽďĂ͕^ƉĂŝŶ͕>ŝƚŚƵĂŶŝĂ͕,ƵŶŐĂƌǇ͕hŶŝƚĞĚ^ƚĂƚĞƐ EŽǀĂ^ĐŽƟĂ͕WŽƌƚƵŐĂů͕ƵƐƚƌĂůŝĂ͕EĞǁƌƵŶƐǁŝĐŬ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕/ƚĂůǇ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ůŽǀĂŬ ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ ϰϴϴ ϰϴϮʹϰϵϰ ZĞƉƵďůŝĐ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕>ƵǆĞŵďŽƵƌŐ͕DĂŶŝƚŽďĂ͕^ƉĂŝŶ͕>ŝƚŚƵĂŶŝĂ͕,ƵŶŐĂƌǇ EŽǀĂ^ĐŽƟĂ͕WŽƌƚƵŐĂů͕ƵƐƚƌĂůŝĂ͕EĞǁƌƵŶƐǁŝĐŬ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕WƌŝŶĐĞ /ƚĂůǇ ϰϴϳ ϰϴϭʹϰϵϮ ĚǁĂƌĚ/ƐůĂŶĚ͕^ůŽǀĂŬZĞƉƵďůŝĐ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕>ƵǆĞŵďŽƵƌŐ͕DĂŶŝƚŽďĂ͕^ƉĂŝŶ͕>ŝƚŚƵĂŶŝĂ͕,ƵŶŐĂƌǇ͕hŶŝƚĞĚ^ƚĂƚĞƐ

PISA 2018 55 95% Country or Average ĐŽŶĮĚĞŶĐĞ ŽƵŶƚƌŝĞƐŽƌƉƌŽǀŝŶĐĞƐǁŚŽƐĞŵĞĂŶƐĐŽƌĞŝƐŶŽƚƐŝŐŶŝĮĐĂŶƚůǇĚŝīĞƌĞŶƚĨƌŽŵƚŚĞĐŽŵƉĂƌŝƐŽŶ province score interval country or province ĞůŐŝƵŵ͕&ŝŶůĂŶĚ͕ƌŝƟƐŚŽůƵŵďŝĂ͕^ǁĞĚĞŶ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕EŽƌǁĂǇ͕'ĞƌŵĂŶǇ͕/ƌĞůĂŶĚ͕ǌĞĐŚZĞƉƵďůŝĐ͕ ƵƐƚƌŝĂ͕>ĂƚǀŝĂ͕&ƌĂŶĐĞ͕/ĐĞůĂŶĚ͕EĞǁĞĂůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕WŽƌƚƵŐĂů͕ƵƐƚƌĂůŝĂ͕EĞǁƌƵŶƐǁŝĐŬ͕EĞǁĨŽƵŶĚůĂŶĚ Prince Edward Island ϰϴϳ ϰϲϱʹϱϬϴ ĂŶĚ>ĂďƌĂĚŽƌ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕/ƚĂůǇ͕^ůŽǀĂŬZĞƉƵďůŝĐ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕>ƵǆĞŵďŽƵƌŐ͕DĂŶŝƚŽďĂ͕^ƉĂŝŶ͕>ŝƚŚƵĂŶŝĂ͕ ,ƵŶŐĂƌǇ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕ĞůĂƌƵƐ͕DĂůƚĂ EŽǀĂ^ĐŽƟĂ͕WŽƌƚƵŐĂů͕ƵƐƚƌĂůŝĂ͕EĞǁƌƵŶƐǁŝĐŬ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕/ƚĂůǇ͕WƌŝŶĐĞ ^ůŽǀĂŬZĞƉƵďůŝĐ ϰϴϲ ϰϴϭʹϰϵϭ ĚǁĂƌĚ/ƐůĂŶĚ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕>ƵǆĞŵďŽƵƌŐ͕DĂŶŝƚŽďĂ͕^ƉĂŝŶ͕>ŝƚŚƵĂŶŝĂ͕,ƵŶŐĂƌǇ͕hŶŝƚĞĚ^ƚĂƚĞƐ &ƌĂŶĐĞ͕/ĐĞůĂŶĚ͕EĞǁĞĂůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕WŽƌƚƵŐĂů͕ƵƐƚƌĂůŝĂ͕EĞǁƌƵŶƐǁŝĐŬ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ Saskatchewan ϰϴϱ ϰϳϱʹϰϵϱ ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕/ƚĂůǇ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ůŽǀĂŬZĞƉƵďůŝĐ͕>ƵǆĞŵďŽƵƌŐ͕DĂŶŝƚŽďĂ͕^ƉĂŝŶ͕>ŝƚŚƵĂŶŝĂ͕ ,ƵŶŐĂƌǇ͕hŶŝƚĞĚ^ƚĂƚĞƐ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕/ƚĂůǇ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ >ƵǆĞŵďŽƵƌŐ ϰϴϯ ϰϴϭʹϰϴϲ ^ůŽǀĂŬZĞƉƵďůŝĐ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕DĂŶŝƚŽďĂ͕^ƉĂŝŶ͕>ŝƚŚƵĂŶŝĂ͕,ƵŶŐĂƌǇ͕hŶŝƚĞĚ^ƚĂƚĞƐ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕/ƚĂůǇ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ Manitoba ϰϴϮ ϰϳϰʹϰϴϵ ^ůŽǀĂŬZĞƉƵďůŝĐ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕>ƵǆĞŵďŽƵƌŐ͕^ƉĂŝŶ͕>ŝƚŚƵĂŶŝĂ͕,ƵŶŐĂƌǇ͕hŶŝƚĞĚ^ƚĂƚĞƐ EĞǁƌƵŶƐǁŝĐŬ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕/ƚĂůǇ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ůŽǀĂŬZĞƉƵďůŝĐ͕ ^ƉĂŝŶ ϰϴϭ ϰϳϵʹϰϴϰ ^ĂƐŬĂƚĐŚĞǁĂŶ͕>ƵǆĞŵďŽƵƌŐ͕DĂŶŝƚŽďĂ͕>ŝƚŚƵĂŶŝĂ͕,ƵŶŐĂƌǇ͕hŶŝƚĞĚ^ƚĂƚĞƐ EĞǁƌƵŶƐǁŝĐŬ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕/ƚĂůǇ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ůŽǀĂŬZĞƉƵďůŝĐ͕ Lithuania ϰϴϭ ϰϳϳʹϰϴϱ ^ĂƐŬĂƚĐŚĞǁĂŶ͕>ƵǆĞŵďŽƵƌŐ͕DĂŶŝƚŽďĂ͕^ƉĂŝŶ͕,ƵŶŐĂƌǇ͕hŶŝƚĞĚ^ƚĂƚĞƐ EĞǁƌƵŶƐǁŝĐŬ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕/ƚĂůǇ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ůŽǀĂŬZĞƉƵďůŝĐ͕ ,ƵŶŐĂƌǇ ϰϴϭ ϰϳϳʹϰϴϲ ^ĂƐŬĂƚĐŚĞǁĂŶ͕>ƵǆĞŵďŽƵƌŐ͕DĂŶŝƚŽďĂ͕^ƉĂŝŶ͕>ŝƚŚƵĂŶŝĂ͕hŶŝƚĞĚ^ƚĂƚĞƐ EĞǁƌƵŶƐǁŝĐŬ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕/ƚĂůǇ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ůŽǀĂŬZĞƉƵďůŝĐ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕ hŶŝƚĞĚ^ƚĂƚĞƐ ϰϳϴ ϰϳϮʹϰϴϱ >ƵǆĞŵďŽƵƌŐ͕DĂŶŝƚŽďĂ͕^ƉĂŝŶ͕>ŝƚŚƵĂŶŝĂ͕,ƵŶŐĂƌǇ͕ĞůĂƌƵƐ͕DĂůƚĂ ĞůĂƌƵƐ 472 ϰϲϳʹϰϳϳ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕DĂůƚĂ DĂůƚĂ 472 ϰϲϴʹϰϳϱ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕ĞůĂƌƵƐ ƌŽĂƟĂ 464 ϰϱϵʹϰϲϵ /ƐƌĂĞů /ƐƌĂĞů 463 ϰϱϲʹϰϳϬ ƌŽĂƟĂ dƵƌŬĞǇ 454 ϰϰϵʹϰϱϴ hŬƌĂŝŶĞ͕'ƌĞĞĐĞ͕ǇƉƌƵƐ͕^ĞƌďŝĂ hŬƌĂŝŶĞ 453 ϰϰϲʹϰϲϬ dƵƌŬĞǇ͕'ƌĞĞĐĞ͕ǇƉƌƵƐ͕^ĞƌďŝĂ Greece 451 ϰϰϱʹϰϱϳ dƵƌŬĞǇ͕hŬƌĂŝŶĞ͕ǇƉƌƵƐ͕^ĞƌďŝĂ ǇƉƌƵƐa 451 ϰϰϴʹϰϱϯ dƵƌŬĞǇ͕hŬƌĂŝŶĞ͕'ƌĞĞĐĞ͕^ĞƌďŝĂ ^ĞƌďŝĂ ϰϰϴ ϰϰϮʹϰϱϰ dƵƌŬĞǇ͕hŬƌĂŝŶĞ͕'ƌĞĞĐĞ͕ǇƉƌƵƐ͕DĂůĂǇƐŝĂ DĂůĂǇƐŝĂ ϰϰϬ ϰϯϱʹϰϰϲ ^ĞƌďŝĂ͕ůďĂŶŝĂ͕ƵůŐĂƌŝĂ͕hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ͕ZŽŵĂŶŝĂ ůďĂŶŝĂ 437 ϰϯϮʹϰϰϮ DĂůĂǇƐŝĂ͕ƵůŐĂƌŝĂ͕hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ͕ZŽŵĂŶŝĂ ƵůŐĂƌŝĂ 436 ϰϮϵʹϰϰϰ DĂůĂǇƐŝĂ͕ůďĂŶŝĂ͕hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ͕ƌƵŶĞŝĂƌƵƐƐĂůĂŵ͕ZŽŵĂŶŝĂ͕DŽŶƚĞŶĞŐƌŽ hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ 435 ϰϯϭʹϰϯϵ DĂůĂǇƐŝĂ͕ůďĂŶŝĂ͕ƵůŐĂƌŝĂ͕ZŽŵĂŶŝĂ ƌƵŶĞŝĂƌƵƐƐĂůĂŵ ϰϯϬ ϰϮϴʹϰϯϮ ƵůŐĂƌŝĂ͕ZŽŵĂŶŝĂ͕DŽŶƚĞŶĞŐƌŽ DĂůĂǇƐŝĂ͕ůďĂŶŝĂ͕ƵůŐĂƌŝĂ͕hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ͕ƌƵŶĞŝĂƌƵƐƐĂůĂŵ͕DŽŶƚĞŶĞŐƌŽ͕<ĂǌĂŬŚƐƚĂŶ͕DŽůĚŽǀĂ͕ĂŬƵ ZŽŵĂŶŝĂ ϰϯϬ ϰϮϬʹϰϰϬ ;ǌĞƌďĂŝũĂŶͿ͕dŚĂŝůĂŶĚ DŽŶƚĞŶĞŐƌŽ ϰϯϬ ϰϮϳʹϰϯϮ ƵůŐĂƌŝĂ͕ƌƵŶĞŝĂƌƵƐƐĂůĂŵ͕ZŽŵĂŶŝĂ <ĂǌĂŬŚƐƚĂŶ 423 ϰϭϵʹϰϮϳ ZŽŵĂŶŝĂ͕DŽůĚŽǀĂ͕ĂŬƵ;ǌĞƌďĂŝũĂŶͿ͕dŚĂŝůĂŶĚ͕hƌƵŐƵĂǇ͕ŚŝůĞ DŽůĚŽǀĂ 421 ϰϭϲʹϰϮϱ ZŽŵĂŶŝĂ͕<ĂǌĂŬŚƐƚĂŶ͕ĂŬƵ;ǌĞƌďĂŝũĂŶͿ͕dŚĂŝůĂŶĚ͕hƌƵŐƵĂǇ͕ŚŝůĞ ĂŬƵ;ǌĞƌďĂŝũĂŶͿ ϰϮϬ ϰϭϰʹϰϮϱ ZŽŵĂŶŝĂ͕<ĂǌĂŬŚƐƚĂŶ͕DŽůĚŽǀĂ͕dŚĂŝůĂŶĚ͕hƌƵŐƵĂǇ͕ŚŝůĞ͕YĂƚĂƌ dŚĂŝůĂŶĚ 419 ϰϭϮʹϰϮϱ ZŽŵĂŶŝĂ͕<ĂǌĂŬŚƐƚĂŶ͕DŽůĚŽǀĂ͕ĂŬƵ;ǌĞƌďĂŝũĂŶͿ͕hƌƵŐƵĂǇ͕ŚŝůĞ͕YĂƚĂƌ ĞůŽǁƚŚĞKĂǀĞƌĂŐĞ hƌƵŐƵĂǇ ϰϭϴ ϰϭϯʹϰϮϯ <ĂǌĂŬŚƐƚĂŶ͕DŽůĚŽǀĂ͕ĂŬƵ;ǌĞƌďĂŝũĂŶͿ͕dŚĂŝůĂŶĚ͕ŚŝůĞ͕YĂƚĂƌ Chile 417 ϰϭϯʹϰϮϮ <ĂǌĂŬŚƐƚĂŶ͕DŽůĚŽǀĂ͕ĂŬƵ;ǌĞƌďĂŝũĂŶͿ͕dŚĂŝůĂŶĚ͕hƌƵŐƵĂǇ͕YĂƚĂƌ YĂƚĂƌ 414 ϰϭϮʹϰϭϳ ĂŬƵ;ǌĞƌďĂŝũĂŶͿ͕dŚĂŝůĂŶĚ͕hƌƵŐƵĂǇ͕ŚŝůĞ͕DĞǆŝĐŽ Mexico ϰϬϵ ϰϬϰʹϰϭϰ YĂƚĂƌ͕ŽƐŶŝĂĂŶĚ,ĞƌǌĞŐŽǀŝŶĂ͕ŽƐƚĂZŝĐĂ ŽƐŶŝĂĂŶĚ ϰϬϲ ϰϬϬʹϰϭϮ DĞǆŝĐŽ͕ŽƐƚĂZŝĐĂ͕WĞƌƵ͕:ŽƌĚĂŶ ,ĞƌǌĞŐŽǀŝŶĂ ŽƐƚĂZŝĐĂ ϰϬϮ ϯϵϲʹϰϬϵ DĞǆŝĐŽ͕ŽƐŶŝĂĂŶĚ,ĞƌǌĞŐŽǀŝŶĂ͕WĞƌƵ͕:ŽƌĚĂŶ͕'ĞŽƌŐŝĂ͕>ĞďĂŶŽŶ WĞƌƵ ϰϬϬ ϯϵϱʹϰϬϱ ŽƐŶŝĂĂŶĚ,ĞƌǌĞŐŽǀŝŶĂ͕ŽƐƚĂZŝĐĂ͕:ŽƌĚĂŶ͕'ĞŽƌŐŝĂ͕ZĞƉƵďůŝĐŽĨEŽƌƚŚDĂĐĞĚŽŶŝĂ͕>ĞďĂŶŽŶ :ŽƌĚĂŶ ϰϬϬ ϯϵϯʹϰϬϲ ŽƐŶŝĂĂŶĚ,ĞƌǌĞŐŽǀŝŶĂ͕ŽƐƚĂZŝĐĂ͕WĞƌƵ͕'ĞŽƌŐŝĂ͕ZĞƉƵďůŝĐŽĨEŽƌƚŚDĂĐĞĚŽŶŝĂ͕>ĞďĂŶŽŶ 'ĞŽƌŐŝĂ ϯϵϴ ϯϵϮʹϰϬϯ ŽƐƚĂZŝĐĂ͕WĞƌƵ͕:ŽƌĚĂŶ͕ZĞƉƵďůŝĐŽĨEŽƌƚŚDĂĐĞĚŽŶŝĂ͕>ĞďĂŶŽŶ͕ŽůŽŵďŝĂ ZĞƉƵďůŝĐŽĨEŽƌƚŚ 394 ϯϵϭʹϯϵϴ WĞƌƵ͕:ŽƌĚĂŶ͕'ĞŽƌŐŝĂ͕>ĞďĂŶŽŶ͕ŽůŽŵďŝĂ DĂĐĞĚŽŶŝĂ Lebanon 393 ϯϴϲʹϰϬϭ ŽƐƚĂZŝĐĂ͕WĞƌƵ͕:ŽƌĚĂŶ͕'ĞŽƌŐŝĂ͕ZĞƉƵďůŝĐŽĨEŽƌƚŚDĂĐĞĚŽŶŝĂ͕ŽůŽŵďŝĂ ŽůŽŵďŝĂ 391 ϯϴϱʹϯϵϳ 'ĞŽƌŐŝĂ͕ZĞƉƵďůŝĐŽĨEŽƌƚŚDĂĐĞĚŽŶŝĂ͕>ĞďĂŶŽŶ ƌĂǌŝů ϯϴϰ ϯϴϬʹϯϴϴ ƌŐĞŶƟŶĂ͕/ŶĚŽŶĞƐŝĂ ƌŐĞŶƟŶĂ 379 ϯϳϰʹϯϴϱ ƌĂǌŝů͕/ŶĚŽŶĞƐŝĂ͕^ĂƵĚŝƌĂďŝĂ /ŶĚŽŶĞƐŝĂ 379 ϯϳϯʹϯϴϱ ƌĂǌŝů͕ƌŐĞŶƟŶĂ͕^ĂƵĚŝƌĂďŝĂ ^ĂƵĚŝƌĂďŝĂ 373 ϯϲϳʹϯϳϵ ƌŐĞŶƟŶĂ͕/ŶĚŽŶĞƐŝĂ͕DŽƌŽĐĐŽ DŽƌŽĐĐŽ ϯϲϴ ϯϲϭʹϯϳϰ ^ĂƵĚŝƌĂďŝĂ͕<ŽƐŽǀŽ <ŽƐŽǀŽ 366 ϯϲϯʹϯϲϵ DŽƌŽĐĐŽ Panama 353 ϯϰϴʹϯϱϴ WŚŝůŝƉƉŝŶĞƐ WŚŝůŝƉƉŝŶĞƐ 353 ϯϰϲʹϯϱϵ Panama ŽŵŝŶŝĐĂŶZĞƉƵďůŝĐ 325 ϯϮϬʹϯϯϬ Note͗KĐŽƵŶƚƌŝĞƐĂƉƉĞĂƌŝŶŝƚĂůŝĐƐ͘dŚĞKĂǀĞƌĂŐĞǁĂƐϰϴϵ͕ǁŝƚŚĂƐƚĂŶĚĂƌĚĞƌƌŽƌŽĨϬ͘ϰ͘ a^ĞĞK;ϮϬϭϵďͿ, p. 21, ĨŽƌĂŶŽƚĞƌĞŐĂƌĚŝŶŐǇƉƌƵƐ͘ ďŽǀĞƚŚĞĂŶĂĚŝĂŶĂǀĞƌĂŐĞ ďŽǀĞƚŚĞKĂǀĞƌĂŐĞ ƚƚŚĞĂŶĂĚŝĂŶĂǀĞƌĂŐĞ ƚƚŚĞKĂǀĞƌĂŐĞ ĞůŽǁƚŚĞĂŶĂĚŝĂŶĂǀĞƌĂŐĞ ĞůŽǁƚŚĞKĂǀĞƌĂŐĞ

56 PISA 2018 Table 3.5 Achievement scores in science 95% Country or Average ĐŽŶĮĚĞŶĐĞ ŽƵŶƚƌŝĞƐŽƌƉƌŽǀŝŶĐĞƐǁŚŽƐĞŵĞĂŶƐĐŽƌĞŝƐŶŽƚƐŝŐŶŝĮĐĂŶƚůǇĚŝīĞƌĞŶƚĨƌŽŵƚŚĞĐŽŵƉĂƌŝƐŽŶ province score interval country or province Ͳ^Ͳ:Ͳ;ŚŝŶĂͿ ϱϵϬ ϱϴϱʹϱϵϲ ^ŝŶŐĂƉŽƌĞ 551 ϱϰϴʹϱϱϰ DĂĐĂŽ;ŚŝŶĂͿ 544 ϱϰϭʹϱϰϲ Alberta 534 ϱϮϱʹϱϰϮ ƐƚŽŶŝĂ͕:ĂƉĂŶ Estonia ϱϯϬ ϱϮϲʹϱϯϰ ůďĞƌƚĂ͕:ĂƉĂŶ :ĂƉĂŶ 529 ϱϮϰʹϱϯϰ ůďĞƌƚĂ͕ƐƚŽŶŝĂ͕YƵĞďĞĐ Finland 522 ϱϭϳʹϱϮϳ YƵĞďĞĐ͕<ŽƌĞĂ͕KŶƚĂƌŝŽ͕ĂŶĂĚĂ͕,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ͕ƌŝƟƐŚŽůƵŵďŝĂ͕ŚŝŶĞƐĞdĂŝƉĞŝ Quebec 522 ϱϭϰʹϱϮϵ :ĂƉĂŶ͕&ŝŶůĂŶĚ͕<ŽƌĞĂ͕KŶƚĂƌŝŽ͕ĂŶĂĚĂ͕,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ͕ƌŝƟƐŚŽůƵŵďŝĂ͕ŚŝŶĞƐĞdĂŝƉĞŝ &ŝŶůĂŶĚ͕YƵĞďĞĐ͕KŶƚĂƌŝŽ͕ĂŶĂĚĂ͕,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ͕ƌŝƟƐŚŽůƵŵďŝĂ͕ŚŝŶĞƐĞdĂŝƉĞŝ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ Korea 519 ϱϭϰʹϱϮϱ >ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ &ŝŶůĂŶĚ͕YƵĞďĞĐ͕<ŽƌĞĂ͕ĂŶĂĚĂ͕,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ͕ƌŝƟƐŚŽůƵŵďŝĂ͕ŚŝŶĞƐĞdĂŝƉĞŝ͕WŽůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕ Ontario 519 ϱϭϭʹϱϮϲ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ &ŝŶůĂŶĚ͕YƵĞďĞĐ͕<ŽƌĞĂ͕KŶƚĂƌŝŽ͕,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ͕ƌŝƟƐŚŽůƵŵďŝĂ͕ŚŝŶĞƐĞdĂŝƉĞŝ͕EŽǀĂ^ĐŽƟĂ͕ CANADA ϱϭϴ ϱϭϰʹϱϮϮ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ &ŝŶůĂŶĚ͕YƵĞďĞĐ͕<ŽƌĞĂ͕KŶƚĂƌŝŽ͕ĂŶĂĚĂ͕ƌŝƟƐŚŽůƵŵďŝĂ͕ŚŝŶĞƐĞdĂŝƉĞŝ͕WŽůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕EĞǁĨŽƵŶĚůĂŶĚ ,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ 517 ϱϭϮʹϱϮϮ ĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ &ŝŶůĂŶĚ͕YƵĞďĞĐ͕<ŽƌĞĂ͕KŶƚĂƌŝŽ͕ĂŶĂĚĂ͕,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ͕ŚŝŶĞƐĞdĂŝƉĞŝ͕WŽůĂŶĚ͕EĞǁĞĂůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕ ƌŝƟƐŚŽůƵŵďŝĂ 517 ϱϬϲʹϱϮϳ ^ůŽǀĞŶŝĂ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ &ŝŶůĂŶĚ͕YƵĞďĞĐ͕<ŽƌĞĂ͕KŶƚĂƌŝŽ͕ĂŶĂĚĂ͕,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ͕ƌŝƟƐŚŽůƵŵďŝĂ͕WŽůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕ ŚŝŶĞƐĞdĂŝƉĞŝ 516 ϱϭϬʹϱϮϭ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ KŶƚĂƌŝŽ͕,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ͕ƌŝƟƐŚŽůƵŵďŝĂ͕ŚŝŶĞƐĞdĂŝƉĞŝ͕EĞǁĞĂůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕^ůŽǀĞŶŝĂ͕ WŽůĂŶĚ 511 ϱϬϲʹϱϭϲ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ƌŝƟƐŚŽůƵŵďŝĂ͕WŽůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕^ůŽǀĞŶŝĂ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕EĞƚŚĞƌůĂŶĚƐ͕ EĞǁĞĂůĂŶĚ ϱϬϴ ϱϬϰʹϱϭϯ 'ĞƌŵĂŶǇ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ĂƐŬĂƚĐŚĞǁĂŶ KŶƚĂƌŝŽ͕ĂŶĂĚĂ͕,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ͕ƌŝƟƐŚŽůƵŵďŝĂ͕ŚŝŶĞƐĞdĂŝƉĞŝ͕WŽůĂŶĚ͕EĞǁĞĂůĂŶĚ͕^ůŽǀĞŶŝĂ͕ EŽǀĂ^ĐŽƟĂ ϱϬϴ ϰϵϵʹϱϭϳ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕EĞƚŚĞƌůĂŶĚƐ͕'ĞƌŵĂŶǇ͕ƵƐƚƌĂůŝĂ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕WƌŝŶĐĞĚǁĂƌĚ Above the OECD average the OECD Above /ƐůĂŶĚ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕^ǁĞĚĞŶ͕ĞůŐŝƵŵ ƌŝƟƐŚŽůƵŵďŝĂ͕WŽůĂŶĚ͕EĞǁĞĂůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕ ^ůŽǀĞŶŝĂ ϱϬϳ ϱϬϱʹϱϬϵ EĞƚŚĞƌůĂŶĚƐ͕'ĞƌŵĂŶǇ͕ƵƐƚƌĂůŝĂ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ĂƐŬĂƚĐŚĞǁĂŶ <ŽƌĞĂ͕KŶƚĂƌŝŽ͕ĂŶĂĚĂ͕,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ͕ƌŝƟƐŚŽůƵŵďŝĂ͕ŚŝŶĞƐĞdĂŝƉĞŝ͕WŽůĂŶĚ͕EĞǁĞĂůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕ Newfoundland and ϱϬϲ ϰϵϰʹϱϭϵ ^ůŽǀĞŶŝĂ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕EĞƚŚĞƌůĂŶĚƐ͕'ĞƌŵĂŶǇ͕ƵƐƚƌĂůŝĂ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕ Labrador ^ǁĞĚĞŶ͕ĞůŐŝƵŵ͕ǌĞĐŚZĞƉƵďůŝĐ͕/ƌĞůĂŶĚ͕^ǁŝƚǌĞƌůĂŶĚ͕&ƌĂŶĐĞ͕EĞǁƌƵŶƐǁŝĐŬ WŽůĂŶĚ͕EĞǁĞĂůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕^ůŽǀĞŶŝĂ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕EĞƚŚĞƌůĂŶĚƐ͕'ĞƌŵĂŶǇ͕ƵƐƚƌĂůŝĂ͕ hŶŝƚĞĚ<ŝŶŐĚŽŵ ϱϬϱ ϱϬϬʹϱϭϬ hŶŝƚĞĚ^ƚĂƚĞƐ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕^ǁĞĚĞŶ͕ĞůŐŝƵŵ EĞǁĞĂůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕^ůŽǀĞŶŝĂ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕'ĞƌŵĂŶǇ͕ƵƐƚƌĂůŝĂ͕hŶŝƚĞĚ Netherlands ϱϬϯ ϰϵϴʹϱϬϵ ^ƚĂƚĞƐ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕^ǁĞĚĞŶ͕ĞůŐŝƵŵ͕ǌĞĐŚZĞƉƵďůŝĐ͕EĞǁƌƵŶƐǁŝĐŬ EĞǁĞĂůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕^ůŽǀĞŶŝĂ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕EĞƚŚĞƌůĂŶĚƐ͕ƵƐƚƌĂůŝĂ͕ Germany ϱϬϯ ϰϵϳʹϱϬϵ hŶŝƚĞĚ^ƚĂƚĞƐ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕^ǁĞĚĞŶ͕ĞůŐŝƵŵ͕ǌĞĐŚZĞƉƵďůŝĐ͕/ƌĞůĂŶĚ͕^ǁŝƚǌĞƌůĂŶĚ͕EĞǁ ƌƵŶƐǁŝĐŬ EŽǀĂ^ĐŽƟĂ͕^ůŽǀĞŶŝĂ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕EĞƚŚĞƌůĂŶĚƐ͕'ĞƌŵĂŶǇ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕ ƵƐƚƌĂůŝĂ ϱϬϯ ϰϵϵʹϱϬϲ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕^ǁĞĚĞŶ͕ĞůŐŝƵŵ͕EĞǁƌƵŶƐǁŝĐŬ EĞǁĞĂůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕^ůŽǀĞŶŝĂ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕EĞƚŚĞƌůĂŶĚƐ͕'ĞƌŵĂŶǇ͕ hŶŝƚĞĚ^ƚĂƚĞƐ ϱϬϮ ϰϵϲʹϱϬϵ ƵƐƚƌĂůŝĂ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕^ǁĞĚĞŶ͕ĞůŐŝƵŵ͕ǌĞĐŚZĞƉƵďůŝĐ͕/ƌĞůĂŶĚ͕^ǁŝƚǌĞƌůĂŶĚ͕EĞǁ ƌƵŶƐǁŝĐŬ <ŽƌĞĂ͕KŶƚĂƌŝŽ͕ĂŶĂĚĂ͕,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ͕ƌŝƟƐŚŽůƵŵďŝĂ͕ŚŝŶĞƐĞdĂŝƉĞŝ͕WŽůĂŶĚ͕EĞǁĞĂůĂŶĚ͕EŽǀĂ ^ĐŽƟĂ͕^ůŽǀĞŶŝĂ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕EĞƚŚĞƌůĂŶĚƐ͕'ĞƌŵĂŶǇ͕ƵƐƚƌĂůŝĂ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕ Prince Edward Island ϱϬϮ ϰϴϰʹϱϭϵ ^ĂƐŬĂƚĐŚĞǁĂŶ͕^ǁĞĚĞŶ͕ĞůŐŝƵŵ͕ǌĞĐŚZĞƉƵďůŝĐ͕/ƌĞůĂŶĚ͕^ǁŝƚǌĞƌůĂŶĚ͕&ƌĂŶĐĞ͕ĞŶŵĂƌŬ͕EĞǁƌƵŶƐǁŝĐŬ͕ WŽƌƚƵŐĂů͕EŽƌǁĂǇ͕ƵƐƚƌŝĂ͕DĂŶŝƚŽďĂ͕>ĂƚǀŝĂ EĞǁĞĂůĂŶĚ͕EŽǀĂ^ĐŽƟĂ͕^ůŽǀĞŶŝĂ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕EĞƚŚĞƌůĂŶĚƐ͕'ĞƌŵĂŶǇ͕ Saskatchewan ϱϬϭ ϰϵϯʹϱϬϴ ƵƐƚƌĂůŝĂ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ǁĞĚĞŶ͕ĞůŐŝƵŵ͕ǌĞĐŚZĞƉƵďůŝĐ͕/ƌĞůĂŶĚ͕^ǁŝƚǌĞƌůĂŶĚ͕&ƌĂŶĐĞ͕ ĞŶŵĂƌŬ͕EĞǁƌƵŶƐǁŝĐŬ͕WŽƌƚƵŐĂů EŽǀĂ^ĐŽƟĂ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕EĞƚŚĞƌůĂŶĚƐ͕'ĞƌŵĂŶǇ͕ƵƐƚƌĂůŝĂ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕ ^ǁĞĚĞŶ 499 ϰϵϯʹϱϬϱ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕ĞůŐŝƵŵ͕ǌĞĐŚZĞƉƵďůŝĐ͕/ƌĞůĂŶĚ͕^ǁŝƚǌĞƌůĂŶĚ͕&ƌĂŶĐĞ͕ĞŶŵĂƌŬ͕EĞǁ ƌƵŶƐǁŝĐŬ͕WŽƌƚƵŐĂů EŽǀĂ^ĐŽƟĂ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕hŶŝƚĞĚ<ŝŶŐĚŽŵ͕EĞƚŚĞƌůĂŶĚƐ͕'ĞƌŵĂŶǇ͕ƵƐƚƌĂůŝĂ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕ ĞůŐŝƵŵ 499 ϰϵϰʹϱϬϯ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕^ǁĞĚĞŶ͕ǌĞĐŚZĞƉƵďůŝĐ͕/ƌĞůĂŶĚ͕^ǁŝƚǌĞƌůĂŶĚ͕&ƌĂŶĐĞ͕EĞǁƌƵŶƐǁŝĐŬ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕EĞƚŚĞƌůĂŶĚƐ͕'ĞƌŵĂŶǇ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕ ǌĞĐŚZĞƉƵďůŝĐ 497 ϰϵϮʹϱϬϮ ^ǁĞĚĞŶ͕ĞůŐŝƵŵ͕/ƌĞůĂŶĚ͕^ǁŝƚǌĞƌůĂŶĚ͕&ƌĂŶĐĞ͕ĞŶŵĂƌŬ͕EĞǁƌƵŶƐǁŝĐŬ͕WŽƌƚƵŐĂů͕EŽƌǁĂǇ͕ƵƐƚƌŝĂ͕DĂŶŝƚŽďĂ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕'ĞƌŵĂŶǇ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕^ǁĞĚĞŶ͕ĞůŐŝƵŵ͕ /ƌĞůĂŶĚ 496 ϰϵϮʹϱϬϬ ǌĞĐŚZĞƉƵďůŝĐ͕^ǁŝƚǌĞƌůĂŶĚ͕&ƌĂŶĐĞ͕ĞŶŵĂƌŬ͕EĞǁƌƵŶƐǁŝĐŬ͕WŽƌƚƵŐĂů͕EŽƌǁĂǇ͕ƵƐƚƌŝĂ͕DĂŶŝƚŽďĂ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕'ĞƌŵĂŶǇ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕^ǁĞĚĞŶ͕ĞůŐŝƵŵ͕ ^ǁŝƚǌĞƌůĂŶĚ 495 ϰϴϵʹϱϬϭ ǌĞĐŚZĞƉƵďůŝĐ͕/ƌĞůĂŶĚ͕&ƌĂŶĐĞ͕ĞŶŵĂƌŬ͕EĞǁƌƵŶƐǁŝĐŬ͕WŽƌƚƵŐĂů͕EŽƌǁĂǇ͕ƵƐƚƌŝĂ͕DĂŶŝƚŽďĂ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕^ǁĞĚĞŶ͕ĞůŐŝƵŵ͕ǌĞĐŚZĞƉƵďůŝĐ͕/ƌĞůĂŶĚ͕ France 493 ϰϴϵʹϰϵϳ ^ǁŝƚǌĞƌůĂŶĚ͕ĞŶŵĂƌŬ͕EĞǁƌƵŶƐǁŝĐŬ͕WŽƌƚƵŐĂů͕EŽƌǁĂǇ͕ƵƐƚƌŝĂ͕DĂŶŝƚŽďĂ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕^ǁĞĚĞŶ͕ǌĞĐŚZĞƉƵďůŝĐ͕/ƌĞůĂŶĚ͕^ǁŝƚǌĞƌůĂŶĚ͕&ƌĂŶĐĞ͕EĞǁƌƵŶƐǁŝĐŬ͕ ĞŶŵĂƌŬ 493 ϰϴϵʹϰϵϲ WŽƌƚƵŐĂů͕EŽƌǁĂǇ͕ƵƐƚƌŝĂ͕DĂŶŝƚŽďĂ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕EĞƚŚĞƌůĂŶĚƐ͕'ĞƌŵĂŶǇ͕ƵƐƚƌĂůŝĂ͕hŶŝƚĞĚ^ƚĂƚĞƐ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ EĞǁƌƵŶƐǁŝĐŬ 492 ϰϴϭʹϱϬϰ ^ĂƐŬĂƚĐŚĞǁĂŶ͕^ǁĞĚĞŶ͕ĞůŐŝƵŵ͕ǌĞĐŚZĞƉƵďůŝĐ͕/ƌĞůĂŶĚ͕^ǁŝƚǌĞƌůĂŶĚ͕&ƌĂŶĐĞ͕ĞŶŵĂƌŬ͕WŽƌƚƵŐĂů͕EŽƌǁĂǇ͕ ƵƐƚƌŝĂ͕DĂŶŝƚŽďĂ͕>ĂƚǀŝĂ͕^ƉĂŝŶ͕>ŝƚŚƵĂŶŝĂ͕,ƵŶŐĂƌǇ

PISA 2018 57 95% Country or Average ĐŽŶĮĚĞŶĐĞ ŽƵŶƚƌŝĞƐŽƌƉƌŽǀŝŶĐĞƐǁŚŽƐĞŵĞĂŶƐĐŽƌĞŝƐŶŽƚƐŝŐŶŝĮĐĂŶƚůǇĚŝīĞƌĞŶƚĨƌŽŵƚŚĞĐŽŵƉĂƌŝƐŽŶ province score interval country or province WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕^ĂƐŬĂƚĐŚĞǁĂŶ͕^ǁĞĚĞŶ͕ǌĞĐŚZĞƉƵďůŝĐ͕/ƌĞůĂŶĚ͕^ǁŝƚǌĞƌůĂŶĚ͕&ƌĂŶĐĞ͕ĞŶŵĂƌŬ͕EĞǁ WŽƌƚƵŐĂů 492 ϰϴϲʹϰϵϳ ƌƵŶƐǁŝĐŬ͕EŽƌǁĂǇ͕ƵƐƚƌŝĂ͕DĂŶŝƚŽďĂ͕>ĂƚǀŝĂ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ǌĞĐŚZĞƉƵďůŝĐ͕/ƌĞůĂŶĚ͕^ǁŝƚǌĞƌůĂŶĚ͕&ƌĂŶĐĞ͕ĞŶŵĂƌŬ͕EĞǁƌƵŶƐǁŝĐŬ͕WŽƌƚƵŐĂů͕ƵƐƚƌŝĂ͕ EŽƌǁĂǇ ϰϵϬ ϰϴϲʹϰϵϱ DĂŶŝƚŽďĂ͕>ĂƚǀŝĂ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ǌĞĐŚZĞƉƵďůŝĐ͕/ƌĞůĂŶĚ͕^ǁŝƚǌĞƌůĂŶĚ͕&ƌĂŶĐĞ͕ĞŶŵĂƌŬ͕EĞǁƌƵŶƐǁŝĐŬ͕WŽƌƚƵŐĂů͕EŽƌǁĂǇ͕ ƵƐƚƌŝĂ ϰϵϬ ϰϴϰʹϰϵϱ DĂŶŝƚŽďĂ͕>ĂƚǀŝĂ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ǌĞĐŚZĞƉƵďůŝĐ͕/ƌĞůĂŶĚ͕^ǁŝƚǌĞƌůĂŶĚ͕&ƌĂŶĐĞ͕ĞŶŵĂƌŬ͕EĞǁƌƵŶƐǁŝĐŬ͕WŽƌƚƵŐĂů͕EŽƌǁĂǇ͕ Manitoba ϰϴϵ ϰϴϮʹϰϵϳ ƵƐƚƌŝĂ͕DĂŶŝƚŽďĂ͕>ĂƚǀŝĂ͕^ƉĂŝŶ͕>ŝƚŚƵĂŶŝĂ͕,ƵŶŐĂƌǇ >ĂƚǀŝĂ ϰϴϳ ϰϴϰʹϰϵϭ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕EĞǁƌƵŶƐǁŝĐŬ͕WŽƌƚƵŐĂů͕EŽƌǁĂǇ͕ƵƐƚƌŝĂ͕DĂŶŝƚŽďĂ͕^ƉĂŝŶ average the OECD At ^ƉĂŝŶ ϰϴϯ ϰϴϬʹϰϴϲ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ͕>ĂƚǀŝĂ͕>ŝƚŚƵĂŶŝĂ͕,ƵŶŐĂƌǇ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ Lithuania ϰϴϮ ϰϳϵʹϰϴϱ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ͕^ƉĂŝŶ͕,ƵŶŐĂƌǇ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ ,ƵŶŐĂƌǇ ϰϴϭ ϰϳϲʹϰϴϱ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ͕^ƉĂŝŶ͕>ŝƚŚƵĂŶŝĂ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕>ƵǆĞŵďŽƵƌŐ ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ ϰϳϴ ϰϳϮʹϰϴϯ ^ƉĂŝŶ͕>ŝƚŚƵĂŶŝĂ͕,ƵŶŐĂƌǇ͕>ƵǆĞŵďŽƵƌŐ͕/ĐĞůĂŶĚ͕ƌŽĂƟĂ͕ĞůĂƌƵƐ >ƵǆĞŵďŽƵƌŐ 477 ϰϳϰʹϰϳϵ ,ƵŶŐĂƌǇ͕ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕/ĐĞůĂŶĚ͕ƌŽĂƟĂ /ĐĞůĂŶĚ 475 ϰϳϮʹϰϳϵ ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕>ƵǆĞŵďŽƵƌŐ͕ƌŽĂƟĂ͕ĞůĂƌƵƐ͕hŬƌĂŝŶĞ ƌŽĂƟĂ 472 ϰϲϳʹϰϳϴ ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕>ƵǆĞŵďŽƵƌŐ͕/ĐĞůĂŶĚ͕ĞůĂƌƵƐ͕hŬƌĂŝŶĞ͕dƵƌŬĞǇ͕/ƚĂůǇ ĞůĂƌƵƐ 471 ϰϲϲʹϰϳϲ ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ͕/ĐĞůĂŶĚ͕ƌŽĂƟĂ͕hŬƌĂŝŶĞ͕dƵƌŬĞǇ͕/ƚĂůǇ hŬƌĂŝŶĞ 469 ϰϲϯʹϰϳϱ /ĐĞůĂŶĚ͕ƌŽĂƟĂ͕ĞůĂƌƵƐ͕dƵƌŬĞǇ͕/ƚĂůǇ͕^ůŽǀĂŬZĞƉƵďůŝĐ͕/ƐƌĂĞů dƵƌŬĞǇ ϰϲϴ ϰϲϰʹϰϳϮ ƌŽĂƟĂ͕ĞůĂƌƵƐ͕hŬƌĂŝŶĞ͕/ƚĂůǇ͕^ůŽǀĂŬZĞƉƵďůŝĐ͕/ƐƌĂĞů /ƚĂůǇ ϰϲϴ ϰϲϯʹϰϳϯ ƌŽĂƟĂ͕ĞůĂƌƵƐ͕hŬƌĂŝŶĞ͕dƵƌŬĞǇ͕^ůŽǀĂŬZĞƉƵďůŝĐ͕/ƐƌĂĞů ^ůŽǀĂŬZĞƉƵďůŝĐ 464 ϰϲϬʹϰϲϵ hŬƌĂŝŶĞ͕dƵƌŬĞǇ͕/ƚĂůǇ͕/ƐƌĂĞů /ƐƌĂĞů 462 ϰϱϱʹϰϲϵ hŬƌĂŝŶĞ͕dƵƌŬĞǇ͕/ƚĂůǇ͕^ůŽǀĂŬZĞƉƵďůŝĐ͕DĂůƚĂ DĂůƚĂ 457 ϰϱϯʹϰϲϬ /ƐƌĂĞů͕'ƌĞĞĐĞ Greece 452 ϰϰϱʹϰϱϴ DĂůƚĂ Chile 444 ϰϯϵʹϰϰϴ ^ĞƌďŝĂ͕ǇƉƌƵƐ͕DĂůĂǇƐŝĂ ^ĞƌďŝĂ ϰϰϬ ϰϯϰʹϰϰϲ ŚŝůĞ͕ǇƉƌƵƐ͕DĂůĂǇƐŝĂ͕hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ ǇƉƌƵƐa 439 ϰϯϲʹϰϰϮ ŚŝůĞ͕^ĞƌďŝĂ͕DĂůĂǇƐŝĂ DĂůĂǇƐŝĂ ϰϯϴ ϰϯϮʹϰϰϯ ŚŝůĞ͕^ĞƌďŝĂ͕ǇƉƌƵƐ͕hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ 434 ϰϯϬʹϰϯϴ ^ĞƌďŝĂ͕DĂůĂǇƐŝĂ͕ƌƵŶĞŝĂƌƵƐƐĂůĂŵ͕:ŽƌĚĂŶ͕DŽůĚŽǀĂ͕ZŽŵĂŶŝĂ ƌƵŶĞŝĂƌƵƐƐĂůĂŵ 431 ϰϮϵʹϰϯϯ hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ͕:ŽƌĚĂŶ͕DŽůĚŽǀĂ͕dŚĂŝůĂŶĚ͕hƌƵŐƵĂǇ͕ZŽŵĂŶŝĂ͕ƵůŐĂƌŝĂ :ŽƌĚĂŶ 429 ϰϮϰʹϰϯϱ hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ͕ƌƵŶĞŝĂƌƵƐƐĂůĂŵ͕DŽůĚŽǀĂ͕dŚĂŝůĂŶĚ͕hƌƵŐƵĂǇ͕ZŽŵĂŶŝĂ͕ƵůŐĂƌŝĂ DŽůĚŽǀĂ ϰϮϴ ϰϮϰʹϰϯϯ hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ͕ƌƵŶĞŝĂƌƵƐƐĂůĂŵ͕:ŽƌĚĂŶ͕dŚĂŝůĂŶĚ͕hƌƵŐƵĂǇ͕ZŽŵĂŶŝĂ͕ƵůŐĂƌŝĂ dŚĂŝůĂŶĚ 426 ϰϮϬʹϰϯϮ ƌƵŶĞŝĂƌƵƐƐĂůĂŵ͕:ŽƌĚĂŶ͕DŽůĚŽǀĂ͕hƌƵŐƵĂǇ͕ZŽŵĂŶŝĂ͕ƵůŐĂƌŝĂ͕DĞǆŝĐŽ hƌƵŐƵĂǇ 426 ϰϮϭʹϰϯϭ ƌƵŶĞŝĂƌƵƐƐĂůĂŵ͕:ŽƌĚĂŶ͕DŽůĚŽǀĂ͕dŚĂŝůĂŶĚ͕ZŽŵĂŶŝĂ͕ƵůŐĂƌŝĂ͕DĞǆŝĐŽ hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ͕ƌƵŶĞŝĂƌƵƐƐĂůĂŵ͕:ŽƌĚĂŶ͕DŽůĚŽǀĂ͕dŚĂŝůĂŶĚ͕hƌƵŐƵĂǇ͕ƵůŐĂƌŝĂ͕DĞǆŝĐŽ͕YĂƚĂƌ͕ůďĂŶŝĂ͕ ZŽŵĂŶŝĂ 426 ϰϭϳʹϰϯϱ ŽƐƚĂZŝĐĂ ƵůŐĂƌŝĂ 424 ϰϭϳʹϰϯϭ ƌƵŶĞŝĂƌƵƐƐĂůĂŵ͕:ŽƌĚĂŶ͕DŽůĚŽǀĂ͕dŚĂŝůĂŶĚ͕hƌƵŐƵĂǇ͕ZŽŵĂŶŝĂ͕DĞǆŝĐŽ͕YĂƚĂƌ͕ůďĂŶŝĂ͕ŽƐƚĂZŝĐĂ Mexico 419 ϰϭϰʹϰϮϰ dŚĂŝůĂŶĚ͕hƌƵŐƵĂǇ͕ZŽŵĂŶŝĂ͕ƵůŐĂƌŝĂ͕YĂƚĂƌ͕ůďĂŶŝĂ͕ŽƐƚĂZŝĐĂ͕DŽŶƚĞŶĞŐƌŽ͕ŽůŽŵďŝĂ YĂƚĂƌ 419 ϰϭϳʹϰϮϭ ZŽŵĂŶŝĂ͕ƵůŐĂƌŝĂ͕DĞǆŝĐŽ͕ůďĂŶŝĂ͕ŽƐƚĂZŝĐĂ͕ŽůŽŵďŝĂ average the OECD At ůďĂŶŝĂ 417 ϰϭϯʹϰϮϭ ZŽŵĂŶŝĂ͕ƵůŐĂƌŝĂ͕DĞǆŝĐŽ͕YĂƚĂƌ͕ŽƐƚĂZŝĐĂ͕DŽŶƚĞŶĞŐƌŽ͕ŽůŽŵďŝĂ͕ZĞƉƵďůŝĐŽĨEŽƌƚŚDĂĐĞĚŽŶŝĂ ŽƐƚĂZŝĐĂ 416 ϰϬϵʹϰϮϮ ZŽŵĂŶŝĂ͕ƵůŐĂƌŝĂ͕DĞǆŝĐŽ͕YĂƚĂƌ͕ůďĂŶŝĂ͕DŽŶƚĞŶĞŐƌŽ͕ŽůŽŵďŝĂ͕ZĞƉƵďůŝĐŽĨEŽƌƚŚDĂĐĞĚŽŶŝĂ DŽŶƚĞŶĞŐƌŽ 415 ϰϭϯʹϰϭϴ DĞǆŝĐŽ͕ůďĂŶŝĂ͕ŽƐƚĂZŝĐĂ͕ŽůŽŵďŝĂ͕ZĞƉƵďůŝĐŽĨEŽƌƚŚDĂĐĞĚŽŶŝĂ ŽůŽŵďŝĂ 413 ϰϬϳʹϰϭϵ DĞǆŝĐŽ͕YĂƚĂƌ͕ůďĂŶŝĂ͕ŽƐƚĂZŝĐĂ͕DŽŶƚĞŶĞŐƌŽ͕ZĞƉƵďůŝĐŽĨEŽƌƚŚDĂĐĞĚŽŶŝĂ ZĞƉƵďůŝĐŽĨEŽƌƚŚ 413 ϰϭϬʹϰϭϲ ůďĂŶŝĂ͕ŽƐƚĂZŝĐĂ͕DŽŶƚĞŶĞŐƌŽ͕ŽůŽŵďŝĂ DĂĐĞĚŽŶŝĂ WĞƌƵ ϰϬϰ ϯϵϵʹϰϬϵ ƌŐĞŶƟŶĂ͕ƌĂǌŝů͕ŽƐŶŝĂĂŶĚ,ĞƌǌĞŐŽǀŝŶĂ͕ĂŬƵ;ǌĞƌďĂŝũĂŶͿ ƌŐĞŶƟŶĂ ϰϬϰ ϯϵϴʹϰϭϬ WĞƌƵ͕ƌĂǌŝů͕ŽƐŶŝĂĂŶĚ,ĞƌǌĞŐŽǀŝŶĂ͕ĂŬƵ;ǌĞƌďĂŝũĂŶͿ ƌĂǌŝů ϰϬϰ ϰϬϬʹϰϬϴ WĞƌƵ͕ƌŐĞŶƟŶĂ͕ŽƐŶŝĂĂŶĚ,ĞƌǌĞŐŽǀŝŶĂ͕ĂŬƵ;ǌĞƌďĂŝũĂŶͿ ŽƐŶŝĂĂŶĚ ϯϵϴ ϯϵϯʹϰϬϰ WĞƌƵ͕ƌŐĞŶƟŶĂ͕ƌĂǌŝů͕ĂŬƵ;ǌĞƌďĂŝũĂŶͿ͕<ĂǌĂŬŚƐƚĂŶ͕/ŶĚŽŶĞƐŝĂ ,ĞƌǌĞŐŽǀŝŶĂ ĂŬƵ;ǌĞƌďĂŝũĂŶͿ ϯϵϴ ϯϵϯʹϰϬϮ WĞƌƵ͕ƌŐĞŶƟŶĂ͕ƌĂǌŝů͕ŽƐŶŝĂĂŶĚ,ĞƌǌĞŐŽǀŝŶĂ͕<ĂǌĂŬŚƐƚĂŶ͕/ŶĚŽŶĞƐŝĂ <ĂǌĂŬŚƐƚĂŶ 397 ϯϵϰʹϰϬϬ ŽƐŶŝĂĂŶĚ,ĞƌǌĞŐŽǀŝŶĂ͕ĂŬƵ;ǌĞƌďĂŝũĂŶͿ͕/ŶĚŽŶĞƐŝĂ /ŶĚŽŶĞƐŝĂ 396 ϯϵϭʹϰϬϭ ŽƐŶŝĂĂŶĚ,ĞƌǌĞŐŽǀŝŶĂ͕ĂŬƵ;ǌĞƌďĂŝũĂŶͿ͕<ĂǌĂŬŚƐƚĂŶ ^ĂƵĚŝƌĂďŝĂ ϯϴϲ ϯϴϭʹϯϵϮ >ĞďĂŶŽŶ͕'ĞŽƌŐŝĂ Lebanon ϯϴϰ ϯϳϳʹϯϵϭ ^ĂƵĚŝƌĂďŝĂ͕'ĞŽƌŐŝĂ͕DŽƌŽĐĐŽ 'ĞŽƌŐŝĂ ϯϴϯ ϯϳϴʹϯϴϳ ^ĂƵĚŝƌĂďŝĂ͕>ĞďĂŶŽŶ͕DŽƌŽĐĐŽ DŽƌŽĐĐŽ 377 ϯϳϭʹϯϴϮ >ĞďĂŶŽŶ͕'ĞŽƌŐŝĂ <ŽƐŽǀŽ 365 ϯϲϯʹϯϲϳ Panama Panama 365 ϯϱϵʹϯϳϬ <ŽƐŽǀŽ͕WŚŝůŝƉƉŝŶĞƐ WŚŝůŝƉƉŝŶĞƐ 357 ϯϮϬʹϯϯϬ Panama ŽŵŝŶŝĐĂŶZĞƉƵďůŝĐ 336 ϯϮϬʹϯϯϬ Note͗KĐŽƵŶƚƌŝĞƐĂƉƉĞĂƌŝŶŝƚĂůŝĐƐ͘dŚĞKĂǀĞƌĂŐĞǁĂƐϰϴϵ͕ǁŝƚŚĂƐƚĂŶĚĂƌĚĞƌƌŽƌŽĨϬ͘ϰ͘ a See OECD ;ϮϬϭϵďͿ͕Ɖ͘Ϯϭ͕ĨŽƌĂŶŽƚĞƌĞŐĂƌĚŝŶŐǇƉƌƵƐ͘

58 PISA 2018 In mathematics, students in Manitoba performed below the OECD average, while students in all other provinces performed at or above the OECD average. In science, students in all provinces had achievement scores at or above the OECD average. Within Canada, students in Quebec performed above the Canadian average in mathematics and at the Canadian average in science, as shown in Table 3.6. Students in Alberta performed above the Canadian average in science and at the Canadian average in mathematics. Students in Newfoundland and Labrador, Prince Edward Island, and Nova Scotia performed below the Canadian average in mathematics and at the Canadian average in science. Students in New Brunswick, Manitoba, and Saskatchewan performed below the Canadian average in both minor domains.

Table 3.6 ŽŵƉĂƌŝƐŽŶŽĨƉƌŽǀŝŶĐŝĂůĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐƚŽƚŚĞĂŶĂĚŝĂŶĂǀĞƌĂŐĞŝŶŵĂƚŚĞŵĂƟĐƐĂŶĚƐĐŝĞŶĐĞ Above* the Canadian average At the Canadian average ĞůŽǁΎƚŚĞĂŶĂĚŝĂŶĂǀĞƌĂŐĞ DĂƚŚĞŵĂƟĐƐ YƵĞďĞĐ KŶƚĂƌŝŽ͕ůďĞƌƚĂ͕ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ ƌŝƟƐŚŽůƵŵďŝĂ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ DĂŶŝƚŽďĂ͕^ĂƐŬĂƚĐŚĞǁĂŶ Science ůďĞƌƚĂ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕KŶƚĂƌŝŽ͕ ƌŝƟƐŚŽůƵŵďŝĂ

ΎĞŶŽƚĞƐƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞ

While average performance is useful in assessing the overall performance of students, it can mask significant variation within participating countries and provinces. The gap that exists between students with the highest and those with the lowest levels of performance is an important indicator of the equity of educational outcomes. Further information on the performance within countries and provinces can be obtained by examining the relative distribution of scores. For Canada overall, those in the highest decile (90th percentile) scored 237 points higher in mathematics and 247 points higher in science than those in the lowest decile (10th percentile) (Appendices B.3.5 and B.3.6). This gap is similar to the 235-point difference in mathematics and 244-point difference in science on average across all OECD countries. However, the average scores of Canadian students in the lowest decile in mathematics (392 points) and science (393 points) were higher than those of students in the lowest decile across the OECD countries (370 points and 365 points, respectively). In fact, the slightly higher disparities observed in Canada may be a reflection of the students in the highest decile in Canada scoring higher than students in the highest decile on average across the OECD countries (629 points compared to 605 points in mathematics, and 640 points compared to 609 points in science). Figures 3.3 and 3.4 show the difference in average scores between the lowest and highest deciles in Canada, the provinces, and the OECD. For mathematics, differences range from 211 in Saskatchewan to 242 in British Columbia; for science, differences range from 234 in Quebec to 263 in British Columbia. In most provinces, with the exception of New Brunswick, Quebec, and British Columbia, the difference in performance between high achievers and low achievers in mathematics was smaller than or equal to the OECD average. In science, the difference in performance between high achievers and low achievers was smaller than the OECD average in Newfoundland and Labrador, Quebec, and Saskatchewan. It is worth noting that, although high-achieving countries tend to have a larger gap, high achievement does not necessarily come at the cost of equity. Notably,

PISA 2018 59 B-S-J-Z (China) achieved the highest average mathematics and science scores across all participating countries (591 and 590, respectively) while at the same time having a relatively small difference in the score gap between the lowest and highest achievers (205 and 213, respectively) (Appendices B.3.5 and B.3.6).

Figure 3.3 ŝīĞƌĞŶĐĞďĞƚǁĞĞŶŚŝŐŚĂŶĚůŽǁĂĐŚŝĞǀĞƌƐŝŶŵĂƚŚĞŵĂƟĐƐ Diīerence between the 90th and 10th percenƟles

Saskatchewan 211 Newfoundland and Labrador 217 Manitoba 226 Nova ScoƟa 228 Prince Edward Island 233 Alberta 234 Ontario 234 OECD average 235 New Brunswick 236 Canada 237 Quebec 238 BriƟsh Columbia 242

300 350 400 450 500 550 600 650 700 Average score in mathemaƟcs WĞƌĐĞŶƟůĞƐŽĨƉĞƌĨŽƌŵĂŶĐĞ 10th 25th 75th 90th

ϵϱйĐŽŶĮĚĞŶĐĞŝŶƚĞƌǀĂů

Note͗ZĞƐƵůƚƐĂƌĞŽƌĚĞƌĞĚĨƌŽŵƚŚĞƐŵĂůůĞƐƚƚŽƚŚĞůĂƌŐĞƐƚĚŝīĞƌĞŶĐĞďĞƚǁĞĞŶƚŚĞϵϬth and 10thƉĞƌĐĞŶƟůĞƐ͘

60 PISA 2018 Figure 3.4 ŝīĞƌĞŶĐĞďĞƚǁĞĞŶŚŝŐŚĂŶĚůŽǁĂĐŚŝĞǀĞƌƐŝŶƐĐŝĞŶĐĞ Diīerence between the 90th and 10th percenƟles

Quebec 234 Saskatchewan 235 Newfoundland and Labrador 241 OECD average 244 Ontario 245 Manitoba 246 Nova ScoƟa 246 Canada 247 New Brunswick 248 Alberta 250 Prince Edward Island 256 BriƟsh Columbia 263

300 350 400 450 500 550 600 650 700 Average score in science

WĞƌĐĞŶƟůĞƐŽĨƉĞƌĨŽƌŵĂŶĐĞ 10th 25th 75th 90th

ĐŚŝĞǀĞŵĞŶƚŝŶŵĂƚŚĞŵĂƟĐƐĂŶĚƐĐŝĞŶĐĞďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ

In Canada, in PISA 2018, oversampling allowed separate reporting of results by language of the school system for seven provinces (see the Introduction). In mathematics, on average across these provinces, a higher proportion of students in francophone than in anglophone school systems reached Level 2 or higher (Figure 3.5, Appendices B.3.7a–b). As well, a higher proportion of students in francophone school systems were high achievers in mathematics (Levels 5 and 6) relative to their peers in anglophone school systems, in large part due to the results in Quebec. Specifically, 22 per cent of students in the francophone school system in Quebec performed at this high level of proficiency, compared to 13 per cent in the anglophone school system (Appendix B.3.7b).

PISA 2018 61 Figure 3.5 WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůŝŶŵĂƚŚĞŵĂƟĐƐŝŶĂŶĂĚĂ͕ďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ

English 17 22 26 21 14

French 13 17 25 25 21

0 20406080100 Percentage Below Level 2 Level 2 Level 3 Level 4 Levels 5 and 6

Note͗WĞƌĐĞŶƚĂŐĞƐŵĂǇŶŽƚĂĚĚƵƉƚŽϭϬϬĚƵĞƚŽƌŽƵŶĚŝŶŐ͘

Provincially, the proportion of students performing at or above Level 2 in mathematics in English-language school systems ranged from 75 per cent in New Brunswick and Manitoba to 87 per cent in Quebec. In French- language school systems, this proportion ranged from 78 per cent in British Columbia to 88 per cent in Quebec (Appendix B.3.7b). None of the provinces showed a statistically significant difference between the two language systems in the proportion of students performing at or above the baseline level of mathematics proficiency. With respect to science, on average across Canada, no statistically significant difference between the two language systems was observed in the proportion of students reaching Level 2 or higher (Figure 3.6), although a higher proportion of students in English-language school systems than in French-language school systems performed at the highest levels of proficiency (Levels 5 and 6) (Appendix B.3.8b).

Figure 3.6 WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůŝŶƐĐŝĞŶĐĞŝŶĂŶĂĚĂ͕ďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ

English 14 22 29 23 12

French 13 22 31 24 10

0 20406080100 Percentage Below Level 2 Level 2 Level 3 Level 4 Levels 5 and 6 . Note͗WĞƌĐĞŶƚĂŐĞƐŵĂǇŶŽƚĂĚĚƵƉƚŽϭϬϬĚƵĞƚŽƌŽƵŶĚŝŶŐ Provincially, the proportion of students performing at or above Level 2 in science in English-language school systems varied from 79 per cent in Manitoba to 89 per cent in Quebec and Alberta (Appendix B.3.8b). In francophone school systems, the proportion ranged from 71 per cent in Nova Scotia to 88 per cent in Quebec. The proportion of students performing at or above the baseline level of science proficiency was similar across the two school systems in most provinces, with the exception of Nova Scotia and Ontario. In those two provinces, a higher proportion of students in English-language systems reached this level compared to students in French- language school systems. As well, in Ontario, a higher proportion of students in English-language school systems were high achievers in science, compared to their peers in French-language school systems, with no significant differences observed in the remaining provinces. Figure 3.7 and Table 3.7 summarize and compare achievement scores in mathematics and science by the language of the school system for Canada and the provinces. The relative performance of students in the two systems varied across provinces and by domain. Students in English-language school systems in Newfoundland and Labrador, Nova Scotia, New Brunswick, Manitoba, and Saskatchewan had lower mathematics scores than

62 PISA 2018 students on average in the English-language school systems across Canada, while those in Ontario had higher scores. Students in French-language school systems in New Brunswick, Ontario, and British Columbia scored below the average of students in French-language school systems across Canada in mathematics, while in Quebec they scored above this average (Appendix B.3.9). In science, students in English-language school systems in Alberta outperformed students in the English-language school systems on average across Canada, while those in New Brunswick, Manitoba, and Saskatchewan underperformed the anglophone Canadian average. Students in French-language school systems in Nova Scotia, New Brunswick, Ontario, and Manitoba scored below the average of French-language school systems across Canada in science, while students in Quebec scored above it (Appendix B.3.10). Differences in mathematics performance between the two language systems were observed on average across Canada: students in francophone school systems outperformed those in anglophone school systems in mathematics by 23 points (Figure 3.7). At the provincial level, students in the francophone school system in Quebec outperformed their peers in the anglophone school system by 21 points; in the remaining provinces, there was no statistically significant difference in mathematics performance between the two language systems (Appendix B.3.9). In science, the difference in performance between students in anglophone school systems and those in francophone school systems was not statistically significant in Canada overall. Provincially, students in anglophone school systems in Nova Scotia, Ontario, and Alberta performed better in science than their counterparts in francophone school systems in those provinces; no significant difference in performance between the two language systems was observed in the remaining provinces (Table 3.7, Appendix B.3.10).

Figure 3.7 ĂŶĂĚŝĂŶĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐŝŶŵĂƚŚĞŵĂƟĐƐĂŶĚƐĐŝĞŶĐĞ͕ďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ cs

Ɵ English 507

French 530

English 519

ScienceFrench Mathema 516

400 420 440 460 480 500 520 540 560 580 600 Average score

PISA 2018 63 Table 3.7 ^ƵŵŵĂƌǇĂŶĚĐŽŵƉĂƌŝƐŽŶŽĨĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐŝŶŵĂƚŚĞŵĂƟĐƐĂŶĚƐĐŝĞŶĐĞĨŽƌĂŶĂĚĂĂŶĚƚŚĞƉƌŽǀŝŶĐĞƐ͕ by language of the school system DĂƚŚĞŵĂƟĐƐ Anglophone schools Francophone schools EŽƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞƐ ƉĞƌĨŽƌŵĞĚƐŝŐŶŝĮĐĂŶƚůǇďĞƩĞƌ ƉĞƌĨŽƌŵĞĚƐŝŐŶŝĮĐĂŶƚůǇďĞƩĞƌ between school systems than francophone schools than anglophone schools ĂŶĂĚĂ͕YƵĞďĞĐ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ KŶƚĂƌŝŽ͕DĂŶŝƚŽďĂ͕ůďĞƌƚĂ͕ ƌŝƟƐŚŽůƵŵďŝĂ Anglophone school systems Above* the Canadian At the Canadian ĞůŽǁΎƚŚĞĂŶĂĚŝĂŶ English average English average English average KŶƚĂƌŝŽ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ YƵĞďĞĐ͕ůďĞƌƚĂ͕ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ ƌŝƟƐŚŽůƵŵďŝĂ DĂŶŝƚŽďĂ͕^ĂƐŬĂƚĐŚĞǁĂŶ Francophone school systems Above* the Canadian At the Canadian ĞůŽǁΎƚŚĞĂŶĂĚŝĂŶ French average French average French average YƵĞďĞĐ EŽǀĂ^ĐŽƟĂ͕DĂŶŝƚŽďĂ͕ EĞǁƌƵŶƐǁŝĐŬ͕KŶƚĂƌŝŽ͕ ůďĞƌƚĂ ƌŝƟƐŚŽůƵŵďŝĂ Science Anglophone schools Francophone schools EŽƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞƐ ƉĞƌĨŽƌŵĞĚƐŝŐŶŝĮĐĂŶƚůǇďĞƩĞƌ ƉĞƌĨŽƌŵĞĚƐŝŐŶŝĮĐĂŶƚůǇďĞƩĞƌ between school systems than francophone schools than anglophone schools EŽǀĂ^ĐŽƟĂ͕KŶƚĂƌŝŽ͕ ĂŶĂĚĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ ůďĞƌƚĂ YƵĞďĞĐ͕DĂŶŝƚŽďĂ͕ƌŝƟƐŚ ŽůƵŵďŝĂ Anglophone school systems Above* the Canadian At the Canadian ĞůŽǁΎƚŚĞĂŶĂĚŝĂŶ English average English average English average ůďĞƌƚĂ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ EĞǁƌƵŶƐǁŝĐŬ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ DĂŶŝƚŽďĂ͕^ĂƐŬĂƚĐŚĞǁĂŶ EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕KŶƚĂƌŝŽ͕ ƌŝƟƐŚŽůƵŵďŝĂ Francophone school systems Above* the Canadian At the Canadian ĞůŽǁΎƚŚĞĂŶĂĚŝĂŶ French average French average French average YƵĞďĞĐ ůďĞƌƚĂ͕ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ ƌŝƟƐŚŽůƵŵďŝĂ KŶƚĂƌŝŽ͕DĂŶŝƚŽďĂ ΎĞŶŽƚĞƐƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞ Note͗ĞĐĂƵƐĞEĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ĂŶĚ^ĂƐŬĂƚĐŚĞǁĂŶĚŝĚŶŽƚŽǀĞƌƐĂŵƉůĞƐƚƵĚĞŶƚƐďǇůĂŶŐƵĂŐĞ͕ƌĞƐƵůƚƐĨŽƌŽŶůǇŶŐůŝƐŚͲůĂŶŐƵĂŐĞƐĐŚŽŽůƐĂƌĞ ĂǀĂŝůĂďůĞĨŽƌƚŚĞƐĞƉƌŽǀŝŶĐĞƐ͘

ĐŚŝĞǀĞŵĞŶƚŝŶŵĂƚŚĞŵĂƟĐƐĂŶĚƐĐŝĞŶĐĞďǇŐĞŶĚĞƌ

In mathematics, on average across the OECD countries, boys outperformed girls by five points in PISA 2018. In Canada as a whole, boys also outperformed girls by five points on average, although none of the provinces showed a statistically significant difference in average achievement scores in mathematics between boys and girls (Table 3.10, Appendix B.3.13). With respect to proficiency levels, a higher proportion of boys than girls performed at the highest levels (Levels 5 and 6) in mathematics, while a similar proportion of boys and girls

64 PISA 2018 performed at the lowest level (below Level 2). Provincially, more boys than girls performed at the highest levels of proficiency in Quebec; no gender differences were observed in any of the provinces at the lowest level of proficiency (Table 3.8, Appendix B.3.11b).

Table 3.8 ^ƵŵŵĂƌǇĂŶĚĐŽŵƉĂƌŝƐŽŶŽĨŚŝŐŚĞƐƚĂŶĚůŽǁĞƐƚůĞǀĞůƐŽĨƉƌŽĮĐŝĞŶĐǇŝŶŵĂƚŚĞŵĂƟĐƐĨŽƌĂŶĂĚĂĂŶĚƚŚĞƉƌŽǀŝŶĐĞƐ͕ by gender DĂƚŚĞŵĂƟĐƐʹLevels 5 and 6 Percentage of girls is Percentage of boys is EŽƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞƐ ƐŝŐŶŝĮĐĂŶƚůǇŚŝŐŚĞƌƚŚĂŶ ƐŝŐŶŝĮĐĂŶƚůǇŚŝŐŚĞƌƚŚĂŶ in the percentage percentage of boys percentage of girls of boys and girls ĂŶĂĚĂ͕YƵĞďĞĐ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ KŶƚĂƌŝŽ͕DĂŶŝƚŽďĂ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ͕ůďĞƌƚĂ͕ ƌŝƟƐŚŽůƵŵďŝĂ Girls Higher* percentage The same percentage Lower* percentage than Canada as Canada than Canada YƵĞďĞĐ KŶƚĂƌŝŽ͕ůďĞƌƚĂ͕ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ ƌŝƟƐŚŽůƵŵďŝĂ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ DĂŶŝƚŽďĂ͕^ĂƐŬĂƚĐŚĞǁĂŶ ŽǇƐ Higher* percentage The same percentage Lower* percentage than Canada as Canada than Canada YƵĞďĞĐ EĞǁƌƵŶƐǁŝĐŬ͕KŶƚĂƌŝŽ͕ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ ůďĞƌƚĂ͕ƌŝƟƐŚŽůƵŵďŝĂ EŽǀĂ^ĐŽƟĂ͕DĂŶŝƚŽďĂ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ DĂƚŚĞŵĂƟĐƐʹĞůŽǁ>ĞǀĞůϮ Percentage of girls is Percentage of boys is EŽƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞƐ ƐŝŐŶŝĮĐĂŶƚůǇŚŝŐŚĞƌƚŚĂŶ ƐŝŐŶŝĮĐĂŶƚůǇŚŝŐŚĞƌƚŚĂŶ in the percentage percentage of boys percentage of girls of boys and girls ĂŶĂĚĂ͕ĂůůƉƌŽǀŝŶĐĞƐ Girls Higher* percentage The same percentage Lower* percentage than Canada as Canada than Canada WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ YƵĞďĞĐ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ EŽǀĂ^ĐŽƟĂ͕KŶƚĂƌŝŽ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ͕ůďĞƌƚĂ͕ ƌŝƟƐŚŽůƵŵďŝĂ ŽǇƐ Higher* percentage The same percentage Lower* percentage than Canada as Canada than Canada EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ YƵĞďĞĐ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ KŶƚĂƌŝŽ͕ůďĞƌƚĂ͕ DĂŶŝƚŽďĂ͕^ĂƐŬĂƚĐŚĞǁĂŶ ƌŝƟƐŚŽůƵŵďŝĂ ΎĞŶŽƚĞƐƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞ Note͗ZĞƐƵůƚƐĨŽƌ>ĞǀĞůƐϱĂŶĚϲŝŶWƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚĂƌĞƚŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚĚƵĞƚŽƐŵĂůůƐĂŵƉůĞƐŝǌĞƐ͘

PISA 2018 65 There was some variation in the mathematics performance of girls and boys across the provinces (Table 3.9, Appendix B.3.13). In particular, girls in Quebec had higher achievement scores than girls on average across Canada, while those in Newfoundland and Labrador, Prince Edward Island, Nova Scotia, New Brunswick, Manitoba, and Saskatchewan had scores lower than the Canadian average for girls. In comparison to boys on average across Canada, boys in Quebec had higher achievement scores on the mathematics assessment, while boys in Newfoundland and Labrador, Nova Scotia, New Brunswick, Manitoba, and Saskatchewan had lower scores.

Table 3.9 ŽŵƉĂƌŝƐŽŶŽĨĂŶĂĚŝĂŶĂŶĚƉƌŽǀŝŶĐŝĂůĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐŝŶŵĂƚŚĞŵĂƟĐƐĂŶĚƐĐŝĞŶĐĞ͕ďǇŐĞŶĚĞƌ Girls Above* the Canadian At the Canadian ĞůŽǁΎƚŚĞĂŶĂĚŝĂŶ average for girls average for girls average for girls DĂƚŚĞŵĂƟĐƐ YƵĞďĞĐ KŶƚĂƌŝŽ͕ůďĞƌƚĂ͕ƌŝƟƐŚ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ ŽůƵŵďŝĂ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ DĂŶŝƚŽďĂ͕^ĂƐŬĂƚĐŚĞǁĂŶ Science ůďĞƌƚĂ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕KŶƚĂƌŝŽ͕ ƌŝƟƐŚŽůƵŵďŝĂ ŽǇƐ Above* the Canadian At the Canadian ĞůŽǁΎƚŚĞĂŶĂĚŝĂŶ average for boys average for boys average for boys DĂƚŚĞŵĂƟĐƐ YƵĞďĞĐ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕KŶƚĂƌŝŽ͕ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ ůďĞƌƚĂ͕ƌŝƟƐŚŽůƵŵďŝĂ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ DĂŶŝƚŽďĂ͕^ĂƐŬĂƚĐŚĞǁĂŶ Science ůďĞƌƚĂ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕YƵĞďĞĐ͕ DĂŶŝƚŽďĂ͕^ĂƐŬĂƚĐŚĞǁĂŶ KŶƚĂƌŝŽ͕ƌŝƟƐŚŽůƵŵďŝĂ ΎĞŶŽƚĞƐƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞ

In science, no difference in average achievement scores between boys and girls was seen in Canada overall. There was a small gender gap across the OECD countries, with girls outperforming boys by two points on average. Provincially, a gender gap in science was observed only in Alberta, where girls outperformed boys by eight points (Tables 3.10 and 3.11; Appendix B.3.14).

Table 3.10 ^ƵŵŵĂƌǇŽĨĂŶĂĚŝĂŶĂŶĚƉƌŽǀŝŶĐŝĂůĂĐŚŝĞǀĞŵĞŶƚƐĐŽƌĞƐŝŶŵĂƚŚĞŵĂƟĐƐĂŶĚƐĐŝĞŶĐĞ͕ďǇŐĞŶĚĞƌ 'ŝƌůƐƉĞƌĨŽƌŵĞĚƐŝŐŶŝĮĐĂŶƚůǇ ŽǇƐƉĞƌĨŽƌŵĞĚƐŝŐŶŝĮĐĂŶƚůǇ EŽƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞ ďĞƩĞƌƚŚĂŶďŽǇƐ ďĞƩĞƌƚŚĂŶŐŝƌůƐ between girls and boys DĂƚŚĞŵĂƟĐƐ ĂŶĂĚĂ ůůƉƌŽǀŝŶĐĞƐ Science ůďĞƌƚĂ ĂŶĂĚĂ͕EĞǁĨŽƵŶĚůĂŶĚĂŶĚ >ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ EŽǀĂ^ĐŽƟĂ͕EĞǁƌƵŶƐǁŝĐŬ͕ YƵĞďĞĐ͕KŶƚĂƌŝŽ͕DĂŶŝƚŽďĂ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ͕ƌŝƟƐŚŽůƵŵďŝĂ

66 PISA 2018 In Canada overall, no gender differences were observed at the highest levels of proficiency (Levels 5 and 6) in science, while more boys than girls performed at the lowest level of proficiency (below Level 2). Provincially, more boys than girls performed below Level 2 in Nova Scotia, New Brunswick, Saskatchewan, and Alberta. No gender differences were observed in any of the provinces at the highest levels of proficiency (Table 3.11, Appendix B.3.12b).

Table 3.11 ^ƵŵŵĂƌǇĂŶĚĐŽŵƉĂƌŝƐŽŶŽĨŚŝŐŚĞƐƚĂŶĚůŽǁĞƐƚůĞǀĞůƐŽĨƉƌŽĮĐŝĞŶĐǇŝŶƐĐŝĞŶĐĞĨŽƌĂŶĂĚĂĂŶĚƚŚĞƉƌŽǀŝŶĐĞƐ͕ by gender ^ĐŝĞŶĐĞʹLevels 5 and 6 Percentage of girls is Percentage of boys is EŽƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞƐ ƐŝŐŶŝĮĐĂŶƚůǇŚŝŐŚĞƌƚŚĂŶ ƐŝŐŶŝĮĐĂŶƚůǇŚŝŐŚĞƌƚŚĂŶ in the percentage percentage of boys percentage of girls of boys and girls ĂŶĂĚĂ͕ĂůůƉƌŽǀŝŶĐĞƐ Girls Higher* percentage The same percentage Lower* percentage than Canada as Canada than Canada ůďĞƌƚĂ EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ KŶƚĂƌŝŽ͕ƌŝƟƐŚŽůƵŵďŝĂ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ ŽǇƐ Higher percentage The same percentage Lower* percentage than Canada as Canada than Canada EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ͕ EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕KŶƚĂƌŝŽ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ ůďĞƌƚĂ͕ƌŝƟƐŚŽůƵŵďŝĂ ^ĐŝĞŶĐĞʹĞůŽǁ>ĞǀĞůϮ Percentage of girls is Percentage of boys is EŽƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞƐ ƐŝŐŶŝĮĐĂŶƚůǇŚŝŐŚĞƌƚŚĂŶ ƐŝŐŶŝĮĐĂŶƚůǇŚŝŐŚĞƌƚŚĂŶ in the percentage percentage of boys percentage of girls of boys and girls ĂŶĂĚĂ͕EŽǀĂ^ĐŽƟĂ͕ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ EĞǁƌƵŶƐǁŝĐŬ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ͕ůďĞƌƚĂ YƵĞďĞĐ͕KŶƚĂƌŝŽ͕DĂŶŝƚŽďĂ͕ ƌŝƟƐŚŽůƵŵďŝĂ Girls Higher* percentage The same percentage Lower* percentage than Canada as Canada than Canada EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ ůďĞƌƚĂ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕KŶƚĂƌŝŽ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ͕ ƌŝƟƐŚŽůƵŵďŝĂ ŽǇƐ Higher* percentage The same percentage Lower* percentage than Canada as Canada than Canada EĞǁƌƵŶƐǁŝĐŬ͕DĂŶŝƚŽďĂ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ EŽǀĂ^ĐŽƟĂ͕YƵĞďĞĐ͕KŶƚĂƌŝŽ͕ ^ĂƐŬĂƚĐŚĞǁĂŶ͕ůďĞƌƚĂ͕ ƌŝƟƐŚŽůƵŵďŝĂ ΎĞŶŽƚĞƐƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞ Note͗ZĞƐƵůƚƐĨŽƌ>ĞǀĞůƐϱĂŶĚϲŝŶWƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚĂƌĞƚŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚĚƵĞƚŽƐŵĂůůƐĂŵƉůĞƐŝǌĞƐ͘

PISA 2018 67 Results in science varied across the provinces for both girls and boys (Table 3.9, Appendix B.3.14). Girls in Alberta had higher achievement scores than girls on average across Canada, while girls in New Brunswick, Manitoba, and Saskatchewan had scores that were below the Canadian average. Boys in Alberta also had higher average scores in science than boys on average across Canada, while boys in Nova Scotia, New Brunswick, Manitoba, and Saskatchewan had lower scores.

ŚĂŶŐĞƐŝŶŵĂƚŚĞŵĂƟĐƐĂŶĚƐĐŝĞŶĐĞƉĞƌĨŽƌŵĂŶĐĞŽǀĞƌƟŵĞ

PISA 2018 is the sixth assessment of mathematics since 2003, when mathematics was the major domain for the first time, and the fifth assessment of science since 2006, when science was the major domain for the first time. Because a comprehensive analysis of trends in mathematics (between 2003 and 2015) and in science (between 2006 and 2015) was included in the PISA 2015 national report (O’Grady et al., 2016), this section focuses on changes in mathematics since 2012 and changes in science since 2015 — the most recent cycles when mathematics and science were the major domains.

WhŝůĞƚŚŝƐƐĞĐƟŽŶůŽŽŬƐĂƚĐŚĂŶŐĞƐŽǀĞƌƟŵĞ͕ƉĞƌĨŽƌŵĂŶĐĞĚŝīĞƌĞŶĐĞƐƐŚŽƵůĚďĞŝŶƚĞƌƉƌĞƚĞĚǁŝƚŚĐĂƵƟŽŶ͘DŽƌĞ ƐƉĞĐŝĮĐĂůůǇ͕ŝŶŽƌĚĞƌƚŽĂůůŽǁĨŽƌĐŽŵƉĂƌĂďŝůŝƚǇŽǀĞƌƟŵĞ͕ƐŽŵĞĐŽŵŵŽŶĂƐƐĞƐƐŵĞŶƚŝƚĞŵƐǁĞƌĞƵƐĞĚŝŶĞĂĐŚ ƐƵƌǀĞǇ͕ĂŶĚĂŶĞƋƵĂƟŶŐƉƌŽĐĞĚƵƌĞǁĂƐƵƐĞĚƚŽĂůŝŐŶƉĞƌĨŽƌŵĂŶĐĞƐĐĂůĞƐ͘,ŽǁĞǀĞƌ͕ĂůůĞƐƟŵĂƚĞƐŽĨƐƚĂƟƐƟĐĂů ƋƵĂŶƟƟĞƐĂƌĞĂƐƐŽĐŝĂƚĞĚǁŝƚŚƐƚĂƟƐƟĐĂůƵŶĐĞƌƚĂŝŶƚǇ͕ĂŶĚƚŚŝƐŝƐĂůƐŽƚƌƵĞĨŽƌƚŚĞƚƌĂŶƐĨŽƌŵĂƟŽŶƉĂƌĂŵĞƚĞƌƐƵƐĞĚ ƚŽĞƋƵĂƚĞW/^ƐĐĂůĞƐŽǀĞƌƟŵĞ͘ůŝŶŬĂŐĞĞƌƌŽƌƚŚĂƚƌĞŇĞĐƚƐƚŚŝƐƵŶĐĞƌƚĂŝŶƚǇŝƐŝŶĐůƵĚĞĚŝŶƚŚĞĞƐƟŵĂƚĞŽĨƚŚĞ ƐƚĂŶĚĂƌĚĞƌƌŽƌĨŽƌĞƐƟŵĂƚĞƐŽĨW/^ƉĞƌĨŽƌŵĂŶĐĞƚƌĞŶĚƐĂŶĚĐŚĂŶŐĞƐŽǀĞƌƟŵĞ;K͕ϮϬϭϵďͿ͘ŽŶƐĞƋƵĞŶƚůǇ ŽŶůǇĐŚĂŶŐĞƐƚŚĂƚĂƌĞŝŶĚŝĐĂƚĞĚĂƐƐƚĂƟƐƟĐĂůůǇƐŝŐŶŝĮĐĂŶƚƐŚŽƵůĚďĞĐŽŶƐŝĚĞƌĞĚ͘

On average across OECD countries, mathematics performance remained unchanged between 2012 and 2018. The OECD average of 489 points in 2018 was not significantly different from the baseline average score of 494 in 2012. However, there were changes in performance in some of the 61 countries that participated in both PISA 2012 and PISA 2018. In 13 countries, mathematics performance improved on a statistically significant basis, while in 7 countries it declined, with other countries maintaining their scores. In Canada, performance in mathematics remained stable between 2012 and 2018 (Table 3.12, Appendix B.3.15b). In science, on average across OECD countries, performance remained broadly stable over the 2015 to 2018 period, although changes in performance were observed in some of the 64 countries that participated in both cycles. Science performance increased on a statistically significant basis in 6 countries and decreased in 20, with no statistically significant changes observed in the remaining countries. In Canada overall, the decrease in science performance was statistically significant between 2015 (528) and 2018 (518) (Table 3.13, Appendix B.3.16b). Performance in mathematics and science remained stable across the provinces, with the following exceptions: achievement scores in mathematics declined in Saskatchewan and British Columbia between 2012 and 2018, and scores in science declined in Quebec and British Columbia between 2015 and 2018 (Tables 3.12 and 3.13; Appendices B.3.15b and B.3.16b).

68 PISA 2018 Table 3.12 ĂŶĂĚŝĂŶƌĞƐƵůƚƐŝŶŵĂƚŚĞŵĂƟĐƐŽǀĞƌƟŵĞ͕ϮϬϭϮʹϮϬϭϴ

2012 2015 2018 Average Standard Average Standard Average Standard score error score error score error ĂŶĂĚĂ ϱϭϴ ;ϭ͘ϴͿ 516 ;ϰ͘ϮͿ 512 ;ϰ͘ϭͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϰϵϬ ;ϯ͘ϳͿ ϰϴϲ ;ϰ͘ϴͿ ϰϴϴ ;ϳ͘ϯͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ 479 ;Ϯ͘ϱͿ 499* ;ϳ͘ϯͿ ϰϴϳ ;ϭϭ͘ϲͿ EŽǀĂ^ĐŽƟĂ 497 ;ϰ͘ϭͿ 497 ;ϱ͘ϴͿ 494 ;ϳ͘ϮͿ EĞǁƌƵŶƐǁŝĐŬ ϱϬϮ ;Ϯ͘ϲͿ 493 ;ϲ͘ϮͿ 491 ;ϲ͘ϲͿ YƵĞďĞĐ 536 ;ϯ͘ϰͿ 544 ;ϱ͘ϵͿ 532 ;ϰ͘ϵͿ KŶƚĂƌŝŽ 514 ;ϰ͘ϭͿ ϱϬϵ ;ϱ͘ϱͿ 513 ;ϱ͘ϲͿ DĂŶŝƚŽďĂ 492 ;Ϯ͘ϵͿ ϰϴϵ ;ϱ͘ϱͿ ϰϴϮ ;ϱ͘ϬͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϱϬϲ ;ϯ͘ϬͿ ϰϴϰΎ ;ϰ͘ϲͿ ϰϴϱΎ ;ϲ͘ϬͿ ůďĞƌƚĂ 517 ;ϰ͘ϲͿ 511 ;ϱ͘ϵͿ 511 ;ϲ͘ϭͿ ƌŝƟƐŚŽůƵŵďŝĂ 522 ;ϰ͘ϰͿ 522 ;ϲ͘ϭͿ ϱϬϰΎ ;ϲ͘ϮͿ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚǁŝƚŚďĂƐĞůŝŶĞ;ϮϬϭϮͿ Note͗dŚĞůŝŶŬĂŐĞĞƌƌŽƌŝƐŝŶĐŽƌƉŽƌĂƚĞĚŝŶƚŽƚŚĞƐƚĂŶĚĂƌĚĞƌƌŽƌĨŽƌϮϬϭϱĂŶĚϮϬϭϴ͘

Table 3.13 ĂŶĂĚŝĂŶƌĞƐƵůƚƐŝŶƐĐŝĞŶĐĞŽǀĞƌƟŵĞ͕ϮϬϭϱʹϮϬϭϴ

2015 2018 Average Standard Average Standard score error score error ĂŶĂĚĂ ϱϮϴ ;Ϯ͘ϭͿ ϱϭϴΎ ;Ϯ͘ϲͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϱϬϲ ;ϯ͘ϮͿ ϱϬϲ ;ϲ͘ϱͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ 515 ;ϱ͘ϰͿ ϱϬϮ ;ϵ͘ϬͿ EŽǀĂ^ĐŽƟĂ 517 ;ϰ͘ϱͿ ϱϬϴ ;ϰ͘ϵͿ EĞǁƌƵŶƐǁŝĐŬ ϱϬϲ ;ϰ͘ϱͿ 492 ;ϱ͘ϵͿ YƵĞďĞĐ 537 ;ϰ͘ϳͿ 522* ;ϰ͘ϬͿ KŶƚĂƌŝŽ 524 ;ϯ͘ϵͿ 519 ;ϰ͘ϯͿ DĂŶŝƚŽďĂ 499 ;ϰ͘ϳͿ ϰϴϵ ;ϰ͘ϬͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 496 ;ϯ͘ϭͿ ϱϬϭ ;ϰ͘ϭͿ ůďĞƌƚĂ 541 ;ϰ͘ϬͿ 534 ;ϰ͘ϲͿ ƌŝƟƐŚŽůƵŵďŝĂ 539 ;ϰ͘ϯͿ 517* ;ϱ͘ϲͿ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚǁŝƚŚďĂƐĞůŝŶĞ;ϮϬϭϱͿ Note͗dŚĞůŝŶŬĂŐĞĞƌƌŽƌŝƐŝŶĐŽƌƉŽƌĂƚĞĚŝŶƚŽƚŚĞƐƚĂŶĚĂƌĚĞƌƌŽƌĨŽƌϮϬϭϱĂŶĚϮϬϭϴ͘

At the Canadian level, the proportion of low-performing (below Level 2) 15-year-old students remained stable in mathematics between 2012 and 2018; however, the proportion of students achieving below Level 2 increased in New Brunswick, Saskatchewan, and British Columbia. The proportion of high-achieving students (Levels 5 and 6) in mathematics also remained unchanged over the 2012–2018 period at the Canadian level, although, provincially, the proportion decreased in Saskatchewan (Appendix B.3.17).

PISA 2018 69 In science, the proportion of low-performing students increased in Canada overall between 2015 and 2018. At the provincial level, the proportion of students performing below Level 2 in science increased in Prince Edward Island, Quebec, and British Columbia. The proportion of students achieving at Levels 5 and 6 in science remained unchanged between 2015 and 2018 in Canada overall and across all provinces (Appendix B.3.18).

Summary

Because mathematics and science were minor domains in PISA 2018, a smaller number of items and less testing time were dedicated to them, compared to the reading assessment. As a result, this chapter has provided information on overall performance in each of these domains, but not their subscales. Canada continues to perform well internationally in mathematics and science. Students in Canada scored well above the OECD average and were outperformed by students in nine countries in mathematics and five in science among the 79 countries that participated in PISA 2018. Among the provinces, students in Quebec, Ontario, Alberta, and British Columbia performed above the OECD average in both mathematics and science. Students in Newfoundland and Labrador, Nova Scotia, and Saskatchewan performed above the OECD average in science and at the OECD average in mathematics. Students in Manitoba performed below the OECD average in mathematics and at the OECD average in science, while students in Prince Edward Island and New Brunswick performed at the OECD average in both mathematics and science. However, in spite of these strong results, PISA 2018 results in mathematics and science in Canada suggest that there is cause for some concern. In particular, it is noteworthy that around one in six Canadian students did not meet the benchmark level of mathematics (Level 2), a proportion that has not changed since 2012. In science, around one in eight Canadian students did not meet the benchmark level, a proportion that has increased since 2015. At the same time, the proportion of high-achieving students in these minor domains has remained relatively unchanged over these periods. It is noteworthy as well that, in mathematics, boys continued to outperform girls in Canada overall, although no statistically significant differences in performance between girls and boys were observed for science. Students in francophone school systems outperformed their peers in anglophone school systems in Canada overall and in Quebec in mathematics, while in science, anglophone students outperformed their francophone peers in Nova Scotia, Ontario, and Alberta. There was no significant difference between the two language systems in other provinces.

70 PISA 2018 Conclusion

In 2018, Canada participated for the seventh time in the Programme for International Student Assessment (PISA), which measures trends in the learning outcomes of 15-year-old students in reading, mathematics, and science. The study has been conducted every three years since 2000, under the aegis of the Organisation for Economic Co-operation and Development (OECD). In 2018, around 600,000 students from 79 countries participated; in Canada, over 22,500 students from approximately 800 schools participated across the 10 provinces. The major focus of PISA 2018 was reading, while mathematics and science were tested as minor domains, with global competence as an innovative domain and financial literacy as an optional minor domain. PISA is valuable for its capacity to provide comparative information on the skill levels of students as they near the end of compulsory education. Not only does PISA enable comparisons between provinces and countries, it also provides an opportunity to monitor how these skill levels change over time. The 2018 cycle of PISA included some changes to the reading assessment relative to 2009, when reading was last a major domain. For example, a greater emphasis was placed on multiple-source texts, which expanded the range of higher-level reading processes and strategies. As well, in order to improve the accuracy of the scores of both high- and low-performing students, PISA 2018 introduced adaptive testing in its reading assessment, whereby the electronic test form that a student received depended on his or her answers to earlier questions. In Canada overall, 86 per cent of students performed at or above a reading proficiency of Level 2, the baseline level of reading literacy required to take advantage of further learning opportunities and to participate fully in modern society. This proportion was higher than the OECD average of 77 per cent. Across provinces, the proportion of students reaching this benchmark varied from 78 per cent in New Brunswick to 88 per cent in Quebec and Alberta. At the higher end of the PISA reading scale, 15 per cent of Canadian students performed at the highest reading proficiency levels (Levels 5 and 6), compared to 9 per cent performing at these levels on average across the OECD countries. At the provincial level, more than 10 per cent of students in Newfoundland and Labrador, Prince Edward Island, Nova Scotia, Quebec, Ontario, Alberta, and British Columbia achieved a proficiency level of 5 or higher in reading. Although the proportion of students in Canada overall achieving at the highest levels is greater than in most other countries participating in PISA 2018, Singapore and B-S-J-Z (China) had a much higher proportion of students reading at the highest proficiency levels. In addition to reporting results by proficiency levels, this report has also presented results by average scores, which are expressed on a scale with an average of 500 points for the OECD countries and a standard deviation of 100. This average was established in 2000 and decreased to 487 in 2018. According to this measure, Canadian 15-year-old students achieved a mean score of 520 in overall reading, 33 points above the OECD average, and were surpassed by students from only three countries. At the provincial level, with the exception of Prince Edward Island and New Brunswick, which scored at the OECD average, all provinces performed above the OECD average. Students in Alberta achieved a higher score than the Canadian average, placing them among the top-performing participants globally. Canadian results in reading were also reported for three cognitive process subscales and two text structure subscales. The Canadian averages for the three cognitive process subscales are 517 forlocating information, 520 for understanding, and 527 for evaluating and reflecting. Across the OECD countries, students scored 487, 487, and 489, respectively, on these three subscales. On the text structure subscales, Canadian students achieved an average score of 521 on items associated with the single-text subscale and 522 on those related to multiple texts, while the OECD average on these subscales was 485 and 490, respectively.

PISA 2018 71 Canada continues to perform well internationally in mathematics, with 84 per cent of Canadian students performing at or above Level 2, compared to the OECD average of 76 per cent. At the provincial level, the proportion reaching this benchmark varies from 75 per cent in Manitoba to close to 90 per cent in Quebec. At the lower end of the PISA mathematics scale, 16 per cent of Canadian students performed below the baseline (Level 2), compared with 24 per cent of students across the OECD countries. At the same time, 15 per cent of Canadian students were considered high achievers in mathematics, performing at a proficiency level of 5 or above, compared to 11 per cent on average across the OECD countries. Eight countries had a higher proportion of high achievers than Canada; of these, Singapore and B-S-J-Z (China) had over 35 per cent of students performing at Level 5 or 6 in mathematics. Canadian students had an average score of 512 in mathematics, well above the OECD average of 489, and were outperformed in this domain by students in nine other countries. At the provincial level, students in Manitoba scored below the OECD average in mathematics, while students in all other provinces performed at or above the OECD average. Students in Quebec performed above the Canadian average in mathematics; students in Ontario, Alberta, and British Columbia performed at the Canadian average; and students in the remaining provinces performed below the Canadian average. Canada also achieved a strong performance in science, with 87 per cent of Canadian students performing at or above Level 2 in this domain, compared to 78 per cent on average across the OECD countries. Across the provinces, the percentage of students performing at or above this baseline level of proficiency ranges from 79 per cent in Manitoba to 89 per cent in Alberta. In Canada overall, 13 per cent of students were low achievers in science (below Level 2), compared to the OECD average of 22 per cent. Eleven per cent of Canadian students performed at the highest proficiency levels (Levels 5 and 6) in science, compared to the OECD average of 7 per cent. In fact, Canada is among the countries with the highest share of high-performing students in science, surpassed only by B-S-J-Z (China), Singapore, and Macao (China). Canadian students had an average score of 518 in science, well above the OECD average of 489, and were outperformed by students in five other countries. At the provincial level, the performance of students in all provinces was at or above the OECD average. Students in Alberta performed above the Canadian average in science; those in Newfoundland and Labrador, Prince Edward Island, Nova Scotia, Quebec, Ontario, and British Columbia performed at the Canadian average; and those in the remaining provinces performed below the Canadian average.

Performance by language of the school system

In reading, students in anglophone school systems had higher achievement scores than their counterparts in francophone systems in Canada overall and in Nova Scotia, New Brunswick, Ontario, Manitoba, Alberta, and British Columbia. No significant difference was observed between the two language systems in Quebec. In terms of the reading subscales, students in English-language school systems achieved higher scores than their counterparts in French-language school systems in the understanding cognitive process subscale and the single- text structure subscale. There was no significant difference between the two language systems for the remaining three reading subscales. In mathematics, students in francophone school systems outperformed those in anglophone school systems in Canada overall and in Quebec. In science, no achievement difference between the two school systems was observed at the Canadian level.

72 PISA 2018 Performance by gender

As was the case internationally, Canadian girls continued to outperform boys in reading. In all provinces and across the five reading subscales, girls attained higher achievement scores than did boys. The only exception was in Prince Edward Island, where boys performed as well as girls in the evaluating and reflecting cognitive process subscale and the multiple-text structure subscale. In mathematics, boys continued to outperform girls in Canada overall, although there was no gap in mathematics achievement scores between the two genders in any of the provinces. In science, no difference in average achievement scores between boys and girls was apparent in Canada or in most provinces. The only exception was observed in Alberta, where girls outperformed boys in science.

WĞƌĨŽƌŵĂŶĐĞĐŽŵƉĂƌŝƐŽŶƐŽǀĞƌƟŵĞ

Overall reading performance has not changed between 2009 and 2018 (the last two times reading was the major domain) in Canada or in any of the provinces. Nevertheless, at the Canadian level and in Nova Scotia, New Brunswick, Ontario, and British Columbia, the proportion of low-performing students in reading (below Level 2) increased over this period. At the same time, no statistically significant change in the proportion of students reaching the highest levels in reading (Levels 5 and 6) was observed at the Canadian level, although the proportion of high-performing students increased significantly in Newfoundland and Labrador and Prince Edward Island. Between 2012 — the last time the major focus of PISA was mathematics — and 2018, mathematics performance did not change in Canada overall, although Saskatchewan and British Columbia observed significant declines in the average mathematics performance of their students. The proportions of top- performing (Level 5 or above) and low-performing (below Level 2) 15-year-olds in mathematics remained relatively stable over the period at the Canadian level. Provincially, New Brunswick and British Columbia observed an increase in the proportion of low-performing students, and Saskatchewan observed both an increase in the proportion of low-performing students and a decrease in the proportion of high-performing ones. With respect to science, at the Canadian level and in Quebec and British Columbia, the average performance of students decreased between 2015 — the last time the major focus of PISA was science — and 2018. The proportion of low-performing students in science increased significantly in Prince Edward Island, Quebec, and British Columbia over the period, while no statistically significant differences were observed in Canada overall or in any provinces in the proportion of top-performing students.

ŽŶƚĞǆƚƵĂůĨĂĐƚŽƌƐŝŶŇƵĞŶĐŝŶŐƌĞĂĚŝŶŐƐĐŽƌĞƐ

As part of the PISA 2018 assessment, students completed a background questionnaire designed to provide contextual information to aid in the interpretation of the performance results. This report has presented information on select factors that in past cycles of PISA have been found to correlate with reading achievement. In particular, this report has looked at key background characteristics of 15-year-old Canadian students and their association with reading achievement. Students’ success is connected to “learning how to learn,” and their continued success depends on learning throughout their lives. The student questionnaire provides insights into the attitudes, motivations, and skills that students bring to the process of “learning how to learn.” As future development of reading proficiency can be predicted by students’ attitudes, behaviours, and strategies, this report has examined variables related to student engagement in and attitudes toward reading, as well as their use of reading strategies.

PISA 2018 73 ^ƚƵĚĞŶƚĚĞŵŽŐƌĂƉŚŝĐĐŚĂƌĂĐƚĞƌŝƐƟĐƐ

In the background questionnaire of the PISA 2018 assessment, students were asked to provide information on themselves and their home environment. In particular, they were asked to provide information on the occupation and educational attainment of their parents and on a number of home possessions that can be used as proxies for material wealth, including the number of books and other educational resources available in the home. Answers to these questions were used to derive a measure of socioeconomic status called the index of economic, social, and cultural status (ESCS). Students were also asked about their immigration background and languages spoken at home. Canada placed among the top of all participating countries in terms of socioeconomic status, with only three countries observing higher average scores on the ESCS index. In Canada, the strength of the relationship between reading performance and socioeconomic status is weaker than the OECD average, which means that socioeconomic disadvantage plays a relatively minor role in explaining variation in student reading performance in Canada. That said, socioeconomically advantaged students outperformed socioeconomically disadvantaged students by 68 points in reading in Canada overall, with the difference ranging from 55 points in Newfoundland and Labrador to 78 points in Prince Edward Island. In Canada, 35 per cent of students identified themselves as having an immigrant background. While non- immigrant students outperformed their immigrant peers in reading in the majority of countries participating in PISA 2018, in Canada, immigrant students performed as well as non-immigrant students. However, across the three different immigrant categories in Canada, first-generation immigrant students were outperformed by their non-immigrant and second-generation immigrant peers. As well, second-generation immigrant students had significantly higher average reading scores relative to non-immigrant students. These comparisons are quite variable across provinces, with the most notable differences observed in Quebec, where non-immigrant students outperformed both first- and second-generation immigrant students, and in New Brunswick, where first- generation immigrant students outperformed non-immigrant students. In Canada overall, 65 per cent of students spoke English at home; of the remainder, about equal proportions of students spoke French or another language at home (17 and 18 per cent, respectively). Canadian students who spoke a language at home other than English or French had lower achievement in reading than those who spoke either of the two official languages. Provincially, students who spoke English at home outperformed their peers speaking a language other than English or French in Nova Scotia, Quebec, Ontario, Manitoba, Saskatchewan, Alberta, and British Columbia. Students who spoke French at home outperformed their peers speaking a language other than English or French in Quebec and Saskatchewan. Students who spoke a language other than French or English at home outperformed those who spoke French at home in Newfoundland and Labrador, New Brunswick, and Ontario; but they performed lower than those who spoke French at home in Quebec and Saskatchewan.

^ƚƵĚĞŶƚĞŶŐĂŐĞŵĞŶƚŝŶƌĞĂĚŝŶŐ͕ĂƫƚƵĚĞƐƚŽǁĂƌĚƌĞĂĚŝŶŐ͕ĂŶĚƵƐĞŽĨƌĞĂĚŝŶŐƐƚƌĂƚĞŐŝĞƐ

PISA assesses several factors associated with how students develop reading skills. These factors become increasingly important as youth move beyond high school and take on a more active role in determining their individual learning trajectories. PISA 2018 assessed student engagement with reading through questions related to student enjoyment of reading, time spent reading for enjoyment, diversity of reading material, and preferences for reading print or digital material. PISA also assessed how students felt about their ability to read and which strategies they found useful for understanding and memorizing texts. In Canada, close to 40 per cent of 15-year-old students reported that reading is one of their favourite hobbies, while one in four students reported that reading is a waste of time. Students who enjoyed reading were more likely to have higher reading scores.

74 PISA 2018 When asked how much time they spent reading for enjoyment, 40 per cent of Canadian students reported that they do not read for enjoyment, while close to 30 per cent reported reading for enjoyment 30 minutes or less a day. Time spent reading for enjoyment is positively correlated with reading proficiency, although improvements in reading performance diminish once reading for enjoyment surpasses 30 minutes per day. Students were also asked about the kinds of materials they read because they wanted to. In Canada, students reported a higher preference for reading fiction and a lower preference for magazines and comic books. They were also asked whether they preferred to read print or digital books. More than twice as many Canadian students reported that they preferred reading books in paper format to reading in digital format. Reading fiction, non-fiction books, and newspapers is positively associated with reading proficiency, while reading magazines and comic books has little impact on reading scores. As well, reading in paper format was associated with higher reading scores than was reading in digital format. Students were asked to report on how they felt about their ability to read. In Canada, over 80 per cent of students reported that they believe they are good and/or fluent readers, with a slightly smaller proportion of students reporting that they are able to understand difficult texts. Nevertheless, close to 20 per cent of students reported having difficulty with reading, while a higher proportion reported struggling with reading comprehension. Students who had little confidence in their ability to read had lower reading scores than students who were more confident. To help them understand and memorize text, most Canadian students found summarizing the text in their own words and underlining the important parts of the text to be very useful strategies. Reading the text aloud to another person was not found to be a useful strategy by most students. Discussing content with other people, underlining the important parts of the text, and summarizing the text in their own words were all strategies found to be positively associated with reading proficiency. In contrast, concentrating on the parts of the text that are easy to understand, quickly reading through the text twice, and reading the text aloud to another person were strategies found to have no relationship with reading proficiency in Canada overall.

Final statement

The results of PISA 2018 reveal that, in Canada, a majority of students have attained the level of reading proficiency required to take advantage of further learning opportunities and to participate fully in modern society. Nevertheless, a persistent gender gap favouring girls continues to exist, and there are still numerous students who perform at lower levels of proficiency and for whom reading is a challenge. Results from this assessment provide an opportunity to confirm the success of our world-class education systems from a global perspective. Canada remains in the group of top-performing countries and achieves its standing with relatively equitable outcomes. Nevertheless, the performance of Canadian students has remained relatively unchanged in reading and mathematics since the last time those domains were the major focus of PISA (2009 and 2012, respectively) and has declined in science (since 2015). At the same time, several provinces have observed an increase in the proportion of students not reaching the benchmark level established by the OECD (Level 2) in mathematics and science. The comparative approach taken in this report does not lend itself to developing causal explanations for these changes over time. The report provides information for ministries and departments of education as well as for education partners, contributing to their ability to validate current education policies, learning outcomes, and teaching approaches and strategies, as well as to allocate resources to ensure that they continue meeting the needs of our society. While this report has looked at the association between selected background variables and reading performance, further analysis of the information collected through PISA will help provide a better understanding of the extent to which other important background variables are related to the differences in

PISA 2018 75 performance highlighted here. Reports on such secondary analysis will be available in forthcoming issues of Assessment Matters!, a series of articles available on the CMEC website.11 Today’s PISA teenagers will eventually become adults responsible for the success of our economy, so it is important to both celebrate the successes and address the challenges highlighted in this report. It is essential that our education systems contribute significantly to preparing Canadian youth for full participation in our modern society for the generations to come.

11 http://www.cmec.ca/131/Programs-and-Initiatives/Assessment/Overview/index.html 76 PISA 2018 References

Aarnoutse, C., & Schellings, G. (2003) Learning reading strategies by triggering reading motivation. Educational Studies, 29(4), 387–409. Andon, A., Thompson, C. G., & Becker, B. J. (2014). A quantitative synthesis of the immigrant achievement gap across OECD countries. Large-Scale Assessments in Education, 2(1), 7. Retrieved from http://doi. org/10.1186/s40536-014-0007-2 Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change.Psychological Review, 84(2), 191–215. Retrieved from https://doi.org/10.1037/0033-295X.84.2.191 Banting, K., Soroka, S., and Koning, E. (2013). Multicultural diversity and redistribution. In K. Banting & J. Myles (Eds.), Inequality and the fading of redistributive politics (pp. 165–186). Vancouver: UBC Press. Britain, M., & Blackstock, C. (2015). First Nations child poverty: A literature review and analysis. Ottawa: First Nations Children’s Action Research and Education Service. Retrieved from https://fncaringsociety. com/sites/default/files/First%20Nations%20Child%20Poverty%20-%20A%20Literature%20Review%20 and%20Analysis%202015-3.pdf Brochu, P., O’Grady, K., Scerbina, T., & Tao, Y. (2018). PIRLS/ePIRLS 2016: Canada in context – Canadian results from the Progress in International Reading Literacy Study. Toronto: Council of Ministers of Education, Canada. Retrieved from https://cmec.ca/Publications/Lists/Publications/Attachments/385/PIRLS2016- Report-EN.pdf Bruckauf, Z. (2016). Falling behind: Socio-demographic profiles of educationally disadvantaged youth. Evidence from PISA 2000–2012. UNICEF Office of Research, Innocenti Working Papers. Retrieved fromhttps://www. unicef-irc.org/publications/pdf/IWP_2016_11.pdf Causa, O., Dantan, S., & Johansson, Å. (2009). Intergenerational social mobility in European OECD countries. OECD Economics Department Working Papers, No. 709. Paris: OECD Publishing. Retrieved from http://doi.org/10.1787/223043801483 Chevalier, A., Harmon, C., O’Sullivan, V., & Walker, I. (2013). The impact of parental income and education on the schooling of their children. IZA Journal of Labor Economics, 2(8), 1–22. Retrieved from http://doi. org/10.1186/2193-8997-2-8 Collin, C., and Jensen, H. 2009. A statistical profile of poverty in Canada. Library of Parliament Cat. No. PRB 09-17E. Retrieved from http://www.parl.gc.ca/content/lop/researchpublications/prb0917-e.pdf Council of Ministers of Education, Canada. (2008). PCAP-13 2007: Report on the assessment of 13-year-olds in reading, mathematics, and science. Toronto: Author. Retrieved from https://www.cmec.ca/Publications/Lists/ Publications/Attachments/124/PCAP2007-Report.en.pdf Council of Ministers of Education, Canada. (2015). Immigrants in Canada: Does socioeconomic background matter? Assessment Matters! 9, 1–8. Toronto: Author. Retrieved from https://cmec.ca/Publications/Lists/ Publications/Attachments/343/AMatters_No9_EN.pdf Crowe, C. C. (2013). A longitudinal investigation of parent educational involvement and student achievement: Disentangling parent socialization and child evocative effects across development.Journal of Educational Research and Policy Studies, 13(2), 1–33.

PISA 2018 77 Duff, P. A., & Becker-Zayas, A. (2017). Demographics and heritage languages in Canada. In O. Kagan, M. Carreira, & C. Hitchens (Eds.), The Routledge handbook of heritage language education: From innovation to program building (pp. 57–67). New York and Abingdon, UK: Routledge. Gambrell, L., Marinak, B., Brooker, H., & McCrea-Andrews, H. (2011). The importance of independent reading. In J. Samuels & A. E. Farstrup (Eds.), What the research says about reading instruction (4th ed.), (pp. 143–157). Newark, DE: International Reading Association. Goldman, S. (2012). Adolescent literacy: Learning and understanding content. The Future of Children, 22(2), 89–116. Government of Canada. (2017). Official languages annual report 2015–2016. Retrieved from http://open. canada.ca/data/dataset/3eb6e5a0-1618-4ced-8bc5-49615ed5b43d/resource/82cdc735-7896-4d6a-828c- 851219be02a7/download/rapport15-16finalen-finalqc-1.pdf Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 601–634). New York: Springer. Retrieved from https://doi.org/10.1007/978-1-4614-2018-7 Jang, B. G. (2016). Trends and issues in adolescent literacy theories and research: An integrative review. Korean Language Education Research, 50(5), 5–40. Retrieved from https://doi.org/10.20880/kler.2016.51.5.5 Learned, J., Stockdill, D., & Moje, E. (2011). Integrating reading strategies and knowledge building in adolescent literacy instruction. In J. Samuels and A. Farstrup (Eds.), What research has to say about reading instruction (4th ed.), (pp. 159–185). Newark, DE: International Reading Association. McKenna, M. C., Conradi, K., Lawrence, C., Jang, B. G., & Meyer, J. P. (2012). Reading attitudes of middle school students: Results of a U.S. survey. Reading Research Quarterly, 47(3), 283–306. Merga, M. K. (2015). Access to books in the home and adolescent engagement in recreational book reading: Considerations for secondary school educators. English in Education, 49(3), 197–214. Retrieved from http://doi.org/10.1111/eie.12071 Merry, J. J. (2013). Tracing the U.S. deficit in PISA reading skills to early childhood.Sociology of Education, 86(3), 234–252. Retrieved from http://doi.org/10.1177/0038040712472913 Mullis, I. V. S., Martin, M. O., Goh, S., & Prendergast, C. (2017). PIRLS 2016 encyclopedia: Education policy and curriculum in reading. Boston: TIMSS & PIRLS International Study Center. Retrieved from http:// timssandpirls.bc.edu/pirls2016/encyclopedia/

OECD. (2010). Pathways to success: How knowledge and skills at age 15 shape future lives in Canada. Paris: OECD Publishing. Retrieved from https://www.oecd.org/canada/pathwaystosuccess-howknowledgeandskil lsatage15shapefuturelivesincanada.htm OECD. (2012). Learning beyond fifteen: Ten years after PISA. Paris: OECD Publishing. Retrieved from https:// www.oecd-ilibrary.org/education/learning-beyond-15_9789264172104-en OECD. (2016a). Low-performing students: Why they fall behind and how to help them succeed. Paris: OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264250246-en OECD. (2016b). PISA 2015 results (Volume I): Excellence and equity in education. Paris: OECD Publishing. Retrieved from https://www.oecd.org/publications/pisa-2015-results-volume-i-9789264266490-en.htm OECD. (2017). PISA 2015 results (Volume III): Students’ well-being. Paris: OECD Publishing. Retrieved from https://www.oecd-ilibrary.org/education/pisa-2015-results-volume-iii_9789264273856-en

78 PISA 2018 OECD. (2019a). PISA 2018 assessment and analytical framework. Paris: OECD Publishing. Retrieved from https://www.oecd-ilibrary.org/education/pisa-2018-assessment-and-analytical-framework_b25efab8-en OECD. (2019b). PISA 2018 results (Volume I): What students know and can do. Paris: OECD Publishing. Retrieved from https://www.oecd-ilibrary.org/education/pisa-2018-results-volume-i_5f07c754-en OECD. (2019c). PISA 2018 results (Volume II): Where all students can succeed. Paris: OECD publishing. Retrieved from https://www.oecd-ilibrary.org/education/pisa-2018-results-volume-ii_b5fd1b8f-en O’Grady, K., Deussing, M. A., Scerbina, T., Fung, K., & Muhe, N. (2016). Measuring up: Canadian results of the OECD PISA study. The performance of Canada’s youth in science, reading and mathematics – 2015 first results for Canadians aged 15. Toronto: Council of Ministers of Education, Canada. Retrieved from https:// www.cmec.ca/Publications/Lists/Publications/Attachments/365/PISA2015-CdnReport-EN.pdf O’Grady, K., Fung, K., Brochu, P., Servage, L., & Tao, Y. (2019). PCAP 2016: Contextual report on student achievement in reading. Toronto: Council of Ministers of Education, Canada. Retrieved from https://cmec. ca/Publications/Lists/Publications/Attachments/393/PCAP2016_Contextual_Report_EN_FINAL.pdf O’Grady, K., Fung, K., Servage, L., & Khan, G. (2018). PCAP 2016: Report on the pan-Canadian assessment of reading, mathematics, and science. Toronto: Council of Ministers of Education, Canada. Retrieved from https://cmec.ca/Publications/Lists/Publications/Attachments/381/PCAP-2016-Public-Report-EN.pdf Onuzo, U., Garcia, A. F., Hernandez, A., Peng, Y., & Lecoq, T. (2013). Intergenerational equity: Understanding the linkages between parents and children – A systematic review. London: London School of Economics and Political Science. Retrieved from https://www.unicef.org/socialpolicy/files/LSE_Capstone_ Intergenerational_Equity.pdf Parkin, A. (2015). International report card on public education: Key facts on Canadian achievement and equity. Toronto: Environics Institute. Retrieved from https://www.environicsinstitute.org/projects/project-details/ international-report-card-on-public-education-key-facts-on-canadian-achievement-and-equity Schnepf, S. (2008). Inequality of learning amongst immigrant children in industrialised countries. Institute for the Study of Labour, University of Bonn. Retrieved from http://ftp.iza.org/dp3337.pdf Schunk, D. H., & Pajares, F. 2009. Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.),Handbook of motivation in school (pp. 35–54). New York: Routledge. Statistics Canada. (2011). Linguistic characteristics of Canadians: Language, 2011 Census of population. Retrieved from http://www12.statcan.gc.ca/census-recensement/2011/as-sa/98-314-x/98-314-x2011001-eng.pdf Statistics Canada. (2015). Distribution (in percentage) of recent immigrants in Canada by provinces and territories, 1981 to 2016. Retrieved from https://www.statcan.gc.ca/eng/dai/btd/othervisuals/other008 Statistics Canada. (2016a). Demand growing for second-language immersion programs. Retrieved from https:// www150.statcan.gc.ca/n1/pub/11-402-x/2012000/chap/lang/lang01-eng.htm Statistics Canada. (2016b). Language highlight tables, 2016 Census: Mother tongue by age (total), % distribution (2016) for the population excluding institutional residents of Canada, provinces and territories, 2016 Census – 100% data. Retrieved from https://www12.statcan.gc.ca/census- recensement/2016/dp-pd/hlt-fst/lang/Table.cfm?Lang=E&T=11&Geo=00&SP=1&view=2&age=1 Statistics Canada. (2017a). Aboriginal peoples highlight tables, 2016 Census. Retrieved from https://www12.statcan.gc.ca/census-recensement/2016/dp-pd/hlt-fst/abo-aut/Table. cfm?Lang=Eng&S=99&O=A&RPP=25

PISA 2018 79 Statistics Canada. (2017b). Census in brief: Linguistic diversity and multilingualism in Canadian homes. Retrieved from https://www12.statcan.gc.ca/census-recensement/2016/as-sa/98-200-x/2016010/98-200- x2016010-eng.cfm Statistics Canada. (2017c). Census in brief: Linguistic integration of immigrants and official language populations in Canada. Retrieved from https://www12.statcan.gc.ca/census-recensement/2016/as-sa/98- 200-x/2016017/98-200-x2016017-eng.cfm Sturtevat, E., Boyd, F., Brozo, W., Hinchman, K., Moore, D., & Alvermann, D. (2010). Principled practices for adolescent literacy: A framework for instruction and policy. London and New York: Routledge. Sullivan, A., & Brown, M. (2015). Reading for pleasure and progress in vocabulary and mathematics. British Educational Research Journal, 41(6), 971–991. Wech, D., & Weinkam, T. (2016). Determinants of the educational situation of young migrants. Munich: CESifo Group. Retrieved from https://www.ifo.de/DocDL/dice-report-2016-3-wech-weinkam-september.pdf Wigent, C. A. (2013). High school readers: A profile of above average readers and readers with learning disabilities reading expository text. Learning and Individual Differences, 25, 134–140. Retrieved from http://doi.org/10.1016/j.lindif.2013.03.011 Yoo, M. (2015). The influence of genre understanding on strategy use and comprehension.Journal of Adolescent and Adult Literacy, 59(1), 83–93.

80 PISA 2018 Appendix A W/^ϮϬϭϴ^ĂŵƉůŝŶŐWƌŽĐĞĚƵƌĞƐ͕ǆĐůƵƐŝŽŶZĂƚĞƐ͕ and Response Rates

The accuracy of PISA survey results depends on the quality of the information on which the sample is based, as well as the sampling procedures. The PISA 2018 sample for Canada was based on a two-stage stratified sample. The first stage consisted of sampling individual schools in which 15-year-old students were enrolled. Schools were sampled systematically, with probabilities proportional to size (the measure of size being a function of the estimated number of eligible (15-year-old) students enrolled in the school). While a minimum of 150 schools were required to be selected in each country, in Canada a much larger sample of schools was selected in order to produce reliable estimates for each province and for both the anglophone and francophone school systems in Nova Scotia, New Brunswick, Quebec, Ontario, Manitoba, Alberta, and British Columbia. The second stage of the selection process sampled students within schools. Once schools were selected, a list of all 15-year-old students in each school was prepared. From this list, up to 42 students from each school were then selected, with equal probability. All 15-year-old students were selected if fewer than 42 were enrolled in a given school. Additionally, in Newfoundland and Labrador, Prince Edward Island, Nova Scotia, New Brunswick, and Quebec, as well as in the francophone school systems in Manitoba and Alberta, more than 42 students were selected in some schools, in order to meet sample size requirements. Additionally, if a province participated in the financial literacy (FL) international option, the FL assessment occurred in every sampled and participating school in that province. This design required that the number of students be increased to 53 so that there were 42 students in each school selected for the regular PISA test, plus 11 additional students selected for the FL assessment. Each country participating in PISA attempted to maximize the coverage of the assessment’s target population within the sampled schools. Within each sampled school, all eligible students (namely, those 15 years of age), regardless of grade, were first listed. Tables A.1a and A.1b show the total number of excluded students by province and classify them in specific categories in accordance with the international standards. Students could be excluded if they fell into any of three categories: 1) functional disability: a student has a moderate-to-severe permanent physical disability such that he or she cannot perform in the PISA testing situation 2) intellectual disability: a student has a mental or emotional disability and is cognitively delayed such that he or she cannot perform in the PISA testing situation 3) limited proficiency in the assessment language: a student is unable to read or speak any of the languages of the assessment in the country and would be unable to overcome the language barrier in the testing situation (typically a student who has received less than one year of instruction in the language of the assessment) School staff determined whether a student fit into any of these categories. The weighted student exclusion rate for Canada overall was 5.0 per cent, which is exactly at the maximum exclusion rate of 5 per cent allowed by quality standards in PISA. The weighted student exclusion rate ranged from 3.5 per cent in Quebec to 7.7 per cent in Prince Edward Island. Across all provinces, the vast majority of exclusions were a result of an intellectual disability (category 2 above). Compared with PISA 2015, the weighted student exclusion rates decreased by more than 2 per cent in Prince Edward Island, New Brunswick, Alberta,

PISA 2018 81 and British Columbia. Further steps will be required in future PISA cycles to address the issue of high exclusion rates for schools and students in some provinces.

Table A.1a W/^ϮϬϭϴƐƚƵĚĞŶƚĞǆĐůƵƐŝŽŶƌĂƚĞ Total number of eligible students sampled Total number of Student Canada ;ƉĂƌƟĐŝƉĂƟŶŐ͕ŶŽƚ ƐƚƵĚĞŶƚƐĞǆĐůƵĚĞĚ ĞǆĐůƵƐŝŽŶƌĂƚĞ and provinces ƉĂƌƟĐŝƉĂƟŶŐ͕ĂŶĚĞǆĐůƵĚĞĚͿ Unweighted* Weighted** Unweighted* Weighted** Unweighted* Weighted** % % ĂŶĂĚĂ Ϯϴ͕Ϯϵϭ ϯϱϮ͕ϲϵϯ ϭ͕ϰϴϭ ϭϳ͕ϰϵϲ 5.2 ϱ͘Ϭ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϭ͕ϯϯϲ ϰ͕ϳϴϭ 77 Ϯϲϴ ϱ͘ϴ 5.6 WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϯϴϴ ϭ͕ϱϭϭ 27 116 ϳ͘Ϭ 7.7 EŽǀĂ^ĐŽƟĂ ϭ͕ϴϵϵ ϴ͕ϴϵϭ 144 674 7.6 7.6 EĞǁƌƵŶƐǁŝĐŬ ϭ͕ϵϯϱ ϳ͕Ϭϲϴ ϭϬϴ 394 5.6 5.6 YƵĞďĞĐ ϱ͕ϲϵϳ ϳϭ͕ϴϭϲ 212 Ϯ͕ϱϰϱ 3.7 3.5 KŶƚĂƌŝŽ ϱ͕ϳϬϲ ϭϰϮ͕ϵϯϭ 269 ϲ͕ϴϮϵ 4.7 ϰ͘ϴ DĂŶŝƚŽďĂ Ϯ͕ϵϮϱ ϭϰ͕ϭϲϳ ϭϴϰ ϴϴϱ 6.3 6.2 ^ĂƐŬĂƚĐŚĞǁĂŶ Ϯ͕ϲϭϭ ϭϭ͕ϲϮϳ 123 494 4.7 4.2 ůďĞƌƚĂ Ϯ͕ϴϲϲ ϰϯ͕ϯϬϲ 147 Ϯ͕Ϯϳϱ 5.1 5.3 ƌŝƟƐŚŽůƵŵďŝĂ Ϯ͕ϴϵϴ ϰϲ͕ϱϵϲ ϭϵϬ ϯ͕Ϭϭϱ 6.6 6.5 ΎĂƐĞĚŽŶƐƚƵĚĞŶƚƐƐĞůĞĐƚĞĚƚŽƉĂƌƟĐŝƉĂƚĞ͘ ΎΎtĞŝŐŚƚĞĚďĂƐĞĚŽŶƐƚƵĚĞŶƚĞŶƌŽůŵĞŶƚ͕ƐƵĐŚƚŚĂƚƚŚĞƚŽƚĂůǁĞŝŐŚƚĞĚǀĂůƵĞƌĞƉƌĞƐĞŶƚƐĂůůϭϱͲǇĞĂƌͲŽůĚƐĞŶƌŽůůĞĚŝŶƚŚĞƉƌŽǀŝŶĐĞĂŶĚŶŽƚũƵƐƚƚŚŽƐĞƐĞůĞĐƚĞĚƚŽƉĂƌƟĐŝƉĂƚĞŝŶ PISA.

Table A.1b W/^ϮϬϭϴƐƚƵĚĞŶƚĞǆĐůƵƐŝŽŶƌĂƚĞďǇƚǇƉĞŽĨĞǆĐůƵƐŝŽŶ ǆĐůƵƐŝŽŶƌĂƚĞ͗ ǆĐůƵƐŝŽŶƌĂƚĞ͗ ǆĐůƵƐŝŽŶƌĂƚĞ͗ students with a physical students with an students with limited Canada and provinces disability intellectual disability language skills Unweighted* Weighted** Unweighted* Weighted** Unweighted* Weighted** % % % % % % ĂŶĂĚĂ Ϭ͘ϰ Ϭ͘ϰ 3.6 3.3 1.1 1.1 EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ Ϭ͘ϯ Ϭ͘Ϯ 4.6 4.7 Ϭ͘ϲ Ϭ͘ϲ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ Ϭ͘ϱ Ϭ͘ϲ 4.6 4.7 ϭ͘ϴ 2.3 EŽǀĂ^ĐŽƟĂ Ϭ͘ϰ Ϭ͘ϰ 5.9 ϱ͘ϴ 1.1 1.2 EĞǁƌƵŶƐǁŝĐŬ Ϭ͘ϱ Ϭ͘ϳ ϰ͘Ϭ 3.6 Ϭ͘ϴ 1.1 YƵĞďĞĐ Ϭ͘ϰ Ϭ͘ϲ 2.4 2.4 Ϭ͘ϴ Ϭ͘ϲ KŶƚĂƌŝŽ Ϭ͘ϰ Ϭ͘ϰ 3.4 3.2 Ϭ͘ϵ 1.2 DĂŶŝƚŽďĂ Ϭ͘ϰ Ϭ͘ϰ 4.7 4.7 ϭ͘Ϭ 1.1 ^ĂƐŬĂƚĐŚĞǁĂŶ Ϭ͘ϱ Ϭ͘ϰ 2.6 2.4 1.4 1.3 ůďĞƌƚĂ Ϭ͘ϲ Ϭ͘ϳ 2.7 2.9 1.7 1.6 ƌŝƟƐŚŽůƵŵďŝĂ Ϭ͘ϰ Ϭ͘ϰ 4.4 4.3 1.6 1.6 ΎĂƐĞĚŽŶƐƚƵĚĞŶƚƐƐĞůĞĐƚĞĚƚŽƉĂƌƟĐŝƉĂƚĞ͘ ΎΎtĞŝŐŚƚĞĚďĂƐĞĚŽŶƐƚƵĚĞŶƚĞŶƌŽůŵĞŶƚ͕ƐƵĐŚƚŚĂƚƚŚĞƚŽƚĂůǁĞŝŐŚƚĞĚǀĂůƵĞƌĞƉƌĞƐĞŶƚƐĂůůϭϱͲǇĞĂƌͲŽůĚƐĞŶƌŽůůĞĚŝŶƚŚĞƉƌŽǀŝŶĐĞĂŶĚŶŽƚũƵƐƚƚŚŽƐĞƐĞůĞĐƚĞĚƚŽƉĂƌƟĐŝƉĂƚĞŝŶ PISA.

82 PISA 2018 In order to minimize the potential for response bias, data quality standards in PISA require minimum participation rates for schools and students. At the Canada-wide level, a minimum response rate of 85 per cent was required for schools initially selected. PISA 2018 also required a minimum student participation rate of 80 per cent within all participating schools combined (original sample and replacements) at the national level. Table A.2 shows the response rates for schools and students, before and after replacement, for Canada and the 10 provinces. At the national level, 1,073 schools were selected to participate in PISA 2018, and 782 of these initially selected schools participated. Rather than calculating school participation rates by dividing the number of participating schools by the total number of schools, school response rates were weighted based on the enrolment numbers for 15-year-olds in each school. At the provincial level, school response rates after replacement ranged from 80 per cent in Quebec to nearly 100 per cent in Newfoundland and Labrador. Across Canada, the school response rate was 89 per cent. At the student level, PISA defines a student as “assessed” when one of the following criteria is met: (a) a student has answered a minimum number of background questionnaire items and at least one cognitive item; or (b) a student has answered more than half of the items on the testing form. In PISA 2018, Canada’s response rate after replacement was 84 per cent. All provinces achieved a student response rate of 81 per cent or more (Table A.2). Compared to PISA 2015, the weighted student participation rates after replacement increased by more than 3 per cent in all participating provinces except in Ontario, where it remained similar.

Table A.2 PISA 2018 school and student response rates Total number School response School response of eligible Total number Weighted Total number rate before ƌĂƚĞĂŌĞƌ students sampled of students % student of selected replacement replacement ;ƉĂƌƟĐŝƉĂƟŶŐĂŶĚ ƉĂƌƟĐŝƉĂƟŶŐ ƉĂƌƟĐŝƉĂƟŽŶ Canada schools ŶŽƚƉĂƌƟĐŝƉĂƟŶŐͿ ƌĂƚĞĂŌĞƌ and provinces ;ƉĂƌƟĐŝƉĂƟŶŐ replacement and not ;ƉĂƌƟĐŝƉĂƟŶŐ ƉĂƌƟĐŝƉĂƟŶŐͿ and not ƉĂƌƟĐŝƉĂƟŶŐͿ Number Weighted % Unweighted Weighted Number Weighted % Unweighted Weighted ĂŶĂĚĂ ϭ͕Ϭϳϯ ϳϴϮ ϴϱ͘ϳ ϴϬϰ ϴϴ͘ϲ Ϯϲ͕ϮϱϮ Ϯϵϴ͕ϳϯϳ ϮϮ͕ϰϰϬ Ϯϱϭ͕ϬϮϱ ϴϰ͘Ϭ EĞǁĨŽƵŶĚůĂŶĚ 47 ϵϵ͘ϴ 47 ϵϵ͘ϴ ϭ͕Ϯϴϵ ϰ͕ϰϴϳ ϭ͕ϭϮϰ ϯ͕ϴϴϵ ϴϲ͘ϳ ĂŶĚ>ĂďƌĂĚŽƌ 53 WƌŝŶĐĞĚǁĂƌĚ 15 ϴϵ͘Ϭ 16 ϵϬ͘ϱ 361 ϭ͕Ϯϲϴ 327 ϭ͕ϭϱϲ 91.2 /ƐůĂŶĚ ϭϴ EŽǀĂ^ĐŽƟĂ 64 ϱϴ 97.7 ϱϴ 97.7 ϭ͕ϳϱϱ ϴ͕Ϭϱϭ ϭ͕ϱϭϭ ϲ͕ϵϰϱ ϴϲ͘ϯ EĞǁƌƵŶƐǁŝĐŬ 65 52 94.7 52 94.7 ϭ͕ϳϵϮ ϲ͕ϰϬϰ ϭ͕ϱϰϯ ϱ͕ϱϬϬ ϴϱ͘ϵ YƵĞďĞĐ ϭϴϱ 136 79.5 137 ϴϬ͘ϯ ϱ͕ϮϳϮ ϱϱ͕ϱϴϮ ϰ͕ϱϮϴ ϰϳ͕ϳϳϬ ϴϱ͘ϵ KŶƚĂƌŝŽ ϮϬϰ 136 ϴϲ͘ϳ 143 ϴϵ͘ϲ ϱ͕ϯϭϯ ϭϮϰ͕Ϯϯϰ ϰ͕ϰϰϮ ϭϬϮ͕ϳϰϭ ϴϮ͘ϳ DĂŶŝƚŽďĂ 123 94 95.7 94 95.7 Ϯ͕ϲϲϮ ϭϮ͕ϲϱϯ Ϯ͕ϯϯϮ ϭϭ͕ϬϱϮ ϴϳ͘ϯ ^ĂƐŬĂƚĐŚĞǁĂŶ 114 ϴϴ ϵϲ͘ϴ ϴϴ ϵϲ͘ϴ Ϯ͕ϰϰϳ ϭϬ͕ϴϳϳ Ϯ͕ϭϵϬ ϵ͕ϳϰϲ ϴϵ͘ϲ ůďĞƌƚĂ 127 72 ϲϴ͘Ϭ ϴϱ ϴϬ͘ϴ Ϯ͕ϲϴϴ ϯϯ͕ϬϲϬ Ϯ͕ϭϵϬ Ϯϲ͕ϳϴϭ ϴϭ͘Ϭ ƌŝƟƐŚŽůƵŵďŝĂ ϭϮϬ ϴϰ ϵϳ͘Ϭ ϴϰ ϵϳ͘Ϭ Ϯ͕ϲϳϯ ϰϮ͕ϭϮϮ Ϯ͕Ϯϱϯ ϯϱ͕ϰϰϲ ϴϰ͘Ϯ Note͗^ĐŚŽŽůƌĞƐƉŽŶƐĞƌĂƚĞƐǁĞƌĞǁĞŝŐŚƚĞĚďĂƐĞĚŽŶƐƚƵĚĞŶƚĞŶƌŽůŵĞŶƚ͘

The number of students that participated in PISA 2018, as recorded in Table A.2, include students who wrote the UH (Une Heure [One Hour]) version of the PISA test. The UH test is a shorter version of PISA, which was assigned to students with special education needs who could not successfully complete the full version of the PISA assessment. For PISA 2018 in Canada, a total of 850 students successfully wrote the UH test, and their results are included in the data analyses in this report.

PISA 2018 83 Appendix B PISA 2018 Data Tables dĂďůĞ͘ϭ͘ϭĂ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞů͗Z/E' WƌŽĮĐŝĞŶĐǇůĞǀĞůƐ Country ĞůŽǁ>ĞǀĞůϭ Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 or province Standard Standard Standard Standard Standard Standard Standard % error % error % error % error % error % error % error Ͳ^Ͳ:Ͳ;ŚŝŶĂͿ Ϭ͘ϴ ;Ϭ͘ϮͿ 4.3 ;Ϭ͘ϱͿ 14.3 ;Ϭ͘ϴͿ 27.9 ;ϭ͘ϬͿ ϯϬ͘ϴ ;ϭ͘ϬͿ 17.5 ;Ϭ͘ϵͿ 4.2 ;Ϭ͘ϲͿ DĂĐĂŽ;ŚŝŶĂͿ 2.6 ;Ϭ͘ϯͿ ϴ͘Ϯ ;Ϭ͘ϲͿ 19.4 ;Ϭ͘ϴͿ Ϯϵ͘ϴ ;Ϭ͘ϴͿ 26.1 ;Ϭ͘ϳͿ 11.7 ;Ϭ͘ϲͿ 2.1 ;Ϭ͘ϯͿ ƐƚŽŶŝĂ 2.3 ;Ϭ͘ϮͿ ϴ͘ϳ ;Ϭ͘ϱͿ 21.2 ;Ϭ͘ϵͿ 29.9 ;Ϭ͘ϵͿ Ϯϰ͘Ϭ ;Ϭ͘ϴͿ 11.1 ;Ϭ͘ϲͿ Ϯ͘ϴ ;Ϭ͘ϯͿ ^ŝŶŐĂƉŽƌĞ 3.5 ;Ϭ͘ϯͿ 7.7 ;Ϭ͘ϰͿ 14.2 ;Ϭ͘ϱͿ 22.3 ;Ϭ͘ϳͿ 26.4 ;Ϭ͘ϲͿ ϭϴ͘ϱ ;Ϭ͘ϳͿ 7.3 ;Ϭ͘ϰͿ /ƌĞůĂŶĚ 2.3 ;Ϭ͘ϯͿ 9.5 ;Ϭ͘ϲͿ 21.7 ;Ϭ͘ϴͿ ϯϬ͘ϯ ;Ϭ͘ϵͿ 24.1 ;Ϭ͘ϴͿ ϭϬ͘ϯ ;Ϭ͘ϲͿ ϭ͘ϴ ;Ϭ͘ϯͿ Alberta 3.4 ;Ϭ͘ϲͿ 8.6 ;Ϭ͘ϵͿ 17.9 ;ϭ͘ϯͿ 26.2 ;ϭ͘ϰͿ 25.6 ;ϭ͘ϯͿ 14.3 ;ϭ͘ϭͿ 4.0 ;Ϭ͘ϴͿ Quebec 3.2 ;Ϭ͘ϰͿ 9.1 ;Ϭ͘ϳͿ 20.5 ;ϭ͘ϭͿ 29.6 ;ϭ͘ϬͿ 24.9 ;ϭ͘ϬͿ 10.7 ;Ϭ͘ϵͿ 2.1 ;Ϭ͘ϰͿ ,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ 4.5 ;Ϭ͘ϱͿ ϴ͘ϭ ;Ϭ͘ϲͿ ϭϳ͘ϴ ;Ϭ͘ϳͿ 27.7 ;Ϭ͘ϳͿ 27.1 ;Ϭ͘ϴͿ 12.5 ;Ϭ͘ϲͿ 2.3 ;Ϭ͘ϯͿ Ontario 3.6 ;Ϭ͘ϰͿ 9.6 ;Ϭ͘ϴͿ 19.8 ;ϭ͘ϭͿ 26.4 ;Ϭ͘ϵͿ 24.3 ;ϭ͘ϬͿ 13.2 ;Ϭ͘ϵͿ 3.1 ;Ϭ͘ϱͿ &ŝŶůĂŶĚ 4.2 ;Ϭ͘ϰͿ 9.4 ;Ϭ͘ϲͿ 19.2 ;Ϭ͘ϳͿ 27.6 ;Ϭ͘ϴͿ 25.4 ;Ϭ͘ϴͿ 11.9 ;Ϭ͘ϳͿ 2.4 ;Ϭ͘ϯͿ Canada 3.8 ;Ϭ͘ϮͿ 10.0 ;Ϭ͘ϰͿ 20.1 ;Ϭ͘ϲͿ 27.2 ;Ϭ͘ϱͿ 24.0 ;Ϭ͘ϱͿ 12.2 ;Ϭ͘ϱͿ 2.8 ;Ϭ͘ϮͿ WŽůĂŶĚ 3.9 ;Ϭ͘ϰͿ ϭϬ͘ϴ ;Ϭ͘ϲͿ 22.4 ;Ϭ͘ϴͿ 27.7 ;Ϭ͘ϴͿ Ϯϯ͘Ϭ ;Ϭ͘ϴͿ ϭϬ͘ϭ ;Ϭ͘ϳͿ 2.1 ;Ϭ͘ϯͿ EŽǀĂ^ĐŽƟĂ 4.2 ;Ϭ͘ϲͿ 10.9 ;ϭ͘ϮͿ 20.7 ;ϭ͘ϱͿ 27.6 ;ϭ͘ϳͿ 22.7 ;ϭ͘ϳͿ 10.8 ;ϭ͘ϰͿ 3.1 ;Ϭ͘ϲͿ ƌŝƟƐŚŽůƵŵďŝĂ 4.4 ;Ϭ͘ϳͿ 10.7 ;Ϭ͘ϵͿ 19.4 ;ϭ͘ϯͿ 25.9 ;ϭ͘ϭͿ 23.8 ;ϭ͘ϮͿ 12.7 ;ϭ͘ϬͿ 3.0 ;Ϭ͘ϲͿ <ŽƌĞĂ 5.5 ;Ϭ͘ϱͿ 9.6 ;Ϭ͘ϳͿ 19.6 ;Ϭ͘ϳͿ 27.6 ;Ϭ͘ϴͿ 24.6 ;Ϭ͘ϴͿ ϭϬ͘ϴ ;Ϭ͘ϲͿ 2.3 ;Ϭ͘ϰͿ Newfoundland 4.1 ;Ϭ͘ϵͿ 11.2 ;ϭ͘ϯͿ 21.4 ;ϭ͘ϲͿ 27.9 ;ϭ͘ϵͿ 22.8 ;ϭ͘ϴͿ 10.1 ;ϭ͘ϯͿ 2.5‡ ;Ϭ͘ϳͿ and Labrador ĞŶŵĂƌŬ 4.1 ;Ϭ͘ϯͿ 11.9 ;Ϭ͘ϱͿ 23.9 ;Ϭ͘ϴͿ ϯϬ͘ϭ ;Ϭ͘ϵͿ 21.6 ;Ϭ͘ϴͿ 7.3 ;Ϭ͘ϱͿ 1.1 ;Ϭ͘ϮͿ :ĂƉĂŶ ϰ͘ϴ ;Ϭ͘ϱͿ ϭϮ͘Ϭ ;Ϭ͘ϳͿ 22.5 ;Ϭ͘ϵͿ Ϯϴ͘ϲ ;ϭ͘ϬͿ 21.9 ;Ϭ͘ϴͿ ϴ͘ϲ ;Ϭ͘ϲͿ 1.7 ;Ϭ͘ϯͿ Saskatchewan 4.6 ;Ϭ͘ϳͿ 12.2 ;Ϭ͘ϵͿ 24.7 ;ϭ͘ϮͿ 29.2 ;ϭ͘ϮͿ 20.4 ;ϭ͘ϮͿ 7.6 ;Ϭ͘ϵͿ U‡ ;Ϭ͘ϰͿ hŶŝƚĞĚ<ŝŶŐĚŽŵ ϱ͘Ϭ ;Ϭ͘ϱͿ 12.3 ;Ϭ͘ϳͿ Ϯϯ͘Ϭ ;Ϭ͘ϳͿ 27.2 ;Ϭ͘ϳͿ Ϯϭ͘Ϭ ;Ϭ͘ϴͿ 9.5 ;Ϭ͘ϲͿ Ϯ͘Ϭ ;Ϭ͘ϮͿ ŚŝŶĞƐĞdĂŝƉĞŝ ϱ͘ϴ ;Ϭ͘ϰͿ ϭϮ͘Ϭ ;Ϭ͘ϲͿ Ϯϭ͘ϴ ;Ϭ͘ϳͿ 27.4 ;Ϭ͘ϴͿ ϮϮ͘Ϭ ;Ϭ͘ϵͿ 9.3 ;Ϭ͘ϳͿ 1.6 ;Ϭ͘ϯͿ ^ůŽǀĞŶŝĂ 4.9 ;Ϭ͘ϰͿ 12.9 ;Ϭ͘ϱͿ 24.5 ;Ϭ͘ϴͿ 29.5 ;Ϭ͘ϵͿ ϮϬ͘ϯ ;Ϭ͘ϳͿ ϲ͘ϴ ;Ϭ͘ϱͿ ϭ͘Ϭ ;Ϭ͘ϮͿ Prince Edward Island U‡ ;Ϯ͘ϮͿ 12.6 ;Ϯ͘ϬͿ 20.5 ;ϯ͘ϬͿ 28.7 ;ϯ͘ϰͿ 20.5 ;Ϯ͘ϲͿ 10.0‡ ;Ϯ͘ϭͿ U‡ ;ϭ͘ϭͿ ^ǁĞĚĞŶ ϲ͘ϴ ;Ϭ͘ϲͿ 11.6 ;Ϭ͘ϳͿ ϮϬ͘ϲ ;Ϭ͘ϴͿ 25.5 ;Ϭ͘ϴͿ 22.3 ;Ϭ͘ϴͿ ϭϬ͘ϵ ;Ϭ͘ϳͿ 2.4 ;Ϭ͘ϯͿ EĞǁĞĂůĂŶĚ 6.3 ;Ϭ͘ϱͿ 12.7 ;Ϭ͘ϲͿ ϮϬ͘ϴ ;Ϭ͘ϳͿ 24.6 ;Ϭ͘ϳͿ 22.5 ;Ϭ͘ϳͿ ϭϬ͘ϳ ;Ϭ͘ϲͿ 2.4 ;Ϭ͘ϯͿ hŶŝƚĞĚ^ƚĂƚĞƐ 6.5 ;Ϭ͘ϲͿ 12.7 ;Ϭ͘ϴͿ 21.1 ;Ϭ͘ϴͿ 24.7 ;Ϭ͘ϴͿ 21.4 ;Ϭ͘ϴͿ ϭϬ͘ϳ ;Ϭ͘ϳͿ Ϯ͘ϴ ;Ϭ͘ϰͿ EŽƌǁĂǇ 7.4 ;Ϭ͘ϱͿ 11.9 ;Ϭ͘ϲͿ 21.5 ;Ϭ͘ϳͿ 26.4 ;Ϭ͘ϵͿ 21.6 ;Ϭ͘ϴͿ 9.6 ;Ϭ͘ϲͿ 1.6 ;Ϭ͘ϮͿ ƵƐƚƌĂůŝĂ 7.1 ;Ϭ͘ϯͿ 12.5 ;Ϭ͘ϰͿ 21.1 ;Ϭ͘ϱͿ 25.4 ;Ϭ͘ϱͿ ϮϬ͘ϵ ;Ϭ͘ϱͿ ϭϬ͘ϯ ;Ϭ͘ϰͿ 2.7 ;Ϭ͘ϮͿ Manitoba 5.6 ;Ϭ͘ϲͿ 14.1 ;ϭ͘ϮͿ 23.9 ;ϭ͘ϮͿ 28.3 ;ϭ͘ϰͿ 18.8 ;ϭ͘ϯͿ 7.8 ;Ϭ͘ϴͿ 1.6 ;Ϭ͘ϰͿ WŽƌƚƵŐĂů 5.9 ;Ϭ͘ϱͿ 14.3 ;Ϭ͘ϳͿ 23.3 ;Ϭ͘ϳͿ Ϯϴ͘Ϯ ;Ϭ͘ϴͿ Ϯϭ͘Ϭ ;Ϭ͘ϵͿ 6.5 ;Ϭ͘ϲͿ Ϭ͘ϴ ;Ϭ͘ϮͿ 'ĞƌŵĂŶǇ 7.1 ;Ϭ͘ϲͿ 13.6 ;Ϭ͘ϴͿ 21.1 ;Ϭ͘ϴͿ 25.4 ;Ϭ͘ϴͿ 21.5 ;Ϭ͘ϵͿ 9.5 ;Ϭ͘ϲͿ ϭ͘ϴ ;Ϭ͘ϮͿ ǌĞĐŚZĞƉƵďůŝĐ ϱ͘ϴ ;Ϭ͘ϲͿ ϭϱ͘Ϭ ;Ϭ͘ϴͿ Ϯϱ͘Ϭ ;Ϭ͘ϵͿ 26.9 ;Ϭ͘ϵͿ 19.1 ;Ϭ͘ϴͿ 7.2 ;Ϭ͘ϱͿ 1.1 ;Ϭ͘ϮͿ &ƌĂŶĐĞ 6.9 ;Ϭ͘ϱͿ ϭϰ͘Ϭ ;Ϭ͘ϳͿ ϮϮ͘ϴ ;Ϭ͘ϴͿ 26.6 ;Ϭ͘ϴͿ ϮϬ͘ϱ ;Ϭ͘ϳͿ ϴ͘ϭ ;Ϭ͘ϲͿ 1.1 ;Ϭ͘ϮͿ ĞůŐŝƵŵ 7.2 ;Ϭ͘ϱͿ ϭϰ͘Ϭ ;Ϭ͘ϲͿ 22.4 ;Ϭ͘ϳͿ 26.5 ;Ϭ͘ϳͿ ϮϬ͘ϰ ;Ϭ͘ϳͿ ϴ͘ϯ ;Ϭ͘ϱͿ 1.3 ;Ϭ͘ϮͿ ƌŽĂƟĂ 5.7 ;Ϭ͘ϲͿ 15.9 ;Ϭ͘ϴͿ Ϯϴ͘ϯ ;Ϭ͘ϵͿ Ϯϵ͘Ϭ ;ϭ͘ϬͿ 16.4 ;Ϭ͘ϴͿ 4.3 ;Ϭ͘ϰͿ Ϭ͘ϰ‡ ;Ϭ͘ϭͿ EĞǁƌƵŶƐǁŝĐŬ 7.1 ;Ϭ͘ϴͿ 14.9 ;ϭ͘ϯͿ 24.4 ;ϭ͘ϲͿ 25.5 ;ϭ͘ϳͿ 18.8 ;ϭ͘ϳͿ 7.7 ;ϭ͘ϭͿ U‡ ;Ϭ͘ϲͿ ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ 6.6 ;Ϭ͘ϳͿ 15.5 ;Ϭ͘ϵͿ Ϯϴ͘ϭ ;Ϭ͘ϴͿ Ϯϴ͘Ϭ ;Ϭ͘ϴͿ 16.4 ;Ϭ͘ϳͿ ϰ͘ϴ ;Ϭ͘ϱͿ Ϭ͘ϲ ;Ϭ͘ϭͿ >ĂƚǀŝĂ ϱ͘ϴ ;Ϭ͘ϱͿ 16.6 ;Ϭ͘ϲͿ 27.4 ;Ϭ͘ϴͿ Ϯϴ͘ϴ ;Ϭ͘ϴͿ 16.6 ;Ϭ͘ϳͿ 4.4 ;Ϭ͘ϰͿ h‡ ;Ϭ͘ϭͿ /ƚĂůǇ ϴ͘ϱ ;Ϭ͘ϳͿ ϭϰ͘ϴ ;Ϭ͘ϳͿ 26.3 ;Ϭ͘ϵͿ Ϯϴ͘Ϯ ;Ϭ͘ϵͿ 16.9 ;Ϭ͘ϳͿ 4.9 ;Ϭ͘ϰͿ Ϭ͘ϱ ;Ϭ͘ϭͿ ĞůĂƌƵƐ 6.6 ;Ϭ͘ϲͿ ϭϲ͘ϴ ;Ϭ͘ϴͿ Ϯϴ͘ϳ ;Ϭ͘ϴͿ Ϯϴ͘Ϭ ;ϭ͘ϬͿ ϭϲ͘Ϭ ;Ϭ͘ϳͿ 3.7 ;Ϭ͘ϰͿ Ϭ͘ϯ‡ ;Ϭ͘ϭͿ ƵƐƚƌŝĂ 7.4 ;Ϭ͘ϲͿ 16.3 ;Ϭ͘ϴͿ 23.5 ;Ϭ͘ϴͿ 26.2 ;Ϭ͘ϵͿ 19.3 ;Ϭ͘ϴͿ 6.7 ;Ϭ͘ϱͿ Ϭ͘ϳ ;Ϭ͘ϭͿ ^ǁŝƚǌĞƌůĂŶĚ ϴ͘ϱ ;Ϭ͘ϳͿ 15.1 ;Ϭ͘ϳͿ 23.4 ;Ϭ͘ϵͿ 26.3 ;Ϭ͘ϴͿ ϭϴ͘ϱ ;Ϭ͘ϴͿ 6.9 ;Ϭ͘ϲͿ 1.2 ;Ϭ͘ϮͿ EĞƚŚĞƌůĂŶĚƐ ϴ͘ϰ ;Ϭ͘ϳͿ 15.6 ;Ϭ͘ϳͿ 23.7 ;Ϭ͘ϴͿ 24.3 ;ϭ͘ϬͿ ϭϴ͘ϴ ;Ϭ͘ϴͿ 7.9 ;Ϭ͘ϲͿ 1.2 ;Ϭ͘ϮͿ >ŝƚŚƵĂŶŝĂ 7.4 ;Ϭ͘ϰͿ ϭϳ͘Ϭ ;Ϭ͘ϲͿ 26.1 ;Ϭ͘ϴͿ 27.7 ;Ϭ͘ϳͿ 16.9 ;Ϭ͘ϲͿ 4.5 ;Ϭ͘ϰͿ Ϭ͘ϰ‡ ;Ϭ͘ϭͿ ,ƵŶŐĂƌǇ ϴ͘Ϯ ;Ϭ͘ϲͿ ϭϳ͘Ϭ ;Ϭ͘ϴͿ 25.2 ;Ϭ͘ϵͿ 26.3 ;Ϭ͘ϵͿ 17.5 ;Ϭ͘ϴͿ 5.2 ;Ϭ͘ϱͿ Ϭ͘ϱ ;Ϭ͘ϭͿ

84 PISA 2018 dĂďůĞ͘ϭ͘ϭĂ;ĐŽŶƚ͛ĚͿ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞů͗Z/E' WƌŽĮĐŝĞŶĐǇůĞǀĞůƐ Country ĞůŽǁ>ĞǀĞůϭ Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 or province Standard Standard Standard Standard Standard Standard Standard % error % error % error % error % error % error % error hŬƌĂŝŶĞ 9.2 ;Ϭ͘ϴͿ 16.7 ;Ϭ͘ϵͿ 27.7 ;Ϭ͘ϴͿ Ϯϴ͘ϱ ;ϭ͘ϬͿ 14.5 ;Ϭ͘ϴͿ 3.2 ;Ϭ͘ϰͿ h‡ ;Ϭ͘ϭͿ dƵƌŬĞǇ ϳ͘Ϭ ;Ϭ͘ϳͿ 19.1 ;Ϭ͘ϳͿ ϯϬ͘Ϯ ;Ϭ͘ϵͿ 26.9 ;ϭ͘ϬͿ 13.5 ;Ϭ͘ϲͿ 3.1 ;Ϭ͘ϱͿ h‡ ;Ϭ͘ϭͿ /ĐĞůĂŶĚ ϭϬ͘ϱ ;Ϭ͘ϲͿ 15.9 ;Ϭ͘ϴͿ 24.6 ;Ϭ͘ϵͿ 25.1 ;Ϭ͘ϴͿ 16.9 ;Ϭ͘ϳͿ 6.2 ;Ϭ͘ϲͿ Ϭ͘ϵ‡ ;Ϭ͘ϮͿ >ƵǆĞŵďŽƵƌŐ 11.7 ;Ϭ͘ϰͿ 17.6 ;Ϭ͘ϲͿ 23.7 ;Ϭ͘ϳͿ 23.5 ;Ϭ͘ϳͿ 15.9 ;Ϭ͘ϲͿ 6.4 ;Ϭ͘ϰͿ 1.3 ;Ϭ͘ϮͿ 'ƌĞĞĐĞ 11.6 ;Ϭ͘ϵͿ ϭϵ͘Ϭ ;Ϭ͘ϵͿ 27.3 ;Ϭ͘ϴͿ 25.2 ;ϭ͘ϬͿ 13.3 ;Ϭ͘ϴͿ 3.3 ;Ϭ͘ϰͿ Ϭ͘ϯ‡ ;Ϭ͘ϭͿ /ƐƌĂĞů 16.1 ;ϭ͘ϬͿ ϭϱ͘Ϭ ;Ϭ͘ϵͿ 19.4 ;Ϭ͘ϳͿ 21.6 ;Ϭ͘ϴͿ 17.5 ;Ϭ͘ϴͿ ϴ͘ϰ ;Ϭ͘ϲͿ Ϯ͘Ϭ ;Ϭ͘ϯͿ ^ůŽǀĂŬZĞƉƵďůŝĐ 11.6 ;Ϭ͘ϳͿ ϭϵ͘ϴ ;Ϭ͘ϴͿ 26.9 ;Ϭ͘ϵͿ 23.5 ;Ϭ͘ϵͿ 13.6 ;Ϭ͘ϳͿ 4.1 ;Ϭ͘ϰͿ Ϭ͘ϱ ;Ϭ͘ϮͿ ŚŝůĞ ϭϬ͘ϳ ;Ϭ͘ϳͿ Ϯϭ͘Ϭ ;Ϭ͘ϵͿ 29.5 ;Ϭ͘ϵͿ 24.4 ;Ϭ͘ϵͿ ϭϭ͘ϴ ;Ϭ͘ϲͿ 2.4 ;Ϭ͘ϯͿ h‡ ;Ϭ͘ϭͿ DĂůƚĂ 17.4 ;Ϭ͘ϳͿ ϭϴ͘ϱ ;Ϭ͘ϵͿ 23.7 ;Ϭ͘ϵͿ 21.7 ;Ϭ͘ϵͿ 13.4 ;Ϭ͘ϵͿ 4.5 ;Ϭ͘ϱͿ Ϭ͘ϵ ;Ϭ͘ϮͿ ^ĞƌďŝĂ ϭϱ͘Ϭ ;ϭ͘ϬͿ 22.7 ;Ϭ͘ϴͿ Ϯϳ͘ϴ ;Ϭ͘ϴͿ Ϯϭ͘ϴ ;Ϭ͘ϴͿ ϭϬ͘ϭ ;Ϭ͘ϳͿ 2.4 ;Ϭ͘ϯͿ h‡ ;Ϭ͘ϭͿ ZŽŵĂŶŝĂ ϭϴ͘Ϭ ;ϭ͘ϰͿ ϮϮ͘ϴ ;ϭ͘ϮͿ Ϯϴ͘ϭ ;ϭ͘ϭͿ ϮϬ͘ϵ ;ϭ͘ϯͿ ϴ͘ϳ ;ϭ͘ϬͿ 1.3 ;Ϭ͘ϯͿ h‡ ;Ϭ͘ϭͿ :ŽƌĚĂŶ 16.2 ;ϭ͘ϭͿ Ϯϱ͘Ϭ ;Ϭ͘ϴͿ ϯϯ͘ϴ ;ϭ͘ϬͿ ϮϬ͘ϱ ;Ϭ͘ϵͿ 4.3 ;Ϭ͘ϱͿ h ‡ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ hƌƵŐƵĂǇ 17.9 ;ϭ͘ϬͿ Ϯϰ͘Ϭ ;Ϭ͘ϵͿ Ϯϴ͘ϭ ;ϭ͘ϭͿ ϮϬ͘ϭ ;Ϭ͘ϴͿ ϴ͘ϯ ;Ϭ͘ϳͿ 1.5 ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϭͿ ŽƐƚĂZŝĐĂ 13.1 ;Ϭ͘ϴͿ Ϯϴ͘ϵ ;ϭ͘ϭͿ 32.1 ;ϭ͘ϭͿ 19.4 ;ϭ͘ϭͿ 5.9 ;Ϭ͘ϴͿ Ϭ͘ϲ ;Ϭ͘ϮͿ Ϭ͘Ϭ‡ ;Ϭ͘ϬͿ hŶŝƚĞĚƌĂď 21.3 ;Ϭ͘ϳͿ 21.6 ;Ϭ͘ϰͿ 23.4 ;Ϭ͘ϱͿ ϭϴ͘ϭ ;Ϭ͘ϱͿ ϭϬ͘ϴ ;Ϭ͘ϲͿ 4.1 ;Ϭ͘ϯͿ Ϭ͘ϳ ;Ϭ͘ϭͿ ŵŝƌĂƚĞƐ DŽůĚŽǀĂ ϭϳ͘ϴ ;Ϭ͘ϴͿ 25.2 ;Ϭ͘ϴͿ Ϯϴ͘Ϭ ;Ϭ͘ϵͿ ϮϬ͘ϴ ;Ϭ͘ϵͿ 7.2 ;Ϭ͘ϲͿ ϭ͘Ϭ ;Ϭ͘ϯͿ h‡ ;Ϭ͘ϬͿ ǇƉƌƵƐ 19.6 ;Ϭ͘ϳͿ 24.1 ;Ϭ͘ϴͿ 26.9 ;Ϭ͘ϳͿ 19.3 ;Ϭ͘ϲͿ ϴ͘ϰ ;Ϭ͘ϰͿ 1.7 ;Ϭ͘ϮͿ Ϭ͘ϭ ;Ϭ͘ϭͿ DŽŶƚĞŶĞŐƌŽ 16.4 ;Ϭ͘ϱͿ Ϯϴ͘Ϭ ;Ϭ͘ϳͿ ϯϬ͘ϱ ;Ϭ͘ϲͿ ϭϴ͘ϯ ;Ϭ͘ϲͿ ϲ͘Ϭ ;Ϭ͘ϰͿ Ϭ͘ϴ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ DĞǆŝĐŽ 15.6 ;ϭ͘ϬͿ 29.1 ;ϭ͘ϭͿ 31.7 ;ϭ͘ϬͿ 17.5 ;Ϭ͘ϵͿ 5.3 ;Ϭ͘ϲͿ Ϭ͘ϳ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ DĂůĂǇƐŝĂ ϭϴ͘Ϭ ;ϭ͘ϬͿ 27.9 ;Ϭ͘ϵͿ 31.4 ;ϭ͘ϬͿ 17.9 ;Ϭ͘ϵͿ 4.3 ;Ϭ͘ϲͿ h ‡ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ ƵůŐĂƌŝĂ ϮϮ͘Ϭ ;ϭ͘ϱͿ 25.1 ;Ϭ͘ϵͿ 24.9 ;ϭ͘ϬͿ 17.3 ;Ϭ͘ϵͿ ϴ͘ϰ ;Ϭ͘ϳͿ 2.2 ;Ϭ͘ϯͿ h‡ ;Ϭ͘ϭͿ ŽůŽŵďŝĂ 19.6 ;ϭ͘ϮͿ ϯϬ͘ϯ ;ϭ͘ϬͿ 27.7 ;ϭ͘ϬͿ ϭϱ͘ϴ ;Ϭ͘ϵͿ 5.7 ;Ϭ͘ϱͿ Ϭ͘ϵ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ ƌĂǌŝů 23.3 ;Ϭ͘ϳͿ 26.7 ;Ϭ͘ϳͿ 24.5 ;Ϭ͘ϲͿ 16.3 ;Ϭ͘ϲͿ 7.4 ;Ϭ͘ϱͿ 1.7 ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϭͿ YĂƚĂƌ 27.3 ;Ϭ͘ϰͿ 23.6 ;Ϭ͘ϱͿ 23.4 ;Ϭ͘ϰͿ ϭϱ͘ϴ ;Ϭ͘ϰͿ 7.3 ;Ϭ͘ϯͿ 2.2 ;Ϭ͘ϮͿ Ϭ͘ϰ ;Ϭ͘ϭͿ ƌƵŶĞŝĂƌƵƐƐĂůĂŵ Ϯϰ͘ϴ ;Ϭ͘ϰͿ Ϯϳ͘Ϭ ;Ϭ͘ϳͿ 24.5 ;Ϭ͘ϲͿ 15.5 ;Ϭ͘ϱͿ 6.9 ;Ϭ͘ϯͿ 1.3 ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ ƌŐĞŶƟŶĂ 25.4 ;ϭ͘ϭͿ 26.7 ;Ϭ͘ϵͿ 25.7 ;Ϭ͘ϴͿ 16.2 ;Ϭ͘ϳͿ 5.3 ;Ϭ͘ϱͿ Ϭ͘ϳ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ ůďĂŶŝĂ 19.5 ;Ϭ͘ϴͿ ϯϮ͘ϴ ;Ϭ͘ϵͿ 29.9 ;Ϭ͘ϴͿ ϭϰ͘Ϭ ;Ϭ͘ϳͿ 3.5 ;Ϭ͘ϰͿ Ϭ͘ϰ ‡ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ ^ĂƵĚŝƌĂďŝĂ 22.9 ;ϭ͘ϯͿ 29.4 ;Ϭ͘ϵͿ ϯϬ͘ϰ ;ϭ͘ϭͿ 14.6 ;Ϭ͘ϴͿ 2.6 ;Ϭ͘ϯͿ h ‡ ;Ϭ͘ϭͿ Ϭ͘Ϭ‡ ;Ϭ͘ϬͿ ŽƐŶŝĂĂŶĚ ϮϬ͘ϱ ;ϭ͘ϭͿ 33.2 ;ϭ͘ϭͿ Ϯϴ͘ϴ ;ϭ͘ϭͿ 14.3 ;Ϭ͘ϵͿ ϯ͘Ϭ ;Ϭ͘ϰͿ Ϭ͘Ϯ ‡ ;Ϭ͘ϭͿ Ϭ͘Ϭ‡ ;Ϭ͘ϬͿ ,ĞƌǌĞŐŽǀŝŶĂ WĞƌƵ 25.4 ;ϭ͘ϭͿ Ϯϴ͘ϵ ;Ϭ͘ϵͿ Ϯϱ͘ϴ ;Ϭ͘ϳͿ 14.3 ;Ϭ͘ϳͿ ϰ͘ϴ ;Ϭ͘ϱͿ Ϭ͘ϳ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ ZĞƉƵďůŝĐŽĨEŽƌƚŚ 27.2 ;Ϭ͘ϴͿ 27.9 ;ϭ͘ϬͿ 26.6 ;Ϭ͘ϴͿ 14.4 ;Ϭ͘ϲͿ 3.5 ;Ϭ͘ϯͿ h ‡ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ DĂĐĞĚŽŶŝĂ dŚĂŝůĂŶĚ 24.3 ;ϭ͘ϰͿ 35.3 ;ϭ͘ϭͿ Ϯϲ͘Ϭ ;ϭ͘ϬͿ 11.6 ;Ϭ͘ϵͿ 2.7 ;Ϭ͘ϰͿ h ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ ĂŬƵ;ǌĞƌďĂŝũĂŶͿ 23.5 ;ϭ͘ϬͿ ϯϳ͘Ϭ ;ϭ͘ϭͿ Ϯϴ͘ϲ ;Ϭ͘ϵͿ 9.2 ;Ϭ͘ϲͿ 1.6 ;Ϭ͘ϰͿ h ‡ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ <ĂǌĂŬŚƐƚĂŶ Ϯϱ͘ϴ ;Ϭ͘ϴͿ ϯϴ͘ϰ ;Ϭ͘ϳͿ 23.9 ;Ϭ͘ϱͿ ϴ͘ϵ ;Ϭ͘ϯͿ 2.6 ;Ϭ͘ϮͿ Ϭ͘ϰ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ Panama ϯϮ͘ϴ ;ϭ͘ϮͿ 31.5 ;ϭ͘ϬͿ Ϯϯ͘Ϭ ;Ϭ͘ϴͿ 9.9 ;Ϭ͘ϵͿ 2.6 ;Ϭ͘ϰͿ h ‡ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ 'ĞŽƌŐŝĂ 31.6 ;ϭ͘ϭͿ ϯϮ͘ϴ ;Ϭ͘ϴͿ 22.9 ;Ϭ͘ϴͿ ϭϬ͘ϭ ;Ϭ͘ϲͿ 2.4 ;Ϭ͘ϯͿ h ‡ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ Lebanon 46.1 ;ϭ͘ϴͿ 21.6 ;Ϭ͘ϴͿ 17.4 ;Ϭ͘ϵͿ ϭϬ͘ϱ ;Ϭ͘ϳͿ 3.7 ;Ϭ͘ϱͿ Ϭ͘ϳ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ /ŶĚŽŶĞƐŝĂ 33.2 ;ϭ͘ϯͿ 36.7 ;ϭ͘ϭͿ Ϯϭ͘ϴ ;ϭ͘ϬͿ 7.2 ;Ϭ͘ϴͿ 1.1 ;Ϭ͘ϮͿ h ‡ ;Ϭ͘ϬͿ h‡ ;Ϭ͘ϬͿ DŽƌŽĐĐŽ 39.9 ;ϭ͘ϴͿ 33.4 ;Ϭ͘ϵͿ ϮϬ͘ϲ ;ϭ͘ϮͿ 5.6 ;Ϭ͘ϱͿ Ϭ͘ϱ ;Ϭ͘ϭͿ h ‡ ;Ϭ͘ϬͿ Ϭ͘Ϭ‡ ;Ϭ͘ϬͿ <ŽƐŽǀŽ ϰϬ͘ϴ ;Ϭ͘ϵͿ ϯϴ͘Ϭ ;ϭ͘ϬͿ 17.5 ;Ϭ͘ϳͿ 3.6 ;Ϭ͘ϯͿ hΐ ;Ϭ͘ϭͿ h ‡ ;Ϭ͘ϬͿ Ϭ͘Ϭ‡ ;Ϭ͘ϬͿ ŽŵŝŶŝĐĂŶZĞƉƵďůŝĐ ϱϬ͘ϯ ;ϭ͘ϱͿ Ϯϴ͘ϴ ;ϭ͘ϬͿ ϭϱ͘Ϭ ;Ϭ͘ϵͿ 4.9 ;Ϭ͘ϱͿ Ϭ͘ϵ ;Ϭ͘ϮͿ h ‡ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ WŚŝůŝƉƉŝŶĞƐ 53.9 ;ϭ͘ϲͿ 26.7 ;Ϭ͘ϴͿ 13.1 ;Ϭ͘ϳͿ 5.1 ;Ϭ͘ϳͿ 1.1 ;Ϭ͘ϯͿ h ‡ ;Ϭ͘ϬͿ h‡ ;Ϭ͘ϬͿ OECD average 7.7 ;Ϭ͘ϭͿ 15.0 ;Ϭ͘ϭͿ 23.7 ;Ϭ͘ϭͿ 26.0 ;Ϭ͘ϭͿ 18.9 ;Ϭ͘ϭͿ 7.4 ;Ϭ͘ϭͿ 1.3 ;Ϭ͘ϬͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘ Note͗ŽƵŶƚƌŝĞƐĂŶĚƉƌŽǀŝŶĐĞƐŚĂǀĞďĞĞŶƐŽƌƚĞĚŝŶĚĞƐĐĞŶĚŝŶŐŽƌĚĞƌďǇƚŚĞƚŽƚĂůƉĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐǁŚŽĂƩĂŝŶĞĚ>ĞǀĞůϮŽƌŚŝŐŚĞƌ͘Ͳ^Ͳ:Ͳ;ŚŝŶĂͿƌĞƉƌĞƐĞŶƚƐĞŝũŝŶŐ͕ ^ŚĂŶŐŚĂŝ͕:ŝĂŶŐƐƵ͕ĂŶĚŚĞũŝĂŶŐ͘^ĞĞKϮϬϭϵď͕Ɖ͘Ϯϭ͕ĨŽƌĂŶŽƚĞƌĞŐĂƌĚŝŶŐǇƉƌƵƐ͘ZĞĂĚŝŶŐƐĐŽƌĞƐĨŽƌ^ƉĂŝŶĂƌĞŶŽƚŝŶĐůƵĚĞĚŝŶƚŚĞŝŶƚĞƌŶĂƟŽŶĂůW/^ƌĞƉŽƌƚƐ͗ĚƵĞƚŽŝŵƉůĂƵƐŝďůĞ ƐƚƵĚĞŶƚͲƌĞƐƉŽŶƐĞďĞŚĂǀŝŽƵƌƐŽŶƚŚĞƌĞĂĚŝŶŐĂƐƐĞƐƐŵĞŶƚŝŶĂƐŵĂůůŶƵŵďĞƌŽĨƐĐŚŽŽůƐŝŶƐŽŵĞƌĞŐŝŽŶƐŽĨ^ƉĂŝŶ͕ƚŚĞKŝƐƵŶĂďůĞƚŽĂƐƐƵƌĞĨƵůůŝŶƚĞƌŶĂƟŽŶĂůĐŽŵƉĂƌĂďŝůŝƚǇŽĨƚŚĞ ƌĞƐƵůƚƐ͘dŚĞĚĂƚĂĨŽƌsŝĞƚŶĂŵŚĂǀĞŶŽƚǇĞƚďĞĞŶĨƵůůǇǀĂůŝĚĂƚĞĚ͗ĚƵĞƚŽĂůĂĐŬŽĨĐŽŶƐŝƐƚĞŶĐǇŝŶƚŚĞƌĞƐƉŽŶƐĞƉĂƩĞƌŶŽĨƐŽŵĞƉĞƌĨŽƌŵĂŶĐĞĚĂƚĂ͕ƚŚĞKĐĂŶŶŽƚǇĞƚĂƐƐƵƌĞĨƵůů ŝŶƚĞƌŶĂƟŽŶĂůĐŽŵƉĂƌĂďŝůŝƚǇŽĨƚŚĞƌĞƐƵůƚƐ͘ĞůŽǁ>ĞǀĞůϭĐŽŶƐŝƐƚƐŽĨƐƚƵĚĞŶƚƐǁŚŽƐĐŽƌĞĚĂƚ>ĞǀĞůϭďĂŶĚůŽǁĞƌ͘>ĞǀĞůϭƌĞĨĞƌƐƚŽ>ĞǀĞůϭĂ͘

PISA 2018 85 dĂďůĞ͘ϭ͘ϭď WƌŽƉŽƌƟŽŶŽĨƐƚƵĚĞŶƚƐǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮ͕Ăƚ>ĞǀĞůϮŽƌĂďŽǀĞ͕ĂŶĚĂƚ>ĞǀĞůƐϱĂŶĚϲ͗Z/E' WƌŽĮĐŝĞŶĐǇůĞǀĞůƐ Country or province ĞůŽǁ>ĞǀĞůϮ Level 2 or above Levels 5 and 6 Standard Standard Standard % error % error % error Ͳ^Ͳ:Ͳ;ŚŝŶĂͿ 5.2 ;Ϭ͘ϲͿ ϵϰ͘ϴ ;Ϭ͘ϲͿ 21.7 ;ϭ͘ϭͿ DĂĐĂŽ;ŚŝŶĂͿ ϭϬ͘ϴ ;Ϭ͘ϱͿ ϴϵ͘Ϯ ;Ϭ͘ϱͿ ϭϯ͘ϴ ;Ϭ͘ϲͿ ƐƚŽŶŝĂ 11.1 ;Ϭ͘ϲͿ ϴϴ͘ϵ ;Ϭ͘ϲͿ 13.9 ;Ϭ͘ϳͿ ^ŝŶŐĂƉŽƌĞ 11.2 ;Ϭ͘ϱͿ ϴϴ͘ϴ ;Ϭ͘ϱͿ Ϯϱ͘ϴ ;Ϭ͘ϳͿ /ƌĞůĂŶĚ ϭϭ͘ϴ ;Ϭ͘ϳͿ ϴϴ͘Ϯ ;Ϭ͘ϳͿ 12.1 ;Ϭ͘ϳͿ Alberta 11.9 ;ϭ͘ϮͿ 88.1 ;ϭ͘ϮͿ 18.3 ;ϭ͘ϰͿ Quebec 12.3 ;Ϭ͘ϵͿ 87.7 ;Ϭ͘ϵͿ 12.8 ;ϭ͘ϭͿ ,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ 12.6 ;Ϭ͘ϴͿ ϴϳ͘ϰ ;Ϭ͘ϴͿ ϭϰ͘ϴ ;Ϭ͘ϳͿ Ontario 13.2 ;ϭ͘ϬͿ 86.8 ;ϭ͘ϬͿ 16.4 ;ϭ͘ϭͿ &ŝŶůĂŶĚ 13.5 ;Ϭ͘ϳͿ ϴϲ͘ϱ ;Ϭ͘ϳͿ 14.2 ;Ϭ͘ϳͿ Canada 13.8 ;Ϭ͘ϱͿ 86.2 ;Ϭ͘ϱͿ 15.0 ;Ϭ͘ϲͿ WŽůĂŶĚ 14.7 ;Ϭ͘ϴͿ ϴϱ͘ϯ ;Ϭ͘ϴͿ 12.2 ;Ϭ͘ϴͿ EŽǀĂ^ĐŽƟĂ 15.1 ;ϭ͘ϯͿ 84.9 ;ϭ͘ϯͿ 14.0 ;ϭ͘ϲͿ ƌŝƟƐŚŽůƵŵďŝĂ 15.1 ;ϭ͘ϮͿ 84.9 ;ϭ͘ϮͿ 15.8 ;ϭ͘ϮͿ <ŽƌĞĂ 15.1 ;Ϭ͘ϵͿ ϴϰ͘ϵ ;Ϭ͘ϵͿ 13.1 ;Ϭ͘ϵͿ Newfoundland and Labrador 15.3 ;ϭ͘ϲͿ 84.7 ;ϭ͘ϲͿ 12.6 ;ϭ͘ϯͿ ĞŶŵĂƌŬ ϭϲ͘Ϭ ;Ϭ͘ϳͿ ϴϰ͘Ϭ ;Ϭ͘ϳͿ ϴ͘ϰ ;Ϭ͘ϱͿ :ĂƉĂŶ ϭϲ͘ϴ ;ϭ͘ϬͿ ϴϯ͘Ϯ ;ϭ͘ϬͿ ϭϬ͘ϯ ;Ϭ͘ϳͿ Saskatchewan 16.8 ;ϭ͘ϭͿ 83.2 ;ϭ͘ϭͿ 8.8 ;ϭ͘ϬͿ hŶŝƚĞĚ<ŝŶŐĚŽŵ 17.3 ;Ϭ͘ϵͿ ϴϮ͘ϳ ;Ϭ͘ϵͿ 11.5 ;Ϭ͘ϴͿ ŚŝŶĞƐĞdĂŝƉĞŝ ϭϳ͘ϴ ;Ϭ͘ϴͿ ϴϮ͘Ϯ ;Ϭ͘ϴͿ ϭϬ͘ϵ ;Ϭ͘ϴͿ ^ůŽǀĞŶŝĂ 17.9 ;Ϭ͘ϳͿ ϴϮ͘ϭ ;Ϭ͘ϳͿ ϳ͘ϴ ;Ϭ͘ϱͿ Prince Edward Island 18.4 ;Ϯ͘ϲͿ 81.6 ;Ϯ͘ϲͿ 11.9 ;Ϯ͘ϮͿ ^ǁĞĚĞŶ ϭϴ͘ϰ ;ϭ͘ϬͿ ϴϭ͘ϲ ;ϭ͘ϬͿ 13.3 ;Ϭ͘ϳͿ EĞǁĞĂůĂŶĚ ϭϵ͘Ϭ ;Ϭ͘ϴͿ ϴϭ͘Ϭ ;Ϭ͘ϴͿ 13.1 ;Ϭ͘ϲͿ hŶŝƚĞĚ^ƚĂƚĞƐ 19.3 ;ϭ͘ϭͿ ϴϬ͘ϳ ;ϭ͘ϭͿ 13.5 ;Ϭ͘ϵͿ EŽƌǁĂǇ 19.3 ;Ϭ͘ϴͿ ϴϬ͘ϳ ;Ϭ͘ϴͿ 11.3 ;Ϭ͘ϲͿ ƵƐƚƌĂůŝĂ 19.6 ;Ϭ͘ϱͿ ϴϬ͘ϰ ;Ϭ͘ϱͿ ϭϯ͘Ϭ ;Ϭ͘ϱͿ Manitoba 19.7 ;ϭ͘ϯͿ 80.3 ;ϭ͘ϯͿ 9.3 ;ϭ͘ϬͿ WŽƌƚƵŐĂů ϮϬ͘Ϯ ;Ϭ͘ϵͿ ϳϵ͘ϴ ;Ϭ͘ϵͿ 7.3 ;Ϭ͘ϲͿ 'ĞƌŵĂŶǇ ϮϬ͘ϳ ;ϭ͘ϭͿ 79.3 ;ϭ͘ϭͿ 11.3 ;Ϭ͘ϳͿ ǌĞĐŚZĞƉƵďůŝĐ ϮϬ͘ϳ ;ϭ͘ϭͿ 79.3 ;ϭ͘ϭͿ ϴ͘Ϯ ;Ϭ͘ϱͿ &ƌĂŶĐĞ ϮϬ͘ϵ ;Ϭ͘ϳͿ 79.1 ;Ϭ͘ϳͿ 9.2 ;Ϭ͘ϳͿ ĞůŐŝƵŵ 21.3 ;Ϭ͘ϵͿ ϳϴ͘ϳ ;Ϭ͘ϵͿ 9.5 ;Ϭ͘ϱͿ ƌŽĂƟĂ 21.6 ;ϭ͘ϮͿ ϳϴ͘ϰ ;ϭ͘ϮͿ 4.7 ;Ϭ͘ϱͿ EĞǁƌƵŶƐǁŝĐŬ 22.0 ;ϭ͘ϰͿ 78.0 ;ϭ͘ϰͿ 9.3 ;ϭ͘ϯͿ ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ 22.1 ;ϭ͘ϮͿ 77.9 ;ϭ͘ϮͿ 5.4 ;Ϭ͘ϱͿ >ĂƚǀŝĂ 22.4 ;Ϭ͘ϳͿ 77.6 ;Ϭ͘ϳͿ ϰ͘ϴ ;Ϭ͘ϰͿ /ƚĂůǇ 23.3 ;ϭ͘ϬͿ 76.7 ;ϭ͘ϬͿ 5.3 ;Ϭ͘ϱͿ ĞůĂƌƵƐ 23.4 ;ϭ͘ϬͿ 76.6 ;ϭ͘ϬͿ 3.9 ;Ϭ͘ϰͿ ƵƐƚƌŝĂ 23.6 ;ϭ͘ϬͿ 76.4 ;ϭ͘ϬͿ 7.4 ;Ϭ͘ϱͿ ^ǁŝƚǌĞƌůĂŶĚ 23.6 ;ϭ͘ϭͿ 76.4 ;ϭ͘ϭͿ ϴ͘ϭ ;Ϭ͘ϳͿ EĞƚŚĞƌůĂŶĚƐ 24.1 ;ϭ͘ϬͿ 75.9 ;ϭ͘ϬͿ 9.1 ;Ϭ͘ϲͿ >ŝƚŚƵĂŶŝĂ 24.4 ;Ϭ͘ϴͿ 75.6 ;Ϭ͘ϴͿ ϱ͘Ϭ ;Ϭ͘ϰͿ ,ƵŶŐĂƌǇ 25.3 ;Ϭ͘ϵͿ 74.7 ;Ϭ͘ϵͿ 5.7 ;Ϭ͘ϱͿ hŬƌĂŝŶĞ 25.9 ;ϭ͘ϰͿ 74.1 ;ϭ͘ϰͿ 3.4 ;Ϭ͘ϱͿ

86 PISA 2018 dĂďůĞ͘ϭ͘ϭď;ĐŽŶƚ͛ĚͿ WƌŽƉŽƌƟŽŶŽĨƐƚƵĚĞŶƚƐǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮ͕Ăƚ>ĞǀĞůϮŽƌĂďŽǀĞ͕ĂŶĚĂƚ>ĞǀĞůƐϱĂŶĚϲ͗Z/E' WƌŽĮĐŝĞŶĐǇůĞǀĞůƐ Country or province ĞůŽǁ>ĞǀĞůϮ Level 2 or above Levels 5 and 6 Standard Standard Standard % error % error % error dƵƌŬĞǇ 26.1 ;ϭ͘ϬͿ 73.9 ;ϭ͘ϬͿ 3.3 ;Ϭ͘ϱͿ /ĐĞůĂŶĚ 26.4 ;Ϭ͘ϵͿ 73.6 ;Ϭ͘ϵͿ 7.1 ;Ϭ͘ϲͿ >ƵǆĞŵďŽƵƌŐ 29.3 ;Ϭ͘ϲͿ ϳϬ͘ϳ ;Ϭ͘ϲͿ 7.6 ;Ϭ͘ϱͿ 'ƌĞĞĐĞ ϯϬ͘ϱ ;ϭ͘ϱͿ 69.5 ;ϭ͘ϱͿ 3.7 ;Ϭ͘ϱͿ /ƐƌĂĞů 31.1 ;ϭ͘ϯͿ ϲϴ͘ϵ ;ϭ͘ϯͿ ϭϬ͘ϰ ;Ϭ͘ϳͿ ^ůŽǀĂŬZĞƉƵďůŝĐ 31.4 ;ϭ͘ϬͿ ϲϴ͘ϲ ;ϭ͘ϬͿ 4.6 ;Ϭ͘ϰͿ ŚŝůĞ 31.7 ;ϭ͘ϮͿ ϲϴ͘ϯ ;ϭ͘ϮͿ 2.6 ;Ϭ͘ϯͿ DĂůƚĂ 35.9 ;Ϭ͘ϴͿ 64.1 ;Ϭ͘ϴͿ 5.3 ;Ϭ͘ϱͿ ^ĞƌďŝĂ 37.7 ;ϭ͘ϱͿ 62.3 ;ϭ͘ϱͿ 2.5 ;Ϭ͘ϯͿ ZŽŵĂŶŝĂ ϰϬ͘ϴ ;Ϯ͘ϮͿ 59.2 ;Ϯ͘ϮͿ 1.4 ;Ϭ͘ϯͿ :ŽƌĚĂŶ 41.2 ;ϭ͘ϰͿ ϱϴ͘ϴ ;ϭ͘ϰͿ h‡ ;Ϭ͘ϭͿ hƌƵŐƵĂǇ 41.9 ;ϭ͘ϯͿ ϱϴ͘ϭ ;ϭ͘ϯͿ 1.5 ;Ϭ͘ϯͿ ŽƐƚĂZŝĐĂ ϰϮ͘Ϭ ;ϭ͘ϲͿ ϱϴ͘Ϭ ;ϭ͘ϲͿ Ϭ͘ϲ ;Ϭ͘ϮͿ hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ 42.9 ;Ϭ͘ϴͿ 57.1 ;Ϭ͘ϴͿ ϰ͘ϴ ;Ϭ͘ϯͿ DŽůĚŽǀĂ ϰϯ͘Ϭ ;ϭ͘ϭͿ ϱϳ͘Ϭ ;ϭ͘ϭͿ ϭ͘Ϭ ;Ϭ͘ϯͿ ǇƉƌƵƐ 43.7 ;Ϭ͘ϳͿ 56.3 ;Ϭ͘ϳͿ ϭ͘ϴ ;Ϭ͘ϮͿ DŽŶƚĞŶĞŐƌŽ 44.4 ;Ϭ͘ϳͿ 55.6 ;Ϭ͘ϳͿ Ϭ͘ϴ ;Ϭ͘ϮͿ DĞǆŝĐŽ 44.7 ;ϭ͘ϯͿ 55.3 ;ϭ͘ϯͿ Ϭ͘ϴ ;Ϭ͘ϮͿ DĂůĂǇƐŝĂ ϰϱ͘ϴ ;ϭ͘ϰͿ 54.2 ;ϭ͘ϰͿ h‡ ;Ϭ͘ϮͿ ƵůŐĂƌŝĂ 47.1 ;ϭ͘ϳͿ 52.9 ;ϭ͘ϳͿ 2.3 ;Ϭ͘ϰͿ ŽůŽŵďŝĂ 49.9 ;ϭ͘ϳͿ ϱϬ͘ϭ ;ϭ͘ϳͿ Ϭ͘ϵ ;Ϭ͘ϮͿ ƌĂǌŝů ϱϬ͘Ϭ ;Ϭ͘ϵͿ ϱϬ͘Ϭ ;Ϭ͘ϵͿ ϭ͘ϴ ;Ϭ͘ϮͿ YĂƚĂƌ ϱϬ͘ϵ ;Ϭ͘ϰͿ 49.1 ;Ϭ͘ϰͿ 2.6 ;Ϭ͘ϮͿ ƌƵŶĞŝĂƌƵƐƐĂůĂŵ ϱϭ͘ϴ ;Ϭ͘ϲͿ ϰϴ͘Ϯ ;Ϭ͘ϲͿ 1.3 ;Ϭ͘ϮͿ ƌŐĞŶƟŶĂ 52.1 ;ϭ͘ϯͿ 47.9 ;ϭ͘ϯͿ Ϭ͘ϳ ;Ϭ͘ϮͿ ůďĂŶŝĂ 52.2 ;ϭ͘ϭͿ ϰϳ͘ϴ ;ϭ͘ϭͿ Ϭ͘ϰ‡ ;Ϭ͘ϭͿ ^ĂƵĚŝƌĂďŝĂ 52.4 ;ϭ͘ϱͿ 47.6 ;ϭ͘ϱͿ h‡ ;Ϭ͘ϭͿ ŽƐŶŝĂĂŶĚ,ĞƌǌĞŐŽǀŝŶĂ 53.7 ;ϭ͘ϲͿ 46.3 ;ϭ͘ϲͿ Ϭ͘Ϯ‡ ;Ϭ͘ϭͿ WĞƌƵ 54.3 ;ϭ͘ϯͿ 45.7 ;ϭ͘ϯͿ Ϭ͘ϴ ;Ϭ͘ϮͿ ZĞƉƵďůŝĐŽĨEŽƌƚŚDĂĐĞĚŽŶŝĂ 55.1 ;Ϭ͘ϳͿ 44.9 ;Ϭ͘ϳͿ h‡ ;Ϭ͘ϮͿ dŚĂŝůĂŶĚ 59.5 ;ϭ͘ϳͿ ϰϬ͘ϱ ;ϭ͘ϳͿ h ;Ϭ͘ϭͿ ĂŬƵ;ǌĞƌďĂŝũĂŶͿ ϲϬ͘ϰ ;ϭ͘ϯͿ 39.6 ;ϭ͘ϯͿ h‡ ;Ϭ͘ϭͿ <ĂǌĂŬŚƐƚĂŶ 64.2 ;Ϭ͘ϳͿ ϯϱ͘ϴ ;Ϭ͘ϳͿ Ϭ͘ϰ ;Ϭ͘ϭͿ Panama 64.3 ;ϭ͘ϰͿ 35.7 ;ϭ͘ϰͿ h‡ ;Ϭ͘ϭͿ 'ĞŽƌŐŝĂ 64.4 ;ϭ͘ϭͿ 35.6 ;ϭ͘ϭͿ h‡ ;Ϭ͘ϭͿ Lebanon ϲϳ͘ϴ ;ϭ͘ϱͿ 32.2 ;ϭ͘ϱͿ Ϭ͘ϳ ;Ϭ͘ϮͿ /ŶĚŽŶĞƐŝĂ 69.9 ;ϭ͘ϰͿ ϯϬ͘ϭ ;ϭ͘ϰͿ h‡ ;Ϭ͘ϬͿ DŽƌŽĐĐŽ 73.3 ;ϭ͘ϲͿ 26.7 ;ϭ͘ϲͿ h‡ ;Ϭ͘ϬͿ <ŽƐŽǀŽ ϳϴ͘ϳ ;Ϭ͘ϲͿ 21.3 ;Ϭ͘ϲͿ h‡ ;Ϭ͘ϬͿ ŽŵŝŶŝĐĂŶZĞƉƵďůŝĐ 79.1 ;ϭ͘ϯͿ ϮϬ͘ϵ ;ϭ͘ϯͿ h‡ ;Ϭ͘ϭͿ WŚŝůŝƉƉŝŶĞƐ ϴϬ͘ϲ ;ϭ͘ϰͿ 19.4 ;ϭ͘ϰͿ h‡ ;Ϭ͘ϬͿ OECD average 22.6 ;Ϭ͘ϮͿ 77.4 ;Ϭ͘ϮͿ 8.7 ;Ϭ͘ϭͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘ Note͗ŽƵŶƚƌŝĞƐĂŶĚƉƌŽǀŝŶĐĞƐŚĂǀĞďĞĞŶƐŽƌƚĞĚŝŶĚĞƐĐĞŶĚŝŶŐŽƌĚĞƌďǇƚŚĞƚŽƚĂůƉĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐǁŚŽĂƩĂŝŶĞĚ>ĞǀĞůϮŽƌŚŝŐŚĞƌ͘Ͳ^Ͳ:Ͳ;ŚŝŶĂͿƌĞƉƌĞƐĞŶƚƐĞŝũŝŶŐ͕ ^ŚĂŶŐŚĂŝ͕:ŝĂŶŐƐƵ͕ĂŶĚŚĞũŝĂŶŐ͘^ĞĞKϮϬϭϵď͕Ɖ͘Ϯϭ͕ĨŽƌĂŶŽƚĞƌĞŐĂƌĚŝŶŐǇƉƌƵƐ͘ZĞĂĚŝŶŐƐĐŽƌĞƐĨŽƌ^ƉĂŝŶĂƌĞŶŽƚŝŶĐůƵĚĞĚŝŶƚŚĞŝŶƚĞƌŶĂƟŽŶĂůW/^ƌĞƉŽƌƚƐ͗ĚƵĞƚŽŝŵƉůĂƵƐŝďůĞ ƐƚƵĚĞŶƚͲƌĞƐƉŽŶƐĞďĞŚĂǀŝŽƵƌƐŽŶƚŚĞƌĞĂĚŝŶŐĂƐƐĞƐƐŵĞŶƚŝŶĂƐŵĂůůŶƵŵďĞƌŽĨƐĐŚŽŽůƐŝŶƐŽŵĞƌĞŐŝŽŶƐŽĨ^ƉĂŝŶ͕ƚŚĞKŝƐƵŶĂďůĞƚŽĂƐƐƵƌĞĨƵůůŝŶƚĞƌŶĂƟŽŶĂůĐŽŵƉĂƌĂďŝůŝƚǇŽĨƚŚĞ ƌĞƐƵůƚƐ͘dŚĞĚĂƚĂĨŽƌsŝĞƚŶĂŵŚĂǀĞŶŽƚǇĞƚďĞĞŶĨƵůůǇǀĂůŝĚĂƚĞĚ͗ĚƵĞƚŽĂůĂĐŬŽĨĐŽŶƐŝƐƚĞŶĐǇŝŶƚŚĞƌĞƐƉŽŶƐĞƉĂƩĞƌŶŽĨƐŽŵĞƉĞƌĨŽƌŵĂŶĐĞĚĂƚĂ͕ƚŚĞKĐĂŶŶŽƚǇĞƚĂƐƐƵƌĞĨƵůů ŝŶƚĞƌŶĂƟŽŶĂůĐŽŵƉĂƌĂďŝůŝƚǇŽĨƚŚĞƌĞƐƵůƚƐ͘

PISA 2018 87 dĂďůĞ͘ϭ͘Ϯ ǀĞƌĂŐĞƐĐŽƌĞƐĂŶĚĐŽŶĮĚĞŶĐĞŝŶƚĞƌǀĂůƐ͗Z/E' Confidence Confidence Confidence Confidence Country Average Standard ŝŶƚĞƌǀĂůʹ ŝŶƚĞƌǀĂůʹ Country Standard ŝŶƚĞƌǀĂůʹ ŝŶƚĞƌǀĂůʹ or province error 95% lower 95% upper or province Average error 95% lower 95% upper limit limit limit limit Ͳ^Ͳ:Ͳ;ŚŝŶĂͿ 555 ;Ϯ͘ϳͿ ϱϱϬ 561 hŬƌĂŝŶĞ 466 ;ϯ͘ϱͿ 459 473 ^ŝŶŐĂƉŽƌĞ 549 ;ϭ͘ϲͿ 546 553 dƵƌŬĞǇ 466 ;Ϯ͘ϮͿ 461 ϰϳϬ Alberta 532 ;ϰ͘ϯͿ 523 540 ^ůŽǀĂŬZĞƉƵďůŝĐ ϰϱϴ ;Ϯ͘ϮͿ 454 462 DĂĐĂŽ;ŚŝŶĂͿ 525 ;ϭ͘ϮͿ 523 ϱϮϴ 'ƌĞĞĐĞ 457 ;ϯ͘ϲͿ ϰϱϬ 465 ,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ 524 ;Ϯ͘ϳͿ 519 ϱϯϬ ŚŝůĞ 452 ;Ϯ͘ϲͿ 447 457 Ontario 524 ;ϯ͘ϱͿ 517 531 DĂůƚĂ ϰϰϴ ;ϭ͘ϳͿ 445 452 ƐƚŽŶŝĂ 523 ;ϭ͘ϴͿ 519 527 ^ĞƌďŝĂ 439 ;ϯ͘ϯͿ 433 446 Canada 520 ;ϭ͘ϴͿ 517 524 hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ 432 ;Ϯ͘ϯͿ 427 436 &ŝŶůĂŶĚ ϱϮϬ ;Ϯ͘ϯͿ 516 525 ZŽŵĂŶŝĂ ϰϮϴ ;ϱ͘ϭͿ ϰϭϴ ϰϯϴ Quebec 519 ;ϯ͘ϱͿ 513 526 hƌƵŐƵĂǇ 427 ;Ϯ͘ϴͿ 422 433 ƌŝƟƐŚŽůƵŵďŝĂ 519 ;ϰ͘ϱͿ 511 528 ŽƐƚĂZŝĐĂ 426 ;ϯ͘ϰͿ ϰϮϬ 433 /ƌĞůĂŶĚ ϱϭϴ ;Ϯ͘ϮͿ 514 522 ǇƉƌƵƐ 424 ;ϭ͘ϰͿ 422 427 EŽǀĂ^ĐŽƟĂ 516 ;ϯ͘ϵͿ 508 523 DŽůĚŽǀĂ 424 ;Ϯ͘ϰͿ 419 429 <ŽƌĞĂ 514 ;Ϯ͘ϵͿ ϱϬϴ ϱϮϬ DŽŶƚĞŶĞŐƌŽ 421 ;ϭ͘ϭͿ 419 423 Newfoundland and 512 ;ϰ͘ϯͿ 503 520 DĞǆŝĐŽ ϰϮϬ ;Ϯ͘ϳͿ 415 426 Labrador ƵůŐĂƌŝĂ ϰϮϬ ;ϯ͘ϵͿ 412 ϰϮϴ WŽůĂŶĚ 512 ;Ϯ͘ϳͿ ϱϬϳ 517 :ŽƌĚĂŶ 419 ;Ϯ͘ϵͿ 413 425 ^ǁĞĚĞŶ ϱϬϲ ;ϯ͘ϬͿ ϱϬϬ 512 DĂůĂǇƐŝĂ 415 ;Ϯ͘ϵͿ ϰϬϵ 421 EĞǁĞĂůĂŶĚ ϱϬϲ ;Ϯ͘ϬͿ ϱϬϮ ϱϭϬ ƌĂǌŝů 413 ;Ϯ͘ϭͿ ϰϬϵ 417 hŶŝƚĞĚ^ƚĂƚĞƐ ϱϬϱ ;ϯ͘ϲͿ ϰϵϴ 512 ŽůŽŵďŝĂ 412 ;ϯ͘ϯͿ ϰϬϲ 419 hŶŝƚĞĚ<ŝŶŐĚŽŵ ϱϬϰ ;Ϯ͘ϲͿ 499 ϱϬϵ ƌƵŶĞŝĂƌƵƐƐĂůĂŵ ϰϬϴ ;Ϭ͘ϵͿ ϰϬϲ ϰϭϬ :ĂƉĂŶ ϱϬϰ ;Ϯ͘ϳͿ 499 ϱϬϵ YĂƚĂƌ ϰϬϳ ;Ϭ͘ϴͿ ϰϬϲ ϰϬϵ ƵƐƚƌĂůŝĂ ϱϬϯ ;ϭ͘ϲͿ 499 ϱϬϲ ůďĂŶŝĂ ϰϬϱ ;ϭ͘ϵͿ ϰϬϮ ϰϬϵ ŚŝŶĞƐĞdĂŝƉĞŝ ϱϬϯ ;Ϯ͘ϴͿ 497 ϱϬϴ ŽƐŶŝĂĂŶĚ ϰϬϯ ;Ϯ͘ϵͿ 397 ϰϬϵ Prince Edward Island 503 ;ϴ͘ϯͿ 486 519 ,ĞƌǌĞŐŽǀŝŶĂ ĞŶŵĂƌŬ ϱϬϭ ;ϭ͘ϴͿ ϰϵϴ ϱϬϱ ƌŐĞŶƟŶĂ ϰϬϮ ;ϯ͘ϬͿ 396 ϰϬϳ EŽƌǁĂǇ 499 ;Ϯ͘ϮͿ 495 ϱϬϰ WĞƌƵ ϰϬϭ ;ϯ͘ϬͿ 395 ϰϬϲ Saskatchewan 499 ;ϯ͘ϬͿ 493 505 ^ĂƵĚŝƌĂďŝĂ 399 ;ϯ͘ϬͿ 393 ϰϬϱ 'ĞƌŵĂŶǇ ϰϵϴ ;ϯ͘ϬͿ 492 ϱϬϰ dŚĂŝůĂŶĚ 393 ;ϯ͘ϮͿ ϯϴϳ 399 ZĞƉƵďůŝĐŽĨEŽƌƚŚ ^ůŽǀĞŶŝĂ 495 ;ϭ͘ϮͿ 493 ϰϵϴ 393 ;ϭ͘ϭͿ 391 395 DĂĐĞĚŽŶŝĂ Manitoba 494 ;ϯ͘ϰͿ 488 501 ĂŬƵ;ǌĞƌďĂŝũĂŶͿ ϯϴϵ ;Ϯ͘ϱͿ ϯϴϰ 394 ĞůŐŝƵŵ 493 ;Ϯ͘ϯͿ ϰϴϴ 497 <ĂǌĂŬŚƐƚĂŶ ϯϴϳ ;ϭ͘ϱͿ ϯϴϰ ϯϵϬ &ƌĂŶĐĞ 493 ;Ϯ͘ϯͿ ϰϴϴ 497 'ĞŽƌŐŝĂ ϯϴϬ ;Ϯ͘ϮͿ 376 ϯϴϰ WŽƌƚƵŐĂů 492 ;Ϯ͘ϰͿ ϰϴϳ 497 Panama 377 ;ϯ͘ϬͿ 371 ϯϴϯ ǌĞĐŚZĞƉƵďůŝĐ ϰϵϬ ;Ϯ͘ϱͿ ϰϴϱ 495 /ŶĚŽŶĞƐŝĂ 371 ;Ϯ͘ϲͿ 366 376 EĞǁƌƵŶƐǁŝĐŬ 489 ;ϯ͘ϱͿ 482 496 DŽƌŽĐĐŽ 359 ;ϯ͘ϭͿ 353 366 EĞƚŚĞƌůĂŶĚƐ ϰϴϱ ;Ϯ͘ϳͿ ϰϴϬ ϰϵϬ Lebanon 353 ;ϰ͘ϯͿ 345 362 ƵƐƚƌŝĂ ϰϴϰ ;Ϯ͘ϳͿ 479 ϰϵϬ <ŽƐŽǀŽ 353 ;ϭ͘ϭͿ 351 355 ^ǁŝƚǌĞƌůĂŶĚ ϰϴϰ ;ϯ͘ϭͿ ϰϳϴ ϰϵϬ ŽŵŝŶŝĐĂŶZĞƉƵďůŝĐ 342 ;Ϯ͘ϵͿ 336 347 ƌŽĂƟĂ 479 ;Ϯ͘ϳͿ 474 ϰϴϰ WŚŝůŝƉƉŝŶĞƐ ϯϰϬ ;ϯ͘ϯͿ 333 346 >ĂƚǀŝĂ 479 ;ϭ͘ϲͿ 476 ϰϴϮ OECD average 487 ;Ϭ͘ϰͿ 486 488 ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ 479 ;ϯ͘ϭͿ 472 ϰϴϱ Note͗ŽƵŶƚƌŝĞƐĂŶĚƉƌŽǀŝŶĐĞƐŚĂǀĞďĞĞŶƐŽƌƚĞĚŝŶĚĞƐĐĞŶĚŝŶŐŽƌĚĞƌďǇĂǀĞƌĂŐĞ /ƚĂůǇ 476 ;Ϯ͘ϰͿ 472 ϰϴϭ ƐĐŽƌĞ͘Ͳ^Ͳ:Ͳ;ŚŝŶĂͿƌĞƉƌĞƐĞŶƚƐĞŝũŝŶŐ͕^ŚĂŶŐŚĂŝ͕:ŝĂŶŐƐƵ͕ĂŶĚŚĞũŝĂŶŐ͘^ĞĞK ,ƵŶŐĂƌǇ 476 ;Ϯ͘ϯͿ 472 ϰϴϬ ϮϬϭϵď͕Ɖ͘Ϯϭ͕ĨŽƌĂŶŽƚĞƌĞŐĂƌĚŝŶŐǇƉƌƵƐ͘ZĞĂĚŝŶŐƐĐŽƌĞƐĨŽƌ^ƉĂŝŶĂƌĞŶŽƚŝŶĐůƵĚĞĚ ŝŶƚŚĞŝŶƚĞƌŶĂƟŽŶĂůW/^ƌĞƉŽƌƚƐ͗ĚƵĞƚŽŝŵƉůĂƵƐŝďůĞƐƚƵĚĞŶƚͲƌĞƐƉŽŶƐĞďĞŚĂǀŝŽƵƌƐ >ŝƚŚƵĂŶŝĂ 476 ;ϭ͘ϱͿ 473 479 ŽŶƚŚĞƌĞĂĚŝŶŐĂƐƐĞƐƐŵĞŶƚŝŶĂƐŵĂůůŶƵŵďĞƌŽĨƐĐŚŽŽůƐŝŶƐŽŵĞƌĞŐŝŽŶƐŽĨ^ƉĂŝŶ͕ /ĐĞůĂŶĚ 474 ;ϭ͘ϳͿ 471 477 ƚŚĞKŝƐƵŶĂďůĞƚŽĂƐƐƵƌĞĨƵůůŝŶƚĞƌŶĂƟŽŶĂůĐŽŵƉĂƌĂďŝůŝƚǇŽĨƚŚĞƌĞƐƵůƚƐ͘dŚĞ ĚĂƚĂĨŽƌsŝĞƚŶĂŵŚĂǀĞŶŽƚǇĞƚďĞĞŶĨƵůůǇǀĂůŝĚĂƚĞĚ͗ĚƵĞƚŽĂůĂĐŬŽĨĐŽŶƐŝƐƚĞŶĐǇŝŶ ĞůĂƌƵƐ 474 ;Ϯ͘ϰͿ 469 479 ƚŚĞƌĞƐƉŽŶƐĞƉĂƩĞƌŶŽĨƐŽŵĞƉĞƌĨŽƌŵĂŶĐĞĚĂƚĂ͕ƚŚĞKĐĂŶŶŽƚǇĞƚĂƐƐƵƌĞĨƵůů /ƐƌĂĞů ϰϳϬ ;ϯ͘ϳͿ 463 ϰϳϴ ŝŶƚĞƌŶĂƟŽŶĂůĐŽŵƉĂƌĂďŝůŝƚǇŽĨƚŚĞƌĞƐƵůƚƐ͘ >ƵǆĞŵďŽƵƌŐ ϰϳϬ ;ϭ͘ϭͿ ϰϲϴ 472

88 PISA 2018 dĂďůĞ͘ϭ͘ϯ ǀĞƌĂŐĞƐĐŽƌĞƐĂŶĚĐŽŶĮĚĞŶĐĞŝŶƚĞƌǀĂůƐ͗Z/E'zK'E/d/sWZK^^^h^>^ Canada, provinces, Standard ŽŶĨŝĚĞŶĐĞŝŶƚĞƌǀĂůʹ ŽŶĨŝĚĞŶĐĞŝŶƚĞƌǀĂůʹ ŽŐŶŝƟǀĞƉƌŽĐĞƐƐƐƵďƐĐĂůĞ and OECD average Average error 95% lower limit 95% upper limit >ŽĐĂƚĞŝŶĨŽƌŵĂƟŽŶ Canada 517 ;Ϯ͘ϯͿ 513 522 EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϱϬϲ ;ϵ͘ϮͿ ϰϴϴ 524 WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϱϬϭ ;ϭϲ͘ϴͿ ϰϲϴ 534 EŽǀĂ^ĐŽƟĂ 511 ;ϳ͘ϯͿ 497 525 EĞǁƌƵŶƐǁŝĐŬ ϰϵϬ** ;ϳ͘ϵͿ 474 ϱϬϱ YƵĞďĞĐ 519 ;ϰ͘ϳͿ ϱϭϬ ϱϮϴ KŶƚĂƌŝŽ 519 ;ϯ͘ϵͿ 511 527 DĂŶŝƚŽďĂ 495** ;ϲ͘ϰͿ ϰϴϯ ϱϬϴ ^ĂƐŬĂƚĐŚĞǁĂŶ 497** ;ϲ͘ϱͿ ϰϴϰ ϱϬϵ ůďĞƌƚĂ 527** ;ϱ͘ϯͿ 517 ϱϯϴ ƌŝƟƐŚŽůƵŵďŝĂ ϱϭϴ ;ϱ͘ϱͿ ϱϬϳ ϱϮϴ OECD average 487** ;Ϭ͘ϱͿ 486 488 Understand Canada 520 ;ϭ͘ϵͿ 516 523 EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 511 ;ϱ͘ϳͿ ϱϬϬ 522 WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϰϵϴ** ;ϳ͘ϵͿ ϰϴϮ 513 EŽǀĂ^ĐŽƟĂ 512 ;ϰ͘ϯͿ ϱϬϯ ϱϮϬ EĞǁƌƵŶƐǁŝĐŬ ϰϴϯ** ;ϱ͘ϬͿ 474 493 YƵĞďĞĐ 517 ;ϯ͘ϳͿ ϱϬϵ 524 KŶƚĂƌŝŽ 526** ;ϯ͘ϴͿ 519 534 DĂŶŝƚŽďĂ ϰϵϬ** ;ϯ͘ϱͿ ϰϴϯ 497 ^ĂƐŬĂƚĐŚĞǁĂŶ ϰϵϴ** ;ϯ͘ϭͿ 492 ϱϬϰ ůďĞƌƚĂ ϱϯϬ** ;ϰ͘ϲͿ 521 539 ƌŝƟƐŚŽůƵŵďŝĂ 517 ;ϰ͘ϵͿ ϱϬϳ 526 OECD average 487** ;Ϭ͘ϰͿ 486 487 ǀĂůƵĂƚĞĂŶĚƌĞŇĞĐƚ Canada 527 ;Ϯ͘ϮͿ 523 532 EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϱϭϴ ;ϳ͘ϳͿ ϱϬϯ 533 WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϱϬϯ ;ϭϰ͘ϯͿ 475 531 EŽǀĂ^ĐŽƟĂ 514 ;ϲ͘ϱͿ ϱϬϮ 527 EĞǁƌƵŶƐǁŝĐŬ 496** ;ϱ͘ϴͿ ϰϴϱ ϱϬϴ YƵĞďĞĐ ϱϯϬ ;ϰ͘ϭͿ 522 ϱϯϴ KŶƚĂƌŝŽ 533 ;ϰ͘ϬͿ 525 541 DĂŶŝƚŽďĂ 493** ;ϰ͘ϴͿ ϰϴϰ ϱϬϯ ^ĂƐŬĂƚĐŚĞǁĂŶ 496** ;ϱ͘ϮͿ ϰϴϲ ϱϬϲ ůďĞƌƚĂ ϱϯϴ ;ϲ͘ϭͿ 526 549 ƌŝƟƐŚŽůƵŵďŝĂ 525 ;ϲ͘ϯͿ 512 537 OECD average 489** ;Ϭ͘ϱͿ 488 490 ΎΎ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĂŶĂĚĂ͘

PISA 2018 89 dĂďůĞ͘ϭ͘ϰ ǀĞƌĂŐĞƐĐŽƌĞƐĂŶĚĐŽŶĮĚĞŶĐĞŝŶƚĞƌǀĂůƐ͗Z/E'zdyd^dZhdhZ^h^>^

dĞǆƚƐƚƌƵĐƚƵƌĞƐƵďƐĐĂůĞ Canada, provinces, Standard ŽŶĨŝĚĞŶĐĞŝŶƚĞƌǀĂůʹ ŽŶĨŝĚĞŶĐĞŝŶƚĞƌǀĂůʹ and OECD average Average error 95% lower limit 95% upper limit ^ŝŶŐůĞƚĞǆƚ Canada 521 ;ϭ͘ϵͿ 517 524 EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 512 ;ϱ͘ϱͿ ϱϬϭ 522 WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ 497** ;ϭϬ͘ϮͿ 477 517 EŽǀĂ^ĐŽƟĂ 512 ;ϱ͘ϬͿ ϱϬϮ 522 EĞǁƌƵŶƐǁŝĐŬ ϰϴϰ** ;ϰ͘ϱͿ 475 493 YƵĞďĞĐ 515 ;ϯ͘ϳͿ ϱϬϴ 522 KŶƚĂƌŝŽ ϱϯϬ** ;ϯ͘ϴͿ 522 537 DĂŶŝƚŽďĂ ϰϵϬ** ;ϰ͘ϰͿ ϰϴϭ ϰϵϴ ^ĂƐŬĂƚĐŚĞǁĂŶ 497** ;ϯ͘ϴͿ ϰϵϬ ϱϬϰ ůďĞƌƚĂ 529 ;ϰ͘ϳͿ ϱϮϬ ϱϯϴ ƌŝƟƐŚŽůƵŵďŝĂ 517 ;ϱ͘ϬͿ ϱϬϳ 526 OECD average 485** ;Ϭ͘ϰͿ 484 486 DƵůƟƉůĞƚĞǆƚ Canada 522 ;Ϯ͘ϬͿ 518 526 EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 511** ;ϱ͘ϯͿ ϱϬϬ 521 WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϱϬϯ** ;ϵ͘ϮͿ ϰϴϱ 521 EŽǀĂ^ĐŽƟĂ 516 ;ϱ͘ϬͿ ϱϬϲ 526 EĞǁƌƵŶƐǁŝĐŬ 492** ;ϱ͘ϰͿ ϰϴϮ ϱϬϯ YƵĞďĞĐ 526 ;ϯ͘ϴͿ 519 533 KŶƚĂƌŝŽ 524 ;ϯ͘ϲͿ 517 531 DĂŶŝƚŽďĂ 494** ;ϯ͘ϲͿ ϰϴϳ ϱϬϭ ^ĂƐŬĂƚĐŚĞǁĂŶ 496** ;ϯ͘ϬͿ ϰϵϬ ϱϬϮ ůďĞƌƚĂ 533** ;ϱ͘ϬͿ 524 543 ƌŝƟƐŚŽůƵŵďŝĂ 521 ;ϰ͘ϴͿ 512 531 OECD average 490** ;Ϭ͘ϰͿ 489 491

ΎΎ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĂŶĂĚĂ͘

90 PISA 2018 dĂďůĞ͘ϭ͘ϱ sĂƌŝĂƟŽŶŝŶƐƚƵĚĞŶƚƉĞƌĨŽƌŵĂŶĐĞ͗Z/E' WĞƌĐĞŶƟůĞƐ Difference in th th th th th th Country 5 10 25 75 90 95 score points or province between the th th Standard Standard Standard Standard Standard Standard 10 and 90 Score error Score error Score error Score error Score error Score error percentiles <ŽƐŽǀŽ 245 ;Ϯ͘ϮͿ 265 ;Ϯ͘ϭͿ ϯϬϰ ;ϭ͘ϵͿ ϯϵϴ ;ϭ͘ϳͿ 442 ;Ϯ͘ϬͿ ϰϳϬ ;ϯ͘ϭͿ 177 ĂŬƵ;ǌĞƌďĂŝũĂŶͿ ϮϳϬ ;Ϯ͘ϲͿ 294 ;Ϯ͘ϱͿ ϯϯϴ ;Ϯ͘ϰͿ ϰϯϴ ;ϯ͘ϬͿ ϰϴϱ ;ϰ͘ϲͿ 514 ;ϲ͘ϯͿ ϭϵϬ DŽƌŽĐĐŽ 244 ;Ϯ͘ϲͿ 265 ;Ϯ͘ϲͿ ϯϬϰ ;ϯ͘ϬͿ 412 ;ϰ͘ϬͿ ϰϲϬ ;ϯ͘ϲͿ ϰϴϴ ;ϯ͘ϵͿ 195 /ŶĚŽŶĞƐŝĂ 254 ;ϯ͘ϲͿ 277 ;ϯ͘ϭͿ ϯϭϴ ;Ϯ͘ϴͿ ϰϮϬ ;ϯ͘ϲͿ 472 ;ϱ͘ϭͿ ϱϬϮ ;ϱ͘ϳͿ 195 <ĂǌĂŬŚƐƚĂŶ 271 ;Ϯ͘ϱͿ 294 ;Ϯ͘ϮͿ 333 ;ϭ͘ϳͿ 433 ;ϭ͘ϵͿ ϰϵϬ ;Ϯ͘ϵͿ 527 ;ϰ͘ϭͿ 197 WŚŝůŝƉƉŝŶĞƐ ϮϯϬ ;Ϯ͘ϲͿ Ϯϰϴ ;Ϯ͘ϯͿ Ϯϴϭ ;Ϯ͘ϯͿ ϯϴϴ ;ϰ͘ϳͿ 453 ;ϳ͘ϮͿ 491 ;ϴ͘ϯͿ ϮϬϱ dŚĂŝůĂŶĚ 271 ;ϯ͘ϰͿ 295 ;ϯ͘ϮͿ 337 ;ϯ͘ϮͿ 445 ;ϰ͘ϰͿ ϱϬϭ ;ϱ͘ϭͿ 533 ;ϱ͘ϴͿ ϮϬϲ ŽƐŶŝĂĂŶĚ Ϯϳϴ ;ϯ͘ϭͿ ϯϬϯ ;Ϯ͘ϴͿ 346 ;ϯ͘ϬͿ ϰϱϴ ;ϯ͘ϳͿ ϱϬϵ ;ϰ͘ϭͿ 537 ;ϰ͘ϬͿ ϮϬϲ ,ĞƌǌĞŐŽǀŝŶĂ ůďĂŶŝĂ 277 ;Ϯ͘ϵͿ ϯϬϯ ;Ϯ͘ϵͿ 349 ;Ϯ͘ϮͿ 459 ;Ϯ͘ϴͿ ϱϭϬ ;ϯ͘ϯͿ 542 ;ϰ͘ϭͿ ϮϬϳ ŽƐƚĂZŝĐĂ 295 ;ϯ͘ϴͿ 323 ;ϯ͘ϭͿ ϯϳϬ ;Ϯ͘ϵͿ ϰϴϯ ;ϰ͘ϱͿ 534 ;ϱ͘ϵͿ 563 ;ϲ͘ϰͿ 211 ŽŵŝŶŝĐĂŶZĞƉƵďůŝĐ 221 ;Ϯ͘ϴͿ 241 ;Ϯ͘ϱͿ Ϯϴϭ ;Ϯ͘ϳͿ 395 ;ϰ͘ϬͿ 453 ;ϱ͘ϱͿ ϰϴϴ ;ϲ͘ϭͿ 212 DĞǆŝĐŽ Ϯϴϲ ;ϯ͘ϵͿ 314 ;ϯ͘ϱͿ 362 ;Ϯ͘ϴͿ 476 ;ϯ͘ϱͿ ϱϯϬ ;ϰ͘ϮͿ 562 ;ϱ͘ϴͿ 216 'ĞŽƌŐŝĂ 249 ;ϯ͘ϭͿ 274 ;Ϯ͘ϱͿ 319 ;Ϯ͘ϲͿ 436 ;Ϯ͘ϴͿ 493 ;ϯ͘ϲͿ 526 ;ϯ͘ϴͿ 219 ^ĂƵĚŝƌĂďŝĂ 256 ;ϰ͘ϴͿ Ϯϴϲ ;ϰ͘ϰͿ 341 ;ϰ͘ϬͿ 459 ;ϯ͘ϭͿ ϱϬϳ ;ϯ͘ϬͿ 534 ;ϯ͘ϱͿ ϮϮϬ :ŽƌĚĂŶ 261 ;ϲ͘ϵͿ ϯϬϯ ;ϱ͘ϳͿ 366 ;ϯ͘ϵͿ ϰϴϬ ;Ϯ͘ϲͿ 524 ;ϯ͘ϭͿ ϱϱϬ ;ϯ͘ϲͿ 221 DĂůĂǇƐŝĂ 273 ;ϯ͘ϱͿ ϯϬϮ ;ϯ͘ϰͿ 357 ;ϯ͘ϭͿ 474 ;ϯ͘ϰͿ 524 ;ϰ͘ϮͿ 552 ;ϱ͘ϬͿ 221 DŽŶƚĞŶĞŐƌŽ Ϯϴϭ ;Ϯ͘ϲͿ ϯϭϬ ;Ϯ͘ϭͿ ϯϲϬ ;ϭ͘ϲͿ ϰϴϬ ;ϭ͘ϲͿ 534 ;Ϯ͘ϬͿ 566 ;Ϯ͘ϳͿ 224 Ͳ^Ͳ:Ͳ;ŚŝŶĂͿ ϰϬϲ ;ϱ͘ϵͿ 441 ;ϰ͘ϮͿ ϰϵϴ ;ϯ͘ϱͿ 617 ;ϯ͘ϭͿ 666 ;ϯ͘ϱͿ 692 ;ϰ͘ϴͿ 225 Panama 237 ;ϰ͘ϬͿ 265 ;ϯ͘ϳͿ 315 ;ϯ͘ϬͿ 436 ;ϰ͘ϮͿ 493 ;ϱ͘ϲͿ ϱϮϴ ;ϲ͘ϳͿ 229 dƵƌŬĞǇ 321 ;ϰ͘ϲͿ 351 ;ϰ͘ϭͿ ϰϬϰ ;ϯ͘ϬͿ 527 ;Ϯ͘ϰͿ ϱϴϭ ;ϯ͘ϭͿ ϲϭϬ ;ϰ͘ϲͿ ϮϯϬ ŽůŽŵďŝĂ 272 ;ϰ͘ϭͿ ϯϬϬ ;ϯ͘ϳͿ ϯϱϬ ;ϯ͘ϱͿ 472 ;ϰ͘ϭͿ 532 ;ϰ͘ϳͿ 566 ;ϰ͘ϵͿ 231 ƌŽĂƟĂ 329 ;ϱ͘ϮͿ 362 ;ϰ͘ϲͿ ϰϭϴ ;ϯ͘ϳͿ 542 ;Ϯ͘ϵͿ 594 ;ϯ͘ϮͿ 623 ;ϯ͘ϵͿ 232 ĞůĂƌƵƐ 322 ;ϰ͘ϱͿ 355 ;ϯ͘ϰͿ 412 ;ϯ͘ϭͿ ϱϯϴ ;ϯ͘ϬͿ ϱϴϵ ;ϯ͘ϭͿ 617 ;ϰ͘ϬͿ 234 >ĂƚǀŝĂ ϯϮϴ ;ϯ͘ϲͿ ϯϲϬ ;ϯ͘ϮͿ 415 ;Ϯ͘ϯͿ 542 ;Ϯ͘ϯͿ 595 ;Ϯ͘ϳͿ 624 ;ϯ͘ϬͿ 235 /ƌĞůĂŶĚ 364 ;ϰ͘ϭͿ ϯϵϴ ;ϯ͘ϱͿ 456 ;Ϯ͘ϴͿ ϱϴϯ ;Ϯ͘ϲͿ 635 ;Ϯ͘ϴͿ 663 ;ϯ͘ϴͿ 236 ĞŶŵĂƌŬ 344 ;ϰ͘ϬͿ ϯϴϬ ;ϯ͘ϬͿ 439 ;Ϯ͘ϳͿ 566 ;Ϯ͘ϭͿ ϲϭϴ ;Ϯ͘ϲͿ 647 ;ϯ͘ϯͿ Ϯϯϴ DĂĐĂŽ;ŚŝŶĂͿ 365 ;ϱ͘ϬͿ ϰϬϯ ;ϯ͘ϮͿ 464 ;Ϯ͘ϯͿ ϱϵϬ ;Ϯ͘ϭͿ 641 ;ϯ͘ϬͿ ϲϳϬ ;Ϯ͘ϴͿ Ϯϯϴ WĞƌƵ 256 ;ϯ͘ϱͿ Ϯϴϯ ;Ϯ͘ϵͿ 334 ;ϯ͘ϯͿ 463 ;ϯ͘ϴͿ 523 ;ϰ͘ϵͿ ϱϱϴ ;ϲ͘ϯͿ ϮϰϬ ŚŝůĞ Ϯϵϴ ;ϯ͘ϳͿ 331 ;ϯ͘ϲͿ ϯϴϵ ;ϯ͘ϭͿ 517 ;ϯ͘ϰͿ 572 ;ϯ͘ϯͿ ϲϬϮ ;ϯ͘ϱͿ 241 ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ 321 ;ϱ͘ϰͿ 357 ;ϰ͘ϴͿ 416 ;ϯ͘ϳͿ 543 ;ϯ͘ϯͿ 597 ;ϯ͘ϲͿ 629 ;ϰ͘ϰͿ 241 ƐƚŽŶŝĂ 367 ;ϯ͘ϴͿ ϰϬϮ ;ϯ͘ϱͿ ϰϲϬ ;Ϯ͘ϲͿ ϱϴϳ ;Ϯ͘ϯͿ 643 ;ϯ͘ϭͿ 676 ;ϯ͘ϳͿ 242 ^ůŽǀĞŶŝĂ 335 ;ϯ͘ϵͿ 372 ;ϯ͘ϬͿ 431 ;Ϯ͘ϮͿ 561 ;Ϯ͘ϭͿ 614 ;Ϯ͘ϴͿ 644 ;ϯ͘ϰͿ 242 Quebec 358 ;ϱ͘ϴͿ 396 ;ϰ͘ϴͿ 457 ;ϰ͘ϮͿ 586 ;ϰ͘ϯͿ 637 ;ϰ͘ϰͿ 666 ;ϰ͘ϱͿ 242 hŬƌĂŝŶĞ ϯϬϮ ;ϲ͘ϮͿ ϯϰϬ ;ϱ͘ϮͿ ϰϬϰ ;ϰ͘ϴͿ 532 ;ϯ͘ϱͿ ϱϴϮ ;ϯ͘ϴͿ 612 ;ϰ͘ϴͿ 243 DŽůĚŽǀĂ Ϯϲϴ ;ϰ͘ϰͿ ϯϬϭ ;ϯ͘ϯͿ ϯϱϴ ;Ϯ͘ϵͿ 491 ;ϯ͘ϰͿ 544 ;ϯ͘ϳͿ 573 ;ϰ͘ϵͿ 243 Saskatchewan 338 ;ϲ͘ϵͿ 376 ;ϲ͘ϮͿ 436 ;ϰ͘ϯͿ 565 ;ϰ͘ϬͿ 621 ;ϰ͘ϳͿ 651 ;ϳ͘ϬͿ 245 ZĞƉƵďůŝĐŽĨEŽƌƚŚ 233 ;ϯ͘ϰͿ Ϯϲϴ ;Ϯ͘ϳͿ ϯϮϴ ;Ϯ͘ϮͿ ϰϲϬ ;ϭ͘ϴͿ 513 ;Ϯ͘ϰͿ 543 ;Ϯ͘ϳͿ 245 DĂĐĞĚŽŶŝĂ >ŝƚŚƵĂŶŝĂ 316 ;ϯ͘ϱͿ 351 ;Ϯ͘ϳͿ ϰϭϬ ;Ϯ͘ϲͿ 543 ;ϭ͘ϵͿ 597 ;ϭ͘ϴͿ 625 ;ϯ͘ϮͿ 246 WŽƌƚƵŐĂů 327 ;ϰ͘ϳͿ 362 ;ϰ͘ϬͿ 425 ;ϯ͘ϰͿ 562 ;Ϯ͘ϵͿ 613 ;Ϯ͘ϳͿ ϲϰϬ ;ϰ͘ϰͿ ϮϱϬ WŽůĂŶĚ 347 ;ϰ͘ϱͿ ϯϴϰ ;ϯ͘ϲͿ 446 ;Ϯ͘ϵͿ ϱϴϭ ;ϯ͘ϰͿ 636 ;ϰ͘ϬͿ 667 ;ϰ͘ϭͿ 252 :ĂƉĂŶ 337 ;ϱ͘ϭͿ 374 ;ϰ͘ϱͿ ϰϯϴ ;ϯ͘ϳͿ 572 ;ϯ͘ϭͿ 627 ;ϯ͘ϳͿ 657 ;ϰ͘ϭͿ 253 hƌƵŐƵĂǇ 267 ;ϯ͘ϱͿ 299 ;ϯ͘ϲͿ ϯϲϬ ;ϯ͘ϲͿ 495 ;ϯ͘ϲͿ 552 ;ϰ͘ϱͿ ϱϴϱ ;ϰ͘ϭͿ 253 /ƚĂůǇ ϯϬϲ ;ϱ͘ϱͿ 345 ;ϰ͘ϲͿ 413 ;ϯ͘ϮͿ 545 ;ϯ͘ϬͿ ϱϵϴ ;ϯ͘ϰͿ ϲϮϴ ;ϯ͘ϱͿ 253 ^ĞƌďŝĂ ϮϴϮ ;ϰ͘ϬͿ 312 ;ϯ͘ϵͿ ϯϳϬ ;ϰ͘ϰͿ ϱϬϴ ;ϯ͘ϱͿ 566 ;ϯ͘ϱͿ 599 ;ϯ͘ϴͿ 253 ǌĞĐŚZĞƉƵďůŝĐ ϯϮϴ ;ϱ͘ϮͿ 362 ;ϰ͘ϯͿ 422 ;ϯ͘ϳͿ ϱϲϬ ;Ϯ͘ϵͿ 616 ;Ϯ͘ϴͿ 647 ;ϯ͘ϭͿ 254 ,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ 342 ;ϲ͘ϳͿ ϯϵϬ ;ϱ͘ϱͿ 463 ;ϯ͘ϳͿ 595 ;Ϯ͘ϲͿ 645 ;Ϯ͘ϱͿ 673 ;ϯ͘ϯͿ 255

PISA 2018 91 dĂďůĞ͘ϭ͘ϱ;ĐŽŶƚ͛ĚͿ sĂƌŝĂƟŽŶŝŶƐƚƵĚĞŶƚƉĞƌĨŽƌŵĂŶĐĞ͗Z/E' WĞƌĐĞŶƟůĞƐ Difference in th th th th th th Country 5 10 25 75 90 95 score points or province between the th th Standard Standard Standard Standard Standard Standard 10 and 90 Score error Score error Score error Score error Score error Score error percentiles ƌŐĞŶƟŶĂ ϮϰϬ ;ϰ͘ϱͿ 274 ;ϰ͘ϮͿ 333 ;ϯ͘ϰͿ 471 ;ϯ͘ϲͿ 529 ;ϯ͘ϰͿ 561 ;ϯ͘ϵͿ 255 Manitoba 329 ;ϲ͘ϰͿ 366 ;ϱ͘ϭͿ 427 ;ϰ͘ϱͿ 562 ;ϰ͘ϵͿ 621 ;ϱ͘ϳͿ 655 ;ϲ͘ϭͿ 255 Newfoundland 344 ;ϵ͘ϱͿ 383 ;ϳ͘ϳͿ 442 ;ϲ͘ϲͿ 581 ;ϲ͘ϮͿ 638 ;ϳ͘ϰͿ 671 ;ϵ͘ϱͿ 256 and Labrador ,ƵŶŐĂƌǇ 311 ;ϯ͘ϳͿ 346 ;ϰ͘ϬͿ ϰϬϳ ;ϯ͘ϬͿ 547 ;Ϯ͘ϵͿ ϲϬϮ ;ϯ͘ϳͿ 631 ;ϰ͘ϭͿ 256 ZŽŵĂŶŝĂ 261 ;ϲ͘ϱͿ 297 ;ϲ͘ϬͿ 361 ;ϲ͘ϭͿ 497 ;ϲ͘ϬͿ 554 ;ϱ͘ϵͿ ϱϴϰ ;ϱ͘ϱͿ 256 &ŝŶůĂŶĚ 345 ;ϰ͘ϳͿ ϯϴϳ ;ϰ͘ϮͿ 455 ;ϯ͘ϮͿ 591 ;Ϯ͘ϱͿ 643 ;ϯ͘ϬͿ 672 ;ϯ͘ϯͿ 256 'ƌĞĞĐĞ 292 ;ϰ͘ϴͿ 326 ;ϰ͘ϵͿ ϯϵϬ ;ϰ͘ϵͿ 526 ;ϯ͘ϳͿ ϱϴϯ ;ϯ͘ϵͿ 614 ;ϱ͘ϬͿ 257 ƌƵŶĞŝĂƌƵƐƐĂůĂŵ Ϯϱϴ ;ϭ͘ϵͿ Ϯϴϰ ;ϭ͘ϵͿ 335 ;ϭ͘ϰͿ 476 ;ϭ͘ϳͿ 542 ;Ϯ͘ϱͿ ϱϳϴ ;Ϯ͘ϱͿ Ϯϱϴ Canada 349 ;Ϯ͘ϴͿ 388 ;Ϯ͘ϰͿ 452 ;Ϯ͘ϯͿ 592 ;Ϯ͘ϬͿ 646 ;Ϯ͘ϯͿ 677 ;Ϯ͘ϴͿ 259 ǇƉƌƵƐ 265 ;Ϯ͘ϳͿ 295 ;Ϯ͘ϵͿ 353 ;Ϯ͘ϯͿ 494 ;Ϯ͘ϬͿ 554 ;Ϯ͘ϲͿ ϱϴϳ ;ϯ͘ϬͿ 259 hŶŝƚĞĚ<ŝŶŐĚŽŵ 334 ;ϰ͘ϰͿ 372 ;ϰ͘ϯͿ 435 ;ϯ͘ϮͿ 575 ;ϯ͘ϭͿ 632 ;ϯ͘ϱͿ 664 ;ϯ͘ϴͿ ϮϲϬ Ontario 352 ;ϱ͘ϲͿ 390 ;ϱ͘ϬͿ 455 ;ϰ͘ϳͿ 596 ;ϰ͘ϬͿ 650 ;ϰ͘ϯͿ 681 ;ϱ͘ϰͿ 260 ƵƐƚƌŝĂ ϯϭϴ ;ϯ͘ϵͿ ϯϱϬ ;ϯ͘ϳͿ 413 ;ϰ͘ϭͿ ϱϱϴ ;Ϯ͘ϵͿ 612 ;Ϯ͘ϵͿ 641 ;Ϯ͘ϵͿ 262 ƌĂǌŝů Ϯϱϴ ;Ϯ͘ϲͿ Ϯϴϲ ;Ϯ͘ϲͿ ϯϰϬ ;Ϯ͘ϯͿ ϰϴϮ ;ϯ͘ϭͿ ϱϰϴ ;ϯ͘ϳͿ ϱϴϰ ;ϰ͘ϭͿ 262 <ŽƌĞĂ 329 ;ϱ͘ϴͿ 377 ;ϰ͘ϵͿ 449 ;ϯ͘ϴͿ ϱϴϱ ;ϯ͘ϭͿ ϲϰϬ ;ϯ͘ϵͿ 669 ;ϰ͘ϭͿ 262 EŽǀĂ^ĐŽƟĂ 343 ;ϴ͘ϯͿ 383 ;ϲ͘ϭͿ 447 ;ϱ͘ϰͿ 586 ;ϰ͘ϰͿ 645 ;ϳ͘ϴͿ 679 ;ϳ͘ϱͿ 263 Alberta 357 ;ϴ͘ϵͿ 396 ;ϳ͘ϲͿ 464 ;ϱ͘ϳͿ 604 ;ϰ͘ϴͿ 659 ;ϱ͘ϮͿ 689 ;ϲ͘ϲͿ 263 ŚŝŶĞƐĞdĂŝƉĞŝ 325 ;ϰ͘ϮͿ 367 ;ϯ͘ϴͿ 435 ;ϯ͘ϰͿ 576 ;ϯ͘ϳͿ ϲϯϬ ;ϯ͘ϴͿ 661 ;ϰ͘ϱͿ 263 ^ůŽǀĂŬZĞƉƵďůŝĐ 291 ;ϰ͘ϯͿ 326 ;ϰ͘ϬͿ ϯϴϴ ;ϯ͘ϭͿ 529 ;ϯ͘ϭͿ ϱϵϬ ;ϯ͘ϯͿ 623 ;ϯ͘ϱͿ 263 &ƌĂŶĐĞ 319 ;ϰ͘ϯͿ 355 ;ϯ͘ϱͿ 423 ;ϯ͘ϬͿ 567 ;ϯ͘ϯͿ 622 ;ϯ͘ϲͿ 651 ;ϰ͘ϬͿ 266 ƵůŐĂƌŝĂ 263 ;ϰ͘ϮͿ ϮϵϬ ;ϰ͘ϱͿ 344 ;ϰ͘ϵͿ 491 ;ϱ͘ϬͿ 557 ;ϱ͘ϮͿ 594 ;ϱ͘ϯͿ 267 EĞǁƌƵŶƐǁŝĐŬ 316 ;ϳ͘ϭͿ 352 ;ϱ͘ϵͿ 419 ;ϱ͘ϯͿ 564 ;ϱ͘ϵͿ 621 ;ϳ͘ϴͿ 656 ;ϵ͘ϰͿ 269 ƌŝƟƐŚŽůƵŵďŝĂ 342 ;ϴ͘ϮͿ 380 ;ϲ͘ϳͿ 448 ;ϲ͘ϭͿ 595 ;ϰ͘ϴͿ 649 ;ϰ͘ϯͿ 680 ;ϱ͘ϵͿ 269 ^ǁŝƚǌĞƌůĂŶĚ ϯϬϴ ;ϱ͘ϭͿ 345 ;ϰ͘ϲͿ 413 ;ϰ͘ϬͿ ϱϱϴ ;ϯ͘ϴͿ 615 ;ϰ͘ϬͿ 647 ;ϰ͘ϰͿ ϮϳϬ ĞůŐŝƵŵ 317 ;ϰ͘ϬͿ 352 ;ϯ͘ϴͿ 421 ;ϯ͘ϮͿ ϱϲϴ ;Ϯ͘ϲͿ 623 ;Ϯ͘ϲͿ 653 ;Ϯ͘ϴͿ 271 Prince Edward 325 ;Ϯϲ͘ϲͿ 364 ;ϭϴ͘ϰͿ 435 ;ϭϯ͘ϮͿ 574 ;ϭϭ͘ϬͿ 635 ;ϭϬ͘ϵͿ 662 ;ϭϮ͘ϵͿ 271 Island EŽƌǁĂǇ ϯϭϬ ;ϰ͘ϯͿ 356 ;ϰ͘ϯͿ ϰϯϬ ;ϯ͘ϮͿ 576 ;ϯ͘ϭͿ 632 ;Ϯ͘ϵͿ 661 ;ϯ͘ϬͿ 276 EĞƚŚĞƌůĂŶĚƐ ϯϬϵ ;ϱ͘ϮͿ 344 ;ϰ͘ϰͿ ϰϭϬ ;ϯ͘ϱͿ 562 ;ϯ͘ϰͿ 621 ;ϯ͘ϯͿ 651 ;ϯ͘ϰͿ 277 /ĐĞůĂŶĚ 293 ;ϰ͘ϰͿ 332 ;ϰ͘ϬͿ ϰϬϮ ;ϯ͘ϯͿ 549 ;ϯ͘ϬͿ ϲϬϵ ;ϯ͘ϯͿ ϲϰϬ ;ϯ͘ϴͿ 277 'ĞƌŵĂŶǇ 316 ;ϱ͘ϬͿ 354 ;ϰ͘ϱͿ 424 ;ϰ͘ϰͿ 576 ;ϯ͘ϱͿ 632 ;ϯ͘ϱͿ 663 ;ϯ͘ϲͿ Ϯϳϴ EĞǁĞĂůĂŶĚ 322 ;ϰ͘ϴͿ 362 ;ϯ͘ϳͿ 432 ;ϯ͘ϮͿ ϱϴϰ ;Ϯ͘ϭͿ ϲϰϬ ;Ϯ͘ϵͿ 671 ;Ϯ͘ϵͿ Ϯϳϴ ^ǁĞĚĞŶ 317 ;ϱ͘ϱͿ ϯϲϬ ;ϱ͘ϳͿ 434 ;ϰ͘ϭͿ ϱϴϯ ;ϯ͘ϮͿ ϲϰϬ ;ϯ͘ϱͿ 672 ;ϯ͘ϳͿ ϮϴϬ hŶŝƚĞĚ^ƚĂƚĞƐ 321 ;ϱ͘ϳͿ 361 ;ϱ͘ϯͿ ϰϯϬ ;ϰ͘ϰͿ ϱϴϰ ;ϰ͘ϯͿ 643 ;ϯ͘ϵͿ 676 ;ϰ͘ϲͿ ϮϴϮ ƵƐƚƌĂůŝĂ 315 ;Ϯ͘ϳͿ 357 ;Ϯ͘ϴͿ 429 ;Ϯ͘ϮͿ ϱϴϬ ;Ϯ͘ϬͿ ϲϰϬ ;Ϯ͘ϮͿ 673 ;Ϯ͘ϲͿ Ϯϴϰ ^ŝŶŐĂƉŽƌĞ 352 ;ϯ͘ϴͿ ϯϵϴ ;ϯ͘ϵͿ ϰϳϴ ;Ϯ͘ϯͿ ϲϮϴ ;Ϯ͘ϬͿ ϲϴϰ ;Ϯ͘ϱͿ 714 ;Ϯ͘ϲͿ Ϯϴϱ >ƵǆĞŵďŽƵƌŐ 291 ;ϯ͘ϭͿ 325 ;Ϯ͘ϭͿ 392 ;Ϯ͘ϬͿ ϱϰϴ ;ϭ͘ϵͿ 612 ;Ϯ͘ϴͿ 646 ;ϯ͘ϵͿ Ϯϴϳ YĂƚĂƌ 233 ;ϭ͘ϵͿ 264 ;ϭ͘ϴͿ 326 ;ϭ͘ϱͿ ϰϴϯ ;ϭ͘ϮͿ 552 ;ϭ͘ϴͿ 592 ;Ϯ͘ϭͿ Ϯϴϵ Lebanon ϭϴϬ ;ϰ͘ϵͿ 211 ;ϰ͘ϲͿ Ϯϲϴ ;ϰ͘ϲͿ 434 ;ϱ͘ϮͿ ϱϬϳ ;ϱ͘ϬͿ 546 ;ϱ͘ϳͿ 296 DĂůƚĂ Ϯϱϴ ;ϰ͘ϮͿ 295 ;ϯ͘ϮͿ 369 ;ϯ͘ϬͿ 529 ;ϯ͘ϬͿ 593 ;ϯ͘ϯͿ ϲϮϴ ;ϰ͘ϯͿ Ϯϵϴ hŶŝƚĞĚƌĂď 251 ;Ϯ͘ϰͿ Ϯϴϰ ;Ϯ͘ϳͿ ϯϰϴ ;Ϯ͘ϱͿ 511 ;ϯ͘ϱͿ ϱϴϰ ;ϯ͘ϭͿ 624 ;ϯ͘ϬͿ ϯϬϬ ŵŝƌĂƚĞƐ /ƐƌĂĞů 256 ;ϱ͘ϰͿ 296 ;ϱ͘ϵͿ ϯϴϭ ;ϱ͘ϴͿ 563 ;ϯ͘ϴͿ ϲϮϴ ;ϯ͘ϳͿ 663 ;ϯ͘ϵͿ 332 OECD average 318 ;Ϭ͘ϳͿ 354 ;Ϭ͘ϳͿ 419 ;Ϭ͘ϲͿ 558 ;Ϭ͘ϱͿ 614 ;Ϭ͘ϱͿ 645 ;Ϭ͘ϲͿ 260 Note͗ŽƵŶƚƌŝĞƐĂŶĚƉƌŽǀŝŶĐĞƐŚĂǀĞďĞĞŶƐŽƌƚĞĚŝŶĂƐĐĞŶĚŝŶŐŽƌĚĞƌďǇƚŚĞĚŝīĞƌĞŶĐĞŝŶƐĐŽƌĞƉŽŝŶƚƐďĞƚǁĞĞŶƚŚĞϭϬth and 90thƉĞƌĐĞŶƟůĞƐ͘Ͳ^Ͳ:Ͳ;ŚŝŶĂͿƌĞƉƌĞƐĞŶƚƐĞŝũŝŶŐ͕ ^ŚĂŶŐŚĂŝ͕:ŝĂŶŐƐƵ͕ĂŶĚŚĞũŝĂŶŐ͘^ĞĞKϮϬϭϵď͕Ɖ͘Ϯϭ͕ĨŽƌĂŶŽƚĞƌĞŐĂƌĚŝŶŐǇƉƌƵƐ͘ZĞĂĚŝŶŐƐĐŽƌĞƐĨŽƌ^ƉĂŝŶĂƌĞŶŽƚŝŶĐůƵĚĞĚŝŶƚŚĞŝŶƚĞƌŶĂƟŽŶĂůW/^ƌĞƉŽƌƚƐ͗ĚƵĞƚŽ ŝŵƉůĂƵƐŝďůĞƐƚƵĚĞŶƚͲƌĞƐƉŽŶƐĞďĞŚĂǀŝŽƵƌƐŽŶƚŚĞƌĞĂĚŝŶŐĂƐƐĞƐƐŵĞŶƚŝŶĂƐŵĂůůŶƵŵďĞƌŽĨƐĐŚŽŽůƐŝŶƐŽŵĞƌĞŐŝŽŶƐŽĨ^ƉĂŝŶ͕ƚŚĞKŝƐƵŶĂďůĞƚŽĂƐƐƵƌĞĨƵůůŝŶƚĞƌŶĂƟŽŶĂů ĐŽŵƉĂƌĂďŝůŝƚǇŽĨƚŚĞƌĞƐƵůƚƐ͘dŚĞĚĂƚĂĨŽƌsŝĞƚŶĂŵŚĂǀĞŶŽƚǇĞƚďĞĞŶĨƵůůǇǀĂůŝĚĂƚĞĚ͗ĚƵĞƚŽĂůĂĐŬŽĨĐŽŶƐŝƐƚĞŶĐǇŝŶƚŚĞƌĞƐƉŽŶƐĞƉĂƩĞƌŶŽĨƐŽŵĞƉĞƌĨŽƌŵĂŶĐĞĚĂƚĂ͕ƚŚĞK ĐĂŶŶŽƚǇĞƚĂƐƐƵƌĞĨƵůůŝŶƚĞƌŶĂƟŽŶĂůĐŽŵƉĂƌĂďŝůŝƚǇŽĨƚŚĞƌĞƐƵůƚƐ͘

92 PISA 2018 dĂďůĞ͘ϭ͘ϲĂ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůŝŶĂŶŐůŽƉŚŽŶĞĂŶĚĨƌĂŶĐŽƉŚŽŶĞƐĐŚŽŽůƐǇƐƚĞŵƐ͗Z/E' WƌŽĮĐŝĞŶĐǇůĞǀĞůƐ ĞůŽǁ Canada Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 and provinces Level 1 Standard Standard Standard Standard Standard Standard Standard % error % error % error % error % error % error % error Anglophone school systems ĂŶĂĚĂ 3.7 ;Ϭ͘ϯͿ 9.9 ;Ϭ͘ϱͿ ϭϵ͘ϴ ;Ϭ͘ϳͿ 26.7 ;Ϭ͘ϱͿ 24.1 ;Ϭ͘ϲͿ ϭϮ͘ϴ ;Ϭ͘ϱͿ 3.1 ;Ϭ͘ϯͿ EĞǁĨŽƵŶĚůĂŶĚ ‡ ĂŶĚ>ĂďƌĂĚŽƌ 4.1 ;Ϭ͘ϵͿ 11.2 ;ϭ͘ϯͿ 21.4 ;ϭ͘ϲͿ 27.9 ;ϭ͘ϵͿ ϮϮ͘ϴ ;ϭ͘ϴͿ ϭϬ͘ϭ ;ϭ͘ϯͿ 2.5 ;Ϭ͘ϳͿ WƌŝŶĐĞĚǁĂƌĚ ‡ ‡ ‡ /ƐůĂŶĚ h ;Ϯ͘ϭͿ 12.2 ;Ϯ͘ϭͿ ϮϬ͘ϭ ;ϯ͘ϬͿ 29.1 ;ϯ͘ϱͿ 21.1 ;Ϯ͘ϴͿ ϭϬ͘Ϯ ;Ϯ͘ϮͿ h ;ϭ͘ϭͿ EŽǀĂ^ĐŽƟĂ 3.7 ;Ϭ͘ϳͿ ϭϬ͘ϰ ;ϭ͘ϮͿ ϮϬ͘ϲ ;ϭ͘ϱͿ Ϯϳ͘ϴ ;ϭ͘ϳͿ 23.2 ;ϭ͘ϴͿ 11.1 ;ϭ͘ϰͿ 3.2 ;Ϭ͘ϲͿ EĞǁƌƵŶƐǁŝĐŬ 6.5 ;ϭ͘ϬͿ 14.2 ;ϭ͘ϱͿ Ϯϯ͘Ϭ ;Ϯ͘ϭͿ 24.7 ;Ϯ͘ϭͿ ϮϬ͘ϲ ;Ϯ͘ϬͿ ϴ͘ϵ ;ϭ͘ϯͿ h‡ ;Ϭ͘ϴͿ YƵĞďĞĐ h‡ ;Ϭ͘ϳͿ 9.1 ;ϭ͘ϱͿ ϭϵ͘ϴ ;ϭ͘ϱͿ Ϯϵ͘Ϭ ;ϭ͘ϴͿ Ϯϰ͘ϴ ;Ϯ͘ϭͿ ϭϭ͘ϴ ;ϭ͘ϰͿ 3.3 ;Ϭ͘ϵͿ KŶƚĂƌŝŽ 3.2 ;Ϭ͘ϱͿ 9.2 ;Ϭ͘ϴͿ 19.4 ;ϭ͘ϮͿ 26.5 ;Ϭ͘ϵͿ Ϯϰ͘ϴ ;ϭ͘ϬͿ 13.6 ;Ϭ͘ϵͿ 3.3 ;Ϭ͘ϱͿ DĂŶŝƚŽďĂ 5.5 ;Ϭ͘ϲͿ 13.9 ;ϭ͘ϮͿ Ϯϯ͘ϴ ;ϭ͘ϯͿ Ϯϴ͘ϰ ;ϭ͘ϰͿ ϭϵ͘Ϭ ;ϭ͘ϯͿ ϳ͘ϴ ;Ϭ͘ϴͿ 1.6 ;Ϭ͘ϰͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 4.6 ;Ϭ͘ϳͿ 12.1 ;Ϭ͘ϵͿ 24.7 ;ϭ͘ϮͿ 29.3 ;ϭ͘ϮͿ ϮϬ͘ϱ ;ϭ͘ϮͿ 7.6 ;Ϭ͘ϵͿ h‡ ;Ϭ͘ϰͿ ůďĞƌƚĂ 3.4 ;Ϭ͘ϲͿ ϴ͘ϱ ;Ϭ͘ϵͿ 17.9 ;ϭ͘ϯͿ 26.2 ;ϭ͘ϰͿ 25.7 ;ϭ͘ϯͿ 14.4 ;ϭ͘ϭͿ ϰ͘Ϭ ;Ϭ͘ϴͿ ƌŝƟƐŚŽůƵŵďŝĂ 4.4 ;Ϭ͘ϳͿ ϭϬ͘ϳ ;Ϭ͘ϵͿ 19.4 ;ϭ͘ϯͿ 25.9 ;ϭ͘ϭͿ Ϯϯ͘ϴ ;ϭ͘ϮͿ ϭϮ͘ϴ ;ϭ͘ϬͿ 3.1 ;Ϭ͘ϲͿ Francophone school systems ĂŶĂĚĂ 4.3 ;Ϭ͘ϰͿ ϭϬ͘ϯ ;Ϭ͘ϳͿ 21.5 ;ϭ͘ϭͿ Ϯϵ͘Ϭ ;Ϭ͘ϵͿ 23.4 ;ϭ͘ϬͿ ϵ͘ϴ ;Ϭ͘ϵͿ ϭ͘ϴ ;Ϭ͘ϰͿ EŽǀĂ^ĐŽƟĂ ϮϬ͘Ϭ ;ϯ͘ϯͿ 22.9 ;ϰ͘ϮͿ 21.1 ;ϰ͘ϬͿ ϮϬ͘Ϯ ;ϰ͘ϭͿ 11.3‡ ;ϯ͘ϰͿ h‡ ;Ϯ͘ϲͿ h‡ ;Ϭ͘ϴͿ EĞǁƌƵŶƐǁŝĐŬ ϴ͘ϳ ;ϭ͘ϲͿ 16.6 ;Ϯ͘ϰͿ 27.6 ;ϯ͘ϮͿ 27.6 ;Ϯ͘ϴͿ 14.6 ;Ϯ͘ϮͿ 4.5‡ ;ϭ͘ϯͿ h‡ ;Ϭ͘ϱͿ YƵĞďĞĐ 3.3 ;Ϭ͘ϰͿ ϵ͘Ϭ ;Ϭ͘ϴͿ ϮϬ͘ϲ ;ϭ͘ϮͿ 29.6 ;ϭ͘ϭͿ 24.9 ;ϭ͘ϭͿ ϭϬ͘ϲ ;ϭ͘ϬͿ 1.9 ;Ϭ͘ϰͿ KŶƚĂƌŝŽ 11.4 ;ϭ͘ϯͿ ϭϵ͘ϴ ;ϭ͘ϲͿ Ϯϴ͘ϰ ;ϭ͘ϴͿ 23.5 ;ϭ͘ϲͿ 12.4 ;ϭ͘ϰͿ ϰ͘Ϭ ;Ϭ͘ϳͿ h‡ ;Ϭ͘ϯͿ DĂŶŝƚŽďĂ h‡ ;ϰ͘ϭͿ 23.6 ;ϯ͘ϱͿ 27.7 ;ϰ͘ϬͿ ϮϮ͘ϴ ;ϯ͘ϰͿ ϭϬ͘ϰ‡ ;ϯ͘ϬͿ h‡ ;Ϯ͘ϭͿ h‡ ;Ϭ͘ϱͿ ůďĞƌƚĂ 6.4‡ ;Ϯ͘ϬͿ 14.7 ;ϯ͘ϭͿ 22.3 ;ϰ͘ϬͿ ϯϬ͘Ϯ ;ϰ͘ϲͿ 16.9 ;ϯ͘ϮͿ h‡ ;ϯ͘ϬͿ h‡ ;ϭ͘ϱͿ ƌŝƟƐŚŽůƵŵďŝĂ ϵ͘Ϭ‡ ;Ϯ͘ϳͿ 14.9‡ ;ϰ͘ϯͿ 21.6‡ ;ϱ͘ϯͿ ϯϬ͘ϰ ;ϱ͘ϮͿ ϭϵ͘Ϭ‡ ;ϰ͘ϳͿ h‡ ;Ϯ͘ϱͿ h‡ ;ϭ͘ϬͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘ Note͗ĞĐĂƵƐĞEĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ĂŶĚ^ĂƐŬĂƚĐŚĞǁĂŶĚŝĚŶŽƚŽǀĞƌƐĂŵƉůĞƐƚƵĚĞŶƚƐďǇůĂŶŐƵĂŐĞ͕ƌĞƐƵůƚƐĨŽƌŽŶůǇŶŐůŝƐŚͲůĂŶŐƵĂŐĞƐĐŚŽŽůƐĂƌĞ ĂǀĂŝůĂďůĞĨŽƌƚŚĞƐĞƉƌŽǀŝŶĐĞƐ͘

PISA 2018 93 dĂďůĞ͘ϭ͘ϲď WƌŽƉŽƌƟŽŶŽĨƐƚƵĚĞŶƚƐŝŶĂŶŐůŽƉŚŽŶĞĂŶĚĨƌĂŶĐŽƉŚŽŶĞƐĐŚŽŽůƐǇƐƚĞŵƐǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮ͕ at Level 2 or above, and at Levels 5 and 6: READING Anglophone school Francophone school ŝīĞƌĞŶĐĞ;ʹ&Ϳ Canada and provinces systems systems Standard Standard Standard % error % error ŝīĞƌĞŶĐĞ error ĞůŽǁ>ĞǀĞůϮ ĂŶĂĚĂ 13.5 ;Ϭ͘ϲͿ 14.5 ;Ϭ͘ϵͿ Ͳϭ͘Ϭ ;ϭ͘ϭͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 15.3 ;ϭ͘ϲͿ ͲͲ ͲͲ ͲͲ ͲͲ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ 17.5 ;Ϯ͘ϲͿ ͲͲ ͲͲ ͲͲ ͲͲ EŽǀĂ^ĐŽƟĂ 14.1 ;ϭ͘ϯͿ ϰϯ͘Ϭ** ;ϰ͘ϲͿ ͲϮϴ͘ϵ* ;ϰ͘ϳͿ EĞǁƌƵŶƐǁŝĐŬ ϮϬ͘ϳ** ;ϭ͘ϴͿ 25.3** ;Ϯ͘ϯͿ Ͳϰ͘ϲ ;ϯ͘ϭͿ YƵĞďĞĐ 11.3 ;ϭ͘ϱͿ 12.4** ;ϭ͘ϬͿ Ͳϭ͘ϭ ;ϭ͘ϴͿ KŶƚĂƌŝŽ 12.4 ;ϭ͘ϬͿ 31.2** ;ϭ͘ϴͿ Ͳϭϴ͘ϴ* ;Ϯ͘ϮͿ DĂŶŝƚŽďĂ 19.3** ;ϭ͘ϯͿ 35.2** ;ϱ͘ϱͿ Ͳϭϱ͘ϴ* ;ϱ͘ϴͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 16.7** ;ϭ͘ϭͿ ͲͲ ͲͲ ͲͲ ͲͲ ůďĞƌƚĂ 11.9 ;ϭ͘ϮͿ 21.1 ;ϯ͘ϱͿ Ͳϵ͘Ϯ* ;ϯ͘ϳͿ ƌŝƟƐŚŽůƵŵďŝĂ 15.1 ;ϭ͘ϮͿ Ϯϰ͘Ϭ** ;ϰ͘ϳͿ Ͳϴ͘ϵ ;ϰ͘ϵͿ Level 2 or above ĂŶĂĚĂ ϴϲ͘ϱ ;Ϭ͘ϲͿ ϴϱ͘ϱ ;Ϭ͘ϵͿ ϭ͘Ϭ ;ϭ͘ϭͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϴϰ͘ϳ ;ϭ͘ϲͿ ͲͲ ͲͲ ͲͲ ͲͲ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϴϮ͘ϱ ;Ϯ͘ϲͿ ͲͲ ͲͲ ͲͲ ͲͲ EŽǀĂ^ĐŽƟĂ ϴϱ͘ϵ ;ϭ͘ϯͿ ϱϳ͘Ϭ** ;ϰ͘ϲͿ Ϯϴ͘ϵ* ;ϰ͘ϳͿ EĞǁƌƵŶƐǁŝĐŬ 79.3** ;ϭ͘ϴͿ 74.7** ;Ϯ͘ϯͿ 4.6 ;ϯ͘ϭͿ YƵĞďĞĐ ϴϴ͘ϳ ;ϭ͘ϱͿ ϴϳ͘ϲ** ;ϭ͘ϬͿ 1.1 ;ϭ͘ϴͿ KŶƚĂƌŝŽ ϴϳ͘ϲ ;ϭ͘ϬͿ ϲϴ͘ϴ** ;ϭ͘ϴͿ ϭϴ͘ϴ* ;Ϯ͘ϮͿ DĂŶŝƚŽďĂ ϴϬ͘ϳ** ;ϭ͘ϯͿ ϲϰ͘ϴ** ;ϱ͘ϱͿ ϭϱ͘ϴ* ;ϱ͘ϴͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϴϯ͘ϯ** ;ϭ͘ϭͿ ͲͲ ͲͲ ͲͲ ͲͲ ůďĞƌƚĂ ϴϴ͘ϭ ;ϭ͘ϮͿ ϳϴ͘ϵ ;ϯ͘ϱͿ 9.2* ;ϯ͘ϳͿ ƌŝƟƐŚŽůƵŵďŝĂ ϴϰ͘ϵ ;ϭ͘ϮͿ ϳϲ͘Ϭ** ;ϰ͘ϳͿ ϴ͘ϵ ;ϰ͘ϵͿ Levels 5 and 6 ĂŶĂĚĂ 15.9 ;Ϭ͘ϲͿ 11.6 ;ϭ͘ϭͿ 4.4* ;ϭ͘ϯͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 12.6** ;ϭ͘ϯͿ ͲͲ ͲͲ ͲͲ ͲͲ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ 12.2 ;Ϯ͘ϯͿ ͲͲ ͲͲ ͲͲ ͲͲ EŽǀĂ^ĐŽƟĂ 14.3 ;ϭ͘ϲͿ h** ;Ϯ͘ϳͿ ͲͲ ͲͲ EĞǁƌƵŶƐǁŝĐŬ ϭϭ͘Ϭ** ;ϭ͘ϲͿ ϱ͘Ϭ** ;ϭ͘ϰͿ ϲ͘Ϭ* ;ϭ͘ϴͿ YƵĞďĞĐ 15.2 ;ϭ͘ϳͿ 12.5** ;ϭ͘ϯͿ 2.6 ;Ϯ͘ϯͿ KŶƚĂƌŝŽ 16.9 ;ϭ͘ϭͿ 4.5** ;Ϭ͘ϳͿ 12.4* ;ϭ͘ϯͿ DĂŶŝƚŽďĂ 9.4** ;ϭ͘ϬͿ h** ;Ϯ͘ϭͿ ͲͲ ͲͲ ^ĂƐŬĂƚĐŚĞǁĂŶ ϴ͘ϴ** ;ϭ͘ϬͿ ͲͲ ͲͲ ͲͲ ͲͲ ůďĞƌƚĂ ϭϴ͘ϰ ;ϭ͘ϰͿ h ;ϯ͘ϮͿ ͲͲ ͲͲ ƌŝƟƐŚŽůƵŵďŝĂ ϭϱ͘ϴ ;ϭ͘ϮͿ h** ;Ϯ͘ϴͿ ͲͲ ͲͲ ͲͲEŽƚĂǀĂŝůĂďůĞ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂŽƌƉƌŽǀŝŶĐĞ͘ ΎΎ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĂŶĂĚĂ͘ Note͗ĞĐĂƵƐĞEĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ĂŶĚ^ĂƐŬĂƚĐŚĞǁĂŶĚŝĚŶŽƚŽǀĞƌƐĂŵƉůĞƐƚƵĚĞŶƚƐďǇůĂŶŐƵĂŐĞ͕ƌĞƐƵůƚƐĨŽƌŽŶůǇŶŐůŝƐŚͲůĂŶŐƵĂŐĞƐĐŚŽŽůƐĂƌĞ ĂǀĂŝůĂďůĞĨŽƌƚŚĞƐĞƉƌŽǀŝŶĐĞƐ͘

94 PISA 2018 dĂďůĞ͘ϭ͘ϳ Average scores by language of the school system: READING Anglophone school Francophone school ŝīĞƌĞŶĐĞ;ʹ&Ϳ Canada and provinces systems systems Standard Standard Standard Average error Average error ŝīĞƌĞŶĐĞ error ĂŶĂĚĂ 522 ;Ϯ͘ϭͿ 511 ;ϯ͘ϱͿ 11* ;ϰ͘ϭͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 512** ;ϰ͘ϯͿ ͲͲ ͲͲ ͲͲ ͲͲ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϱϬϱ** ;ϴ͘ϯͿ ͲͲ ͲͲ ͲͲ ͲͲ EŽǀĂ^ĐŽƟĂ ϱϭϴ ;ϯ͘ϵͿ 435** ;ϭϬ͘ϴͿ ϴϯ* ;ϭϬ͘ϰͿ EĞǁƌƵŶƐǁŝĐŬ 497** ;ϱ͘ϭͿ ϰϳϬ** ;ϱ͘ϰͿ 27* ;ϴ͘ϰͿ YƵĞďĞĐ 527 ;ϰ͘ϴͿ 519** ;ϰ͘ϬͿ 9 ;ϲ͘ϱͿ KŶƚĂƌŝŽ 527** ;ϯ͘ϳͿ 456** ;ϰ͘ϱͿ 71* ;ϱ͘ϱͿ DĂŶŝƚŽďĂ 495** ;ϯ͘ϱͿ 449** ;ϭϭ͘ϯͿ 46* ;ϭϭ͘ϴͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 499** ;ϯ͘ϬͿ ͲͲ ͲͲ ͲͲ ͲͲ ůďĞƌƚĂ 532** ;ϰ͘ϯͿ 492 ;ϵ͘ϲͿ ϰϬ* ;ϭϬ͘ϬͿ ƌŝƟƐŚŽůƵŵďŝĂ ϱϮϬ ;ϰ͘ϱͿ ϰϳϴ** ;ϭϭ͘ϱͿ 41* ;ϭϮ͘ϬͿ ͲͲEŽƚĂǀĂŝůĂďůĞ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂŽƌƉƌŽǀŝŶĐĞ͘ ΎΎ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĂŶĂĚĂ͘ Note͗ĞĐĂƵƐĞEĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ĂŶĚ^ĂƐŬĂƚĐŚĞǁĂŶĚŝĚŶŽƚŽǀĞƌƐĂŵƉůĞƐƚƵĚĞŶƚƐďǇůĂŶŐƵĂŐĞ͕ƌĞƐƵůƚƐĨŽƌŽŶůǇŶŐůŝƐŚͲůĂŶŐƵĂŐĞƐĐŚŽŽůƐĂƌĞ ĂǀĂŝůĂďůĞĨŽƌƚŚĞƐĞƉƌŽǀŝŶĐĞƐ͘

PISA 2018 95 dĂďůĞ͘ϭ͘ϴ ǀĞƌĂŐĞƐĐŽƌĞƐďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ͗Z/E'zK'E/d/sWZK^^^h^>^ Anglophone school Francophone school ŝīĞƌĞŶĐĞ;ʹ&Ϳ ŽŐŶŝƟǀĞƉƌŽĐĞƐƐ Canada systems systems subscale and provinces Standard Standard Standard Average error Average error ŝīĞƌĞŶĐĞ error >ŽĐĂƚĞŝŶĨŽƌŵĂƟŽŶ ĂŶĂĚĂ ϱϭϴ ;Ϯ͘ϱͿ 513 ;ϰ͘ϲͿ 5 ;ϰ͘ϵͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϱϬϲ ;ϵ͘ϮͿ ͲͲ ͲͲ ͲͲ ͲͲ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϱϬϮ ;ϭϴ͘ϰͿ ͲͲ ͲͲ ͲͲ ͲͲ EŽǀĂ^ĐŽƟĂ 513 ;ϳ͘ϱͿ 456** ;Ϯϭ͘ϰͿ 57* ;ϮϮ͘ϲͿ EĞǁƌƵŶƐǁŝĐŬ 495** ;ϵ͘ϰͿ 475** ;ϭϯ͘ϳͿ ϮϬ ;ϭϲ͘ϮͿ YƵĞďĞĐ 519 ;ϴ͘ϱͿ 519** ;ϱ͘ϭͿ Ϭ ;ϵ͘ϰͿ KŶƚĂƌŝŽ 521 ;ϰ͘ϭͿ 464** ;ϴ͘ϰͿ 57* ;ϵ͘ϴͿ DĂŶŝƚŽďĂ 496** ;ϲ͘ϳͿ 477 ;Ϯϵ͘ϰͿ 19 ;ϯϮ͘ϬͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 497** ;ϲ͘ϱͿ ͲͲ ͲͲ ͲͲ ͲͲ ůďĞƌƚĂ 527 ;ϱ͘ϯͿ ϱϬϱ ;ϭϲ͘ϲͿ 22 ;ϭϱ͘ϴͿ ƌŝƟƐŚŽůƵŵďŝĂ ϱϭϴ ;ϱ͘ϱͿ ϱϬϯ ;ϭϵ͘ϮͿ 15 ;ϭϴ͘ϲͿ Understand ĂŶĂĚĂ 523 ;Ϯ͘ϯͿ ϱϬϵ ;ϯ͘ϳͿ 14* ;ϰ͘ϱͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 511** ;ϱ͘ϳͿ ͲͲ ͲͲ ͲͲ ͲͲ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϱϬϬ** ;ϴ͘ϯͿ ͲͲ ͲͲ ͲͲ ͲͲ EŽǀĂ^ĐŽƟĂ 515 ;ϰ͘ϯͿ 429** ;ϭϯ͘ϵͿ ϴϲ* ;ϭϯ͘ϮͿ EĞǁƌƵŶƐǁŝĐŬ 491** ;ϱ͘ϵͿ 466** ;ϴ͘ϬͿ 25* ;ϵ͘ϯͿ YƵĞďĞĐ 525 ;ϱ͘ϴͿ 516** ;ϰ͘ϭͿ 9 ;ϳ͘ϮͿ KŶƚĂƌŝŽ 529** ;ϰ͘ϬͿ 455** ;ϱ͘ϬͿ 74* ;ϲ͘ϭͿ DĂŶŝƚŽďĂ 491** ;ϯ͘ϲͿ 447** ;ϭϬ͘ϱͿ 44* ;ϭϭ͘ϳͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϰϵϴ** ;ϯ͘ϭͿ ͲͲ ͲͲ ͲͲ ͲͲ ůďĞƌƚĂ ϱϯϬ ;ϰ͘ϳͿ 496 ;ϭϰ͘ϵͿ 34* ;ϭϱ͘ϵͿ ƌŝƟƐŚŽůƵŵďŝĂ 517 ;ϰ͘ϵͿ 473** ;ϭϲ͘ϬͿ 44* ;ϭϲ͘ϴͿ ǀĂůƵĂƚĞĂŶĚƌĞŇĞĐƚ ĂŶĂĚĂ 529 ;Ϯ͘ϲͿ 523 ;ϰ͘ϬͿ 6 ;ϰ͘ϳͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϱϭϴ ;ϳ͘ϳͿ ͲͲ ͲͲ ͲͲ ͲͲ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϱϬϱ ;ϭϰ͘ϯͿ ͲͲ ͲͲ ͲͲ ͲͲ EŽǀĂ^ĐŽƟĂ 516 ;ϲ͘ϲͿ 465** ;Ϯϭ͘ϬͿ 51* ;ϮϮ͘ϬͿ EĞǁƌƵŶƐǁŝĐŬ ϱϬϮ** ;ϲ͘ϵͿ ϰϴϭ** ;ϭϯ͘ϲͿ 22 ;ϭϲ͘ϬͿ YƵĞďĞĐ 535 ;ϱ͘ϯͿ 529** ;ϰ͘ϲͿ 6 ;ϳ͘ϮͿ KŶƚĂƌŝŽ 535** ;ϰ͘ϮͿ 477** ;ϴ͘ϮͿ ϱϴ* ;ϵ͘ϮͿ DĂŶŝƚŽďĂ 494** ;ϰ͘ϵͿ 457** ;Ϯϱ͘ϯͿ 37 ;Ϯϲ͘ϱͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 496** ;ϱ͘ϭͿ ͲͲ ͲͲ ͲͲ ͲͲ ůďĞƌƚĂ ϱϯϴ ;ϲ͘ϭͿ 512 ;ϭϳ͘ϬͿ 25 ;ϭϴ͘ϱͿ ƌŝƟƐŚŽůƵŵďŝĂ 525 ;ϲ͘ϯͿ ϰϵϴ ;ϮϬ͘ϴͿ 27 ;ϭϵ͘ϴͿ ͲͲEŽƚĂǀĂŝůĂďůĞ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂŽƌƉƌŽǀŝŶĐĞ͘ ΎΎ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĂŶĂĚĂ͘ Note͗ĞĐĂƵƐĞEĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ĂŶĚ^ĂƐŬĂƚĐŚĞǁĂŶĚŝĚŶŽƚŽǀĞƌƐĂŵƉůĞƐƚƵĚĞŶƚƐďǇůĂŶŐƵĂŐĞ͕ƌĞƐƵůƚƐĨŽƌŽŶůǇŶŐůŝƐŚͲůĂŶŐƵĂŐĞƐĐŚŽŽůƐĂƌĞ ĂǀĂŝůĂďůĞĨŽƌƚŚĞƐĞƉƌŽǀŝŶĐĞƐ͘

96 PISA 2018 dĂďůĞ͘ϭ͘ϵ ǀĞƌĂŐĞƐĐŽƌĞƐďǇůĂŶŐƵĂŐĞŽĨƚŚĞƐĐŚŽŽůƐǇƐƚĞŵ͗Z/E'zdyd^dZhdhZ^h^>^ Anglophone school Francophone school ŝīĞƌĞŶĐĞ;ʹ&Ϳ dĞǆƚƐƚƌƵĐƚƵƌĞ Canada systems systems subscale and provinces Standard Standard Standard Average error Average error ŝīĞƌĞŶĐĞ error ^ŝŶŐůĞƚĞǆƚ ĂŶĂĚĂ 524 ;Ϯ͘ϯͿ ϱϬϳ ;ϯ͘ϱͿ ϭϴ* ;ϰ͘ϯͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 512** ;ϱ͘ϱͿ ͲͲ ͲͲ ͲͲ ͲͲ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϱϬϬ** ;ϭϭ͘ϮͿ ͲͲ ͲͲ ͲͲ ͲͲ EŽǀĂ^ĐŽƟĂ 515 ;ϱ͘ϭͿ 435** ;ϭϱ͘ϰͿ ϴϬ* ;ϭϱ͘ϴͿ EĞǁƌƵŶƐǁŝĐŬ 493** ;ϲ͘ϯͿ 461** ;ϱ͘ϵͿ 33* ;ϵ͘ϮͿ YƵĞďĞĐ 527 ;ϲ͘ϰͿ 514** ;ϰ͘ϭͿ 13 ;ϳ͘ϱͿ KŶƚĂƌŝŽ 533** ;ϰ͘ϬͿ 457** ;ϴ͘ϭͿ 76* ;ϵ͘ϯͿ DĂŶŝƚŽďĂ 491** ;ϰ͘ϱͿ 445** ;ϭϮ͘ϳͿ 46* ;ϭϯ͘ϯͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 497** ;ϯ͘ϴͿ ͲͲ ͲͲ ͲͲ ͲͲ ůďĞƌƚĂ 529 ;ϰ͘ϳͿ ϰϴϰ ;ϭϯ͘ϵͿ 45* ;ϭϰ͘ϯͿ ƌŝƟƐŚŽůƵŵďŝĂ 517 ;ϱ͘ϬͿ 462** ;ϭϰ͘ϳͿ 55* ;ϭϱ͘ϳͿ DƵůƟƉůĞƚĞǆƚ ĂŶĂĚĂ 523 ;Ϯ͘ϯͿ 519 ;ϯ͘ϴͿ 4 ;ϰ͘ϰͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 511** ;ϱ͘ϯͿ ͲͲ ͲͲ ͲͲ ͲͲ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϱϬϰ ;ϵ͘ϳͿ ͲͲ ͲͲ ͲͲ ͲͲ EŽǀĂ^ĐŽƟĂ 519 ;ϰ͘ϵͿ 453** ;ϭϯ͘ϭͿ 66* ;ϭϭ͘ϵͿ EĞǁƌƵŶƐǁŝĐŬ 497** ;ϲ͘ϵͿ ϰϴϬ** ;ϲ͘ϰͿ 17 ;ϴ͘ϵͿ YƵĞďĞĐ ϱϮϴ ;ϱ͘ϱͿ 526** ;ϰ͘ϮͿ 2 ;ϳ͘ϬͿ KŶƚĂƌŝŽ 526 ;ϯ͘ϳͿ 467** ;ϲ͘ϲͿ ϲϬ* ;ϳ͘ϰͿ DĂŶŝƚŽďĂ 494** ;ϯ͘ϴͿ 463** ;ϭϭ͘ϯͿ 32* ;ϭϮ͘ϴͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 496** ;ϯ͘ϬͿ ͲͲ ͲͲ ͲͲ ͲͲ ůďĞƌƚĂ 533** ;ϱ͘ϬͿ ϱϬϵ ;ϭϬ͘ϳͿ 24* ;ϭϭ͘ϭͿ ƌŝƟƐŚŽůƵŵďŝĂ 522 ;ϰ͘ϴͿ 492 ;ϭϯ͘ϴͿ ϯϬ* ;ϭϰ͘ϳͿ ͲͲEŽƚĂǀĂŝůĂďůĞ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂŽƌƉƌŽǀŝŶĐĞ͘ ΎΎ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĂŶĂĚĂ͘ Note͗ĞĐĂƵƐĞEĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ĂŶĚ^ĂƐŬĂƚĐŚĞǁĂŶĚŝĚŶŽƚŽǀĞƌƐĂŵƉůĞƐƚƵĚĞŶƚƐďǇůĂŶŐƵĂŐĞ͕ƌĞƐƵůƚƐĨŽƌŽŶůǇŶŐůŝƐŚͲůĂŶŐƵĂŐĞƐĐŚŽŽůƐĂƌĞ ĂǀĂŝůĂďůĞĨŽƌƚŚĞƐĞƉƌŽǀŝŶĐĞƐ͘

PISA 2018 97 dĂďůĞ͘ϭ͘ϭϬĂ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůďǇŐĞŶĚĞƌ͗Z/E' WƌŽĮĐŝĞŶĐǇůĞǀĞůƐ Canada ĞůŽǁ>ĞǀĞůϭ Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 and provinces Standard Standard Standard Standard Standard Standard Standard % error % error % error % error % error % error % error Girls ĂŶĂĚĂ 2.2 ;Ϭ͘ϮͿ 7.4 ;Ϭ͘ϰͿ ϭϴ͘ϲ ;Ϭ͘ϳͿ Ϯϴ͘ϭ ;Ϭ͘ϳͿ Ϯϲ͘Ϭ ;Ϭ͘ϳͿ 14.1 ;Ϭ͘ϲͿ 3.6 ;Ϭ͘ϯͿ EĞǁĨŽƵŶĚůĂŶĚ ‡ ‡ ĂŶĚ>ĂďƌĂĚŽƌ ϭ͘ϴ ;Ϭ͘ϲͿ ϴ͘ϭ ;ϭ͘ϲͿ 19.9 ;Ϯ͘ϮͿ 32.4 ;Ϯ͘ϵͿ 24.9 ;Ϯ͘ϵͿ ϭϬ͘ϵ ;ϭ͘ϳͿ h ;Ϭ͘ϵͿ WƌŝŶĐĞĚǁĂƌĚ ‡ ‡ ‡ ‡ /ƐůĂŶĚ h ;ϭ͘ϱͿ ϭϬ͘ϳ ;Ϯ͘ϵͿ ϮϬ͘ϭ ;ϰ͘ϭͿ 31.1 ;ϱ͘ϬͿ 21.9 ;ϯ͘ϵͿ 11.5 ;ϯ͘ϲͿ h ;ϭ͘ϳͿ EŽǀĂ^ĐŽƟĂ 1.7‡ ;Ϭ͘ϱͿ 7.7 ;ϭ͘ϯͿ 19.1 ;ϭ͘ϵͿ Ϯϴ͘ϵ ;Ϯ͘ϮͿ 25.3 ;Ϯ͘ϮͿ 13.2 ;ϭ͘ϵͿ 4.1‡ ;Ϭ͘ϵͿ EĞǁƌƵŶƐǁŝĐŬ 3.2‡ ;Ϭ͘ϴͿ 12.5 ;ϭ͘ϴͿ 23.6 ;Ϯ͘ϯͿ Ϯϴ͘ϴ ;Ϯ͘ϲͿ ϮϮ͘Ϭ ;Ϯ͘ϱͿ ϴ͘Ϭ ;ϭ͘ϰͿ h‡ ;Ϭ͘ϴͿ YƵĞďĞĐ Ϯ͘Ϭ ;Ϭ͘ϰͿ ϲ͘ϴ ;Ϭ͘ϴͿ ϭϴ͘ϱ ;ϭ͘ϰͿ 29.5 ;ϭ͘ϰͿ 27.7 ;ϭ͘ϰͿ 12.9 ;ϭ͘ϯͿ 2.7 ;Ϭ͘ϱͿ KŶƚĂƌŝŽ 2.3 ;Ϭ͘ϰͿ ϳ͘Ϭ ;Ϭ͘ϴͿ ϭϴ͘ϰ ;ϭ͘ϯͿ 27.7 ;ϭ͘ϰͿ 25.7 ;ϭ͘ϯͿ ϭϰ͘ϴ ;ϭ͘ϯͿ 4.1 ;Ϭ͘ϳͿ DĂŶŝƚŽďĂ ϯ͘ϴ ;Ϭ͘ϳͿ ϭϬ͘ϲ ;ϭ͘ϰͿ 24.3 ;ϭ͘ϳͿ 29.1 ;ϭ͘ϵͿ 21.2 ;Ϯ͘ϬͿ 9.2 ;ϭ͘ϯͿ h‡ ;Ϭ͘ϲͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 2.5‡ ;Ϭ͘ϳͿ ϴ͘ϱ ;ϭ͘ϭͿ 22.7 ;Ϯ͘ϬͿ 32.6 ;Ϯ͘ϬͿ 23.1 ;ϭ͘ϳͿ 9.4 ;ϭ͘ϭͿ h‡ ;Ϭ͘ϱͿ ůďĞƌƚĂ 2.1‡ ;Ϭ͘ϲͿ 5.7 ;ϭ͘ϬͿ 15.5 ;ϭ͘ϲͿ Ϯϳ͘Ϭ ;ϭ͘ϴͿ Ϯϳ͘ϴ ;ϭ͘ϴͿ 17.2 ;ϭ͘ϱͿ 4.7 ;ϭ͘ϬͿ ƌŝƟƐŚŽůƵŵďŝĂ Ϯ͘Ϭ‡ ;Ϭ͘ϲͿ ϴ͘ϳ ;ϭ͘ϬͿ ϭϴ͘ϰ ;ϭ͘ϲͿ 25.9 ;ϭ͘ϱͿ 25.9 ;ϭ͘ϳͿ 15.1 ;ϭ͘ϱͿ ϰ͘Ϭ ;Ϭ͘ϵͿ ŽǇƐ ĂŶĂĚĂ 5.3 ;Ϭ͘ϰͿ 12.5 ;Ϭ͘ϲͿ 21.6 ;Ϭ͘ϴͿ 26.2 ;Ϭ͘ϲͿ 21.9 ;Ϭ͘ϲͿ ϭϬ͘ϯ ;Ϭ͘ϱͿ 2.1 ;Ϭ͘ϮͿ EĞǁĨŽƵŶĚůĂŶĚ ‡ ĂŶĚ>ĂďƌĂĚŽƌ 6.5 ;ϭ͘ϲͿ 14.4 ;Ϯ͘ϭͿ Ϯϯ͘Ϭ ;Ϯ͘ϱͿ 23.3 ;Ϯ͘ϳͿ ϮϬ͘ϲ ;Ϯ͘ϰͿ 9.3 ;ϭ͘ϵͿ h ;ϭ͘ϬͿ WƌŝŶĐĞĚǁĂƌĚ ‡ ‡ ‡ ;ϯ͘ϱͿ h‡ ;ϯ͘ϭͿ h‡ ;ϭ͘ϱͿ /ƐůĂŶĚ h ;ϯ͘ϵͿ 14.4 ;ϯ͘ϰͿ Ϯϭ͘Ϭ ;ϰ͘ϭͿ 26.4 ;ϰ͘ϲͿ 19.1 EŽǀĂ^ĐŽƟĂ 6.9 ;ϭ͘ϮͿ 14.2 ;ϭ͘ϳͿ 22.3 ;Ϯ͘ϬͿ 26.2 ;Ϯ͘ϮͿ ϮϬ͘ϭ ;Ϯ͘ϬͿ ϴ͘ϯ ;ϭ͘ϱͿ h‡ ;Ϭ͘ϴͿ EĞǁƌƵŶƐǁŝĐŬ 11.1 ;ϭ͘ϯͿ 17.3 ;ϭ͘ϵͿ 25.2 ;Ϯ͘ϮͿ 22.1 ;Ϯ͘ϱͿ 15.6 ;Ϯ͘ϮͿ 7.3 ;ϭ͘ϳͿ h‡ ;Ϭ͘ϴͿ YƵĞďĞĐ 4.5 ;Ϭ͘ϳͿ 11.4 ;Ϭ͘ϵͿ 22.6 ;ϭ͘ϰͿ 29.6 ;ϭ͘ϯͿ 21.9 ;ϭ͘ϮͿ ϴ͘ϰ ;Ϭ͘ϵͿ 1.5 ;Ϭ͘ϰͿ KŶƚĂƌŝŽ ϰ͘ϴ ;Ϭ͘ϳͿ 12.2 ;ϭ͘ϮͿ 21.1 ;ϭ͘ϱͿ 25.1 ;ϭ͘ϰͿ 22.9 ;ϭ͘ϯͿ ϭϭ͘ϴ ;ϭ͘ϮͿ 2.2 ;Ϭ͘ϱͿ DĂŶŝƚŽďĂ 7.3 ;Ϭ͘ϴͿ 17.5 ;ϭ͘ϱͿ 23.5 ;ϭ͘ϲͿ 27.6 ;ϭ͘ϳͿ 16.5 ;ϭ͘ϰͿ 6.3 ;ϭ͘ϬͿ 1.3‡ ;Ϭ͘ϰͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 6.6 ;ϭ͘ϭͿ 15.6 ;ϭ͘ϱͿ 26.6 ;ϭ͘ϲͿ Ϯϲ͘Ϭ ;ϭ͘ϵͿ ϭϴ͘Ϭ ;ϭ͘ϲͿ ϲ͘Ϭ ;ϭ͘ϮͿ h‡ ;Ϭ͘ϳͿ ůďĞƌƚĂ 4.6 ;ϭ͘ϬͿ 11.3 ;ϭ͘ϯͿ ϮϬ͘ϯ ;ϭ͘ϳͿ 25.4 ;ϭ͘ϳͿ 23.6 ;ϭ͘ϲͿ 11.5 ;ϭ͘ϯͿ 3.3 ;Ϭ͘ϴͿ ƌŝƟƐŚŽůƵŵďŝĂ 6.7 ;ϭ͘ϬͿ 12.7 ;ϭ͘ϮͿ ϮϬ͘ϱ ;ϭ͘ϵͿ 25.9 ;ϭ͘ϴͿ 21.7 ;ϭ͘ϴͿ ϭϬ͘ϰ ;ϭ͘ϯͿ 2.2‡ ;Ϭ͘ϲͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘

98 PISA 2018 dĂďůĞ͘ϭ͘ϭϬď WƌŽƉŽƌƟŽŶŽĨďŽǇƐĂŶĚŐŝƌůƐǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮ͕Ăƚ>ĞǀĞůϮŽƌĂďŽǀĞ͕ĂŶĚĂƚ>ĞǀĞůƐϱĂŶĚϲ͗Z/E'

Girls ŽǇƐ ŝīĞƌĞŶĐĞ;'ʹͿ Canada and provinces Standard Standard Standard % error % error ŝīĞƌĞŶĐĞ error ĞůŽǁ>ĞǀĞůϮ ĂŶĂĚĂ 9.6 ;Ϭ͘ϱͿ ϭϳ͘ϴ ;Ϭ͘ϳͿ Ͳϴ͘Ϯ* ;Ϭ͘ϴͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 9.9 ;ϭ͘ϳͿ ϮϬ͘ϵ ;Ϯ͘ϰͿ Ͳϭϭ͘Ϭ* ;Ϯ͘ϵͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ 13.2 ;ϯ͘ϭͿ 23.4 ;ϰ͘ϬͿ ͲϭϬ͘Ϯ* ;ϰ͘ϳͿ EŽǀĂ^ĐŽƟĂ 9.4 ;ϭ͘ϯͿ 21.1 ;ϭ͘ϵͿ Ͳϭϭ͘ϳ* ;Ϯ͘ϭͿ EĞǁƌƵŶƐǁŝĐŬ 15.7** ;ϭ͘ϳͿ Ϯϴ͘ϱ** ;Ϯ͘ϬͿ ͲϭϮ͘ϴ* ;Ϯ͘ϱͿ YƵĞďĞĐ ϴ͘ϴ ;ϭ͘ϬͿ 15.9 ;ϭ͘ϯͿ Ͳϳ͘ϭ* ;ϭ͘ϯͿ KŶƚĂƌŝŽ 9.3 ;ϭ͘ϬͿ ϭϳ͘Ϭ ;ϭ͘ϰͿ Ͳϳ͘ϳ* ;ϭ͘ϰͿ DĂŶŝƚŽďĂ 14.3** ;ϭ͘ϳͿ Ϯϰ͘ϴ** ;ϭ͘ϲͿ ͲϭϬ͘ϱ* ;Ϯ͘ϬͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 11.1 ;ϭ͘ϮͿ 22.2** ;ϭ͘ϴͿ Ͳϭϭ͘ϭ* ;Ϯ͘ϬͿ ůďĞƌƚĂ 7.9 ;ϭ͘ϮͿ 15.9 ;ϭ͘ϲͿ Ͳϴ͘Ϭ* ;ϭ͘ϳͿ ƌŝƟƐŚŽůƵŵďŝĂ ϭϬ͘ϳ ;ϭ͘ϮͿ 19.4 ;ϭ͘ϲͿ Ͳϴ͘ϳ* ;ϭ͘ϲͿ Level 2 or above ĂŶĂĚĂ ϵϬ͘ϰ ;Ϭ͘ϱͿ ϴϮ͘Ϯ ;Ϭ͘ϳͿ ϴ͘Ϯ* ;Ϭ͘ϴͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϵϬ͘ϭ ;ϭ͘ϳͿ 79.1 ;Ϯ͘ϰͿ ϭϭ͘Ϭ* ;Ϯ͘ϵͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϴϲ͘ϴ ;ϯ͘ϭͿ 76.6 ;ϰ͘ϬͿ ϭϬ͘Ϯ* ;ϰ͘ϳͿ EŽǀĂ^ĐŽƟĂ ϵϬ͘ϲ ;ϭ͘ϯͿ ϳϴ͘ϵ ;ϭ͘ϵͿ 11.7* ;Ϯ͘ϭͿ EĞǁƌƵŶƐǁŝĐŬ ϴϰ͘ϯ** ;ϭ͘ϳͿ 71.5** ;Ϯ͘ϬͿ ϭϮ͘ϴ* ;Ϯ͘ϱͿ YƵĞďĞĐ 91.2 ;ϭ͘ϬͿ ϴϰ͘ϭ ;ϭ͘ϯͿ 7.1* ;ϭ͘ϯͿ KŶƚĂƌŝŽ ϵϬ͘ϳ ;ϭ͘ϬͿ ϴϯ͘Ϭ ;ϭ͘ϰͿ 7.7* ;ϭ͘ϰͿ DĂŶŝƚŽďĂ ϴϱ͘ϳ** ;ϭ͘ϳͿ 75.2** ;ϭ͘ϲͿ ϭϬ͘ϱ* ;Ϯ͘ϬͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϴϴ͘ϵ ;ϭ͘ϮͿ ϳϳ͘ϴ** ;ϭ͘ϴͿ 11.1* ;Ϯ͘ϬͿ ůďĞƌƚĂ 92.1 ;ϭ͘ϮͿ ϴϰ͘ϭ ;ϭ͘ϲͿ ϴ͘Ϭ* ;ϭ͘ϳͿ ƌŝƟƐŚŽůƵŵďŝĂ ϴϵ͘ϯ ;ϭ͘ϮͿ ϴϬ͘ϲ ;ϭ͘ϲͿ ϴ͘ϳ* ;ϭ͘ϲͿ Levels 5 and 6 ĂŶĂĚĂ 17.6 ;Ϭ͘ϳͿ 12.4 ;Ϭ͘ϲͿ 5.3* ;Ϭ͘ϴͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 12.9** ;ϭ͘ϵͿ 12.2 ;Ϯ͘ϭͿ Ϭ͘ϳ ;Ϯ͘ϵͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ 13.7 ;ϯ͘ϰͿ ϭϬ͘ϭ ;Ϯ͘ϵͿ 3.6 ;ϰ͘ϲͿ EŽǀĂ^ĐŽƟĂ 17.3 ;Ϯ͘ϮͿ ϭϬ͘ϰ ;ϭ͘ϳͿ 6.9* ;Ϯ͘ϯͿ EĞǁƌƵŶƐǁŝĐŬ 9.9** ;ϭ͘ϳͿ ϴ͘ϳ** ;ϭ͘ϴͿ 1.3 ;Ϯ͘ϮͿ YƵĞďĞĐ 15.5 ;ϭ͘ϱͿ 9.9** ;ϭ͘ϭͿ 5.6* ;ϭ͘ϰͿ KŶƚĂƌŝŽ ϭϴ͘ϴ ;ϭ͘ϱͿ ϭϰ͘Ϭ ;ϭ͘ϯͿ ϰ͘ϴ* ;ϭ͘ϴͿ DĂŶŝƚŽďĂ 11.1** ;ϭ͘ϰͿ 7.6** ;ϭ͘ϭͿ 3.4* ;ϭ͘ϲͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϭϬ͘ϱ** ;ϭ͘ϯͿ 7.2** ;ϭ͘ϮͿ 3.3* ;ϭ͘ϱͿ ůďĞƌƚĂ 21.9** ;ϭ͘ϳͿ ϭϰ͘ϴ ;ϭ͘ϴͿ 7.1* ;ϭ͘ϵͿ ƌŝƟƐŚŽůƵŵďŝĂ 19.1 ;ϭ͘ϳͿ 12.6 ;ϭ͘ϱͿ 6.5* ;Ϯ͘ϮͿ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂŽƌƉƌŽǀŝŶĐĞ͘ ΎΎ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĂŶĂĚĂ͘

PISA 2018 99 dĂďůĞ͘ϭ͘ϭϭ Average scores by gender: READING

Canada, provinces, Girls ŽǇƐ ŝīĞƌĞŶĐĞ;'ʹͿ and OECD average Standard Standard Standard Average error Average error ŝīĞƌĞŶĐĞ error Canada 535 ;Ϯ͘ϬͿ 506 ;Ϯ͘ϭͿ 29* ;Ϯ͘ϭͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 525 ;ϱ͘ϯͿ 499 ;ϲ͘ϬͿ 26* ;ϳ͘ϯͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϱϭϴ ;ϴ͘ϳͿ ϰϴϳ ;ϭϮ͘ϭͿ 31* ;ϭϭ͘ϵͿ EŽǀĂ^ĐŽƟĂ 535 ;ϰ͘ϮͿ 495** ;ϱ͘ϬͿ ϰϬ* ;ϱ͘ϰͿ EĞǁƌƵŶƐǁŝĐŬ ϱϬϲ** ;ϰ͘ϱͿ 472** ;ϰ͘ϵͿ 34* ;ϲ͘ϯͿ YƵĞďĞĐ 534 ;ϰ͘ϮͿ ϱϬϱ ;ϯ͘ϰͿ 29* ;ϯ͘ϱͿ KŶƚĂƌŝŽ 537 ;ϯ͘ϳͿ 511 ;ϰ͘ϰͿ 26* ;ϰ͘ϭͿ DĂŶŝƚŽďĂ ϱϬϴ** ;ϰ͘ϴͿ ϰϴϮ** ;ϯ͘ϳͿ 26* ;ϱ͘ϯͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 515** ;ϯ͘ϯͿ ϰϴϰ** ;ϯ͘ϵͿ 31* ;ϰ͘ϭͿ ůďĞƌƚĂ ϱϰϴ** ;ϰ͘ϯͿ 516** ;ϱ͘ϭͿ 32* ;ϰ͘ϬͿ ƌŝƟƐŚŽůƵŵďŝĂ 536 ;ϰ͘ϵͿ ϱϬϯ ;ϱ͘ϬͿ 33* ;ϰ͘ϴͿ OECD average 502** ;Ϭ͘ϱͿ 472** ;Ϭ͘ϱͿ 30* ;Ϭ͘ϲͿ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂ͕ƉƌŽǀŝŶĐĞ͕ŽƌK͘ ΎΎ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĂŶĂĚĂ͘

100 PISA 2018 dĂďůĞ͘ϭ͘ϭϮ ǀĞƌĂŐĞƐĐŽƌĞƐďǇŐĞŶĚĞƌ͗Z/E'zK'E/d/sWZK^^^h^>^

ŽŐŶŝƟǀĞƉƌŽĐĞƐƐ Canada Girls ŽǇƐ ŝīĞƌĞŶĐĞ;'ʹͿ subscale and provinces Standard Standard Standard Average error Average error ŝīĞƌĞŶĐĞ error >ŽĐĂƚĞŝŶĨŽƌŵĂƟŽŶ ĂŶĂĚĂ 531 ;Ϯ͘ϲͿ ϱϬϯ ;Ϯ͘ϴͿ Ϯϴ* ;Ϯ͘ϴͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 517 ;ϭϬ͘ϲͿ 494 ;ϵ͘ϱͿ 24* ;ϴ͘ϬͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϱϭϴ ;ϭϳ͘ϵͿ ϰϴϱ ;ϭϴ͘ϴͿ 33* ;ϭϯ͘ϰͿ EŽǀĂ^ĐŽƟĂ 529 ;ϳ͘ϳͿ 492 ;ϳ͘ϳͿ 36* ;ϱ͘ϲͿ EĞǁƌƵŶƐǁŝĐŬ ϱϬϲ** ;ϵ͘ϬͿ 473** ;ϴ͘ϰͿ 33* ;ϳ͘ϮͿ YƵĞďĞĐ 532 ;ϱ͘ϱͿ ϱϬϱ ;ϱ͘ϭͿ 27* ;ϱ͘ϬͿ KŶƚĂƌŝŽ 532 ;ϰ͘ϭͿ ϱϬϳ ;ϱ͘ϭͿ 25* ;ϰ͘ϴͿ DĂŶŝƚŽďĂ ϱϭϬ** ;ϳ͘ϱͿ ϰϴϭ** ;ϲ͘ϱͿ Ϯϴ* ;ϱ͘ϳͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 513** ;ϴ͘ϬͿ ϰϴϮ** ;ϱ͘ϵͿ 31* ;ϱ͘ϰͿ ůďĞƌƚĂ 543** ;ϲ͘ϭͿ 512 ;ϱ͘ϴͿ ϯϬ* ;ϱ͘ϮͿ ƌŝƟƐŚŽůƵŵďŝĂ 533 ;ϱ͘ϴͿ ϱϬϮ ;ϲ͘ϬͿ 31* ;ϰ͘ϳͿ Understand ĂŶĂĚĂ 534 ;Ϯ͘ϮͿ ϱϬϲ ;Ϯ͘ϰͿ Ϯϴ* ;Ϯ͘ϲͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 522 ;ϲ͘ϭͿ 499 ;ϳ͘ϱͿ 23* ;ϳ͘ϱͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ 511** ;ϵ͘ϲͿ ϰϴϱ ;ϭϬ͘ϵͿ 27* ;ϭϮ͘ϰͿ EŽǀĂ^ĐŽƟĂ 532 ;ϰ͘ϮͿ 491** ;ϱ͘ϳͿ 41* ;ϱ͘ϱͿ EĞǁƌƵŶƐǁŝĐŬ ϱϬϬ** ;ϱ͘ϳͿ 466** ;ϲ͘ϯͿ 34* ;ϲ͘ϲͿ YƵĞďĞĐ ϱϯϬ ;ϰ͘ϱͿ ϱϬϮ ;ϯ͘ϴͿ Ϯϴ* ;ϰ͘ϬͿ KŶƚĂƌŝŽ ϱϰϬ** ;ϰ͘ϭͿ 514** ;ϰ͘ϳͿ 26* ;ϰ͘ϲͿ DĂŶŝƚŽďĂ ϱϬϰ** ;ϰ͘ϱͿ 477** ;ϰ͘ϭͿ 27* ;ϱ͘ϰͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 514** ;ϰ͘ϬͿ ϰϴϯ** ;ϯ͘ϲͿ 31* ;ϰ͘ϰͿ ůďĞƌƚĂ 545** ;ϰ͘ϲͿ 515 ;ϱ͘ϴͿ ϯϬ* ;ϰ͘ϴͿ ƌŝƟƐŚŽůƵŵďŝĂ 533 ;ϱ͘ϮͿ ϱϬϭ ;ϱ͘ϳͿ 32* ;ϱ͘ϮͿ ǀĂůƵĂƚĞĂŶĚƌĞŇĞĐƚ ĂŶĂĚĂ 541 ;Ϯ͘ϱͿ 514 ;Ϯ͘ϴͿ 26* ;Ϯ͘ϵͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϱϮϴ ;ϵ͘ϮͿ ϱϬϳ ;ϴ͘ϱͿ ϮϬ* ;ϴ͘ϴͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ 516 ;ϭϰ͘ϴͿ 491 ;ϭϳ͘ϱͿ 25 ;ϭϰ͘ϲͿ EŽǀĂ^ĐŽƟĂ 532 ;ϲ͘ϳͿ 496** ;ϳ͘ϱͿ 36* ;ϲ͘ϯͿ EĞǁƌƵŶƐǁŝĐŬ 511** ;ϲ͘ϲͿ ϰϴϬ** ;ϲ͘ϴͿ 31* ;ϲ͘ϲͿ YƵĞďĞĐ 543 ;ϱ͘ϬͿ 516 ;ϰ͘ϱͿ 27* ;ϱ͘ϬͿ KŶƚĂƌŝŽ 545 ;ϰ͘ϰͿ 521** ;ϱ͘ϭͿ 23* ;ϱ͘ϭͿ DĂŶŝƚŽďĂ ϱϬϰ** ;ϲ͘ϬͿ ϰϴϯ** ;ϱ͘ϱͿ 22* ;ϲ͘ϱͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 511** ;ϱ͘ϵͿ ϰϴϭ** ;ϱ͘ϴͿ ϯϬ* ;ϱ͘ϱͿ ůďĞƌƚĂ 552 ;ϲ͘ϵͿ 523 ;ϲ͘ϯͿ 29* ;ϱ͘ϬͿ ƌŝƟƐŚŽůƵŵďŝĂ ϱϰϬ ;ϳ͘ϬͿ ϱϭϬ ;ϳ͘ϮͿ ϯϬ* ;ϲ͘ϲͿ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂŽƌƉƌŽǀŝŶĐĞ͘ ΎΎ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĂŶĂĚĂ͘

PISA 2018 101 dĂďůĞ͘ϭ͘ϭϯ ǀĞƌĂŐĞƐĐŽƌĞƐďǇŐĞŶĚĞƌ͗Z/E'zdyd^dZhdhZ^h^>^

dĞǆƚƐƚƌƵĐƚƵƌĞ Canada Girls ŽǇƐ ŝīĞƌĞŶĐĞ;'ʹͿ subscale and provinces Standard Standard Standard Average error Average error ŝīĞƌĞŶĐĞ error ^ŝŶŐůĞƚĞǆƚ ĂŶĂĚĂ 536 ;Ϯ͘ϮͿ ϱϬϱ ;Ϯ͘ϰͿ 31* ;Ϯ͘ϲͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 525 ;ϲ͘ϯͿ ϰϵϴ ;ϳ͘ϬͿ 27* ;ϳ͘ϱͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ 513** ;ϭϬ͘ϳͿ ϰϴϭ ;ϭϯ͘ϳͿ 32* ;ϭϯ͘ϮͿ EŽǀĂ^ĐŽƟĂ 534 ;ϱ͘ϯͿ ϰϵϬ** ;ϲ͘ϭͿ 44* ;ϱ͘ϳͿ EĞǁƌƵŶƐǁŝĐŬ ϱϬϮ** ;ϱ͘ϭͿ 465** ;ϲ͘ϬͿ ϯϴ* ;ϲ͘ϲͿ YƵĞďĞĐ ϱϯϬ ;ϰ͘ϲͿ ϱϬϬ ;ϯ͘ϵͿ ϯϬ* ;ϰ͘ϰͿ KŶƚĂƌŝŽ 545** ;ϰ͘ϮͿ 515** ;ϰ͘ϳͿ ϯϬ* ;ϰ͘ϲͿ DĂŶŝƚŽďĂ ϱϬϲ** ;ϱ͘ϮͿ 475** ;ϱ͘ϬͿ 31* ;ϱ͘ϱͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 514** ;ϯ͘ϵͿ ϰϴϭ** ;ϰ͘ϳͿ 33* ;ϰ͘ϭͿ ůďĞƌƚĂ 545 ;ϱ͘ϭͿ 513 ;ϱ͘ϰͿ 32* ;ϰ͘ϴͿ ƌŝƟƐŚŽůƵŵďŝĂ 534 ;ϱ͘ϭͿ ϱϬϬ ;ϲ͘ϬͿ 34* ;ϱ͘ϯͿ DƵůƟƉůĞƚĞǆƚ ĂŶĂĚĂ 535 ;Ϯ͘ϭͿ ϱϬϵ ;Ϯ͘ϰͿ 25* ;Ϯ͘ϮͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϱϮϬ** ;ϲ͘ϬͿ ϱϬϭ ;ϲ͘ϴͿ ϮϬ* ;ϳ͘ϭͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ 515 ;ϭϬ͘ϰͿ 492 ;ϭϮ͘ϭͿ 23 ;ϭϮ͘ϰͿ EŽǀĂ^ĐŽƟĂ 534 ;ϰ͘ϴͿ ϰϵϴ ;ϲ͘ϮͿ 36* ;ϱ͘ϯͿ EĞǁƌƵŶƐǁŝĐŬ ϱϬϲ** ;ϲ͘ϭͿ ϰϳϴ** ;ϲ͘ϱͿ 29* ;ϲ͘ϯͿ YƵĞďĞĐ ϱϯϴ ;ϰ͘ϰͿ 513 ;ϯ͘ϵͿ 25* ;ϯ͘ϴͿ KŶƚĂƌŝŽ 535 ;ϯ͘ϴͿ 512 ;ϰ͘ϱͿ 23* ;ϰ͘ϯͿ DĂŶŝƚŽďĂ ϱϬϱ** ;ϰ͘ϴͿ ϰϴϮ** ;ϰ͘ϮͿ 23* ;ϱ͘ϱͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϱϭϬ** ;ϯ͘ϯͿ ϰϴϯ** ;ϰ͘ϭͿ 27* ;ϰ͘ϯͿ ůďĞƌƚĂ ϱϰϴ** ;ϱ͘ϬͿ 519 ;ϱ͘ϳͿ Ϯϴ* ;ϰ͘ϮͿ ƌŝƟƐŚŽůƵŵďŝĂ 536 ;ϱ͘ϮͿ ϱϬϴ ;ϱ͘ϰͿ Ϯϴ* ;ϰ͘ϴͿ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂŽƌƉƌŽǀŝŶĐĞ͘ ΎΎ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĂŶĂĚĂ͘

102 PISA 2018 dĂďůĞ͘ϭ͘ϭϰĂ Comparisons of performance, PISA 2000, 2003, 2006, 2009, 2012, 2015, and 2018: READING 2000 2003 2006 2009 2012 2015 2018 Canada, provinces, and OECD average Average Standard error Average Standard error Average Standard error Average Standard error Average Standard error Average Standard error Average Standard error Canada 534 ;ϭ͘ϲͿ 528 ;ϱ͘ϲͿ 527 ;ϱ͘ϱͿ 524 ;ϱ͘ϮͿ 523 ;ϲ͘ϮͿ 527 ;ϳ͘ϮͿ 520* ;ϰ͘ϰͿ EĞǁĨŽƵŶĚůĂŶĚ 517 ;Ϯ͘ϴͿ 521 ;ϲ͘ϮͿ 514 ;ϱ͘ϵͿ ϱϬϲ ;ϲ͘ϭͿ ϱϬϯ ;ϳ͘ϬͿ ϱϬϱ ;ϳ͘ϲͿ 512 ;ϱ͘ϵͿ ĂŶĚ>ĂďƌĂĚŽƌ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ 517 ;Ϯ͘ϰͿ 495* ;ϱ͘ϴͿ 497* ;ϱ͘ϳͿ ϰϴϲ* ;ϱ͘ϱͿ ϰϵϬ* ;ϲ͘ϱͿ 515 ;ϵ͘ϭͿ ϱϬϯ ;ϵ͘ϮͿ EŽǀĂ^ĐŽƟĂ 521 ;Ϯ͘ϯͿ 513 ;ϱ͘ϴͿ ϱϬϱΎ ;ϲ͘ϭͿ 516 ;ϱ͘ϲͿ ϱϬϴ ;ϲ͘ϳͿ 517 ;ϴ͘ϰͿ 516 ;ϱ͘ϲͿ EĞǁƌƵŶƐǁŝĐŬ ϱϬϭ ;ϭ͘ϴͿ ϱϬϯ ;ϱ͘ϲͿ 497 ;ϱ͘ϱͿ 499 ;ϱ͘ϱͿ 497 ;ϲ͘ϱͿ ϱϬϱ ;ϴ͘ϲͿ ϰϴϵ* ;ϱ͘ϯͿ YƵĞďĞĐ 536 ;ϯ͘ϬͿ 525 ;ϲ͘ϴͿ 522 ;ϳ͘ϭͿ 522* ;ϱ͘ϴͿ ϱϮϬ* ;ϲ͘ϵͿ 532 ;ϴ͘ϯͿ 519* ;ϱ͘ϰͿ KŶƚĂƌŝŽ 533 ;ϯ͘ϯͿ ϱϯϬ ;ϲ͘ϰͿ 534 ;ϲ͘ϴͿ 531 ;ϱ͘ϴͿ ϱϮϴ ;ϳ͘ϰͿ 527 ;ϴ͘ϭͿ 524 ;ϱ͘ϰͿ DĂŶŝƚŽďĂ 529 ;ϯ͘ϱͿ ϱϮϬ ;ϲ͘ϯͿ 516 ;ϲ͘ϭͿ 495* ;ϲ͘ϭͿ 495* ;ϲ͘ϴͿ ϰϵϴ* ;ϴ͘ϰͿ 494* ;ϱ͘ϯͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 529 ;Ϯ͘ϳͿ 512* ;ϲ͘ϴͿ ϱϬϳΎ ;ϲ͘ϱͿ ϱϬϰ* ;ϲ͘ϬͿ ϱϬϱ* ;ϲ͘ϱͿ 496* ;ϳ͘ϳͿ 499* ;ϱ͘ϬͿ ůďĞƌƚĂ ϱϱϬ ;ϯ͘ϯͿ 543 ;ϲ͘ϴͿ 535* ;ϲ͘ϱͿ 533* ;ϲ͘ϴͿ 525* ;ϳ͘ϮͿ 533 ;ϴ͘ϲͿ 532* ;ϱ͘ϵͿ ƌŝƟƐŚŽůƵŵďŝĂ ϱϯϴ ;Ϯ͘ϵͿ 535 ;ϱ͘ϵͿ ϱϮϴ ;ϳ͘ϱͿ 525 ;ϲ͘ϱͿ 535 ;ϳ͘ϰͿ 536 ;ϴ͘ϴͿ 519* ;ϲ͘ϬͿ OECD average 500 ;Ϭ͘ϲͿ 494 ;ϱ͘ϰͿ 492 ;ϱ͘ϬͿ 493 ;ϱ͘ϬͿ 496 ;ϱ͘ϵͿ 493 ;ϳ͘ϮͿ 487* ;ϰ͘ϰͿ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚǁŝƚŚW/^ϮϬϬϬ͘ Note͗dŚĞůŝŶŬĂŐĞĞƌƌŽƌŝƐŝŶĐŽƌƉŽƌĂƚĞĚŝŶƚŽƚŚĞƐƚĂŶĚĂƌĚĞƌƌŽƌĨŽƌϮϬϬϯ͕ϮϬϬϲ͕ϮϬϬϵ͕ϮϬϭϮ͕ϮϬϭϱ͕ĂŶĚϮϬϭϴ͘ůƐŽ͕ĨŽƌƐŽŵĞƉƌŽǀŝŶĐĞƐ͕ƚŚĞƐƚĂŶĚĂƌĚĞƌƌŽƌƐĨƌŽŵϮϬϬϬƚŽϮϬϬϯ͕ƚŽ ϮϬϬϲ͕ĂŶĚƚŽϮϬϬϵĚŝīĞƌĨƌŽŵƚŚŽƐĞŝŶƚŚĞƉƌĞǀŝŽƵƐW/^ƌĞƉŽƌƚƐŽŶƚƌĞŶĚƌĞƐƵůƚƐ͘dŚĞƐĞĚŝīĞƌĞŶĐĞƐĂƌĞĚƵĞƚŽƚŚĞĐŚĂŶŐĞŽĨƚŚĞŵĞƚŚŽĚƵƐĞĚďǇƚŚĞKƚŽĐŽŵƉƵƚĞƚŚĞůŝŶŬĂŐĞ ĞƌƌŽƌ͘dŚĞĐŽŵƉŽƐŝƟŽŶŽĨƚŚĞKĐŽƵŶƚƌŝĞƐǀĂƌŝĞƐĨƌŽŵĐǇĐůĞƚŽĐǇĐůĞ͘

dĂďůĞ͘ϭ͘ϭϰď Comparisons of performance, PISA 2009, 2012, 2015, and 2018: READING

Canada, provinces, 2009 2012 2015 2018 and OECD average Standard Standard Standard Standard Average error Average error Average error Average error Canada 524 ;ϭ͘ϱͿ 523 ;ϯ͘ϮͿ 527 ;ϰ͘ϭͿ 520 ;ϰ͘ϬͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϱϬϲ ;ϯ͘ϳͿ ϱϬϯ ;ϰ͘ϱͿ ϱϬϱ ;ϰ͘ϵͿ 512 ;ϱ͘ϲͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϰϴϲ ;Ϯ͘ϰͿ ϰϵϬ ;ϯ͘ϳͿ 515* ;ϳ͘ϬͿ ϱϬϯ ;ϵ͘ϬͿ EŽǀĂ^ĐŽƟĂ 516 ;Ϯ͘ϳͿ ϱϬϴ ;ϰ͘ϬͿ 517 ;ϲ͘ϬͿ 516 ;ϱ͘ϮͿ EĞǁƌƵŶƐǁŝĐŬ 499 ;Ϯ͘ϱͿ 497 ;ϯ͘ϳͿ ϱϬϱ ;ϲ͘ϯͿ ϰϴϵ ;ϱ͘ϬͿ YƵĞďĞĐ 522 ;ϯ͘ϭͿ ϱϮϬ ;ϰ͘ϰͿ 532 ;ϱ͘ϴͿ 519 ;ϱ͘ϬͿ KŶƚĂƌŝŽ 531 ;ϯ͘ϬͿ ϱϮϴ ;ϱ͘ϭͿ 527 ;ϱ͘ϲͿ 524 ;ϱ͘ϬͿ DĂŶŝƚŽďĂ 495 ;ϯ͘ϲͿ 495 ;ϰ͘ϮͿ ϰϵϴ ;ϲ͘ϬͿ 494 ;ϰ͘ϵͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϱϬϰ ;ϯ͘ϯͿ ϱϬϱ ;ϯ͘ϴͿ 496 ;ϰ͘ϵͿ 499 ;ϰ͘ϲͿ ůďĞƌƚĂ 533 ;ϰ͘ϲͿ 525 ;ϰ͘ϴͿ 533 ;ϲ͘ϮͿ 532 ;ϱ͘ϱͿ ƌŝƟƐŚŽůƵŵďŝĂ 525 ;ϰ͘ϮͿ 535 ;ϱ͘ϮͿ 536 ;ϲ͘ϱͿ 519 ;ϱ͘ϳͿ OECD average 493 ;Ϭ͘ϱͿ 496 ;ϯ͘ϯͿ 493 ;ϰ͘ϮͿ 487 ;ϰ͘ϬͿ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚǁŝƚŚW/^ϮϬϬϵ͘ Note͗dŚĞůŝŶŬĂŐĞĞƌƌŽƌŝƐŝŶĐŽƌƉŽƌĂƚĞĚŝŶƚŽƚŚĞƐƚĂŶĚĂƌĚĞƌƌŽƌĨŽƌϮϬϭϮ͕ϮϬϭϱ͕ĂŶĚϮϬϭϴ͘dŚĞĐŽŵƉŽƐŝƟŽŶŽĨƚŚĞKĐŽƵŶƚƌŝĞƐǀĂƌŝĞƐĨƌŽŵĐǇĐůĞƚŽĐǇĐůĞ͘

PISA 2018 103 dĂďůĞ͘ϭ͘ϭϱ WƌŽƉŽƌƟŽŶŽĨƐƚƵĚĞŶƚƐǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮĂŶĚĂƚ>ĞǀĞůƐϱĂŶĚϲ͕ŝŶW/^ϮϬϬϵĂŶĚϮϬϭϴ͗Z/E' ĞůŽǁ>ĞǀĞůϮ Levels 5 and 6 ŝīĞƌĞŶĐĞ ŝīĞƌĞŶĐĞ 2009 2018 2009 2018 ϮϬϬϵʹϮϬϭϴ ϮϬϬϵʹϮϬϭϴ Canada and provinces % Standard error % Standard error ŝīĞƌĞŶĐĞ Standard error % Standard error % Standard error ŝīĞƌĞŶĐĞ Standard error ĂŶĂĚĂ ϭϬ͘ϯ ;Ϭ͘ϱͿ ϭϯ͘ϴ ;Ϭ͘ϱͿ 3.5* ;Ϭ͘ϵͿ ϭϮ͘ϴ ;Ϭ͘ϱͿ ϭϱ͘Ϭ ;Ϭ͘ϲͿ 2.2 ;ϭ͘ϮͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 13.7 ;ϭ͘ϲͿ 15.3 ;ϭ͘ϲͿ 1.6 ;Ϯ͘ϯͿ ϴ͘ϱ ;ϭ͘ϭͿ 12.6 ;ϭ͘ϯͿ 4.1* ;Ϯ͘ϬͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ 21.2 ;ϭ͘ϭͿ ϭϴ͘ϰ ;Ϯ͘ϲͿ ͲϮ͘ϴ ;Ϯ͘ϵͿ 6.9 ;Ϭ͘ϲͿ 11.9 ;Ϯ͘ϮͿ ϱ͘Ϭ* ;Ϯ͘ϱͿ EŽǀĂ^ĐŽƟĂ 11.1 ;ϭ͘ϭͿ 15.1 ;ϭ͘ϯͿ ϰ͘Ϭ* ;ϭ͘ϴͿ ϭϬ͘Ϯ ;Ϭ͘ϵͿ ϭϰ͘Ϭ ;ϭ͘ϲͿ 3.7 ;Ϯ͘ϭͿ EĞǁƌƵŶƐǁŝĐŬ 16.2 ;ϭ͘ϬͿ ϮϮ͘Ϭ ;ϭ͘ϰͿ ϱ͘ϴ* ;ϭ͘ϴͿ 7.7 ;Ϭ͘ϴͿ 9.3 ;ϭ͘ϯͿ 1.7 ;ϭ͘ϵͿ YƵĞďĞĐ ϭϬ͘ϰ ;ϭ͘ϬͿ 12.3 ;Ϭ͘ϵͿ ϭ͘ϴ ;ϭ͘ϱͿ ϭϬ͘ϳ ;Ϭ͘ϴͿ ϭϮ͘ϴ ;ϭ͘ϭͿ 2.1 ;ϭ͘ϳͿ KŶƚĂƌŝŽ ϴ͘ϰ ;Ϭ͘ϴͿ 13.2 ;ϭ͘ϬͿ ϰ͘ϴ* ;ϭ͘ϰͿ 14.2 ;ϭ͘ϬͿ 16.4 ;ϭ͘ϭͿ 2.1 ;ϭ͘ϴͿ DĂŶŝƚŽďĂ 17.6 ;ϭ͘ϰͿ 19.7 ;ϭ͘ϯͿ 2.1 ;Ϯ͘ϬͿ ϴ͘ϭ ;Ϭ͘ϴͿ 9.3 ;ϭ͘ϬͿ 1.2 ;ϭ͘ϲͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 15.4 ;ϭ͘ϱͿ ϭϲ͘ϴ ;ϭ͘ϭͿ 1.4 ;ϭ͘ϵͿ ϴ͘ϳ ;ϭ͘ϭͿ ϴ͘ϴ ;ϭ͘ϬͿ Ϭ͘ϭ ;ϭ͘ϴͿ ůďĞƌƚĂ ϭϬ͘Ϭ ;ϭ͘ϮͿ 11.9 ;ϭ͘ϮͿ 1.9 ;ϭ͘ϳͿ 16.2 ;ϭ͘ϲͿ ϭϴ͘ϯ ;ϭ͘ϰͿ 2.1 ;Ϯ͘ϰͿ ƌŝƟƐŚŽůƵŵďŝĂ ϭϬ͘ϳ ;ϭ͘ϭͿ 15.1 ;ϭ͘ϮͿ 4.4* ;ϭ͘ϳͿ 13.3 ;ϭ͘ϮͿ ϭϱ͘ϴ ;ϭ͘ϮͿ 2.4 ;ϭ͘ϵͿ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂŽƌƉƌŽǀŝŶĐĞ͘

104 PISA 2018 dĂďůĞ͘ϭ͘ϭϲ 'ĞŶĚĞƌĚŝīĞƌĞŶĐĞƐŝŶƐƚƵĚĞŶƚƉĞƌĨŽƌŵĂŶĐĞ͕W/^ϮϬϬϵĂŶĚϮϬϭϴ͗Z/E' 2009 2018 Canada and provinces Gender Standard Gender Standard ĚŝīĞƌĞŶĐĞ;'ʹͿ error ĚŝīĞƌĞŶĐĞ;'ʹͿ error ĂŶĂĚĂ 34* ;ϭ͘ϵͿ 29* ;Ϯ͘ϭͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 45* ;ϱ͘ϯͿ 26* ;ϳ͘ϯͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϰϴ* ;ϱ͘ϱͿ 31* ;ϭϭ͘ϵͿ EŽǀĂ^ĐŽƟĂ 29* ;ϰ͘ϳͿ ϰϬ* ;ϱ͘ϰͿ EĞǁƌƵŶƐǁŝĐŬ 32* ;ϰ͘ϰͿ 34* ;ϲ͘ϯͿ YƵĞďĞĐ 31* ;ϯ͘ϵͿ 29* ;ϯ͘ϱͿ KŶƚĂƌŝŽ 36* ;ϯ͘ϵͿ 26* ;ϰ͘ϭͿ DĂŶŝƚŽďĂ 32* ;ϳ͘ϮͿ 26* ;ϱ͘ϯͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 37* ;ϰ͘ϲͿ 31* ;ϰ͘ϭͿ ůďĞƌƚĂ 32* ;ϰ͘ϵͿ 32* ;ϰ͘ϬͿ ƌŝƟƐŚŽůƵŵďŝĂ 36* ;ϰ͘ϱͿ 33* ;ϰ͘ϴͿ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂŽƌƉƌŽǀŝŶĐĞ͘

PISA 2018 105 dĂďůĞ͘Ϯ͘ϭĂ ǀĞƌĂŐĞŝŶĚĞǆŽĨĞĐŽŶŽŵŝĐ͕ƐŽĐŝĂů͕ĂŶĚĐƵůƚƵƌĂůƐƚĂƚƵƐ;^^Ϳ All students ŽƩŽŵƋƵĂƌƚĞƌ Second quarter Third quarter Top quarter Country or province Standard Standard Standard Standard Standard Score error Score error Score error Score error Score error /ĐĞůĂŶĚ Ϭ͘ϱϱ ;Ϭ͘ϬϭͿ ͲϬ͘ϱϳ ;Ϭ͘ϬϮͿ Ϭ͘ϰϭ ;Ϭ͘ϬϭͿ Ϭ͘ϵϯ ;Ϭ͘ϬϬͿ 1.42 ;Ϭ͘ϬϭͿ EŽƌǁĂǇ Ϭ͘ϱϰ ;Ϭ͘ϬϮͿ ͲϬ͘ϱϳ ;Ϭ͘ϬϮͿ Ϭ͘ϯϵ ;Ϭ͘ϬϬͿ Ϭ͘ϵϭ ;Ϭ͘ϬϬͿ 1.45 ;Ϭ͘ϬϭͿ ĞŶŵĂƌŬ Ϭ͘ϱϮ ;Ϭ͘ϬϭͿ ͲϬ͘ϱϰ ;Ϭ͘ϬϭͿ Ϭ͘ϰϬ ;Ϭ͘ϬϬͿ Ϭ͘ϴϴ ;Ϭ͘ϬϬͿ 1.34 ;Ϭ͘ϬϭͿ Ontario 0.48 ;Ϭ͘ϬϯͿ -0.62 ;Ϭ͘ϬϮͿ 0.29 ;Ϭ͘ϬϭͿ 0.85 ;Ϭ͘ϬϭͿ 1.40 ;Ϭ͘ϬϭͿ Alberta 0.46 ;Ϭ͘ϬϯͿ -0.63 ;Ϭ͘ϬϮͿ 0.23 ;Ϭ͘ϬϭͿ 0.81 ;Ϭ͘ϬϭͿ 1.42 ;Ϭ͘ϬϮͿ ƌŝƟƐŚŽůƵŵďŝĂ 0.43 ;Ϭ͘ϬϰͿ -0.66 ;Ϭ͘ϬϮͿ 0.23 ;Ϭ͘ϬϭͿ 0.80 ;Ϭ͘ϬϭͿ 1.36 ;Ϭ͘ϬϭͿ Canada 0.42 ;Ϭ͘ϬϭͿ -0.69 ;Ϭ͘ϬϭͿ 0.21 ;Ϭ͘ϬϬͿ 0.78 ;Ϭ͘ϬϬͿ 1.37 ;Ϭ͘ϬϭͿ Newfoundland and Labrador 0.38 ;Ϭ͘ϬϰͿ -0.74 ;Ϭ͘ϬϰͿ 0.13 ;Ϭ͘ϬϭͿ 0.73 ;Ϭ͘ϬϭͿ 1.38 ;Ϭ͘ϬϯͿ Quebec 0.37 ;Ϭ͘ϬϮͿ -0.71 ;Ϭ͘ϬϮͿ 0.17 ;Ϭ͘ϬϭͿ 0.73 ;Ϭ͘ϬϬͿ 1.30 ;Ϭ͘ϬϭͿ ^ǁĞĚĞŶ Ϭ͘ϯϲ ;Ϭ͘ϬϯͿ ͲϬ͘ϴϳ ;Ϭ͘ϬϮͿ Ϭ͘ϭϵ ;Ϭ͘ϬϭͿ Ϭ͘ϳϵ ;Ϭ͘ϬϬͿ 1.33 ;Ϭ͘ϬϭͿ /ƐƌĂĞů Ϭ͘ϯϱ ;Ϭ͘ϬϯͿ ͲϬ͘ϵϳ ;Ϭ͘ϬϮͿ Ϭ͘ϭϯ ;Ϭ͘ϬϭͿ Ϭ͘ϳϴ ;Ϭ͘ϬϬͿ 1.44 ;Ϭ͘ϬϮͿ EŽǀĂ^ĐŽƟĂ 0.33 ;Ϭ͘ϬϯͿ -0.77 ;Ϭ͘ϬϮͿ 0.13 ;Ϭ͘ϬϭͿ 0.68 ;Ϭ͘ϬϭͿ 1.27 ;Ϭ͘ϬϮͿ Prince Edward Island 0.32 ;Ϭ͘ϬϴͿ -0.72 ;Ϭ͘ϬϰͿ 0.08 ;Ϭ͘ϬϯͿ 0.66 ;Ϭ͘ϬϮͿ 1.27 ;Ϭ͘ϬϰͿ ƵƐƚƌĂůŝĂ Ϭ͘ϯϮ ;Ϭ͘ϬϭͿ ͲϬ͘ϵϭ ;Ϭ͘ϬϭͿ Ϭ͘Ϭϳ ;Ϭ͘ϬϬͿ Ϭ͘ϳϱ ;Ϭ͘ϬϬͿ 1.36 ;Ϭ͘ϬϭͿ ǇƉƌƵƐ Ϭ͘ϯϬ ;Ϭ͘ϬϭͿ ͲϬ͘ϵϰ ;Ϭ͘ϬϮͿ Ϭ͘Ϭϰ ;Ϭ͘ϬϮͿ Ϭ͘ϳϯ ;Ϭ͘ϬϭͿ 1.37 ;Ϭ͘ϬϭͿ &ŝŶůĂŶĚ Ϭ͘ϯϬ ;Ϭ͘ϬϮͿ ͲϬ͘ϳϴ ;Ϭ͘ϬϭͿ Ϭ͘Ϭϲ ;Ϭ͘ϬϭͿ Ϭ͘ϲϵ ;Ϭ͘ϬϬͿ 1.21 ;Ϭ͘ϬϭͿ Saskatchewan 0.29 ;Ϭ͘ϬϮͿ -0.80 ;Ϭ͘ϬϮͿ 0.02 ;Ϭ͘ϬϭͿ 0.62 ;Ϭ͘ϬϭͿ 1.33 ;Ϭ͘ϬϮͿ YĂƚĂƌ Ϭ͘Ϯϴ ;Ϭ͘ϬϭͿ ͲϬ͘ϴϲ ;Ϭ͘ϬϭͿ Ϭ͘ϭϴ ;Ϭ͘ϬϬͿ Ϭ͘ϲϮ ;Ϭ͘ϬϬͿ 1.19 ;Ϭ͘ϬϭͿ EĞƚŚĞƌůĂŶĚƐ Ϭ͘Ϯϴ ;Ϭ͘ϬϮͿ ͲϬ͘ϵϭ ;Ϭ͘ϬϮͿ Ϭ͘Ϭϳ ;Ϭ͘ϬϭͿ Ϭ͘ϲϵ ;Ϭ͘ϬϭͿ 1.26 ;Ϭ͘ϬϭͿ hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ Ϭ͘Ϯϴ ;Ϭ͘ϬϮͿ ͲϬ͘ϵϮ ;Ϭ͘ϬϭͿ Ϭ͘ϭϮ ;Ϭ͘ϬϬͿ Ϭ͘ϲϲ ;Ϭ͘ϬϬͿ 1.25 ;Ϭ͘ϬϭͿ hŶŝƚĞĚ<ŝŶŐĚŽŵ Ϭ͘Ϯϳ ;Ϭ͘ϬϯͿ ͲϬ͘ϵϱ ;Ϭ͘ϬϭͿ Ϭ͘ϬϬ ;Ϭ͘ϬϬͿ Ϭ͘ϲϳ ;Ϭ͘ϬϬͿ 1.37 ;Ϭ͘ϬϭͿ EĞǁƌƵŶƐǁŝĐŬ 0.24 ;Ϭ͘ϬϯͿ -0.90 ;Ϭ͘ϬϯͿ -0.03 ;Ϭ͘ϬϭͿ 0.62 ;Ϭ͘ϬϭͿ 1.26 ;Ϭ͘ϬϯͿ Manitoba 0.17 ;Ϭ͘ϬϯͿ -0.98 ;Ϭ͘ϬϮͿ -0.12 ;Ϭ͘ϬϭͿ 0.54 ;Ϭ͘ϬϭͿ 1.25 ;Ϭ͘ϬϮͿ ^ŝŶŐĂƉŽƌĞ Ϭ͘ϭϳ ;Ϭ͘ϬϭͿ Ͳϭ͘ϭϬ ;Ϭ͘ϬϭͿ ͲϬ͘Ϭϲ ;Ϭ͘ϬϭͿ Ϭ͘ϲϮ ;Ϭ͘ϬϬͿ 1.22 ;Ϭ͘ϬϭͿ EĞǁĞĂůĂŶĚ Ϭ͘ϭϲ ;Ϭ͘ϬϮͿ Ͳϭ͘ϭϳ ;Ϭ͘ϬϭͿ ͲϬ͘ϭϬ ;Ϭ͘ϬϭͿ Ϭ͘ϲϯ ;Ϭ͘ϬϭͿ 1.29 ;Ϭ͘ϬϭͿ ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ Ϭ͘ϭϯ ;Ϭ͘ϬϮͿ ͲϬ͘ϴϱ ;Ϭ͘ϬϭͿ ͲϬ͘Ϭϴ ;Ϭ͘ϬϬͿ Ϭ͘ϰϲ ;Ϭ͘ϬϬͿ ϭ͘ϬϬ ;Ϭ͘ϬϭͿ /ƌĞůĂŶĚ Ϭ͘ϭϯ ;Ϭ͘ϬϮͿ Ͳϭ͘Ϭϭ ;Ϭ͘ϬϭͿ ͲϬ͘ϭϲ ;Ϭ͘ϬϬͿ Ϭ͘ϱϬ ;Ϭ͘ϬϬͿ 1.19 ;Ϭ͘ϬϭͿ hŶŝƚĞĚ^ƚĂƚĞƐ Ϭ͘ϭϭ ;Ϭ͘ϬϰͿ Ͳϭ͘Ϯϴ ;Ϭ͘ϬϯͿ ͲϬ͘ϭϳ ;Ϭ͘ϬϭͿ Ϭ͘ϱϳ ;Ϭ͘ϬϭͿ 1.31 ;Ϭ͘ϬϭͿ ƐƚŽŶŝĂ Ϭ͘Ϭϴ ;Ϭ͘ϬϮͿ ͲϬ͘ϵϴ ;Ϭ͘ϬϭͿ ͲϬ͘ϮϬ ;Ϭ͘ϬϭͿ Ϭ͘ϰϰ ;Ϭ͘ϬϭͿ ϭ͘Ϭϳ ;Ϭ͘ϬϭͿ ^ůŽǀĞŶŝĂ Ϭ͘Ϭϳ ;Ϭ͘ϬϭͿ ͲϬ͘ϵϳ ;Ϭ͘ϬϭͿ ͲϬ͘Ϯϰ ;Ϭ͘ϬϭͿ Ϭ͘ϰϮ ;Ϭ͘ϬϭͿ ϭ͘Ϭϳ ;Ϭ͘ϬϭͿ <ŽƌĞĂ Ϭ͘Ϭϳ ;Ϭ͘ϬϮͿ ͲϬ͘ϵϳ ;Ϭ͘ϬϭͿ ͲϬ͘ϭϯ ;Ϭ͘ϬϬͿ Ϭ͘ϯϵ ;Ϭ͘ϬϬͿ ϭ͘ϬϬ ;Ϭ͘ϬϭͿ ĞůŐŝƵŵ Ϭ͘Ϭϳ ;Ϭ͘ϬϮͿ Ͳϭ͘ϭϳ ;Ϭ͘ϬϭͿ ͲϬ͘ϮϮ ;Ϭ͘ϬϭͿ Ϭ͘ϱϬ ;Ϭ͘ϬϬͿ ϭ͘ϭϴ ;Ϭ͘ϬϭͿ DĂůƚĂ Ϭ͘Ϭϲ ;Ϭ͘ϬϭͿ Ͳϭ͘ϭϵ ;Ϭ͘ϬϭͿ ͲϬ͘Ϯϵ ;Ϭ͘ϬϭͿ Ϭ͘ϰϳ ;Ϭ͘ϬϭͿ 1.26 ;Ϭ͘ϬϭͿ >ŝƚŚƵĂŶŝĂ Ϭ͘Ϭϯ ;Ϭ͘ϬϭͿ Ͳϭ͘ϭϯ ;Ϭ͘ϬϭͿ ͲϬ͘Ϯϴ ;Ϭ͘ϬϭͿ Ϭ͘ϰϲ ;Ϭ͘ϬϬͿ ϭ͘Ϭϲ ;Ϭ͘ϬϭͿ ƵƐƚƌŝĂ Ϭ͘Ϭϭ ;Ϭ͘ϬϮͿ Ͳϭ͘ϭϬ ;Ϭ͘ϬϮͿ ͲϬ͘Ϯϵ ;Ϭ͘ϬϭͿ Ϭ͘ϯϭ ;Ϭ͘ϬϭͿ 1.14 ;Ϭ͘ϬϭͿ >ƵǆĞŵďŽƵƌŐ Ϭ͘Ϭϭ ;Ϭ͘ϬϭͿ Ͳϭ͘ϱϲ ;Ϭ͘ϬϭͿ ͲϬ͘ϯϮ ;Ϭ͘ϬϭͿ Ϭ͘ϱϲ ;Ϭ͘ϬϭͿ 1.37 ;Ϭ͘ϬϭͿ >ĂƚǀŝĂ Ϭ͘ϬϬ ;Ϭ͘ϬϭͿ Ͳϭ͘ϭϭ ;Ϭ͘ϬϭͿ ͲϬ͘Ϯϵ ;Ϭ͘ϬϭͿ Ϭ͘ϯϵ ;Ϭ͘ϬϭͿ ϭ͘Ϭϭ ;Ϭ͘ϬϭͿ ^ǁŝƚǌĞƌůĂŶĚ ͲϬ͘Ϭϭ ;Ϭ͘ϬϯͿ Ͳϭ͘Ϯϱ ;Ϭ͘ϬϮͿ ͲϬ͘Ϯϵ ;Ϭ͘ϬϭͿ Ϭ͘ϯϵ ;Ϭ͘ϬϭͿ ϭ͘ϭϬ ;Ϭ͘ϬϭͿ &ƌĂŶĐĞ ͲϬ͘Ϭϯ ;Ϭ͘ϬϮͿ Ͳϭ͘ϮϮ ;Ϭ͘ϬϮͿ ͲϬ͘ϯϬ ;Ϭ͘ϬϭͿ Ϭ͘ϯϰ ;Ϭ͘ϬϬͿ ϭ͘Ϭϰ ;Ϭ͘ϬϭͿ :ĂƉĂŶ ͲϬ͘Ϭϵ ;Ϭ͘ϬϭͿ Ͳϭ͘Ϭϱ ;Ϭ͘ϬϭͿ ͲϬ͘ϯϭ ;Ϭ͘ϬϬͿ Ϭ͘ϭϵ ;Ϭ͘ϬϬͿ Ϭ͘ϴϭ ;Ϭ͘ϬϭͿ 'ĞƌŵĂŶǇ ͲϬ͘ϭϬ ;Ϭ͘ϬϯͿ Ͳϭ͘ϰϴ ;Ϭ͘ϬϮͿ ͲϬ͘ϰϭ ;Ϭ͘ϬϭͿ Ϭ͘ϯϯ ;Ϭ͘ϬϭͿ 1.17 ;Ϭ͘ϬϭͿ 'ƌĞĞĐĞ ͲϬ͘ϭϭ ;Ϭ͘ϬϮͿ Ͳϭ͘ϯϬ ;Ϭ͘ϬϭͿ ͲϬ͘ϰϱ ;Ϭ͘ϬϭͿ Ϭ͘Ϯϳ ;Ϭ͘ϬϭͿ ϭ͘Ϭϱ ;Ϭ͘ϬϭͿ ,ƵŶŐĂƌǇ ͲϬ͘ϭϮ ;Ϭ͘ϬϮͿ Ͳϭ͘Ϯϵ ;Ϭ͘ϬϮͿ ͲϬ͘ϰϳ ;Ϭ͘ϬϭͿ Ϭ͘Ϯϯ ;Ϭ͘ϬϭͿ ϭ͘Ϭϲ ;Ϭ͘ϬϭͿ ^ƉĂŝŶ ͲϬ͘ϭϮ ;Ϭ͘ϬϮͿ Ͳϭ͘ϱϰ ;Ϭ͘ϬϭͿ ͲϬ͘ϰϮ ;Ϭ͘ϬϬͿ Ϭ͘ϯϰ ;Ϭ͘ϬϬͿ 1.12 ;Ϭ͘ϬϭͿ ĞůĂƌƵƐ ͲϬ͘ϭϯ ;Ϭ͘ϬϮͿ Ͳϭ͘ϭϰ ;Ϭ͘ϬϭͿ ͲϬ͘ϰϮ ;Ϭ͘ϬϭͿ Ϭ͘Ϯϯ ;Ϭ͘ϬϬͿ Ϭ͘ϴϮ ;Ϭ͘ϬϭͿ WŽůĂŶĚ ͲϬ͘ϭϰ ;Ϭ͘ϬϮͿ Ͳϭ͘ϭϲ ;Ϭ͘ϬϭͿ ͲϬ͘ϱϳ ;Ϭ͘ϬϭͿ Ϭ͘ϭϰ ;Ϭ͘ϬϭͿ ϭ͘ϬϮ ;Ϭ͘ϬϭͿ

106 PISA 2018 dĂďůĞ͘Ϯ͘ϭĂ;ĐŽŶƚ͛ĚͿ ǀĞƌĂŐĞŝŶĚĞǆŽĨĞĐŽŶŽŵŝĐ͕ƐŽĐŝĂů͕ĂŶĚĐƵůƚƵƌĂůƐƚĂƚƵƐ;^^Ϳ All students ŽƩŽŵƋƵĂƌƚĞƌ Second quarter Third quarter Top quarter Country or province Standard Standard Standard Standard Standard Score error Score error Score error Score error Score error DŽŶƚĞŶĞŐƌŽ ͲϬ͘ϭϴ ;Ϭ͘ϬϭͿ Ͳϭ͘Ϯϵ ;Ϭ͘ϬϭͿ ͲϬ͘ϱϬ ;Ϭ͘ϬϬͿ Ϭ͘ϭϱ ;Ϭ͘ϬϬͿ Ϭ͘ϵϮ ;Ϭ͘ϬϭͿ hŬƌĂŝŶĞ ͲϬ͘ϮϬ ;Ϭ͘ϬϮͿ Ͳϭ͘Ϯϭ ;Ϭ͘ϬϭͿ ͲϬ͘ϰϴ ;Ϭ͘ϬϭͿ Ϭ͘ϭϭ ;Ϭ͘ϬϬͿ Ϭ͘ϳϲ ;Ϭ͘ϬϭͿ ǌĞĐŚZĞƉƵďůŝĐ ͲϬ͘Ϯϭ ;Ϭ͘ϬϮͿ Ͳϭ͘Ϯϲ ;Ϭ͘ϬϮͿ ͲϬ͘ϱϳ ;Ϭ͘ϬϬͿ Ϭ͘Ϭϰ ;Ϭ͘ϬϭͿ Ϭ͘ϵϱ ;Ϭ͘ϬϭͿ ^ůŽǀĂŬZĞƉƵďůŝĐ ͲϬ͘Ϯϭ ;Ϭ͘ϬϮͿ Ͳϭ͘ϯϲ ;Ϭ͘ϬϯͿ ͲϬ͘ϱϱ ;Ϭ͘ϬϭͿ Ϭ͘ϭϮ ;Ϭ͘ϬϭͿ Ϭ͘ϵϱ ;Ϭ͘ϬϭͿ /ƚĂůǇ ͲϬ͘ϮϮ ;Ϭ͘ϬϮͿ Ͳϭ͘ϯϳ ;Ϭ͘ϬϭͿ ͲϬ͘ϱϳ ;Ϭ͘ϬϭͿ Ϭ͘Ϭϳ ;Ϭ͘ϬϭͿ Ϭ͘ϵϵ ;Ϭ͘ϬϭͿ ƌŽĂƟĂ ͲϬ͘Ϯϯ ;Ϭ͘ϬϭͿ Ͳϭ͘ϭϳ ;Ϭ͘ϬϭͿ ͲϬ͘ϱϳ ;Ϭ͘ϬϬͿ Ϭ͘ϬϬ ;Ϭ͘ϬϭͿ Ϭ͘ϴϭ ;Ϭ͘ϬϭͿ ^ĞƌďŝĂ ͲϬ͘Ϯϰ ;Ϭ͘ϬϮͿ Ͳϭ͘Ϯϴ ;Ϭ͘ϬϭͿ ͲϬ͘ϱϳ ;Ϭ͘ϬϬͿ Ϭ͘Ϭϳ ;Ϭ͘ϬϭͿ Ϭ͘ϴϯ ;Ϭ͘ϬϭͿ ƵůŐĂƌŝĂ ͲϬ͘Ϯϲ ;Ϭ͘ϬϰͿ Ͳϭ͘ϱϳ ;Ϭ͘ϬϰͿ ͲϬ͘ϲϬ ;Ϭ͘ϬϭͿ Ϭ͘ϭϴ ;Ϭ͘ϬϭͿ Ϭ͘ϵϳ ;Ϭ͘ϬϭͿ ƌƵŶĞŝĂƌƵƐƐĂůĂŵ ͲϬ͘Ϯϲ ;Ϭ͘ϬϭͿ Ͳϭ͘ϱϬ ;Ϭ͘ϬϭͿ ͲϬ͘ϲϬ ;Ϭ͘ϬϬͿ Ϭ͘Ϭϴ ;Ϭ͘ϬϬͿ Ϭ͘ϵϲ ;Ϭ͘ϬϭͿ ŚŝŶĞƐĞdĂŝƉĞŝ ͲϬ͘ϯϮ ;Ϭ͘ϬϮͿ Ͳϭ͘ϱϬ ;Ϭ͘ϬϭͿ ͲϬ͘ϲϰ ;Ϭ͘ϬϭͿ Ϭ͘Ϭϱ ;Ϭ͘ϬϭͿ Ϭ͘ϴϯ ;Ϭ͘ϬϭͿ ZĞƉƵďůŝĐŽĨEŽƌƚŚDĂĐĞĚŽŶŝĂ ͲϬ͘ϯϮ ;Ϭ͘ϬϭͿ Ͳϭ͘ϰϳ ;Ϭ͘ϬϭͿ ͲϬ͘ϲϱ ;Ϭ͘ϬϭͿ Ϭ͘ϬϮ ;Ϭ͘ϬϭͿ Ϭ͘ϴϭ ;Ϭ͘ϬϭͿ WŽƌƚƵŐĂů ͲϬ͘ϯϵ ;Ϭ͘ϬϯͿ Ͳϭ͘ϵϭ ;Ϭ͘ϬϭͿ ͲϬ͘ϴϰ ;Ϭ͘ϬϭͿ Ϭ͘ϭϭ ;Ϭ͘ϬϭͿ ϭ͘Ϭϵ ;Ϭ͘ϬϭͿ 'ĞŽƌŐŝĂ ͲϬ͘ϰϭ ;Ϭ͘ϬϮͿ Ͳϭ͘ϱϵ ;Ϭ͘ϬϭͿ ͲϬ͘ϳϱ ;Ϭ͘ϬϭͿ ͲϬ͘Ϭϴ ;Ϭ͘ϬϭͿ Ϭ͘ϳϵ ;Ϭ͘ϬϭͿ <ĂǌĂŬŚƐƚĂŶ ͲϬ͘ϰϰ ;Ϭ͘ϬϮͿ Ͳϭ͘ϱϯ ;Ϭ͘ϬϭͿ ͲϬ͘ϳϳ ;Ϭ͘ϬϬͿ ͲϬ͘ϭϭ ;Ϭ͘ϬϬͿ Ϭ͘ϲϱ ;Ϭ͘ϬϭͿ <ŽƐŽǀŽ ͲϬ͘ϰϲ ;Ϭ͘ϬϮͿ Ͳϭ͘ϱϴ ;Ϭ͘ϬϭͿ ͲϬ͘ϳϴ ;Ϭ͘ϬϭͿ ͲϬ͘ϭϳ ;Ϭ͘ϬϭͿ Ϭ͘ϲϴ ;Ϭ͘ϬϭͿ ZŽŵĂŶŝĂ ͲϬ͘ϰϳ ;Ϭ͘ϬϱͿ Ͳϭ͘ϲϰ ;Ϭ͘ϬϯͿ ͲϬ͘ϴϱ ;Ϭ͘ϬϬͿ ͲϬ͘ϭϵ ;Ϭ͘ϬϭͿ Ϭ͘ϴϯ ;Ϭ͘ϬϮͿ ,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ ͲϬ͘ϱϭ ;Ϭ͘ϬϯͿ Ͳϭ͘ϴϭ ;Ϭ͘ϬϮͿ ͲϬ͘ϵϬ ;Ϭ͘ϬϭͿ ͲϬ͘ϭϴ ;Ϭ͘ϬϭͿ Ϭ͘ϴϱ ;Ϭ͘ϬϮͿ DĂĐĂŽ;ŚŝŶĂͿ ͲϬ͘ϱϮ ;Ϭ͘ϬϭͿ Ͳϭ͘ϲϱ ;Ϭ͘ϬϭͿ ͲϬ͘ϴϲ ;Ϭ͘ϬϭͿ ͲϬ͘Ϯϯ ;Ϭ͘ϬϭͿ Ϭ͘ϲϳ ;Ϭ͘ϬϭͿ ĂŬƵ;ǌĞƌďĂŝũĂŶͿ ͲϬ͘ϱϲ ;Ϭ͘ϬϯͿ Ͳϭ͘ϲϵ ;Ϭ͘ϬϭͿ ͲϬ͘ϵϯ ;Ϭ͘ϬϭͿ ͲϬ͘Ϯϯ ;Ϭ͘ϬϭͿ Ϭ͘ϲϯ ;Ϭ͘ϬϭͿ ŽƐŶŝĂĂŶĚ,ĞƌǌĞŐŽǀŝŶĂ ͲϬ͘ϱϲ ;Ϭ͘ϬϮͿ Ͳϭ͘ϱϯ ;Ϭ͘ϬϭͿ ͲϬ͘ϵϭ ;Ϭ͘ϬϬͿ ͲϬ͘ϯϲ ;Ϭ͘ϬϬͿ Ϭ͘ϱϳ ;Ϭ͘ϬϭͿ Lebanon ͲϬ͘ϱϳ ;Ϭ͘ϬϯͿ ͲϮ͘ϭϭ ;Ϭ͘ϬϮͿ ͲϬ͘ϵϬ ;Ϭ͘ϬϭͿ ͲϬ͘Ϭϵ ;Ϭ͘ϬϭͿ Ϭ͘ϴϯ ;Ϭ͘ϬϮͿ ŚŝůĞ ͲϬ͘ϱϴ ;Ϭ͘ϬϯͿ Ͳϭ͘ϴϲ ;Ϭ͘ϬϮͿ ͲϬ͘ϵϵ ;Ϭ͘ϬϬͿ ͲϬ͘Ϯϲ ;Ϭ͘ϬϭͿ Ϭ͘ϳϴ ;Ϭ͘ϬϭͿ DŽůĚŽǀĂ ͲϬ͘ϱϵ ;Ϭ͘ϬϮͿ Ͳϭ͘ϳϰ ;Ϭ͘ϬϭͿ ͲϬ͘ϵϳ ;Ϭ͘ϬϬͿ ͲϬ͘ϯϬ ;Ϭ͘ϬϭͿ Ϭ͘ϲϯ ;Ϭ͘ϬϭͿ :ŽƌĚĂŶ ͲϬ͘ϲϲ ;Ϭ͘ϬϯͿ ͲϮ͘ϭϯ ;Ϭ͘ϬϮͿ Ͳϭ͘Ϭϯ ;Ϭ͘ϬϭͿ ͲϬ͘ϭϴ ;Ϭ͘ϬϭͿ Ϭ͘ϲϵ ;Ϭ͘ϬϮͿ Ͳ^Ͳ:Ͳ;ŚŝŶĂͿ ͲϬ͘ϲϳ ;Ϭ͘ϬϯͿ Ͳϭ͘ϵϴ ;Ϭ͘ϬϮͿ Ͳϭ͘ϭϰ ;Ϭ͘ϬϭͿ ͲϬ͘ϯϬ ;Ϭ͘ϬϭͿ Ϭ͘ϳϳ ;Ϭ͘ϬϭͿ ^ĂƵĚŝƌĂďŝĂ ͲϬ͘ϳϬ ;Ϭ͘ϬϰͿ ͲϮ͘Ϯϵ ;Ϭ͘ϬϮͿ Ͳϭ͘ϭϭ ;Ϭ͘ϬϭͿ ͲϬ͘ϭϳ ;Ϭ͘ϬϭͿ Ϭ͘ϳϲ ;Ϭ͘ϬϭͿ DĂůĂǇƐŝĂ ͲϬ͘ϳϳ ;Ϭ͘ϬϯͿ ͲϮ͘Ϭϯ ;Ϭ͘ϬϮͿ Ͳϭ͘Ϯϯ ;Ϭ͘ϬϬͿ ͲϬ͘ϰϲ ;Ϭ͘ϬϭͿ Ϭ͘ϲϲ ;Ϭ͘ϬϭͿ ůďĂŶŝĂ ͲϬ͘ϴϳ ;Ϭ͘ϬϯͿ ͲϮ͘Ϭϳ ;Ϭ͘ϬϭͿ Ͳϭ͘Ϯϲ ;Ϭ͘ϬϬͿ ͲϬ͘ϱϳ ;Ϭ͘ϬϭͿ Ϭ͘ϰϮ ;Ϭ͘ϬϭͿ ƌŐĞŶƟŶĂ ͲϬ͘ϵϱ ;Ϭ͘ϬϯͿ ͲϮ͘ϱϬ ;Ϭ͘ϬϮͿ Ͳϭ͘ϯϴ ;Ϭ͘ϬϭͿ ͲϬ͘ϰϵ ;Ϭ͘ϬϭͿ Ϭ͘ϱϲ ;Ϭ͘ϬϭͿ ŽƐƚĂZŝĐĂ ͲϬ͘ϵϲ ;Ϭ͘ϬϰͿ ͲϮ͘ϳϭ ;Ϭ͘ϬϮͿ Ͳϭ͘ϰϰ ;Ϭ͘ϬϭͿ ͲϬ͘ϰϮ ;Ϭ͘ϬϭͿ Ϭ͘ϳϮ ;Ϭ͘ϬϮͿ hƌƵŐƵĂǇ ͲϬ͘ϵϵ ;Ϭ͘ϬϰͿ ͲϮ͘ϰϯ ;Ϭ͘ϬϮͿ Ͳϭ͘ϰϯ ;Ϭ͘ϬϭͿ ͲϬ͘ϲϲ ;Ϭ͘ϬϭͿ Ϭ͘ϱϲ ;Ϭ͘ϬϯͿ ŽŵŝŶŝĐĂŶZĞƉƵďůŝĐ Ͳϭ͘Ϭϲ ;Ϭ͘ϬϰͿ ͲϮ͘ϰϴ ;Ϭ͘ϬϮͿ Ͳϭ͘ϰϱ ;Ϭ͘ϬϭͿ ͲϬ͘ϳϮ ;Ϭ͘ϬϭͿ Ϭ͘ϯϵ ;Ϭ͘ϬϮͿ Panama Ͳϭ͘Ϭϵ ;Ϭ͘ϬϰͿ ͲϮ͘ϴϲ ;Ϭ͘ϬϯͿ Ͳϭ͘ϱϲ ;Ϭ͘ϬϭͿ ͲϬ͘ϱϱ ;Ϭ͘ϬϭͿ Ϭ͘ϲϬ ;Ϭ͘ϬϮͿ ƌĂǌŝů Ͳϭ͘ϭϬ ;Ϭ͘ϬϯͿ ͲϮ͘ϳϮ ;Ϭ͘ϬϮͿ Ͳϭ͘ϱϬ ;Ϭ͘ϬϭͿ ͲϬ͘ϲϱ ;Ϭ͘ϬϭͿ Ϭ͘ϰϲ ;Ϭ͘ϬϮͿ WĞƌƵ Ͳϭ͘ϭϮ ;Ϭ͘ϬϰͿ ͲϮ͘ϲϬ ;Ϭ͘ϬϮͿ Ͳϭ͘ϱϮ ;Ϭ͘ϬϭͿ ͲϬ͘ϳϴ ;Ϭ͘ϬϭͿ Ϭ͘ϰϭ ;Ϭ͘ϬϮͿ dƵƌŬĞǇ Ͳϭ͘ϭϱ ;Ϭ͘ϬϰͿ ͲϮ͘ϱϵ ;Ϭ͘ϬϭͿ Ͳϭ͘ϲϱ ;Ϭ͘ϬϬͿ ͲϬ͘ϴϮ ;Ϭ͘ϬϭͿ Ϭ͘ϰϳ ;Ϭ͘ϬϰͿ ŽůŽŵďŝĂ Ͳϭ͘ϭϵ ;Ϭ͘ϬϰͿ ͲϮ͘ϴϭ ;Ϭ͘ϬϮͿ Ͳϭ͘ϲϭ ;Ϭ͘ϬϭͿ ͲϬ͘ϳϴ ;Ϭ͘ϬϭͿ Ϭ͘ϰϱ ;Ϭ͘ϬϯͿ DĞǆŝĐŽ Ͳϭ͘ϭϵ ;Ϭ͘ϬϰͿ ͲϮ͘ϳϲ ;Ϭ͘ϬϯͿ Ͳϭ͘ϳϬ ;Ϭ͘ϬϭͿ ͲϬ͘ϳϳ ;Ϭ͘ϬϭͿ Ϭ͘ϰϴ ;Ϭ͘ϬϮͿ dŚĂŝůĂŶĚ Ͳϭ͘ϯϬ ;Ϭ͘ϬϰͿ ͲϮ͘ϳϬ ;Ϭ͘ϬϮͿ Ͳϭ͘ϳϳ ;Ϭ͘ϬϭͿ Ͳϭ͘Ϭϭ ;Ϭ͘ϬϭͿ Ϭ͘Ϯϵ ;Ϭ͘ϬϮͿ WŚŝůŝƉƉŝŶĞƐ Ͳϭ͘ϰϮ ;Ϭ͘ϬϰͿ ͲϮ͘ϴϲ ;Ϭ͘ϬϮͿ Ͳϭ͘ϳϳ ;Ϭ͘ϬϭͿ Ͳϭ͘Ϭϴ ;Ϭ͘ϬϭͿ Ϭ͘Ϭϯ ;Ϭ͘ϬϯͿ /ŶĚŽŶĞƐŝĂ Ͳϭ͘ϱϳ ;Ϭ͘ϬϱͿ ͲϮ͘ϵϰ ;Ϭ͘ϬϮͿ Ͳϭ͘ϵϵ ;Ϭ͘ϬϭͿ Ͳϭ͘Ϯϰ ;Ϭ͘ϬϭͿ ͲϬ͘ϭϬ ;Ϭ͘ϬϮͿ sŝĞƚŶĂŵ Ͳϭ͘ϲϮ ;Ϭ͘ϬϱͿ ͲϮ͘ϴϵ ;Ϭ͘ϬϯͿ ͲϮ͘Ϭϱ ;Ϭ͘ϬϭͿ Ͳϭ͘ϯϴ ;Ϭ͘ϬϭͿ ͲϬ͘ϭϲ ;Ϭ͘ϬϯͿ DŽƌŽĐĐŽ Ͳϭ͘ϴϵ ;Ϭ͘ϬϲͿ Ͳϯ͘ϲϮ ;Ϭ͘ϬϮͿ ͲϮ͘ϱϭ ;Ϭ͘ϬϭͿ Ͳϭ͘ϰϯ ;Ϭ͘ϬϭͿ Ϭ͘Ϭϭ ;Ϭ͘ϬϯͿ OECD average -0.03 ;Ϭ͘ϬϬͿ -1.25 ;Ϭ͘ϬϬͿ -0.33 ;Ϭ͘ϬϬͿ 0.35 0.00 1.10 ;Ϭ͘ϬϬͿ Note͗ŽƵŶƚƌŝĞƐĂŶĚƉƌŽǀŝŶĐĞƐŚĂǀĞďĞĞŶƐŽƌƚĞĚŝŶĚĞƐĐĞŶĚŝŶŐŽƌĚĞƌďǇ^^ƐĐŽƌĞ͘Ͳ^Ͳ:Ͳ;ŚŝŶĂͿƌĞƉƌĞƐĞŶƚƐĞŝũŝŶŐ͕^ŚĂŶŐŚĂŝ͕:ŝĂŶŐƐƵ͕ĂŶĚŚĞũŝĂŶŐ͘^ĞĞKϮϬϭϵď͕Ɖ͘Ϯϭ͕ĨŽƌĂ ŶŽƚĞƌĞŐĂƌĚŝŶŐǇƉƌƵƐ͘

PISA 2018 107 dĂďůĞ͘Ϯ͘ϭď ǀĞƌĂŐĞƐĐŽƌĞƐďǇŝŶĚĞǆŽĨĞĐŽŶŽŵŝĐ͕ƐŽĐŝĂů͕ĂŶĚĐƵůƚƵƌĂůƐƚĂƚƵƐ;^^Ϳ͗Z/E' Change in ǆƉůĂŝŶĞĚ ŝīĞƌĞŶĐĞ the average variance ŽƩŽŵ Second ;ƚŽƉƋƵĂƌƚĞƌʹ score per one Third quarter Top quarter in student quarter quarter ďŽƩŽŵ ;ŝŶƚĞŐĞƌͿƵŶŝƚ performance ƋƵĂƌƚĞƌͿ change in the Country ;ƌϸǆϭϬϬͿ or province ^^ŝŶĚĞǆ Average Average Standard error Average Standard error Average Standard error Average Standard error ŝīĞƌĞŶĐĞ Standard error ŝīĞƌĞŶĐĞ Standard error % Standard error DĂĐĂŽ;ŚŝŶĂͿ 511 ;Ϯ͘ϱͿ 524 ;ϯ͘ϬͿ 524 ;ϯ͘ϮͿ 542 ;ϯ͘ϭͿ 31* ;ϰ͘ϭͿ 13* ;ϭ͘ϲͿ 1.7 ;Ϭ͘ϰͿ <ŽƐŽǀŽ 339 ;Ϯ͘ϮͿ 347 ;Ϯ͘ϭͿ ϯϱϬ ;Ϯ͘ϭͿ ϯϳϴ ;Ϯ͘ϲͿ ϰϬ* ;ϯ͘ϱͿ 17* ;ϭ͘ϯͿ 4.9 ;Ϭ͘ϳͿ <ĂǌĂŬŚƐƚĂŶ ϯϲϴ ;ϭ͘ϴͿ ϯϴϬ ;ϭ͘ϲͿ 392 ;ϭ͘ϴͿ ϰϬϴ ;Ϯ͘ϴͿ ϰϬ* ;ϯ͘ϭͿ 19* ;ϭ͘ϰͿ 4.3 ;Ϭ͘ϲͿ ĂŬƵ;ǌĞƌďĂŝũĂŶͿ 371 ;Ϯ͘ϮͿ ϯϴϱ ;Ϯ͘ϭͿ 393 ;Ϯ͘ϳͿ 412 ;ϱ͘ϵͿ 41* ;ϱ͘ϵͿ 17* ;Ϯ͘ϰͿ 4.3 ;ϭ͘ϭͿ DŽƌŽĐĐŽ ϯϰϬ ;ϯ͘ϭͿ 351 ;ϯ͘ϯͿ 357 ;ϯ͘ϲͿ 391 ;ϰ͘ϭͿ 51* ;ϰ͘ϱͿ 14* ;ϭ͘ϮͿ 7.1 ;ϭ͘ϮͿ /ŶĚŽŶĞƐŝĂ ϯϱϬ ;ϯ͘ϭͿ 362 ;Ϯ͘ϵͿ 371 ;ϯ͘ϮͿ ϰϬϮ ;ϱ͘ϵͿ 52* ;ϲ͘ϵͿ 19* ;Ϯ͘ϮͿ ϳ͘ϴ ;ϭ͘ϳͿ DŽŶƚĞŶĞŐƌŽ 396 ;Ϯ͘ϭͿ 411 ;ϭ͘ϵͿ ϰϮϴ ;Ϯ͘ϯͿ 451 ;Ϯ͘ϭͿ 55* ;ϯ͘ϬͿ 24* ;ϭ͘ϯͿ ϱ͘ϴ ;Ϭ͘ϲͿ Newfoundland * ;ϵ͘ϳͿ 26* ;ϰ͘ϰͿ 5.1 ;ϭ͘ϴͿ and Labrador 491 ;ϴ͘ϭͿ 514 ;ϳ͘ϱͿ 528 ;ϳ͘ϬͿ 546 ;ϳ͘ϵͿ 55 ŽƐŶŝĂĂŶĚ ,ĞƌǌĞŐŽǀŝŶĂ 373 ;Ϯ͘ϳͿ ϰϬϮ ;ϯ͘ϴͿ ϰϬϴ ;ϯ͘ϭͿ 431 ;ϰ͘ϰͿ ϱϴ* ;ϰ͘ϲͿ 26* ;ϭ͘ϵͿ 7.3 ;ϭ͘ϬͿ Manitoba 468 ;ϱ͘ϲͿ 487 ;ϱ͘ϮͿ 503 ;ϰ͘ϳͿ 526 ;ϱ͘ϳͿ 58* ;ϴ͘ϬͿ 24* ;ϯ͘ϮͿ 4.6 ;ϭ͘ϮͿ ,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ 497 ;ϯ͘ϳͿ 523 ;ϯ͘ϰͿ 529 ;ϯ͘ϰͿ 555 ;ϰ͘ϳͿ 59* ;ϲ͘ϬͿ 21* ;Ϯ͘ϮͿ 5.1 ;ϭ͘ϭͿ ƐƚŽŶŝĂ 497 ;ϯ͘ϳͿ ϱϬϵ ;ϯ͘ϭͿ 532 ;Ϯ͘ϱͿ ϱϱϴ ;Ϯ͘ϵͿ 61* ;ϰ͘ϲͿ 29* ;Ϯ͘ϭͿ 6.2 ;Ϭ͘ϴͿ ůďĂŶŝĂ 377 ;Ϯ͘ϱͿ ϰϬϮ ;Ϯ͘ϯͿ ϰϬϲ ;Ϯ͘ϳͿ ϰϯϴ ;ϯ͘ϵͿ 61* ;ϰ͘ϳͿ 23* ;ϭ͘ϴͿ ϳ͘ϴ ;ϭ͘ϭͿ ƌŝƟƐŚŽůƵŵďŝĂ 483 ;ϲ͘ϬͿ 515 ;ϱ͘ϬͿ 541 ;ϱ͘ϵͿ 544 ;ϴ͘ϭͿ 61* ;ϵ͘ϵͿ 31* ;ϰ͘ϯͿ 5.7 ;ϭ͘ϱͿ Ontario 492 ;ϰ͘ϳͿ 518 ;ϰ͘ϲͿ 542 ;ϰ͘ϴͿ 555 ;ϰ͘ϱͿ 63* ;ϱ͘ϵͿ 27* ;Ϯ͘ϵͿ 4.8 ;Ϭ͘ϵͿ ƌŽĂƟĂ 455 ;ϯ͘ϮͿ 463 ;ϯ͘ϯͿ ϰϴϬ ;ϯ͘ϭͿ ϱϭϴ ;ϯ͘ϱͿ 63* ;ϯ͘ϵͿ 32* ;ϭ͘ϴͿ 7.7 ;Ϭ͘ϴͿ EĞǁƌƵŶƐǁŝĐŬ 460 ;ϲ͘ϭͿ 477 ;ϲ͘ϭͿ 500 ;ϲ͘ϮͿ 524 ;ϳ͘ϮͿ 63* ;ϭϬ͘ϮͿ 29* ;ϰ͘ϰͿ 5.6 ;ϭ͘ϳͿ EŽǀĂ^ĐŽƟĂ 480 ;ϲ͘ϬͿ 510 ;ϲ͘ϬͿ 537 ;ϱ͘ϴͿ 543 ;ϳ͘ϲͿ 63* ;ϳ͘ϳͿ 31* ;ϰ͘ϮͿ 6.1 ;ϭ͘ϰͿ :ŽƌĚĂŶ ϯϵϬ ;ϰ͘ϯͿ 411 ;ϯ͘ϯͿ 427 ;ϯ͘ϯͿ 453 ;ϰ͘ϭͿ 64* ;ϱ͘ϲͿ 21* ;ϭ͘ϵͿ 7.7 ;ϭ͘ϮͿ ŽŵŝŶŝĐĂŶZĞƉƵďůŝĐ 319 ;Ϯ͘ϱͿ 333 ;ϯ͘ϭͿ 336 ;ϯ͘ϰͿ ϯϴϯ ;ϱ͘ϳͿ 65* ;ϲ͘ϯͿ 22* ;Ϯ͘ϭͿ ϴ͘ϵ ;ϭ͘ϲͿ >ĂƚǀŝĂ 447 ;Ϯ͘ϴͿ ϰϳϬ ;Ϯ͘ϵͿ ϰϵϬ ;ϯ͘ϭͿ 512 ;ϯ͘ϬͿ 65* ;ϯ͘ϵͿ 29* ;ϭ͘ϳͿ 7.2 ;Ϭ͘ϴͿ ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ 443 ;ϰ͘ϰͿ 469 ;ϯ͘ϭͿ 493 ;ϯ͘ϮͿ ϱϭϬ ;ϰ͘ϮͿ 67* ;ϱ͘ϰͿ 34* ;Ϯ͘ϲͿ 7.3 ;ϭ͘ϬͿ Canada 485 ;Ϯ͘ϯͿ 512 ;Ϯ͘ϯͿ 539 ;Ϯ͘ϲͿ 553 ;Ϯ͘ϱͿ 68* ;ϯ͘ϯͿ 32* ;ϭ͘ϲͿ 6.7 ;Ϭ͘ϲͿ 'ĞŽƌŐŝĂ ϯϱϬ ;Ϯ͘ϵͿ 367 ;ϯ͘ϰͿ ϯϴϲ ;Ϯ͘ϲͿ ϰϭϴ ;ϯ͘ϴͿ ϲϴ* ;ϰ͘ϱͿ Ϯϴ* ;ϭ͘ϴͿ 9.4 ;ϭ͘ϭͿ dŚĂŝůĂŶĚ 369 ;Ϯ͘ϰͿ 377 ;Ϯ͘ϴͿ ϯϴϴ ;ϯ͘ϱͿ ϰϯϴ ;ϱ͘ϲͿ 69* ;ϲ͘ϬͿ 24* ;Ϯ͘ϬͿ ϭϮ͘Ϭ ;Ϯ͘ϬͿ ǇƉƌƵƐ ϯϴϵ ;Ϯ͘ϵͿ 416 ;Ϯ͘ϲͿ 439 ;Ϯ͘ϴͿ 459 ;ϯ͘ϬͿ 69* ;ϰ͘ϲͿ Ϯϴ* ;ϭ͘ϳͿ ϲ͘ϴ ;Ϭ͘ϴͿ Quebec 482 ;ϰ͘ϰͿ 510 ;ϰ͘ϭͿ 538 ;ϰ͘ϲͿ 554 ;ϰ͘ϴͿ 71* ;ϲ͘ϭͿ 36* ;Ϯ͘ϵͿ 9.4 ;ϭ͘ϰͿ :ĂƉĂŶ 465 ;ϰ͘ϮͿ 499 ;ϯ͘ϮͿ 517 ;ϯ͘ϰͿ 537 ;ϯ͘ϳͿ 72* ;ϱ͘ϲͿ ϯϴ* ;Ϯ͘ϴͿ ϴ͘Ϭ ;ϭ͘ϮͿ /ĐĞůĂŶĚ 437 ;ϯ͘ϲͿ 463 ;ϰ͘ϬͿ 495 ;ϯ͘ϰͿ ϱϭϬ ;ϰ͘ϬͿ 72* ;ϱ͘ϳͿ 33* ;Ϯ͘ϳͿ 6.6 ;ϭ͘ϬͿ ^ĞƌďŝĂ ϰϬϳ ;ϰ͘ϮͿ 429 ;ϰ͘ϭͿ 445 ;ϯ͘ϳͿ ϰϴϬ ;ϰ͘ϲͿ 73* ;ϱ͘ϴͿ 33* ;Ϯ͘ϱͿ ϳ͘ϴ ;ϭ͘ϮͿ EŽƌǁĂǇ 459 ;ϯ͘ϱͿ 496 ;ϯ͘ϭͿ ϱϮϬ ;Ϯ͘ϴͿ 532 ;ϯ͘ϰͿ 73* ;ϰ͘ϲͿ 35* ;Ϯ͘ϬͿ 7.5 ;Ϭ͘ϵͿ Saskatchewan 465 ;ϱ͘ϯͿ 491 ;ϰ͘ϰͿ 510 ;ϱ͘ϬͿ 539 ;ϰ͘ϴͿ 74* ;ϲ͘ϴͿ 33* ;ϯ͘ϭͿ 8.7 ;ϭ͘ϱͿ ^ĂƵĚŝƌĂďŝĂ 362 ;ϰ͘ϰͿ 392 ;ϯ͘ϱͿ ϰϬϵ ;Ϯ͘ϴͿ 437 ;ϰ͘ϬͿ 74* ;ϲ͘ϮͿ 24* ;ϭ͘ϵͿ 11.5 ;ϭ͘ϳͿ /ƌĞůĂŶĚ ϰϴϮ ;ϯ͘ϬͿ 511 ;ϯ͘ϬͿ 527 ;Ϯ͘ϴͿ 557 ;ϯ͘ϬͿ 75* ;ϰ͘ϮͿ 34* ;ϭ͘ϳͿ ϭϬ͘ϳ ;ϭ͘ϭͿ /ƚĂůǇ 436 ;ϯ͘ϱͿ 474 ;Ϯ͘ϴͿ ϰϴϳ ;ϯ͘ϮͿ 511 ;ϯ͘ϵͿ 75* ;ϱ͘ϭͿ 32* ;ϭ͘ϵͿ ϴ͘ϵ ;ϭ͘ϬͿ <ŽƌĞĂ 477 ;ϯ͘ϵͿ ϱϬϯ ;ϯ͘ϲͿ 525 ;ϯ͘ϴͿ 552 ;ϰ͘ϯͿ 75* ;ϱ͘ϳͿ 37* ;Ϯ͘ϴͿ ϴ͘Ϭ ;ϭ͘ϭͿ dƵƌŬĞǇ 437 ;ϯ͘ϴͿ 452 ;ϯ͘ϭͿ 461 ;ϯ͘ϬͿ 513 ;ϰ͘ϬͿ 76* ;ϲ͘ϬͿ 25* ;ϭ͘ϴͿ 11.4 ;ϭ͘ϴͿ Alberta 492 ;ϲ͘ϲͿ 521 ;ϲ͘ϭͿ 553 ;ϰ͘ϰͿ 568 ;ϲ͘ϰͿ 76* ;ϵ͘ϯͿ 38* ;ϰ͘ϬͿ 9.2 ;ϭ͘ϵͿ Prince Edward Island 471 ;ϭϯ͘ϭͿ 485 ;ϭϯ͘ϭͿ 510 ;ϭϬ͘ϯͿ 549 ;ϭϭ͘ϭͿ 78* ;ϭϲ͘ϲͿ 36* ;ϵ͘ϲͿ 7.9 ;ϯ͘ϭͿ ĞŶŵĂƌŬ 462 ;Ϯ͘ϳͿ 493 ;Ϯ͘ϴͿ 514 ;Ϯ͘ϴͿ ϱϰϬ ;Ϯ͘ϴͿ ϳϴ* ;ϯ͘ϳͿ ϯϴ* ;ϭ͘ϴͿ 9.9 ;Ϭ͘ϵͿ &ŝŶůĂŶĚ ϰϴϯ ;ϯ͘ϬͿ ϱϬϵ ;Ϯ͘ϲͿ 533 ;ϯ͘ϮͿ 562 ;ϯ͘ϳͿ 79* ;ϰ͘ϳͿ ϯϴ* ;Ϯ͘ϮͿ 9.2 ;ϭ͘ϬͿ hŶŝƚĞĚ<ŝŶŐĚŽŵ 471 ;ϯ͘ϭͿ 493 ;Ϯ͘ϵͿ 516 ;Ϯ͘ϴͿ ϱϱϬ ;ϯ͘ϵͿ ϴϬ* ;ϰ͘ϳͿ 33* ;ϭ͘ϴͿ 9.3 ;ϭ͘ϬͿ ^ůŽǀĞŶŝĂ 462 ;Ϯ͘ϲͿ 476 ;Ϯ͘ϳͿ ϱϬϲ ;Ϯ͘ϵͿ 541 ;ϯ͘ϬͿ ϴϬ* ;ϯ͘ϵͿ 41* ;ϭ͘ϴͿ 12.1 ;ϭ͘ϬͿ ZĞƉƵďůŝĐŽĨEŽƌƚŚ * * DĂĐĞĚŽŶŝĂ 359 ;Ϯ͘ϴͿ ϯϴϮ ;Ϯ͘ϴͿ 397 ;ϯ͘ϬͿ 439 ;Ϯ͘ϳͿ ϴϬ ;ϰ͘ϬͿ 33 ;ϭ͘ϲͿ ϭϬ͘Ϯ ;Ϭ͘ϵͿ DĞǆŝĐŽ ϯϴϮ ;Ϯ͘ϴͿ 413 ;ϯ͘ϯͿ 426 ;ϰ͘ϬͿ 464 ;ϰ͘ϵͿ ϴϮ* ;ϱ͘ϳͿ 25* ;ϭ͘ϳͿ 13.7 ;ϭ͘ϳͿ

108 PISA 2018 dĂďůĞ͘Ϯ͘ϭď;ĐŽŶƚ͛ĚͿ ǀĞƌĂŐĞƐĐŽƌĞƐďǇŝŶĚĞǆŽĨĞĐŽŶŽŵŝĐ͕ƐŽĐŝĂů͕ĂŶĚĐƵůƚƵƌĂůƐƚĂƚƵƐ;^^Ϳ͗Z/E' Change in ǆƉůĂŝŶĞĚ ŝīĞƌĞŶĐĞ the average variance ŽƩŽŵ Second ;ƚŽƉƋƵĂƌƚĞƌʹ score per one Third quarter Top quarter in student quarter quarter ďŽƩŽŵ ;ŝŶƚĞŐĞƌͿƵŶŝƚ performance ƋƵĂƌƚĞƌͿ change in the Country ;ƌϸǆϭϬϬͿ or province ^^ŝŶĚĞǆ Average Average Standard error Average Standard error Average Standard error Average Standard error ŝīĞƌĞŶĐĞ Standard error ŝīĞƌĞŶĐĞ Standard error % Standard error Ͳ^Ͳ:Ͳ;ŚŝŶĂͿ 519 ;ϯ͘ϳͿ 545 ;Ϯ͘ϳͿ ϱϱϴ ;Ϯ͘ϵͿ ϲϬϬ ;ϰ͘ϬͿ ϴϮ* ;ϱ͘ϰͿ 29* ;ϭ͘ϴͿ 12.6 ;ϭ͘ϯͿ ŽƐƚĂZŝĐĂ 392 ;Ϯ͘ϲͿ ϰϭϬ ;Ϯ͘ϴͿ 429 ;ϰ͘ϱͿ 476 ;ϰ͘ϲͿ ϴϯ* ;ϰ͘ϵͿ 24* ;ϭ͘ϱͿ 15.6 ;ϭ͘ϲͿ 'ƌĞĞĐĞ 417 ;ϰ͘ϭͿ 444 ;ϯ͘ϵͿ ϰϲϴ ;ϰ͘ϬͿ ϱϬϮ ;ϰ͘ϮͿ ϴϰ* ;ϱ͘ϮͿ 35* ;Ϯ͘ϭͿ ϭϬ͘ϵ ;ϭ͘ϮͿ DĂůƚĂ ϰϬϲ ;ϯ͘ϰͿ 442 ;ϯ͘ϱͿ ϰϲϬ ;ϯ͘ϲͿ 491 ;ϯ͘ϲͿ ϴϱ* ;ϰ͘ϳͿ 32* ;ϭ͘ϵͿ 7.6 ;Ϭ͘ϵͿ ŽůŽŵďŝĂ 373 ;ϯ͘ϱͿ ϯϵϴ ;ϰ͘ϮͿ 419 ;ϰ͘ϬͿ 459 ;ϱ͘ϮͿ ϴϲ* ;ϲ͘ϱͿ 26* ;ϭ͘ϴͿ 13.7 ;ϭ͘ϴͿ ŚŝůĞ 415 ;ϯ͘ϬͿ 443 ;ϯ͘ϰͿ 455 ;ϯ͘ϮͿ ϱϬϮ ;ϯ͘ϰͿ ϴϳ* ;ϰ͘ϯͿ 32* ;ϭ͘ϱͿ 12.7 ;ϭ͘ϭͿ WŚŝůŝƉƉŝŶĞƐ ϯϬϭ ;Ϯ͘ϭͿ ϯϯϬ ;Ϯ͘ϰͿ 339 ;ϯ͘ϭͿ ϯϴϵ ;ϲ͘ϯͿ ϴϴ* ;ϲ͘ϰͿ ϯϬ* ;Ϯ͘ϮͿ ϭϴ͘Ϭ ;Ϯ͘ϭͿ EĞƚŚĞƌůĂŶĚƐ ϰϰϴ ;ϰ͘ϴͿ ϰϳϬ ;ϰ͘ϮͿ 495 ;ϯ͘ϲͿ 536 ;ϰ͘ϬͿ ϴϴ* ;ϱ͘ϵͿ 39* ;Ϯ͘ϱͿ ϭϬ͘ϱ ;ϭ͘ϯͿ ^ǁĞĚĞŶ ϰϲϬ ;ϰ͘ϯͿ ϱϬϭ ;ϯ͘ϱͿ 526 ;ϯ͘ϲͿ 549 ;ϰ͘ϭͿ ϴϵ* ;ϱ͘ϵͿ 39* ;Ϯ͘ϮͿ ϭϬ͘ϳ ;ϭ͘ϮͿ ƵƐƚƌĂůŝĂ ϰϲϬ ;Ϯ͘ϯͿ ϰϵϬ ;Ϯ͘ϰͿ 519 ;Ϯ͘ϳͿ 549 ;Ϯ͘ϯͿ ϴϵ* ;Ϯ͘ϴͿ ϯϴ* ;ϭ͘ϮͿ ϭϬ͘ϭ ;Ϭ͘ϲͿ DĂůĂǇƐŝĂ 377 ;ϯ͘ϬͿ ϰϬϭ ;ϯ͘ϬͿ 417 ;ϯ͘ϭͿ 466 ;ϰ͘ϴͿ ϴϵ* ;ϱ͘ϲͿ 33* ;Ϯ͘ϬͿ 16.3 ;ϭ͘ϴͿ ŚŝŶĞƐĞdĂŝƉĞŝ 461 ;Ϯ͘ϵͿ 492 ;Ϯ͘ϴͿ ϱϭϬ ;ϯ͘ϲͿ ϱϱϬ ;ϰ͘ϯͿ ϴϵ* ;ϰ͘ϴͿ 37* ;Ϯ͘ϬͿ 11.4 ;ϭ͘ϭͿ >ŝƚŚƵĂŶŝĂ 432 ;Ϯ͘ϲͿ 465 ;Ϯ͘ϴͿ ϰϴϴ ;Ϯ͘ϴͿ 522 ;Ϯ͘ϯͿ ϴϵ* ;ϯ͘ϱͿ ϰϬ* ;ϭ͘ϲͿ 13.2 ;ϭ͘ϬͿ hŬƌĂŝŶĞ 422 ;ϰ͘ϲͿ 456 ;ϯ͘ϲͿ 476 ;ϯ͘ϳͿ 511 ;ϯ͘ϳͿ ϵϬ* ;ϱ͘ϳͿ 45* ;Ϯ͘ϱͿ ϭϰ͘Ϭ ;ϭ͘ϰͿ WŽůĂŶĚ 469 ;ϯ͘ϭͿ ϱϬϰ ;ϯ͘ϭͿ ϱϭϴ ;ϯ͘ϴͿ ϱϲϬ ;ϰ͘ϲͿ ϵϬ* ;ϱ͘ϳͿ 39* ;Ϯ͘ϲͿ 11.6 ;ϭ͘ϰͿ YĂƚĂƌ ϯϲϬ ;ϭ͘ϰͿ 395 ;ϭ͘ϴͿ 429 ;ϭ͘ϳͿ 453 ;ϭ͘ϴͿ 93* ;Ϯ͘ϯͿ ϯϴ* ;ϭ͘ϭͿ ϴ͘ϲ ;Ϭ͘ϱͿ ƵƐƚƌŝĂ ϰϰϬ ;ϯ͘ϳͿ 475 ;ϯ͘ϯͿ 496 ;ϯ͘ϱͿ 533 ;ϯ͘ϰͿ 93* ;ϱ͘ϬͿ ϰϬ* ;ϭ͘ϵͿ ϭϯ͘Ϭ ;ϭ͘ϮͿ WŽƌƚƵŐĂů ϰϰϴ ;ϰ͘ϭͿ ϰϴϬ ;ϯ͘ϰͿ ϱϬϭ ;ϯ͘ϮͿ 543 ;ϯ͘ϮͿ 95* ;ϰ͘ϳͿ 31* ;ϭ͘ϰͿ 13.5 ;ϭ͘ϮͿ Panama 337 ;ϯ͘ϰͿ 364 ;ϯ͘ϭͿ 379 ;ϯ͘ϮͿ 432 ;ϱ͘ϱͿ 95* ;ϲ͘ϱͿ 27* ;ϭ͘ϳͿ ϭϳ͘Ϭ ;ϭ͘ϵͿ EĞǁĞĂůĂŶĚ 462 ;ϯ͘ϬͿ ϰϵϬ ;Ϯ͘ϴͿ 525 ;ϯ͘ϮͿ ϱϱϴ ;ϯ͘ϯͿ 96* ;ϰ͘ϰͿ 39* ;ϭ͘ϲͿ 12.9 ;ϭ͘ϬͿ ƌĂǌŝů 373 ;Ϯ͘ϯͿ 397 ;Ϯ͘ϴͿ 419 ;Ϯ͘ϲͿ ϰϳϬ ;ϯ͘ϴͿ 97* ;ϰ͘ϰͿ ϯϬ* ;ϭ͘ϯͿ ϭϰ͘Ϭ ;ϭ͘ϭͿ hŶŝƚĞĚ^ƚĂƚĞƐ ϰϲϬ ;ϰ͘ϲͿ ϰϴϴ ;ϰ͘ϬͿ 517 ;ϯ͘ϲͿ ϱϱϴ ;ϰ͘ϳͿ 99* ;ϲ͘ϯͿ 36* ;Ϯ͘ϭͿ ϭϮ͘Ϭ ;ϭ͘ϰͿ hƌƵŐƵĂǇ 379 ;ϯ͘ϲͿ 414 ;ϯ͘ϮͿ 439 ;ϯ͘ϵͿ ϰϳϴ ;ϰ͘ϭͿ 99* ;ϱ͘ϳͿ 33* ;ϭ͘ϳͿ ϭϲ͘Ϭ ;ϭ͘ϲͿ ĞůĂƌƵƐ 423 ;ϯ͘ϭͿ ϰϱϴ ;ϯ͘ϲͿ ϰϴϵ ;Ϯ͘ϱͿ 525 ;ϯ͘ϱͿ ϭϬϮ* ;ϰ͘ϳͿ 51* ;Ϯ͘ϮͿ ϭϵ͘ϴ ;ϭ͘ϱͿ DŽůĚŽǀĂ 374 ;Ϯ͘ϵͿ 414 ;ϯ͘ϮͿ 433 ;ϯ͘ϬͿ 476 ;ϰ͘ϳͿ ϭϬϮ* ;ϱ͘ϯͿ 42* ;Ϯ͘ϭͿ 17.3 ;ϭ͘ϱͿ ƌŐĞŶƟŶĂ 353 ;ϯ͘ϲͿ ϯϴϳ ;ϯ͘ϱͿ 416 ;ϯ͘ϰͿ 455 ;ϰ͘ϭͿ ϭϬϮ* ;ϱ͘ϰͿ 34* ;ϭ͘ϲͿ 17.1 ;ϭ͘ϱͿ ƌƵŶĞŝĂƌƵƐƐĂůĂŵ 364 ;ϭ͘ϴͿ ϯϵϬ ;ϭ͘ϵͿ 414 ;Ϯ͘ϯͿ 466 ;Ϯ͘ϭͿ ϭϬϯ* ;Ϯ͘ϳͿ ϰϬ* ;ϭ͘ϬͿ ϭϲ͘Ϭ ;Ϭ͘ϴͿ Lebanon ϯϬϳ ;ϰ͘ϭͿ 341 ;ϰ͘ϱͿ 362 ;ϱ͘ϵͿ ϰϭϬ ;ϳ͘ϱͿ ϭϬϯ* ;ϳ͘ϳͿ 34* ;Ϯ͘ϰͿ 12.2 ;ϭ͘ϳͿ ^ŝŶŐĂƉŽƌĞ 495 ;Ϯ͘ϳͿ 535 ;Ϯ͘ϴͿ ϱϳϬ ;Ϯ͘ϱͿ 599 ;ϯ͘ϰͿ ϭϬϰ* ;ϯ͘ϴͿ 43* ;ϭ͘ϱͿ 13.2 ;Ϭ͘ϵͿ ^ǁŝƚǌĞƌůĂŶĚ 435 ;ϯ͘ϴͿ 469 ;ϯ͘ϲͿ 499 ;ϯ͘ϮͿ 539 ;ϱ͘ϰͿ ϭϬϰ* ;ϲ͘ϲͿ 43* ;Ϯ͘ϯͿ 15.6 ;ϭ͘ϲͿ hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ 377 ;ϭ͘ϲͿ 414 ;Ϯ͘ϮͿ 461 ;Ϯ͘ϯͿ ϰϴϮ ;ϰ͘ϬͿ ϭϬϱ* ;ϰ͘ϭͿ 43* ;ϭ͘ϳͿ 11.1 ;Ϭ͘ϴͿ ǌĞĐŚZĞƉƵďůŝĐ 439 ;ϰ͘ϯͿ ϰϴϭ ;ϯ͘ϮͿ ϰϵϴ ;ϯ͘ϬͿ 544 ;ϯ͘ϮͿ ϭϬϱ* ;ϱ͘ϰͿ 45* ;Ϯ͘ϭͿ 16.5 ;ϭ͘ϰͿ ƵůŐĂƌŝĂ 369 ;ϰ͘ϴͿ ϰϬϯ ;ϰ͘ϵͿ ϰϯϴ ;ϰ͘ϱͿ 475 ;ϱ͘ϬͿ ϭϬϲ* ;ϲ͘ϮͿ 39* ;Ϯ͘ϲͿ ϭϱ͘Ϭ ;ϭ͘ϲͿ ^ůŽǀĂŬZĞƉƵďůŝĐ ϰϬϰ ;ϯ͘ϵͿ 449 ;ϯ͘ϭͿ ϰϲϴ ;ϯ͘ϬͿ 511 ;ϯ͘ϵͿ ϭϬϲ* ;ϱ͘ϳͿ 46* ;Ϯ͘ϬͿ 17.5 ;ϭ͘ϱͿ &ƌĂŶĐĞ 443 ;Ϯ͘ϳͿ 474 ;ϯ͘ϰͿ ϱϬϵ ;ϯ͘ϯͿ ϱϱϬ ;ϯ͘ϵͿ ϭϬϳ* ;ϱ͘ϬͿ 47* ;Ϯ͘ϬͿ 17.5 ;ϭ͘ϯͿ ZŽŵĂŶŝĂ 375 ;ϱ͘ϭͿ 417 ;ϰ͘ϳͿ 437 ;ϰ͘ϴͿ ϰϴϰ ;ϱ͘ϳͿ ϭϬϴ* ;ϳ͘ϬͿ 43* ;Ϯ͘ϲͿ ϭϴ͘ϭ ;Ϯ͘ϭͿ ĞůŐŝƵŵ ϰϰϬ ;Ϯ͘ϴͿ 476 ;ϯ͘ϮͿ 512 ;ϯ͘ϭͿ ϱϱϬ ;Ϯ͘ϮͿ ϭϬϵ* ;ϯ͘ϭͿ 46* ;ϭ͘ϯͿ 17.2 ;Ϭ͘ϴͿ WĞƌƵ 349 ;Ϯ͘ϵͿ ϯϴϱ ;ϯ͘ϬͿ ϰϭϬ ;ϯ͘ϮͿ ϰϱϴ ;ϰ͘ϯͿ ϭϭϬ* ;ϰ͘ϵͿ 36* ;ϭ͘ϰͿ 21.5 ;ϭ͘ϲͿ 'ĞƌŵĂŶǇ ϰϱϬ ;ϰ͘ϯͿ 492 ;ϯ͘ϱͿ ϱϭϴ ;ϰ͘ϬͿ 564 ;ϰ͘ϬͿ 113* ;ϱ͘ϰͿ 42* ;ϭ͘ϳͿ 17.2 ;ϭ͘ϰͿ ,ƵŶŐĂƌǇ ϰϮϬ ;ϯ͘ϰͿ 463 ;ϯ͘ϮͿ ϰϴϵ ;ϯ͘ϮͿ 534 ;ϰ͘ϬͿ 113* ;ϱ͘ϰͿ 46* ;Ϯ͘ϮͿ 19.1 ;ϭ͘ϳͿ /ƐƌĂĞů ϰϬϳ ;ϰ͘ϮͿ 455 ;ϰ͘ϴͿ ϱϬϳ ;ϰ͘ϭͿ 529 ;ϰ͘ϭͿ 121* ;ϱ͘ϰͿ 47* ;ϭ͘ϵͿ ϭϰ͘Ϭ ;ϭ͘ϬͿ >ƵǆĞŵďŽƵƌŐ 415 ;Ϯ͘ϯͿ 445 ;Ϯ͘ϰͿ ϰϴϴ ;Ϯ͘ϳͿ 537 ;ϯ͘ϬͿ 122* ;ϰ͘ϭͿ ϰϬ* ;ϭ͘ϮͿ ϭϳ͘ϴ ;ϭ͘ϬͿ OECD average 445 ;Ϭ͘ϲͿ 476 ;Ϭ͘ϱͿ 500 ;Ϭ͘ϱͿ 534 ;Ϭ͘ϲͿ 89* ;Ϭ͘ϴͿ 37* ;Ϭ͘ϯͿ 12.0 ;Ϭ͘ϮͿ Note͗ŽƵŶƚƌŝĞƐĂŶĚƉƌŽǀŝŶĐĞƐŚĂǀĞďĞĞŶƐŽƌƚĞĚŝŶĂƐĐĞŶĚŝŶŐŽƌĚĞƌďǇƚŚĞĚŝīĞƌĞŶĐĞŝŶƐĐŽƌĞƉŽŝŶƚƐďĞƚǁĞĞŶƚŚĞďŽƩŽŵĂŶĚƚŽƉƋƵĂƌƚĞƌƐ͘Ͳ^Ͳ:Ͳ;ŚŝŶĂͿƌĞƉƌĞƐĞŶƚƐĞŝũŝŶŐ͕ ^ŚĂŶŐŚĂŝ͕:ŝĂŶŐƐƵ͕ĂŶĚŚĞũŝĂŶŐ͘^ĞĞKϮϬϭϵď͕Ɖ͘Ϯϭ͕ĨŽƌĂŶŽƚĞƌĞŐĂƌĚŝŶŐǇƉƌƵƐ͘ZĞĂĚŝŶŐƐĐŽƌĞƐĨŽƌ^ƉĂŝŶĂƌĞŶŽƚŝŶĐůƵĚĞĚŝŶƚŚĞŝŶƚĞƌŶĂƟŽŶĂůW/^ƌĞƉŽƌƚƐ͗ĚƵĞƚŽŝŵƉůĂƵƐŝďůĞ ƐƚƵĚĞŶƚͲƌĞƐƉŽŶƐĞďĞŚĂǀŝŽƵƌƐŽŶƚŚĞƌĞĂĚŝŶŐĂƐƐĞƐƐŵĞŶƚŝŶĂƐŵĂůůŶƵŵďĞƌŽĨƐĐŚŽŽůƐŝŶƐŽŵĞƌĞŐŝŽŶƐŽĨ^ƉĂŝŶ͕ƚŚĞKŝƐƵŶĂďůĞƚŽĂƐƐƵƌĞĨƵůůŝŶƚĞƌŶĂƟŽŶĂůĐŽŵƉĂƌĂďŝůŝƚǇŽĨƚŚĞ ƌĞƐƵůƚƐ͘dŚĞĚĂƚĂĨŽƌsŝĞƚŶĂŵŚĂǀĞŶŽƚǇĞƚďĞĞŶĨƵůůǇǀĂůŝĚĂƚĞĚ͗ĚƵĞƚŽĂůĂĐŬŽĨĐŽŶƐŝƐƚĞŶĐǇŝŶƚŚĞƌĞƐƉŽŶƐĞƉĂƩĞƌŶŽĨƐŽŵĞƉĞƌĨŽƌŵĂŶĐĞĚĂƚĂ͕ƚŚĞKĐĂŶŶŽƚǇĞƚĂƐƐƵƌĞĨƵůů ŝŶƚĞƌŶĂƟŽŶĂůĐŽŵƉĂƌĂďŝůŝƚǇŽĨƚŚĞƌĞƐƵůƚƐ͘

PISA 2018 109

error Standard Standard

;ϭ͘ϲͿ ;Ϭ͘ϵͿ ;Ϭ͘ϲͿ ;ϭ͘ϴͿ ;ϯ͘ϭͿ ;Ϭ͘ϳͿ ;Ϯ͘ϮͿ ;ϯ͘ϱͿ ;ϭ͘ϴͿ ;ϭ͘ϭͿ ;ϭ͘ϳͿ ;ϭ͘ϰͿ ;ϭ͘ϳͿ ;ϭ͘ϱͿ ;ϭ͘ϬͿ ;ϭ͘ϲͿ ;ϯ͘ϭͿ ;Ϯ͘ϬͿ ;ϭ͘ϴͿ ;ϭ͘ϱͿ ;ϭ͘ϮͿ ;ϭ͘ϰͿ ;ϭ͘ϴͿ ;ϭ͘ϳͿ ;ϭ͘ϭͿ ;ϭ͘ϮͿ ;Ϯ͘ϯͿ % variance variance ;ƌϸǆϭϬϬͿ ǆƉůĂŝŶĞĚ 5.9 7.4 6.1 4.6 6.7 6.1 5.4 9.9 7.2 4.3 7.6 5.4 5.2 9.3 4.2 5.7 9.2 7.3 6.7 9.4 5.2 5.7 6.7 7.3 4.6 4.6 7.2

in student in student

performance performance

error Standard Standard

;ϰ͘ϯͿ ;Ϯ͘ϰͿ ;ϭ͘ϳͿ ;ϰ͘ϵͿ ;ϵ͘ϲͿ ;ϱ͘ϱͿ ;ϵ͘ϴͿ ;ϰ͘ϰͿ ;ϯ͘ϭͿ ;ϰ͘ϬͿ ;ϰ͘ϯͿ ϴ͘ϰ ;ϭ͘ϵͿ ;ϰ͘ϲͿ ;ϯ͘ϯͿ ;ϯ͘ϯͿ ;ϰ͘ϭͿ;ϰ͘ϲͿ ϴ͘ϰ ;ϭ͘ϵͿ ;ϰ͘ϭͿ ;ϯ͘ϮͿ ;ϯ͘ϰͿ ;ϯ͘ϳͿ ϴ͘ϰ ;ϭ͘ϳͿ ;ϴ͘ϲͿ ;ϱ͘ϳͿ ;ϰ͘ϴͿ ;ϯ͘ϱͿ ;ϯ͘ϳͿ ;ϱ͘ϮͿ;ϱ͘ϯͿ ϭϬ͘ϵ ;Ϯ͘ϰͿ ;ϱ͘ϰͿ ŝīĞƌĞŶĐĞ ^^ŝŶĚĞǆ 29* 34* 36* 31* 25* 34* 25* 41* 32* 24* 32* 37* 29* 37* 26* 31* 42* 35* 34* 39* 36* 29* 46* 36* 26* 24* 33* 33* average score score average Change in the Change

ƉĞƌŽŶĞ;ŝŶƚĞŐĞƌͿ unit change in the unit change

error Standard Standard ;ϵ͘ϮͿ ;ϰ͘ϴͿ ;ϯ͘ϱͿ ;ϯ͘ϲͿ ϯϬΎ ;ϭ͘ϳͿ ;ϴ͘ϱͿ ;ϳ͘ϱͿ ;ϴ͘ϲͿ ;ϵ͘ϵͿ ;ϵ͘ϰͿ ;ϲ͘ϵͿ ;ϲ͘ϵͿ ;ϴ͘ϵͿ ;ϲ͘ϲͿ ;ϳ͘ϴͿ ;ϳ͘ϴͿ ;ϳ͘ϳͿ;ϴ͘ϲͿ ϯϬΎ ;ϯ͘ϴͿ

;ϭϬ͘ϬͿ ;ϭϬ͘ϳͿ ;ϭϲ͘ϳͿ ;ϭϭ͘ϰͿ ;ϭϭ͘ϭͿ ϮϴΎ ;ϰ͘ϳͿ ;ϭϭ͘ϯͿ ;ϭϬ͘ϵͿ ;ϭϭ͘ϲͿ ;ϭϮ͘ϬͿ ďŽƩŽŵ ŝīĞƌĞŶĐĞ ƋƵĂƌƚĞƌͿ ŝīĞƌĞŶĐĞ

64* 64* 77* 67* 53* 71* 64* 53* 65* 59* 71* 73* 62* 73* 61* 73* 59* 73* 73* 74* 77* 69* 69* 91* 71*

;ƚŽƉƋƵĂƌƚĞƌʹ

error Standard Standard

;ϲ͘ϱͿ ;ϯ͘ϮͿ ;Ϯ͘ϲͿ ;ϴ͘ϴͿ ;ϵ͘ϴͿ ;ϱ͘ϭͿ ;ϱ͘ϱͿ ;ϲ͘ϴͿ ;ϴ͘ϴͿ ;ϰ͘ϵͿ ;ϰ͘ϵͿ ;ϳ͘ϬͿ ;ϴ͘ϲͿ ϲϬΎ ;ϭϬ͘ϯͿ ;ϴ͘ϱͿ ϱϴΎ ;ϴ͘ϭͿ ;ϳ͘ϴͿ ;ϵ͘ϵͿ ;ϴ͘ϮͿ ;ϱ͘ϯͿ ;ϲ͘ϮͿ ϴϵΎ ;ϴ͘ϱͿ ϰϬΎ ;ϯ͘ϴͿ ϭϬ͘ϳ ;ϭ͘ϵͿ

;ϭϭ͘ϬͿ ;ϭϮ͘ϯͿ ;ϭϯ͘ϲͿ ;ϮϮ͘ϯͿ ϴϱΎ ;ϭϳ͘ϴͿ ;ϭϲ͘ϬͿ ϴϲΎ ;ϭϱ͘ϳͿ ;ϭϬ͘ϬͿ ;ϭϭ͘ϳͿ ϲϴΎ ;ϭϭ͘ϳͿ Average

524 549 565 559 553 545 541 536 552 539 536 566 517 551 557 522 562 542 527 536 553 547 536 566 543 554

error Standard Standard

;Ϯ͘ϳͿ ;ϴ͘ϵͿ ;ϲ͘ϴͿ ϱϯϴ ;ϴ͘ϴͿ ϲϬΎ ;ϯ͘ϬͿ ϱϰϴ ;Ϯ͘ϵͿ ;ϵ͘ϯͿ ;ϱ͘ϮͿ ;ϲ͘ϴͿ ϱϰϬ ;ϴ͘ϲͿ ϱϴΎ ;ϭϬ͘ϰͿ ϯϬΎ ;ϰ͘ϲͿ ϱ͘Ϭ ;ϭ͘ϱͿ ;ϳ͘ϬͿ ;ϰ͘ϳͿ ;ϱ͘ϮͿ ;ϲ͘ϬͿ ;ϱ͘ϭͿ ϱϰϴ ;ϱ͘ϳͿ ;ϴ͘ϴͿ ;ϱ͘ϯͿ ϱϲϴ ;ϱ͘ϴͿ ;ϱ͘ϵͿ ϱϴϭ ;ϴ͘ϰͿ

;ϭϬ͘ϮͿ ;ϭϱ͘ϬͿ ;ϭϳ͘ϮͿ ;ϭϴ͘ϯͿ Average Ɛ;^^Ϳ͗Z/E'zK'E/d/sWZK^^^h^>^

535 539 527 534 535 519 512 533 552 539 495 536 544 535 547 537 551 563 515

Third quarterThird quarter Top

error dĂďůĞ͘Ϯ͘Ϯ Standard ;ϵ͘ϰͿ ϱϬϬ ;ϵ͘ϱͿ ;ϵ͘ϴͿ ;Ϯ͘ϰͿ ;ϱ͘ϱͿ ;ϰ͘ϲͿ ;ϱ͘ϴͿ ϱϯϴ ;ϲ͘ϴͿ ;ϰ͘ϲͿ ;ϳ͘ϴͿ ;ϳ͘ϵͿ ;ϱ͘ϴͿ ϱϰϴ ;ϳ͘ϴͿ

;ϮϬ͘ϬͿ Second Average quarter

477 515 511 479 512 522 514 514 519 525 519

error Standard Standard ;ϴ͘ϳͿ ;ϵ͘ϰͿ ϱϭϬ ;ϴ͘ϵͿ ;ϳ͘ϯͿ ϱϬϲ ;ϵ͘ϯͿ ;ϱ͘ϳͿ ϰϵϬ ;ϰ͘ϲͿ ϱϬϵ ;ϲ͘ϬͿ ;ϳ͘ϮͿ ϱϭϴ ;ϲ͘ϭͿ ;ϳ͘ϬͿ ϰϳϬ ;ϳ͘ϴͿ ;ϱ͘ϲͿ ;ϱ͘ϴͿ ϰϴϰ ;ϱ͘ϰͿ ϰϵϴ ;ϱ͘ϬͿ ;ϳ͘ϲͿ ϰϴϴ ;ϳ͘ϰͿ ϱϬϰ ;ϳ͘ϲͿ ;ϳ͘ϴͿ ϰϵϬ ;ϴ͘ϰͿ ϱϬϱ ;ϴ͘ϭͿ ;ϵ͘ϮͿ ϱϬϳ ;ϳ͘ϯͿ ;ϴ͘ϵͿ ϰϴϮ ;ϴ͘ϰͿ ϱϬϴ ;ϳ͘ϵͿ ;ϱ͘ϵͿ;ϳ͘ϭͿ ϱϮϴ ϰϴϲ ;ϱ͘ϬͿ ;ϲ͘ϱͿ ϱϬϰ ;ϱ͘ϵͿ ϱϯϬ ;ϲ͘ϬͿ ;ϳ͘ϵͿ ϰϴϳ ;ϲ͘ϯͿ ϱϬϳ ;ϲ͘ϴͿ

;ϭϭ͘ϵͿ ;ϭϴ͘ϱͿ ;ϭϰ͘ϲͿ ϰϴϯ ;ϮϬ͘ϴͿ ŽƩŽŵ Average quarter 461 491 493 467 474 465 492 455 496 463 469 463 474 462 499 461 453 467 ǀĞƌĂŐĞƐĐŽƌĞƐďǇŝŶĚĞǆŽĨĞĐŽŶŽŵŝĐ͕ƐŽĐŝĂů͕ĂŶĚĐƵůƚƵƌĂůƐƚĂƚƵ EĞǁƌƵŶƐǁŝĐŬ YƵĞďĞĐ ϰϴϱ ;ϳ͘ϮͿ ϱϬϵ ;ϱ͘ϴͿ ϱϯϴ ;ϲ͘ϬͿ ĂŶĂĚĂ ϰϴϴ ;ϯ͘ϯͿ ϱϭϴ ;Ϯ͘ϳͿ ϱϰϴ ;Ϯ͘ϵͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ĂŶĂĚĂ ϰϴϲ ;Ϯ͘ϱͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϰϳϬ ;ϭϮ͘ϮͿ ϰϴϭ ;ϭϰ͘ϮͿ ϱϬϱ ;ϭϭ͘ϳͿ EŽǀĂ^ĐŽƟĂ ϰϳϴ ;ϲ͘ϲͿ ϱϬϲ ;ϱ͘ϵͿ Canada and provinces ĂŶĂĚĂ ϰϴϰ ;Ϯ͘ϵͿ ϱϭϬ ;Ϯ͘ϵͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϰϴϰ ;ϭϮ͘ϳͿ ϱϬϳ ;ϭϭ͘ϱͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ EŽǀĂ^ĐŽƟĂ ^ĂƐŬĂƚĐŚĞǁĂŶ ůďĞƌƚĂ ƌŝƟƐŚŽůƵŵďŝĂ ϰϴϮ ;ϲ͘ϳͿ EĞǁƌƵŶƐǁŝĐŬ YƵĞďĞĐ ϰϳϴ ;ϱ͘ϭͿ ϱϬϳ ;ϰ͘ϱͿ KŶƚĂƌŝŽ DĂŶŝƚŽďĂ ƌŝƟƐŚŽůƵŵďŝĂ ϰϴϮ ;ϳ͘ϲͿ KŶƚĂƌŝŽ ϰϴϵ ;ϱ͘ϭͿ DĂŶŝƚŽďĂ ^ĂƐŬĂƚĐŚĞǁĂŶ ůďĞƌƚĂ ϰϴϵ ;ϳ͘ϮͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ EŽǀĂ^ĐŽƟĂ EĞǁƌƵŶƐǁŝĐŬ YƵĞďĞĐ ϰϵϬ ;ϱ͘ϴͿ ϱϮϬ ;ϱ͘ϯͿ ϱϱϬ ;ϱ͘ϬͿ KŶƚĂƌŝŽ DĂŶŝƚŽďĂ ^ĂƐŬĂƚĐŚĞǁĂŶ ůďĞƌƚĂ ϰϵϬ ;ϴ͘ϲͿ ƌŝƟƐŚŽůƵŵďŝĂ ϰϴϯ ;ϴ͘ϳͿ

ǀĂůƵĂƚĞĂŶĚƌĞŇĞĐƚ Understand ŽŐŶŝƟǀĞƉƌŽĐĞƐƐ subscale >ŽĐĂƚĞŝŶĨŽƌŵĂƟŽŶ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂŽƌƉƌŽǀŝŶĐĞ͘ 110 PISA 2018

error Standard Standard

;Ϭ͘ϳͿ ;ϭ͘ϴͿ ;Ϭ͘ϳͿ ;ϭ͘ϱͿ ;ϭ͘ϲͿ ;ϭ͘ϳͿ ;ϭ͘ϬͿ ;ϭ͘ϲͿ ;ϭ͘ϱͿ ;ϭ͘ϬͿ ;ϭ͘ϯͿ ;ϭ͘ϳͿ % variance variance ;ƌϸǆϭϬϬͿ ǆƉůĂŝŶĞĚ

in student in student 6.5 5.3 7.1 6.5 5.4 9.3 4.6 5.9 5.9 4.9 5.3 9.4

performance performance

error Standard Standard

;ϭ͘ϲͿ ;ϰ͘ϲͿ ;ϴ͘ϴͿ ϴ͘ϰ ;ϯ͘ϭͿ ;ϭ͘ϴͿ ;ϰ͘ϲͿ ;ϯ͘ϭͿ ;ϯ͘ϬͿ;ϯ͘ϯͿ ϰ͘Ϭ ϴ͘Ϯ ;ϭ͘ϬͿ ;ϭ͘ϱͿ ;ϰ͘ϬͿ ϴ͘ϲ ;ϭ͘ϵͿ ;ϰ͘ϱͿ ;ϯ͘ϬͿ ϭϬ͘Ϭ ;ϭ͘ϱͿ ;ϰ͘ϰͿ ;ϯ͘ϮͿ ;ϯ͘ϲͿ ŝīĞƌĞŶĐĞ ^^ŝŶĚĞǆ 32* 27* 37* 34* 32* 27* 23* 33* 37* 32* 27* 36* 32* average score score average Change in the Change

ƉĞƌŽŶĞ;ŝŶƚĞŐĞƌͿ unit change in the unit change

error Standard Standard ;ϲ͘ϱͿ ϯϴΎ ;ϯ͘ϲͿ ;ϴ͘ϬͿ ;ϴ͘ϴͿ ϯϬΎ ;ϰ͘ϲͿ ϲ͘Ϭ ;ϭ͘ϱͿ ;ϳ͘ϬͿ;ϲ͘ϰͿ ϯϴΎ ;ϯ͘ϰͿ ;ϳ͘ϯͿ ;ϳ͘ϱͿ ;ϵ͘ϭͿ ;ϲ͘ϲͿ ϮϴΎ ;ϯ͘ϮͿ ;ϳ͘ϵͿ ;ϴ͘ϭͿ

;ϭϬ͘ϯͿ ϯϬΎ ;ϰ͘ϲͿ ϲ͘Ϭ ;ϭ͘ϴͿ ;ϭϬ͘ϮͿ ;ϭϱ͘ϳͿ ;ϭϬ͘ϯͿ ϮϴΎ ;ϰ͘ϰͿ ;ϭϬ͘ϭͿ ;ϭϬ͘ϬͿ ďŽƩŽŵ ŝīĞƌĞŶĐĞ ƋƵĂƌƚĞƌͿ ŝīĞƌĞŶĐĞ

66* 75* 55* 77* 63* 72* 66* 63* 73* 62* 55* 73* 74* 62* 67* 65* 79* 63*

;ƚŽƉƋƵĂƌƚĞƌʹ

error Standard Standard

;ϱ͘ϯͿ ;Ϯ͘ϲͿ ϲϴΎ ;ϯ͘ϰͿ ;ϴ͘ϳͿ ;ϴ͘ϲͿ ;Ϯ͘ϴͿ ;ϳ͘ϵͿ ;ϴ͘ϳͿ ;ϰ͘ϴͿ ;ϰ͘ϴͿ ;ϰ͘ϵͿ ;ϰ͘ϴͿ ;ϲ͘ϵͿ ;ϴ͘ϰͿ ;ϱ͘ϭͿ ;ϱ͘ϴͿ ;ϲ͘ϬͿ ;ϲ͘ϴͿ ϴϬΎ ;ϵ͘ϰͿ ϰϬΎ ;ϰ͘ϮͿ ϵ͘ϴ ;Ϯ͘ϬͿ ;ϴ͘ϱͿ

;ϭϯ͘ϱͿ ϴϮΎ ;ϭϲ͘ϴͿ ϰϬΎ ;ϵ͘ϲͿ ϴ͘ϴ ;ϯ͘ϰͿ Average

551 555 545 544 556 545 541 527 561 555 524 536 569 547 563 525 539 567 543

error Standard Standard ;ϳ͘ϭͿ;ϰ͘ϳͿ ϱϮϬ ;ϳ͘ϵͿ ;Ϯ͘ϴͿ ;ϳ͘ϴͿ ;ϴ͘ϳͿ;ϲ͘ϰͿ ϱϰϴ ;ϵ͘ϴͿ ϲϬΎ ;ϭϮ͘ϭͿ ϮϴΎ ;ϱ͘ϮͿ ϱ͘ϴ ;Ϯ͘ϭͿ ;ϱ͘ϭͿ ;ϱ͘ϭͿ ;ϱ͘ϲͿ ;ϲ͘ϰͿ ;ϱ͘ϮͿ ;ϲ͘ϲͿ ;ϭϯ͘ϭͿ ϱϰϴ ;ϭϭ͘ϴͿ

Ɛ;^^Ϳ͗Z/E'zdyd^dZhdhZ^h^>^ Average

495 535 541 527 512 527 535 545 542 555 544 553 539

Third quarterThird quarter Top

error dĂďůĞ͘Ϯ͘ϯ Standard ;Ϯ͘ϰͿ ;ϵ͘ϬͿ ;ϳ͘ϬͿ ϱϯϴ ;ϲ͘ϯͿ ;Ϯ͘ϲͿ ϱϰϬ ;Ϯ͘ϱͿ ;ϴ͘ϳͿ ;ϳ͘ϵͿ ϱϬϯ ;ϳ͘ϮͿ ;ϰ͘ϳͿ ;ϰ͘ϰͿ ;ϲ͘ϰͿ ;ϱ͘ϰͿ ;ϱ͘ϬͿ ϱϰϴ ;ϱ͘ϬͿ ;ϲ͘ϯͿ ;ϱ͘ϮͿ

;ϭϱ͘ϵͿ ϱϬϲ ;ϭϯ͘ϲͿ Second Average quarter

513 511 511 511 512 479 479 517 519 523 517 524 519 511

error Standard Standard ;ϳ͘ϯͿ;ϱ͘ϬͿ ϰϳϬ ϱϬϲ ;ϲ͘ϳͿ ;ϰ͘ϲͿ ;ϲ͘ϵͿ ϱϬϲ ;ϳ͘ϲͿ ;ϳ͘ϬͿ ;ϱ͘ϬͿ ;ϱ͘ϳͿ;ϱ͘ϳͿ ϰϴϳ ϰϴϴ ;ϱ͘ϱͿ ;ϰ͘ϲͿ ϱϬϮ ϱϬϲ ;ϱ͘ϮͿ ;ϱ͘ϰͿ ;ϳ͘ϬͿ ;ϱ͘ϯͿ

;ϭϯ͘ϬͿ ϰϴϳ ;ϭϰ͘ϮͿ ;ϭϮ͘ϴͿ ŽƩŽŵ Average quarter 454 476 471 463 475 464 492 469 463 495 496 ǀĞƌĂŐĞƐĐŽƌĞƐďǇŝŶĚĞǆŽĨĞĐŽŶŽŵŝĐ͕ƐŽĐŝĂů͕ĂŶĚĐƵůƚƵƌĂůƐƚĂƚƵ EĞǁƌƵŶƐǁŝĐŬ YƵĞďĞĐ ĂŶĂĚĂ ϰϴϳ ;Ϯ͘ϱͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϰϵϬ ;ϵ͘ϭͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ EŽǀĂ^ĐŽƟĂ ϰϴϭ ;ϲ͘ϲͿ Canada and provinces ĂŶĂĚĂ ϰϴϰ ;Ϯ͘ϲͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϰϴϴ ;ϴ͘ϲͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ EŽǀĂ^ĐŽƟĂ EĞǁƌƵŶƐǁŝĐŬ YƵĞďĞĐ ϰϴϴ ;ϱ͘ϯͿ KŶƚĂƌŝŽ DĂŶŝƚŽďĂ ^ĂƐŬĂƚĐŚĞǁĂŶ ůďĞƌƚĂ ƌŝƟƐŚŽůƵŵďŝĂ ϰϴϰ ;ϲ͘ϱͿ KŶƚĂƌŝŽ DĂŶŝƚŽďĂ ϰϲϬ ;ϲ͘ϲͿ ϰϴϯ ;ϱ͘ϳͿ ϱϬϬ ;ϱ͘ϵͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϰϲϬ ;ϲ͘ϭͿ ϰϴϵ ;ϱ͘ϭͿ ϱϬϴ ;ϱ͘ϱͿ ůďĞƌƚĂ ϰϴϳ ;ϳ͘ϮͿ ƌŝƟƐŚŽůƵŵďŝĂ ϰϴϬ ;ϲ͘ϳͿ

DƵůƟƉůĞƚĞǆƚ dĞǆƚƐƚƌƵĐƚƵƌĞ subscale ^ŝŶŐůĞƚĞǆƚ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂŽƌƉƌŽǀŝŶĐĞ͘ PISA 2018 111 dĂďůĞ͘Ϯ͘ϰĂ Percentage of students by immigrant status Non-immigrant ^ĞĐŽŶĚͲŐĞŶĞƌĂƟŽŶ &ŝƌƐƚͲŐĞŶĞƌĂƟŽŶ Immigrant students Canada, provinces, students immigrant students immigrant students and OECD average Standard Standard Standard Standard % error % error % error % error Canada 65.0 ;ϭ͘ϰͿ 35.0 ;ϭ͘ϰͿ 17.9 ;Ϭ͘ϵͿ 17.1 ;Ϭ͘ϴͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 96.7 ;Ϭ͘ϳͿ 3.3‡ ;Ϭ͘ϳͿ h‡ ;Ϭ͘ϯͿ 2.5‡ ;Ϭ͘ϲͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϴϲ͘ϵ ;ϭ͘ϵͿ 13.1 ;ϭ͘ϵͿ h‡ ;Ϭ͘ϴͿ ϭϭ͘Ϭ‡ ;ϭ͘ϴͿ EŽǀĂ^ĐŽƟĂ 92.4 ;Ϭ͘ϴͿ 7.6 ;Ϭ͘ϴͿ Ϯ͘Ϭ‡ ;Ϭ͘ϰͿ 5.6 ;Ϭ͘ϳͿ EĞǁƌƵŶƐǁŝĐŬ ϵϯ͘ϴ ;Ϭ͘ϵͿ 6.2 ;Ϭ͘ϵͿ Ϭ͘ϳ‡ ;Ϭ͘ϮͿ 5.5 ;Ϭ͘ϵͿ YƵĞďĞĐ ϳϱ͘ϴ ;Ϯ͘ϳͿ 24.2 ;Ϯ͘ϳͿ 11.1 ;ϭ͘ϯͿ 13.1 ;ϭ͘ϱͿ KŶƚĂƌŝŽ 55.5 ;ϯ͘ϮͿ 44.5 ;ϯ͘ϮͿ 26.7 ;Ϯ͘ϬͿ ϭϳ͘ϴ ;ϭ͘ϲͿ DĂŶŝƚŽďĂ 69.4 ;ϭ͘ϱͿ ϯϬ͘ϲ ;ϭ͘ϱͿ 9.2 ;Ϭ͘ϳͿ 21.4 ;ϭ͘ϯͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϳϴ͘ϴ ;ϭ͘ϳͿ 21.2 ;ϭ͘ϳͿ 4.2 ;Ϭ͘ϲͿ ϭϳ͘Ϭ ;ϭ͘ϯͿ ůďĞƌƚĂ ϲϰ͘ϴ ;Ϯ͘ϭͿ 35.2 ;Ϯ͘ϭͿ 13.5 ;ϭ͘ϯͿ 21.7 ;ϭ͘ϯͿ ƌŝƟƐŚŽůƵŵďŝĂ 59.4 ;Ϯ͘ϲͿ ϰϬ͘ϲ ;Ϯ͘ϲͿ 19.7 ;ϭ͘ϵͿ ϮϬ͘ϵ ;Ϯ͘ϬͿ OECD average 87.0 ;Ϭ͘ϭͿ 13.0 ;Ϭ͘ϭͿ 7.7 ;Ϭ͘ϭͿ 5.4 ;Ϭ͘ϭͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘

112 PISA 2018

error Standard Standard ;ϵ͘ϬͿ ;ϳ͘ϰͿ ;ϴ͘ϭͿ ;ϯ͘ϴͿ ;ϰ͘ϱͿ ;ϭϭ͘ϳͿ ;ϭϬ͘ϭͿ ;ϰϯ͘ϳͿ

;ĮƌƐƚͲ ŝīĞƌĞŶĐĞ * * * * * * * second- 9

ƐƚƵĚĞŶƚƐͿ ƐƚƵĚĞŶƚƐʹ ŝīĞƌĞŶĐĞ

ŐĞŶĞƌĂƟŽŶ ŐĞŶĞƌĂƟŽŶ -19 -28

error Standard Standard

;ϲ͘ϭͿ Ͳϰϲ ;ϳ͘ϬͿ ͲϮϴ ;ϵ͘ϮͿ ͲϭϮ ;ϳ͘ϴͿ ;ϵ͘ϰͿ ͲϮϴ ;ϱ͘ϳͿ ͲϯϬ ;Ϯ͘ϳͿ ;ϯ͘ϲͿ

;ϭϱ͘ϯͿ ;ϭϱ͘ϰͿ Ͳϭ ;Ϯϲ͘ϴͿ ŝīĞƌĞŶĐĞ * * * * * * ;ĮƌƐƚͲ * * 3 ƐƚƵĚĞŶƚƐͿ 31 ŝīĞƌĞŶĐĞ immigrant immigrant ŐĞŶĞƌĂƟŽŶ

-54 -17

ƐƚƵĚĞŶƚƐʹŶŽŶͲ

error Standard Standard

;ϵ͘ϵͿ ͲϮϭ ;ϴ͘ϰͿ Ͳϳ ;ϱ͘ϳͿ Ͳϯϰ ;ϲ͘ϬͿ Ͳϭϱ ;ϵ͘ϵͿ Ͳϯϰ ;ϳ͘ϰͿ ͲϮϬ ;ϳ͘ϯͿ Ͳϭϰ ;Ϯ͘ϳͿ ;ϯ͘ϳͿ

;ϱϯ͘ϭͿ ͲϮϴ ;ϮϬ͘ϴͿ ͲϱϮ ;ϱϱ͘ϯͿ ;ϰϯ͘ϮͿ ;ϮϮ͘ϲͿ ŝīĞƌĞŶĐĞ * * * * * * * 7 4 (second- ƐƚƵĚĞŶƚƐͿ 16 25 27 12 24 21 11 ŝīĞƌĞŶĐĞ immigrant immigrant ŐĞŶĞƌĂƟŽŶ

-36

ƐƚƵĚĞŶƚƐʹŶŽŶͲ

error Standard Standard

;ϱ͘ϯͿ ;ϱ͘ϯͿ ;ϱ͘ϯͿ ;ϴ͘ϴͿ ͲϮϮ ;Ϯ͘ϭͿ ;Ϯ͘ϵͿ

;Ϯϳ͘ϬͿ ϱϬ ;ϱϵ͘ϮͿ Ͳϵ ;ϯϬ͘ϱͿ Ͳϱϵ ;ϲϲ͘ϵͿ ;ϭϱ͘ϬͿ ;ϭϮ͘ϵͿ ŝīĞƌĞŶĐĞ * * * * 4 1 5 3 -3 ƐƚƵĚĞŶƚƐͿ ŝīĞƌĞŶĐĞ immigrant immigrant (immigrant (immigrant

-43

ƐƚƵĚĞŶƚƐʹŶŽŶͲ

error Standard Standard ;ϱ͘ϵͿ Ͳϯ ;ϱ͘ϬͿ ;ϱ͘ϴͿ ͲϭϮ ;ϱ͘ϬͿ ;ϲ͘ϰͿ ;ϵ͘ϱͿ ͲϮϵ ;Ϯ͘ϳͿ ;ϯ͘ϲͿ ;ϮϬ͘ϰͿ Ͳϭϵ ;ϮϬ͘ϰͿ ;ϯϭ͘ϬͿ

First- ** ** ** ‡ ‡ ** Average students

immigrant immigrant ŐĞŶĞƌĂƟŽŶ

521 479 512 495 440 508

error dĂďůĞ͘Ϯ͘ϰď Standard ;ϳ͘ϲͿ ;ϵ͘ϴͿ ϰϴϱ ;ϴ͘ϯͿ ϰϵϬ ;ϳ͘ϳͿ ϱϬϱ ;ϵ͘ϰͿ Ͳϳ ;ϲ͘ϵͿ ;Ϯ͘ϳͿ ;ϯ͘ϵͿ ;Ϯϯ͘ϯͿ ϱϮϬ ;ϭϱ͘ϱͿ ;ϰϴ͘ϵͿ ;ϭϬ͘ϯͿ ;ϱϴ͘ϲͿ ϱϭϬ ;ϰϮ͘ϮͿ ϱϮϬ ;ϭϰ͘ϵͿ ϯϬ

** ** ‡ ‡ ** ‡ ‡ Second- Average students immigrant immigrant ŐĞŶĞƌĂƟŽŶ

551 531 524 521 531 459 569 532 535

Average scores by immigrant status: READING status: immigrant by scores Average error Standard Standard ;ϱ͘ϰͿ ;ϱ͘ϬͿ ;ϰ͘ϳͿ ;ϱ͘ϬͿ ϱϰϬ ;ϱ͘ϵͿ ;ϵ͘ϭͿ ϱϬϳ ;Ϯ͘ϭͿ ;ϯ͘ϬͿ ;ϭϯ͘ϯͿ ;Ϯϳ͘ϭͿ ;ϭϰ͘ϯͿ ϱϭϬ

** ** ** ** ** ** ‡ Average Average students

Immigrant Immigrant

533 494 521 529 451 524 519 522

error Standard Standard ;ϰ͘ϱͿ ;ϯ͘ϮͿ ;ϯ͘ϵͿ ϱϬϬ ;ϴ͘ϲͿ ϰϴϴ ;ϭϴ͘ϰͿ ;Ϯ͘ϳͿ ϱϬϬ ;ϰ͘ϱͿ ;ϰ͘ϯͿ ϱϭϴ ;ϳ͘ϭͿ ;ϯ͘ϳͿ ;Ϭ͘ϰͿ ;ϭ͘ϲͿ

Non- ** ** ** ** ** ** students Average immigrant immigrant 536 497 529 519 525 ůďĞƌƚĂ ^ĂƐŬĂƚĐŚĞǁĂŶ ϱϬϲ DĂŶŝƚŽďĂ EŽǀĂ^ĐŽƟĂ ϱϭϴ ;ϯ͘ϳͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϱϬϳ KŶƚĂƌŝŽ ϱϮϴ ;ϯ͘ϳͿ YƵĞďĞĐ OECD averageOECD 494 EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ Canada, provinces, average and OECD Canada 525 ƌŝƟƐŚŽůƵŵďŝĂ EĞǁƌƵŶƐǁŝĐŬ ϰϴϵ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂ͕ƉƌŽǀŝŶĐĞ͕ŽƌK͘ ΎΎ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĂŶĂĚĂ͘ PISA 2018 113

error Standard Standard

;ϵ͘ϯͿ ;ϱ͘ϳͿ ;ϴ͘ϯͿ ;ϵ͘ϴͿ ;ϴ͘ϱͿ ;ϳ͘ϳͿ ;ϵ͘ϲͿ ;ϱ͘ϭͿ ;ϵ͘ϴͿ ;ϱ͘ϮͿ ;ϳ͘ϲͿ

;ϭϮ͘ϳͿ ;ϭϬ͘ϯͿ ;Ϯϲ͘ϰͿ ;ϱϭ͘ϯͿ ;ϭϮ͘ϳͿ ;ϭϯ͘ϵͿ ;ϭϬ͘ϳͿ ;ϰϴ͘ϴͿ ;ϭϬ͘ϭͿ ;ϯϬ͘ϰͿ ;ĮƌƐƚͲ ŝīĞƌĞŶĐĞ * * * * * * * * * * * * * * * * * second-

1 5 5

ƐƚƵĚĞŶƚƐͿ ƐƚƵĚĞŶƚƐʹ ŝīĞƌĞŶĐĞ ŐĞŶĞƌĂƟŽŶ ŐĞŶĞƌĂƟŽŶ 15

error Standard Standard ;ϴ͘ϮͿ Ͳϯϰ ;ϰ͘ϴͿ ͲϮϲ ;ϳ͘ϱͿ Ͳϰϰ ;ϳ͘ϮͿ Ͳϰϴ ;ϰ͘ϰͿ ͲϮϳ ;ϴ͘ϲͿ Ͳϱϯ ;ϰ͘ϰͿ ͲϮϱ ;ϵ͘ϴͿ ͲϮϰ

;ϭϲ͘ϴͿ ϭϴ ;ϰϯ͘ϳͿ ;ϭϱ͘ϳͿ ;ϭϮ͘ϰͿ Ͳϭϰ ;ϭϯ͘ϴͿ ;ϭϴ͘ϱͿ ;ϯϭ͘ϬͿ Ͳϱϭ ;ϲϰ͘ϯͿ ;ϭϲ͘ϴͿ Ϭ ;Ϯϳ͘ϴͿ ;ϭϬ͘ϴͿ Ͳϭϰ ;ϭϬ͘ϴͿ ;ϯϰ͘ϱͿ ͲϯϬ ;ϲϯ͘ϰͿ ;ϭϲ͘ϳͿ ;ϭϬ͘ϬͿ Ͳϭϰ ;ϵ͘ϳͿ ŝīĞƌĞŶĐĞ * * * * * * * * * * * * ;ĮƌƐƚͲ 5 1 3 Ͳϯ ;ϭϬ͘ϳͿ ͲϮϵ ƐƚƵĚĞŶƚƐͿ 33 33 19 24 ŝīĞƌĞŶĐĞ immigrant immigrant ŐĞŶĞƌĂƟŽŶ

ƐƚƵĚĞŶƚƐʹŶŽŶͲ

error Standard Standard ;ϴ͘ϳͿ Ͳϭϳ ;ϰ͘ϵͿ Ͳϭϰ ;ϳ͘ϮͿ ͲϭϮ ;ϴ͘ϰͿ ͲϮϱ ;ϳ͘ϲͿ Ͳϴ ;ϲ͘ϵͿ ͲϮϵ ;ϰ͘ϬͿ ͲϭϮ ;ϴ͘ϵͿ Ͳϭ ;ϲ͘ϳͿ ͲϯϬ ;ϲ͘ϮͿ Ͳϵ ;ϳ͘ϲͿ ͲϮϲ ;ϵ͘ϭͿ ͲϮϭ

;ϭϮ͘ϯͿ ;ϭϬ͘ϮͿ ͲϮϯ ;ϰϯ͘ϭͿ ;ϮϮ͘ϲͿ ;ϭϮ͘ϭͿ Ͳϳ ;ϴ͘ϭͿ Ͳϯϱ ;ϱϳ͘ϲͿ Ͳϭϰ ;Ϯϭ͘ϮͿ Ͳϱϳ ;ϲϮ͘ϭͿ ;ϱϰ͘ϴͿ ;ϭϬ͘ϬͿ ͲϭϬ ;ϭϭ͘ϭͿ Ͳϭϵ ;ϭϭ͘ϵͿ ;ϭϬ͘ϬͿ ͲϮϬ ;ϭϬ͘ϮͿ Ͳϭϰ ;ϴ͘ϯͿ ͲϯϮ ;ϱϮ͘ϵͿ ͲϮϳ ;ϮϮ͘ϳͿ Ͳϲϳ ;ϱϰ͘ϯͿ ;Ϯϯ͘ϴͿ ;ϱϱ͘ϲͿ Ͳϵ ;ϯϬ͘ϱͿ ͲϱϮ ;ϲϮ͘ϯͿ ;ϭϮ͘ϬͿ ͲϮϰ ;ϱϴ͘ϯͿ Ͳϭϭ ;Ϯϱ͘ϱͿ Ͳϰϲ ;ϲϰ͘ϰͿ ;ϱϮ͘ϭͿ ;ϰϳ͘ϯͿ ŝīĞƌĞŶĐĞ * * * * * * * * * * * (second- ƐƚƵĚĞŶƚƐͿ 3 9 3 9 2 ŝīĞƌĞŶĐĞ immigrant immigrant ŐĞŶĞƌĂƟŽŶ

17 26 12 15 13 21 21 44 52 19 39 16 43 29 35 17 49

ƐƚƵĚĞŶƚƐʹŶŽŶͲ

error ^^h^>^ Standard ;ϵ͘ϰͿ Ͳϭϵ ;ϭϭ͘ϭͿ Ͳϯϯ ;ϲ͘ϳͿ ;ϲ͘ϯͿ ;ϱ͘ϵͿ ;ϴ͘ϰͿ Ϯϴ ;ϯ͘ϰͿ ;ϵ͘ϯͿ Ͳϭϵ ;ϭϬ͘ϲͿ Ͳϯϯ ;ϱ͘ϳͿ

;ϭϬ͘ϯͿ ;ϭϲ͘ϰͿ ;ϭϯ͘ϰͿ ;ϭϭ͘ϭͿ ͲϮϰ ;ϭϯ͘ϴͿ Ͳϯϴ ;Ϯϲ͘ϮͿ ;ϭϳ͘ϳͿ Ϯϴ ;ϰϵ͘ϰͿ ;ϭϰ͘ϰͿ ;Ϯϳ͘ϭͿ ;Ϯϴ͘ϯͿ ;ϭϲ͘ϮͿ ŝīĞƌĞŶĐĞ * * * * 6 3 4 3 3 3 2 4 7 ƐƚƵĚĞŶƚƐͿ 31 14 33 26 22 ŝīĞƌĞŶĐĞ immigrant immigrant (immigrant (immigrant

ƐƚƵĚĞŶƚƐʹŶŽŶͲ

error Standard Standard ;ϵ͘ϯͿ Ͳϰ ;ϳ͘ϭͿ ;ϰ͘ϴͿ Ͳϭ ;ϰ͘ϬͿ ;ϳ͘ϵͿ ;ϵ͘ϯͿ Ͳϭϰ ;ϲ͘ϱͿ ;ϲ͘ϭͿ ͲϭϬ ;ϲ͘ϬͿ Ϯϴ ;ϰ͘ϰͿ ;ϱ͘ϴͿ ϴ ;ϲ͘ϬͿ ;ϴ͘ϭͿ Ͳϭϰ ;ϳ͘ϲͿ Ϯϴ ;ϳ͘ϯͿ ;ϭϬ͘ϮͿ ͲϮϲ ;ϭϬ͘ϬͿ ;ϭϲ͘ϴͿ ;ϭϱ͘ϰͿ ;Ϯϭ͘ϯͿ Ͳϰ ;ϮϬ͘ϰͿ ;ϯϭ͘ϳͿ ;ϭϳ͘ϰͿ ;Ϯϴ͘ϯͿ Ͳϭϲ ;ϮϮ͘ϱͿ ;ϭϳ͘ϲͿ ;Ϯϲ͘ϯͿ Ͳϯ ;Ϯϯ͘ϱͿ ;ϯϮ͘ϱͿ ;ϭϭ͘ϯͿ ͲϮϲ ;ϯϲ͘ϭͿ ;ϭϴ͘ϳͿ ;ϭϲ͘ϯͿ ͲϮ ;ϭϱ͘ϰͿ Ͳϲ ;Ϯϵ͘ϰͿ Ͳϭ ;ϭϲ͘ϬͿ

First- ** ** ‡ ** ‡ ‡ ** ‡ ‡ ** ** ‡ students Average

immigrant immigrant ŐĞŶĞƌĂƟŽŶ

515 493 492 517 516 525 519 524 519 529 519 511 495 496 479 519 543 513 513

error Standard Standard ;ϵ͘ϲͿ ;ϱ͘ϭͿ ;ϳ͘ϵͿ ϱϬϱ ;ϭϬ͘ϲͿ Ͳϰ ;ϴ͘ϬͿ ϭϬ ;ϳ͘ϵͿ Ͳϭϳ ;ϭϬ͘ϲͿ ͲϮϳ ;ϳ͘ϵͿ ;ϱ͘ϵͿ ϱϬϵ ;ϳ͘ϮͿ Ϭ ;ϱ͘ϴͿ ϭϬ ;ϲ͘ϱͿ Ͳϭϰ ;ϳ͘ϱͿ ͲϮϰ ;ϴ͘ϰͿ ϰϵϬ ;ϲ͘ϮͿ ;ϵ͘ϲͿ ϱϬϯ ;ϵ͘ϲͿ ͲϭϬ ;ϳ͘ϴͿ ;ϭϭ͘ϬͿ ;ϭϭ͘ϲͿ ;ϰϮ͘ϭͿ ;ϭϯ͘ϰͿ ϰϴϭ ;ϮϮ͘ϵͿ ;ϭϯ͘ϯͿ ϱϬϯ ;ϭϭ͘ϳͿ Ͳϯϭ ;ϱϰ͘ϵͿ ϰϴϳ ;ϭϯ͘ϴͿ ϰϵϬ ;ϴ͘ϵͿ ;ϭϬ͘ϵͿ ϱϭϴ ;ϭϭ͘ϲͿ Ͳϭ ;ϴ͘ϳͿ ;ϯϭ͘ϳͿ ;ϱϰ͘ϮͿ ;ϰϴ͘ϳͿ ;ϱϮ͘ϴͿ ϰϳϴ ;ϭϬ͘ϬͿ ϰϴϱ ;Ϯϱ͘ϵͿ ;ϱϳ͘ϱͿ ;ϱϲ͘ϰͿ ϱϬϮ ;ϭϯ͘ϭͿ ;ϱϬ͘ϰͿ ;ϰϳ͘ϯͿ dĂďůĞ͘Ϯ͘ϱ

** ‡ ‡ ** ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ** ** ‡ ‡ Second- Average students

immigrant immigrant ŐĞŶĞƌĂƟŽŶ

549 521 544 525 531 517 516 544 553 525 537 524 544 533 533 519 541 554 519 531 545 573 499 527

error Standard Standard ;ϵ͘ϱͿ ϱϬϳ ;ϵ͘ϱͿ ;ϰ͘ϭͿ ;ϲ͘ϰͿ ϱϱϬ ;ϳ͘ϯͿ ;ϴ͘ϵͿ ;ϱ͘ϴͿ ;ϵ͘ϲͿ ;ϱ͘ϯͿ ;ϱ͘ϬͿ ;ϯ͘ϱͿ ϱϯϴ ;ϰ͘ϭͿ ;ϱ͘ϬͿ ;ϳ͘ϱͿ ;ϱ͘ϲͿ ;ϴ͘ϬͿ ;ϭϲ͘ϭͿ ϰϵϴ ;ϭϬ͘ϰͿ ;ϭϵ͘ϯͿ ;ϭϲ͘ϳͿ ϱϬϴ ;Ϯϲ͘ϲͿ ϱϳϬ ;ϭϲ͘ϬͿ ;Ϯϵ͘ϭͿ ;Ϯϵ͘ϭͿ ;ϭϴ͘ϬͿ

** ** ** ** ** ‡ ** ‡ ** ** ** ‡ students Average

Immigrant Immigrant

499 531 514 496 535 527 511 532 523 494 519 525 515 499 535 512 515

error Standard Standard ;ϱ͘ϲͿ ;ϱ͘ϯͿ ϱϮϴ ;ϴ͘ϯͿ ;ϯ͘ϮͿ ;ϱ͘ϬͿ ϱϬϭ ;Ϯ͘ϬͿ ;ϱ͘ϯͿ ;ϯ͘ϵͿ ϱϰϬ ;ϲ͘ϴͿ ϰϵϬ ;ϰ͘ϴͿ ϱϭϴ ;ϴ͘ϬͿ ;ϰ͘ϯͿ ϱϭϴ ;ϭϯ͘ϯͿ ;ϯ͘ϵͿ ϱϬϵ ;ϴ͘ϭͿ ;ϱ͘ϯͿ ;ϲ͘ϯͿ ϱϬϭ ;ϵ͘ϳͿ ;ϳ͘ϮͿ ;ϲ͘ϯͿ ϱϮϴ ;ϭϲ͘ϰͿ ;ϲ͘ϮͿ ϱϰϬ ;ϴ͘ϰͿ ϱϲϬ ;ϭϬ͘ϯͿ ϱϮϴ ;ϵ͘ϭͿ Ͳϭ ;ϳ͘ϳͿ ;ϰ͘ϰͿ ;ϯ͘ϱͿ ;ϲ͘ϱͿ ;ϭ͘ϳͿ ;ϰ͘ϭͿ ;ϱ͘ϰͿ ϰϴϵ ;ϯ͘ϴͿ ;ϴ͘ϴͿ ϱϱϬ ;Ϯ͘ϲͿ ϱϭϴ ;ϯ͘ϯͿ ϱϯϬ ;ϯ͘ϵͿ ϱϬϱ ;ϰ͘ϱͿ Ͳϰ ;ϯ͘ϱͿ ϴ ;ϰ͘ϮͿ Ͳϭϳ ;ϳ͘ϵͿ ;ϭϭ͘ϰͿ

Non- ** ** ** ** ** ** ** ** ** ** ** ** ** students Average ǀĞƌĂŐĞƐĐŽƌĞƐďǇŝŵŵŝŐƌĂŶƚƐƚĂƚƵƐ͗Z/E'zK'E/d/sWZK^ immigrant immigrant 525 532 526 495 531 537 521 514 532 497 513 ϱϭϴ ;ϲ͘ϰͿ 496 541 523 517 522 511 524 522

ƌŝƟƐŚŽůƵŵďŝĂ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ ůďĞƌƚĂ YƵĞďĞĐ DĂŶŝƚŽďĂ ĂŶĂĚĂ EĞǁƌƵŶƐǁŝĐŬ ϰϴϯ KŶƚĂƌŝŽ ^ĂƐŬĂƚĐŚĞǁĂŶ ϱϬϰ ƌŝƟƐŚŽůƵŵďŝĂ EŽǀĂ^ĐŽƟĂ YƵĞďĞĐ ϱϰϬ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϱϬϬ ůďĞƌƚĂ DĂŶŝƚŽďĂ ƌŝƟƐŚŽůƵŵďŝĂ ϱϮϴ ;ϲ͘ϬͿ EŽǀĂ^ĐŽƟĂ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ EĞǁƌƵŶƐǁŝĐŬ ůďĞƌƚĂ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϱϬϱ ;ϭϳ͘ϬͿ ϰϴϵ ;Ϯϳ͘ϯͿ KŶƚĂƌŝŽ ^ĂƐŬĂƚĐŚĞǁĂŶ ϱϬϰ EŽǀĂ^ĐŽƟĂ ĂŶĂĚĂ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϱϬϱ ;ϭϱ͘ϯͿ ϱϬϮ ;Ϯϯ͘ϵͿ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ YƵĞďĞĐ ϱϮϴ ;ϰ͘ϲͿ ϱϬϮ ;ϵ͘ϴͿ ϱϬϵ ;ϭϭ͘ϬͿ DĂŶŝƚŽďĂ ϰϵϬ ^ĂƐŬĂƚĐŚĞǁĂŶ ϱϬϯ KŶƚĂƌŝŽ ϱϮϴ Canada and provinces ĂŶĂĚĂ EĞǁƌƵŶƐǁŝĐŬ ϰϵϬ ǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ ǀĂůƵĂƚĞĂŶĚƌĞŇĞĐƚ Understand Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂŽƌƉƌŽǀŝŶĐĞ͘ ΎΎ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĂŶĂĚĂ͘ ŽŐŶŝƟǀĞƉƌŽĐĞƐƐ subscale >ŽĐĂƚĞŝŶĨŽƌŵĂƟŽŶ fe are ‡ There

114 PISA 2018

error Standard Standard ;ϴ͘ϭͿ ;ϳ͘ϳͿ ;ϵ͘ϭͿ ;ϳ͘ϭͿ ;ϰ͘ϲͿ ;ϱ͘ϯͿ ;ϴ͘ϲͿ ;ϭϬ͘ϭͿ ;ϭϯ͘ϮͿ ;ϭϬ͘ϰͿ ;ϰϴ͘ϱͿ ;ϭϭ͘ϲͿ ;ϰϯ͘ϯͿ ;Ϯϲ͘ϱͿ ;ϭϭ͘ϬͿ

;ĮƌƐƚͲ * * ŝīĞƌĞŶĐĞ * * * * * * * * * *

second- 7 3

ƐƚƵĚĞŶƚƐͿ ƐƚƵĚĞŶƚƐʹ ŝīĞƌĞŶĐĞ 13 ŐĞŶĞƌĂƟŽŶ ŐĞŶĞƌĂƟŽŶ

error Standard Standard ;ϲ͘ϵͿ Ͳϰϲ ;ϲ͘ϵͿ Ͳϱϯ ;ϵ͘ϴͿ Ͳϭϰ ;ϵ͘ϱͿ ;ϰ͘ϮͿ ͲϮϵ ;ϰ͘ϯͿ ͲϮϲ ;ϭϲ͘ϵͿ ;ϭϰ͘ϳͿ Ͳϰ ;Ϯϱ͘ϴͿ ;ϭϱ͘ϵͿ ;ϭϰ͘ϵͿ ;ϭϬ͘ϰͿ Ͳϭϳ ;ϵ͘ϬͿ

* ŝīĞƌĞŶĐĞ * * * * * * ;ĮƌƐƚͲ 3 ƐƚƵĚĞŶƚƐͿ 31 33 11 ŝīĞƌĞŶĐĞ immigrant immigrant ŐĞŶĞƌĂƟŽŶ

ƐƚƵĚĞŶƚƐʹŶŽŶͲ

error Standard Standard ;ϳ͘ϲͿ Ͳϭϯ ;ϲ͘ϲͿ Ͳϯϱ ;ϲ͘ϰͿ Ͳϴ ;ϳ͘ϱͿ ͲϮϯ ;ϵ͘ϱͿ ͲϮϭ ;ϵ͘ϰͿ Ͳϱ ;ϲ͘ϱͿ Ͳϯϭ ;ϲ͘ϭͿ Ͳϭϯ ;ϳ͘ϱͿ ͲϯϬ ;ϯ͘ϵͿ Ͳϭϲ ;ϰ͘ϯͿ Ͳϭϭ ;ϴ͘ϴͿ Ͳϭϵ ;ϭϬ͘ϰͿ ͲϮϱ ;ϳ͘ϵͿ Ͳϵ ;ϳ͘ϯͿ ͲϮϳ ;ϭϬ͘ϮͿ ͲϮϬ ;ϭϬ͘ϬͿ Ͳϭ ;ϳ͘ϲͿ Ͳϯϭ ;ϮϮ͘ϳͿ ;ϱϱ͘ϱͿ Ϭ ;ϯϯ͘ϬͿ ͲϲϮ ;ϲϱ͘ϯͿ ;ϱϳ͘ϱͿ Ͳϭϳ ;ϮϬ͘ϲͿ Ͳϰϵ ;ϱϵ͘ϯͿ ;ϱϰ͘ϬͿ ͲϮ ;ϯϬ͘ϯͿ Ͳϱϱ ;ϲϯ͘ϰͿ ;ϰϭ͘ϰͿ ;ϭϬ͘ϰͿ Ͳϯϵ ;Ϯϯ͘ϰͿ

* ŝīĞƌĞŶĐĞ * * * * * * * * * * (second- ƐƚƵĚĞŶƚƐͿ 7 7 6 ŝīĞƌĞŶĐĞ immigrant immigrant ŐĞŶĞƌĂƟŽŶ 26 22 15 32 26 62 31 53 26 16 13 15

ƐƚƵĚĞŶƚƐʹŶŽŶͲ

h^>^ error Standard Standard

;ϱ͘ϵͿ ;ϱ͘ϴͿ ;ϲ͘ϯͿ ;ϵ͘ϮͿ Ͳϭϲ ;ϭϭ͘ϬͿ ͲϯϬ ;ϱ͘ϴͿ ;ϯ͘ϰͿ ;ϵ͘ϰͿ ͲϮϮ ;ϲ͘ϯͿ ϭϴ

;ϭϲ͘ϭͿ ϭϴ ;ϰϲ͘ϰͿ ;ϭϮ͘ϴͿ ;Ϯϴ͘ϬͿ ;Ϯϱ͘ϳͿ ;ϭϱ͘ϭͿ ŝīĞƌĞŶĐĞ * * * 1 4 5 4 5 2 1 ƐƚƵĚĞŶƚƐͿ 29 15 11 32 ŝīĞƌĞŶĐĞ immigrant immigrant (immigrant (immigrant

ƐƚƵĚĞŶƚƐʹŶŽŶͲ

error Standard Standard ;ϳ͘ϲͿ ;ϲ͘ϲͿ Ͳϭϭ ;ϱ͘ϲͿ ;ϳ͘ϮͿ ;ϳ͘ϬͿ ϴ ;ϳ͘ϬͿ ϯϬ ;ϲ͘ϵͿ ;ϲ͘ϮͿ Ͳϭϭ ;ϱ͘ϴͿ ;ϱ͘ϲͿ ;ϲ͘ϵͿ ;ϰ͘ϬͿ ;ϭϳ͘ϬͿ ;ϭϰ͘ϳͿ ;Ϯϭ͘ϳͿ Ͳϴ ;Ϯϭ͘ϮͿ ϯϴ ;ϰϴ͘ϲͿ Ͳϭϳ ;ϮϮ͘ϱͿ Ͳϱϲ ;ϱϯ͘ϮͿ ;ϭϬ͘ϬͿ ͲϮϯ ;Ϯϭ͘ϲͿ Ͳϵ ;ϮϬ͘ϳͿ ;ϯϯ͘ϵͿ ;ϯϬ͘ϱͿ ;ϭϲ͘ϬͿ ;ϭϱ͘ϯͿ ϭϬ ;ϭϯ͘ϬͿ ;ϭϬ͘ϯͿ Ͳϯϭ

First- ** ** ** ** ** ‡ ** ** ‡ ‡ ‡ Average students

immigrant immigrant ŐĞŶĞƌĂƟŽŶ

523 524 523 521 524 493 517 516 516 513 512 525 497

error Standard Standard ;ϴ͘ϮͿ ϱϭϬ ;ϵ͘ϱͿ Ͳϰ ;ϳ͘ϮͿ ϴ ;ϳ͘ϴͿ Ͳϭϲ ;ϵ͘ϲͿ ͲϮϰ ;ϴ͘ϮͿ ;ϲ͘ϰͿ ;ϵ͘ϯͿ ϰϴϮ ;ϵ͘ϬͿ ϰϵϬ ;ϱ͘ϵͿ ;ϰ͘ϬͿ ϱϭϬ ;ϰ͘ϭͿ Ͳϭ ;ϯ͘ϰͿ ;ϴ͘ϵͿ ϱϬϯ ;ϭϬ͘ϯͿ Ͳϳ ;ϴ͘ϬͿ ;ϰ͘ϱͿ ;ϰϱ͘ϱͿ ;Ϯϯ͘ϱͿ ;ϰϱ͘ϴͿ ϰϴϵ ;ϭϭ͘ϱͿ ;ϱϰ͘ϳͿ ϰϴϯ ;ϱϯ͘ϵͿ ;ϱϮ͘ϵͿ ;ϰϬ͘ϯͿ ;Ϯϱ͘ϭͿ ;ϭϬ͘ϴͿ dĂďůĞ͘Ϯ͘ϲ

** ‡ ‡ ** ‡ ** ‡ ‡ ‡ ‡ ‡ ** Second- Average students

immigrant immigrant ŐĞŶĞƌĂƟŽŶ

534 559 525 547 535 544 521 531 579 571 543 539 529 539 521 514

error Standard Standard ;ϲ͘ϱͿ ϱϱϬ ;ϳ͘ϵͿ ;ϳ͘ϰͿ ;ϱ͘ϯͿ ϱϯϬ ;ϭϬ͘ϭͿ ϰϴϰ ;ϵ͘ϲͿ ;ϲ͘ϱͿ ;ϲ͘ϰͿ ϱϮϬ ;ϵ͘ϴͿ ϰϴϵ ;ϱ͘ϰͿ ;ϱ͘ϭͿ ;ϱ͘ϰͿ ;ϵ͘ϲͿ ϱϬϴ ;ϱ͘ϯͿ ;ϯ͘ϰͿ ;ϴ͘ϬͿ ;ϯ͘ϰͿ ;ϭϲ͘ϬͿ ϱϭϬ ;ϭϯ͘ϮͿ ;ϮϬ͘ϯͿ ;Ϯϴ͘ϭͿ ;Ϯϱ͘ϯͿ ;ϭϱ͘ϬͿ ϱϬϵ ;ϭϰ͘ϮͿ

** ** ** ** ** ** ** ‡ ‡ Average Average students

Immigrant Immigrant

533 522 493 537 499 522 522 537 492 524 491 532 529 515 531 525 516 526

error Standard Standard ;ϱ͘ϬͿ ;ϰ͘ϳͿ ;ϰ͘ϬͿ ;ϯ͘ϭͿ ϱϬϱ ;ϱ͘ϮͿ ;ϰ͘ϵͿ ;ϱ͘ϱͿ ;ϰ͘ϬͿ ;ϯ͘ϰͿ ;ϰ͘ϴͿ ;ϰ͘ϭͿ ϱϬϬ ;ϯ͘ϬͿ ϱϬϬ ;ϲ͘ϭͿ ;ϰ͘ϳͿ ;ϯ͘ϳͿ ;ϭ͘ϴͿ ;ϰ͘ϴͿ ;ϭ͘ϵͿ ;ϭϬ͘ϱͿ

Non- ** ** ** ** ** ** ** ** ** ** ǀĞƌĂŐĞƐĐŽƌĞƐďǇŝŵŵŝŐƌĂŶƚƐƚĂƚƵƐ͗Z/E'zdyd^dZhdhZ^ students Average immigrant immigrant 532 526 536 536 491 492 532 514 496 523 517 ϱϭϴ ;ϲ͘ϭͿ 526 526 523 523

ůďĞƌƚĂ ƌŝƟƐŚŽůƵŵďŝĂ ^ĂƐŬĂƚĐŚĞǁĂŶ ϱϬϰ YƵĞďĞĐ ůďĞƌƚĂ DĂŶŝƚŽďĂ EĞǁƌƵŶƐǁŝĐŬ EŽǀĂ^ĐŽƟĂ ϱϭϴ ;ϰ͘ϵͿ KŶƚĂƌŝŽ ^ĂƐŬĂƚĐŚĞǁĂŶ ϱϬϯ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϱϬϲ ;ϵ͘ϴͿ ϰϵϴ ;ϭϵ͘ϯͿ EŽǀĂ^ĐŽƟĂ DĂŶŝƚŽďĂ YƵĞďĞĐ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϱϬϬ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ EĞǁƌƵŶƐǁŝĐŬ ϰϴϰ KŶƚĂƌŝŽ ĂŶĂĚĂ ƌŝƟƐŚŽůƵŵďŝĂ Canada and provinces ĂŶĂĚĂ ǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ DƵůƟƉůĞƚĞǆƚ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂŽƌƉƌŽǀŝŶĐĞ͘ ΎΎ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĂŶĂĚĂ͘ dĞǆƚƐƚƌƵĐƚƵƌĞ subscale ^ŝŶŐůĞƚĞǆƚ fe are ‡ There PISA 2018 115 dĂďůĞ͘Ϯ͘ϳĂ Percentage of students by language spoken at home English French Other Canada and provinces Standard Standard Standard Average error Average error Average error ĂŶĂĚĂ 65.1 ;Ϭ͘ϴͿ 16.6 ;Ϭ͘ϱͿ ϭϴ͘ϯ ;Ϭ͘ϴͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 97.3 ;Ϭ͘ϲͿ hΐ ;Ϭ͘ϭͿ 2.5‡ ;Ϭ͘ϲͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϴϴ͘ϯ ;Ϯ͘ϱͿ hΐ ;Ϯ͘ϮͿ ϴ͘ϳΐ ;ϭ͘ϳͿ EŽǀĂ^ĐŽƟĂ 94.3 ;Ϭ͘ϳͿ 1.4 ;Ϭ͘ϯͿ 4.3 ;Ϭ͘ϲͿ EĞǁƌƵŶƐǁŝĐŬ 71.3 ;ϭ͘ϮͿ 24.3 ;ϭ͘ϭͿ 4.4 ;Ϭ͘ϳͿ YƵĞďĞĐ 13.3 ;Ϭ͘ϲͿ 73.7 ;ϭ͘ϴͿ ϭϯ͘Ϭ ;ϭ͘ϲͿ KŶƚĂƌŝŽ ϳϲ͘ϴ ;ϭ͘ϴͿ Ϯ͘Ϭ ;Ϭ͘ϮͿ 21.2 ;ϭ͘ϴͿ DĂŶŝƚŽďĂ 79.7 ;ϭ͘ϮͿ 1.3 ;Ϭ͘ϯͿ ϭϵ͘Ϭ ;ϭ͘ϯͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϴϱ͘ϰ ;ϭ͘ϮͿ Ϭ͘ϰΐ ;Ϭ͘ϭͿ 14.1 ;ϭ͘ϮͿ ůďĞƌƚĂ 79.6 ;ϭ͘ϯͿ 1.1 ;Ϭ͘ϮͿ 19.3 ;ϭ͘ϯͿ ƌŝƟƐŚŽůƵŵďŝĂ 76.1 ;Ϯ͘ϬͿ Ϭ͘ϯ ;Ϭ͘ϭͿ 23.6 ;Ϯ͘ϬͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘

dĂďůĞ͘Ϯ͘ϳď Average scores by language spoken at home: READING ŝīĞƌĞŶĐĞ ŝīĞƌĞŶĐĞ ŝīĞƌĞŶĐĞ English French Other ;ŶŐůŝƐŚʹ&ƌĞŶĐŚͿ ;ŶŐůŝƐŚʹKƚŚĞƌͿ ;&ƌĞŶĐŚʹKƚŚĞƌͿ Canada and provinces Average Standard error Average Standard error Average Standard error Average Standard error Average Standard error Average Standard error ĂŶĂĚĂ 527 ;Ϯ͘ϬͿ ϱϮϬ ;ϯ͘ϬͿ ϱϬϲ ;ϯ͘ϰͿ 7* ;ϯ͘ϱͿ 21* ;ϯ͘ϱͿ 14* ;ϰ͘ϳͿ EĞǁĨŽƵŶĚůĂŶĚ ϱϭϴ ;ϰ͘ϲͿ 456‡ ;ϯϲ͘ϵͿ 552‡ ;ϯϬ͘ϲͿ 62 ;ϯϲ͘ϳͿ Ͳϯϱ ;ϯϭ͘ϭͿ Ͳϵϳ* ;ϰϴ͘ϯͿ ĂŶĚ>ĂďƌĂĚŽƌ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϱϬϵ** ;ϴ͘ϴͿ ϰϮϴ‡** ;ϯϭ͘ϮͿ ϰϴϭ‡ ;ϮϮ͘ϬͿ ϴϭ* ;Ϯϲ͘ϬͿ Ϯϴ ;Ϯϯ͘ϳͿ Ͳϱϰ ;ϯϳ͘ϱͿ EŽǀĂ^ĐŽƟĂ 519** ;ϯ͘ϴͿ 462** ;ϭϲ͘ϭͿ 492 ;ϭϯ͘ϮͿ 57* ;ϭϲ͘ϬͿ 27* ;ϭϮ͘ϲͿ ͲϯϬ ;ϮϬ͘ϳͿ EĞǁƌƵŶƐǁŝĐŬ 496** ;ϱ͘ϬͿ 469** ;ϱ͘ϵͿ ϱϭϬ ;ϭϳ͘ϳͿ 27* ;ϴ͘ϱͿ Ͳϭϰ ;ϭϴ͘ϲͿ Ͳϰϭ* ;ϭϵ͘ϬͿ YƵĞďĞĐ 522 ;ϱ͘ϲͿ 525** ;ϯ͘ϯͿ 494 ;ϵ͘ϳͿ Ͳϯ ;ϲ͘ϬͿ Ϯϴ* ;ϵ͘ϳͿ 31* ;ϴ͘ϵͿ KŶƚĂƌŝŽ 531** ;ϯ͘ϲͿ 469** ;ϭϬ͘ϱͿ 515** ;ϱ͘ϵͿ 62* ;ϭϬ͘ϵͿ 16* ;ϱ͘ϴͿ Ͳϰϲ* ;ϭϭ͘ϵͿ DĂŶŝƚŽďĂ ϱϬϭ** ;ϯ͘ϳͿ 472** ;ϭϰ͘ϴͿ 476** ;ϲ͘ϲͿ 29 ;ϭϱ͘ϰͿ 25* ;ϳ͘ϬͿ Ͳϰ ;ϭϲ͘ϲͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϱϬϲ** ;ϯ͘ϮͿ ϱϮϴ‡ ;Ϯϰ͘ϬͿ 471** ;ϲ͘ϮͿ ͲϮϮ ;Ϯϰ͘ϯͿ 35* ;ϲ͘ϭͿ ϱϴ* ;Ϯϱ͘ϯͿ ůďĞƌƚĂ 537** ;ϰ͘ϰͿ ϱϬϳ ;ϭϳ͘ϵͿ 519** ;ϲ͘ϮͿ ϯϬ ;ϭϴ͘ϱͿ ϭϴ* ;ϲ͘ϮͿ ͲϭϮ ;ϭϵ͘ϱͿ ƌŝƟƐŚŽůƵŵďŝĂ ϱϮϴ ;ϰ͘ϱͿ ϰϳϬ ;ϯϭ͘ϰͿ 497 ;ϳ͘ϯͿ ϱϴ ;ϯϭ͘ϵͿ 32* ;ϳ͘ϬͿ ͲϮϲ ;ϯϭ͘ϴͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂŽƌƉƌŽǀŝŶĐĞ͘ ΎΎ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĂŶĂĚĂ͘

116 PISA 2018 dĂďůĞ͘Ϯ͘ϴ ǀĞƌĂŐĞƐĐŽƌĞƐďǇůĂŶŐƵĂŐĞƐƉŽŬĞŶĂƚŚŽŵĞ͗Z/E'zK'E/d/sWZK^^^h^>^ ŝīĞƌĞŶĐĞ ŝīĞƌĞŶĐĞ ŝīĞƌĞŶĐĞ English French Other ;ŶŐůŝƐŚʹ ;ŶŐůŝƐŚʹ ;&ƌĞŶĐŚʹ &ƌĞŶĐŚͿ KƚŚĞƌͿ KƚŚĞƌͿ ŽŐŶŝƟǀĞƉƌŽĐĞƐƐ Canada subscale and provinces Average Standard error Average Standard error Average Standard error ŝīĞƌĞŶĐĞ Standard error ŝīĞƌĞŶĐĞ Standard error ŝīĞƌĞŶĐĞ Standard error >ŽĐĂƚĞŝŶĨŽƌŵĂƟŽŶ ĂŶĂĚĂ 523 ;Ϯ͘ϲͿ ϱϮϬ ;ϰ͘ϰͿ ϱϬϰ ;ϰ͘ϬͿ 3 ;ϰ͘ϱͿ ϭϴ* ;ϰ͘ϮͿ 16* ;ϱ͘ϳͿ EĞǁĨŽƵŶĚůĂŶĚ ϱϭϬ ;ϭϭ͘ϰͿ ϰϳϴ‡ ;ϰϲ͘ϬͿ ϱϯϴ‡ ;ϯϮ͘ϲͿ 32 ;ϰϰ͘ϳͿ ͲϮϴ ;ϯϭ͘ϬͿ ͲϲϬ ;ϰϲ͘ϵͿ ĂŶĚ>ĂďƌĂĚŽƌ WƌŝŶĐĞĚǁĂƌĚ ϱϬϲ ;ϭϴ͘ϭͿ 467‡ ;ϱϰ͘ϭͿ ϰϴϭ‡ ;ϯϭ͘ϴͿ 39 ;ϱϵ͘ϮͿ 25 ;Ϯϳ͘ϲͿ Ͳϭϰ ;ϳϭ͘ϰͿ /ƐůĂŶĚ EŽǀĂ^ĐŽƟĂ 514 ;ϳ͘ϰͿ 477 ;Ϯϰ͘ϬͿ ϰϴϰ ;ϭϰ͘ϵͿ ϯϴ ;Ϯϰ͘ϬͿ 31* ;ϭϯ͘ϱͿ Ͳϳ ;Ϯϳ͘ϯͿ EĞǁƌƵŶƐǁŝĐŬ 495** ;ϵ͘ϰͿ 474** ;ϭϯ͘ϵͿ ϱϬϬ ;ϮϬ͘ϮͿ 21 ;ϭϲ͘ϭͿ Ͳϱ ;Ϯϭ͘ϭͿ ͲϮϲ ;ϮϮ͘ϲͿ YƵĞďĞĐ 517 ;ϳ͘ϲͿ 525** ;ϰ͘ϵͿ 499 ;ϭϬ͘ϲͿ Ͳϴ ;ϳ͘ϳͿ ϭϴ ;ϭϬ͘ϰͿ 26* ;ϵ͘ϰͿ KŶƚĂƌŝŽ 526 ;ϰ͘ϬͿ 475** ;ϭϯ͘ϭͿ 512 ;ϲ͘ϲͿ 51* ;ϭϯ͘ϳͿ 14* ;ϲ͘ϯͿ Ͳϯϳ* ;ϭϰ͘ϮͿ DĂŶŝƚŽďĂ ϱϬϮ** ;ϲ͘ϳͿ ϰϴϭ** ;ϭϴ͘ϳͿ 477** ;ϵ͘ϴͿ 21 ;ϮϬ͘ϬͿ 24* ;ϴ͘ϴͿ 3 ;ϮϮ͘ϳͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϱϬϯ** ;ϳ͘ϭͿ 541‡ ;ϯϯ͘ϮͿ 469** ;ϴ͘ϰͿ Ͳϯϴ ;ϯϮ͘ϬͿ 34* ;ϳ͘ϴͿ 73* ;ϯϯ͘ϯͿ ůďĞƌƚĂ 533 ;ϱ͘ϲͿ 517 ;ϭϴ͘ϰͿ 513 ;ϴ͘ϴͿ 16 ;ϮϬ͘ϭͿ ϮϬ* ;ϳ͘ϵͿ 4 ;ϮϮ͘ϯͿ ƌŝƟƐŚŽůƵŵďŝĂ 526 ;ϱ͘ϴͿ 472 ;ϯϳ͘ϳͿ 496 ;ϴ͘ϴͿ 55 ;ϯϳ͘ϰͿ 31* ;ϵ͘ϬͿ ͲϮϰ ;ϯϳ͘ϲͿ Understand ĂŶĂĚĂ 526 ;Ϯ͘ϯͿ 517 ;ϯ͘ϯͿ ϱϭϬ ;ϯ͘ϴͿ 9* ;ϰ͘ϬͿ 16* ;ϯ͘ϵͿ 6 ;ϱ͘ϭͿ EĞǁĨŽƵŶĚůĂŶĚ 517 ;ϲ͘ϰͿ 453‡ ;ϯϵ͘ϰͿ 559‡ ;Ϯϵ͘ϵͿ 63 ;ϰϬ͘ϱͿ ͲϰϮ ;ϯϬ͘ϬͿ ͲϭϬϱ* ;ϰϴ͘ϲͿ ĂŶĚ>ĂďƌĂĚŽƌ WƌŝŶĐĞĚǁĂƌĚ ϱϬϯ** ;ϴ͘ϴͿ 433‡** ;ϯϰ͘ϱͿ ϰϵϬ‡ ;Ϯϯ͘ϳͿ 69* ;ϯϯ͘ϭͿ 12 ;Ϯϱ͘ϴͿ Ͳϱϳ ;ϰϬ͘ϳͿ /ƐůĂŶĚ EŽǀĂ^ĐŽƟĂ 515** ;ϰ͘ϯͿ 457** ;ϭϴ͘ϬͿ 493 ;ϭϰ͘ϭͿ ϱϴ* ;ϭϳ͘ϯͿ 22 ;ϭϯ͘ϱͿ Ͳϯϲ ;ϮϮ͘ϵͿ EĞǁƌƵŶƐǁŝĐŬ ϰϵϬ** ;ϲ͘ϬͿ 463** ;ϴ͘ϰͿ ϱϬϱ ;ϮϬ͘ϭͿ 27* ;ϵ͘ϱͿ Ͳϭϱ ;ϮϬ͘ϳͿ ͲϰϮ ;Ϯϭ͘ϳͿ YƵĞďĞĐ ϱϮϬ ;ϲ͘ϱͿ 522** ;ϯ͘ϲͿ 493 ;ϵ͘ϰͿ Ͳϭ ;ϳ͘ϬͿ 27* ;ϵ͘ϱͿ Ϯϴ* ;ϴ͘ϲͿ KŶƚĂƌŝŽ 533** ;ϯ͘ϵͿ ϰϲϴ** ;ϭϬ͘ϭͿ 523** ;ϲ͘ϭͿ 65* ;ϭϬ͘ϴͿ ϭϬ ;ϱ͘ϵͿ Ͳϱϰ* ;ϭϮ͘ϬͿ DĂŶŝƚŽďĂ 496** ;ϯ͘ϴͿ 477** ;ϭϲ͘ϴͿ 475** ;ϳ͘ϯͿ 19 ;ϭϳ͘ϲͿ 21* ;ϳ͘ϴͿ 2 ;ϭϵ͘ϲͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϱϬϱ** ;ϯ͘ϯͿ 531‡ ;Ϯϱ͘ϵͿ 472** ;ϲ͘ϳͿ ͲϮϲ ;Ϯϲ͘ϮͿ 33* ;ϳ͘ϮͿ 59* ;Ϯϳ͘ϵͿ ůďĞƌƚĂ 534 ;ϱ͘ϬͿ 515 ;ϭϳ͘ϰͿ 521 ;ϳ͘ϯͿ 19 ;ϭϳ͘ϳͿ 13 ;ϳ͘ϲͿ Ͳϳ ;ϭϵ͘ϴͿ ƌŝƟƐŚŽůƵŵďŝĂ 525 ;ϰ͘ϴͿ 471 ;ϯϭ͘ϴͿ 497 ;ϴ͘ϲͿ 54 ;ϯϮ͘ϬͿ Ϯϴ* ;ϴ͘ϭͿ ͲϮϳ ;ϯϭ͘ϲͿ ǀĂůƵĂƚĞĂŶĚƌĞŇĞĐƚ ĂŶĂĚĂ 533 ;Ϯ͘ϱͿ 531 ;ϰ͘ϭͿ 515 ;ϰ͘ϰͿ 2 ;ϰ͘ϳͿ 19* ;ϰ͘ϭͿ 17* ;ϲ͘ϱͿ EĞǁĨŽƵŶĚůĂŶĚ 523 ;ϴ͘ϴͿ ϰϳϬ‡ ;ϯϳ͘ϰͿ ϱϳϴ‡ ;ϯϯ͘ϳͿ 53 ;ϯϲ͘ϴͿ Ͳϱϱ ;ϯϯ͘ϲͿ ͲϭϬϴ* ;ϰϴ͘ϭͿ ĂŶĚ>ĂďƌĂĚŽƌ WƌŝŶĐĞĚǁĂƌĚ ϱϬϴ ;ϭϱ͘ϭͿ 442 ‡** ;ϰϰ͘ϯͿ ϰϵϴ‡ ;Ϯϳ͘ϴͿ 66 ;ϯϵ͘ϮͿ ϭϬ ;Ϯϴ͘ϮͿ Ͳϱϲ ;ϱϭ͘ϮͿ /ƐůĂŶĚ EŽǀĂ^ĐŽƟĂ 517** ;ϲ͘ϴͿ 473** ;ϮϮ͘ϵͿ 493 ;ϭϰ͘ϮͿ 45 ;Ϯϰ͘ϱͿ 25 ;ϭϯ͘ϵͿ ͲϮϬ ;Ϯϳ͘ϭͿ EĞǁƌƵŶƐǁŝĐŬ ϱϬϭ** ;ϳ͘ϭͿ 479** ;ϭϯ͘ϮͿ 519 ;ϭϵ͘ϲͿ 22 ;ϭϱ͘ϬͿ Ͳϭϴ ;ϮϬ͘ϲͿ ͲϰϬ ;Ϯϰ͘ϴͿ YƵĞďĞĐ 531 ;ϲ͘ϲͿ 536** ;ϰ͘ϱͿ ϱϬϰ ;ϭϭ͘ϳͿ Ͳϱ ;ϴ͘ϮͿ Ϯϴ* ;ϭϭ͘ϭͿ 32* ;ϭϮ͘ϯͿ KŶƚĂƌŝŽ 541** ;ϰ͘ϬͿ ϰϴϴ** ;ϭϬ͘ϴͿ 525** ;ϳ͘ϮͿ 53* ;ϭϭ͘ϰͿ 16* ;ϲ͘ϳͿ Ͳϯϳ* ;ϭϯ͘ϭͿ DĂŶŝƚŽďĂ ϱϬϬ** ;ϰ͘ϲͿ 474** ;ϮϬ͘ϮͿ 476** ;ϵ͘ϯͿ 25 ;ϮϬ͘ϴͿ 24* ;ϴ͘ϱͿ Ͳϭ ;Ϯϯ͘ϮͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϱϬϯ** ;ϱ͘ϮͿ 525‡ ;ϯϭ͘ϱͿ 463** ;ϵ͘ϰͿ ͲϮϮ ;ϯϭ͘ϴͿ ϰϬ* ;ϴ͘ϯͿ 62 ;ϯϮ͘ϳͿ ůďĞƌƚĂ 543 ;ϲ͘ϮͿ 523 ;ϭϴ͘ϴͿ 524 ;ϵ͘ϬͿ ϮϬ ;ϮϬ͘ϮͿ 19* ;ϴ͘ϰͿ Ϭ ;ϮϬ͘ϰͿ ƌŝƟƐŚŽůƵŵďŝĂ 532 ;ϲ͘ϮͿ 493 ;ϯϳ͘ϲͿ ϱϬϴ ;ϵ͘ϰͿ 39 ;ϯϳ͘ϭͿ 24* ;ϳ͘ϵͿ Ͳϭϱ ;ϯϳ͘ϲͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂŽƌƉƌŽǀŝŶĐĞ͘ ΎΎ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĂŶĂĚĂ͘

PISA 2018 117 dĂďůĞ͘Ϯ͘ϵ ǀĞƌĂŐĞƐĐŽƌĞƐďǇůĂŶŐƵĂŐĞƐƉŽŬĞŶĂƚŚŽŵĞ͗Z/E'zdyd^dZhdhZ^h^>^ ŝīĞƌĞŶĐĞ ŝīĞƌĞŶĐĞ ŝīĞƌĞŶĐĞ English French Other ;ŶŐůŝƐŚʹ ;ŶŐůŝƐŚʹ ;&ƌĞŶĐŚʹ &ƌĞŶĐŚͿ KƚŚĞƌͿ KƚŚĞƌͿ dĞǆƚƐƚƌƵĐƚƵƌĞ Canada subscale and provinces Average Standard error Average Standard error Average Standard error ŝīĞƌĞŶĐĞ Standard error ŝīĞƌĞŶĐĞ Standard error ŝīĞƌĞŶĐĞ Standard error ^ŝŶŐůĞƚĞǆƚ ĂŶĂĚĂ ϱϮϴ ;Ϯ͘ϯͿ 515 ;ϯ͘ϮͿ ϱϭϬ ;ϯ͘ϵͿ 13* ;ϯ͘ϴͿ ϭϴ* ;ϰ͘ϭͿ 5 ;ϱ͘ϬͿ EĞǁĨŽƵŶĚůĂŶĚ 517 ;ϲ͘ϮͿ ϰϱϴ‡ ;ϯϳ͘ϬͿ 556‡ ;Ϯϴ͘ϱͿ 59 ;ϯϳ͘ϳͿ Ͳϯϵ ;Ϯϵ͘ϯͿ Ͳϵϴ* ;ϰϴ͘ϯͿ ĂŶĚ>ĂďƌĂĚŽƌ WƌŝŶĐĞĚǁĂƌĚ ϱϬϮ** ;ϭϭ͘ϰͿ 423‡**;ϯϳ͘ϳͿ ϰϴϲ‡ ;Ϯϯ͘ϭͿ 79* ;ϯϵ͘ϭͿ 16 ;Ϯϰ͘ϮͿ Ͳϲϯ ;ϰϴ͘ϬͿ /ƐůĂŶĚ EŽǀĂ^ĐŽƟĂ 515** ;ϰ͘ϵͿ 464** ;ϭϴ͘ϮͿ 496 ;ϭϱ͘ϮͿ 51* ;ϭϴ͘ϬͿ 19 ;ϭϯ͘ϴͿ ͲϯϮ ;ϮϮ͘ϰͿ EĞǁƌƵŶƐǁŝĐŬ 492** ;ϱ͘ϴͿ ϰϲϬ** ;ϲ͘ϰͿ ϱϬϰ ;ϮϬ͘ϭͿ 32* ;ϴ͘ϳͿ ͲϭϮ ;ϮϬ͘ϬͿ Ͳϰϰ* ;ϮϬ͘ϳͿ YƵĞďĞĐ ϱϮϬ ;ϲ͘ϳͿ ϱϮϬ** ;ϯ͘ϲͿ 493 ;ϭϬ͘ϯͿ Ϭ ;ϳ͘ϭͿ 27* ;ϭϬ͘ϱͿ 27* ;ϵ͘ϯͿ KŶƚĂƌŝŽ 537** ;ϰ͘ϬͿ ϰϳϬ** ;ϭϮ͘ϱͿ 525** ;ϲ͘ϯͿ 67* ;ϭϯ͘ϯͿ 12 ;ϲ͘ϰͿ Ͳϱϱ* ;ϭϯ͘ϴͿ DĂŶŝƚŽďĂ 496** ;ϰ͘ϱͿ 473** ;ϭϲ͘ϯͿ 473** ;ϴ͘ϵͿ 23 ;ϭϲ͘ϱͿ 23* ;ϵ͘ϬͿ Ϭ ;ϭϳ͘ϱͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϱϬϰ** ;ϯ͘ϴͿ 529‡ ;Ϯϵ͘ϬͿ ϰϳϬ** ;ϳ͘ϰͿ ͲϮϲ ;Ϯϵ͘ϬͿ 34* ;ϲ͘ϳͿ ϲϬ* ;Ϯϵ͘ϯͿ ůďĞƌƚĂ 534 ;ϰ͘ϵͿ 512 ;ϭϳ͘ϯͿ ϱϭϴ ;ϳ͘ϲͿ 22 ;ϭϴ͘ϬͿ 16* ;ϳ͘ϰͿ Ͳϲ ;ϭϴ͘ϲͿ ƌŝƟƐŚŽůƵŵďŝĂ 525 ;ϰ͘ϵͿ 472 ;Ϯϳ͘ϬͿ 495 ;ϴ͘ϰͿ 53 ;Ϯϳ͘ϰͿ ϯϬ* ;ϴ͘ϬͿ ͲϮϯ ;Ϯϳ͘ϴͿ DƵůƟƉůĞƚĞǆƚ ĂŶĂĚĂ 527 ;Ϯ͘ϯͿ 527 ;ϯ͘ϰͿ ϱϭϬ ;ϯ͘ϵͿ Ϭ ;ϯ͘ϴͿ 17* ;ϰ͘ϭͿ 17* ;ϱ͘ϭͿ EĞǁĨŽƵŶĚůĂŶĚ 516 ;ϲ͘ϭͿ 456‡ ;ϰϭ͘ϭͿ ϱϲϴ‡ ;ϯϮ͘ϰͿ ϲϬ ;ϰϬ͘ϳͿ ͲϱϮ ;ϯϮ͘ϱͿ ͲϭϭϮ* ;ϱϮ͘ϱͿ ĂŶĚ>ĂďƌĂĚŽƌ WƌŝŶĐĞĚǁĂƌĚ ϱϬϳ ;ϭϬ͘ϬͿ 457‡**;ϯϭ͘ϭͿ 492‡ ;Ϯϯ͘ϮͿ ϱϬ ;Ϯϳ͘ϳͿ 16 ;Ϯϰ͘ϰͿ Ͳϯϱ ;ϯϵ͘ϬͿ /ƐůĂŶĚ EŽǀĂ^ĐŽƟĂ 519 ;ϰ͘ϵͿ ϰϳϬ** ;ϭϳ͘ϯͿ 496 ;ϭϱ͘ϮͿ 49* ;ϭϳ͘ϬͿ 23 ;ϭϰ͘ϱͿ ͲϮϲ ;ϮϬ͘ϲͿ EĞǁƌƵŶƐǁŝĐŬ 497** ;ϲ͘ϳͿ ϰϳϴ** ;ϲ͘ϴͿ ϱϭϬ ;ϭϴ͘ϮͿ 19* ;ϴ͘ϵͿ Ͳϭϯ ;ϭϴ͘ϳͿ ͲϯϮ ;ϭϴ͘ϵͿ YƵĞďĞĐ 525 ;ϲ͘ϭͿ 532** ;ϯ͘ϳͿ ϱϬϭ ;ϭϬ͘ϯͿ Ͳϳ ;ϲ͘ϯͿ 25* ;ϭϬ͘ϳͿ 32* ;ϵ͘ϴͿ KŶƚĂƌŝŽ 531 ;ϯ͘ϳͿ 476** ;ϭϬ͘ϯͿ 517 ;ϲ͘ϯͿ 55* ;ϭϭ͘ϬͿ 13* ;ϲ͘ϰͿ ͲϰϮ* ;ϭϮ͘ϯͿ DĂŶŝƚŽďĂ ϱϬϬ** ;ϯ͘ϵͿ 477** ;ϭϳ͘ϯͿ ϰϳϴ** ;ϲ͘ϵͿ 22 ;ϭϳ͘ϳͿ 22* ;ϳ͘ϱͿ Ͳϭ ;ϭϴ͘ϲͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϱϬϯ** ;ϯ͘ϰͿ 525‡ ;Ϯϴ͘ϵͿ 469** ;ϲ͘ϮͿ ͲϮϮ ;Ϯϵ͘ϱͿ 34* ;ϲ͘ϱͿ 57 ;ϯϬ͘ϰͿ ůďĞƌƚĂ ϱϯϴ** ;ϱ͘ϭͿ 512 ;ϭϲ͘ϮͿ 523 ;ϳ͘ϰͿ 26 ;ϭϲ͘ϯͿ 15* ;ϳ͘ϬͿ Ͳϭϭ ;ϭϳ͘ϲͿ ƌŝƟƐŚŽůƵŵďŝĂ 529 ;ϰ͘ϵͿ 467 ;ϯϮ͘ϱͿ ϱϬϮ ;ϳ͘ϲͿ 63 ;ϯϮ͘ϱͿ 27* ;ϳ͘ϮͿ Ͳϯϲ ;ϯϮ͘ϳͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂŽƌƉƌŽǀŝŶĐĞ͘ ΎΎ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĂŶĂĚĂ͘

118 PISA 2018 dĂďůĞ͘Ϯ͘ϭϬĂ WĞƌĐĞŶƚĂŐĞĂŶĚĂǀĞƌĂŐĞƐĐŽƌĞƐŽĨƐƚƵĚĞŶƚƐďǇĂƫƚƵĚĞƚŽǁĂƌĚƌĞĂĚŝŶŐ͗Z/E' I read only if I have to Strongly disagree Disagree Agree Strongly agree Canada, provinces, and OECD average % Standard error Average Standard error % Standard error Average Standard error % Standard error Average Standard error % Standard error Average Standard error Canada 20.5 ;Ϭ͘ϰͿ 567* ;Ϯ͘ϴͿ 31.5 ;Ϭ͘ϱͿ 542* ;Ϯ͘ϭͿ 30.3 ;Ϭ͘ϱͿ 501 ;Ϯ͘ϭͿ 17.6 ;Ϭ͘ϰͿ 479* ;Ϯ͘ϰͿ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ ϮϬ͘ϱ ;ϭ͘ϰͿ 563* ;ϵ͘ϱͿ 25.1 ;ϭ͘ϰͿ 553* ;ϳ͘ϲͿ 31.5 ;ϭ͘ϳͿ 494 ;ϳ͘ϭͿ ϮϮ͘ϴ ;ϭ͘ϱͿ ϰϳϴ ;ϳ͘ϬͿ WƌŝŶĐĞĚǁĂƌĚ /ƐůĂŶĚ 16.7 ;Ϯ͘ϴͿ 551* ;ϭϵ͘ϰͿ Ϯϵ͘Ϭ ;Ϯ͘ϱͿ 523 ;ϭϭ͘ϴͿ 33.3 ;Ϯ͘ϮͿ 493 ;ϭϭ͘ϴͿ Ϯϭ͘Ϭ ;ϯ͘ϲͿ 465 ;ϭϱ͘ϬͿ EŽǀĂ^ĐŽƟĂ 17.4 ;Ϭ͘ϵͿ 572* ;ϳ͘ϳͿ ϯϬ͘ϵ ;ϭ͘ϭͿ 541* ;ϱ͘ϯͿ 31.7 ;ϭ͘ϮͿ ϰϵϴ ;ϱ͘ϮͿ ϮϬ͘Ϭ ;ϭ͘ϭͿ 467* ;ϲ͘ϱͿ EĞǁƌƵŶƐǁŝĐŬ 21.6 ;ϭ͘ϰͿ 539* ;ϴ͘ϬͿ Ϯϴ͘ϲ ;ϭ͘ϰͿ 516* ;ϱ͘ϴͿ Ϯϴ͘ϱ ;ϭ͘ϰͿ 471 ;ϲ͘ϰͿ 21.2 ;ϭ͘ϮͿ 437* ;ϱ͘ϲͿ YƵĞďĞĐ 24.7 ;Ϭ͘ϴͿ ϱϱϴ* ;ϱ͘ϰͿ ϯϬ͘ϯ ;ϭ͘ϬͿ 537* ;ϰ͘ϬͿ Ϯϳ͘Ϭ ;Ϭ͘ϵͿ ϱϬϮ ;ϰ͘ϮͿ ϭϴ͘Ϭ ;Ϭ͘ϳͿ ϰϴϭ* ;ϯ͘ϵͿ KŶƚĂƌŝŽ 19.4 ;Ϭ͘ϳͿ 572* ;ϱ͘ϰͿ 31.3 ;Ϭ͘ϵͿ 549* ;ϰ͘ϮͿ 31.1 ;Ϭ͘ϵͿ ϱϬϱ ;ϰ͘ϬͿ ϭϴ͘ϭ ;Ϭ͘ϴͿ ϰϴϲ* ;ϰ͘ϰͿ DĂŶŝƚŽďĂ ϭϴ͘Ϭ ;ϭ͘ϭͿ 537* ;ϲ͘ϳͿ ϯϭ͘Ϭ ;ϭ͘ϭͿ 516* ;ϰ͘ϴͿ ϯϮ͘Ϭ ;ϭ͘ϯͿ 479 ;ϱ͘ϭͿ ϭϵ͘Ϭ ;ϭ͘ϭͿ 463* ;ϱ͘ϰͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 17.4 ;Ϭ͘ϴͿ 544* ;ϲ͘ϭͿ ϯϬ͘ϵ ;ϭ͘ϮͿ 525* ;ϰ͘ϴͿ 33.3 ;ϭ͘ϮͿ 479 ;ϯ͘ϵͿ ϭϴ͘ϯ ;Ϭ͘ϴͿ 464* ;ϱ͘ϬͿ ůďĞƌƚĂ ϭϵ͘ϴ ;Ϭ͘ϴͿ ϱϴϭ* ;ϲ͘ϭͿ 32.1 ;ϭ͘ϯͿ ϱϱϴ* ;ϰ͘ϴͿ ϯϭ͘ϴ ;ϭ͘ϯͿ ϱϬϳ ;ϱ͘ϳͿ 16.4 ;ϭ͘ϭͿ ϰϴϮ* ;ϲ͘ϭͿ ƌŝƟƐŚŽůƵŵďŝĂ ϮϬ͘ϰ ;ϭ͘ϮͿ 573* ;ϲ͘ϲͿ 34.7 ;Ϭ͘ϴͿ 535* ;ϱ͘ϯͿ ϯϬ͘ϯ ;Ϭ͘ϵͿ 499 ;ϱ͘ϴͿ 14.6 ;ϭ͘ϬͿ 472* ;ϲ͘ϲͿ OECD average 21.3 ;Ϭ͘ϭͿ 528* ;Ϭ͘ϳͿ 29.7 ;Ϭ͘ϭͿ 506* ;Ϭ͘ϱͿ 30.1 ;Ϭ͘ϭͿ 468 ;Ϭ͘ϱͿ 19.0 ;Ϭ͘ϭͿ 460* ;Ϭ͘ϲͿ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽƚŚĞĂǀĞƌĂŐĞƐĐŽƌĞŝŶƚŚĞ͞ŐƌĞĞ͟ĐĂƚĞŐŽƌǇ͘

dĂďůĞ͘Ϯ͘ϭϬď WĞƌĐĞŶƚĂŐĞĂŶĚĂǀĞƌĂŐĞƐĐŽƌĞƐŽĨƐƚƵĚĞŶƚƐďǇĂƫƚƵĚĞƚŽǁĂƌĚƌĞĂĚŝŶŐ͗Z/E' Reading is one of my favourite hobbies Strongly disagree Disagree Agree Strongly agree Canada, provinces, and OECD average % Standard error Average Standard error % Standard error Average Standard error % Standard error Average Standard error % Standard error Average Standard error Canada 26.9 ;Ϭ͘ϱͿ 485* ;Ϯ͘ϮͿ 36.5 ;Ϭ͘ϰͿ 520 ;Ϯ͘ϮͿ 24.0 ;Ϭ͘ϰͿ 547* ;Ϯ͘ϭͿ 12.6 ;Ϭ͘ϰͿ 577* ;ϯ͘ϯͿ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ 32.9 ;ϭ͘ϵͿ ϰϴϮ* ;ϲ͘ϴͿ ϯϲ͘Ϭ ;ϭ͘ϳͿ 523 ;ϲ͘ϲͿ Ϯϭ͘Ϭ ;ϭ͘ϱͿ ϱϰϬ ;ϵ͘ϬͿ ϭϬ͘ϭ ;ϭ͘ϮͿ ϱϴϲ* ;ϭϭ͘ϱͿ WƌŝŶĐĞĚǁĂƌĚ /ƐůĂŶĚ Ϯϵ͘ϴ ;Ϯ͘ϲͿ 474* ;ϭϴ͘ϵͿ ϰϬ͘ϭ ;ϯ͘ϬͿ 511 ;ϵ͘ϴͿ 21.4 ;Ϯ͘ϭͿ 514 ;ϭϯ͘ϮͿ ϴ͘ϳ ;ϭ͘ϲͿ 562‡ ;Ϯϴ͘ϮͿ EŽǀĂ^ĐŽƟĂ 31.4 ;ϭ͘ϯͿ 471* ;ϰ͘ϵͿ 37.1 ;ϭ͘ϯͿ 522 ;ϰ͘ϵͿ ϮϬ͘ϱ ;ϭ͘ϬͿ 545* ;ϲ͘ϳͿ ϭϭ͘Ϭ ;Ϭ͘ϴͿ ϱϴϵ* ;ϵ͘ϳͿ EĞǁƌƵŶƐǁŝĐŬ 32.9 ;ϭ͘ϲͿ 445* ;ϰ͘ϰͿ 32.3 ;ϭ͘ϱͿ 493 ;ϱ͘ϬͿ ϮϬ͘ϯ ;ϭ͘ϯͿ ϱϮϴ* ;ϴ͘ϯͿ 14.5 ;ϭ͘ϬͿ 541* ;ϵ͘ϮͿ YƵĞďĞĐ 31.4 ;ϭ͘ϬͿ ϰϴϴ* ;ϯ͘ϴͿ 34.1 ;Ϭ͘ϵͿ 523 ;ϯ͘ϵͿ 22.6 ;Ϭ͘ϴͿ 547* ;ϱ͘ϬͿ 11.9 ;Ϭ͘ϲͿ ϱϳϬ* ;ϲ͘ϬͿ KŶƚĂƌŝŽ 25.9 ;ϭ͘ϬͿ 491* ;ϰ͘ϳͿ 37.7 ;Ϭ͘ϵͿ 523 ;ϰ͘ϭͿ 23.3 ;Ϭ͘ϵͿ 549* ;ϰ͘ϮͿ ϭϯ͘Ϭ ;Ϭ͘ϳͿ ϱϴϮ* ;ϲ͘ϬͿ DĂŶŝƚŽďĂ 26.4 ;ϭ͘ϮͿ 461* ;ϰ͘ϴͿ 36.6 ;ϭ͘ϮͿ ϱϬϬ ;ϰ͘ϮͿ Ϯϱ͘Ϭ ;ϭ͘ϮͿ ϱϭϬ ;ϱ͘ϱͿ 12.1 ;Ϭ͘ϳͿ ϱϱϬ* ;ϲ͘ϴͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 26.1 ;ϭ͘ϬͿ ϰϲϴ* ;ϰ͘ϳͿ 37.5 ;ϭ͘ϭͿ ϰϵϴ ;ϯ͘ϲͿ 25.3 ;ϭ͘ϯͿ 525* ;ϱ͘ϴͿ ϭϭ͘Ϭ ;Ϭ͘ϳͿ 546* ;ϳ͘ϭͿ ůďĞƌƚĂ Ϯϯ͘ϴ ;ϭ͘ϮͿ ϰϴϲ* ;ϰ͘ϵͿ ϯϳ͘Ϭ ;Ϭ͘ϵͿ 525 ;ϱ͘ϱͿ 26.2 ;ϭ͘ϭͿ 564* ;ϲ͘ϯͿ ϭϯ͘Ϭ ;Ϭ͘ϴͿ ϱϴϳ* ;ϳ͘ϰͿ ƌŝƟƐŚŽůƵŵďŝĂ 24.1 ;ϭ͘ϮͿ ϰϴϰ* ;ϱ͘ϵͿ 36.5 ;Ϭ͘ϵͿ 514 ;ϱ͘ϮͿ Ϯϲ͘ϴ ;ϭ͘ϬͿ 544* ;ϲ͘ϯͿ 12.5 ;Ϭ͘ϳͿ 577* ;ϴ͘ϱͿ OECD average 31.9 ;Ϭ͘ϭͿ 462* ;Ϭ͘ϱͿ 34.3 ;Ϭ͘ϭͿ 491 ;Ϭ͘ϱͿ 22.6 ;Ϭ͘ϭͿ 511* ;Ϭ͘ϳͿ 11.2 ;Ϭ͘ϭͿ 536* ;Ϭ͘ϵͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽƚŚĞĂǀĞƌĂŐĞƐĐŽƌĞŝŶƚŚĞ͞ŝƐĂŐƌĞĞ͟ĐĂƚĞŐŽƌǇ͘

PISA 2018 119 dĂďůĞ͘Ϯ͘ϭϬĐ WĞƌĐĞŶƚĂŐĞĂŶĚĂǀĞƌĂŐĞƐĐŽƌĞƐŽĨƐƚƵĚĞŶƚƐďǇĂƫƚƵĚĞƚŽǁĂƌĚƌĞĂĚŝŶŐ͗Z/E' I like talking about books with other people Strongly disagree Disagree Agree Strongly agree Canada, provinces, and OECD average % Standard error Average Standard error % Standard error Average Standard error % Standard error Average Standard error % Standard error Average Standard error Canada 27.8 ;Ϭ͘ϱͿ 487* ;Ϯ͘ϭͿ 33.0 ;Ϭ͘ϱͿ 520 ;Ϯ͘ϭͿ 29.4 ;Ϭ͘ϱͿ 546 * ;Ϯ͘ϱͿ 9.8 ;Ϭ͘ϯͿ 576* ;ϯ͘ϴͿ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ ϯϬ͘ϯ ;ϭ͘ϲͿ ϰϴϬ* ;ϳ͘ϬͿ 36.1 ;ϭ͘ϲͿ 523 ;ϲ͘ϰͿ Ϯϰ͘ϴ ;ϭ͘ϰͿ ϱϰϬ ;ϳ͘ϱͿ ϴ͘ϴ ;ϭ͘ϬͿ ϱϴϭ* ;ϭϭ͘ϲͿ WƌŝŶĐĞĚǁĂƌĚ /ƐůĂŶĚ Ϯϴ͘ϱ ;Ϯ͘ϴͿ 472* ;ϭϱ͘ϲͿ 36.9 ;Ϯ͘ϲͿ ϱϬϵ ;ϭϮ͘ϬͿ 27.2 ;Ϯ͘ϲͿ 533 ;ϭϮ͘ϴͿ 7.4 ;ϭ͘ϳͿ 525‡ ;Ϯϵ͘ϯͿ EŽǀĂ^ĐŽƟĂ 31.7 ;ϭ͘ϯͿ 471* ;ϰ͘ϳͿ 33.3 ;ϭ͘ϰͿ 516 ;ϰ͘ϱͿ 26.6 ;ϭ͘ϮͿ 557 * ;ϱ͘ϵͿ ϴ͘ϰ ;Ϭ͘ϴͿ ϱϴϳ* ;ϭϬ͘ϳͿ EĞǁƌƵŶƐǁŝĐŬ 32.5 ;ϭ͘ϲͿ 445* ;ϰ͘ϲͿ ϯϬ͘Ϯ ;ϭ͘ϯͿ 492 ;ϰ͘ϵͿ 25.1 ;ϭ͘ϮͿ 526 * ;ϳ͘ϬͿ 12.2 ;Ϭ͘ϵͿ 551* ;ϭϭ͘ϭͿ YƵĞďĞĐ 34.7 ;ϭ͘ϮͿ ϰϵϬ* ;ϯ͘ϰͿ Ϯϴ͘Ϯ ;Ϭ͘ϴͿ 526 ;ϯ͘ϴͿ Ϯϳ͘ϴ ;Ϭ͘ϵͿ 547 * ;ϱ͘ϭͿ 9.3 ;Ϭ͘ϰͿ 569* ;ϳ͘ϲͿ KŶƚĂƌŝŽ 26.2 ;ϭ͘ϭͿ 493* ;ϰ͘ϱͿ 33.7 ;Ϭ͘ϵͿ 523 ;ϰ͘ϮͿ ϯϬ͘ϴ ;Ϭ͘ϴͿ ϱϰϴ * ;ϰ͘ϮͿ 9.4 ;Ϭ͘ϲͿ 579* ;ϳ͘ϱͿ DĂŶŝƚŽďĂ Ϯϳ͘Ϭ ;ϭ͘ϭͿ 466* ;ϰ͘ϲͿ 35.6 ;ϭ͘ϮͿ 493 ;ϰ͘ϱͿ Ϯϴ͘Ϭ ;ϭ͘ϭͿ ϱϮϬ * ;ϱ͘ϯͿ 9.4 ;Ϭ͘ϴͿ ϱϱϬ* ;ϴ͘ϲͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 27.5 ;ϭ͘ϮͿ 472* ;ϰ͘ϴͿ 34.5 ;Ϭ͘ϵͿ 493 ;ϯ͘ϴͿ Ϯϴ͘ϰ ;ϭ͘ϬͿ 525 * ;ϰ͘ϴͿ 9.6 ;Ϭ͘ϴͿ ϱϱϬ* ;ϳ͘ϳͿ ůďĞƌƚĂ 24.2 ;ϭ͘ϯͿ ϰϵϬ* ;ϰ͘ϲͿ 35.1 ;ϭ͘ϯͿ ϱϮϴ ;ϱ͘ϰͿ Ϯϴ͘ϴ ;ϭ͘ϰͿ 556 * ;ϲ͘ϭͿ 11.9 ;Ϭ͘ϲͿ ϱϴϴ* ;ϴ͘ϬͿ ƌŝƟƐŚŽůƵŵďŝĂ Ϯϯ͘ϴ ;ϭ͘ϭͿ ϰϴϱ* ;ϱ͘ϰͿ 35.1 ;ϭ͘ϬͿ 515 ;ϰ͘ϵͿ ϯϬ͘ϴ ;ϭ͘ϭͿ 543 * ;ϲ͘ϭͿ ϭϬ͘Ϯ ;Ϭ͘ϳͿ ϱϳϴ* ;ϵ͘ϰͿ OECD average 30.8 ;Ϭ͘ϭͿ 460* ;Ϭ͘ϱͿ 32.6 ;Ϭ͘ϭͿ 488 ;Ϭ͘ϱͿ 26.6 ;Ϭ͘ϭͿ 514 * ;Ϭ͘ϲͿ 10.0 ;Ϭ͘ϭͿ 537* ;ϭ͘ϬͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽƚŚĞĂǀĞƌĂŐĞƐĐŽƌĞŝŶƚŚĞ͞ŝƐĂŐƌĞĞ͟ĐĂƚĞŐŽƌǇ͘

dĂďůĞ͘Ϯ͘ϭϬĚ WĞƌĐĞŶƚĂŐĞĂŶĚĂǀĞƌĂŐĞƐĐŽƌĞƐŽĨƐƚƵĚĞŶƚƐďǇĂƫƚƵĚĞƚŽǁĂƌĚƌĞĂĚŝŶŐ͗Z/E' &ŽƌŵĞ͕ƌĞĂĚŝŶŐŝƐĂǁĂƐƚĞŽĨƟŵĞ Strongly disagree Disagree Agree Strongly agree Canada, provinces, and OECD average % Standard error Average Standard error % Standard error Average Standard error % Standard error Average Standard error % Standard error Average Standard error Canada 32.9 ;Ϭ͘ϱͿ 565* ;Ϯ͘ϮͿ 40.7 ;Ϭ͘ϰͿ 521* ;Ϯ͘ϭͿ 16.5 ;Ϭ͘ϰͿ 489 ;Ϯ͘ϲͿ 10.0 ;Ϭ͘ϯͿ 457* ;ϯ͘ϬͿ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ Ϯϴ͘Ϭ ;ϭ͘ϰͿ 566* ;ϳ͘ϰͿ 37.9 ;ϭ͘ϲͿ 529* ;ϲ͘ϯͿ 19.5 ;ϭ͘ϯͿ ϰϴϲ ;ϳ͘ϳͿ 14.5 ;ϭ͘ϯͿ 453* ;ϴ͘ϴͿ WƌŝŶĐĞĚǁĂƌĚ /ƐůĂŶĚ Ϯϴ͘ϱ ;Ϯ͘ϱͿ 551* ;ϵ͘ϵͿ 41.5 ;Ϯ͘ϱͿ 514 ;ϳ͘ϴͿ ϭϲ͘Ϭ ;Ϯ͘ϲͿ 472 ;Ϯϰ͘ϵͿ 13.9 ;Ϯ͘ϮͿ 426* ;ϭϴ͘ϮͿ EŽǀĂ^ĐŽƟĂ Ϯϴ͘ϵ ;ϭ͘ϭͿ 572* ;ϲ͘ϰͿ ϰϬ͘Ϭ ;ϭ͘ϮͿ 523* ;ϱ͘ϬͿ ϭϴ͘Ϭ ;ϭ͘ϭͿ ϰϳϴ ;ϲ͘ϲͿ 13.1 ;ϭ͘ϬͿ ϰϯϴ* ;ϳ͘ϯͿ EĞǁƌƵŶƐǁŝĐŬ ϯϬ͘ϱ ;ϭ͘ϯͿ 542* ;ϲ͘ϭͿ 36.9 ;ϭ͘ϰͿ 497* ;ϱ͘ϮͿ 17.6 ;ϭ͘ϮͿ 461 ;ϴ͘ϭͿ ϭϱ͘Ϭ ;ϭ͘ϭͿ 413* ;ϱ͘ϴͿ YƵĞďĞĐ 33.4 ;Ϭ͘ϵͿ 562* ;ϱ͘ϭͿ 39.1 ;Ϭ͘ϵͿ ϱϮϬ* ;ϯ͘ϱͿ ϭϳ͘Ϭ ;Ϭ͘ϳͿ 495 ;ϯ͘ϴͿ ϭϬ͘ϱ ;Ϭ͘ϲͿ 457* ;ϱ͘ϬͿ KŶƚĂƌŝŽ 32.5 ;Ϭ͘ϵͿ ϱϳϬ* ;ϯ͘ϴͿ 41.2 ;Ϭ͘ϵͿ 523* ;ϰ͘ϬͿ 16.6 ;Ϭ͘ϴͿ 494 ;ϱ͘ϭͿ 9.7 ;Ϭ͘ϲͿ 469* ;ϲ͘ϮͿ DĂŶŝƚŽďĂ 32.4 ;ϭ͘ϯͿ ϱϯϬ* ;ϰ͘ϯͿ ϰϬ͘ϴ ;ϭ͘ϭͿ ϱϬϯ* ;ϰ͘ϲͿ 15.3 ;Ϭ͘ϳͿ 464 ;ϲ͘ϯͿ 11.5 ;Ϭ͘ϴͿ 437* ;ϲ͘ϴͿ ^ĂƐŬĂƚĐŚĞǁĂŶ Ϯϴ͘Ϭ ;ϭ͘ϬͿ 543* ;ϰ͘ϳͿ ϰϭ͘ϴ ;ϭ͘ϯͿ ϱϬϰ* ;ϰ͘ϭͿ ϭϴ͘ϰ ;ϭ͘ϬͿ 471 ;ϰ͘ϳͿ ϭϭ͘ϴ ;Ϭ͘ϴͿ 446* ;ϲ͘ϵͿ ůďĞƌƚĂ ϯϰ͘Ϭ ;ϭ͘ϯͿ ϱϳϴ* ;ϱ͘ϱͿ ϰϬ͘Ϯ ;ϭ͘ϯͿ 531* ;ϱ͘ϭͿ 17.5 ;ϭ͘ϬͿ 496 ;ϱ͘ϴͿ ϴ͘ϰ ;Ϭ͘ϴͿ 452* ;ϴ͘ϭͿ ƌŝƟƐŚŽůƵŵďŝĂ 35.1 ;ϭ͘ϮͿ 563* ;ϲ͘ϰͿ 42.5 ;ϭ͘ϯͿ 519* ;ϱ͘ϯͿ 13.7 ;Ϭ͘ϴͿ 473 ;ϱ͘ϰͿ ϴ͘ϴ ;Ϭ͘ϳͿ 455* ;ϳ͘ϱͿ OECD average 33.6 ;Ϭ͘ϭͿ 530* ;Ϭ͘ϱͿ 38.0 ;Ϭ͘ϭͿ 489* ;Ϭ͘ϱͿ 17.3 ;Ϭ͘ϭͿ 453 ;Ϭ͘ϲͿ 11.2 ;Ϭ͘ϭͿ 433* ;Ϭ͘ϴͿ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽƚŚĞĂǀĞƌĂŐĞƐĐŽƌĞŝŶƚŚĞ͞ŐƌĞĞ͟ĐĂƚĞŐŽƌǇ͘

120 PISA 2018 dĂďůĞ͘Ϯ͘ϭϬĞ WĞƌĐĞŶƚĂŐĞĂŶĚĂǀĞƌĂŐĞƐĐŽƌĞƐŽĨƐƚƵĚĞŶƚƐďǇĂƫƚƵĚĞƚŽǁĂƌĚƌĞĂĚŝŶŐ͗Z/E' /ƌĞĂĚŽŶůǇƚŽŐĞƚŝŶĨŽƌŵĂƟŽŶƚŚĂƚ/ŶĞĞĚ Strongly disagree Disagree Agree Strongly agree Canada, provinces, and OECD average % Standard error Average Standard error % Standard error Average Standard error % Standard error Average Standard error % Standard error Average Standard error Canada 19.0 ;Ϭ͘ϰͿ 562* ;Ϯ͘ϵͿ 34.0 ;Ϭ͘ϱͿ 547* ;ϭ͘ϴͿ 31.4 ;Ϭ͘ϱͿ 496 ;Ϯ͘ϬͿ 15.6 ;Ϭ͘ϰͿ 483* ;Ϯ͘ϲͿ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ ϭϴ͘ϲ ;ϭ͘ϯͿ ϱϲϬ* ;ϵ͘ϴͿ 29.1 ;ϭ͘ϱͿ 549* ;ϲ͘ϲͿ 35.4 ;ϭ͘ϲͿ 491 ;ϲ͘ϰͿ ϭϳ͘Ϭ ;ϭ͘ϯͿ ϰϴϰ ;ϳ͘ϳͿ WƌŝŶĐĞĚǁĂƌĚ /ƐůĂŶĚ ϭϳ͘Ϭ ;ϯ͘ϬͿ ϱϱϬ* ;ϭϴ͘ϮͿ 39.2 ;ϰ͘ϭͿ ϱϮϬ ;ϭϭ͘ϲͿ 29.4 ;Ϯ͘ϱͿ ϰϴϲ ;ϭϯ͘ϬͿ 14.5 ;ϭ͘ϵͿ 455 ;ϮϬ͘ϱͿ EŽǀĂ^ĐŽƟĂ 17.3 ;ϭ͘ϬͿ 556* ;ϴ͘ϲͿ ϯϱ͘Ϭ ;ϭ͘ϯͿ 549* ;ϰ͘ϴͿ ϯϬ͘ϱ ;ϭ͘ϱͿ ϰϴϲ ;ϰ͘ϳͿ 17.3 ;ϭ͘ϯͿ 476 ;ϲ͘ϴͿ EĞǁƌƵŶƐǁŝĐŬ Ϯϭ͘Ϭ ;ϭ͘ϭͿ 535* ;ϳ͘ϯͿ 33.1 ;ϭ͘ϱͿ ϱϭϴ* ;ϱ͘ϵͿ ϯϬ͘Ϯ ;ϭ͘ϯͿ ϰϱϴ ;ϰ͘ϴͿ 15.7 ;ϭ͘ϮͿ 445 ;ϳ͘ϱͿ YƵĞďĞĐ 23.7 ;Ϭ͘ϴͿ 555* ;ϰ͘ϳͿ 32.1 ;Ϭ͘ϵͿ 541* ;ϰ͘ϯͿ 29.7 ;Ϭ͘ϴͿ ϱϬϭ ;ϯ͘ϳͿ 14.5 ;Ϭ͘ϳͿ ϰϳϴ* ;ϰ͘ϮͿ KŶƚĂƌŝŽ 17.6 ;Ϭ͘ϳͿ 566* ;ϱ͘ϵͿ ϯϯ͘ϴ ;ϭ͘ϭͿ 554* ;ϯ͘ϱͿ ϯϭ͘ϴ ;ϭ͘ϬͿ 499 ;ϯ͘ϳͿ 16.9 ;Ϭ͘ϴͿ 491 ;ϱ͘ϯͿ DĂŶŝƚŽďĂ 17.4 ;Ϭ͘ϴͿ 524* ;ϲ͘ϵͿ 34.5 ;ϭ͘ϯͿ 525* ;ϰ͘ϲͿ 32.1 ;ϭ͘ϯͿ 475 ;ϱ͘ϭͿ ϭϲ͘Ϭ ;ϭ͘ϬͿ 461* ;ϱ͘ϭͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 16.4 ;Ϭ͘ϳͿ 544* ;ϱ͘ϮͿ ϯϯ͘ϴ ;ϭ͘ϭͿ 527* ;ϰ͘ϰͿ ϯϰ͘Ϭ ;ϭ͘ϮͿ 475 ;ϰ͘ϴͿ ϭϱ͘ϴ ;Ϭ͘ϴͿ 464 ;ϱ͘ϱͿ ůďĞƌƚĂ ϭϴ͘ϳ ;Ϭ͘ϵͿ ϱϴϯ* ;ϲ͘ϴͿ ϯϰ͘Ϭ ;ϭ͘ϯͿ 559* ;ϰ͘ϯͿ 31.7 ;ϭ͘ϬͿ ϱϬϬ ;ϱ͘ϯͿ 15.5 ;Ϭ͘ϵͿ 491 ;ϲ͘ϯͿ ƌŝƟƐŚŽůƵŵďŝĂ ϭϳ͘ϴ ;ϭ͘ϬͿ 564* ;ϳ͘ϯͿ 37.5 ;ϭ͘ϯͿ 544* ;ϲ͘ϬͿ ϯϭ͘ϴ ;Ϭ͘ϵͿ 493 ;ϱ͘ϮͿ 12.9 ;Ϭ͘ϴͿ 475* ;ϲ͘ϮͿ OECD average 18.8 ;Ϭ͘ϭͿ 524* ;Ϭ͘ϳͿ 31.5 ;Ϭ͘ϭͿ 514* ;Ϭ͘ϱͿ 34.3 ;Ϭ͘ϭͿ 466 ;Ϭ͘ϱͿ 15.4 ;Ϭ͘ϭͿ 458* ;Ϭ͘ϳͿ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽƚŚĞĂǀĞƌĂŐĞƐĐŽƌĞŝŶƚŚĞ͞ŐƌĞĞ͟ĐĂƚĞŐŽƌǇ͘

PISA 2018 121

error Standard Standard

;ϵ͘ϱͿ ;ϴ͘ϯͿ ;ϵ͘ϬͿ ;ϭ͘ϮͿ ;ϰ͘ϰͿ

;ϯϳ͘ϵͿ ;ϭϬ͘ϯͿ ;ϭϭ͘ϲͿ ;ϭϱ͘ϱͿ ;ϭϮ͘ϬͿ ;ϭϭ͘ϯͿ ;ϭϭ͘ϳͿ Average * 522* 521‡ 516* 577* 539* 571* 567* 512* 556* 529* 549*

a day error Standard Standard ;Ϭ͘ϳͿ ;Ϭ͘ϱͿ ϱϲϬ ;Ϭ͘ϱͿ ;Ϭ͘ϯͿ ;Ϭ͘ϴͿ ;Ϭ͘ϲͿ ;Ϭ͘ϳͿ ;Ϭ͘ϱͿ ;Ϭ͘ϭͿ ;Ϭ͘ϮͿ

More than 2 hours than 2 hours More %

6.4 6.5 5.7 4.2 4.7 6.9 6.1 5.4 5.9 5.9

error Standard Standard

;ϴ͘ϰͿ ;ϲ͘ϯͿ ;ϵ͘ϬͿ ;ϱ͘ϳͿ ;ϳ͘ϳͿ ;ϳ͘ϲͿ ;ϴ͘ϲͿ ϰ͘ϴ ;Ϭ͘ϱͿ ;Ϭ͘ϵͿ ;ϯ͘ϯͿ

;ϮϬ͘ϮͿ ϰ͘ϴ ;ϭ͘ϰͿ ;ϭϮ͘ϭͿ ;ϭϭ͘ϱͿ Average *‡ * 535* 533* 524* 556* 567* 575* 576* 532* 560* 564*

a day error Standard Standard

1 to 2 hours 2 hours 1 to

;Ϭ͘ϳͿ ;ϭ͘ϬͿ ;ϭ͘ϴͿ ϱϰϴ ;Ϭ͘ϳͿ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ %

9.1 9.1 7.3 7.4

11.0 10.0

error Standard Standard ĨŽƌĞŶũŽǇŵĞŶƚ͗Z/E' ;ϱ͘ϮͿ ;ϲ͘ϯͿ ;ϰ͘ϱͿ ϭϬ͘ϴ ;Ϭ͘ϳͿ ϱϱϴ ;ϴ͘ϭͿ ϭϬ͘Ϭ ;Ϭ͘ϴͿ ;ϱ͘ϮͿ ϴ͘ϱ ;Ϭ͘ϱͿ ;ϲ͘ϱͿ ϭϬ͘ϵ ;Ϭ͘ϴͿ ;ϳ͘ϰͿ ϴ͘ϰ ;Ϭ͘ϵͿ ;Ϭ͘ϳͿ ;Ϯ͘ϵͿ ;ϭϰ͘ϲͿ ;ϭϬ͘ϳͿ ϭϬ͘Ϯ ;ϭ͘ϬͿ ;ϭϬ͘ϯͿ

* * Average

543 * 543 * 520 * 563 * 541 * 552 * 545 * 564 * 544 * 555 *

a day error Standard Standard

;Ϭ͘ϴͿ ;ϭ͘ϬͿ ϱϭϴ ;Ϯ͘ϬͿ ;Ϭ͘ϴͿ ;Ϭ͘ϴͿ ;Ϭ͘ϲͿ ;ϭ͘ϰͿ ;ϭ͘ϮͿ ;ϭ͘ϬͿ ϱϲϬ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ More than 30 minutes than 30 minutes More % to less than 60 minutes less than 60 minutes to

13.6 15.1 15.1 17.4 19.3 13.7 14.9 15.1 13.6 16.8 16.6

error Standard Standard dĂďůĞ͘Ϯ͘ϭϭ

;ϰ͘ϱͿ ;ϲ͘ϯͿ ;ϱ͘ϱͿ ;ϰ͘ϴͿ ;ϱ͘ϰͿ ;ϰ͘ϴͿ ;ϳ͘ϵͿ ;ϲ͘ϰͿ ϭϴ͘ϲ ;Ϭ͘ϴͿ ;ϱ͘ϵͿ ;Ϭ͘ϲͿ ;Ϯ͘ϱͿ

;ϭϬ͘ϳͿ Average * *

552* 513* 511 504* 537* 541* 546* 547* 516* 538*

a day error Standard Standard ;ϭ͘ϮͿ ;Ϯ͘ϴͿ ;Ϭ͘ϵͿ ϱϯϴ ;ϭ͘ϬͿ ;Ϭ͘ϴͿ ;ϭ͘ϬͿ ;ϭ͘ϮͿ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ

30 minutes or less 30 minutes %

25.9 26.3 26.2 27.7 29.2 26.5 25.7 24.3 27.2

error Standard Standard ;ϰ͘ϮͿ Ϯϴ͘ϲ ;ϭ͘ϮͿ ϱϭϴ ;ϰ͘ϮͿ ;ϯ͘ϴͿ ;ϯ͘ϬͿ ;ϰ͘ϱͿ ;ϰ͘ϰͿ ;Ϭ͘ϱͿ ;ϭ͘ϴͿ

ĚŽŶŽƚƌĞĂĚĨŽƌĞŶũŽǇŵĞŶƚ͟ĐĂƚĞŐŽƌǇ͘ Average

469 475 460 492 491 491 451 488

WĞƌĐĞŶƚĂŐĞĂŶĚĂǀĞƌĂŐĞƐĐŽƌĞƐŽĨƐƚƵĚĞŶƚƐďǇƟŵĞƐƉĞŶƚƌĞĂĚŝŶŐ error Standard Standard

I do not read I do not read ;ϭ͘ϯͿ ;ϭ͘ϱͿ ;Ϯ͘ϯͿ ϰϴϭ ;ϭϲ͘ϮͿ ;ϭ͘ϯͿ ϰϴϲ ;ϰ͘ϰͿ ;Ϭ͘ϴͿ ;Ϯ͘ϭͿ ϰϴϯ ;ϱ͘ϬͿ Ϯϭ͘Ϭ ;ϭ͘ϲͿ ;ϭ͘ϮͿ ;Ϭ͘ϭͿ ;Ϭ͘ϳͿ for enjoyment for % 43.3 47.3 46.5 37.3 44.4 49.2 37.2

^ĂƐŬĂƚĐŚĞǁĂŶ EŽǀĂ^ĐŽƟĂ DĂŶŝƚŽďĂ ϰϬ͘ϲ ;ϭ͘ϯͿ ϰϲϴ ;ϰ͘ϱͿ Ϯϴ͘ϳ ;ϭ͘ϮͿ OECD averageOECD 42.0 KŶƚĂƌŝŽ ϯϵ͘Ϭ ;ϭ͘ϯͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ƌŝƟƐŚŽůƵŵďŝĂ YƵĞďĞĐ ĂŶĚ>ĂďƌĂĚŽƌ EĞǁĨŽƵŶĚůĂŶĚ ůďĞƌƚĂ EĞǁƌƵŶƐǁŝĐŬ ϰϱ͘ϴ ;ϭ͘ϳͿ Canada, provinces, Canada, provinces, average and OECD Canada 40.4 ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽƚŚĞĂǀĞƌĂŐĞƐĐŽƌĞŝŶƚŚĞ͞/

122 PISA 2018 dĂďůĞ͘Ϯ͘ϭϮĂ WĞƌĐĞŶƚĂŐĞĂŶĚĂǀĞƌĂŐĞƐĐŽƌĞƐŽĨƐƚƵĚĞŶƚƐďǇƌĞĂĚŝŶŐƐĞůĨͲĞĸĐĂĐǇ͗Z/E' I am a good reader Strongly disagree Disagree Agree Strongly agree Canada, provinces, and OECD average % Standard error Average Standard error % Standard error Average Standard error % Standard error Average Standard error % Standard error Average Standard error Canada 4.7 ;Ϭ͘ϮͿ 446* ;ϰ͘ϰͿ 12.6 ;Ϭ͘ϰͿ 477* ;Ϯ͘ϵͿ 52.8 ;Ϭ͘ϱͿ 518 ;Ϯ͘ϬͿ 29.9 ;Ϭ͘ϰͿ 573* ;Ϯ͘ϭͿ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ ϱ͘Ϭ ;Ϭ͘ϴͿ 422* ;ϭϯ͘ϬͿ 11.2 ;ϭ͘ϭͿ 459* ;ϭϮ͘ϬͿ ϰϴ͘ϯ ;ϭ͘ϵͿ ϱϭϬ ;ϱ͘ϰͿ 35.6 ;ϭ͘ϵͿ 571* ;ϱ͘ϳͿ WƌŝŶĐĞĚǁĂƌĚ /ƐůĂŶĚ h ;ϭ͘ϱͿ ϯϴϵ*‡ ;ϯϯ͘ϯͿ ϵ͘ϴ ;Ϯ͘ϭͿ 452*‡ ;ϭϵ͘ϮͿ 52.3 ;ϱ͘ϰͿ ϱϬϬ ;ϴ͘ϲͿ 33.6 ;ϯ͘ϰͿ 544* ;ϭϬ͘ϰͿ EŽǀĂ^ĐŽƟĂ ϯ͘ϴ ;Ϭ͘ϱͿ 425* ;ϭϯ͘ϱͿ ϭϬ͘ϯ ;Ϭ͘ϴͿ 449* ;ϳ͘ϲͿ 53.7 ;ϭ͘ϱͿ ϱϬϵ ;ϰ͘ϮͿ 32.1 ;ϭ͘ϮͿ 571* ;ϳ͘ϱͿ EĞǁƌƵŶƐǁŝĐŬ 6.9 ;Ϭ͘ϳͿ 394* ;ϭϬ͘ϰͿ 14.3 ;Ϭ͘ϵͿ 447* ;ϳ͘ϯͿ 49.9 ;ϭ͘ϱͿ ϰϴϳ ;ϰ͘ϱͿ Ϯϴ͘ϵ ;ϭ͘ϮͿ 554* ;ϲ͘ϭͿ YƵĞďĞĐ 9.1 ;Ϭ͘ϳͿ 452* ;ϱ͘ϯͿ ϭϲ͘ϴ ;Ϭ͘ϳͿ 494* ;ϰ͘ϬͿ ϰϴ͘ϲ ;Ϭ͘ϴͿ 526 ;ϯ͘ϳͿ 25.5 ;Ϭ͘ϴͿ 569* ;ϰ͘ϮͿ KŶƚĂƌŝŽ 3.3 ;Ϭ͘ϰͿ ϰϱϴ* ;ϭϭ͘ϴͿ ϭϭ͘Ϭ ;Ϭ͘ϳͿ 473* ;ϲ͘ϱͿ 53.5 ;ϭ͘ϭͿ 519 ;ϯ͘ϵͿ 32.2 ;Ϭ͘ϴͿ 576* ;ϯ͘ϵͿ DĂŶŝƚŽďĂ ϰ͘Ϭ ;Ϭ͘ϲͿ ϰϬϭ* ;ϭϬ͘ϲͿ ϭϬ͘ϯ ;Ϭ͘ϳͿ 454* ;ϳ͘ϴͿ 54.1 ;ϭ͘ϯͿ 491 ;ϯ͘ϴͿ 31.6 ;ϭ͘ϰͿ 543* ;ϱ͘ϭͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 3.5 ;Ϭ͘ϰͿ ϰϮϬ* ;ϭϭ͘ϵͿ 11.4 ;Ϭ͘ϳͿ 442* ;ϲ͘ϭͿ 55.3 ;ϭ͘ϮͿ 497 ;ϯ͘ϯͿ 29.9 ;ϭ͘ϰͿ 554* ;ϱ͘ϯͿ ůďĞƌƚĂ 2.9 ;Ϭ͘ϰͿ 465* ;ϭϰ͘ϴͿ ϭϭ͘Ϭ ;Ϭ͘ϲͿ ϰϴϰ* ;ϵ͘ϱͿ 57.1 ;ϭ͘ϬͿ 526 ;ϰ͘ϮͿ Ϯϵ͘Ϭ ;ϭ͘ϭͿ ϱϴϳ* ;ϱ͘ϬͿ ƌŝƟƐŚŽůƵŵďŝĂ 4.2 ;Ϭ͘ϰͿ 425* ;ϭϬ͘ϱͿ 13.7 ;Ϭ͘ϴͿ 475* ;ϲ͘ϳͿ 53.2 ;ϭ͘ϭͿ 515 ;ϰ͘ϲͿ Ϯϴ͘ϵ ;Ϭ͘ϵͿ 576* ;ϱ͘ϮͿ OECD average 8.7 ;Ϭ͘ϭͿ 423* ;Ϭ͘ϵͿ 20.6 ;Ϭ͘ϭͿ 461* ;Ϭ͘ϲͿ 49.3 ;Ϭ͘ϭͿ 496 ;Ϭ͘ϱͿ 21.4 ;Ϭ͘ϭͿ 534* ;Ϭ͘ϳͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽƚŚĞĂǀĞƌĂŐĞƐĐŽƌĞŝŶƚŚĞ͞ŐƌĞĞ͟ĐĂƚĞŐŽƌǇ͘

dĂďůĞ͘Ϯ͘ϭϮď WĞƌĐĞŶƚĂŐĞĂŶĚĂǀĞƌĂŐĞƐĐŽƌĞƐŽĨƐƚƵĚĞŶƚƐďǇƌĞĂĚŝŶŐƐĞůĨͲĞĸĐĂĐǇ͗Z/E' /ĂŵĂďůĞƚŽƵŶĚĞƌƐƚĂŶĚĚŝĸĐƵůƚƚĞǆƚƐ Strongly disagree Disagree Agree Strongly agree Canada, provinces, and OECD average % Standard error Average Standard error % Standard error Average Standard error % Standard error Average Standard error % Standard error Average Standard error Canada 4.0 ;Ϭ͘ϮͿ 445* ;ϰ͘ϱͿ 18.2 ;Ϭ͘ϰͿ 485* ;Ϯ͘ϰͿ 56.7 ;Ϭ͘ϱͿ 528 ;ϭ͘ϵͿ 21.1 ;Ϭ͘ϰͿ 572* ;Ϯ͘ϯͿ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ 4.4 ;Ϭ͘ϳͿ ϰϰϴ* ;ϭϱ͘ϭͿ ϭϴ͘Ϯ ;ϭ͘ϰͿ 474* ;ϵ͘ϯͿ ϱϰ͘Ϭ ;ϭ͘ϳͿ ϱϮϬ ;ϱ͘ϰͿ 23.4 ;ϭ͘ϳͿ 577* ;ϳ͘ϯͿ WƌŝŶĐĞĚǁĂƌĚ /ƐůĂŶĚ h ;ϭ͘ϴͿ ϰϯϴ‡ ;ϲϭ͘ϱͿ ϭϳ͘Ϭ ;Ϯ͘ϭͿ 465* ;ϭϳ͘ϳͿ 55.7 ;ϰ͘ϲͿ ϱϭϬ ;ϴ͘ϯͿ 23.7 ;Ϯ͘ϳͿ 534 ;ϭϱ͘ϬͿ EŽǀĂ^ĐŽƟĂ ϯ͘Ϭ ;Ϭ͘ϰͿ 417* ;ϭϮ͘ϱͿ ϭϵ͘Ϭ ;ϭ͘ϮͿ 467* ;ϲ͘ϱͿ ϱϱ͘Ϭ ;ϭ͘ϰͿ 523 ;ϰ͘ϯͿ Ϯϯ͘Ϭ ;ϭ͘ϭͿ 569* ;ϵ͘ϲͿ EĞǁƌƵŶƐǁŝĐŬ 6.5 ;Ϭ͘ϴͿ ϯϵϬ* ;ϭϯ͘ϬͿ Ϯϭ͘ϴ ;ϭ͘ϯͿ 453* ;ϱ͘ϬͿ 53.1 ;ϭ͘ϱͿ ϱϬϮ ;ϱ͘ϬͿ ϭϴ͘ϲ ;ϭ͘ϬͿ 556* ;ϳ͘ϳͿ YƵĞďĞĐ ϲ͘ϴ ;Ϭ͘ϲͿ 447* ;ϲ͘ϲͿ Ϯϭ͘Ϭ ;Ϭ͘ϳͿ 491* ;ϯ͘ϳͿ 53.4 ;Ϭ͘ϵͿ 532 ;ϯ͘ϳͿ ϭϴ͘ϴ ;Ϭ͘ϳͿ 569* ;ϰ͘ϵͿ KŶƚĂƌŝŽ 2.7 ;Ϭ͘ϯͿ 446* ;ϭϮ͘ϮͿ 16.5 ;Ϭ͘ϳͿ ϰϴϱ* ;ϱ͘ϮͿ ϱϳ͘ϴ ;Ϭ͘ϵͿ ϱϯϬ ;ϯ͘ϲͿ Ϯϯ͘Ϭ ;Ϭ͘ϴͿ 575* ;ϯ͘ϵͿ DĂŶŝƚŽďĂ 3.7 ;Ϭ͘ϱͿ 432* ;ϭϮ͘ϵͿ 15.4 ;ϭ͘ϬͿ 463* ;ϳ͘ϱͿ ϱϴ͘Ϭ ;ϭ͘ϮͿ ϱϬϬ ;ϯ͘ϱͿ 22.9 ;ϭ͘ϭͿ 539* ;ϱ͘ϭͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϯ͘Ϭ ;Ϭ͘ϰͿ ϰϯϴ* ;ϭϯ͘ϰͿ 16.9 ;Ϭ͘ϵͿ 455* ;ϰ͘ϵͿ ϱϴ͘ϲ ;ϭ͘ϬͿ ϱϬϴ ;ϯ͘ϱͿ 21.5 ;ϭ͘ϮͿ 546* ;ϲ͘ϭͿ ůďĞƌƚĂ 3.9 ;Ϭ͘ϰͿ 469* ;ϭϮ͘ϴͿ 17.4 ;ϭ͘ϬͿ ϱϬϭ* ;ϲ͘ϰͿ ϲϬ͘ϯ ;Ϭ͘ϵͿ 537 ;ϰ͘ϱͿ ϭϴ͘ϱ ;Ϭ͘ϴͿ ϱϴϱ* ;ϲ͘ϳͿ ƌŝƟƐŚŽůƵŵďŝĂ 3.7 ;Ϭ͘ϰͿ 439* ;ϭϯ͘ϰͿ ϮϬ͘Ϯ ;ϭ͘ϭͿ ϰϴϯ* ;ϲ͘ϰͿ 55.5 ;ϭ͘ϰͿ 525 ;ϰ͘ϵͿ ϮϬ͘ϲ ;ϭ͘ϬͿ 573* ;ϱ͘ϬͿ OECD average 6.2 ;Ϭ͘ϭͿ 422* ;ϭ͘ϭͿ 26.6 ;Ϭ͘ϭͿ 461* ;Ϭ͘ϱͿ 52.6 ;Ϭ͘ϭͿ 504 ;Ϭ͘ϱͿ 14.5 ;Ϭ͘ϭͿ 529* ;Ϭ͘ϴͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽƚŚĞĂǀĞƌĂŐĞƐĐŽƌĞŝŶƚŚĞ͞ŐƌĞĞ͟ĐĂƚĞŐŽƌǇ͘

PISA 2018 123 dĂďůĞ͘Ϯ͘ϭϮĐ WĞƌĐĞŶƚĂŐĞĂŶĚĂǀĞƌĂŐĞƐĐŽƌĞƐŽĨƐƚƵĚĞŶƚƐďǇƌĞĂĚŝŶŐƐĞůĨͲĞĸĐĂĐǇ͗Z/E' /ƌĞĂĚŇƵĞŶƚůǇ Strongly disagree Disagree Agree Strongly agree Canada, provinces, and OECD average % Standard error Average Standard error % Standard error Average Standard error % Standard error Average Standard error % Standard error Average Standard error Canada 3.5 ;Ϭ͘ϮͿ 439* ;ϰ͘ϲͿ 14.3 ;Ϭ͘ϰͿ 473* ;Ϯ͘ϳͿ 51.9 ;Ϭ͘ϰͿ 517 ;ϭ͘ϴͿ 30.2 ;Ϭ͘ϰͿ 576* ;Ϯ͘ϮͿ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ 6.2 ;ϭ͘ϬͿ 449* ;ϭϰ͘ϭͿ 17.3 ;ϭ͘ϰͿ 467* ;ϭϭ͘ϯͿ 46.5 ;Ϯ͘ϬͿ 516 ;ϱ͘ϰͿ ϯϬ͘Ϭ ;Ϯ͘ϬͿ 579* ;ϲ͘ϲͿ WƌŝŶĐĞĚǁĂƌĚ /ƐůĂŶĚ h ;ϭ͘ϭͿ 374*‡ ;ϯϮ͘ϯͿ ϭϱ͘Ϭ ;ϭ͘ϵͿ 457* ;ϭϳ͘ϴͿ ϱϬ͘ϯ ;ϯ͘ϮͿ ϱϬϳ ;ϭϬ͘ϵͿ 31.6 ;ϯ͘ϬͿ 537* ;ϭϬ͘ϱͿ EŽǀĂ^ĐŽƟĂ 4.1 ;Ϭ͘ϱͿ 433* ;ϭϭ͘ϴͿ ϭϳ͘Ϭ ;ϭ͘ϬͿ 461* ;ϳ͘ϮͿ ϱϬ͘ϭ ;ϭ͘ϮͿ 514 ;ϯ͘ϳͿ Ϯϴ͘ϴ ;ϭ͘ϬͿ 577* ;ϳ͘ϬͿ EĞǁƌƵŶƐǁŝĐŬ 6.1 ;Ϭ͘ϳͿ 391* ;ϵ͘ϳͿ 15.6 ;ϭ͘ϭͿ 443* ;ϲ͘ϯͿ 49.9 ;ϭ͘ϱͿ ϰϴϴ ;ϰ͘ϲͿ Ϯϴ͘ϯ ;ϭ͘ϯͿ 556* ;ϲ͘ϭͿ YƵĞďĞĐ ϰ͘ϴ ;Ϭ͘ϱͿ ϰϯϴ* ;ϲ͘ϳͿ 17.2 ;Ϭ͘ϳͿ ϰϴϴ* ;ϰ͘ϮͿ ϰϵ͘Ϭ ;Ϭ͘ϵͿ ϱϮϬ ;ϯ͘ϲͿ Ϯϵ͘Ϭ ;Ϭ͘ϴͿ ϱϳϬ* ;ϰ͘ϰͿ KŶƚĂƌŝŽ ϯ͘Ϭ ;Ϭ͘ϰͿ 456* ;ϭϬ͘ϯͿ 12.6 ;Ϭ͘ϲͿ 471* ;ϲ͘ϬͿ 52.7 ;Ϭ͘ϵͿ ϱϮϬ ;ϯ͘ϳͿ ϯϭ͘ϴ ;Ϭ͘ϴͿ 579* ;ϰ͘ϭͿ DĂŶŝƚŽďĂ 3.4 ;Ϭ͘ϱͿ 413* ;ϭϭ͘ϯͿ 15.5 ;Ϭ͘ϵͿ 449* ;ϱ͘ϲͿ 51.7 ;ϭ͘ϭͿ 497 ;ϯ͘ϵͿ 29.3 ;ϭ͘ϭͿ 546* ;ϱ͘ϮͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 3.2 ;Ϭ͘ϰͿ 426* ;ϭϭ͘ϵͿ 15.5 ;ϭ͘ϬͿ 445* ;ϱ͘ϮͿ 54.3 ;ϭ͘ϭͿ ϱϬϭ ;ϯ͘ϰͿ Ϯϳ͘Ϭ ;ϭ͘ϯͿ 559* ;ϱ͘ϬͿ ůďĞƌƚĂ ϯ͘Ϭ ;Ϭ͘ϱͿ 441* ;ϭϯ͘ϴͿ 13.2 ;Ϭ͘ϵͿ ϰϴϭ* ;ϴ͘ϯͿ 53.6 ;ϭ͘ϭͿ 525 ;ϰ͘ϰͿ ϯϬ͘ϯ ;ϭ͘ϮͿ 591* ;ϱ͘ϰͿ ƌŝƟƐŚŽůƵŵďŝĂ 3.1 ;Ϭ͘ϰͿ 415* ;ϭϭ͘ϭͿ 14.7 ;ϭ͘ϬͿ 467* ;ϳ͘ϮͿ 53.1 ;ϭ͘ϭͿ 514 ;ϰ͘ϱͿ 29.1 ;ϭ͘ϭͿ ϱϴϭ* ;ϰ͘ϳͿ OECD average 4.5 ;Ϭ͘ϭͿ 412* ;ϭ͘ϮͿ 18.2 ;Ϭ͘ϭͿ 451* ;Ϭ͘ϲͿ 52.6 ;Ϭ͘ϭͿ 492 ;Ϭ͘ϰͿ 24.7 ;Ϭ͘ϭͿ 534* ;Ϭ͘ϲͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽƚŚĞĂǀĞƌĂŐĞƐĐŽƌĞŝŶƚŚĞ͞ŐƌĞĞ͟ĐĂƚĞŐŽƌǇ͘

dĂďůĞ͘Ϯ͘ϭϮĚ WĞƌĐĞŶƚĂŐĞĂŶĚĂǀĞƌĂŐĞƐĐŽƌĞƐŽĨƐƚƵĚĞŶƚƐďǇƌĞĂĚŝŶŐƐĞůĨͲĞĸĐĂĐǇ͗Z/E' /ŚĂǀĞĂůǁĂǇƐŚĂĚĚŝĸĐƵůƚǇǁŝƚŚƌĞĂĚŝŶŐ Strongly disagree Disagree Agree Strongly agree Canada, provinces, and OECD average % Standard error Average Standard error % Standard error Average Standard error % Standard error Average Standard error % Standard error Average Standard error Canada 38.5 ;Ϭ͘ϱͿ 562* ;ϭ͘ϴͿ 42.8 ;Ϭ͘ϱͿ 520 ;Ϯ͘ϬͿ 14.1 ;Ϭ͘ϰͿ 468* ;Ϯ͘ϵͿ 4.6 ;Ϭ͘ϮͿ 456* ;ϯ͘ϲͿ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ ϰϮ͘ϴ ;Ϯ͘ϬͿ 561* ;ϱ͘ϴͿ ϰϬ͘Ϭ ;ϭ͘ϵͿ 511 ;ϲ͘ϮͿ 12.9 ;ϭ͘ϰͿ 457* ;ϭϬ͘ϴͿ 4.2 ;Ϭ͘ϳͿ 434* ;ϭϱ͘ϳͿ WƌŝŶĐĞĚǁĂƌĚ /ƐůĂŶĚ 39.5 ;ϯ͘ϮͿ 539* ;ϭϭ͘ϰͿ 39.5 ;Ϯ͘ϴͿ ϱϬϱ ;ϭϭ͘ϬͿ ϭϯ͘ϴ ;ϭ͘ϴͿ 439* ;ϭϴ͘ϱͿ 7.2 ;ϭ͘ϳͿ 449*‡ ;Ϯϱ͘ϬͿ EŽǀĂ^ĐŽƟĂ ϰϬ͘ϵ ;ϭ͘ϯͿ ϱϲϬ* ;ϱ͘ϭͿ 42.6 ;ϭ͘ϰͿ ϱϭϬ ;ϰ͘ϮͿ 11.6 ;Ϭ͘ϵͿ 457* ;ϳ͘ϱͿ ϰ͘ϴ ;Ϭ͘ϲͿ 429* ;ϭϭ͘ϭͿ EĞǁƌƵŶƐǁŝĐŬ 37.7 ;ϭ͘ϱͿ 537* ;ϱ͘ϳͿ 37.6 ;ϭ͘ϱͿ 492 ;ϱ͘ϮͿ 17.4 ;ϭ͘ϯͿ 439* ;ϳ͘ϯͿ 7.2 ;Ϭ͘ϳͿ ϰϮϬ* ;ϵ͘ϲͿ YƵĞďĞĐ 43.3 ;Ϭ͘ϴͿ 551* ;ϰ͘ϭͿ 36.2 ;Ϭ͘ϴͿ ϱϮϬ ;ϯ͘ϴͿ 14.3 ;Ϭ͘ϴͿ ϰϴϱ* ;ϰ͘ϳͿ 6.2 ;Ϭ͘ϱͿ 462* ;ϲ͘ϱͿ KŶƚĂƌŝŽ 37.9 ;ϭ͘ϬͿ ϱϳϬ* ;ϯ͘ϱͿ ϰϰ͘ϴ ;ϭ͘ϭͿ 523 ;ϰ͘ϬͿ 13.6 ;Ϭ͘ϲͿ 466* ;ϱ͘ϴͿ ϯ͘ϴ ;Ϭ͘ϰͿ ϰϱϴ* ;ϵ͘ϲͿ DĂŶŝƚŽďĂ 37.1 ;ϭ͘ϯͿ ϱϯϴ* ;ϰ͘ϭͿ 43.2 ;ϭ͘ϮͿ 497 ;ϰ͘ϰͿ 14.9 ;Ϭ͘ϴͿ 443* ;ϱ͘ϰͿ 4.7 ;Ϭ͘ϱͿ ϰϮϴ* ;ϵ͘ϰͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 34.5 ;ϭ͘ϯͿ 547* ;ϰ͘ϱͿ 43.9 ;ϭ͘ϰͿ ϱϬϱ ;ϯ͘ϰͿ 16.4 ;ϭ͘ϬͿ 445* ;ϱ͘ϲͿ 5.1 ;Ϭ͘ϱͿ ϰϮϴ* ;ϭϭ͘ϵͿ ůďĞƌƚĂ 36.3 ;ϭ͘ϭͿ 577* ;ϱ͘ϬͿ 45.3 ;ϭ͘ϭͿ ϱϮϴ ;ϰ͘ϱͿ 14.2 ;Ϭ͘ϵͿ ϰϴϲ* ;ϳ͘ϬͿ 4.3 ;Ϭ͘ϱͿ 467* ;ϭϭ͘ϰͿ ƌŝƟƐŚŽůƵŵďŝĂ ϯϲ͘Ϭ ;ϭ͘ϮͿ 565* ;ϱ͘ϭͿ 45.6 ;Ϭ͘ϵͿ 517 ;ϰ͘ϲͿ 14.4 ;ϭ͘ϬͿ 457* ;ϲ͘ϳͿ 3.9 ;Ϭ͘ϱͿ 463* ;ϭϮ͘ϮͿ OECD average 40.1 ;Ϭ͘ϭͿ 523* ;Ϭ͘ϱͿ 40.8 ;Ϭ͘ϭͿ 486 ;Ϭ͘ϱͿ 14.1 ;Ϭ͘ϭͿ 440* ;Ϭ͘ϳͿ 4.9 ;Ϭ͘ϭͿ 431* ;ϭ͘ϭͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽƚŚĞĂǀĞƌĂŐĞƐĐŽƌĞŝŶƚŚĞ͞ŝƐĂŐƌĞĞ͟ĐĂƚĞŐŽƌǇ͘

124 PISA 2018 dĂďůĞ͘Ϯ͘ϭϮĞ WĞƌĐĞŶƚĂŐĞĂŶĚĂǀĞƌĂŐĞƐĐŽƌĞƐŽĨƐƚƵĚĞŶƚƐďǇƌĞĂĚŝŶŐƐĞůĨͲĞĸĐĂĐǇ͗Z/E' /ŚĂǀĞƚŽƌĞĂĚĂƚĞǆƚƐĞǀĞƌĂůƟŵĞƐďĞĨŽƌĞĐŽŵƉůĞƚĞůǇƵŶĚĞƌƐƚĂŶĚŝŶŐŝƚ Strongly disagree Disagree Agree Strongly agree Canada, provinces, and OECD average % Standard error Average Standard error % Standard error Average Standard error % Standard error Average Standard error % Standard error Average Standard error Canada 17.6 ;Ϭ͘ϰͿ 550* ;Ϯ͘ϳͿ 41.3 ;Ϭ͘ϰͿ 542 ;Ϯ͘ϬͿ 32.9 ;Ϭ͘ϱͿ 504* ;Ϯ͘ϮͿ 8.2 ;Ϭ͘ϯͿ 482* ;ϯ͘ϭͿ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ 19.3 ;ϭ͘ϲͿ ϱϱϬ ;ϴ͘ϵͿ ϰϬ͘ϳ ;ϭ͘ϳͿ ϱϰϬ ;ϲ͘ϯͿ ϯϬ͘Ϭ ;ϭ͘ϲͿ ϱϬϬ* ;ϳ͘ϮͿ ϭϬ͘Ϭ ;ϭ͘ϮͿ 465* ;ϭϮ͘ϳͿ WƌŝŶĐĞĚǁĂƌĚ /ƐůĂŶĚ ϭϵ͘Ϭ ;Ϯ͘ϱͿ ϱϮϴ ;ϭϳ͘ϮͿ 46.2 ;ϯ͘ϭͿ 523 ;ϳ͘ϱͿ 26.5 ;Ϯ͘ϵͿ 472* ;ϭϯ͘ϲͿ ϴ͘ϯ ;Ϯ͘ϭͿ 456*‡ ;Ϯϭ͘ϭͿ EŽǀĂ^ĐŽƟĂ ϭϴ͘ϱ ;ϭ͘ϬͿ 546 ;ϳ͘ϯͿ ϰϰ͘ϴ ;ϭ͘ϯͿ 533 ;ϱ͘ϮͿ Ϯϵ͘ϴ ;ϭ͘ϱͿ 499* ;ϱ͘ϯͿ ϲ͘ϴ ;Ϭ͘ϴͿ 454* ;ϭϮ͘ϯͿ EĞǁƌƵŶƐǁŝĐŬ 19.5 ;ϭ͘ϬͿ 532* ;ϴ͘ϰͿ ϰϬ͘Ϯ ;ϭ͘ϰͿ 511 ;ϱ͘ϳͿ 31.6 ;ϭ͘ϰͿ 464* ;ϱ͘ϲͿ ϴ͘ϳ ;Ϭ͘ϳͿ 443* ;ϭϭ͘ϰͿ YƵĞďĞĐ 21.1 ;Ϭ͘ϳͿ 545 ;ϰ͘ϲͿ ϰϬ͘ϳ ;Ϭ͘ϵͿ 543 ;ϯ͘ϴͿ 29.2 ;Ϭ͘ϵͿ ϱϬϯ* ;ϰ͘ϭͿ ϵ͘Ϭ ;Ϭ͘ϲͿ 473* ;ϱ͘ϴͿ KŶƚĂƌŝŽ 16.6 ;Ϭ͘ϴͿ 556 ;ϱ͘ϭͿ 41.4 ;ϭ͘ϬͿ 546 ;ϰ͘ϮͿ ϯϰ͘Ϭ ;ϭ͘ϭͿ ϱϭϬ* ;ϰ͘ϯͿ ϴ͘Ϭ ;Ϭ͘ϳͿ ϰϴϴ* ;ϲ͘ϯͿ DĂŶŝƚŽďĂ 19.3 ;ϭ͘ϭͿ 526 ;ϱ͘ϲͿ 39.6 ;ϭ͘ϯͿ 515 ;ϱ͘ϬͿ 32.3 ;ϭ͘ϭͿ 479* ;ϰ͘ϱͿ ϴ͘ϳ ;Ϭ͘ϴͿ 461* ;ϴ͘ϭͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϭϲ͘ϴ ;Ϭ͘ϵͿ 537* ;ϱ͘ϵͿ ϰϰ͘ϴ ;ϭ͘ϱͿ ϱϭϴ ;ϯ͘ϵͿ 31.3 ;ϭ͘ϭͿ ϰϳϴ* ;ϰ͘ϱͿ ϳ͘Ϭ ;Ϭ͘ϲͿ 476* ;ϳ͘ϰͿ ůďĞƌƚĂ 15.1 ;ϭ͘ϬͿ 571* ;ϳ͘ϳͿ 39.3 ;ϭ͘ϮͿ ϱϱϬ ;ϱ͘ϬͿ ϯϲ͘ϴ ;ϭ͘ϯͿ 519* ;ϱ͘ϯͿ ϴ͘ϴ ;Ϭ͘ϲͿ ϰϵϴ* ;ϱ͘ϴͿ ƌŝƟƐŚŽůƵŵďŝĂ 16.4 ;Ϭ͘ϴͿ 543 ;ϲ͘ϱͿ ϰϮ͘ϴ ;ϭ͘ϬͿ 543 ;ϱ͘ϬͿ 33.5 ;ϭ͘ϭͿ ϰϵϴ* ;ϱ͘ϰͿ 7.2 ;Ϭ͘ϲͿ ϰϴϱ* ;ϵ͘ϭͿ OECD average 16.0 ;Ϭ͘ϭͿ 508 ;Ϭ͘ϴͿ 40.4 ;Ϭ͘ϭͿ 509 ;Ϭ͘ϱͿ 35.5 ;Ϭ͘ϭͿ 474* ;Ϭ͘ϱͿ 8.1 ;Ϭ͘ϭͿ 446* ;Ϭ͘ϵͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽƚŚĞĂǀĞƌĂŐĞƐĐŽƌĞŝŶƚŚĞ͞ŝƐĂŐƌĞĞ͟ĐĂƚĞŐŽƌǇ͘

dĂďůĞ͘Ϯ͘ϭϮĨ WĞƌĐĞŶƚĂŐĞĂŶĚĂǀĞƌĂŐĞƐĐŽƌĞƐŽĨƐƚƵĚĞŶƚƐďǇƌĞĂĚŝŶŐƐĞůĨͲĞĸĐĂĐǇ͗Z/E' /ĮŶĚŝƚĚŝĸĐƵůƚƚŽĂŶƐǁĞƌƋƵĞƐƟŽŶƐĂďŽƵƚĂƚĞǆƚ Strongly disagree Disagree Agree Strongly agree Canada, provinces, and OECD average % Standard error Average Standard error % Standard error Average Standard error % Standard error Average Standard error % Standard error Average Standard error Canada 20.3 ;Ϭ͘ϰͿ 552* ;Ϯ͘ϳͿ 50.6 ;Ϭ͘ϱͿ 536 ;ϭ͘ϴͿ 22.7 ;Ϭ͘ϱͿ 495* ;Ϯ͘ϲͿ 6.4 ;Ϭ͘ϮͿ 475* ;ϯ͘ϱͿ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ 22.6 ;ϭ͘ϳͿ 551 ;ϴ͘ϲͿ ϰϴ͘Ϭ ;ϭ͘ϴͿ 532 ;ϱ͘ϴͿ 22.1 ;ϭ͘ϰͿ ϰϴϵ* ;ϵ͘ϮͿ 7.3 ;Ϭ͘ϵͿ 466* ;ϭϯ͘ϬͿ WƌŝŶĐĞĚǁĂƌĚ /ƐůĂŶĚ 24.1 ;Ϯ͘ϰͿ 524 ;ϭϵ͘ϱͿ ϰϬ͘ϰ ;ϰ͘ϮͿ 527 ;ϳ͘ϮͿ 27.6 ;Ϯ͘ϴͿ 476* ;ϭϭ͘ϵͿ 7.9 ;Ϯ͘ϬͿ ϰϯϴ*‡ ;Ϯϭ͘ϲͿ EŽǀĂ^ĐŽƟĂ ϮϬ͘ϯ ;ϭ͘ϮͿ 549* ;ϳ͘ϯͿ ϱϬ͘ϱ ;ϭ͘ϰͿ ϱϯϬ ;ϰ͘ϳͿ 21.9 ;ϭ͘ϭͿ 494* ;ϱ͘ϳͿ 7.2 ;Ϭ͘ϴͿ 451* ;ϭϭ͘ϲͿ EĞǁƌƵŶƐǁŝĐŬ 21.2 ;ϭ͘ϮͿ 525 ;ϳ͘ϲͿ 41.9 ;ϭ͘ϲͿ ϱϭϬ ;ϱ͘ϰͿ 27.7 ;ϭ͘ϱͿ 466* ;ϲ͘ϬͿ 9.2 ;Ϭ͘ϴͿ 433* ;ϭϬ͘ϵͿ YƵĞďĞĐ ϮϬ͘ϱ ;Ϭ͘ϳͿ 542 ;ϰ͘ϴͿ 44.2 ;ϭ͘ϭͿ ϱϰϬ ;ϰ͘ϮͿ 26.9 ;Ϭ͘ϵͿ ϱϬϯ* ;ϯ͘ϰͿ ϴ͘ϰ ;Ϭ͘ϲͿ ϰϳϴ* ;ϱ͘ϴͿ KŶƚĂƌŝŽ Ϯϭ͘Ϭ ;Ϭ͘ϴͿ 559* ;ϰ͘ϵͿ ϱϰ͘Ϭ ;Ϭ͘ϵͿ ϱϯϴ ;ϯ͘ϲͿ ϮϬ͘Ϭ ;Ϭ͘ϴͿ 493* ;ϱ͘ϱͿ 5.1 ;Ϭ͘ϰͿ ϰϴϭ* ;ϴ͘ϵͿ DĂŶŝƚŽďĂ ϮϬ͘ϴ ;ϭ͘ϭͿ 524 ;ϲ͘ϭͿ ϰϴ͘ϭ ;ϭ͘ϯͿ 513 ;ϯ͘ϴͿ 24.2 ;ϭ͘ϭͿ ϰϲϴ* ;ϲ͘ϬͿ ϲ͘ϴ ;Ϭ͘ϴͿ 454* ;ϵ͘ϴͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϮϬ͘ϭ ;ϭ͘ϭͿ ϱϰϬ* ;ϱ͘ϱͿ ϰϴ͘ϱ ;ϭ͘ϯͿ 513 ;ϯ͘ϰͿ Ϯϰ͘ϴ ;ϭ͘ϬͿ 473* ;ϰ͘ϳͿ 6.6 ;Ϭ͘ϲͿ ϰϲϬ* ;ϵ͘ϳͿ ůďĞƌƚĂ 17.9 ;ϭ͘ϬͿ 571* ;ϴ͘ϭͿ ϱϬ͘ϯ ;ϭ͘ϮͿ 543 ;ϰ͘ϲͿ 24.3 ;ϭ͘ϬͿ ϱϭϴ* ;ϲ͘ϲͿ 7.5 ;Ϭ͘ϲͿ ϰϴϬ* ;ϴ͘ϭͿ ƌŝƟƐŚŽůƵŵďŝĂ 19.5 ;Ϭ͘ϴͿ 547* ;ϱ͘ϲͿ 53.5 ;ϭ͘ϯͿ 536 ;ϰ͘ϱͿ 21.6 ;ϭ͘ϯͿ ϰϴϱ* ;ϲ͘ϭͿ 5.3 ;Ϭ͘ϱͿ 474* ;ϭϮ͘ϭͿ OECD average 22.1 ;Ϭ͘ϭͿ 512* ;Ϭ͘ϳͿ 51.4 ;Ϭ͘ϭͿ 502 ;Ϭ͘ϰͿ 21.2 ;Ϭ͘ϭͿ 458* ;Ϭ͘ϲͿ 5.3 ;Ϭ͘ϭͿ 432* ;ϭ͘ϭͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽƚŚĞĂǀĞƌĂŐĞƐĐŽƌĞŝŶƚŚĞ͞ŝƐĂŐƌĞĞ͟ĐĂƚĞŐŽƌǇ͘

PISA 2018 125

error Standard Standard

;ϭ͘ϯͿ ;ϳ͘ϯͿ

;ϭϳ͘ϬͿ ;ϭϳ͘ϵͿ ;ϯϴ͘ϰͿ ;Ϯϵ͘ϬͿ ;Ϯϯ͘ϵͿ ;ϮϮ͘ϯͿ ;ϯϰ͘ϳͿ Average

465* 471 475 523‡ 477‡ 473 517 459‡ 508*

error Standard Standard

;Ϭ͘ϯͿ ϱϬϲ ;ϮϮ͘ϳͿ ;Ϭ͘ϰͿ ;Ϭ͘ϰͿ ϱϮϬ ;ϭϮ͘ϬͿ ;Ϭ͘ϯͿ ϱϬϯ ;ϭϮ͘ϳͿ ;Ϭ͘ϰͿ ;Ϭ͘ϰͿ ;Ϭ͘ϯͿ ;Ϭ͘ϭͿ ;Ϭ͘ϮͿ %

2.2 2.3 2.2 2.7 1.6 1.9 2.1 5.0 2.3

error Standard Standard

;ϵ͘ϴͿ ;ϲ͘ϱͿ ;ϳ͘ϰͿ ;Ϭ͘ϴͿ ;ϰ͘ϮͿ

;ϭϰ͘ϯͿ ;ϭϴ͘ϬͿ h ;Ϭ͘ϰͿ ;Ϯϯ͘ϴͿ h ;ϭ͘ϰͿ ;ϭϮ͘ϳͿ ;ϭϯ͘ϴͿ Average ‡

539 511 523 532* 500* 539 521 526 491*

error Standard Standard

;Ϭ͘ϳͿ ;Ϭ͘ϲͿ ;Ϭ͘ϴͿ ϰϴϭ ;ϴ͘ϱͿ Ϯ͘Ϭ ;Ϭ͘ϯͿ ;Ϭ͘ϰͿ ;Ϭ͘ϱͿ ;Ϭ͘ϴͿ ;Ϭ͘ϳͿ ;Ϭ͘ϲͿ ;Ϭ͘ϭͿ ;Ϭ͘ϮͿ ^ĞǀĞƌĂůƟŵĞƐĂŵŽŶƚŚ ^ĞǀĞƌĂůƟŵĞƐĂǁĞĞŬ % 7.1 6.6 6.4 6.3 9.5 5.3 5.7 6.5 7.1

13.5

terial: READING terial: error Standard Standard

;ϳ͘ϵͿ ;ϲ͘ϮͿ ;ϱ͘ϱͿ ;ϴ͘ϱͿ ;ϵ͘ϬͿ ϴ͘Ϭ ;Ϭ͘ϵͿ ϱϬϰ ;ϭϯ͘ϭͿ ;ϳ͘ϲͿ ;Ϭ͘ϲͿ ;ϯ͘ϮͿ

;ϭϭ͘ϰͿ ;ϭϴ͘ϲͿ ϴ͘ϭ ;ϭ͘ϱͿ ϰϳϴ Average

494 533 531* 501* 529 523 522 496 527 535

error Standard Standard

DĂŐĂǌŝŶĞƐ

;Ϭ͘ϳͿ ϱϬϭ ;ϲ͘ϲͿ ;Ϭ͘ϵͿ ;Ϭ͘ϳͿ ;ϭ͘ϬͿ ;ϭ͘ϮͿ ;Ϭ͘ϳͿ ;ϭ͘ϵͿ ;Ϭ͘ϭͿ ;Ϭ͘ϯͿ About once a month %

13.6 13.7 14.3 12.2 14.9 15.5 11.7 18.3 15.3

error Standard Standard ;ϰ͘ϵͿ ϭϱ͘Ϭ ;Ϭ͘ϵͿ ϱϯϴ ;ϲ͘ϲͿ ;ϱ͘ϴͿ ;ϰ͘ϲͿ ;ϯ͘ϵͿ ϭϵ͘Ϭ ;Ϭ͘ϲͿ ;ϴ͘ϰͿ ϭϮ͘Ϭ;ϱ͘ϬͿ ;ϭ͘ϮͿ ;ϰ͘ϭͿ ;Ϭ͘ϲͿ ;ϭ͘ϵͿ

;ϭϬ͘ϲͿ

dĂďůĞ͘Ϯ͘ϭϯĂ Average

526 542 513* 532 534* 500* 530* 527 523 511

error Standard Standard ;Ϭ͘ϵͿ ϱϬϵ ;ϰ͘ϴͿ ;ϭ͘ϮͿ ;ϭ͘ϳͿ ;ϭ͘ϮͿ ;ϭ͘ϰͿ ϰϵϴ ;ϲ͘ϲͿ ;Ϭ͘ϭͿ ;Ϭ͘ϱͿ

ĨĞǁƟŵĞƐĂǇĞĂƌ %

27.2 27.5 27.4 32.2 27.4 27.7 29.0

error Standard Standard ;ϰ͘ϴͿ ϯϬ͘Ϯ ;ϭ͘ϬͿ ;ϱ͘ϭͿ Ϯϴ͘ϳ ;ϭ͘ϮͿ ;ϯ͘ϵͿ Ϯϴ͘ϯ ;ϭ͘ϬͿ ;ϰ͘ϴͿ ;ϯ͘ϱͿ ϯϬ͘ϭ ;Ϭ͘ϴͿ ;ϱ͘ϵͿ ;Ϭ͘ϱͿ ;Ϯ͘ϬͿ ďĞĐĂƵƐĞƚŚĞǇǁĂŶƚƚŽ͘

ǀĞƌŽƌĂůŵŽƐƚŶĞǀĞƌ͟ĐĂƚĞŐŽƌǇ͘ Average

Percentage and average scores of students by type of reading ma type of reading by of students scores and average Percentage 525 536 531 477 524 491 514 516

error Standard Standard

;ϭ͘ϱͿ ;Ϯ͘ϱͿ ϱϬϭ ;ϭϭ͘ϮͿ ϯϬ͘ϭ ;Ϯ͘ϰͿ ;Ϯ͘ϭͿ ;Ϭ͘ϭͿ ;Ϭ͘ϲͿ Never or almost never or almost Never % 47.1 46.7 54.1 ͗^ƚƵĚĞŶƚƐǁĞƌĞĂƐŬĞĚŚŽǁŽŌĞŶƚŚĞǇƌĞĂĚƚŚŝƐƚǇƉĞŽĨŵĂƚĞƌŝĂů ƌŝƟƐŚŽůƵŵďŝĂ ϰϱ͘ϴ ;ϭ͘ϱͿ ůďĞƌƚĂ ^ĂƐŬĂƚĐŚĞǁĂŶ ϱϬ͘Ϯ ;ϭ͘ϮͿ ϱϬϰ ;ϰ͘ϬͿ DĂŶŝƚŽďĂ ϱϬ͘ϯ ;ϭ͘ϲͿ ϰϵϴ ;ϰ͘ϬͿ KŶƚĂƌŝŽ ϰϴ͘ϵ ;ϭ͘ϭͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ EĞǁƌƵŶƐǁŝĐŬ ϰϳ͘ϴ ;ϭ͘ϲͿ YƵĞďĞĐ ϯϴ͘ϳ ;ϭ͘ϬͿ OECD averageOECD 35.5 Canada, provinces, Canada, provinces, average and OECD CanadaEĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ EŽǀĂ^ĐŽƟĂ 46.3 ϰϴ͘ϯ ;ϭ͘ϱͿ ϱϭϴ ;ϰ͘ϴͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽƚŚĞĂǀĞƌĂŐĞƐĐŽƌĞŝŶƚŚĞ͞EĞ Note 126 PISA 2018

error Standard Standard ;ϭ͘ϯͿ ;ϲ͘ϭͿ ;ϭϰ͘ϳͿ ;ϭϮ͘ϳͿ ;ϭϭ͘ϵͿ ;ϭϭ͘ϲͿ ;ϯϴ͘ϭͿ ;Ϯϯ͘ϭͿ

‡ Average

527 496 543 515 487 441‡ 526

error Standard Standard

;Ϭ͘ϱͿ ;Ϭ͘ϱͿ ϱϬϴ ;ϭϱ͘ϯͿ ;Ϭ͘ϲͿ ;Ϭ͘ϱͿ ;Ϭ͘ϱͿ ϱϮϬ ;Ϯϯ͘ϬͿ ;Ϭ͘ϱͿ ϰϴϵ ;ϭϱ͘ϵͿ ;Ϭ͘ϱͿ ϱϬϴ ;Ϭ͘ϱͿ ϱϭϬ ;ϭϰ͘ϬͿ ;Ϭ͘ϭͿ ;Ϭ͘ϮͿ %

5.4 3.7 5.3 4.2 2.6 3.2 2.4 4.9 6.1 4.7

error Standard Standard

;ϳ͘ϳͿ ;ϳ͘ϯͿ ϱ͘Ϭ ;Ϭ͘ϱͿ ;ϭ͘ϬͿ ;ϯ͘ϳͿ

;ϭϮ͘ϯͿ ;Ϯϱ͘ϳͿ h ;ϭ͘ϮͿ ;ϭϮ͘ϲͿ ;ϭϵ͘ϬͿ ;ϭϬ͘ϰͿ Average ‡

496 525 517 494* 494 543 517 522

error Standard Standard

;Ϭ͘ϴͿ ϱϰϬ ;ϴ͘ϴͿ ;Ϭ͘ϳͿ ϱϬϰ ;ϵ͘ϭͿ ;Ϭ͘ϲͿ ;Ϭ͘ϲͿ ;Ϭ͘ϴͿ ;Ϭ͘ϵͿ ;Ϭ͘ϭͿ ;Ϭ͘ϯͿ ^ĞǀĞƌĂůƟŵĞƐĂŵŽŶƚŚ ^ĞǀĞƌĂůƟŵĞƐĂǁĞĞŬ %

9.9 7.7 7.2 5.6 7.5 6.7 9.0 8.1

ϭϬ͘Ϭ ;Ϭ͘ϵͿ

terial: READING terial: error Standard Standard ;ϴ͘ϴͿ ;ϳ͘ϬͿ ;ϳ͘ϯͿ ;ϲ͘ϴͿ ;ϲ͘ϲͿ ϳ͘ϴ ;Ϭ͘ϱͿ ϱϭϴ ;ϳ͘ϯͿ ;Ϭ͘ϵͿ ;ϯ͘ϰͿ ;ϯϮ͘ϱͿ ϳ͘Ϭ ;ϭ͘ϯͿ ϱϬϳ ;ϭϬ͘ϴͿ ;ϭϱ͘ϰͿ

‡ Average

521 537 492 523 517 487* 492 520 523

error Standard Standard

;Ϭ͘ϴͿ ;Ϭ͘ϴͿ ϰϴϴ ;ϵ͘ϭͿ ϴ͘ϱ ;Ϭ͘ϲͿ ;Ϭ͘ϲͿ ;ϭ͘ϰͿ ϱϮϴ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ Comic books About once a month %

5.9

11.3 11.2 12.6 10.6 10.8

error Standard Standard ;ϱ͘ϵͿ ϭϬ͘ϱ ;Ϭ͘ϴͿ ;ϱ͘ϱͿ ϵ͘ϴ ;Ϭ͘ϳͿ ;ϱ͘ϰͿ ;ϰ͘ϮͿ ;ϳ͘ϳͿ ϭϬ͘Ϯ ;Ϭ͘ϵͿ ;ϵ͘ϳͿ ϴ͘Ϭ ;Ϭ͘ϴͿ ;Ϭ͘ϲͿ ;Ϯ͘ϯͿ

dĂďůĞ͘Ϯ͘ϭϯď Average

529 541 511* 536* 495* 499 531 526

error Standard Standard ;ϭ͘ϮͿ ;ϭ͘ϬͿ ϱϬϳ ;ϱ͘ϲͿ ;ϭ͘ϭͿ ;Ϭ͘ϴͿ ϱϯϬ ;ϰ͘ϰͿ ϭϬ͘ϱ ;Ϭ͘ϳͿ ;ϭ͘ϮͿ ;Ϭ͘ϳͿ ;ϭ͘ϬͿ ϱϮϴ ;ϳ͘ϵͿ ϴ͘Ϭ ;Ϭ͘ϴͿ ϱϮϴ ;ϭϬ͘ϯͿ ;Ϭ͘ϭͿ ;Ϭ͘ϱͿ

ĨĞǁƟŵĞƐĂǇĞĂƌ %

26.9 24.2 24.2 24.2 22.6 33.6 21.6 22.9 26.6

error Standard Standard ;ϰ͘ϴͿ ;ϱ͘ϮͿ Ϯϲ͘Ϭ ;ϭ͘ϯͿ ;ϯ͘ϳͿ ;ϰ͘ϯͿ ;ϰ͘ϬͿ ;ϰ͘ϭͿ ;ϱ͘ϭͿ ϭϴ͘ϳ ;ϭ͘ϮͿ ;Ϭ͘ϱͿ ;Ϯ͘ϭͿ ďĞĐĂƵƐĞƚŚĞǇǁĂŶƚƚŽ͘

ǀĞƌŽƌĂůŵŽƐƚŶĞǀĞƌ͟ĐĂƚĞŐŽƌǇ͘ Average

Percentage and average scores of students by type of reading ma type of reading by of students scores and average Percentage

523 535 499 533 494 516 489 525 517

error Standard Standard

;ϭ͘ϲͿ ;ϭ͘ϭͿ ϱϬϳ ;ϯ͘ϴͿ ;ϭ͘ϮͿ ;ϭ͘ϭͿ ϱϮϬ ;ϯ͘ϴͿ ;ϭ͘ϰͿ ;ϭ͘ϳͿ ;Ϭ͘ϭͿ ;Ϭ͘ϳͿ Never or almost never or almost Never % 47.7 53.1 56.5 41.7 62.2 64.3 ͗^ƚƵĚĞŶƚƐǁĞƌĞĂƐŬĞĚŚŽǁŽŌĞŶƚŚĞǇƌĞĂĚƚŚŝƐƚǇƉĞŽĨŵĂƚĞƌŝĂů ƌŝƟƐŚŽůƵŵďŝĂ ůďĞƌƚĂ ϰϴ͘ϵ ;ϭ͘ϮͿ ^ĂƐŬĂƚĐŚĞǁĂŶ DĂŶŝƚŽďĂ ϱϬ͘ϴ ;ϭ͘ϯͿ KŶƚĂƌŝŽ ϱϯ͘Ϭ ;ϭ͘ϱͿ EĞǁƌƵŶƐǁŝĐŬ YƵĞďĞĐ EŽǀĂ^ĐŽƟĂ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϲϬ͘Ϯ ;Ϯ͘ϲͿ ϱϬϲ ;ϵ͘ϲͿ Ϯϰ͘Ϭ ;Ϯ͘ϯͿ ϱϬϮ ;ϭϭ͘ϭͿ OECD averageOECD 51.5 Canada, provinces, Canada, provinces, average and OECD Canada 49.8 EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽƚŚĞĂǀĞƌĂŐĞƐĐŽƌĞŝŶƚŚĞ͞EĞ Note PISA 2018 127

error Standard Standard ;ϲ͘ϳͿ ;ϲ͘ϲͿ ;ϲ͘ϬͿ ;ϱ͘ϮͿ ;ϲ͘ϵͿ ;ϴ͘ϳͿ ;ϲ͘ϯͿ ;ϵ͘ϭͿ ;Ϭ͘ϵͿ ;Ϯ͘ϵͿ ;ϭϮ͘ϱͿ ;ϭϲ͘ϬͿ

* * * * Average

544* 534* 534* 569* 571* 555* 555* 572*

error Standard Standard

;Ϭ͘ϴͿ ;ϭ͘ϮͿ ;Ϭ͘ϲͿ ;Ϭ͘ϵͿ ;ϭ͘ϮͿ ϱϵϬ ;Ϯ͘ϮͿ ;ϭ͘ϬͿ ;ϭ͘ϭͿ ϱϴϮ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ %

9.6

14.5 16.3 11.6 15.9 15.4 15.3 13.4 12.1 14.8

error Standard Standard

;ϱ͘ϰͿ ;ϱ͘ϵͿ ;ϱ͘ϬͿ ϭϱ͘ϴ ;Ϭ͘ϴͿ ϱϳϴ ;ϳ͘ϮͿ ;ϱ͘ϰͿ ;ϴ͘ϭͿ ;ϵ͘ϴͿ ;ϱ͘ϵͿ ϭϲ͘Ϭ ;Ϭ͘ϵͿ ϱϴϭ ;Ϭ͘ϳͿ ;Ϯ͘ϵͿ

;ϭϬ͘ϴͿ ;ϭϯ͘ϯͿ Average * * *

526* 522* 547* 517* 542* 545* 547* 521* 544*

error Standard Standard

;ϭ͘ϭͿ ;Ϭ͘ϳͿ ;ϭ͘ϮͿ ;Ϭ͘ϲͿ ;ϭ͘ϭͿ ϱϯϴ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ ^ĞǀĞƌĂůƟŵĞƐĂŵŽŶƚŚ ^ĞǀĞƌĂůƟŵĞƐĂǁĞĞŬ %

17.9 19.4 17.3 15.6 19.3 17.0 18.5

terial: READING terial: error Standard Standard ;ϰ͘ϴͿ ϭϴ͘ϵ ;ϭ͘ϭͿ ;ϱ͘ϴͿ ;ϱ͘ϲͿ ;ϴ͘ϮͿ ;ϰ͘ϴͿ ;ϲ͘ϵͿ ;ϴ͘ϯͿ ϭϮ͘Ϭ ;ϭ͘ϭͿ ;ϲ͘ϬͿ ϭϴ͘ϭ ;ϭ͘ϯͿ ϱϮϬ ;ϲ͘ϴͿ ϮϬ͘ϱ ;ϭ͘ϭͿ ϱϱϴ ;Ϭ͘ϳͿ ;Ϯ͘ϴͿ ;ϭϬ͘ϯͿ ϭϴ͘ϳ ;ϭ͘ϵͿ

* * * * * Average

499* 499* 531* 529* 533* 546* 526*

error Standard Standard

;ϭ͘ϮͿ ϱϬϰ ;Ϭ͘ϳͿ ;Ϯ͘ϰͿ ϱϭϴ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ About once a month %

23.1 22.1 23.7 18.6 20.4

error &ŝĐƟŽŶ;Ğ͘Ő͕͘ŶŽǀĞůƐ͕ŶĂƌƌĂƟǀĞƐ͕ƐƚŽƌŝĞƐͿ Standard ;ϰ͘ϵͿ ;ϱ͘ϯͿ ϮϬ͘ϴ ;Ϭ͘ϴͿ ;ϰ͘ϰͿ ϭϵ͘Ϭ ;Ϭ͘ϳͿ ϱϮϴ ;ϱ͘ϳͿ ϭϵ͘ϴ ;ϭ͘ϬͿ ;ϰ͘ϬͿ ;ϰ͘ϱͿ ϮϬ͘ϵ ;ϭ͘ϭͿ ϱϮϬ ;ϲ͘ϮͿ ϭϵ͘ϴ ;ϭ͘ϰͿ ;ϲ͘ϬͿ ϮϬ͘ϰ ;ϭ͘ϭͿ ϰϵϴ ;ϲ͘ϳͿ ϮϬ͘ϳ ;Ϭ͘ϵͿ ;Ϭ͘ϱͿ ;Ϯ͘ϮͿ

;ϭϱ͘ϰͿ dĂďůĞ͘Ϯ͘ϭϯĐ Average * * * *

499* 523* 494* 499* 523* 519* 526* 520*

error Standard Standard ;ϭ͘ϬͿ ;ϭ͘ϭͿ ϱϬϵ ;Ϯ͘ϱͿ ;ϭ͘ϵͿ ;ϭ͘ϯͿ ϰϴϳ ;ϭ͘ϮͿ ϱϮϴ ;Ϭ͘ϭͿ ;Ϭ͘ϲͿ

ĨĞǁƟŵĞƐĂǇĞĂƌ %

26.1 29.2 24.5 33.1 25.2 25.1 26.1 27.2

error Standard Standard ;ϰ͘ϵͿ ;ϲ͘ϬͿ ;ϲ͘ϲͿ ;ϳ͘ϬͿ ;ϲ͘ϴͿ ;Ϭ͘ϲͿ ;Ϯ͘ϰͿ ďĞĐĂƵƐĞƚŚĞǇǁĂŶƚƚŽ͘ ;Ϯϳ͘ϰͿ

ǀĞƌŽƌĂůŵŽƐƚŶĞǀĞƌ͟ĐĂƚĞŐŽƌǇ͘ Average

Percentage and average scores of students by type of reading ma type of reading by of students scores and average Percentage

477 453 450 436 465 471 479 436

error Standard Standard

;ϭ͘ϭͿ ;Ϭ͘ϳͿ ϰϴϳ ;ϰ͘ϭͿ Ϯϴ͘ϱ ;ϭ͘ϭͿ ;Ϭ͘ϵͿ ϰϲϴ ;ϲ͘ϰͿ Ϯϴ͘ϭ ;ϭ͘ϮͿ ;ϭ͘ϴͿ ;Ϭ͘ϭͿ ;Ϭ͘ϱͿ Never or almost never or almost Never % 17.7 22.3 15.7 25.5 ͗^ƚƵĚĞŶƚƐǁĞƌĞĂƐŬĞĚŚŽǁŽŌĞŶƚŚĞǇƌĞĂĚƚŚŝƐƚǇƉĞŽĨŵĂƚĞƌŝĂů ůďĞƌƚĂ ^ĂƐŬĂƚĐŚĞǁĂŶ ϭϵ͘ϴ ;ϭ͘ϬͿ ϰϲϬ ;ϱ͘ϳͿ Ϯϯ͘ϴ ;ϭ͘ϬͿ ϱϬϯ DĂŶŝƚŽďĂ ϭϴ͘ϵ ;ϭ͘ϭͿ KŶƚĂƌŝŽ ϭϴ͘ϳ ;ϭ͘ϭͿ ϰϴϴ ;ϰ͘ϵͿ Ϯϳ͘Ϭ ;ϭ͘ϬͿ OECD averageOECD 26.2 WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϭϳ͘ϴ ;Ϯ͘ϬͿ EŽǀĂ^ĐŽƟĂ ϮϬ͘ϯ ;ϭ͘ϭͿ YƵĞďĞĐ ƌŝƟƐŚŽůƵŵďŝĂ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ Canada, provinces, Canada, provinces, average and OECD Canada 19.1 EĞǁƌƵŶƐǁŝĐŬ Ϯϭ͘Ϭ ;ϭ͘ϮͿ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽƚŚĞĂǀĞƌĂŐĞƐĐŽƌĞŝŶƚŚĞ͞EĞ Note 128 PISA 2018

error Standard Standard

;ϵ͘ϱͿ ;ϳ͘ϬͿ ;ϰ͘ϱͿ ;ϭ͘ϮͿ

;ϭϵ͘ϯͿ ;ϭϭ͘ϱͿ ;ϭϯ͘ϱͿ ;Ϯϳ͘ϯͿ ;ϭϯ͘ϰͿ ;ϯϰ͘ϬͿ ;ϭϭ͘ϯͿ ;ϭϬ͘ϵͿ Average * *

526 551* 527* 576* 537* 542* 567*‡ 502* 494 516*

error Standard Standard

;Ϭ͘ϴͿ ;Ϭ͘ϳͿ ;Ϭ͘ϳͿ ;Ϭ͘ϰͿ ϱϯϴ ;Ϭ͘ϰͿ ϱϯϴ ;ϭ͘ϬͿ ;Ϭ͘ϱͿ ;Ϭ͘ϲͿ ;Ϭ͘ϮͿ ;Ϭ͘ϭͿ %

5.3 3.3 6.3 4.3 5.5 3.7 4.7 5.5 5.4 6.5

error Standard Standard

;ϴ͘ϭͿ ϲ͘Ϭ ;Ϭ͘ϱͿ ;ϳ͘ϰͿ ;ϲ͘ϬͿ ;ϰ͘ϴͿ ;ϳ͘ϰͿ ϲ͘ϴ ;Ϭ͘ϳͿ ;ϴ͘ϵͿ ;ϲ͘ϵͿ ;Ϯ͘ϵͿ ;Ϭ͘ϴͿ

;ϭϬ͘ϭͿ ;ϭϭ͘ϯͿ ;ϮϬ͘ϴͿ Average * *

523* 539* 546* 531* 531* 547* 507* 537* 515 513*

error Standard Standard

;ϭ͘ϬͿ ϱϱϬ ;Ϭ͘ϵͿ ;Ϭ͘ϴͿ ;Ϭ͘ϲͿ ;Ϭ͘ϵͿ ;Ϭ͘ϵͿ ϱϬϲ ;Ϭ͘ϵͿ ;Ϯ͘ϱͿ ;Ϭ͘ϲͿ ;Ϭ͘ϰͿ ;Ϭ͘ϭͿ ^ĞǀĞƌĂůƟŵĞƐĂŵŽŶƚŚ ^ĞǀĞƌĂůƟŵĞƐĂǁĞĞŬ % 15.3 12.1 16.2 11.6 15.5 14.5 12.5 15.2 13.3 14.5 14.1

terial: READING terial:

error Standard Standard ;ϲ͘ϳͿ ;ϵ͘ϭͿ ;ϵ͘ϴͿ ϭϬ͘ϴ ;ϭ͘ϮͿ ;ϲ͘ϭͿ ;ϱ͘ϮͿ ;ϱ͘ϵͿ ;ϲ͘ϬͿ ;ϳ͘ϬͿ ;ϱ͘ϵͿ ;ϯ͘ϭͿ ;Ϭ͘ϳͿ ;ϭϭ͘ϵͿ

* * Average

546* 531* 521* 527* 536* 531* 527* 505* 511* 535*

error Standard Standard

;ϭ͘ϬͿ ;ϭ͘ϲͿ ;Ϭ͘ϵͿ ;Ϭ͘ϲͿ ;Ϯ͘ϮͿ ;Ϭ͘ϵͿ ;Ϭ͘ϵͿ ϱϭϬ ;Ϭ͘ϰͿ ;Ϭ͘ϭͿ About once a month %

21.1 17.3 21.1 16.3 21.1 19.4 19.9 19.4 17.4

error Standard Standard

;ϲ͘ϲͿ ;ϱ͘ϳͿ ϭϴ͘ϳ ;ϭ͘ϮͿ ϱϬϱ ;ϲ͘ϵͿ ;ϱ͘ϮͿ ;ϰ͘ϯͿ ;ϰ͘ϲͿ ϮϬ͘Ϭ ;Ϭ͘ϳͿ ;ϱ͘ϯͿ ;ϰ͘ϴͿ ϭϵ͘ϴ ;ϭ͘ϭͿ ;ϰ͘ϱͿ ;Ϯ͘ϯͿ ;Ϭ͘ϲͿ

dĂďůĞ͘Ϯ͘ϭϯĚ ;ϭϰ͘ϴͿ Average * * * EŽŶͲĮĐƟŽŶďŽŽŬƐ;Ğ͘Ő͕͘ŝŶĨŽƌŵĂƟŽŶĂů͕ĚŽĐƵŵĞŶƚĂƌǇͿ

534* 531* 533* 534* 539* 499 503* 525* 516* 543

error Standard Standard ;ϭ͘ϵͿ ;ϯ͘ϯͿ ;ϭ͘ϯͿ ;ϭ͘ϭͿ ;ϭ͘ϭͿ ;Ϭ͘ϰͿ ;Ϭ͘ϭͿ

ĨĞǁƟŵĞƐĂǇĞĂƌ %

34.3 34.2 33.5 31.5 29.7 29.9 26.4

error Standard Standard ďĞĐĂƵƐĞƚŚĞǇǁĂŶƚƚŽ͘ ;ϱ͘ϮͿ ϯϬ͘Ϯ ;ϭ͘ϱͿ ϱϬϮ ;ϰ͘ϰͿ ϯϬ͘Ϭ ;Ϭ͘ϴͿ ;ϲ͘ϭͿ ;ϱ͘ϮͿ ;Ϯ͘ϭͿ ;Ϭ͘ϱͿ

ǀĞƌŽƌĂůŵŽƐƚŶĞǀĞƌ͟ĐĂƚĞŐŽƌǇ͘ Average Percentage and average scores of students by type of reading ma type of reading by of students scores and average Percentage

507 467 469 513 495 514

error Standard Standard

;ϭ͘ϱͿ ;ϭ͘ϴͿ ϰϵϴ ;ϲ͘ϲͿ ;ϭ͘ϮͿ ϱϬϬ ;ϲ͘ϮͿ ϯϬ͘ϳ ;ϭ͘ϯͿ ;Ϭ͘ϵͿ ϱϭϬ ;ϯ͘ϳͿ Ϯϴ͘ϱ ;Ϭ͘ϴͿ ;Ϯ͘ϯͿ ϰϴϬ ;ϭϱ͘ϬͿ ;ϭ͘ϮͿ ϰϴϮ ;ϱ͘ϭͿ Ϯϴ͘Ϭ ;ϭ͘ϬͿ ϱϭϬ ;ϭ͘ϯͿ ;ϭ͘ϮͿ ;Ϭ͘ϱͿ ;Ϭ͘ϭͿ Never or almost never or almost Never % 33.7 34.2 25.7 39.2 25.9 31.4 29.5 27.9 ͗^ƚƵĚĞŶƚƐǁĞƌĞĂƐŬĞĚŚŽǁŽŌĞŶƚŚĞǇƌĞĂĚƚŚŝƐƚǇƉĞŽĨŵĂƚĞƌŝĂů Canada, provinces, Canada, provinces, average and OECD Canada 30.7 EĞǁƌƵŶƐǁŝĐŬ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ƌŝƟƐŚŽůƵŵďŝĂ YƵĞďĞĐ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ OECD averageOECD 35.5 KŶƚĂƌŝŽ Ϯϵ͘Ϭ ;ϭ͘ϭͿ DĂŶŝƚŽďĂ EŽǀĂ^ĐŽƟĂ ^ĂƐŬĂƚĐŚĞǁĂŶ Ϯϵ͘ϴ ;ϭ͘ϭͿ ϰϴϱ ;ϰ͘ϮͿ ůďĞƌƚĂ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽƚŚĞĂǀĞƌĂŐĞƐĐŽƌĞŝŶƚŚĞ͞EĞ Note PISA 2018 129

error Standard Standard

;ϵ͘ϭͿ ;ϭ͘ϬͿ ;ϰ͘ϵͿ

;ϭϴ͘ϮͿ ;ϭϯ͘ϳͿ ;ϯϴ͘ϵͿ ;Ϯϰ͘ϯͿ ;ϭϯ͘ϱͿ ;ϭϱ͘ϴͿ ;ϭϮ͘ϰͿ Average

533 495 495‡ 552‡ 492* 537* 525 515 536* 557*

error Standard Standard

;Ϭ͘ϲͿ ;Ϭ͘ϳͿ ;Ϭ͘ϱͿ ϰϴϯ ;ϭϰ͘ϮͿ ;Ϭ͘ϲͿ ;Ϭ͘ϰͿ ϱϰϬ ;ϭϬ͘ϳͿ ;Ϭ͘ϲͿ ;Ϭ͘ϲͿ ;Ϭ͘ϱͿ ;Ϭ͘ϭͿ ;Ϭ͘ϮͿ %

5.4 4.5 3.6 5.2 4.5 2.9 7.3 5.1 5.2

10.7

error Standard Standard

;ϵ͘ϰͿ ;ϲ͘ϴͿ ;ϴ͘ϱͿ ;ϲ͘ϮͿ ;ϲ͘ϰͿ ;Ϭ͘ϳͿ ;ϯ͘ϲͿ

;ϭϵ͘ϭͿ ;ϭϬ͘ϬͿ Average *

551* 517* 542* 536 501* 541* 526 537*

error Standard Standard

;Ϭ͘ϴͿ ϱϮϴ ;ϭϬ͘ϬͿ ;Ϭ͘ϳͿ ;Ϭ͘ϳͿ ϱϮϬ ;ϯ͘ϭͿ ϰϴϵ ;ϭϴ͘ϬͿ ϰ͘ϴ ;ϭ͘ϱͿ ;Ϭ͘ϵͿ ;Ϭ͘ϱͿ ;Ϭ͘ϳͿ ;Ϭ͘ϭͿ ;Ϭ͘ϯͿ ^ĞǀĞƌĂůƟŵĞƐĂŵŽŶƚŚ ^ĞǀĞƌĂůƟŵĞƐĂǁĞĞŬ %

7.7 9.1 9.3 6.7 9.9

14.5 11.3 14.7 10.2

terial: READING terial: error Standard Standard ;ϲ͘ϬͿ ϭϬ͘Ϭ ;Ϭ͘ϵͿ ;ϲ͘ϯͿ ϭϬ͘Ϯ ;Ϭ͘ϳͿ ;ϱ͘ϰͿ ;ϳ͘ϲͿ ;Ϭ͘ϳͿ ;Ϯ͘ϴͿ ;ϭϬ͘ϰͿ ;ϭϰ͘ϰͿ ;ϭϭ͘ϱͿ ϴ͘ϭ ;ϭ͘ϬͿ ϱϬϭ ;ϭϯ͘ϲͿ ϯ͘ϴ ;Ϭ͘ϲͿ

* * * Average

542 529 499 * 536 527 532 *

error Standard Standard

Newspapers ;Ϭ͘ϴͿ ;Ϭ͘ϳͿ ϱϯϴ ;Ϯ͘ϭͿ ϱϮϬ ;ϭϭ͘ϮͿ ;Ϭ͘ϲͿ ϱϮϴ ;Ϭ͘ϴͿ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ About once a month %

11.2 14.3 16.7 15.3 14.3 15.5 14.3

error Standard Standard ;ϱ͘ϮͿ ϭϯ͘ϴ ;Ϭ͘ϴͿ ϱϬϵ ;ϳ͘ϵͿ ;ϲ͘ϭͿ ;ϱ͘ϳͿ ϭϮ͘ϴ ;Ϭ͘ϴͿ ϰϵϴ ;ϳ͘ϯͿ ;ϰ͘ϱͿ ;ϰ͘ϭͿ ;ϳ͘ϱͿ ϭϬ͘ϭ ;ϭ͘ϬͿ ;ϱ͘ϭͿ ;ϲ͘ϵͿ ϭϮ͘Ϭ ;ϭ͘ϭͿ ϱϬϳ ;Ϭ͘ϲͿ ;Ϯ͘ϱͿ

;ϭϰ͘ϲͿ dĂďůĞ͘Ϯ͘ϭϯĞ Average * *

519* 524 521 534* 497* 531* 536* 533* 532*

error Standard Standard ;ϭ͘ϭͿ ϱϰϬ ;ϱ͘ϱͿ ϭϰ͘ϴ ;ϭ͘ϮͿ ;ϭ͘ϮͿ ;ϭ͘ϯͿ ;ϭ͘ϬͿ ϱϬϴ ;Ϯ͘ϰͿ ;Ϭ͘ϳͿ ;Ϭ͘ϳͿ ;ϭ͘ϬͿ ;ϭ͘ϯͿ ϱϬϳ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ

ĨĞǁƟŵĞƐĂǇĞĂƌ %

22.7 22.2 26.1 23.7 24.6 23.2 23.2 24.6 23.2 21.3 23.4

error Standard Standard ;ϱ͘ϭͿ ;ϯ͘ϲͿ ;ϰ͘ϭͿ ;ϰ͘ϮͿ ;ϯ͘ϱͿ ;ϯ͘ϱͿ ;ϰ͘ϲͿ ;ϰ͘ϮͿ ;Ϭ͘ϱͿ ;ϭ͘ϳͿ ďĞĐĂƵƐĞƚŚĞǇǁĂŶƚƚŽ͘

ǀĞƌŽƌĂůŵŽƐƚŶĞǀĞƌ͟ĐĂƚĞŐŽƌǇ͘ Average

Percentage and average scores of students by type of reading ma type of reading by of students scores and average Percentage

529 497 513 493 480 524 514 518 516

error Standard Standard

;ϭ͘ϳͿ ϰϴϰ ;ϭ͘ϯͿ ;ϭ͘ϯͿ ;ϯ͘ϳͿ ϰϵϴ ;ϭϴ͘ϬͿ ;ϭ͘ϮͿ ;ϭ͘ϬͿ ;Ϯ͘ϭͿ ϱϭϬ ;ϱ͘ϳͿ ϮϮ͘ϴ ;ϭ͘ϵͿ ;Ϭ͘ϭͿ ;Ϭ͘ϱͿ Never or almost never or almost Never % 52.9 47.1 51.3 39.2 49.1 42.9 57.6 ͗^ƚƵĚĞŶƚƐǁĞƌĞĂƐŬĞĚŚŽǁŽŌĞŶƚŚĞǇƌĞĂĚƚŚŝƐƚǇƉĞŽĨŵĂƚĞƌŝĂů EĞǁƌƵŶƐǁŝĐŬ ůďĞƌƚĂ ^ĂƐŬĂƚĐŚĞǁĂŶ EŽǀĂ^ĐŽƟĂ ϱϬ͘ϰ ;ϭ͘ϳͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ DĂŶŝƚŽďĂ KŶƚĂƌŝŽ ϰϳ͘ϴ ;ϭ͘ϮͿ OECD averageOECD 37.8 YƵĞďĞĐ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ƌŝƟƐŚŽůƵŵďŝĂ ϰϲ͘Ϭ ;ϭ͘ϭͿ Canada, provinces, Canada, provinces, average and OECD Canada 46.9 ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽƚŚĞĂǀĞƌĂŐĞƐĐŽƌĞŝŶƚŚĞ͞EĞ Note 130 PISA 2018 dĂďůĞ͘Ϯ͘ϭϰ Percentage and average scores of students by reading format: READING /ƌĞĂĚďŽŽŬƐĞƋƵĂůůǇŽŌĞŶ I rarely or never /ƌĞĂĚďŽŽŬƐŵŽƌĞŽŌĞŶ /ƌĞĂĚďŽŽŬƐŵŽƌĞŽŌĞŶ in paper format and read books in paper format on digital devices Canada, on digital devices provinces, and OECD average % Standard error Average Standard error % Standard error Average Standard error % Standard error Average Standard error % Standard error Average Standard error Canada 30.0 ;Ϭ͘ϲͿ 481* ;ϭ͘ϵͿ 36.8 ;Ϭ͘ϲͿ 558 ;ϭ͘ϵͿ 16.6 ;Ϭ͘ϰͿ 516* ;ϯ͘ϭͿ 16.6 ;Ϭ͘ϯͿ 544* ;Ϯ͘ϴͿ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ 37.5 ;ϭ͘ϴͿ ϰϴϬ* ;ϲ͘ϯͿ 31.7 ;ϭ͘ϱͿ ϱϱϴ ;ϳ͘ϮͿ 14.9 ;ϭ͘ϯͿ 511* ;ϭϮ͘ϬͿ ϭϱ͘ϴ ;ϭ͘ϲͿ 556 ;ϴ͘ϲͿ WƌŝŶĐĞĚǁĂƌĚ /ƐůĂŶĚ ϯϬ͘ϴ ;ϯ͘ϰͿ 461* ;ϭϱ͘ϵͿ 45.6 ;ϯ͘ϮͿ 542 ;ϭϬ͘ϵͿ 12.4 ;ϭ͘ϴͿ 471* ;ϭϴ͘ϲͿ 11.1 ;Ϯ͘ϮͿ 511 ;ϭϴ͘ϮͿ EŽǀĂ^ĐŽƟĂ 33.9 ;ϭ͘ϮͿ ϰϲϴ* ;ϱ͘ϭͿ 39.5 ;ϭ͘ϱͿ ϱϱϴ ;ϱ͘ϭͿ 12.2 ;Ϭ͘ϴͿ ϱϬϱ* ;ϳ͘ϭͿ 14.4 ;ϭ͘ϯͿ 544 ;ϴ͘ϰͿ EĞǁƌƵŶƐǁŝĐŬ 36.3 ;ϭ͘ϰͿ 443* ;ϱ͘ϮͿ ϯϵ͘Ϭ ;ϭ͘ϰͿ 534 ;ϲ͘ϬͿ 11.1 ;Ϭ͘ϴͿ ϰϴϰ* ;ϵ͘ϲͿ 13.7 ;ϭ͘ϬͿ ϱϮϴ ;ϴ͘ϳͿ YƵĞďĞĐ 32.2 ;Ϭ͘ϵͿ ϰϴϰ* ;ϯ͘ϳͿ 41.2 ;ϭ͘ϮͿ 555 ;ϯ͘ϴͿ 14.2 ;Ϭ͘ϴͿ ϱϬϵ* ;ϱ͘ϭͿ 12.5 ;Ϭ͘ϲͿ 543* ;ϱ͘ϴͿ KŶƚĂƌŝŽ 29.2 ;ϭ͘ϭͿ ϰϴϵ* ;ϰ͘ϭͿ 33.9 ;ϭ͘ϭͿ 561 ;ϯ͘ϳͿ 19.2 ;ϭ͘ϬͿ 525* ;ϱ͘ϳͿ 17.7 ;Ϭ͘ϳͿ 549* ;ϱ͘ϳͿ DĂŶŝƚŽďĂ ϯϭ͘Ϭ ;ϭ͘ϮͿ ϰϱϴ* ;ϰ͘ϱͿ ϯϰ͘Ϭ ;ϭ͘ϰͿ 536 ;ϰ͘ϵͿ 15.4 ;ϭ͘ϬͿ ϰϴϰ* ;ϱ͘ϮͿ 19.5 ;ϭ͘ϬͿ 513* ;ϲ͘ϯͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 33.3 ;ϭ͘ϯͿ 461* ;ϯ͘ϵͿ 34.7 ;ϭ͘ϯͿ 536 ;ϰ͘ϭͿ 15.4 ;ϭ͘ϬͿ ϱϬϱ* ;ϲ͘ϯͿ 16.6 ;Ϭ͘ϵͿ 527 ;ϱ͘ϲͿ ůďĞƌƚĂ 27.4 ;ϭ͘ϮͿ ϰϴϲ* ;ϱ͘ϯͿ 39.3 ;ϭ͘ϰͿ 567 ;ϱ͘ϮͿ ϭϰ͘ϴ ;Ϭ͘ϵͿ ϱϯϬ* ;ϳ͘ϭͿ ϭϴ͘ϱ ;Ϭ͘ϵͿ 556 ;ϲ͘ϱͿ ƌŝƟƐŚŽůƵŵďŝĂ Ϯϴ͘Ϯ ;ϭ͘ϭͿ 473* ;ϱ͘ϬͿ 37.1 ;ϭ͘ϮͿ 561 ;ϰ͘ϲͿ 16.5 ;Ϭ͘ϴͿ ϱϬϭ* ;ϳ͘ϭͿ ϭϴ͘Ϯ ;ϭ͘ϬͿ ϱϰϬ* ;ϳ͘ϴͿ OECD average 35.3 ;Ϭ͘ϭͿ 456* ;Ϭ͘ϱͿ 36.5 ;Ϭ͘ϭͿ 526 ;Ϭ͘ϱͿ 14.9 ;Ϭ͘ϭͿ 474* ;Ϭ͘ϳͿ 13.4 ;Ϭ͘ϭͿ 506* ;Ϭ͘ϴͿ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽƚŚĞĂǀĞƌĂŐĞƐĐŽƌĞŝŶƚŚĞ͞/ƌĞĂĚďŽŽŬƐŵŽƌĞŽŌĞŶŝŶƉĂƉĞƌĨŽƌŵĂƚ͟ĐĂƚĞŐŽƌǇ͘ Note͗^ƚƵĚĞŶƚƐǁĞƌĞĂƐŬĞĚǁŚŝĐŚƐƚĂƚĞŵĞŶƚďĞƐƚĚĞƐĐƌŝďĞƐƚŚĞŝƌƉƌĞĨĞƌƌĞĚƌĞĂĚŝŶŐĨŽƌŵĂƚ͘

PISA 2018 131

error Standard Standard

;ϲ͘ϵͿ ;ϲ͘ϰͿ ;ϵ͘ϴͿ ;ϱ͘ϮͿ ;ϴ͘ϮͿ ;Ϭ͘ϴͿ ;ϯ͘ϭͿ

;ϭϭ͘ϰͿ Average *

499 527 513 471* 526 523 516

error Standard Standard

Very useful useful Very

;Ϭ͘ϳͿ ;Ϭ͘ϳͿ ;Ϭ͘ϲͿ ;Ϯ͘ϮͿ ϰϴϲ ;ϮϬ͘ϱͿ ;Ϭ͘ϳͿ ϱϬϰ ;ϲ͘ϵͿ ;Ϭ͘ϵͿ ϱϭϬ ;ϴ͘ϳͿ ;Ϭ͘ϭͿ ;Ϭ͘ϯͿ %

9.5 9.9

13.5 11.2 13.1 11.3 11.9 10.9

error Standard Standard

;ϲ͘ϭͿ ;ϱ͘ϵͿ ;ϱ͘ϲͿ ϭϬ͘ϴ ;Ϭ͘ϱͿ ϱϬϭ ;ϴ͘ϭͿ ϭϬ͘Ϭ ;ϭ͘ϬͿ ϰϴϱ ;ϭϬ͘ϭͿ ;ϱ͘ϱͿ ;ϳ͘ϳͿ ;Ϭ͘ϳͿ ;ϯ͘ϭͿ

;ϭϬ͘ϴͿ ϭϯ͘ϴ ;ϭ͘ϯͿ Average

499 527 494* 524 511* 531 513* 533 531

error Standard Standard

;Ϭ͘ϳͿ ϱϯϴ ;ϱ͘ϵͿ ;Ϭ͘ϴͿ ;Ϭ͘ϴͿ ϱϯϴ ;ϴ͘ϴͿ ϭϬ͘ϳ ;Ϭ͘ϳͿ ;ϭ͘ϮͿ ;Ϯ͘ϮͿ ϱϮϴ ;ϭϯ͘ϳͿ ;Ϭ͘ϴͿ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ % ĂŶĚ

14.5 14.9 13.6 14.5 17.1 15.1 11.9 13.7

error Standard Standard

;ϰ͘ϱͿ ;ϱ͘ϰͿ ;ϱ͘ϭͿ ϭϬ͘ϵ ;Ϭ͘ϱͿ ;ϱ͘ϬͿ ;ϱ͘ϰͿ ϭϰ͘Ϭ ;ϭ͘ϬͿ ;ϲ͘ϳͿ ϭϮ͘ϴ ;ϭ͘ϮͿ ;Ϭ͘ϲͿ ;Ϯ͘ϯͿ READING Average *

532 524 495* 522 516 517 525

error Standard Standard

;ϭ͘ϮͿ ϱϬϰ ;ϱ͘ϬͿ ϭϰ͘Ϭ ;Ϭ͘ϴͿ ;Ϭ͘ϴͿ ;ϭ͘ϮͿ ϱϮϴ ;ϱ͘ϵͿ ;ϭ͘ϰͿ ϱϬϭ ;ϲ͘ϭͿ ;ϭ͘ϭͿ ;Ϭ͘ϵͿ ϱϬϰ ;ϭ͘ϱͿ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ % 27.2 27.3 27.7 24.1 25.3 26.5 24.9 20.7 25.4

ŶĚŵĞŵŽƌŝǌĞƚŚĞƚĞǆƚ͘

error Standard Standard ;ϲ͘ϬͿ ;ϲ͘ϰͿ Ϯϰ͘ϴ ;ϭ͘ϬͿ ;ϰ͘ϮͿ ϮϬ͘ϱ ;Ϭ͘ϴͿ ;ϲ͘ϲͿ ;ϱ͘ϬͿ ;ϵ͘ϮͿ ;Ϭ͘ϲͿ ;Ϯ͘ϳͿ

;ϭϮ͘ϮͿ Ϯϰ͘ϴ ;Ϯ͘ϯͿ ϱϬϬ ;ϭϮ͘ϳͿ

* Average

499 523 496* 525 522 515 517 526

error dĂďůĞ͘Ϯ͘ϭϱĂ Standard

;ϭ͘ϭͿ ;Ϭ͘ϲͿ ϱϯϬ ;ϱ͘ϬͿ ;Ϭ͘ϴͿ ;Ϯ͘ϯͿ ;ϭ͘ϭͿ ;Ϭ͘ϭͿ ;Ϭ͘ϯͿ %

22.4 22.7 22.7 23.3 24.2 Ϯϱ͘Ϭ ;ϭ͘ϬͿ ϱϭϬ 25.2 23.4

error Standard Standard

/ĐŽŶĐĞŶƚƌĂƚĞŽŶƚŚĞƉĂƌƚƐŽĨƚŚĞƚĞǆƚƚŚĂƚĂƌĞĞĂƐǇƚŽƵŶĚĞƌƐƚ ;ϳ͘ϭͿ ;ϳ͘ϳͿ ;ϳ͘ϳͿ Ϯϱ͘Ϭ ;ϭ͘ϬͿ ;ϱ͘ϰͿ ;ϳ͘ϮͿ Ϯϰ͘ϴ ;ϭ͘ϭͿ ϱϯϴ ;ϲ͘ϬͿ ;ϴ͘ϭͿ ;Ϭ͘ϳͿ ;ϯ͘ϭͿ Average

511* 517* 539* 504* 545* 563* 529 540*

error Standard Standard ;Ϭ͘ϴͿ ;Ϭ͘ϳͿ ;Ϭ͘ϲͿ ϱϯϴ ;ϲ͘ϯͿ ;Ϭ͘ϴͿ ;Ϭ͘ϳͿ ;ϭ͘ϬͿ ;ϭ͘ϬͿ ϱϬϮ ;ϵ͘ϭͿ ϮϮ͘ϴ ;ϭ͘ϯͿ ϰϵϬ ;ϲ͘ϲͿ ;Ϯ͘ϮͿ ϱϬϴ ;ϮϬ͘ϱͿ ;ϭ͘ϭͿ ;ϭ͘ϰͿ ϱϯϴ ;ϴ͘ϲͿ Ϯϯ͘ϴ ;ϭ͘ϯͿ ;Ϭ͘ϭͿ ;Ϭ͘ϯͿ

͕ƚŚĞƵƐĞĨƵůŶĞƐƐŽĨƚŚŝƐƐƚƌĂƚĞŐǇĨŽƌŚĞůƉŝŶŐƚŚĞŵƵŶĚĞƌƐƚĂŶĚĂ Percentage and average scores of students by reading strategy: strategy: reading by of students scores and average Percentage % Ǉϭ;EŽƚƵƐĞĨƵůͿ͘

11.5 12.5 12.7 14.4 16.6 14.3 14.4 12.3 14.7 15.2 17.2 14.0

error Standard Standard

;ϳ͘ϭͿ ;ϴ͘ϰͿ ;ϴ͘ϭͿ ;Ϭ͘ϵͿ ;ϯ͘ϯͿ

;ϭϭ͘ϳͿ ;Ϯϴ͘ϴͿ Average 483 524 515 525 544 473 523

12345 error Standard Standard

Not useful Not useful

;Ϭ͘ϲͿ ;Ϭ͘ϳͿ ;ϭ͘ϯͿ ϰϴϰ ;ϭϬ͘ϳͿ ;ϭ͘ϴͿ ;ϭ͘ϬͿ ϱϬϴ ;ϭϮ͘ϴͿ ;Ϭ͘ϭͿ ;Ϭ͘ϯͿ % 9.3 9.5 11.6 11.4 14.1

͗^ƚƵĚĞŶƚƐǁĞƌĞĂƐŬĞĚŚŽǁƚŚĞǇǁŽƵůĚƌĂƚĞ͕ŽŶĂƐŝǆͲƉŽŝŶƚƐĐĂůĞ ^ĂƐŬĂƚĐŚĞǁĂŶ ϭϬ͘ϳ ;Ϭ͘ϴͿ ϰϴϳ ;ϴ͘ϯͿ DĂŶŝƚŽďĂ ϭϬ͘ϱ ;Ϭ͘ϳͿ ϰϴϵ ;ϳ͘ϲͿ OECD averageOECD 13.1 KŶƚĂƌŝŽ ƌŝƟƐŚŽůƵŵďŝĂ YƵĞďĞĐ ϭϴ͘ϱ ;Ϭ͘ϲͿ ϱϯϬ ;ϱ͘ϯͿ EŽǀĂ^ĐŽƟĂ ϭϭ͘ϴ ;Ϭ͘ϴͿ ůďĞƌƚĂ ϵ͘Ϭ ;Ϭ͘ϵͿ EĞǁƌƵŶƐǁŝĐŬ WƌŝŶĐĞĚǁĂƌĚ /ƐůĂŶĚ Canada, provinces, Canada, provinces, average and OECD Canada 12.6 EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽƚŚĞĂǀĞƌĂŐĞƐĐŽƌĞŝŶĐĂƚĞŐŽƌ Note 132 PISA 2018

error Standard Standard

;ϲ͘ϬͿ ;ϳ͘ϰͿ ;ϴ͘ϱͿ ;ϭ͘ϬͿ ;ϯ͘ϲͿ

;ϭϮ͘ϭͿ Average

537 475* 514 524 524 526

error Standard Standard

Very useful useful Very

;ϭ͘ϭͿ ϰϵϴ ;ϳ͘ϱͿ ;ϭ͘ϬͿ ϰϵϴ ;ϭϭ͘ϯͿ ;Ϭ͘ϵͿ ;Ϭ͘ϳͿ ϱϬϮ ;ϳ͘ϵͿ ;Ϭ͘ϭͿ ;Ϭ͘ϯͿ %

9.5 9.7 9.9 7.9 9.7

12.2

error Standard Standard

;ϱ͘ϵͿ ϭϭ͘Ϭ ;Ϭ͘ϲͿ ;ϲ͘ϭͿ ϴ͘Ϯ ;Ϭ͘ϰͿ ;ϵ͘ϰͿ ϴ͘ϵ ;Ϭ͘ϲͿ ϱϮϬ ;ϴ͘ϰͿ ;ϳ͘ϰͿ ;ϲ͘ϱͿ ;Ϭ͘ϴͿ ;ϯ͘ϬͿ

;ϭϮ͘ϵͿ ϭϬ͘ϵ ;ϭ͘ϵͿ ϱϬϳ ;Ϯϱ͘ϮͿ ;ϭϬ͘ϴͿ ϭϬ͘ϲ ;ϭ͘ϭͿ Average

541 526 524 495* 512 521 541* 517 533

error Standard Standard

;Ϭ͘ϵͿ ϱϭϬ ;ϳ͘ϮͿ ;Ϭ͘ϲͿ ;Ϭ͘ϳͿ ;ϭ͘ϮͿ ϱϭϬ ;ϳ͘ϲͿ ;ϭ͘ϮͿ ;Ϭ͘ϵͿ ;Ϭ͘ϭͿ ;Ϭ͘ϯͿ %

14.1 14.7 12.6 13.2 11.9 14.3 10.0 13.2

error Standard Standard

;ϰ͘ϳͿ ;ϰ͘ϴͿ ϭϬ͘ϲ ;Ϭ͘ϲͿ ;ϱ͘ϰͿ ;ϲ͘ϰͿ ϭϯ͘Ϭ ;Ϭ͘ϳͿ ϱϰϬ ;ϲ͘ϴͿ ϴ͘Ϭ ;Ϭ͘ϴͿ ϱϯϴ ;ϵ͘ϬͿ ;ϴ͘ϲͿ ;Ϭ͘ϲͿ ;Ϯ͘ϯͿ READING Average

522 527 493 525 524* 526 521

error Standard Standard

;ϭ͘ϭͿ ϰϵϴ ;ϲ͘ϰͿ ;Ϭ͘ϵͿ ;Ϭ͘ϲͿ ;ϭ͘ϬͿ ;ϭ͘ϰͿ ϱϬϳ ;ϳ͘ϯͿ ;ϭ͘ϭͿ ϰϵϴ ;ϱ͘ϲͿ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ % 21.1 21.9 16.1 21.6 19.7 21.6 16.9 20.3

ŶĚŵĞŵŽƌŝǌĞƚŚĞƚĞǆƚ͘

error Standard Standard

;ϰ͘ϲͿ ;ϱ͘ϵͿ ;ϲ͘ϱͿ ϮϬ͘ϵ ;Ϭ͘ϴͿ ;ϲ͘ϯͿ ϭϴ͘ϱ ;ϭ͘ϬͿ ϱϭϴ ;ϳ͘ϳͿ ϭϭ͘ϴ ;Ϭ͘ϴͿ ;ϴ͘ϰͿ ϭϴ͘ϴ ;ϭ͘ϲͿ ;Ϭ͘ϲͿ ;Ϯ͘ϴͿ

;ϭϱ͘ϮͿ Ϯϭ͘Ϭ ;ϭ͘ϴͿ ϰϵϬ ;ϭϮ͘ϬͿ ϭϭ͘ϴ ;Ϯ͘ϮͿ Average

532 492 522 519 527* 514 515 525

error Standard Standard dĂďůĞ͘Ϯ͘ϭϱď

/ƋƵŝĐŬůǇƌĞĂĚƚŚƌŽƵŐŚƚŚĞƚĞǆƚƚǁŝĐĞ

;ϭ͘ϬͿ ϱϬϰ ;ϲ͘ϰͿ ;Ϭ͘ϵͿ ϱϯϬ ;ϱ͘ϯͿ ;ϭ͘ϭͿ ;ϯ͘ϬͿ ;ϭ͘ϬͿ ;ϭ͘ϲͿ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ %

21.3 22.6 23.4 23.3 23.1 21.4 22.9 22.5

error Standard Standard

;ϲ͘ϱͿ Ϯϯ͘Ϭ ;ϭ͘ϭͿ ϱϬϬ ;ϰ͘ϳͿ ;ϳ͘ϰͿ ;ϱ͘ϱͿ ;ϲ͘ϵͿ ;ϳ͘ϯͿ ϮϮ͘Ϭ ;ϭ͘ϱͿ ϰϴϳ ;ϲ͘ϱͿ ;ϱ͘ϴͿ Ϯϯ͘ϴ ;ϭ͘ϭͿ ;ϳ͘ϭͿ ;Ϭ͘ϲͿ ;Ϯ͘ϲͿ

;ϭϬ͘ϬͿ Average

514 499 535 531 499* 492 561* 532 525 533*

error Standard Standard ;Ϭ͘ϴͿ ;ϭ͘ϭͿ ;Ϭ͘ϳͿ ;Ϭ͘ϴͿ ϱϯϬ ;ϰ͘ϱͿ Ϯϭ͘Ϭ ;Ϭ͘ϳͿ ;ϭ͘ϮͿ ;ϭ͘ϮͿ ;ϭ͘ϰͿ ;ϭ͘ϰͿ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ

17.5 17.1 17.1 21.5 19.9 17.1 21.1 21.5 23.7 18.9

error Standard Standard

;ϳ͘ϮͿ ;ϰ͘ϰͿ ;ϳ͘ϯͿ ;ϲ͘ϬͿ ϮϬ͘ϭ ;ϭ͘ϬͿ ;ϳ͘ϴͿ ;Ϭ͘ϳͿ ;ϯ͘ϬͿ

;ϭϬ͘ϮͿ Average 531 492 523 516 523 547 513 526

12345 error Standard Standard

Not useful Not useful

;Ϭ͘ϴͿ ϱϬϲ ;ϲ͘ϱͿ ;Ϭ͘ϵͿ ϱϬϳ ;ϱ͘ϵͿ ;Ϭ͘ϴͿ ;Ϭ͘ϵͿ ;Ϭ͘ϴͿ ;Ϭ͘ϴͿ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ % 13.6 14.2 12.7 22.6 13.6 ϭϱ͘Ϭ ;Ϯ͘ϮͿ ϱϬϬ ;ϮϬ͘ϵͿ ϭϴ͘Ϭ ;Ϯ͘ϮͿ ϱϭϬ ;ϭϳ͘ϭͿ 14.2 ϭϱ͘ϴ ;ϭ͘ϰͿ

͗^ƚƵĚĞŶƚƐǁĞƌĞĂƐŬĞĚŚŽǁƚŚĞǇǁŽƵůĚƌĂƚĞ͕ŽŶĂƐŝǆͲƉŽŝŶƚƐĐĂůĞ ^ĂƐŬĂƚĐŚĞǁĂŶ DĂŶŝƚŽďĂ KŶƚĂƌŝŽ OECD averageOECD 18.5 YƵĞďĞĐ EŽǀĂ^ĐŽƟĂ ϭϱ͘ϴ ;ϭ͘ϭͿ ƌŝƟƐŚŽůƵŵďŝĂ WƌŝŶĐĞĚǁĂƌĚ /ƐůĂŶĚ EĞǁƌƵŶƐǁŝĐŬ ϭϴ͘ϲ ;ϭ͘ϮͿ ϰϵϬ ;ϵ͘ϲͿ ůďĞƌƚĂ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ Canada, provinces, Canada, provinces, average and OECD Canada 15.3 Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽƚŚĞĂǀĞƌĂŐĞƐĐŽƌĞŝŶĐĂƚĞŐŽƌ Note PISA 2018 133

error Standard Standard

;ϱ͘ϭͿ ;ϲ͘ϵͿ ;ϱ͘ϳͿ ;ϱ͘ϳͿ ;ϵ͘ϴͿ ;ϱ͘ϳͿ ;ϳ͘ϳͿ ;ϵ͘ϮͿ ;ϱ͘ϲͿ ;Ϭ͘ϳͿ ;Ϯ͘ϲͿ

;ϭϱ͘ϭͿ Average * *

555* 521* 546* 561* 544* 542* 544* 527* 552*

error Standard Standard

Very useful useful Very

;Ϭ͘ϴͿ ;ϭ͘ϬͿ ;Ϯ͘ϭͿ ϱϬϳ ;ϭ͘ϬͿ ϱϯϴ ;Ϭ͘ϵͿ ;ϭ͘ϰͿ ;ϭ͘ϬͿ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ %

19.9 13.4 15.6 14.1 13.3 16.5 17.6 16.0 16.9

error Standard Standard

;ϱ͘ϭͿ ϭϲ͘Ϭ ;Ϭ͘ϳͿ ϱϱϴ ;ϴ͘ϬͿ ϭϲ͘Ϭ ;ϭ͘ϬͿ ;ϱ͘ϱͿ ;ϳ͘ϱͿ ϭϳ͘ϴ ;ϭ͘ϬͿ ;ϳ͘ϬͿ ;ϱ͘ϲͿ ;ϳ͘ϴͿ ;ϴ͘ϱͿ ;ϲ͘ϵͿ ;Ϭ͘ϳͿ ;Ϯ͘ϵͿ

;ϭϲ͘ϮͿ Average

541* 542* 521* 541* 559* 524* 521* 556* 554* 546* 519* 542*

error Standard Standard

;ϭ͘ϭͿ ;ϭ͘ϮͿ ;ϭ͘ϮͿ ;Ϭ͘ϵͿ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ %

15.1 17.6 15.7 16.9 16.2 17.7

error Standard Standard

;ϰ͘ϳͿ ;ϰ͘ϯͿ ϭϴ͘Ϭ ;Ϭ͘ϴͿ ;ϲ͘ϮͿ ϭϴ͘Ϭ ;Ϭ͘ϴͿ ;ϰ͘ϲͿ ϭϴ͘Ϯ ;Ϭ͘ϳͿ ;ϲ͘ϳͿ ;ϱ͘ϲͿ ϭϲ͘Ϭ ;ϭ͘ϬͿ ;ϳ͘ϮͿ ϭϴ͘Ϭ ;ϭ͘ϮͿ ;ϵ͘ϯͿ ;Ϭ͘ϲͿ ;Ϯ͘ϯͿ READING Average * * * *

532 503* 531* 497* 523* 528*

error Standard Standard

;ϭ͘ϬͿ ϱϬϮ ;Ϭ͘ϴͿ ;Ϭ͘ϵͿ ϱϯϬ ;ϲ͘ϰͿ ;ϭ͘ϯͿ ;Ϯ͘ϲͿ ϱϬϲ ;ϭϰ͘ϰͿ ϭϯ͘ϴ ;Ϯ͘ϰͿ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ % 19.9 22.2 21.3 19.7 27.4 19.2 21.1

ŶĚŵĞŵŽƌŝǌĞƚŚĞƚĞǆƚ͘

error Standard Standard

;ϱ͘ϯͿ ;ϲ͘ϬͿ Ϯϭ͘Ϭ ;Ϭ͘ϴͿ ϱϮϴ ;ϰ͘ϲͿ ϭϵ͘ϴ ;Ϭ͘ϲͿ ;ϲ͘ϴͿ ;ϳ͘ϲͿ ;Ϭ͘ϲͿ ;Ϯ͘ϳͿ

;ϭϭ͘ϭͿ Average

513 513 479* 511* 525 469 499 511

error dĂďůĞ͘Ϯ͘ϭϱĐ Standard

;Ϭ͘ϴͿ ;Ϭ͘ϲͿ ;Ϭ͘ϵͿ ;ϭ͘ϮͿ ;ϭ͘ϴͿ ;Ϭ͘ϭͿ ;Ϭ͘ϯͿ %

19.3 15.6 19.1 16.4 17.9 19.3 18.4

error

ŌĞƌƌĞĂĚŝŶŐƚŚĞƚĞǆƚ͕/ĚŝƐĐƵƐƐŝƚƐĐŽŶƚĞŶƚǁŝƚŚŽƚŚĞƌƉĞŽƉůĞ Standard Standard

;ϲ͘ϲͿ ϭϵ͘Ϭ ;ϭ͘ϬͿ ϰϴϳ ;ϲ͘ϯͿ ;ϱ͘ϴͿ ;ϱ͘ϭͿ ;ϴ͘ϭͿ ;ϲ͘ϰͿ ϮϬ͘ϳ ;ϭ͘ϬͿ ϰϴϱ ;ϱ͘ϴͿ ϮϬ͘ϭ ;Ϭ͘ϵͿ ϱϬϲ ;Ϭ͘ϳͿ ;ϯ͘ϬͿ

;ϭϵ͘ϲͿ Average *

499* 525 474* 516* 521 499 515

error Standard Standard ;ϭ͘ϬͿ ;ϭ͘ϬͿ ϱϬϬ ;ϳ͘ϭͿ ϭϴ͘ϱ ;Ϭ͘ϵͿ ;Ϭ͘ϲͿ ;Ϭ͘ϴͿ ;ϭ͘ϮͿ ϰϴϲ ;ϲ͘ϵͿ ;ϭ͘ϬͿ ϱϬϯ ;ϭ͘ϳͿ ;ϭ͘ϭͿ ϱϭϬ ;ϲ͘ϱͿ ϭϴ͘Ϯ ;ϭ͘ϬͿ ϱϬϯ ;ϳ͘ϮͿ ϭϴ͘ϯ ;ϭ͘ϮͿ ϱϮϬ ;ϭ͘ϰͿ ϱϭϬ ;ϭϬ͘ϭͿ ϭϴ͘ϵ ;ϭ͘ϱͿ ϱϭϬ ;ϵ͘ϴͿ ϭϴ͘Ϯ ;ϭ͘ϯͿ ;Ϭ͘ϭͿ ;Ϭ͘ϯͿ

15.2 15.1 12.3 13.2 16.4 16.2 14.6 17.2 16.2 15.6 13.9

error Standard Standard

;ϲ͘ϮͿ ;ϰ͘ϳͿ ;ϲ͘ϵͿ ;ϳ͘ϳͿ ;Ϭ͘ϳͿ ;ϯ͘ϯͿ

;Ϯϱ͘ϵͿ ;ϭϬ͘ϴͿ Average 479 455 499 526 466 496 497 507

12345 error Standard Standard

Not useful Not useful

;Ϭ͘ϴͿ ;Ϭ͘ϵͿ ϱϬϭ ;ϴ͘ϴͿ ;Ϭ͘ϴͿ ;ϭ͘ϯͿ ;ϭ͘ϭͿ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ % 13.1 11.4 14.3 ϭϬ͘ϴ ;ϭ͘ϲͿ 13.2 14.9

͗^ƚƵĚĞŶƚƐǁĞƌĞĂƐŬĞĚŚŽǁƚŚĞǇǁŽƵůĚƌĂƚĞ͕ŽŶĂƐŝǆͲƉŽŝŶƚƐĐĂůĞ DĂŶŝƚŽďĂ OECD averageOECD 13.7 KŶƚĂƌŝŽ ϭϬ͘ϳ ;Ϭ͘ϴͿ ϱϮϬ ;ϳ͘ϰͿ ϭϯ͘ϴ ;Ϭ͘ϱͿ ƌŝƟƐŚŽůƵŵďŝĂ YƵĞďĞĐ ůďĞƌƚĂ ϭϬ͘ϵ ;Ϭ͘ϳͿ EĞǁƌƵŶƐǁŝĐŬ ϭϴ͘ϱ ;ϭ͘ϮͿ ϰϲϴ ;ϴ͘ϳͿ WƌŝŶĐĞĚǁĂƌĚ /ƐůĂŶĚ ^ĂƐŬĂƚĐŚĞǁĂŶ ϭϮ͘ϴ ;Ϭ͘ϴͿ ϰϴϰ ;ϲ͘ϰͿ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ EŽǀĂ^ĐŽƟĂ Canada, provinces, Canada, provinces, average and OECD Canada 12.0 Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽƚŚĞĂǀĞƌĂŐĞƐĐŽƌĞŝŶĐĂƚĞŐŽƌ Note 134 PISA 2018

error Standard Standard

;ϱ͘ϯͿ ;ϲ͘ϮͿ ;ϳ͘ϮͿ ;ϳ͘ϴͿ ;ϰ͘ϲͿ ;ϱ͘ϱͿ ;ϱ͘ϱͿ ;ϯ͘ϵͿ ;Ϭ͘ϱͿ ;Ϯ͘ϱͿ

;ϭϭ͘ϲͿ Average * *

547 534* 514 533 514* 511* 517* 527* 531*

error Standard Standard

Very useful useful Very

;ϭ͘ϯͿ ;ϭ͘ϯͿ ϱϯϬ ;ϭ͘ϰͿ ϱϭϴ ;ϭ͘ϬͿ ;ϭ͘ϭͿ ;Ϭ͘ϵͿ ;Ϭ͘ϭͿ ;Ϭ͘ϱͿ %

23.2 21.2 19.2 22.4 17.3 31.6 28.6 22.3

error Standard Standard

;ϳ͘ϬͿ ϭϵ͘ϴ ;Ϭ͘ϴͿ ;ϱ͘ϵͿ ;ϲ͘ϱͿ ;ϲ͘ϮͿ ;ϱ͘ϲͿ ;ϴ͘ϲͿ Ϯϵ͘Ϭ ;ϭ͘ϳͿ ϱϯϴ ;ϲ͘ϵͿ ;ϰ͘ϮͿ ;Ϭ͘ϲͿ ;Ϯ͘ϱͿ Average *

535* 545* 517* 552 516* 543* 538* 532

error Standard Standard

;Ϭ͘ϵͿ ;ϭ͘ϱͿ ;ϭ͘ϬͿ ϱϬϵ ;ϭ͘ϬͿ ;Ϯ͘ϮͿ ϱϬϴ ;ϭϳ͘ϭͿ ϭϴ͘ϯ ;Ϯ͘ϵͿ ;Ϭ͘ϴͿ ;Ϭ͘ϴͿ ϱϯϴ ;ϰ͘ϴͿ ϭϴ͘ϴ ;Ϭ͘ϴͿ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ %

21.4 21.5 19.3 19.6 21.1 23.2 19.9 20.5 20.9

error Standard Standard

;ϲ͘ϵͿ ;ϳ͘ϳͿ ;ϱ͘ϬͿ ;ϱ͘ϴͿ ;ϴ͘ϭͿ ϮϬ͘ϲ ;ϭ͘ϬͿ ;ϴ͘ϰͿ ϮϬ͘Ϯ ;ϭ͘ϯͿ ϱϬϵ ;ϲ͘ϰͿ ;ϱ͘ϮͿ ;ϱ͘ϬͿ ;ϴ͘ϯͿ ϮϬ͘Ϭ ;ϭ͘ϱͿ ;Ϭ͘ϳͿ ;Ϯ͘ϵͿ READING

;ϭϬ͘ϴͿ Average *

531 514 495 524 493* 495 529* 525 532* 512 524

error Standard Standard

;Ϭ͘ϴͿ ;ϭ͘ϰͿ ;ϭ͘ϬͿ ;ϭ͘ϮͿ ;Ϯ͘ϰͿ ;Ϭ͘ϭͿ ;Ϭ͘ϯͿ % 21.5 19.3 21.3 17.7 25.2 18.3 21.1

ŶĚŵĞŵŽƌŝǌĞƚŚĞƚĞǆƚ͘

error Standard Standard

;ϴ͘ϰͿ ;ϳ͘ϯͿ ϮϬ͘ϯ ;ϭ͘ϭͿ ;ϲ͘ϬͿ;ϰ͘ϴͿ ϭϴ͘ϳ ;Ϭ͘ϳͿ ϮϮ͘ϴ ;Ϭ͘ϲͿ ;Ϭ͘ϳͿ ;Ϯ͘ϲͿ

;Ϯϰ͘ϭͿ Average

499 532 471* 512 526 495 518

error dĂďůĞ͘Ϯ͘ϭϱĚ Standard

/ƵŶĚĞƌůŝŶĞŝŵƉŽƌƚĂŶƚƉĂƌƚƐŽĨƚŚĞƚĞǆƚ ;Ϭ͘ϵͿ ϱϬϱ ;ϳ͘ϮͿ ;Ϭ͘ϵͿ ϱϭϴ ;ϴ͘ϮͿ ;ϭ͘ϭͿ ;ϭ͘ϬͿ ϰϴϵ;ϭ͘ϬͿ ;ϲ͘ϯͿ ϮϬ͘ϭ ;Ϭ͘ϵͿ ϱϭϬ ;ϭ͘ϰͿ ϰϴϮ;Ϭ͘ϲͿ ;ϴ͘ϲͿ ;Ϭ͘ϳͿ ;ϭ͘ϯͿ ϱϬϱ ;ϭϬ͘ϰͿ;ϭ͘ϳͿ ϮϬ͘ϲ ;ϭ͘ϱͿ ;Ϭ͘ϭͿ ;Ϭ͘ϯͿ %

15.7 15.2 16.2 17.5 16.2 17.7 11.9 17.9 15.4 11.6 14.0 16.0

error Standard Standard

;ϲ͘ϴͿ ;ϳ͘ϭͿ ;Ϭ͘ϵͿ ;ϯ͘ϱͿ

;ϭϬ͘ϱͿ ;ϭϱ͘ϱͿ Average

491 527 465* 536 514 523

error Standard Standard ;ϭ͘ϬͿ ;Ϭ͘ϳͿ ϱϬϯ ;ϴ͘ϮͿ ;Ϭ͘ϴͿ ;Ϭ͘ϵͿ ϰϴϭ;Ϭ͘ϰͿ ;ϵ͘ϰͿ ϱϭϬ ;ϳ͘ϯͿ ;Ϭ͘ϲͿ ;ϭ͘ϳͿ ϰϴϳ ;Ϯϭ͘ϳͿ ;Ϭ͘ϭͿ ;Ϭ͘ϯͿ

6.9 9.8

11.1 13.4 11.2 11.6 11.3 11.4 10.3

error Standard Standard

;ϴ͘ϳͿ ϭϬ͘ϴ ;Ϭ͘ϴͿ ϱϭϴ ;ϲ͘ϳͿ ;ϲ͘ϯͿ ;ϵ͘ϳͿ ;ϴ͘ϲͿ ;Ϭ͘ϵͿ ;ϰ͘ϮͿ

;Ϯϰ͘ϬͿ Average 512 451 ϱϭϬ ;ϳ͘ϴͿ 522 542 476 536

12345 error Standard Standard

Not useful Not useful

;Ϭ͘ϳͿ ;ϭ͘ϬͿ ϰϴϯ ;ϭϮ͘ϮͿ ;Ϭ͘ϱͿ ϱϭϬ ;ϳ͘ϰͿ ;Ϭ͘ϳͿ ϰϵϬ ;ϭ͘ϴͿ ;ϭ͘ϬͿ ϱϬϳ ;ϭϱ͘ϲͿ ϳ͘ϴ ;Ϭ͘ϵͿ ;Ϭ͘ϴͿ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ % 7.7 7.2 9.3 11.7 13.6 12.1 12.5

͗^ƚƵĚĞŶƚƐǁĞƌĞĂƐŬĞĚŚŽǁƚŚĞǇǁŽƵůĚƌĂƚĞ͕ŽŶĂƐŝǆͲƉŽŝŶƚƐĐĂůĞ EŽǀĂ^ĐŽƟĂ ƌŝƟƐŚŽůƵŵďŝĂ averageOECD ϭϬ͘ϴ ;ϭ͘ϬͿ 8.8 EĞǁƌƵŶƐǁŝĐŬ YƵĞďĞĐ Canada, provinces, Canada, provinces, average and OECD Canada 9.3 DĂŶŝƚŽďĂ^ĂƐŬĂƚĐŚĞǁĂŶ ϭϬ͘Ϭ ;Ϭ͘ϴͿ ϰϴϵ ;ϳ͘ϰͿ ϭϬ͘ϴ ;Ϭ͘ϳͿ ϱϬϯ ;ϵ͘ϭͿ ůďĞƌƚĂ ϴ͘ϱ ;Ϭ͘ϴͿ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ WƌŝŶĐĞĚǁĂƌĚ /ƐůĂŶĚ KŶƚĂƌŝŽ Note Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽƚŚĞĂǀĞƌĂŐĞƐĐŽƌĞŝŶĐĂƚĞŐŽƌ PISA 2018 135

error Standard Standard

;ϰ͘ϵͿ ;ϲ͘ϯͿ ;ϱ͘ϭͿ ;ϱ͘ϱͿ ;ϴ͘ϰͿ ;ϴ͘ϱͿ ;ϱ͘ϰͿ ;ϳ͘ϯͿ ;ϱ͘ϯͿ ;Ϭ͘ϲͿ ;Ϯ͘ϳͿ

;ϭϱ͘ϮͿ Average * * * *

547* 518* 547* 534* 522* 551* 544* 522*

error Standard Standard

Very useful useful Very

;ϭ͘ϮͿ ϱϲϬ ;ϭ͘ϮͿ ;ϭ͘ϮͿ ;ϭ͘ϬͿ ;Ϭ͘ϭͿ ;Ϭ͘ϱͿ %

23.9 16.5 21.4 22.9 Ϯϭ͘Ϭ ;Ϯ͘ϴͿ ϱϮϴ 26.8 22.5

error Standard Standard

;ϰ͘ϳͿ ϮϬ͘ϭ ;ϭ͘ϬͿ ;ϲ͘ϴͿ Ϯϭ͘ϴ ;ϭ͘ϮͿ ;ϰ͘ϱͿ Ϯϴ͘Ϭ ;Ϭ͘ϵͿ ϱϯϴ ;ϱ͘ϮͿ ;ϲ͘ϱͿ ;ϳ͘ϲͿ ϮϮ͘ϴ ;ϭ͘ϳͿ ϱϯϴ ;ϱ͘ϳͿ ϮϬ͘Ϯ ;ϭ͘ϭͿ ;ϲ͘ϲͿ ;ϱ͘ϰͿ ;Ϭ͘ϲͿ ;Ϯ͘ϭͿ

;ϭϱ͘ϱͿ Average * * * *

537 511* 516* 534* 537* 542 534* 534*

error Standard Standard

;ϭ͘ϵͿ ;ϭ͘ϬͿ ;Ϭ͘ϳͿ ;ϭ͘ϮͿ ϱϬϱ ;ϭ͘ϱͿ ϱϰϬ ;ϭ͘ϭͿ ϱϮϬ ;ϭ͘ϭͿ ϱϬϳ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ %

17.3 22.9 22.5 19.7 21.7 21.6 23.1 22.0 21.2

error Standard Standard

;ϱ͘ϰͿ ;ϰ͘ϴͿ ϮϬ͘ϭ ;Ϭ͘ϳͿ ;ϰ͘ϮͿ ;ϳ͘ϵͿ ϮϬ͘ϳ ;ϭ͘ϮͿ ;ϳ͘ϲͿ ;ϴ͘ϳͿ ;ϱ͘ϰͿ ;ϲ͘ϵͿ ϮϬ͘Ϯ ;ϭ͘ϮͿ ;Ϭ͘ϲͿ ;Ϯ͘ϱͿ READING

;ϭϮ͘ϰͿ Average * * *

527 494* 525* 533 491 526* 514* 524*

error Standard Standard

;ϭ͘ϬͿ ϱϬϰ ;Ϭ͘ϲͿ ;Ϯ͘ϯͿ ϱϭϬ ;ϭ͘ϭͿ ;ϭ͘ϬͿ ;ϭ͘ϬͿ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ % 21.7 19.4 22.9 21.4 19.6 22.5 18.8 21.5

ŶĚŵĞŵŽƌŝǌĞƚŚĞƚĞǆƚ͘

error Standard Standard ;ϱ͘ϭͿ ϮϮ͘ϴ ;Ϭ͘ϳͿ ;ϲ͘ϵͿ Ϯϭ͘Ϭ ;Ϭ͘ϳͿ ϱϮϬ ;ϳ͘ϰͿ ;ϱ͘ϱͿ ;ϲ͘ϳͿ ;ϳ͘ϮͿ ϮϬ͘ϳ ;ϭ͘ϯͿ ϱϭϴ ;Ϭ͘ϳͿ ;Ϯ͘ϵͿ

;ϭϲ͘ϴͿ

* Average

522 471* 514 514* 527 499 516*

error Standard Standard dĂďůĞ͘Ϯ͘ϭϱĞ

/ƐƵŵŵĂƌŝǌĞƚŚĞƚĞǆƚŝŶŵǇŽǁŶǁŽƌĚƐ ;ϭ͘ϬͿ ϰϴϳ ;ϲ͘ϲͿ ;Ϭ͘ϴͿ ;ϭ͘ϴͿ ϱϬϴ ;ϭ͘ϬͿ ;ϭ͘ϯͿ ϰϴϴ ;ϳ͘ϵͿ ;ϭ͘ϭͿ ϱϬϴ ;ϭϬ͘ϲͿ Ϯϯ͘Ϭ ;ϭ͘ϳͿ ;ϭ͘ϬͿ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ %

15.5 16.2 16.6 17.4 19.4 14.9 17.1 15.1 16.9

error Standard Standard

;ϲ͘ϳͿ ϭϯ͘ϴ ;Ϭ͘ϳͿ ;ϴ͘ϬͿ ;ϴ͘ϵͿ ;ϲ͘ϳͿ ϭϴ͘Ϯ ;Ϭ͘ϵͿ ϰϳϴ ;ϱ͘ϲͿ ;Ϭ͘ϴͿ ;ϯ͘ϲͿ

;ϭϰ͘ϱͿ Average *

460* 495 513 477 493 517

error Standard Standard ;Ϭ͘ϲͿ ϱϬϰ ;ϴ͘ϳͿ ;Ϭ͘ϵͿ ;ϭ͘ϭͿ ϰϴϴ ;ϭϬ͘ϰͿ ;Ϭ͘ϴͿ ;Ϭ͘ϭͿ ;Ϭ͘ϯͿ

Ǉϭ;EŽƚƵƐĞĨƵůͿ͘ 9.6 9.7 9.5 9.4 9.7 9.9

error Standard Standard

;ϴ͘ϰͿ ϭϭ͘Ϭ ;Ϭ͘ϳͿ ϱϯϬ ;ϲ͘ϳͿ ϭϴ͘ϱ ;Ϭ͘ϴͿ ;ϲ͘ϲͿ ϴ͘Ϭ ;Ϭ͘ϱͿ ϱϭϴ ;ϭ͘ϬͿ ;ϰ͘ϲͿ

;ϭϬ͘ϬͿ ;ϭϭ͘ϲͿ ϭϮ͘Ϭ ;ϭ͘ϮͿ Average 442 521 492 526 471 506

12345 error Standard Standard

Not useful Not useful

;Ϭ͘ϲͿ ;ϭ͘ϳͿ ϰϱϬ ;Ϯϴ͘ϱͿ ϭϯ͘Ϭ ;ϭ͘ϵͿ ;Ϭ͘ϴͿ ;ϭ͘ϬͿ ;Ϭ͘ϵͿ ϰϴϵ ;ϭϬ͘ϭͿ ϭϬ͘ϴ ;ϭ͘ϬͿ ϱϬϱ ;ϭϭ͘ϭͿ ;Ϭ͘ϭͿ ;Ϭ͘ϯͿ % 7.5 9.2 6.9 ϴ͘ϭ ;ϭ͘ϭͿ ϰϴϴ ;ϭϰ͘ϮͿ 9.9 12.9

͗^ƚƵĚĞŶƚƐǁĞƌĞĂƐŬĞĚŚŽǁƚŚĞǇǁŽƵůĚƌĂƚĞ͕ŽŶĂƐŝǆͲƉŽŝŶƚƐĐĂůĞ DĂŶŝƚŽďĂ ϴ͘ϲ ;Ϭ͘ϳͿ ϰϴϬ ;ϴ͘ϳͿ ϴ͘ϭ ;Ϭ͘ϳͿ ϰϴϵ ;ϴ͘ϭͿ OECD averageOECD 7.7 KŶƚĂƌŝŽ ƌŝƟƐŚŽůƵŵďŝĂ ϴ͘ϰ ;Ϭ͘ϲͿ ϱϬϬ ;ϭϬ͘ϳͿ YƵĞďĞĐ ϴ͘Ϯ ;Ϭ͘ϲͿ WƌŝŶĐĞĚǁĂƌĚ /ƐůĂŶĚ ůďĞƌƚĂ EĞǁƌƵŶƐǁŝĐŬ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ ^ĂƐŬĂƚĐŚĞǁĂŶ ϴ͘ϭ ;Ϭ͘ϲͿ ϰϳϴ ;ϴ͘ϬͿ EŽǀĂ^ĐŽƟĂ Canada, provinces, Canada, provinces, average and OECD Canada 8.0 Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽƚŚĞĂǀĞƌĂŐĞƐĐŽƌĞŝŶĐĂƚĞŐŽƌ Note 136 PISA 2018

error Standard Standard

;ϳ͘ϳͿ ;ϳ͘ϭͿ ;ϳ͘ϱͿ ;ϵ͘ϵͿ ;ϴ͘ϮͿ ;Ϭ͘ϵͿ ;ϰ͘ϭͿ

;ϭϲ͘ϯͿ ;ϭϭ͘ϰͿ ;ϭϮ͘ϱͿ Average *

496 532 514 483* 533* 497 545 536 527

error Standard Standard

Very useful useful Very

;Ϭ͘ϴͿ ;Ϭ͘ϲͿ ;Ϭ͘ϴͿ ;Ϭ͘ϳͿ ;Ϭ͘ϳͿ ϱϬϲ ;ϵ͘ϭͿ ;Ϭ͘ϭͿ ;Ϭ͘ϯͿ %

9.6 9.5 9.3 9.7 9.8

11.2 11.5

error Standard Standard

;ϱ͘ϵͿ ϭϬ͘ϭ ;Ϭ͘ϲͿ ;ϲ͘ϵͿ ;ϵ͘ϮͿ ;ϵ͘ϱͿ ϴ͘Ϯ ;Ϭ͘ϴͿ ϱϬϲ ;ϭϮ͘ϵͿ ;ϳ͘ϴͿ ;ϵ͘ϰͿ ϴ͘Ϭ ;Ϭ͘ϴͿ ;ϳ͘ϵͿ ;Ϭ͘ϴͿ ;ϯ͘ϰͿ

;ϮϮ͘ϯͿ ϭϭ͘ϴ ;ϭ͘ϴͿ ;ϭϯ͘ϴͿ ϭϬ͘Ϭ ;ϭ͘ϭͿ ϱϰϬ Average *

524* 525 506* 535* 535 543 539* 544* 513 528

error Standard Standard

;Ϭ͘ϴͿ ϱϬϲ ;ϳ͘ϯͿ ;Ϭ͘ϱͿ ;Ϭ͘ϳͿ ;ϭ͘ϴͿ ;ϭ͘ϬͿ ϱϬϵ ;Ϭ͘ϴͿ ;Ϭ͘ϭͿ ;Ϭ͘ϯͿ %

9.2 9.9 9.2

11.6 12.5 12.1 11.6 10.8

error Standard Standard

;ϲ͘ϭͿ ϭϬ͘ϴ ;Ϭ͘ϱͿ ;ϱ͘ϱͿ ;ϳ͘ϱͿ ;ϵ͘ϰͿ ϴ͘ϴ ;ϭ͘ϬͿ ;ϵ͘ϭͿ ϭϬ͘ϰ ;Ϭ͘ϴͿ ;Ϭ͘ϳͿ ;ϯ͘ϮͿ READING

;Ϯϯ͘ϯͿ Average *

527 504* 524 512 524 524 526

error Standard Standard

;ϭ͘ϬͿ ϱϬϮ ;ϱ͘ϳͿ ;Ϭ͘ϴͿ ;ϯ͘ϯͿ ;ϭ͘ϭͿ ϱϬϮ ;ϴ͘ϴͿ ;ϭ͘ϰͿ ;Ϭ͘ϵͿ ;Ϭ͘ϳͿ ϱϬϱ ;ϲ͘ϭͿ ϭϬ͘Ϯ ;Ϭ͘ϴͿ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ % 17.4 15.9 13.1 13.6 15.2 14.6 15.7 15.8 15.4

ŶĚŵĞŵŽƌŝǌĞƚŚĞƚĞǆƚ͘

error Standard Standard ;ϰ͘ϳͿ ϭϯ͘ϴ ;Ϭ͘ϲͿ ϱϯϬ ;ϱ͘ϵͿ ϭϲ͘Ϭ ;Ϭ͘ϴͿ ;ϴ͘ϬͿ ;ϳ͘ϯͿ ;Ϭ͘ϲͿ ;Ϯ͘ϳͿ

;ϭϵ͘ϮͿ

* Average

497* 525 514 496 513 528

error dĂďůĞ͘Ϯ͘ϭϱĨ Standard

;Ϭ͘ϳͿ ϱϯϴ ;Ϯ͘ϯͿ ;ϭ͘ϯͿ ;Ϭ͘ϵͿ ϱϯϴ ;ϱ͘ϱͿ ϭϱ͘ϴ ;Ϭ͘ϴͿ ϱϰϬ ;ϴ͘ϵͿ ;ϭ͘ϲͿ ϱϮϴ ;ϵ͘ϵͿ ;Ϭ͘ϭͿ ;Ϭ͘ϰͿ /ƌĞĂĚƚŚĞƚĞǆƚĂůŽƵĚƚŽĂŶŽƚŚĞƌƉĞƌƐŽŶ %

16.1 19.1 19.1 19.9 17.3 19.3 18.7

error Standard Standard

;ϰ͘ϲͿ ϭϴ͘ϵ ;Ϭ͘ϴͿ ϱϯϬ ;ϱ͘ϳͿ ;ϰ͘ϲͿ ;ϲ͘ϬͿ ϮϬ͘ϰ ;ϭ͘ϬͿ ;ϴ͘ϬͿ ;ϴ͘ϯͿ ;ϱ͘ϮͿ ϮϬ͘ϲ ;ϭ͘ϬͿ ϱϬϬ ;ϱ͘ϭͿ ;Ϭ͘ϲͿ ;Ϯ͘ϲͿ Average *

534 529* 495* 496 526 513 532*

error Standard Standard ;Ϭ͘ϵͿ ϱϭϬ ;ϲ͘ϴͿ ϭϴ͘ϳ ;ϭ͘ϬͿ ϱϬϱ ;ϳ͘ϵͿ ;Ϭ͘ϴͿ ;Ϯ͘ϴͿ ϰϵϴ ;ϭϯ͘ϯͿ ;Ϭ͘ϴͿ ϱϰϬ ;ϲ͘ϱͿ ;ϭ͘ϳͿ ;ϭ͘ϯͿ ϱϮϬ ;ϴ͘ϭͿ ϭϴ͘ϰ ;ϭ͘ϭͿ ;ϭ͘ϭͿ ;Ϭ͘ϭͿ ;Ϭ͘ϯͿ

19.3 17.9 19.3 21.7 19.1 19.9 21.6 19.2 19.5

error Standard Standard

;ϱ͘ϳͿ ;ϱ͘ϮͿ ϮϬ͘ϯ ;Ϭ͘ϴͿ ;ϯ͘ϳͿ ϭϴ͘ϯ ;Ϭ͘ϲͿ ϱϯϴ ;ϲ͘ϮͿ ;ϱ͘ϳͿ ;ϱ͘ϴͿ ;Ϭ͘ϲͿ ;Ϯ͘ϱͿ Average 496 539 478 516 511 531 523 512

12345 error Standard Standard

Not useful Not useful

;ϭ͘ϬͿ ϱϬϭ ;ϰ͘ϴͿ ;ϭ͘ϬͿ ;ϯ͘ϯͿ ϱϬϭ ;ϭϱ͘ϳͿ ;ϭ͘ϭͿ ;ϭ͘ϯͿ ϰϴϴ ;ϲ͘ϬͿ ϭϴ͘ϴ ;ϭ͘ϭͿ ;Ϭ͘ϭͿ ;Ϭ͘ϱͿ % 24.5 23.2 24.3 22.3 31.1 Ϯϴ͘ϴ ;ϭ͘ϴͿ ϱϬϴ ;ϳ͘ϳͿ

͗^ƚƵĚĞŶƚƐǁĞƌĞĂƐŬĞĚŚŽǁƚŚĞǇǁŽƵůĚƌĂƚĞ͕ŽŶĂƐŝǆͲƉŽŝŶƚƐĐĂůĞ ^ĂƐŬĂƚĐŚĞǁĂŶ DĂŶŝƚŽďĂ KŶƚĂƌŝŽ Ϯϰ͘Ϭ ;ϭ͘ϭͿ OECD averageOECD 22.6 EŽǀĂ^ĐŽƟĂ Ϯϳ͘Ϭ ;ϭ͘ϮͿ YƵĞďĞĐ ϯϯ͘Ϭ ;ϭ͘ϬͿ WƌŝŶĐĞĚǁĂƌĚ /ƐůĂŶĚ ƌŝƟƐŚŽůƵŵďŝĂ EĞǁƌƵŶƐǁŝĐŬ ůďĞƌƚĂ Ϯϯ͘ϴ ;ϭ͘ϮͿ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ Canada, provinces, Canada, provinces, average and OECD Canada 25.8 Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽƚŚĞĂǀĞƌĂŐĞƐĐŽƌĞŝŶĐĂƚĞŐŽƌ Note PISA 2018 137 dĂďůĞ͘ϯ͘ϭĂ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞů͗Dd,Dd/^ WƌŽĮĐŝĞŶĐǇůĞǀĞůƐ Country ĞůŽǁ>ĞǀĞůϭ Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 or province Standard Standard Standard Standard Standard Standard Standard % error % error % error % error % error % error % error Ͳ^Ͳ:Ͳ;ŚŝŶĂͿ Ϭ͘ϱ ;Ϭ͘ϭͿ 1.9 ;Ϭ͘ϯͿ 6.9 ;Ϭ͘ϱͿ 17.5 ;Ϭ͘ϴͿ Ϯϴ͘ϵ ;ϭ͘ϬͿ Ϯϳ͘ϴ ;ϭ͘ϬͿ 16.5 ;ϭ͘ϭͿ DĂĐĂŽ;ŚŝŶĂͿ ϭ͘Ϭ ;Ϭ͘ϮͿ ϰ͘Ϭ ;Ϭ͘ϰͿ 12.3 ;Ϭ͘ϴͿ Ϯϰ͘ϴ ;Ϭ͘ϵͿ ϯϬ͘ϯ ;ϭ͘ϮͿ ϮϬ͘Ϭ ;Ϭ͘ϴͿ 7.7 ;Ϭ͘ϲͿ ^ŝŶŐĂƉŽƌĞ ϭ͘ϴ ;Ϭ͘ϮͿ 5.3 ;Ϭ͘ϰͿ 11.1 ;Ϭ͘ϱͿ 19.1 ;Ϭ͘ϳͿ Ϯϱ͘ϴ ;Ϭ͘ϴͿ 23.2 ;Ϭ͘ϳͿ ϭϯ͘ϴ ;Ϭ͘ϴͿ ,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ Ϯ͘ϴ ;Ϭ͘ϰͿ 6.4 ;Ϭ͘ϲͿ 13.5 ;Ϭ͘ϳͿ 22.1 ;Ϭ͘ϳͿ 26.3 ;Ϭ͘ϵͿ 19.5 ;Ϭ͘ϴͿ 9.5 ;Ϭ͘ϴͿ ƐƚŽŶŝĂ 2.1 ;Ϭ͘ϯͿ ϴ͘ϭ ;Ϭ͘ϲͿ ϮϬ͘ϴ ;Ϭ͘ϴͿ Ϯϵ͘Ϭ ;Ϭ͘ϴͿ 24.6 ;Ϭ͘ϴͿ ϭϭ͘ϴ ;Ϭ͘ϳͿ 3.7 ;Ϭ͘ϰͿ :ĂƉĂŶ 2.9 ;Ϭ͘ϰͿ ϴ͘ϲ ;Ϭ͘ϲͿ ϭϴ͘ϳ ;Ϭ͘ϴͿ 26.4 ;Ϭ͘ϵͿ 25.1 ;ϭ͘ϬͿ ϭϰ͘Ϭ ;Ϭ͘ϴͿ 4.3 ;Ϭ͘ϱͿ Quebec 3.6 ;Ϭ͘ϲͿ 8.1 ;Ϭ͘ϴͿ 16.6 ;Ϭ͘ϵͿ 25.5 ;ϭ͘ϯͿ 25.2 ;ϭ͘ϮͿ 14.7 ;Ϭ͘ϵͿ 6.3 ;Ϭ͘ϲͿ ŚŝŶĞƐĞdĂŝƉĞŝ ϱ͘Ϭ ;Ϭ͘ϰͿ ϵ͘Ϭ ;Ϭ͘ϱͿ 16.1 ;Ϭ͘ϳͿ 23.2 ;Ϭ͘ϴͿ 23.5 ;Ϭ͘ϴͿ 15.6 ;Ϭ͘ϴͿ 7.6 ;Ϭ͘ϴͿ ĞŶŵĂƌŬ 3.7 ;Ϭ͘ϰͿ ϭϬ͘ϵ ;Ϭ͘ϲͿ ϮϮ͘Ϭ ;Ϭ͘ϵͿ Ϯϴ͘ϴ ;Ϭ͘ϴͿ Ϯϯ͘Ϭ ;Ϭ͘ϴͿ 9.5 ;Ϭ͘ϲͿ 2.1 ;Ϭ͘ϯͿ WŽůĂŶĚ 4.2 ;Ϭ͘ϱͿ ϭϬ͘ϱ ;Ϭ͘ϲͿ ϮϬ͘ϳ ;Ϭ͘ϴͿ 26.5 ;Ϭ͘ϴͿ 22.3 ;Ϭ͘ϳͿ 11.7 ;Ϭ͘ϳͿ 4.1 ;Ϭ͘ϱͿ &ŝŶůĂŶĚ ϯ͘ϴ ;Ϭ͘ϰͿ 11.1 ;Ϭ͘ϲͿ 22.3 ;Ϭ͘ϵͿ Ϯϴ͘ϵ ;ϭ͘ϬͿ 22.7 ;Ϭ͘ϴͿ 9.3 ;Ϭ͘ϱͿ ϭ͘ϴ ;Ϭ͘ϯͿ <ŽƌĞĂ 5.4 ;Ϭ͘ϱͿ 9.6 ;Ϭ͘ϲͿ 17.3 ;Ϭ͘ϴͿ 23.4 ;Ϭ͘ϳͿ 22.9 ;Ϭ͘ϴͿ 14.4 ;Ϭ͘ϳͿ 6.9 ;Ϭ͘ϴͿ /ƌĞůĂŶĚ ϯ͘ϴ ;Ϭ͘ϱͿ 11.9 ;Ϭ͘ϳͿ 24.7 ;Ϭ͘ϴͿ ϯϬ͘ϱ ;Ϭ͘ϴͿ ϮϬ͘ϴ ;Ϭ͘ϴͿ 7.2 ;Ϭ͘ϲͿ ϭ͘Ϭ ;Ϭ͘ϮͿ EĞƚŚĞƌůĂŶĚƐ 4.5 ;Ϭ͘ϲͿ 11.2 ;Ϭ͘ϳͿ ϭϵ͘Ϭ ;ϭ͘ϬͿ 23.2 ;ϭ͘ϭͿ 23.6 ;Ϭ͘ϵͿ 14.2 ;Ϭ͘ϴͿ 4.3 ;Ϭ͘ϱͿ Ontario 4.6 ;Ϭ͘ϳͿ 11.2 ;Ϭ͘ϵͿ 21.3 ;ϭ͘ϮͿ 25.8 ;ϭ͘ϰͿ 21.7 ;ϭ͘ϲͿ 11.5 ;ϭ͘ϬͿ 3.9 ;Ϭ͘ϲͿ Alberta 5.3 ;ϭ͘ϬͿ 10.9 ;ϭ͘ϰͿ 20.7 ;ϭ͘ϴͿ 26.8 ;ϭ͘ϴͿ 21.6 ;ϭ͘ϰͿ 11.5 ;ϭ͘ϮͿ 3.4 ;Ϭ͘ϳͿ Canada 5.0 ;Ϭ͘ϰͿ 11.3 ;Ϭ͘ϱͿ 20.8 ;Ϭ͘ϲͿ 25.9 ;Ϭ͘ϲͿ 21.7 ;Ϭ͘ϳͿ 11.3 ;Ϭ͘ϱͿ 4.0 ;Ϭ͘ϯͿ ^ůŽǀĞŶŝĂ ϰ͘ϴ ;Ϭ͘ϲͿ 11.7 ;Ϭ͘ϳͿ 21.6 ;Ϭ͘ϵͿ 26.4 ;Ϭ͘ϵͿ ϮϮ͘Ϭ ;Ϭ͘ϴͿ ϭϬ͘ϱ ;Ϭ͘ϴͿ 3.1 ;Ϭ͘ϰͿ ^ǁŝƚǌĞƌůĂŶĚ ϰ͘ϴ ;Ϭ͘ϰͿ ϭϮ͘Ϭ ;Ϭ͘ϴͿ 19.5 ;Ϭ͘ϵͿ 24.4 ;ϭ͘ϬͿ 22.3 ;Ϭ͘ϵͿ 12.1 ;Ϭ͘ϳͿ 4.9 ;Ϭ͘ϱͿ >ĂƚǀŝĂ 4.4 ;Ϭ͘ϱͿ 12.9 ;Ϭ͘ϴͿ Ϯϱ͘ϴ ;Ϭ͘ϵͿ 29.4 ;ϭ͘ϬͿ ϭϵ͘Ϭ ;Ϭ͘ϴͿ 7.1 ;Ϭ͘ϱͿ 1.4 ;Ϭ͘ϮͿ ƌŝƟƐŚŽůƵŵďŝĂ 6.0 ;Ϭ͘ϵͿ 12.8 ;ϭ͘ϯͿ 21.7 ;ϭ͘ϯͿ 25.3 ;ϭ͘ϱͿ 20.6 ;ϭ͘ϰͿ 9.9 ;ϭ͘ϮͿ 3.7 ;Ϭ͘ϴͿ ^ǁĞĚĞŶ ϲ͘Ϭ ;Ϭ͘ϲͿ ϭϮ͘ϴ ;Ϭ͘ϴͿ 21.9 ;Ϭ͘ϵͿ 25.7 ;Ϭ͘ϴͿ Ϯϭ͘Ϭ ;Ϭ͘ϴͿ ϭϬ͘Ϭ ;Ϭ͘ϳͿ 2.6 ;Ϭ͘ϯͿ EŽƌǁĂǇ 6.5 ;Ϭ͘ϱͿ 12.4 ;Ϭ͘ϲͿ Ϯϭ͘ϴ ;Ϭ͘ϴͿ 26.5 ;Ϭ͘ϴͿ ϮϬ͘ϲ ;Ϭ͘ϵͿ ϵ͘ϴ ;Ϭ͘ϲͿ 2.4 ;Ϭ͘ϰͿ hŶŝƚĞĚ<ŝŶŐĚŽŵ 6.4 ;Ϭ͘ϱͿ ϭϮ͘ϴ ;Ϭ͘ϲͿ ϮϮ͘Ϭ ;Ϭ͘ϴͿ 25.5 ;Ϭ͘ϳͿ ϮϬ͘ϰ ;Ϭ͘ϳͿ ϵ͘ϴ ;Ϭ͘ϲͿ 3.1 ;Ϭ͘ϰͿ ĞůŐŝƵŵ 6.9 ;Ϭ͘ϳͿ ϭϮ͘ϴ ;Ϭ͘ϲͿ ϭϴ͘ϲ ;Ϭ͘ϳͿ Ϯϯ͘ϴ ;Ϭ͘ϴͿ 22.2 ;Ϭ͘ϳͿ 12.5 ;Ϭ͘ϲͿ 3.2 ;Ϭ͘ϰͿ EŽǀĂ^ĐŽƟĂ 6.4 ;ϭ͘ϯͿ 13.9 ;ϭ͘ϰͿ 24.5 ;ϭ͘ϰͿ 26.2 ;ϭ͘ϰͿ 18.7 ;ϭ͘ϱͿ 7.9 ;ϭ͘ϮͿ 2.4 ;Ϭ͘ϴͿ ǌĞĐŚZĞƉƵďůŝĐ 6.6 ;Ϭ͘ϳͿ ϭϯ͘ϴ ;Ϭ͘ϳͿ 22.1 ;Ϭ͘ϴͿ 25.2 ;Ϭ͘ϵͿ 19.6 ;Ϭ͘ϳͿ 9.5 ;Ϭ͘ϱͿ 3.1 ;Ϭ͘ϯͿ /ĐĞůĂŶĚ 7.4 ;Ϭ͘ϱͿ 13.3 ;Ϭ͘ϳͿ ϮϮ͘Ϭ ;ϭ͘ϬͿ 26.7 ;ϭ͘ϬͿ ϮϬ͘Ϯ ;Ϭ͘ϵͿ ϴ͘ϱ ;Ϭ͘ϲͿ 1.9 ;Ϭ͘ϯͿ ƵƐƚƌŝĂ 7.3 ;Ϭ͘ϳͿ ϭϯ͘ϴ ;Ϭ͘ϴͿ ϮϬ͘ϴ ;ϭ͘ϬͿ 24.9 ;Ϭ͘ϵͿ ϮϬ͘ϲ ;Ϭ͘ϴͿ ϭϬ͘Ϭ ;Ϭ͘ϳͿ 2.5 ;Ϭ͘ϯͿ 'ĞƌŵĂŶǇ 7.6 ;Ϭ͘ϳͿ 13.5 ;Ϭ͘ϴͿ ϮϬ͘ϳ ;Ϭ͘ϵͿ Ϯϰ͘Ϭ ;Ϭ͘ϴͿ ϮϬ͘ϴ ;Ϭ͘ϴͿ ϭϬ͘ϱ ;Ϭ͘ϳͿ Ϯ͘ϴ ;Ϭ͘ϯͿ Newfoundland and Labrador 6.0 ;ϭ͘ϱͿ 15.1 ;ϭ͘ϲͿ 26.7 ;Ϯ͘ϰͿ 26.7 ;Ϯ͘ϭͿ 16.9 ;Ϯ͘ϭͿ 6.9 ;ϭ͘ϵͿ U‡ ;Ϭ͘ϳͿ &ƌĂŶĐĞ ϴ͘Ϭ ;Ϭ͘ϱͿ 13.2 ;Ϭ͘ϲͿ 21.1 ;Ϭ͘ϴͿ 25.6 ;Ϭ͘ϴͿ Ϯϭ͘Ϭ ;Ϭ͘ϴͿ 9.2 ;Ϭ͘ϲͿ ϭ͘ϴ ;Ϭ͘ϯͿ Saskatchewan 6.4 ;Ϭ͘ϴͿ 15.2 ;ϭ͘ϲͿ 26.3 ;ϭ͘ϳͿ 27.7 ;ϭ͘ϳͿ 17.8 ;ϭ͘ϲͿ 5.6 ;Ϭ͘ϴͿ U‡ ;Ϭ͘ϰͿ ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ ϲ͘ϴ ;Ϭ͘ϳͿ 14.9 ;Ϭ͘ϴͿ Ϯϱ͘Ϭ ;Ϭ͘ϵͿ 27.5 ;Ϭ͘ϵͿ ϭϳ͘ϴ ;Ϭ͘ϴͿ 6.6 ;Ϭ͘ϲͿ 1.5 ;Ϭ͘ϮͿ EĞǁĞĂůĂŶĚ 7.6 ;Ϭ͘ϱͿ 14.2 ;Ϭ͘ϲͿ ϮϮ͘ϴ ;Ϭ͘ϴͿ Ϯϱ͘Ϭ ;Ϭ͘ϳͿ ϭϴ͘ϵ ;Ϭ͘ϳͿ ϴ͘ϴ ;Ϭ͘ϰͿ 2.7 ;Ϭ͘ϯͿ EĞǁƌƵŶƐǁŝĐŬ 7.5 ;ϭ͘ϬͿ 14.7 ;ϭ͘ϰͿ 23.8 ;ϭ͘ϳͿ 25.1 ;ϭ͘ϲͿ 18.5 ;ϭ͘ϴͿ 8.0 ;ϭ͘ϰͿ 2.3 ;Ϭ͘ϳͿ ƵƐƚƌĂůŝĂ 7.6 ;Ϭ͘ϱͿ ϭϰ͘ϴ ;Ϭ͘ϱͿ 23.4 ;Ϭ͘ϱͿ 25.6 ;Ϭ͘ϱͿ ϭϴ͘Ϯ ;Ϭ͘ϱͿ ϴ͘Ϭ ;Ϭ͘ϰͿ 2.5 ;Ϭ͘ϯͿ WŽƌƚƵŐĂů 9.3 ;Ϭ͘ϲͿ ϭϰ͘Ϭ ;Ϭ͘ϴͿ ϮϬ͘ϵ ;Ϭ͘ϴͿ 24.5 ;ϭ͘ϭͿ 19.7 ;Ϭ͘ϴͿ 9.1 ;Ϭ͘ϲͿ 2.5 ;Ϭ͘ϯͿ Prince Edward Island 8.3 ;Ϯ͘ϳͿ 15.5 ;Ϯ͘ϵͿ 23.0 ;Ϯ͘ϳͿ 25.9 ;ϯ͘ϯͿ 18.2 ;ϯ͘ϴͿ U‡ ;Ϯ͘ϲͿ U‡ ;Ϭ͘ϵͿ /ƚĂůǇ 9.1 ;Ϭ͘ϴͿ ϭϰ͘ϴ ;Ϭ͘ϵͿ 22.9 ;ϭ͘ϬͿ 25.6 ;Ϭ͘ϵͿ ϭϴ͘ϭ ;Ϭ͘ϴͿ 7.5 ;Ϭ͘ϲͿ Ϯ͘Ϭ ;Ϭ͘ϯͿ ^ƉĂŝŶ ϴ͘ϳ ;Ϭ͘ϰͿ ϭϲ͘Ϭ ;Ϭ͘ϱͿ 24.4 ;Ϭ͘ϰͿ Ϯϲ͘Ϭ ;Ϭ͘ϲͿ 17.5 ;Ϭ͘ϱͿ 6.2 ;Ϭ͘ϯͿ 1.1 ;Ϭ͘ϭͿ Manitoba 8.0 ;Ϭ͘ϵͿ 16.8 ;ϭ͘ϯͿ 24.9 ;ϭ͘ϵͿ 26.2 ;ϭ͘ϰͿ 16.5 ;ϭ͘ϭͿ 6.3 ;Ϭ͘ϵͿ U ;Ϭ͘ϰͿ ^ůŽǀĂŬZĞƉƵďůŝĐ ϭϬ͘ϳ ;Ϭ͘ϵͿ 14.4 ;Ϭ͘ϲͿ 21.4 ;Ϭ͘ϵͿ 24.2 ;Ϭ͘ϵͿ ϭϴ͘ϲ ;Ϭ͘ϵͿ ϴ͘ϰ ;Ϭ͘ϲͿ 2.3 ;Ϭ͘ϯͿ >ŝƚŚƵĂŶŝĂ 9.3 ;Ϭ͘ϲͿ 16.4 ;Ϭ͘ϳͿ 24.2 ;Ϭ͘ϳͿ 25.2 ;Ϭ͘ϵͿ 16.5 ;Ϭ͘ϴͿ ϲ͘ϴ ;Ϭ͘ϱͿ 1.7 ;Ϭ͘ϮͿ ,ƵŶŐĂƌǇ 9.6 ;Ϭ͘ϳͿ 16.1 ;Ϭ͘ϴͿ 23.6 ;Ϭ͘ϵͿ 25.2 ;ϭ͘ϬͿ 17.5 ;Ϭ͘ϴͿ 6.5 ;Ϭ͘ϱͿ 1.4 ;Ϭ͘ϯͿ hŶŝƚĞĚ^ƚĂƚĞƐ ϭϬ͘Ϯ ;Ϭ͘ϴͿ 16.9 ;Ϭ͘ϵͿ 24.2 ;ϭ͘ϬͿ 24.1 ;ϭ͘ϬͿ 16.3 ;Ϭ͘ϵͿ ϲ͘ϴ ;Ϭ͘ϳͿ 1.5 ;Ϭ͘ϯͿ >ƵǆĞŵďŽƵƌŐ ϭϬ͘ϵ ;Ϭ͘ϲͿ 16.4 ;Ϭ͘ϲͿ 21.7 ;Ϭ͘ϴͿ 22.6 ;Ϭ͘ϳͿ 17.7 ;Ϭ͘ϳͿ ϴ͘ϲ ;Ϭ͘ϱͿ 2.3 ;Ϭ͘ϯͿ

138 PISA 2018 dĂďůĞ͘ϯ͘ϭĂ;ĐŽŶƚ͛ĚͿ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞů͗Dd,Dd/^ WƌŽĮĐŝĞŶĐǇůĞǀĞůƐ Country ĞůŽǁ>ĞǀĞůϭ Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 or province Standard Standard Standard Standard Standard Standard Standard % error % error % error % error % error % error % error ĞůĂƌƵƐ 11.4 ;Ϭ͘ϳͿ ϭϴ͘Ϭ ;Ϭ͘ϳͿ 24.7 ;Ϭ͘ϵͿ 23.4 ;Ϭ͘ϳͿ 15.2 ;Ϭ͘ϳͿ 6.1 ;Ϭ͘ϱͿ 1.2 ;Ϭ͘ϮͿ DĂůƚĂ 14.3 ;Ϭ͘ϳͿ 15.9 ;Ϭ͘ϴͿ 21.5 ;ϭ͘ϬͿ 23.2 ;ϭ͘ϭͿ 16.6 ;Ϭ͘ϳͿ 6.7 ;Ϭ͘ϲͿ ϭ͘ϴ ;Ϭ͘ϯͿ ƌŽĂƟĂ ϭϭ͘Ϭ ;Ϭ͘ϴͿ ϮϬ͘Ϯ ;Ϭ͘ϴͿ 27.4 ;Ϭ͘ϵͿ 23.3 ;Ϭ͘ϴͿ ϭϯ͘Ϭ ;Ϭ͘ϴͿ 4.3 ;Ϭ͘ϱͿ Ϭ͘ϴ ;Ϭ͘ϮͿ /ƐƌĂĞů 17.7 ;ϭ͘ϭͿ 16.4 ;Ϭ͘ϴͿ ϮϬ͘ϳ ;Ϭ͘ϳͿ Ϯϭ͘Ϭ ;Ϭ͘ϴͿ 15.4 ;Ϭ͘ϴͿ ϳ͘Ϭ ;Ϭ͘ϲͿ ϭ͘ϴ ;Ϭ͘ϯͿ 'ƌĞĞĐĞ 15.3 ;ϭ͘ϭͿ ϮϬ͘ϱ ;Ϭ͘ϵͿ Ϯϲ͘ϴ ;Ϭ͘ϵͿ 22.5 ;ϭ͘ϬͿ 11.1 ;Ϭ͘ϲͿ 3.2 ;Ϭ͘ϰͿ Ϭ͘ϱ ;Ϭ͘ϮͿ hŬƌĂŝŶĞ 15.6 ;ϭ͘ϮͿ ϮϬ͘ϯ ;ϭ͘ϬͿ 26.2 ;ϭ͘ϬͿ 21.5 ;ϭ͘ϬͿ 11.5 ;Ϭ͘ϴͿ ϰ͘Ϭ ;Ϭ͘ϱͿ ϭ͘Ϭ ;Ϭ͘ϯͿ dƵƌŬĞǇ ϭϯ͘ϴ ;Ϭ͘ϵͿ 22.9 ;Ϭ͘ϴͿ 27.3 ;Ϭ͘ϴͿ ϮϬ͘ϰ ;Ϭ͘ϴͿ ϭϬ͘ϵ ;Ϭ͘ϱͿ 3.9 ;Ϭ͘ϰͿ Ϭ͘ϵ ;Ϭ͘ϯͿ ǇƉƌƵƐ 17.2 ;Ϭ͘ϲͿ 19.7 ;Ϭ͘ϳͿ 24.7 ;Ϭ͘ϵͿ ϮϮ͘Ϭ ;Ϭ͘ϴͿ 12.1 ;Ϭ͘ϱͿ 3.7 ;Ϭ͘ϰͿ Ϭ͘ϳ ;Ϭ͘ϭͿ ^ĞƌďŝĂ ϭϴ͘ϭ ;ϭ͘ϭͿ 21.6 ;Ϭ͘ϴͿ 24.1 ;Ϭ͘ϴͿ 19.2 ;Ϭ͘ϴͿ 11.7 ;Ϭ͘ϳͿ 4.2 ;Ϭ͘ϰͿ ϭ͘Ϭ ;Ϭ͘ϮͿ DĂůĂǇƐŝĂ 16.1 ;Ϭ͘ϵͿ 25.4 ;ϭ͘ϬͿ Ϯϴ͘ϯ ;Ϭ͘ϵͿ 19.3 ;Ϭ͘ϵͿ ϴ͘ϱ ;Ϭ͘ϳͿ 2.2 ;Ϭ͘ϰͿ h‡ ;Ϭ͘ϭͿ ůďĂŶŝĂ 16.9 ;Ϭ͘ϵͿ 25.5 ;Ϭ͘ϵͿ Ϯϴ͘ϲ ;ϭ͘ϬͿ 19.3 ;Ϭ͘ϴͿ 7.5 ;Ϭ͘ϳͿ Ϯ͘Ϭ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϭͿ ƵůŐĂƌŝĂ 21.9 ;ϭ͘ϰͿ 22.5 ;Ϭ͘ϴͿ 23.7 ;ϭ͘ϬͿ ϭϴ͘Ϯ ;ϭ͘ϬͿ 9.4 ;Ϭ͘ϳͿ 3.3 ;Ϭ͘ϱͿ Ϭ͘ϵ ;Ϭ͘ϮͿ hŶŝƚĞĚƌĂď ŵŝƌĂƚĞƐ 24.2 ;Ϭ͘ϵͿ 21.3 ;Ϭ͘ϲͿ 21.5 ;Ϭ͘ϱͿ 17.2 ;Ϭ͘ϲͿ ϭϬ͘ϰ ;Ϭ͘ϱͿ 4.2 ;Ϭ͘ϯͿ 1.2 ;Ϭ͘ϭͿ DŽŶƚĞŶĞŐƌŽ 19.9 ;Ϭ͘ϳͿ 26.3 ;Ϭ͘ϳͿ 27.3 ;Ϭ͘ϳͿ 17.9 ;Ϭ͘ϱͿ 6.9 ;Ϭ͘ϰͿ 1.6 ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϭͿ ZŽŵĂŶŝĂ 22.6 ;ϭ͘ϲͿ 23.9 ;ϭ͘ϮͿ 24.5 ;ϭ͘ϭͿ 17.3 ;ϭ͘ϭͿ ϴ͘ϱ ;ϭ͘ϬͿ 2.7 ;Ϭ͘ϱͿ h‡ ;Ϭ͘ϮͿ ƌƵŶĞŝĂƌƵƐƐĂůĂŵ 22.1 ;Ϭ͘ϴͿ 25.7 ;Ϭ͘ϴͿ Ϯϰ͘Ϭ ;Ϭ͘ϲͿ 16.2 ;Ϭ͘ϱͿ ϴ͘ϵ ;Ϭ͘ϱͿ 2.7 ;Ϭ͘ϯͿ Ϭ͘ϰ‡ ;Ϭ͘ϭͿ <ĂǌĂŬŚƐƚĂŶ 22.3 ;Ϭ͘ϴͿ Ϯϲ͘ϴ ;Ϭ͘ϲͿ 26.6 ;Ϭ͘ϲͿ ϭϲ͘Ϭ ;Ϭ͘ϲͿ 6.3 ;Ϭ͘ϰͿ 1.6 ;Ϭ͘ϮͿ Ϭ͘ϯ ;Ϭ͘ϭͿ DŽůĚŽǀĂ 26.1 ;Ϭ͘ϵͿ 24.2 ;Ϭ͘ϵͿ 23.5 ;Ϭ͘ϵͿ 16.5 ;Ϭ͘ϳͿ 7.3 ;Ϭ͘ϲͿ Ϯ͘Ϭ ;Ϭ͘ϯͿ h‡ ;Ϭ͘ϭͿ hƌƵŐƵĂǇ 24.6 ;ϭ͘ϭͿ 26.1 ;ϭ͘ϯͿ 26.5 ;ϭ͘ϬͿ ϭϱ͘ϴ ;ϭ͘ϬͿ ϲ͘Ϭ ;Ϭ͘ϲͿ ϭ͘Ϭ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ ĂŬƵ;ǌĞƌďĂŝũĂŶͿ 24.7 ;ϭ͘ϬͿ 26.1 ;Ϭ͘ϴͿ 25.2 ;Ϭ͘ϵͿ 15.7 ;Ϭ͘ϳͿ 6.4 ;Ϭ͘ϲͿ 1.7 ;Ϭ͘ϯͿ h‡ ;Ϭ͘ϭͿ ŚŝůĞ 24.7 ;ϭ͘ϭͿ 27.2 ;Ϭ͘ϵͿ 25.5 ;Ϭ͘ϵͿ 15.6 ;Ϭ͘ϴͿ 5.7 ;Ϭ͘ϱͿ 1.1 ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ dŚĂŝůĂŶĚ Ϯϱ͘Ϭ ;ϭ͘ϯͿ 27.7 ;ϭ͘ϬͿ 24.6 ;ϭ͘ϬͿ 14.3 ;Ϭ͘ϴͿ 6.1 ;Ϭ͘ϳͿ 1.9 ;Ϭ͘ϯͿ Ϭ͘ϯ ;Ϭ͘ϭͿ YĂƚĂƌ 29.7 ;Ϭ͘ϳͿ Ϯϰ͘Ϭ ;Ϭ͘ϱͿ 21.9 ;Ϭ͘ϱͿ 14.6 ;Ϭ͘ϰͿ 6.9 ;Ϭ͘ϯͿ 2.4 ;Ϭ͘ϮͿ Ϭ͘ϲ ;Ϭ͘ϭͿ DĞǆŝĐŽ Ϯϲ͘Ϭ ;ϭ͘ϮͿ ϯϬ͘ϯ ;Ϭ͘ϵͿ 26.4 ;Ϭ͘ϵͿ 13.1 ;Ϭ͘ϴͿ 3.7 ;Ϭ͘ϱͿ Ϭ͘ϱ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ ŽƐŶŝĂĂŶĚ ,ĞƌǌĞŐŽǀŝŶĂ Ϯϴ͘ϳ ;ϭ͘ϯͿ Ϯϴ͘ϵ ;ϭ͘ϬͿ 24.2 ;Ϭ͘ϵͿ 13.1 ;Ϭ͘ϴͿ 4.3 ;Ϭ͘ϱͿ Ϭ͘ϳ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ :ŽƌĚĂŶ ϯϬ͘ϳ ;ϭ͘ϰͿ Ϯϴ͘ϲ ;Ϭ͘ϴͿ Ϯϰ͘Ϭ ;Ϭ͘ϵͿ 12.4 ;Ϭ͘ϴͿ 3.6 ;Ϭ͘ϱͿ Ϭ͘ϲ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϭͿ Lebanon ϯϴ͘Ϭ ;ϭ͘ϳͿ Ϯϭ͘ϴ ;ϭ͘ϬͿ 19.1 ;ϭ͘ϭͿ 13.1 ;Ϭ͘ϵͿ ϲ͘Ϭ ;Ϭ͘ϱͿ 1.7 ;Ϭ͘ϯͿ h‡ ;Ϭ͘ϭͿ ŽƐƚĂZŝĐĂ Ϯϳ͘ϴ ;ϭ͘ϯͿ 32.2 ;ϭ͘ϮͿ 25.6 ;ϭ͘ϮͿ 11.2 ;ϭ͘ϬͿ Ϯ͘ϴ ;Ϭ͘ϱͿ h‡ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ WĞƌƵ ϯϮ͘Ϭ ;ϭ͘ϮͿ Ϯϴ͘ϯ ;Ϭ͘ϴͿ 23.1 ;Ϭ͘ϵͿ 11.6 ;Ϭ͘ϳͿ 4.1 ;Ϭ͘ϱͿ Ϭ͘ϴ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ ZĞƉƵďůŝĐŽĨEŽƌƚŚ DĂĐĞĚŽŶŝĂ 35.2 ;Ϭ͘ϴͿ Ϯϱ͘ϴ ;Ϭ͘ϴͿ 21.3 ;Ϭ͘ϳͿ 12.1 ;Ϭ͘ϳͿ 4.5 ;Ϭ͘ϰͿ ϭ͘Ϭ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϭͿ 'ĞŽƌŐŝĂ 33.7 ;ϭ͘ϮͿ 27.3 ;ϭ͘ϭͿ 21.6 ;Ϭ͘ϴͿ 11.9 ;Ϭ͘ϴͿ 4.4 ;Ϭ͘ϱͿ Ϭ͘ϵ ;Ϭ͘ϯͿ h‡ ;Ϭ͘ϭͿ ŽůŽŵďŝĂ 35.5 ;ϭ͘ϳͿ 29.9 ;ϭ͘ϮͿ 21.1 ;Ϭ͘ϵͿ ϭϬ͘Ϭ ;Ϭ͘ϳͿ 3.1 ;Ϭ͘ϰͿ Ϭ͘ϱ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ ƌĂǌŝů ϰϭ͘Ϭ ;ϭ͘ϬͿ 27.1 ;Ϭ͘ϳͿ ϭϴ͘Ϯ ;Ϭ͘ϳͿ 9.3 ;Ϭ͘ϱͿ 3.4 ;Ϭ͘ϯͿ Ϭ͘ϴ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ ƌŐĞŶƟŶĂ ϰϬ͘ϱ ;ϭ͘ϲͿ Ϯϴ͘ϱ ;ϭ͘ϬͿ 19.6 ;Ϭ͘ϵͿ ϴ͘ϴ ;Ϭ͘ϳͿ 2.3 ;Ϭ͘ϯͿ Ϭ͘ϯ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ /ŶĚŽŶĞƐŝĂ ϰϬ͘ϲ ;ϭ͘ϲͿ 31.3 ;ϭ͘ϮͿ ϭϴ͘ϲ ;ϭ͘ϬͿ ϲ͘ϴ ;Ϭ͘ϳͿ 2.3 ;Ϭ͘ϱͿ h ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ ^ĂƵĚŝƌĂďŝĂ ϰϮ͘ϴ ;ϭ͘ϲͿ 29.9 ;ϭ͘ϬͿ ϭϴ͘ϴ ;ϭ͘ϭͿ ϲ͘ϴ ;Ϭ͘ϲͿ 1.5 ;Ϭ͘ϯͿ h‡ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ DŽƌŽĐĐŽ 47.1 ;ϭ͘ϵͿ Ϯϴ͘ϱ ;ϭ͘ϬͿ 16.9 ;ϭ͘ϬͿ 6.2 ;Ϭ͘ϲͿ 1.2 ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ <ŽƐŽǀŽ ϰϳ͘Ϭ ;ϭ͘ϬͿ 29.6 ;ϭ͘ϭͿ 16.5 ;Ϭ͘ϴͿ 5.4 ;Ϭ͘ϰͿ 1.4 ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ WŚŝůŝƉƉŝŶĞƐ 54.4 ;ϭ͘ϳͿ 26.3 ;Ϭ͘ϵͿ 13.6 ;ϭ͘ϬͿ 4.7 ;Ϭ͘ϳͿ Ϭ͘ϵ ;Ϭ͘ϯͿ h‡ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ Panama 53.7 ;ϭ͘ϰͿ 27.5 ;ϭ͘ϬͿ 13.5 ;Ϭ͘ϴͿ 4.3 ;Ϭ͘ϲͿ Ϭ͘ϵ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ ŽŵŝŶŝĐĂŶZĞƉƵďůŝĐ 69.3 ;ϭ͘ϰͿ 21.3 ;ϭ͘ϬͿ 7.3 ;Ϭ͘ϲͿ ϭ͘ϴ ;Ϭ͘ϰͿ h ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ Ϭ͘Ϭ‡ ;Ϭ͘ϬͿ OECD average 9.1 ;Ϭ͘ϭͿ 14.8 ;Ϭ͘ϭͿ 22.2 ;Ϭ͘ϭͿ 24.4 ;Ϭ͘ϭͿ 18.5 ;Ϭ͘ϭͿ 8.5 ;Ϭ͘ϭͿ 2.4 ;Ϭ͘ϭͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘ Note͗ŽƵŶƚƌŝĞƐĂŶĚƉƌŽǀŝŶĐĞƐŚĂǀĞďĞĞŶƐŽƌƚĞĚŝŶĚĞƐĐĞŶĚŝŶŐŽƌĚĞƌďǇƚŚĞƚŽƚĂůƉĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐǁŚŽĂƩĂŝŶĞĚ>ĞǀĞůϮŽƌŚŝŐŚĞƌ͘Ͳ^Ͳ:Ͳ;ŚŝŶĂͿƌĞƉƌĞƐĞŶƚƐĞŝũŝŶŐ͕ ^ŚĂŶŐŚĂŝ͕:ŝĂŶŐƐƵ͕ĂŶĚŚĞũŝĂŶŐ͘^ĞĞKϮϬϭϵď͕Ɖ͘Ϯϭ͕ĨŽƌĂŶŽƚĞƌĞŐĂƌĚŝŶŐǇƉƌƵƐ͘dŚĞĚĂƚĂĨŽƌsŝĞƚŶĂŵŚĂǀĞŶŽƚǇĞƚďĞĞŶĨƵůůǇǀĂůŝĚĂƚĞĚ͗ĚƵĞƚŽĂůĂĐŬŽĨĐŽŶƐŝƐƚĞŶĐǇŝŶƚŚĞ ƌĞƐƉŽŶƐĞƉĂƩĞƌŶŽĨƐŽŵĞƉĞƌĨŽƌŵĂŶĐĞĚĂƚĂ͕ƚŚĞKĐĂŶŶŽƚǇĞƚĂƐƐƵƌĞĨƵůůŝŶƚĞƌŶĂƟŽŶĂůĐŽŵƉĂƌĂďŝůŝƚǇŽĨƚŚĞƌĞƐƵůƚƐ͘

PISA 2018 139 dĂďůĞ͘ϯ͘ϭď WƌŽƉŽƌƟŽŶŽĨƐƚƵĚĞŶƚƐǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮ͕Ăƚ>ĞǀĞůϮŽƌĂďŽǀĞ͕ĂŶĚĂƚ>ĞǀĞůƐϱĂŶĚϲ͗Dd,Dd/^ WƌŽĮĐŝĞŶĐǇůĞǀĞůƐ Country or province ĞůŽǁ>ĞǀĞůϮ Level 2 or above Levels 5 and 6 Standard Standard Standard % error % error % error Ͳ^Ͳ:Ͳ;ŚŝŶĂͿ 2.4 ;Ϭ͘ϰͿ 97.6 ;Ϭ͘ϰͿ 44.3 ;ϭ͘ϯͿ DĂĐĂŽ;ŚŝŶĂͿ ϱ͘Ϭ ;Ϭ͘ϱͿ ϵϱ͘Ϭ ;Ϭ͘ϱͿ 27.6 ;Ϭ͘ϴͿ ^ŝŶŐĂƉŽƌĞ 7.1 ;Ϭ͘ϰͿ 92.9 ;Ϭ͘ϰͿ 36.9 ;Ϭ͘ϴͿ ,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ 9.2 ;Ϭ͘ϴͿ ϵϬ͘ϴ ;Ϭ͘ϴͿ Ϯϵ͘Ϭ ;ϭ͘ϭͿ ƐƚŽŶŝĂ ϭϬ͘Ϯ ;Ϭ͘ϲͿ ϴϵ͘ϴ ;Ϭ͘ϲͿ 15.5 ;Ϭ͘ϴͿ :ĂƉĂŶ 11.5 ;Ϭ͘ϴͿ ϴϴ͘ϱ ;Ϭ͘ϴͿ ϭϴ͘ϯ ;ϭ͘ϭͿ Quebec 11.7 ;ϭ͘ϭͿ 88.3 ;ϭ͘ϭͿ 21.1 ;ϭ͘ϯͿ ŚŝŶĞƐĞdĂŝƉĞŝ ϭϰ͘Ϭ ;Ϭ͘ϴͿ ϴϲ͘Ϭ ;Ϭ͘ϴͿ 23.2 ;ϭ͘ϭͿ ĞŶŵĂƌŬ 14.6 ;Ϭ͘ϲͿ ϴϱ͘ϰ ;Ϭ͘ϲͿ 11.6 ;Ϭ͘ϳͿ WŽůĂŶĚ 14.7 ;Ϭ͘ϴͿ ϴϱ͘ϯ ;Ϭ͘ϴͿ ϭϱ͘ϴ ;ϭ͘ϬͿ &ŝŶůĂŶĚ ϭϱ͘Ϭ ;Ϭ͘ϳͿ ϴϱ͘Ϭ ;Ϭ͘ϳͿ 11.1 ;Ϭ͘ϲͿ <ŽƌĞĂ ϭϱ͘Ϭ ;Ϭ͘ϵͿ ϴϱ͘Ϭ ;Ϭ͘ϵͿ 21.4 ;ϭ͘ϭͿ /ƌĞůĂŶĚ 15.7 ;Ϭ͘ϴͿ ϴϰ͘ϯ ;Ϭ͘ϴͿ ϴ͘Ϯ ;Ϭ͘ϳͿ EĞƚŚĞƌůĂŶĚƐ ϭϱ͘ϴ ;ϭ͘ϭͿ ϴϰ͘Ϯ ;ϭ͘ϭͿ ϭϴ͘ϰ ;ϭ͘ϬͿ Ontario 15.8 ;ϭ͘ϮͿ 84.2 ;ϭ͘ϮͿ 15.4 ;ϭ͘ϱͿ Alberta 16.2 ;Ϯ͘ϬͿ 83.8 ;Ϯ͘ϬͿ 14.8 ;ϭ͘ϲͿ Canada 16.3 ;Ϭ͘ϳͿ 83.7 ;Ϭ͘ϳͿ 15.3 ;Ϭ͘ϳͿ ^ůŽǀĞŶŝĂ 16.4 ;Ϭ͘ϲͿ ϴϯ͘ϲ ;Ϭ͘ϲͿ 13.6 ;Ϭ͘ϳͿ ^ǁŝƚǌĞƌůĂŶĚ ϭϲ͘ϴ ;Ϭ͘ϵͿ ϴϯ͘Ϯ ;Ϭ͘ϵͿ ϭϳ͘Ϭ ;ϭ͘ϬͿ >ĂƚǀŝĂ 17.3 ;ϭ͘ϬͿ ϴϮ͘ϳ ;ϭ͘ϬͿ ϴ͘ϱ ;Ϭ͘ϲͿ ƌŝƟƐŚŽůƵŵďŝĂ 18.8 ;ϭ͘ϴͿ 81.2 ;ϭ͘ϴͿ 13.6 ;ϭ͘ϳͿ ^ǁĞĚĞŶ ϭϴ͘ϴ ;ϭ͘ϬͿ ϴϭ͘Ϯ ;ϭ͘ϬͿ 12.6 ;Ϭ͘ϴͿ EŽƌǁĂǇ ϭϴ͘ϵ ;Ϭ͘ϴͿ ϴϭ͘ϭ ;Ϭ͘ϴͿ 12.2 ;Ϭ͘ϳͿ hŶŝƚĞĚ<ŝŶŐĚŽŵ 19.2 ;Ϭ͘ϵͿ ϴϬ͘ϴ ;Ϭ͘ϵͿ 12.9 ;Ϭ͘ϴͿ ĞůŐŝƵŵ 19.7 ;Ϭ͘ϵͿ ϴϬ͘ϯ ;Ϭ͘ϵͿ 15.7 ;Ϭ͘ϵͿ EŽǀĂ^ĐŽƟĂ 20.3 ;Ϯ͘ϮͿ 79.7 ;Ϯ͘ϮͿ 10.3 ;ϭ͘ϲͿ ǌĞĐŚZĞƉƵďůŝĐ ϮϬ͘ϰ ;ϭ͘ϭͿ 79.6 ;ϭ͘ϭͿ 12.7 ;Ϭ͘ϳͿ /ĐĞůĂŶĚ ϮϬ͘ϳ ;ϭ͘ϬͿ 79.3 ;ϭ͘ϬͿ ϭϬ͘ϰ ;Ϭ͘ϲͿ ƵƐƚƌŝĂ 21.1 ;ϭ͘ϮͿ ϳϴ͘ϵ ;ϭ͘ϮͿ 12.6 ;Ϭ͘ϴͿ 'ĞƌŵĂŶǇ 21.1 ;ϭ͘ϭͿ ϳϴ͘ϵ ;ϭ͘ϭͿ 13.3 ;Ϭ͘ϴͿ Newfoundland and Labrador 21.1 ;Ϯ͘ϯͿ 78.9 ;Ϯ͘ϯͿ 8.6 ;Ϯ͘ϭͿ &ƌĂŶĐĞ 21.3 ;Ϭ͘ϴͿ ϳϴ͘ϳ ;Ϭ͘ϴͿ ϭϭ͘Ϭ ;Ϭ͘ϴͿ Saskatchewan 21.6 ;Ϯ͘ϭͿ 78.4 ;Ϯ͘ϭͿ 6.6 ;Ϭ͘ϵͿ ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ 21.6 ;ϭ͘ϯͿ ϳϴ͘ϰ ;ϭ͘ϯͿ ϴ͘ϭ ;Ϭ͘ϳͿ EĞǁĞĂůĂŶĚ Ϯϭ͘ϴ ;Ϭ͘ϴͿ ϳϴ͘Ϯ ;Ϭ͘ϴͿ 11.6 ;Ϭ͘ϱͿ EĞǁƌƵŶƐǁŝĐŬ 22.3 ;Ϯ͘ϬͿ 77.7 ;Ϯ͘ϬͿ 10.3 ;ϭ͘ϳͿ ƵƐƚƌĂůŝĂ 22.4 ;Ϭ͘ϳͿ 77.6 ;Ϭ͘ϳͿ ϭϬ͘ϱ ;Ϭ͘ϱͿ WŽƌƚƵŐĂů 23.3 ;ϭ͘ϬͿ 76.7 ;ϭ͘ϬͿ 11.6 ;Ϭ͘ϳͿ Prince Edward Island 23.7 ;ϯ͘ϵͿ 76.3 ;ϯ͘ϵͿ 9.1‡ ;Ϯ͘ϵͿ /ƚĂůǇ Ϯϯ͘ϴ ;ϭ͘ϭͿ 76.2 ;ϭ͘ϭͿ 9.5 ;Ϭ͘ϴͿ ^ƉĂŝŶ 24.7 ;Ϭ͘ϲͿ 75.3 ;Ϭ͘ϲͿ 7.3 ;Ϭ͘ϰͿ Manitoba 24.8 ;ϭ͘ϲͿ 75.2 ;ϭ͘ϲͿ 7.6 ;ϭ͘ϬͿ ^ůŽǀĂŬZĞƉƵďůŝĐ 25.1 ;ϭ͘ϭͿ 74.9 ;ϭ͘ϭͿ ϭϬ͘ϳ ;Ϭ͘ϳͿ >ŝƚŚƵĂŶŝĂ 25.6 ;Ϭ͘ϵͿ 74.4 ;Ϭ͘ϵͿ ϴ͘ϰ ;Ϭ͘ϱͿ ,ƵŶŐĂƌǇ 25.6 ;ϭ͘ϬͿ 74.4 ;ϭ͘ϬͿ ϴ͘Ϭ ;Ϭ͘ϳͿ hŶŝƚĞĚ^ƚĂƚĞƐ 27.1 ;ϭ͘ϰͿ 72.9 ;ϭ͘ϰͿ ϴ͘ϯ ;Ϭ͘ϴͿ >ƵǆĞŵďŽƵƌŐ 27.2 ;Ϭ͘ϳͿ ϳϮ͘ϴ ;Ϭ͘ϳͿ ϭϬ͘ϴ ;Ϭ͘ϲͿ

140 PISA 2018 dĂďůĞ͘ϯ͘ϭď;ĐŽŶƚ͛ĚͿ WƌŽƉŽƌƟŽŶŽĨƐƚƵĚĞŶƚƐǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮ͕Ăƚ>ĞǀĞůϮŽƌĂďŽǀĞ͕ĂŶĚĂƚ>ĞǀĞůƐϱĂŶĚϲ͗Dd,Dd/^ WƌŽĮĐŝĞŶĐǇůĞǀĞůƐ Country or province ĞůŽǁ>ĞǀĞůϮ Level 2 or above Levels 5 and 6 Standard Standard Standard % error % error % error ĞůĂƌƵƐ 29.4 ;ϭ͘ϭͿ ϳϬ͘ϲ ;ϭ͘ϭͿ 7.3 ;Ϭ͘ϲͿ DĂůƚĂ ϯϬ͘Ϯ ;ϭ͘ϬͿ ϲϵ͘ϴ ;ϭ͘ϬͿ ϴ͘ϱ ;Ϭ͘ϳͿ ƌŽĂƟĂ 31.2 ;ϭ͘ϯͿ ϲϴ͘ϴ ;ϭ͘ϯͿ 5.1 ;Ϭ͘ϱͿ /ƐƌĂĞů 34.1 ;ϭ͘ϰͿ 65.9 ;ϭ͘ϰͿ ϴ͘ϴ ;Ϭ͘ϲͿ 'ƌĞĞĐĞ ϯϱ͘ϴ ;ϭ͘ϱͿ 64.2 ;ϭ͘ϱͿ 3.7 ;Ϭ͘ϱͿ hŬƌĂŝŶĞ 35.9 ;ϭ͘ϲͿ 64.1 ;ϭ͘ϲͿ ϱ͘Ϭ ;Ϭ͘ϲͿ dƵƌŬĞǇ 36.7 ;ϭ͘ϭͿ 63.3 ;ϭ͘ϭͿ ϰ͘ϴ ;Ϭ͘ϲͿ ǇƉƌƵƐ 36.9 ;Ϭ͘ϳͿ 63.1 ;Ϭ͘ϳͿ 4.4 ;Ϭ͘ϰͿ ^ĞƌďŝĂ 39.7 ;ϭ͘ϰͿ ϲϬ͘ϯ ;ϭ͘ϰͿ 5.2 ;Ϭ͘ϰͿ DĂůĂǇƐŝĂ 41.5 ;ϭ͘ϰͿ ϱϴ͘ϱ ;ϭ͘ϰͿ 2.5 ;Ϭ͘ϰͿ ůďĂŶŝĂ 42.4 ;ϭ͘ϰͿ 57.6 ;ϭ͘ϰͿ 2.3 ;Ϭ͘ϯͿ ƵůŐĂƌŝĂ 44.4 ;ϭ͘ϳͿ 55.6 ;ϭ͘ϳͿ 4.2 ;Ϭ͘ϲͿ hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ 45.5 ;Ϭ͘ϵͿ 54.5 ;Ϭ͘ϵͿ 5.4 ;Ϭ͘ϯͿ DŽŶƚĞŶĞŐƌŽ 46.2 ;Ϭ͘ϴͿ ϱϯ͘ϴ ;Ϭ͘ϴͿ ϭ͘ϴ ;Ϭ͘ϮͿ ZŽŵĂŶŝĂ 46.6 ;Ϯ͘ϯͿ 53.4 ;Ϯ͘ϯͿ 3.2 ;Ϭ͘ϲͿ ƌƵŶĞŝĂƌƵƐƐĂůĂŵ 47.9 ;Ϭ͘ϳͿ 52.1 ;Ϭ͘ϳͿ ϯ͘Ϭ ;Ϭ͘ϯͿ <ĂǌĂŬŚƐƚĂŶ 49.1 ;Ϭ͘ϵͿ ϱϬ͘ϵ ;Ϭ͘ϵͿ 1.9 ;Ϭ͘ϮͿ DŽůĚŽǀĂ ϱϬ͘ϯ ;ϭ͘ϭͿ 49.7 ;ϭ͘ϭͿ 2.4 ;Ϭ͘ϰͿ hƌƵŐƵĂǇ ϱϬ͘ϳ ;ϭ͘ϱͿ 49.3 ;ϭ͘ϱͿ ϭ͘Ϭ ;Ϭ͘ϯͿ ĂŬƵ;ǌĞƌďĂŝũĂŶͿ ϱϬ͘ϳ ;ϭ͘ϯͿ 49.3 ;ϭ͘ϯͿ Ϯ͘Ϭ ;Ϭ͘ϯͿ ŚŝůĞ 51.9 ;ϭ͘ϯͿ ϰϴ͘ϭ ;ϭ͘ϯͿ 1.2 ;Ϭ͘ϮͿ dŚĂŝůĂŶĚ 52.7 ;ϭ͘ϳͿ 47.3 ;ϭ͘ϳͿ 2.3 ;Ϭ͘ϰͿ YĂƚĂƌ 53.7 ;Ϭ͘ϲͿ 46.3 ;Ϭ͘ϲͿ 2.9 ;Ϭ͘ϮͿ DĞǆŝĐŽ 56.2 ;ϭ͘ϰͿ ϰϯ͘ϴ ;ϭ͘ϰͿ Ϭ͘ϱ ;Ϭ͘ϭͿ ŽƐŶŝĂĂŶĚ,ĞƌǌĞŐŽǀŝŶĂ 57.6 ;ϭ͘ϲͿ 42.4 ;ϭ͘ϲͿ Ϭ͘ϴ ;Ϭ͘ϮͿ :ŽƌĚĂŶ 59.3 ;ϭ͘ϲͿ ϰϬ͘ϳ ;ϭ͘ϲͿ Ϭ͘ϳ ;Ϭ͘ϮͿ Lebanon ϱϵ͘ϴ ;ϭ͘ϳͿ ϰϬ͘Ϯ ;ϭ͘ϳͿ Ϯ͘Ϭ ;Ϭ͘ϯͿ ŽƐƚĂZŝĐĂ ϲϬ͘Ϭ ;ϭ͘ϵͿ ϰϬ͘Ϭ ;ϭ͘ϵͿ h‡ ;Ϭ͘ϭͿ WĞƌƵ ϲϬ͘ϯ ;ϭ͘ϯͿ 39.7 ;ϭ͘ϯͿ Ϭ͘ϵ ;Ϭ͘ϮͿ ZĞƉƵďůŝĐŽĨEŽƌƚŚDĂĐĞĚŽŶŝĂ ϲϭ͘Ϭ ;Ϭ͘ϵͿ ϯϵ͘Ϭ ;Ϭ͘ϵͿ 1.1 ;Ϭ͘ϮͿ 'ĞŽƌŐŝĂ 61.1 ;ϭ͘ϯͿ ϯϴ͘ϵ ;ϭ͘ϯͿ ϭ͘Ϭ ;Ϭ͘ϯͿ ŽůŽŵďŝĂ 65.4 ;ϭ͘ϲͿ 34.6 ;ϭ͘ϲͿ Ϭ͘ϱ ;Ϭ͘ϭͿ ƌĂǌŝů ϲϴ͘ϭ ;ϭ͘ϬͿ 31.9 ;ϭ͘ϬͿ Ϭ͘ϵ ;Ϭ͘ϮͿ ƌŐĞŶƟŶĂ ϲϵ͘Ϭ ;ϭ͘ϯͿ ϯϭ͘Ϭ ;ϭ͘ϯͿ Ϭ͘ϯ ;Ϭ͘ϭͿ /ŶĚŽŶĞƐŝĂ 71.9 ;ϭ͘ϱͿ Ϯϴ͘ϭ ;ϭ͘ϱͿ Ϭ͘ϱ ;Ϭ͘ϮͿ ^ĂƵĚŝƌĂďŝĂ 72.7 ;ϭ͘ϱͿ 27.3 ;ϭ͘ϱͿ h‡ ;Ϭ͘ϭͿ DŽƌŽĐĐŽ 75.6 ;ϭ͘ϲͿ 24.4 ;ϭ͘ϲͿ h‡ ;Ϭ͘ϭͿ <ŽƐŽǀŽ 76.6 ;Ϭ͘ϵͿ 23.4 ;Ϭ͘ϵͿ h‡ ;Ϭ͘ϭͿ WŚŝůŝƉƉŝŶĞƐ ϴϬ͘ϳ ;ϭ͘ϲͿ 19.3 ;ϭ͘ϲͿ h‡ ;Ϭ͘ϭͿ Panama ϴϭ͘Ϯ ;ϭ͘ϯͿ ϭϴ͘ϴ ;ϭ͘ϯͿ h‡ ;Ϭ͘ϭͿ ŽŵŝŶŝĐĂŶZĞƉƵďůŝĐ ϵϬ͘ϲ ;ϭ͘ϬͿ 9.4 ;ϭ͘ϬͿ h‡ ;Ϭ͘ϬͿ OECD average 24.0 ;Ϭ͘ϮͿ 76.0 ;Ϭ͘ϮͿ 10.9 ;Ϭ͘ϭͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘ Note͗ŽƵŶƚƌŝĞƐĂŶĚƉƌŽǀŝŶĐĞƐŚĂǀĞďĞĞŶƐŽƌƚĞĚŝŶĚĞƐĐĞŶĚŝŶŐŽƌĚĞƌďǇƚŚĞƚŽƚĂůƉĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐǁŚŽĂƩĂŝŶĞĚ>ĞǀĞůϮŽƌŚŝŐŚĞƌ͘Ͳ^Ͳ:Ͳ;ŚŝŶĂͿƌĞƉƌĞƐĞŶƚƐĞŝũŝŶŐ͕ ^ŚĂŶŐŚĂŝ͕:ŝĂŶŐƐƵ͕ĂŶĚŚĞũŝĂŶŐ͘^ĞĞKϮϬϭϵď͕Ɖ͘Ϯϭ͕ĨŽƌĂŶŽƚĞƌĞŐĂƌĚŝŶŐǇƉƌƵƐ͘dŚĞĚĂƚĂĨŽƌsŝĞƚŶĂŵŚĂǀĞŶŽƚǇĞƚďĞĞŶĨƵůůǇǀĂůŝĚĂƚĞĚ͗ĚƵĞƚŽĂůĂĐŬŽĨĐŽŶƐŝƐƚĞŶĐǇŝŶƚŚĞ ƌĞƐƉŽŶƐĞƉĂƩĞƌŶŽĨƐŽŵĞƉĞƌĨŽƌŵĂŶĐĞĚĂƚĂ͕ƚŚĞKĐĂŶŶŽƚǇĞƚĂƐƐƵƌĞĨƵůůŝŶƚĞƌŶĂƟŽŶĂůĐŽŵƉĂƌĂďŝůŝƚǇŽĨƚŚĞƌĞƐƵůƚƐ͘

PISA 2018 141 dĂďůĞ͘ϯ͘ϮĂ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞů͗^/E WƌŽĮĐŝĞŶĐǇůĞǀĞůƐ Country ĞůŽǁ>ĞǀĞůϭ Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 or province Standard Standard Standard Standard Standard Standard Standard % error % error % error % error % error % error % error Ͳ^Ͳ:Ͳ;ŚŝŶĂͿ h ;Ϭ͘ϭͿ ϭ͘ϴ ;Ϭ͘ϯͿ ϴ͘ϰ ;Ϭ͘ϲͿ 23.4 ;Ϭ͘ϵͿ 34.6 ;ϭ͘ϬͿ 24.3 ;ϭ͘ϭͿ 7.2 ;Ϭ͘ϳͿ DĂĐĂŽ;ŚŝŶĂͿ Ϭ͘ϵ ;Ϭ͘ϮͿ 5.1 ;Ϭ͘ϱͿ 17.2 ;Ϭ͘ϳͿ 32.3 ;ϭ͘ϬͿ ϯϬ͘ϴ ;Ϭ͘ϵͿ 11.9 ;Ϭ͘ϲͿ 1.7 ;Ϭ͘ϯͿ ƐƚŽŶŝĂ 1.2 ;Ϭ͘ϮͿ 7.5 ;Ϭ͘ϱͿ 21.5 ;Ϭ͘ϳͿ 32.1 ;Ϭ͘ϵͿ 25.4 ;Ϭ͘ϴͿ ϭϬ͘Ϯ ;Ϭ͘ϱͿ Ϯ͘Ϭ ;Ϭ͘ϮͿ ^ŝŶŐĂƉŽƌĞ 1.9 ;Ϭ͘ϮͿ 7.1 ;Ϭ͘ϰͿ 15.1 ;Ϭ͘ϳͿ 25.4 ;Ϭ͘ϳͿ 29.7 ;Ϭ͘ϳͿ ϭϳ͘Ϭ ;Ϭ͘ϱͿ ϯ͘ϴ ;Ϭ͘ϯͿ :ĂƉĂŶ Ϯ͘Ϭ ;Ϭ͘ϯͿ ϴ͘ϵ ;Ϭ͘ϲͿ 19.9 ;Ϭ͘ϴͿ 29.7 ;ϭ͘ϭͿ 26.5 ;Ϭ͘ϵͿ 11.4 ;Ϭ͘ϳͿ 1.6 ;Ϭ͘ϯͿ Alberta 2.3 ;Ϭ͘ϱͿ 8.7 ;ϭ͘ϭͿ 18.8 ;ϭ͘ϮͿ 28.5 ;ϭ͘ϲͿ 26.8 ;ϭ͘ϲͿ 12.2 ;ϭ͘ϰͿ 2.7 ;Ϭ͘ϳͿ ,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ 2.6 ;Ϭ͘ϯͿ ϴ͘ϵ ;Ϭ͘ϲͿ 21.7 ;Ϭ͘ϴͿ ϯϯ͘ϴ ;Ϭ͘ϵͿ Ϯϱ͘Ϭ ;Ϭ͘ϵͿ 7.1 ;Ϭ͘ϲͿ Ϭ͘ϳ ;Ϭ͘ϮͿ Quebec 2.3 ;Ϭ͘ϰͿ 9.4 ;Ϭ͘ϴͿ 21.1 ;ϭ͘ϯͿ 31.3 ;ϭ͘ϯͿ 25.5 ;ϭ͘ϯͿ 9.1 ;Ϭ͘ϴͿ 1.3 ;Ϭ͘ϯͿ &ŝŶůĂŶĚ 3.2 ;Ϭ͘ϯͿ 9.7 ;Ϭ͘ϲͿ 21.1 ;Ϭ͘ϳͿ Ϯϴ͘ϵ ;Ϭ͘ϴͿ 24.9 ;Ϭ͘ϴͿ ϭϬ͘ϱ ;Ϭ͘ϲͿ ϭ͘ϴ ;Ϭ͘ϯͿ Ontario 2.8 ;Ϭ͘ϰͿ 10.1 ;Ϭ͘ϵͿ 23.0 ;ϭ͘ϭͿ 29.3 ;ϭ͘ϭͿ 23.2 ;ϭ͘ϮͿ 9.6 ;Ϭ͘ϵͿ 1.9 ;Ϭ͘ϯͿ Canada 3.0 ;Ϭ͘ϮͿ 10.5 ;Ϭ͘ϰͿ 22.4 ;Ϭ͘ϲͿ 29.3 ;Ϭ͘ϲͿ 23.5 ;Ϭ͘ϳͿ 9.5 ;Ϭ͘ϱͿ 1.8 ;Ϭ͘ϮͿ WŽůĂŶĚ 2.7 ;Ϭ͘ϯͿ 11.1 ;Ϭ͘ϳͿ 24.9 ;Ϭ͘ϴͿ ϯϬ͘Ϭ ;ϭ͘ϬͿ ϮϮ͘Ϭ ;Ϭ͘ϴͿ ϴ͘ϭ ;Ϭ͘ϳͿ 1.2 ;Ϭ͘ϮͿ <ŽƌĞĂ 3.5 ;Ϭ͘ϰͿ ϭϬ͘ϲ ;Ϭ͘ϳͿ Ϯϭ͘Ϭ ;Ϭ͘ϴͿ Ϯϴ͘ϲ ;Ϭ͘ϵͿ 24.5 ;Ϭ͘ϵͿ ϭϬ͘Ϭ ;Ϭ͘ϲͿ ϭ͘ϴ ;Ϭ͘ϯͿ ^ůŽǀĞŶŝĂ 2.7 ;Ϭ͘ϯͿ 11.9 ;Ϭ͘ϲͿ 24.6 ;Ϭ͘ϴͿ ϯϭ͘ϴ ;ϭ͘ϬͿ Ϯϭ͘ϴ ;Ϭ͘ϵͿ 6.7 ;Ϭ͘ϱͿ Ϭ͘ϲ‡ ;Ϭ͘ϮͿ ŚŝŶĞƐĞdĂŝƉĞŝ 3.9 ;Ϭ͘ϰͿ 11.2 ;Ϭ͘ϲͿ 21.1 ;Ϭ͘ϵͿ Ϯϴ͘ϱ ;Ϭ͘ϵͿ 23.5 ;Ϭ͘ϴͿ ϭϬ͘Ϭ ;Ϭ͘ϴͿ 1.6 ;Ϭ͘ϯͿ EŽǀĂ^ĐŽƟĂ 3.7 ;Ϭ͘ϳͿ 11.7 ;ϭ͘ϰͿ 23.9 ;ϭ͘ϰͿ 30.5 ;ϭ͘ϴͿ 20.9 ;ϭ͘ϱͿ 7.9 ;ϭ͘ϬͿ U‡ ;Ϭ͘ϲͿ Newfoundland and Labrador 3.3 ;Ϭ͘ϵͿ 12.2 ;ϭ͘ϳͿ 25.7 ;Ϯ͘ϮͿ 30.0 ;Ϯ͘ϮͿ 19.6 ;ϭ͘ϴͿ 7.6 ;ϭ͘ϮͿ U‡ ;Ϭ͘ϴͿ ƌŝƟƐŚŽůƵŵďŝĂ 3.9 ;Ϭ͘ϴͿ 11.6 ;ϭ͘ϭͿ 22.0 ;ϭ͘ϰͿ 27.1 ;ϭ͘ϰͿ 22.5 ;ϭ͘ϱͿ 10.5 ;ϭ͘ϭͿ 2.4 ;Ϭ͘ϱͿ Saskatchewan 3.8 ;Ϭ͘ϲͿ 12.1 ;ϭ͘ϭͿ 26.0 ;ϭ͘ϯͿ 31.0 ;ϭ͘ϮͿ 20.1 ;ϭ͘ϮͿ 6.2 ;Ϭ͘ϴͿ U‡ ;Ϭ͘ϯͿ /ƌĞůĂŶĚ 3.6 ;Ϭ͘ϰͿ 13.4 ;Ϭ͘ϳͿ 26.9 ;Ϭ͘ϵͿ 31.3 ;Ϭ͘ϵͿ ϭϵ͘Ϭ ;Ϭ͘ϳͿ 5.4 ;Ϭ͘ϱͿ h‡ ;Ϭ͘ϮͿ hŶŝƚĞĚ<ŝŶŐĚŽŵ 4.5 ;Ϭ͘ϱͿ 12.9 ;Ϭ͘ϲͿ Ϯϰ͘Ϭ ;Ϭ͘ϴͿ Ϯϴ͘ϭ ;Ϭ͘ϴͿ ϮϬ͘ϴ ;Ϭ͘ϳͿ ϴ͘Ϯ ;Ϭ͘ϲͿ 1.5 ;Ϭ͘ϮͿ EĞǁĞĂůĂŶĚ 4.9 ;Ϭ͘ϱͿ 13.1 ;Ϭ͘ϲͿ ϮϮ͘Ϭ ;Ϭ͘ϲͿ Ϯϲ͘ϴ ;Ϭ͘ϳͿ Ϯϭ͘ϴ ;Ϭ͘ϳͿ 9.5 ;Ϭ͘ϲͿ ϭ͘ϴ ;Ϭ͘ϯͿ >ĂƚǀŝĂ 3.7 ;Ϭ͘ϰͿ ϭϰ͘ϴ ;Ϭ͘ϳͿ 29.5 ;Ϭ͘ϴͿ 31.5 ;ϭ͘ϭͿ ϭϲ͘ϴ ;Ϭ͘ϴͿ 3.5 ;Ϭ͘ϰͿ h‡ ;Ϭ͘ϭͿ hŶŝƚĞĚ^ƚĂƚĞƐ 4.9 ;Ϭ͘ϲͿ 13.7 ;Ϭ͘ϴͿ 23.6 ;Ϭ͘ϵͿ 27.5 ;Ϭ͘ϵͿ 21.1 ;Ϭ͘ϵͿ 7.9 ;Ϭ͘ϳͿ 1.3 ;Ϭ͘ϮͿ ĞŶŵĂƌŬ ϰ͘ϴ ;Ϭ͘ϰͿ 13.9 ;Ϭ͘ϲͿ 26.6 ;Ϭ͘ϳͿ ϯϬ͘ϭ ;Ϭ͘ϵͿ 19.1 ;Ϭ͘ϴͿ ϱ͘Ϭ ;Ϭ͘ϱͿ Ϭ͘ϱ‡ ;Ϭ͘ϮͿ Prince Edward Island U ;ϭ͘ϵͿ 13.4 ;Ϯ͘ϬͿ 22.0 ;Ϯ͘ϳͿ 29.6 ;ϯ͘ϳͿ 21.4 ;ϯ͘ϱͿ 7.3‡ ;Ϯ͘ϰͿ U‡ ;Ϭ͘ϴͿ ǌĞĐŚZĞƉƵďůŝĐ 4.3 ;Ϭ͘ϱͿ 14.5 ;Ϭ͘ϴͿ 25.9 ;ϭ͘ϬͿ Ϯϴ͘ϳ ;ϭ͘ϬͿ 19.1 ;Ϭ͘ϴͿ 6.6 ;Ϭ͘ϱͿ ϭ͘Ϭ ;Ϭ͘ϮͿ ƵƐƚƌĂůŝĂ 5.1 ;Ϭ͘ϯͿ 13.7 ;Ϭ͘ϱͿ Ϯϯ͘Ϭ ;Ϭ͘ϲͿ 27.5 ;Ϭ͘ϲͿ 21.2 ;Ϭ͘ϲͿ 7.9 ;Ϭ͘ϰͿ 1.6 ;Ϭ͘ϮͿ ^ǁĞĚĞŶ 5.2 ;Ϭ͘ϲͿ ϭϯ͘ϴ ;Ϭ͘ϳͿ Ϯϰ͘Ϭ ;Ϭ͘ϳͿ Ϯϴ͘Ϭ ;Ϭ͘ϴͿ ϮϬ͘ϳ ;Ϭ͘ϵͿ 7.3 ;Ϭ͘ϱͿ ϭ͘Ϭ ;Ϭ͘ϮͿ EĞǁƌƵŶƐǁŝĐŬ 4.8 ;ϭ͘ϬͿ 14.7 ;ϭ͘ϲͿ 27.1 ;ϭ͘ϳͿ 28.4 ;ϭ͘ϳͿ 18.0 ;ϭ͘ϱͿ 6.1 ;ϭ͘ϮͿ U‡ ;Ϭ͘ϱͿ WŽƌƚƵŐĂů ϰ͘ϴ ;Ϭ͘ϲͿ 14.7 ;Ϭ͘ϵͿ 26.2 ;Ϭ͘ϵͿ 29.4 ;ϭ͘ϬͿ 19.2 ;Ϭ͘ϵͿ 5.1 ;Ϭ͘ϱͿ Ϭ͘ϱ‡ ;Ϭ͘ϮͿ 'ĞƌŵĂŶǇ ϱ͘ϴ ;Ϭ͘ϲͿ ϭϯ͘ϴ ;Ϭ͘ϳͿ ϮϮ͘Ϭ ;Ϭ͘ϵͿ 26.9 ;Ϭ͘ϵͿ 21.5 ;ϭ͘ϬͿ ϴ͘ϱ ;Ϭ͘ϲͿ 1.5 ;Ϭ͘ϮͿ ĞůŐŝƵŵ 5.9 ;Ϭ͘ϱͿ 14.2 ;Ϭ͘ϲͿ 22.2 ;Ϭ͘ϳͿ Ϯϴ͘ϰ ;Ϭ͘ϴͿ 21.3 ;Ϭ͘ϳͿ 7.3 ;Ϭ͘ϰͿ Ϭ͘ϳ ;Ϭ͘ϮͿ EĞƚŚĞƌůĂŶĚƐ 5.7 ;Ϭ͘ϲͿ 14.4 ;Ϭ͘ϴͿ 22.4 ;Ϭ͘ϴͿ 24.9 ;ϭ͘ϭͿ 22.1 ;ϭ͘ϬͿ 9.1 ;Ϭ͘ϳͿ 1.5 ;Ϭ͘ϯͿ ^ǁŝƚǌĞƌůĂŶĚ ϱ͘Ϭ ;Ϭ͘ϱͿ 15.2 ;Ϭ͘ϴͿ 24.9 ;Ϭ͘ϵͿ Ϯϳ͘ϴ ;Ϭ͘ϵͿ 19.3 ;ϭ͘ϬͿ 6.9 ;Ϭ͘ϳͿ Ϭ͘ϵ ;Ϭ͘ϮͿ &ƌĂŶĐĞ 5.6 ;Ϭ͘ϱͿ 14.9 ;Ϭ͘ϴͿ 24.6 ;Ϭ͘ϵͿ Ϯϴ͘ϯ ;Ϭ͘ϳͿ ϮϬ͘Ϭ ;Ϭ͘ϵͿ 5.9 ;Ϭ͘ϱͿ Ϭ͘ϲ ;Ϭ͘ϭͿ Manitoba 4.8 ;Ϭ͘ϳͿ 15.9 ;ϭ͘ϭͿ 27.1 ;ϭ͘ϱͿ 28.3 ;ϭ͘ϰͿ 17.5 ;ϭ͘ϴͿ 5.6 ;Ϭ͘ϳͿ U‡ ;Ϭ͘ϯͿ EŽƌǁĂǇ 6.7 ;Ϭ͘ϱͿ 14.1 ;Ϭ͘ϴͿ Ϯϱ͘Ϭ ;Ϭ͘ϵͿ Ϯϴ͘ϲ ;Ϭ͘ϳͿ ϭϴ͘ϳ ;Ϭ͘ϳͿ 6.1 ;Ϭ͘ϱͿ Ϭ͘ϳ ;Ϭ͘ϭͿ ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ 4.5 ;Ϭ͘ϲͿ 16.7 ;Ϭ͘ϵͿ 31.7 ;Ϭ͘ϵͿ ϯϬ͘Ϭ ;Ϭ͘ϵͿ ϭϰ͘Ϭ ;Ϭ͘ϴͿ 2.9 ;Ϭ͘ϰͿ h‡ ;Ϭ͘ϭͿ ^ƉĂŝŶ 5.1 ;Ϭ͘ϯͿ 16.2 ;Ϭ͘ϱͿ Ϯϴ͘ϰ ;Ϭ͘ϱͿ 29.4 ;Ϭ͘ϱͿ ϭϲ͘ϴ ;Ϭ͘ϰͿ 3.9 ;Ϭ͘ϮͿ Ϭ͘ϯ ;Ϭ͘ϭͿ ƵƐƚƌŝĂ 5.4 ;Ϭ͘ϱͿ 16.5 ;Ϭ͘ϵͿ Ϯϱ͘Ϭ ;Ϭ͘ϴͿ 27.6 ;Ϭ͘ϴͿ 19.2 ;Ϭ͘ϴͿ ϱ͘ϴ ;Ϭ͘ϲͿ Ϭ͘ϱ ;Ϭ͘ϭͿ >ŝƚŚƵĂŶŝĂ 5.2 ;Ϭ͘ϱͿ ϭϳ͘Ϭ ;Ϭ͘ϴͿ Ϯϴ͘ϰ ;Ϭ͘ϴͿ Ϯϴ͘ϳ ;Ϭ͘ϴͿ 16.3 ;Ϭ͘ϲͿ ϰ͘Ϭ ;Ϭ͘ϯͿ Ϭ͘ϱ‡ ;Ϭ͘ϭͿ ,ƵŶŐĂƌǇ 6.3 ;Ϭ͘ϲͿ ϭϳ͘ϴ ;Ϭ͘ϵͿ 26.1 ;ϭ͘ϬͿ Ϯϴ͘ϭ ;Ϭ͘ϵͿ ϭϳ͘Ϭ ;Ϭ͘ϳͿ 4.3 ;Ϭ͘ϱͿ Ϭ͘ϰ‡ ;Ϭ͘ϭͿ ĞůĂƌƵƐ 5.6 ;Ϭ͘ϱͿ ϭϴ͘ϳ ;Ϭ͘ϵͿ 31.3 ;Ϭ͘ϵͿ Ϯϴ͘ϴ ;Ϭ͘ϴͿ 13.1 ;Ϭ͘ϴͿ 2.5 ;Ϭ͘ϰͿ h‡ ;Ϭ͘ϭͿ /ĐĞůĂŶĚ 6.4 ;Ϭ͘ϱͿ ϭϴ͘ϲ ;Ϭ͘ϴͿ Ϯϴ͘ϯ ;Ϭ͘ϵͿ 27.7 ;ϭ͘ϬͿ 15.2 ;Ϭ͘ϴͿ 3.6 ;Ϭ͘ϰͿ h‡ ;Ϭ͘ϭͿ dƵƌŬĞǇ ϱ͘Ϭ ;Ϭ͘ϱͿ ϮϬ͘ϭ ;Ϭ͘ϴͿ ϯϮ͘ϴ ;ϭ͘ϬͿ 27.3 ;ϭ͘ϬͿ 12.3 ;Ϭ͘ϳͿ 2.3 ;Ϭ͘ϰͿ h‡ ;Ϭ͘ϭͿ ƌŽĂƟĂ 6.2 ;Ϭ͘ϲͿ 19.1 ;Ϭ͘ϵͿ ϯϬ͘Ϭ ;Ϭ͘ϴͿ 26.9 ;Ϭ͘ϵͿ 14.2 ;Ϭ͘ϳͿ 3.3 ;Ϭ͘ϰͿ h‡ ;Ϭ͘ϭͿ

142 PISA 2018 dĂďůĞ͘ϯ͘ϮĂ;ĐŽŶƚ͛ĚͿ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞů͗^/E WƌŽĮĐŝĞŶĐǇůĞǀĞůƐ Country ĞůŽǁ>ĞǀĞůϭ Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 or province Standard Standard Standard Standard Standard Standard Standard % error % error % error % error % error % error % error /ƚĂůǇ 7.6 ;Ϭ͘ϲͿ ϭϴ͘Ϯ ;Ϭ͘ϵͿ ϯϬ͘Ϯ ;ϭ͘ϬͿ Ϯϳ͘ϴ ;ϭ͘ϭͿ 13.4 ;Ϭ͘ϳͿ 2.6 ;Ϭ͘ϰͿ h‡ ;Ϭ͘ϭͿ hŬƌĂŝŶĞ 7.3 ;Ϭ͘ϳͿ 19.2 ;Ϭ͘ϵͿ ϯϬ͘Ϭ ;ϭ͘ϭͿ 26.7 ;ϭ͘ϭͿ 13.4 ;Ϭ͘ϴͿ 3.2 ;Ϭ͘ϱͿ h‡ ;Ϭ͘ϭͿ >ƵǆĞŵďŽƵƌŐ 7.6 ;Ϭ͘ϰͿ 19.2 ;Ϭ͘ϲͿ 25.7 ;Ϭ͘ϴͿ 25.6 ;Ϭ͘ϴͿ 16.6 ;Ϭ͘ϲͿ 4.9 ;Ϭ͘ϱͿ Ϭ͘ϱ‡ ;Ϭ͘ϮͿ ^ůŽǀĂŬZĞƉƵďůŝĐ 9.4 ;Ϭ͘ϳͿ 19.9 ;Ϭ͘ϳͿ Ϯϴ͘ϱ ;Ϭ͘ϵͿ 25.3 ;Ϭ͘ϴͿ 13.2 ;Ϭ͘ϲͿ 3.4 ;Ϭ͘ϯͿ h‡ ;Ϭ͘ϭͿ 'ƌĞĞĐĞ 9.3 ;Ϭ͘ϵͿ 22.4 ;ϭ͘ϬͿ 31.6 ;Ϭ͘ϵͿ Ϯϲ͘Ϭ ;ϭ͘ϬͿ 9.3 ;Ϭ͘ϲͿ 1.3 ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ /ƐƌĂĞů 13.9 ;ϭ͘ϬͿ 19.2 ;Ϭ͘ϵͿ 23.1 ;Ϭ͘ϵͿ 22.9 ;Ϭ͘ϴͿ 15.1 ;Ϭ͘ϴͿ 5.2 ;Ϭ͘ϰͿ Ϭ͘ϳ ;Ϭ͘ϭͿ DĂůƚĂ 14.1 ;Ϭ͘ϳͿ 19.4 ;Ϭ͘ϳͿ 24.9 ;Ϭ͘ϵͿ 23.7 ;Ϭ͘ϵͿ 13.5 ;Ϭ͘ϳͿ 3.9 ;Ϭ͘ϰͿ Ϭ͘ϱ‡ ;Ϭ͘ϭͿ ŚŝůĞ ϵ͘ϴ ;Ϭ͘ϳͿ 25.5 ;ϭ͘ϬͿ 33.1 ;ϭ͘ϬͿ 22.6 ;ϭ͘ϬͿ 7.9 ;Ϭ͘ϲͿ ϭ͘Ϭ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ DĂůĂǇƐŝĂ ϵ͘Ϭ ;Ϭ͘ϳͿ 27.6 ;ϭ͘ϬͿ 35.9 ;ϭ͘ϬͿ 21.5 ;Ϭ͘ϵͿ 5.4 ;Ϭ͘ϴͿ Ϭ͘ϲ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ ^ĞƌďŝĂ 13.1 ;ϭ͘ϬͿ 25.3 ;ϭ͘ϬͿ 29.9 ;Ϭ͘ϵͿ 21.1 ;Ϭ͘ϵͿ 9.1 ;Ϭ͘ϳͿ 1.5 ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ ǇƉƌƵƐ 13.9 ;Ϭ͘ϳͿ Ϯϱ͘Ϭ ;Ϭ͘ϴͿ Ϯϴ͘ϵ ;ϭ͘ϬͿ 21.4 ;Ϭ͘ϳͿ 9.1 ;Ϭ͘ϰͿ 1.5 ;Ϭ͘ϮͿ Ϭ͘ϭ ;Ϭ͘ϭͿ :ŽƌĚĂŶ 14.1 ;ϭ͘ϬͿ 26.2 ;Ϭ͘ϵͿ 32.4 ;ϭ͘ϬͿ ϮϬ͘ϳ ;Ϭ͘ϵͿ ϲ͘Ϭ ;Ϭ͘ϱͿ Ϭ͘ϲ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ DŽůĚŽǀĂ 15.2 ;Ϭ͘ϴͿ 27.4 ;Ϭ͘ϵͿ 29.7 ;Ϭ͘ϵͿ ϮϬ͘Ϯ ;Ϭ͘ϴͿ 6.6 ;Ϭ͘ϱͿ Ϭ͘ϴ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ hŶŝƚĞĚƌĂď ŵŝƌĂƚĞƐ ϭϴ͘ϭ ;Ϭ͘ϲͿ 24.7 ;Ϭ͘ϲͿ 25.6 ;Ϭ͘ϱͿ 19.2 ;Ϭ͘ϱͿ 9.5 ;Ϭ͘ϱͿ 2.6 ;Ϭ͘ϮͿ Ϭ͘ϯ ;Ϭ͘ϭͿ hƌƵŐƵĂǇ 15.3 ;Ϭ͘ϵͿ Ϯϴ͘ϲ ;ϭ͘ϬͿ ϯϬ͘ϲ ;ϭ͘ϬͿ ϭϴ͘ϳ ;Ϭ͘ϵͿ 6.1 ;Ϭ͘ϱͿ Ϭ͘ϳ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ ZŽŵĂŶŝĂ ϭϲ͘Ϭ ;ϭ͘ϯͿ Ϯϴ͘Ϭ ;ϭ͘ϰͿ Ϯϵ͘ϴ ;ϭ͘ϬͿ ϭϴ͘ϵ ;ϭ͘ϯͿ 6.4 ;Ϭ͘ϴͿ Ϭ͘ϵ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ dŚĂŝůĂŶĚ 12.9 ;Ϭ͘ϵͿ 31.6 ;ϭ͘ϭͿ 31.7 ;Ϭ͘ϵͿ ϭϳ͘ϴ ;ϭ͘ϬͿ 5.3 ;Ϭ͘ϳͿ Ϭ͘ϳ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ ƌƵŶĞŝĂƌƵƐƐĂůĂŵ 16.1 ;Ϭ͘ϳͿ 29.7 ;Ϭ͘ϴͿ 25.5 ;Ϭ͘ϱͿ 17.4 ;Ϭ͘ϱͿ ϵ͘Ϭ ;Ϭ͘ϰͿ 2.1 ;Ϭ͘ϯͿ h‡ ;Ϭ͘ϭͿ ƵůŐĂƌŝĂ ϭϴ͘Ϯ ;ϭ͘ϯͿ Ϯϴ͘ϯ ;Ϭ͘ϵͿ 26.7 ;ϭ͘ϭͿ 17.9 ;Ϭ͘ϵͿ 7.4 ;Ϭ͘ϲͿ 1.4 ;Ϭ͘ϯͿ h‡ ;Ϭ͘ϭͿ DĞǆŝĐŽ 12.6 ;ϭ͘ϭͿ 34.2 ;ϭ͘ϯͿ 33.9 ;Ϭ͘ϵͿ 15.5 ;Ϭ͘ϵͿ 3.5 ;Ϭ͘ϱͿ h‡ ;Ϭ͘ϭͿ Ϭ͘Ϭ‡ ;Ϭ͘ϬͿ ůďĂŶŝĂ 13.3 ;Ϭ͘ϳͿ 33.7 ;ϭ͘ϬͿ ϯϰ͘ϴ ;ϭ͘ϭͿ 15.1 ;Ϭ͘ϳͿ 2.9 ;Ϭ͘ϯͿ h‡ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ ŽƐƚĂZŝĐĂ 13.4 ;ϭ͘ϬͿ 34.5 ;ϭ͘ϮͿ 34.4 ;ϭ͘ϮͿ 14.9 ;ϭ͘ϮͿ Ϯ͘ϴ ;Ϭ͘ϲͿ h‡ ;Ϭ͘ϭͿ Ϭ͘Ϭ‡ ;Ϭ͘ϬͿ DŽŶƚĞŶĞŐƌŽ ϭϲ͘ϴ ;Ϭ͘ϳͿ 31.4 ;Ϭ͘ϴͿ 31.5 ;Ϭ͘ϳͿ 15.9 ;Ϭ͘ϲͿ ϰ͘Ϭ ;Ϭ͘ϯͿ Ϭ͘ϯ‡ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ YĂƚĂƌ 21.9 ;Ϭ͘ϱͿ 26.5 ;Ϭ͘ϲͿ 24.9 ;Ϭ͘ϱͿ ϭϳ͘Ϭ ;Ϭ͘ϰͿ 7.5 ;Ϭ͘ϯͿ Ϯ͘Ϭ ;Ϭ͘ϮͿ Ϭ͘Ϯ ;Ϭ͘ϭͿ ZĞƉƵďůŝĐŽĨEŽƌƚŚ DĂĐĞĚŽŶŝĂ ϮϬ͘Ϭ ;Ϭ͘ϳͿ 29.4 ;Ϭ͘ϴͿ Ϯϴ͘Ϯ ;Ϭ͘ϵͿ 16.4 ;Ϭ͘ϳͿ 5.2 ;Ϭ͘ϰͿ Ϭ͘ϴ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ ŽůŽŵďŝĂ 17.4 ;ϭ͘ϯͿ ϯϯ͘Ϭ ;ϭ͘ϭͿ 29.6 ;ϭ͘ϮͿ 15.4 ;Ϭ͘ϴͿ 4.2 ;Ϭ͘ϰͿ Ϭ͘ϰ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ ƌŐĞŶƟŶĂ 23.1 ;ϭ͘ϮͿ ϯϬ͘ϰ ;ϭ͘ϭͿ Ϯϳ͘Ϭ ;Ϭ͘ϵͿ ϭϱ͘Ϭ ;Ϭ͘ϴͿ 4.1 ;Ϭ͘ϰͿ Ϭ͘ϱ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ WĞƌƵ 19.9 ;ϭ͘ϭͿ 34.5 ;ϭ͘ϭͿ Ϯϵ͘Ϭ ;Ϭ͘ϴͿ 13.2 ;Ϭ͘ϴͿ 3.1 ;Ϭ͘ϱͿ h‡ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ ƌĂǌŝů 23.9 ;Ϭ͘ϵͿ 31.4 ;Ϭ͘ϴͿ 25.3 ;Ϭ͘ϳͿ 13.9 ;Ϭ͘ϳͿ 4.6 ;Ϭ͘ϰͿ Ϭ͘ϴ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ ŽƐŶŝĂĂŶĚ ,ĞƌǌĞŐŽǀŝŶĂ 21.1 ;ϭ͘ϮͿ 35.6 ;ϭ͘ϬͿ 29.4 ;ϭ͘ϮͿ 11.7 ;Ϭ͘ϵͿ 1.9 ;Ϭ͘ϯͿ h‡ ;Ϭ͘ϭͿ Ϭ͘Ϭ‡ ;Ϭ͘ϬͿ ĂŬƵ;ǌĞƌďĂŝũĂŶͿ 19.9 ;ϭ͘ϬͿ ϯϴ͘Ϭ ;ϭ͘ϬͿ 29.9 ;Ϭ͘ϵͿ ϭϬ͘ϯ ;Ϭ͘ϳͿ ϭ͘ϴ ;Ϭ͘ϰͿ h‡ ;Ϭ͘ϭͿ Ϭ͘Ϭ‡ ;Ϭ͘ϬͿ /ŶĚŽŶĞƐŝĂ ϭϴ͘ϳ ;ϭ͘ϬͿ 41.4 ;ϭ͘ϭͿ 29.2 ;ϭ͘ϮͿ 9.2 ;Ϭ͘ϴͿ 1.6 ;Ϭ͘ϯͿ h‡ ;Ϭ͘ϬͿ h‡ ;Ϭ͘ϬͿ <ĂǌĂŬŚƐƚĂŶ ϮϬ͘Ϭ ;Ϭ͘ϴͿ ϰϬ͘ϯ ;Ϭ͘ϴͿ 26.9 ;Ϭ͘ϴͿ 9.9 ;Ϭ͘ϱͿ 2.5 ;Ϭ͘ϯͿ Ϭ͘ϰ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ ^ĂƵĚŝƌĂďŝĂ 26.7 ;ϭ͘ϰͿ 35.6 ;ϭ͘ϬͿ 26.6 ;ϭ͘ϬͿ 9.6 ;Ϭ͘ϳͿ 1.5 ;Ϭ͘ϯͿ h‡ ;Ϭ͘ϬͿ Ϭ͘Ϭ‡ ;Ϭ͘ϬͿ Lebanon 32.6 ;ϭ͘ϲͿ 29.7 ;ϭ͘ϬͿ Ϯϭ͘ϴ ;ϭ͘ϬͿ ϭϭ͘ϴ ;Ϭ͘ϴͿ 3.6 ;Ϭ͘ϰͿ h‡ ;Ϭ͘ϮͿ h‡ ;Ϭ͘ϬͿ 'ĞŽƌŐŝĂ Ϯϴ͘ϳ ;ϭ͘ϭͿ 35.7 ;Ϭ͘ϵͿ 24.3 ;Ϭ͘ϵͿ 9.5 ;Ϭ͘ϲͿ 1.7 ;Ϭ͘ϯͿ h‡ ;Ϭ͘ϭͿ Ϭ͘Ϭ‡ ;Ϭ͘ϬͿ DŽƌŽĐĐŽ Ϯϴ͘ϴ ;ϭ͘ϲͿ ϰϬ͘ϳ ;ϭ͘ϭͿ Ϯϰ͘Ϭ ;ϭ͘ϰͿ 6.1 ;Ϭ͘ϲͿ Ϭ͘ϰ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ Ϭ͘Ϭ‡ ;Ϭ͘ϬͿ Panama ϯϳ͘ϴ ;ϭ͘ϰͿ 33.5 ;ϭ͘ϯͿ 19.7 ;Ϭ͘ϴͿ 7.4 ;Ϭ͘ϳͿ 1.5 ;Ϭ͘ϯͿ h‡ ;Ϭ͘ϭͿ Ϭ͘Ϭ‡ ;Ϭ͘ϬͿ <ŽƐŽǀŽ 33.4 ;Ϭ͘ϵͿ 43.1 ;ϭ͘ϬͿ 19.2 ;Ϭ͘ϳͿ 3.9 ;Ϭ͘ϰͿ Ϭ͘ϰ ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ Ϭ͘Ϭ‡ ;Ϭ͘ϬͿ WŚŝůŝƉƉŝŶĞƐ ϰϮ͘ϴ ;ϭ͘ϲͿ 35.2 ;ϭ͘ϮͿ 15.4 ;Ϭ͘ϴͿ 5.6 ;Ϭ͘ϳͿ ϭ͘Ϭ ;Ϭ͘ϯͿ h‡ ;Ϭ͘ϬͿ Ϭ͘Ϭ‡ ;Ϭ͘ϬͿ ŽŵŝŶŝĐĂŶZĞƉƵďůŝĐ 53.2 ;ϭ͘ϲͿ 31.6 ;ϭ͘ϯͿ 12.3 ;Ϭ͘ϵͿ 2.6 ;Ϭ͘ϰͿ h ;Ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ Ϭ͘Ϭ‡ ;Ϭ͘ϬͿ OECD average 5.9 ;Ϭ͘ϭͿ 16.0 ;Ϭ͘ϭͿ 25.8 ;Ϭ͘ϭͿ 27.4 ;Ϭ͘ϭͿ 18.1 ;Ϭ͘ϭͿ 5.9 ;Ϭ͘ϭͿ 0.8 ;Ϭ͘ϬͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘ Note͗ŽƵŶƚƌŝĞƐĂŶĚƉƌŽǀŝŶĐĞƐŚĂǀĞďĞĞŶƐŽƌƚĞĚŝŶĚĞƐĐĞŶĚŝŶŐŽƌĚĞƌďǇƚŚĞƚŽƚĂůƉĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐǁŚŽĂƩĂŝŶĞĚ>ĞǀĞůϮŽƌŚŝŐŚĞƌ͘Ͳ^Ͳ:Ͳ;ŚŝŶĂͿƌĞƉƌĞƐĞŶƚƐĞŝũŝŶŐ͕ ^ŚĂŶŐŚĂŝ͕:ŝĂŶŐƐƵ͕ĂŶĚŚĞũŝĂŶŐ͘^ĞĞKϮϬϭϵď͕Ɖ͘Ϯϭ͕ĨŽƌĂŶŽƚĞƌĞŐĂƌĚŝŶŐǇƉƌƵƐ͘dŚĞĚĂƚĂĨŽƌsŝĞƚŶĂŵŚĂǀĞŶŽƚǇĞƚďĞĞŶĨƵůůǇǀĂůŝĚĂƚĞĚ͗ĚƵĞƚŽĂůĂĐŬŽĨĐŽŶƐŝƐƚĞŶĐǇŝŶƚŚĞ ƌĞƐƉŽŶƐĞƉĂƩĞƌŶŽĨƐŽŵĞƉĞƌĨŽƌŵĂŶĐĞĚĂƚĂ͕ƚŚĞKĐĂŶŶŽƚǇĞƚĂƐƐƵƌĞĨƵůůŝŶƚĞƌŶĂƟŽŶĂůĐŽŵƉĂƌĂďŝůŝƚǇŽĨƚŚĞƌĞƐƵůƚƐ͘ĞůŽǁ>ĞǀĞůϭĐŽŶƐŝƐƚƐŽĨƐƚƵĚĞŶƚƐǁŚŽƐĐŽƌĞĚĂƚ>ĞǀĞůϭď ĂŶĚůŽǁĞƌ͘>ĞǀĞůϭƌĞĨĞƌƐƚŽ>ĞǀĞůϭĂ͘

PISA 2018 143 dĂďůĞ͘ϯ͘Ϯď WƌŽƉŽƌƟŽŶŽĨƐƚƵĚĞŶƚƐǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮ͕Ăƚ>ĞǀĞůϮŽƌĂďŽǀĞ͕ĂŶĚĂƚ>ĞǀĞůƐϱĂŶĚϲ͗^/E WƌŽĮĐŝĞŶĐǇůĞǀĞůƐ Country or province ĞůŽǁ>ĞǀĞůϮ Level 2 or above Levels 5 and 6 Standard Standard Standard % error % error % error Ͳ^Ͳ:Ͳ;ŚŝŶĂͿ 2.1 ;Ϭ͘ϯͿ 97.9 ;Ϭ͘ϯͿ 31.5 ;ϭ͘ϯͿ DĂĐĂŽ;ŚŝŶĂͿ ϲ͘Ϭ ;Ϭ͘ϱͿ ϵϰ͘Ϭ ;Ϭ͘ϱͿ 13.6 ;Ϭ͘ϲͿ ƐƚŽŶŝĂ ϴ͘ϴ ;Ϭ͘ϲͿ 91.2 ;Ϭ͘ϲͿ 12.2 ;Ϭ͘ϲͿ ^ŝŶŐĂƉŽƌĞ ϵ͘Ϭ ;Ϭ͘ϰͿ ϵϭ͘Ϭ ;Ϭ͘ϰͿ ϮϬ͘ϳ ;Ϭ͘ϲͿ :ĂƉĂŶ ϭϬ͘ϴ ;Ϭ͘ϴͿ ϴϵ͘Ϯ ;Ϭ͘ϴͿ 13.1 ;Ϭ͘ϵͿ Alberta 11.0 ;ϭ͘ϮͿ 89.0 ;ϭ͘ϮͿ 14.9 ;ϭ͘ϲͿ ,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ 11.6 ;Ϭ͘ϴͿ ϴϴ͘ϰ ;Ϭ͘ϴͿ ϳ͘ϴ ;Ϭ͘ϳͿ Quebec 11.7 ;ϭ͘ϭͿ 88.3 ;ϭ͘ϭͿ 10.4 ;Ϭ͘ϵͿ &ŝŶůĂŶĚ 12.9 ;Ϭ͘ϳͿ ϴϳ͘ϭ ;Ϭ͘ϳͿ 12.3 ;Ϭ͘ϳͿ Ontario 12.9 ;ϭ͘ϭͿ 87.1 ;ϭ͘ϭͿ 11.5 ;ϭ͘ϬͿ Canada 13.4 ;Ϭ͘ϱͿ 86.6 ;Ϭ͘ϱͿ 11.3 ;Ϭ͘ϲͿ WŽůĂŶĚ ϭϯ͘ϴ ;Ϭ͘ϴͿ ϴϲ͘Ϯ ;Ϭ͘ϴͿ 9.3 ;Ϭ͘ϴͿ <ŽƌĞĂ 14.2 ;Ϭ͘ϴͿ ϴϱ͘ϴ ;Ϭ͘ϴͿ ϭϭ͘ϴ ;Ϭ͘ϴͿ ^ůŽǀĞŶŝĂ 14.6 ;Ϭ͘ϳͿ ϴϱ͘ϰ ;Ϭ͘ϳͿ 7.3 ;Ϭ͘ϲͿ ŚŝŶĞƐĞdĂŝƉĞŝ 15.1 ;Ϭ͘ϴͿ ϴϰ͘ϵ ;Ϭ͘ϴͿ 11.7 ;Ϭ͘ϵͿ EŽǀĂ^ĐŽƟĂ 15.4 ;ϭ͘ϲͿ 84.6 ;ϭ͘ϲͿ 9.3 ;ϭ͘ϭͿ Newfoundland and Labrador 15.4 ;Ϯ͘ϮͿ 84.6 ;Ϯ͘ϮͿ 9.2 ;ϭ͘ϰͿ ƌŝƟƐŚŽůƵŵďŝĂ 15.5 ;ϭ͘ϲͿ 84.5 ;ϭ͘ϲͿ 12.9 ;ϭ͘ϰͿ Saskatchewan 16.0 ;ϭ͘ϰͿ 84.0 ;ϭ͘ϰͿ 6.9 ;Ϭ͘ϵͿ /ƌĞůĂŶĚ ϭϳ͘Ϭ ;Ϭ͘ϴͿ ϴϯ͘Ϭ ;Ϭ͘ϴͿ ϱ͘ϴ ;Ϭ͘ϲͿ hŶŝƚĞĚ<ŝŶŐĚŽŵ 17.4 ;Ϭ͘ϵͿ ϴϮ͘ϲ ;Ϭ͘ϵͿ 9.7 ;Ϭ͘ϲͿ EĞǁĞĂůĂŶĚ ϭϴ͘Ϭ ;Ϭ͘ϴͿ ϴϮ͘Ϭ ;Ϭ͘ϴͿ 11.3 ;Ϭ͘ϲͿ >ĂƚǀŝĂ ϭϴ͘ϱ ;Ϭ͘ϴͿ ϴϭ͘ϱ ;Ϭ͘ϴͿ 3.7 ;Ϭ͘ϰͿ hŶŝƚĞĚ^ƚĂƚĞƐ ϭϴ͘ϲ ;ϭ͘ϮͿ ϴϭ͘ϰ ;ϭ͘ϮͿ 9.1 ;Ϭ͘ϳͿ ĞŶŵĂƌŬ ϭϴ͘ϳ ;Ϭ͘ϳͿ ϴϭ͘ϯ ;Ϭ͘ϳͿ 5.5 ;Ϭ͘ϱͿ Prince Edward Island 18.8 ;Ϯ͘ϱͿ 81.2 ;Ϯ͘ϱͿ 8.3‡ ;Ϯ͘ϱͿ ǌĞĐŚZĞƉƵďůŝĐ ϭϴ͘ϴ ;ϭ͘ϭͿ ϴϭ͘Ϯ ;ϭ͘ϭͿ 7.5 ;Ϭ͘ϱͿ ƵƐƚƌĂůŝĂ ϭϴ͘ϵ ;Ϭ͘ϲͿ ϴϭ͘ϭ ;Ϭ͘ϲͿ 9.5 ;Ϭ͘ϱͿ ^ǁĞĚĞŶ ϭϵ͘Ϭ ;ϭ͘ϭͿ ϴϭ͘Ϭ ;ϭ͘ϭͿ ϴ͘ϯ ;Ϭ͘ϲͿ EĞǁƌƵŶƐǁŝĐŬ 19.4 ;ϭ͘ϴͿ 80.6 ;ϭ͘ϴͿ 7.0 ;ϭ͘ϯͿ WŽƌƚƵŐĂů 19.6 ;ϭ͘ϬͿ ϴϬ͘ϰ ;ϭ͘ϬͿ 5.6 ;Ϭ͘ϲͿ 'ĞƌŵĂŶǇ 19.6 ;ϭ͘ϬͿ ϴϬ͘ϰ ;ϭ͘ϬͿ ϭϬ͘Ϭ ;Ϭ͘ϲͿ ĞůŐŝƵŵ ϮϬ͘Ϭ ;Ϭ͘ϵͿ ϴϬ͘Ϭ ;Ϭ͘ϵͿ ϴ͘Ϭ ;Ϭ͘ϱͿ EĞƚŚĞƌůĂŶĚƐ ϮϬ͘Ϭ ;ϭ͘ϭͿ ϴϬ͘Ϭ ;ϭ͘ϭͿ ϭϬ͘ϲ ;Ϭ͘ϴͿ ^ǁŝƚǌĞƌůĂŶĚ ϮϬ͘Ϯ ;ϭ͘ϬͿ ϳϵ͘ϴ ;ϭ͘ϬͿ ϳ͘ϴ ;Ϭ͘ϳͿ &ƌĂŶĐĞ ϮϬ͘ϱ ;Ϭ͘ϴͿ 79.5 ;Ϭ͘ϴͿ 6.6 ;Ϭ͘ϱͿ Manitoba 20.7 ;ϭ͘ϱͿ 79.3 ;ϭ͘ϱͿ 6.4 ;Ϭ͘ϲͿ EŽƌǁĂǇ ϮϬ͘ϴ ;ϭ͘ϬͿ 79.2 ;ϭ͘ϬͿ ϲ͘ϴ ;Ϭ͘ϱͿ ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ 21.2 ;ϭ͘ϮͿ ϳϴ͘ϴ ;ϭ͘ϮͿ 3.1 ;Ϭ͘ϰͿ ^ƉĂŝŶ 21.3 ;Ϭ͘ϲͿ ϳϴ͘ϳ ;Ϭ͘ϲͿ 4.2 ;Ϭ͘ϯͿ ƵƐƚƌŝĂ 21.9 ;ϭ͘ϬͿ ϳϴ͘ϭ ;ϭ͘ϬͿ 6.3 ;Ϭ͘ϲͿ >ŝƚŚƵĂŶŝĂ 22.2 ;Ϭ͘ϵͿ ϳϳ͘ϴ ;Ϭ͘ϵͿ 4.4 ;Ϭ͘ϯͿ ,ƵŶŐĂƌǇ 24.1 ;Ϭ͘ϵͿ 75.9 ;Ϭ͘ϵͿ 4.7 ;Ϭ͘ϱͿ ĞůĂƌƵƐ 24.2 ;ϭ͘ϮͿ ϳϱ͘ϴ ;ϭ͘ϮͿ 2.6 ;Ϭ͘ϰͿ /ĐĞůĂŶĚ Ϯϱ͘Ϭ ;Ϭ͘ϵͿ ϳϱ͘Ϭ ;Ϭ͘ϵͿ ϯ͘ϴ ;Ϭ͘ϰͿ dƵƌŬĞǇ 25.2 ;ϭ͘ϭͿ ϳϰ͘ϴ ;ϭ͘ϭͿ 2.5 ;Ϭ͘ϱͿ ƌŽĂƟĂ 25.4 ;ϭ͘ϮͿ 74.6 ;ϭ͘ϮͿ 3.6 ;Ϭ͘ϰͿ

144 PISA 2018 dĂďůĞ͘ϯ͘Ϯď;ĐŽŶƚ͛ĚͿ WƌŽƉŽƌƟŽŶŽĨƐƚƵĚĞŶƚƐǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮ͕Ăƚ>ĞǀĞůϮŽƌĂďŽǀĞ͕ĂŶĚĂƚ>ĞǀĞůƐϱĂŶĚϲ͗^/E WƌŽĮĐŝĞŶĐǇůĞǀĞůƐ Country or province ĞůŽǁ>ĞǀĞůϮ Level 2 or above Levels 5 and 6 Standard Standard Standard % error % error % error /ƚĂůǇ 25.9 ;ϭ͘ϬͿ 74.1 ;ϭ͘ϬͿ 2.7 ;Ϭ͘ϰͿ hŬƌĂŝŶĞ 26.4 ;ϭ͘ϰͿ 73.6 ;ϭ͘ϰͿ 3.5 ;Ϭ͘ϱͿ >ƵǆĞŵďŽƵƌŐ Ϯϲ͘ϴ ;Ϭ͘ϲͿ 73.2 ;Ϭ͘ϲͿ 5.4 ;Ϭ͘ϱͿ ^ůŽǀĂŬZĞƉƵďůŝĐ 29.3 ;ϭ͘ϬͿ ϳϬ͘ϳ ;ϭ͘ϬͿ 3.7 ;Ϭ͘ϰͿ 'ƌĞĞĐĞ 31.7 ;ϭ͘ϱͿ ϲϴ͘ϯ ;ϭ͘ϱͿ 1.3 ;Ϭ͘ϮͿ /ƐƌĂĞů 33.1 ;ϭ͘ϰͿ 66.9 ;ϭ͘ϰͿ ϱ͘ϴ ;Ϭ͘ϱͿ DĂůƚĂ 33.5 ;Ϭ͘ϵͿ 66.5 ;Ϭ͘ϵͿ 4.4 ;Ϭ͘ϰͿ ŚŝůĞ 35.3 ;ϭ͘ϮͿ 64.7 ;ϭ͘ϮͿ ϭ͘Ϭ ;Ϭ͘ϮͿ DĂůĂǇƐŝĂ 36.6 ;ϭ͘ϯͿ 63.4 ;ϭ͘ϯͿ Ϭ͘ϲ ;Ϭ͘ϮͿ ^ĞƌďŝĂ ϯϴ͘ϯ ;ϭ͘ϱͿ 61.7 ;ϭ͘ϱͿ 1.6 ;Ϭ͘ϮͿ ǇƉƌƵƐ ϯϵ͘Ϭ ;ϭ͘ϬͿ ϲϭ͘Ϭ ;ϭ͘ϬͿ 1.6 ;Ϭ͘ϮͿ :ŽƌĚĂŶ ϰϬ͘ϯ ;ϭ͘ϰͿ 59.7 ;ϭ͘ϰͿ Ϭ͘ϳ ;Ϭ͘ϮͿ DŽůĚŽǀĂ 42.6 ;ϭ͘ϮͿ 57.4 ;ϭ͘ϮͿ Ϭ͘ϵ ;Ϭ͘ϮͿ hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ ϰϮ͘ϴ ;Ϭ͘ϵͿ 57.2 ;Ϭ͘ϵͿ 2.9 ;Ϭ͘ϮͿ hƌƵŐƵĂǇ 43.9 ;ϭ͘ϯͿ 56.1 ;ϭ͘ϯͿ Ϭ͘ϳ ;Ϭ͘ϮͿ ZŽŵĂŶŝĂ 43.9 ;Ϯ͘ϭͿ 56.1 ;Ϯ͘ϭͿ ϭ͘Ϭ ;Ϭ͘ϯͿ dŚĂŝůĂŶĚ 44.5 ;ϭ͘ϱͿ 55.5 ;ϭ͘ϱͿ Ϭ͘ϳ ;Ϭ͘ϮͿ ƌƵŶĞŝĂƌƵƐƐĂůĂŵ 45.7 ;Ϭ͘ϲͿ 54.3 ;Ϭ͘ϲͿ 2.3 ;Ϭ͘ϯͿ ƵůŐĂƌŝĂ 46.5 ;ϭ͘ϲͿ 53.5 ;ϭ͘ϲͿ 1.5 ;Ϭ͘ϯͿ DĞǆŝĐŽ ϰϲ͘ϴ ;ϭ͘ϰͿ 53.2 ;ϭ͘ϰͿ h‡ ;Ϭ͘ϭͿ ůďĂŶŝĂ ϰϳ͘Ϭ ;ϭ͘ϯͿ ϱϯ͘Ϭ ;ϭ͘ϯͿ h‡ ;Ϭ͘ϭͿ ŽƐƚĂZŝĐĂ ϰϳ͘ϴ ;ϭ͘ϴͿ 52.2 ;ϭ͘ϴͿ h‡ ;Ϭ͘ϭͿ DŽŶƚĞŶĞŐƌŽ ϰϴ͘Ϯ ;Ϭ͘ϳͿ ϱϭ͘ϴ ;Ϭ͘ϳͿ Ϭ͘ϯ‡ ;Ϭ͘ϭͿ YĂƚĂƌ ϰϴ͘ϰ ;Ϭ͘ϱͿ 51.6 ;Ϭ͘ϱͿ 2.2 ;Ϭ͘ϮͿ ZĞƉƵďůŝĐŽĨEŽƌƚŚDĂĐĞĚŽŶŝĂ 49.5 ;Ϭ͘ϴͿ ϱϬ͘ϱ ;Ϭ͘ϴͿ Ϭ͘ϴ ;Ϭ͘ϮͿ ŽůŽŵďŝĂ ϱϬ͘ϰ ;ϭ͘ϳͿ 49.6 ;ϭ͘ϳͿ Ϭ͘ϰ ;Ϭ͘ϭͿ ƌŐĞŶƟŶĂ 53.5 ;ϭ͘ϰͿ 46.5 ;ϭ͘ϰͿ Ϭ͘ϱ ;Ϭ͘ϭͿ WĞƌƵ 54.5 ;ϭ͘ϰͿ 45.5 ;ϭ͘ϰͿ h‡ ;Ϭ͘ϭͿ ƌĂǌŝů 55.4 ;ϭ͘ϬͿ 44.6 ;ϭ͘ϬͿ Ϭ͘ϴ ;Ϭ͘ϮͿ ŽƐŶŝĂĂŶĚ,ĞƌǌĞŐŽǀŝŶĂ ϱϲ͘ϴ ;ϭ͘ϲͿ 43.2 ;ϭ͘ϲͿ h‡ ;Ϭ͘ϭͿ ĂŬƵ;ǌĞƌďĂŝũĂŶͿ ϱϳ͘ϴ ;ϭ͘ϮͿ 42.2 ;ϭ͘ϮͿ h‡ ;Ϭ͘ϭͿ /ŶĚŽŶĞƐŝĂ ϲϬ͘Ϭ ;ϭ͘ϱͿ ϰϬ͘Ϭ ;ϭ͘ϱͿ h‡ ;Ϭ͘ϬͿ <ĂǌĂŬŚƐƚĂŶ ϲϬ͘ϯ ;ϭ͘ϬͿ 39.7 ;ϭ͘ϬͿ Ϭ͘ϰ ;Ϭ͘ϭͿ ^ĂƵĚŝƌĂďŝĂ 62.3 ;ϭ͘ϱͿ 37.7 ;ϭ͘ϱͿ h‡ ;Ϭ͘ϬͿ Lebanon 62.3 ;ϭ͘ϲͿ 37.7 ;ϭ͘ϲͿ h‡ ;Ϭ͘ϮͿ 'ĞŽƌŐŝĂ 64.4 ;ϭ͘ϮͿ 35.6 ;ϭ͘ϮͿ h‡ ;Ϭ͘ϭͿ DŽƌŽĐĐŽ 69.4 ;ϭ͘ϴͿ ϯϬ͘ϲ ;ϭ͘ϴͿ h‡ ;Ϭ͘ϬͿ Panama 71.3 ;ϭ͘ϰͿ Ϯϴ͘ϳ ;ϭ͘ϰͿ h‡ ;Ϭ͘ϭͿ <ŽƐŽǀŽ 76.5 ;Ϭ͘ϳͿ 23.5 ;Ϭ͘ϳͿ h‡ ;Ϭ͘ϬͿ WŚŝůŝƉƉŝŶĞƐ ϳϴ͘Ϭ ;ϭ͘ϱͿ ϮϮ͘Ϭ ;ϭ͘ϱͿ h‡ ;Ϭ͘ϬͿ ŽŵŝŶŝĐĂŶZĞƉƵďůŝĐ ϴϰ͘ϴ ;ϭ͘ϭͿ 15.2 ;ϭ͘ϭͿ h‡ ;Ϭ͘ϬͿ OECD average 22.0 ;Ϭ͘ϮͿ 78.0 ;Ϭ͘ϮͿ 6.8 ;Ϭ͘ϭͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘ Note͗ŽƵŶƚƌŝĞƐĂŶĚƉƌŽǀŝŶĐĞƐŚĂǀĞďĞĞŶƐŽƌƚĞĚŝŶĚĞƐĐĞŶĚŝŶŐŽƌĚĞƌďǇƚŚĞƚŽƚĂůƉĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐǁŚŽĂƩĂŝŶĞĚ>ĞǀĞůϮŽƌŚŝŐŚĞƌ͘Ͳ^Ͳ:Ͳ;ŚŝŶĂͿƌĞƉƌĞƐĞŶƚƐĞŝũŝŶŐ͕ ^ŚĂŶŐŚĂŝ͕:ŝĂŶŐƐƵ͕ĂŶĚŚĞũŝĂŶŐ͘^ĞĞKϮϬϭϵď͕Ɖ͘Ϯϭ͕ĨŽƌĂŶŽƚĞƌĞŐĂƌĚŝŶŐǇƉƌƵƐ͘dŚĞĚĂƚĂĨŽƌsŝĞƚŶĂŵŚĂǀĞŶŽƚǇĞƚďĞĞŶĨƵůůǇǀĂůŝĚĂƚĞĚ͗ĚƵĞƚŽĂůĂĐŬŽĨĐŽŶƐŝƐƚĞŶĐǇŝŶƚŚĞ ƌĞƐƉŽŶƐĞƉĂƩĞƌŶŽĨƐŽŵĞƉĞƌĨŽƌŵĂŶĐĞĚĂƚĂ͕ƚŚĞKĐĂŶŶŽƚǇĞƚĂƐƐƵƌĞĨƵůůŝŶƚĞƌŶĂƟŽŶĂůĐŽŵƉĂƌĂďŝůŝƚǇŽĨƚŚĞƌĞƐƵůƚƐ͘

PISA 2018 145 dĂďůĞ͘ϯ͘ϯ ǀĞƌĂŐĞƐĐŽƌĞƐĂŶĚĐŽŶĮĚĞŶĐĞŝŶƚĞƌǀĂůƐ͗Dd,Dd/^ Confidence Confidence Confidence Confidence Country Average Standard ŝŶƚĞƌǀĂůʹ ŝŶƚĞƌǀĂůʹ Country Average Standard ŝŶƚĞƌǀĂůʹ ŝŶƚĞƌǀĂůʹ or province error 95% lower 95% upper or province error 95% lower 95% upper limit limit limit limit Ͳ^Ͳ:Ͳ;ŚŝŶĂͿ 591 ;Ϯ͘ϱͿ ϱϴϲ 596 ĞůĂƌƵƐ 472 ;Ϯ͘ϳͿ 467 477 ^ŝŶŐĂƉŽƌĞ 569 ;ϭ͘ϲͿ 566 572 DĂůƚĂ 472 ;ϭ͘ϵͿ ϰϲϴ 475 DĂĐĂŽ;ŚŝŶĂͿ ϱϱϴ ;ϭ͘ϱͿ 555 561 ƌŽĂƟĂ 464 ;Ϯ͘ϱͿ 459 469 ,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ 551 ;ϯ͘ϬͿ 545 557 /ƐƌĂĞů 463 ;ϯ͘ϱͿ 456 ϰϳϬ Quebec 532 ;ϯ͘ϲͿ 525 539 dƵƌŬĞǇ 454 ;Ϯ͘ϯͿ 449 ϰϱϴ ŚŝŶĞƐĞdĂŝƉĞŝ 531 ;Ϯ͘ϵͿ 525 537 hŬƌĂŝŶĞ 453 ;ϯ͘ϲͿ 446 ϰϲϬ :ĂƉĂŶ 527 ;Ϯ͘ϱͿ 522 532 'ƌĞĞĐĞ 451 ;ϯ͘ϭͿ 445 457 <ŽƌĞĂ 526 ;ϯ͘ϭͿ ϱϮϬ 532 ǇƉƌƵƐ 451 ;ϭ͘ϰͿ ϰϰϴ 453 ƐƚŽŶŝĂ 523 ;ϭ͘ϳͿ ϱϮϬ 527 ^ĞƌďŝĂ ϰϰϴ ;ϯ͘ϮͿ 442 454 EĞƚŚĞƌůĂŶĚƐ 519 ;Ϯ͘ϲͿ 514 524 DĂůĂǇƐŝĂ ϰϰϬ ;Ϯ͘ϵͿ 435 446 WŽůĂŶĚ 516 ;Ϯ͘ϲͿ 511 521 ůďĂŶŝĂ 437 ;Ϯ͘ϰͿ 432 442 ^ǁŝƚǌĞƌůĂŶĚ 515 ;Ϯ͘ϵͿ ϱϭϬ 521 ƵůŐĂƌŝĂ 436 ;ϯ͘ϴͿ 429 444 Ontario 513 ;ϰ͘ϰͿ 504 521 hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ 435 ;Ϯ͘ϭͿ 431 439 Canada 512 ;Ϯ͘ϰͿ 507 517 ƌƵŶĞŝĂƌƵƐƐĂůĂŵ ϰϯϬ ;ϭ͘ϮͿ ϰϮϴ 432 Alberta 511 ;ϱ͘ϭͿ 501 521 ZŽŵĂŶŝĂ ϰϯϬ ;ϰ͘ϵͿ ϰϮϬ ϰϰϬ ĞŶŵĂƌŬ ϱϬϵ ;ϭ͘ϳͿ ϱϬϲ 513 DŽŶƚĞŶĞŐƌŽ ϰϯϬ ;ϭ͘ϮͿ 427 432 ^ůŽǀĞŶŝĂ ϱϬϵ ;ϭ͘ϰͿ ϱϬϲ 512 <ĂǌĂŬŚƐƚĂŶ 423 ;ϭ͘ϵͿ 419 427 ĞůŐŝƵŵ ϱϬϴ ;Ϯ͘ϯͿ ϱϬϰ 513 DŽůĚŽǀĂ 421 ;Ϯ͘ϰͿ 416 425 &ŝŶůĂŶĚ ϱϬϳ ;Ϯ͘ϬͿ ϱϬϯ 511 ĂŬƵ;ǌĞƌďĂŝũĂŶͿ ϰϮϬ ;Ϯ͘ϴͿ 414 425 ƌŝƟƐŚŽůƵŵďŝĂ 504 ;ϱ͘ϮͿ 494 515 dŚĂŝůĂŶĚ 419 ;ϯ͘ϰͿ 412 425 ^ǁĞĚĞŶ ϱϬϮ ;Ϯ͘ϳͿ 497 ϱϬϴ hƌƵŐƵĂǇ ϰϭϴ ;Ϯ͘ϲͿ 413 423 hŶŝƚĞĚ<ŝŶŐĚŽŵ ϱϬϮ ;Ϯ͘ϲͿ 497 ϱϬϳ ŚŝůĞ 417 ;Ϯ͘ϰͿ 413 422 EŽƌǁĂǇ ϱϬϭ ;Ϯ͘ϮͿ 497 ϱϬϱ YĂƚĂƌ 414 ;ϭ͘ϮͿ 412 417 'ĞƌŵĂŶǇ ϱϬϬ ;Ϯ͘ϲͿ 495 ϱϬϱ DĞǆŝĐŽ ϰϬϵ ;Ϯ͘ϱͿ ϰϬϰ 414 /ƌĞůĂŶĚ ϱϬϬ ;Ϯ͘ϮͿ 495 ϱϬϰ ŽƐŶŝĂĂŶĚ ,ĞƌǌĞŐŽǀŝŶĂ ϰϬϲ ;ϯ͘ϭͿ ϰϬϬ 412 ǌĞĐŚZĞƉƵďůŝĐ 499 ;Ϯ͘ϱͿ 495 ϱϬϰ ŽƐƚĂZŝĐĂ ϰϬϮ ;ϯ͘ϯͿ 396 ϰϬϵ ƵƐƚƌŝĂ 499 ;ϯ͘ϬͿ 493 ϱϬϱ WĞƌƵ ϰϬϬ ;Ϯ͘ϲͿ 395 ϰϬϱ >ĂƚǀŝĂ 496 ;Ϯ͘ϬͿ 492 ϱϬϬ :ŽƌĚĂŶ ϰϬϬ ;ϯ͘ϯͿ 393 ϰϬϲ &ƌĂŶĐĞ 495 ;Ϯ͘ϯͿ 491 ϱϬϬ 'ĞŽƌŐŝĂ ϯϵϴ ;Ϯ͘ϲͿ 392 ϰϬϯ /ĐĞůĂŶĚ 495 ;Ϯ͘ϬͿ 491 499 ZĞƉƵďůŝĐŽĨEŽƌƚŚ EĞǁĞĂůĂŶĚ 494 ;ϭ͘ϳͿ 491 ϰϵϴ DĂĐĞĚŽŶŝĂ 394 ;ϭ͘ϲͿ 391 ϯϵϴ EŽǀĂ^ĐŽƟĂ 494 ;ϲ͘ϯͿ 482 507 Lebanon 393 ;ϰ͘ϬͿ ϯϴϲ ϰϬϭ WŽƌƚƵŐĂů 492 ;Ϯ͘ϳͿ ϰϴϳ ϰϵϴ ŽůŽŵďŝĂ 391 ;ϯ͘ϬͿ ϯϴϱ 397 ƵƐƚƌĂůŝĂ 491 ;ϭ͘ϵͿ ϰϴϴ 495 ƌĂǌŝů ϯϴϰ ;Ϯ͘ϬͿ ϯϴϬ ϯϴϴ EĞǁƌƵŶƐǁŝĐŬ 491 ;ϱ͘ϳͿ 480 502 ƌŐĞŶƟŶĂ 379 ;Ϯ͘ϴͿ 374 ϯϴϱ Newfoundland and /ŶĚŽŶĞƐŝĂ 379 ;ϯ͘ϭͿ 373 ϯϴϱ Labrador 488 ;ϲ͘ϱͿ 476 501 ^ĂƵĚŝƌĂďŝĂ 373 ;ϯ͘ϬͿ 367 379 ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ ϰϴϴ ;ϯ͘ϬͿ ϰϴϮ 494 DŽƌŽĐĐŽ ϯϲϴ ;ϯ͘ϯͿ 361 374 /ƚĂůǇ ϰϴϳ ;Ϯ͘ϴͿ ϰϴϭ 492 <ŽƐŽǀŽ 366 ;ϭ͘ϱͿ 363 369 Prince Edward Island 487 ;ϭϭ͘ϭͿ 465 508 Panama 353 ;Ϯ͘ϳͿ ϯϰϴ ϯϱϴ ^ůŽǀĂŬZĞƉƵďůŝĐ ϰϴϲ ;Ϯ͘ϲͿ ϰϴϭ 491 WŚŝůŝƉƉŝŶĞƐ 353 ;ϯ͘ϱͿ 346 359 Saskatchewan 485 ;ϱ͘ϬͿ 475 495 ŽŵŝŶŝĐĂŶZĞƉƵďůŝĐ 325 ;Ϯ͘ϲͿ ϯϮϬ ϯϯϬ >ƵǆĞŵďŽƵƌŐ ϰϴϯ ;ϭ͘ϭͿ ϰϴϭ ϰϴϲ OECD average 489 ;Ϭ͘ϰͿ 489 490 Manitoba 482 ;ϯ͘ϳͿ 474 489 Note͗ŽƵŶƚƌŝĞƐĂŶĚƉƌŽǀŝŶĐĞƐŚĂǀĞďĞĞŶƐŽƌƚĞĚŝŶĚĞƐĐĞŶĚŝŶŐŽƌĚĞƌďǇĂǀĞƌĂŐĞ ^ƉĂŝŶ ϰϴϭ ;ϭ͘ϱͿ 479 ϰϴϰ ƐĐŽƌĞ͘Ͳ^Ͳ:Ͳ;ŚŝŶĂͿƌĞƉƌĞƐĞŶƚƐĞŝũŝŶŐ͕^ŚĂŶŐŚĂŝ͕:ŝĂŶŐƐƵ͕ĂŶĚŚĞũŝĂŶŐ͘^ĞĞK >ŝƚŚƵĂŶŝĂ ϰϴϭ ;Ϯ͘ϬͿ 477 ϰϴϱ ϮϬϭϵď͕Ɖ͘Ϯϭ͕ĨŽƌĂŶŽƚĞƌĞŐĂƌĚŝŶŐǇƉƌƵƐ͘dŚĞĚĂƚĂĨŽƌsŝĞƚŶĂŵŚĂǀĞŶŽƚǇĞƚďĞĞŶĨƵůůǇ ǀĂůŝĚĂƚĞĚ͗ĚƵĞƚŽĂůĂĐŬŽĨĐŽŶƐŝƐƚĞŶĐǇŝŶƚŚĞƌĞƐƉŽŶƐĞƉĂƩĞƌŶŽĨƐŽŵĞƉĞƌĨŽƌŵĂŶĐĞ ,ƵŶŐĂƌǇ ϰϴϭ ;Ϯ͘ϯͿ 477 ϰϴϲ ĚĂƚĂ͕ƚŚĞKĐĂŶŶŽƚǇĞƚĂƐƐƵƌĞĨƵůůŝŶƚĞƌŶĂƟŽŶĂůĐŽŵƉĂƌĂďŝůŝƚǇŽĨƚŚĞƌĞƐƵůƚƐ͘ hŶŝƚĞĚ^ƚĂƚĞƐ ϰϳϴ ;ϯ͘ϮͿ 472 ϰϴϱ

146 PISA 2018 dĂďůĞ͘ϯ͘ϰ ǀĞƌĂŐĞƐĐŽƌĞƐĂŶĚĐŽŶĮĚĞŶĐĞŝŶƚĞƌǀĂůƐ͗^/E Confidence Confidence Confidence Confidence Country Standard ŝŶƚĞƌǀĂůʹ ŝŶƚĞƌǀĂůʹ Country Standard ŝŶƚĞƌǀĂůʹ ŝŶƚĞƌǀĂůʹ or province Average error 95% lower 95% upper or province Average error 95% lower 95% upper limit limit limit limit Ͳ^Ͳ:Ͳ;ŚŝŶĂͿ ϱϵϬ ;Ϯ͘ϳͿ ϱϴϱ 596 hŬƌĂŝŶĞ 469 ;ϯ͘ϯͿ 463 475 ^ŝŶŐĂƉŽƌĞ 551 ;ϭ͘ϱͿ ϱϰϴ 554 dƵƌŬĞǇ ϰϲϴ ;Ϯ͘ϬͿ 464 472 DĂĐĂŽ;ŚŝŶĂͿ 544 ;ϭ͘ϱͿ 541 546 /ƚĂůǇ ϰϲϴ ;Ϯ͘ϰͿ 463 473 Alberta 534 ;ϰ͘ϰͿ 525 542 ^ůŽǀĂŬZĞƉƵďůŝĐ 464 ;Ϯ͘ϯͿ ϰϲϬ 469 ƐƚŽŶŝĂ ϱϯϬ ;ϭ͘ϵͿ 526 534 /ƐƌĂĞů 462 ;ϯ͘ϲͿ 455 469 :ĂƉĂŶ 529 ;Ϯ͘ϲͿ 524 534 DĂůƚĂ 457 ;ϭ͘ϵͿ 453 ϰϲϬ &ŝŶůĂŶĚ 522 ;Ϯ͘ϱͿ 517 527 'ƌĞĞĐĞ 452 ;ϯ͘ϭͿ 445 ϰϱϴ Quebec 522 ;ϯ͘ϳͿ 514 529 ŚŝůĞ 444 ;Ϯ͘ϰͿ 439 ϰϰϴ <ŽƌĞĂ 519 ;Ϯ͘ϴͿ 514 525 ^ĞƌďŝĂ ϰϰϬ ;ϯ͘ϬͿ 434 446 Ontario 519 ;ϰ͘ϬͿ 511 526 ǇƉƌƵƐ 439 ;ϭ͘ϰͿ 436 442 Canada 518 ;Ϯ͘ϮͿ 514 522 DĂůĂǇƐŝĂ ϰϯϴ ;Ϯ͘ϳͿ 432 443 ,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ 517 ;Ϯ͘ϱͿ 512 522 hŶŝƚĞĚƌĂďŵŝƌĂƚĞƐ 434 ;Ϯ͘ϬͿ ϰϯϬ ϰϯϴ ƌŝƟƐŚŽůƵŵďŝĂ 517 ;ϱ͘ϰͿ 506 527 ƌƵŶĞŝĂƌƵƐƐĂůĂŵ 431 ;ϭ͘ϮͿ 429 433 ŚŝŶĞƐĞdĂŝƉĞŝ 516 ;Ϯ͘ϵͿ ϱϭϬ 521 :ŽƌĚĂŶ 429 ;Ϯ͘ϵͿ 424 435 WŽůĂŶĚ 511 ;Ϯ͘ϲͿ ϱϬϲ 516 DŽůĚŽǀĂ ϰϮϴ ;Ϯ͘ϯͿ 424 433 EĞǁĞĂůĂŶĚ ϱϬϴ ;Ϯ͘ϭͿ ϱϬϰ 513 dŚĂŝůĂŶĚ 426 ;ϯ͘ϮͿ ϰϮϬ 432 EŽǀĂ^ĐŽƟĂ 508 ;ϰ͘ϳͿ 499 517 hƌƵŐƵĂǇ 426 ;Ϯ͘ϱͿ 421 431 ^ůŽǀĞŶŝĂ ϱϬϳ ;ϭ͘ϯͿ ϱϬϱ ϱϬϵ ZŽŵĂŶŝĂ 426 ;ϰ͘ϲͿ 417 435 Newfoundland and ƵůŐĂƌŝĂ 424 ;ϯ͘ϲͿ 417 431 Labrador 506 ;ϲ͘ϰͿ 494 519 DĞǆŝĐŽ 419 ;Ϯ͘ϲͿ 414 424 hŶŝƚĞĚ<ŝŶŐĚŽŵ ϱϬϱ ;Ϯ͘ϲͿ ϱϬϬ ϱϭϬ YĂƚĂƌ 419 ;Ϭ͘ϵͿ 417 421 EĞƚŚĞƌůĂŶĚƐ ϱϬϯ ;Ϯ͘ϴͿ ϰϵϴ ϱϬϵ ůďĂŶŝĂ 417 ;Ϯ͘ϬͿ 413 421 'ĞƌŵĂŶǇ ϱϬϯ ;Ϯ͘ϵͿ 497 ϱϬϵ ŽƐƚĂZŝĐĂ 416 ;ϯ͘ϯͿ ϰϬϵ 422 ƵƐƚƌĂůŝĂ ϱϬϯ ;ϭ͘ϴͿ 499 ϱϬϲ DŽŶƚĞŶĞŐƌŽ 415 ;ϭ͘ϯͿ 413 ϰϭϴ hŶŝƚĞĚ^ƚĂƚĞƐ ϱϬϮ ;ϯ͘ϯͿ 496 ϱϬϵ ŽůŽŵďŝĂ 413 ;ϯ͘ϭͿ ϰϬϳ 419 Prince Edward Island 502 ;ϴ͘ϵͿ 484 519 ZĞƉƵďůŝĐŽĨEŽƌƚŚ 413 ;ϭ͘ϰͿ ϰϭϬ 416 Saskatchewan 501 ;ϯ͘ϵͿ 493 508 DĂĐĞĚŽŶŝĂ ^ǁĞĚĞŶ 499 ;ϯ͘ϭͿ 493 ϱϬϱ WĞƌƵ ϰϬϰ ;Ϯ͘ϳͿ 399 ϰϬϵ ĞůŐŝƵŵ 499 ;Ϯ͘ϮͿ 494 ϱϬϯ ƌŐĞŶƟŶĂ ϰϬϰ ;Ϯ͘ϵͿ ϯϵϴ ϰϭϬ ǌĞĐŚZĞƉƵďůŝĐ 497 ;Ϯ͘ϱͿ 492 ϱϬϮ ƌĂǌŝů ϰϬϰ ;Ϯ͘ϭͿ ϰϬϬ ϰϬϴ /ƌĞůĂŶĚ 496 ;Ϯ͘ϮͿ 492 ϱϬϬ ŽƐŶŝĂĂŶĚ ,ĞƌǌĞŐŽǀŝŶĂ ϯϵϴ ;Ϯ͘ϳͿ 393 ϰϬϰ ^ǁŝƚǌĞƌůĂŶĚ 495 ;ϯ͘ϬͿ ϰϴϵ ϱϬϭ ĂŬƵ;ǌĞƌďĂŝũĂŶͿ ϯϵϴ ;Ϯ͘ϰͿ 393 ϰϬϮ &ƌĂŶĐĞ 493 ;Ϯ͘ϮͿ ϰϴϵ 497 <ĂǌĂŬŚƐƚĂŶ 397 ;ϭ͘ϳͿ 394 ϰϬϬ ĞŶŵĂƌŬ 493 ;ϭ͘ϵͿ ϰϴϵ 496 /ŶĚŽŶĞƐŝĂ 396 ;Ϯ͘ϰͿ 391 ϰϬϭ EĞǁƌƵŶƐǁŝĐŬ 492 ;ϱ͘ϳͿ 481 504 ^ĂƵĚŝƌĂďŝĂ ϯϴϲ ;Ϯ͘ϴͿ ϯϴϭ 392 WŽƌƚƵŐĂů 492 ;Ϯ͘ϴͿ ϰϴϲ 497 Lebanon ϯϴϰ ;ϯ͘ϱͿ 377 391 EŽƌǁĂǇ ϰϵϬ ;Ϯ͘ϯͿ ϰϴϲ 495 'ĞŽƌŐŝĂ ϯϴϯ ;Ϯ͘ϯͿ ϯϳϴ ϯϴϳ ƵƐƚƌŝĂ ϰϵϬ ;Ϯ͘ϴͿ ϰϴϰ 495 DŽƌŽĐĐŽ 377 ;ϯ͘ϬͿ 371 ϯϴϮ Manitoba 489 ;ϯ͘ϳͿ 482 497 <ŽƐŽǀŽ 365 ;ϭ͘ϮͿ 363 367 >ĂƚǀŝĂ ϰϴϳ ;ϭ͘ϴͿ ϰϴϰ 491 Panama 365 ;Ϯ͘ϵͿ 359 ϯϳϬ ^ƉĂŝŶ ϰϴϯ ;ϭ͘ϲͿ ϰϴϬ ϰϴϲ WŚŝůŝƉƉŝŶĞƐ 357 ;ϯ͘ϮͿ 351 363 >ŝƚŚƵĂŶŝĂ ϰϴϮ ;ϭ͘ϲͿ 479 ϰϴϱ ŽŵŝŶŝĐĂŶZĞƉƵďůŝĐ 336 ;Ϯ͘ϱͿ 331 341 ,ƵŶŐĂƌǇ ϰϴϭ ;Ϯ͘ϯͿ 476 ϰϴϱ OECD average 489 ;Ϭ͘ϰͿ 488 489 ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ ϰϳϴ ;Ϯ͘ϵͿ 472 ϰϴϯ Note͗ŽƵŶƚƌŝĞƐĂŶĚƉƌŽǀŝŶĐĞƐŚĂǀĞďĞĞŶƐŽƌƚĞĚŝŶĚĞƐĐĞŶĚŝŶŐŽƌĚĞƌďǇĂǀĞƌĂŐĞ >ƵǆĞŵďŽƵƌŐ 477 ;ϭ͘ϮͿ 474 479 ƐĐŽƌĞ͘Ͳ^Ͳ:Ͳ;ŚŝŶĂͿƌĞƉƌĞƐĞŶƚƐĞŝũŝŶŐ͕^ŚĂŶŐŚĂŝ͕:ŝĂŶŐƐƵ͕ĂŶĚŚĞũŝĂŶŐ͘^ĞĞK /ĐĞůĂŶĚ 475 ;ϭ͘ϴͿ 472 479 ϮϬϭϵď͕Ɖ͘Ϯϭ͕ĨŽƌĂŶŽƚĞƌĞŐĂƌĚŝŶŐǇƉƌƵƐ͘dŚĞĚĂƚĂĨŽƌsŝĞƚŶĂŵŚĂǀĞŶŽƚǇĞƚďĞĞŶĨƵůůǇ ǀĂůŝĚĂƚĞĚ͗ĚƵĞƚŽĂůĂĐŬŽĨĐŽŶƐŝƐƚĞŶĐǇŝŶƚŚĞƌĞƐƉŽŶƐĞƉĂƩĞƌŶŽĨƐŽŵĞƉĞƌĨŽƌŵĂŶĐĞ ƌŽĂƟĂ 472 ;Ϯ͘ϴͿ 467 ϰϳϴ ĚĂƚĂ͕ƚŚĞKĐĂŶŶŽƚǇĞƚĂƐƐƵƌĞĨƵůůŝŶƚĞƌŶĂƟŽŶĂůĐŽŵƉĂƌĂďŝůŝƚǇŽĨƚŚĞƌĞƐƵůƚƐ͘ ĞůĂƌƵƐ 471 ;Ϯ͘ϰͿ 466 476

PISA 2018 147 dĂďůĞ͘ϯ͘ϱ sĂƌŝĂƟŽŶŝŶƐƚƵĚĞŶƚƉĞƌĨŽƌŵĂŶĐĞ͗Dd,Dd/^ WĞƌĐĞŶƟůĞƐ Difference in th th th th th th Country 5 10 25 75 90 95 score points or province between the th th Standard Standard Standard Standard Standard Standard 10 and 90 Score error Score error Score error Score error Score error Score error percentiles ŽŵŝŶŝĐĂŶ ZĞƉƵďůŝĐ 214 ;ϯ͘ϮͿ 236 ;Ϯ͘ϳͿ 276 ;Ϯ͘ϳͿ ϯϳϬ ;ϯ͘ϮͿ 417 ;ϰ͘ϴͿ 449 ;ϲ͘ϲͿ ϭϴϭ ŽƐƚĂZŝĐĂ ϮϴϮ ;ϰ͘ϮͿ ϯϬϴ ;ϯ͘ϰͿ 352 ;Ϯ͘ϳͿ 452 ;ϰ͘ϮͿ 499 ;ϱ͘ϱͿ ϱϮϴ ;ϳ͘ϬͿ 191 DŽƌŽĐĐŽ 249 ;ϯ͘ϱͿ 273 ;ϯ͘ϮͿ 314 ;ϯ͘ϯͿ ϰϭϴ ;ϰ͘ϰͿ 469 ;ϰ͘ϰͿ 499 ;ϱ͘ϬͿ 196 <ŽƐŽǀŽ 243 ;ϯ͘ϳͿ 269 ;Ϯ͘ϳͿ 313 ;Ϯ͘ϭͿ 416 ;Ϯ͘ϯͿ 465 ;ϯ͘ϯͿ 497 ;ϰ͘ϬͿ 197 /ŶĚŽŶĞƐŝĂ 255 ;ϰ͘ϯͿ Ϯϴϭ ;ϯ͘ϵͿ 325 ;ϯ͘ϮͿ 427 ;ϯ͘ϳͿ ϰϴϬ ;ϱ͘ϵͿ 517 ;ϴ͘ϳͿ ϭϵϴ DĞǆŝĐŽ Ϯϴϰ ;ϯ͘ϴͿ 311 ;ϯ͘ϲͿ 356 ;Ϯ͘ϳͿ 461 ;ϯ͘ϭͿ ϱϭϬ ;ϯ͘ϲͿ 539 ;ϰ͘ϱͿ 199 Panama ϮϮϴ ;ϱ͘ϬͿ 255 ;ϯ͘ϵͿ ϯϬϬ ;Ϯ͘ϵͿ ϰϬϯ ;ϯ͘ϲͿ 454 ;ϱ͘ϱͿ ϰϴϱ ;ϲ͘ϯͿ 199 WŚŝůŝƉƉŝŶĞƐ 229 ;ϰ͘ϮͿ 255 ;ϯ͘ϳͿ 299 ;ϯ͘ϮͿ ϰϬϯ ;ϰ͘ϱͿ 456 ;ϲ͘ϬͿ ϰϴϴ ;ϳ͘ϰͿ ϮϬϭ /ƌĞůĂŶĚ 367 ;ϯ͘ϲͿ 397 ;ϯ͘ϯͿ 447 ;Ϯ͘ϲͿ 554 ;Ϯ͘ϯͿ 599 ;ϯ͘ϬͿ 625 ;ϯ͘ϱͿ ϮϬϮ ^ĂƵĚŝƌĂďŝĂ 246 ;ϰ͘ϲͿ 273 ;ϰ͘ϯͿ 319 ;ϯ͘ϰͿ 426 ;ϯ͘ϲͿ 475 ;ϯ͘ϲͿ ϱϬϱ ;ϰ͘ϭͿ ϮϬϮ Ͳ^Ͳ:Ͳ;ŚŝŶĂͿ 452 ;ϱ͘ϮͿ ϰϴϲ ;ϰ͘ϮͿ ϱϰϬ ;ϯ͘ϬͿ 647 ;ϯ͘ϬͿ 691 ;ϯ͘ϮͿ 716 ;ϯ͘ϲͿ ϮϬϱ DĂĐĂŽ;ŚŝŶĂͿ ϰϮϬ ;ϰ͘ϭͿ 452 ;ϯ͘ϲͿ ϱϬϱ ;Ϯ͘ϯͿ 613 ;Ϯ͘ϮͿ 659 ;Ϯ͘ϲͿ ϲϴϱ ;ϯ͘ϰͿ ϮϬϳ >ĂƚǀŝĂ 363 ;ϰ͘ϭͿ 393 ;ϯ͘ϮͿ 441 ;Ϯ͘ϰͿ 551 ;Ϯ͘ϱͿ 599 ;ϯ͘ϭͿ ϲϮϴ ;ϯ͘ϰͿ ϮϬϳ ƐƚŽŶŝĂ ϯϵϬ ;ϯ͘ϭͿ 419 ;Ϯ͘ϵͿ ϰϲϴ ;Ϯ͘ϰͿ 579 ;Ϯ͘ϮͿ ϲϮϴ ;Ϯ͘ϳͿ 657 ;ϯ͘ϲͿ ϮϬϵ ŽůŽŵďŝĂ 262 ;ϱ͘ϰͿ ϮϵϬ ;ϯ͘ϵͿ 335 ;ϯ͘ϱͿ 445 ;ϯ͘ϴͿ 499 ;ϰ͘ϱͿ 531 ;ϰ͘ϰͿ ϮϬϵ Saskatchewan 348 ;ϲ͘ϱͿ 378 ;ϱ͘ϰͿ 430 ;ϱ͘ϴͿ 543 ;ϱ͘ϰͿ 589 ;ϱ͘ϳͿ 618 ;ϲ͘ϵͿ 211 ŽƐŶŝĂĂŶĚ ,ĞƌǌĞŐŽǀŝŶĂ 276 ;ϰ͘ϭͿ ϯϬϯ ;ϯ͘ϮͿ 349 ;ϯ͘ϮͿ 462 ;ϯ͘ϳͿ 514 ;ϰ͘ϰͿ 545 ;ϰ͘ϯͿ 211 ůďĂŶŝĂ ϯϬϯ ;ϯ͘ϲͿ 332 ;ϯ͘ϭͿ ϯϴϭ ;Ϯ͘ϵͿ 493 ;Ϯ͘ϴͿ 544 ;ϯ͘ϱͿ 575 ;ϯ͘ϴͿ 211 ĞŶŵĂƌŬ ϯϳϬ ;ϯ͘ϲͿ ϰϬϭ ;Ϯ͘ϲͿ 454 ;Ϯ͘ϯͿ 567 ;Ϯ͘ϯͿ 613 ;Ϯ͘ϴͿ ϲϰϬ ;ϯ͘ϱͿ 213 &ŝŶůĂŶĚ ϯϲϴ ;ϯ͘ϲͿ 399 ;ϯ͘ϰͿ 451 ;Ϯ͘ϱͿ 565 ;Ϯ͘ϰͿ 612 ;Ϯ͘ϱͿ 639 ;ϯ͘ϯͿ 213 DĂůĂǇƐŝĂ ϯϬϳ ;ϯ͘ϲͿ 335 ;ϯ͘ϬͿ ϯϴϯ ;ϯ͘ϭͿ 496 ;ϯ͘ϵͿ ϱϱϬ ;ϰ͘ϴͿ ϱϴϬ ;ϱ͘ϵͿ 214 DŽŶƚĞŶĞŐƌŽ 295 ;Ϯ͘ϴͿ 324 ;Ϯ͘ϮͿ 371 ;ϭ͘ϵͿ ϰϴϳ ;ϭ͘ϲͿ ϱϯϴ ;Ϯ͘ϭͿ 569 ;ϯ͘ϭͿ 214 :ŽƌĚĂŶ 259 ;ϰ͘ϲͿ 291 ;ϰ͘ϮͿ 343 ;ϯ͘ϰͿ ϰϱϴ ;ϯ͘ϵͿ ϱϬϴ ;ϰ͘ϯͿ 539 ;ϱ͘ϮͿ 217 ƌŐĞŶƟŶĂ 243 ;ϰ͘ϲͿ 272 ;ϰ͘ϭͿ 322 ;ϯ͘ϲͿ 436 ;ϯ͘ϱͿ ϰϴϵ ;ϯ͘ϴͿ ϱϮϬ ;ϰ͘ϬͿ 217 Newfoundland and Labrador 351 ;ϭϬ͘ϰͿ 382 ;ϴ͘ϳͿ 431 ;ϱ͘ϵͿ 546 ;ϴ͘ϰͿ 599 ;ϭϬ͘ϲͿ 629 ;ϭϭ͘ϰͿ 217 WĞƌƵ 266 ;ϯ͘ϰͿ 293 ;ϯ͘ϭͿ 341 ;Ϯ͘ϵͿ 456 ;ϯ͘ϱͿ 511 ;ϰ͘ϭͿ 544 ;ϱ͘ϭͿ 217 ŚŝůĞ ϮϴϮ ;ϯ͘ϵͿ 311 ;ϯ͘ϱͿ 359 ;Ϯ͘ϵͿ 475 ;ϯ͘ϮͿ ϱϮϴ ;ϯ͘ϱͿ 559 ;ϰ͘ϭͿ Ϯϭϴ ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ 344 ;ϱ͘ϱͿ 376 ;ϰ͘ϯͿ ϰϯϬ ;ϰ͘ϬͿ 547 ;ϯ͘ϯͿ 597 ;ϯ͘ϵͿ 627 ;ϰ͘ϮͿ 221 <ĂǌĂŬŚƐƚĂŶ ϮϴϮ ;ϯ͘ϮͿ 314 ;Ϯ͘ϰͿ 365 ;Ϯ͘ϮͿ ϰϴϬ ;Ϯ͘ϮͿ 535 ;ϯ͘ϬͿ ϱϲϴ ;ϯ͘ϭͿ 221 hƌƵŐƵĂǇ 276 ;ϰ͘ϰͿ ϯϬϳ ;ϯ͘ϱͿ 359 ;ϯ͘ϭͿ 477 ;ϯ͘ϳͿ 529 ;ϯ͘ϵͿ ϱϱϴ ;ϰ͘ϰͿ 221 ƌŽĂƟĂ 323 ;ϰ͘ϲͿ 354 ;ϯ͘ϵͿ ϰϬϱ ;ϯ͘ϬͿ 523 ;ϯ͘ϭͿ 577 ;ϯ͘ϵͿ ϲϬϴ ;ϰ͘ϮͿ 223 :ĂƉĂŶ ϯϴϬ ;ϰ͘ϯͿ 413 ;ϯ͘ϵͿ ϰϲϴ ;ϯ͘ϭͿ ϱϴϵ ;Ϯ͘ϴͿ 637 ;ϯ͘ϴͿ 664 ;ϰ͘ϱͿ 224 ƌĂǌŝů 251 ;ϯ͘ϭͿ 277 ;Ϯ͘ϱͿ 322 ;Ϯ͘ϯͿ ϰϰϬ ;Ϯ͘ϴͿ ϱϬϭ ;ϯ͘ϵͿ ϱϯϴ ;ϰ͘ϵͿ 224 Manitoba 337 ;ϳ͘ϭͿ 368 ;ϱ͘ϯͿ 421 ;ϰ͘ϱͿ 542 ;ϰ͘ϮͿ 594 ;ϱ͘ϵͿ 624 ;ϲ͘ϭͿ 226 dŚĂŝůĂŶĚ ϮϴϮ ;ϰ͘ϴͿ ϯϭϬ ;ϯ͘ϲͿ ϯϱϴ ;ϯ͘ϯͿ 475 ;ϰ͘ϯͿ 535 ;ϱ͘ϴͿ 572 ;ϲ͘ϭͿ 226 dƵƌŬĞǇ 314 ;ϰ͘ϯͿ 343 ;ϯ͘ϴͿ 392 ;ϯ͘ϮͿ 512 ;Ϯ͘ϳͿ 571 ;ϰ͘ϬͿ ϲϬϱ ;ϱ͘ϯͿ ϮϮϴ EŽǀĂ^ĐŽƟĂ 349 ;ϴ͘ϯͿ 380 ;ϴ͘ϯͿ 433 ;ϲ͘ϳͿ 555 ;ϲ͘ϳͿ 608 ;ϴ͘ϵͿ 640 ;ϭϭ͘ϮͿ 228 'ĞŽƌŐŝĂ 257 ;ϯ͘ϵͿ Ϯϴϲ ;ϯ͘ϲͿ 336 ;Ϯ͘ϵͿ 457 ;ϯ͘ϳͿ 515 ;ϰ͘ϰͿ ϱϰϴ ;ϲ͘ϬͿ ϮϮϴ ^ƉĂŝŶ 331 ;Ϯ͘ϴͿ 365 ;Ϯ͘ϰͿ 421 ;ϭ͘ϴͿ 544 ;ϭ͘ϴͿ 593 ;Ϯ͘ϮͿ 621 ;Ϯ͘ϰͿ 229 ĂŬƵ;ǌĞƌďĂŝũĂŶͿ 276 ;ϯ͘ϴͿ ϯϬϲ ;ϯ͘ϰͿ 359 ;Ϯ͘ϵͿ ϰϴϬ ;ϯ͘ϴͿ 535 ;ϱ͘ϬͿ ϱϳϬ ;ϱ͘ϰͿ 229 ^ůŽǀĞŶŝĂ ϯϲϬ ;ϱ͘ϯͿ 392 ;ϯ͘ϬͿ ϰϰϴ ;Ϯ͘ϯͿ 571 ;Ϯ͘ϯͿ 622 ;Ϯ͘ϴͿ 652 ;ϯ͘ϰͿ ϮϯϬ 'ƌĞĞĐĞ ϯϬϮ ;ϰ͘ϵͿ 334 ;ϰ͘ϳͿ 391 ;ϰ͘ϭͿ 513 ;ϯ͘ϮͿ 565 ;ϯ͘ϴͿ 595 ;ϰ͘ϳͿ 231 WŽůĂŶĚ 366 ;ϰ͘ϳͿ ϯϵϴ ;ϯ͘ϴͿ 455 ;Ϯ͘ϵͿ ϱϳϴ ;ϯ͘ϭͿ 631 ;ϰ͘ϮͿ 661 ;ϰ͘ϳͿ 233 Prince Edward Island 332 ;Ϯϯ͘ϬͿ 369 ;ϭϲ͘ϰͿ 423 ;ϭϭ͘ϲͿ 551 ;ϭϰ͘ϮͿ 601 ;ϭϱ͘ϮͿ 630 ;ϭϴ͘ϭͿ 233 Alberta 356 ;ϵ͘ϭͿ 392 ;ϴ͘ϯͿ 450 ;ϳ͘ϬͿ 575 ;ϱ͘ϳͿ 626 ;ϱ͘ϵͿ 655 ;ϳ͘ϰͿ 234 Ontario 361 ;ϱ͘ϵͿ 394 ;ϱ͘ϮͿ 450 ;ϰ͘ϳͿ 577 ;ϱ͘ϱͿ 629 ;ϱ͘ϮͿ 660 ;ϲ͘ϳͿ 234

148 PISA 2018 dĂďůĞ͘ϯ͘ϱ;ĐŽŶƚ͛ĚͿ sĂƌŝĂƟŽŶŝŶƐƚƵĚĞŶƚƉĞƌĨŽƌŵĂŶĐĞ͗Dd,Dd/^ WĞƌĐĞŶƟůĞƐ Difference in th th th th th th Country 5 10 25 75 90 95 score points or province between the th th Standard Standard Standard Standard Standard Standard 10 and 90 Score error Score error Score error Score error Score error Score error percentiles /ĐĞůĂŶĚ ϯϰϬ ;ϯ͘ϴͿ 374 ;ϰ͘ϮͿ 434 ;ϯ͘ϰͿ 559 ;Ϯ͘ϳͿ ϲϬϵ ;ϯ͘ϬͿ ϲϯϴ ;ϰ͘ϭͿ 235 ^ǁĞĚĞŶ ϯϰϴ ;ϱ͘ϳͿ ϯϴϯ ;ϰ͘ϲͿ 441 ;ϯ͘ϳͿ 567 ;Ϯ͘ϵͿ ϲϭϴ ;ϯ͘ϯͿ 647 ;ϯ͘ϴͿ 236 EŽƌǁĂǇ 345 ;ϰ͘ϭͿ ϯϴϭ ;ϯ͘ϵͿ 441 ;Ϯ͘ϵͿ 565 ;Ϯ͘ϰͿ 617 ;ϯ͘ϭͿ 645 ;ϰ͘ϰͿ 236 EĞǁƌƵŶƐǁŝĐŬ 338 ;ϴ͘ϯͿ 373 ;ϳ͘ϮͿ 428 ;ϲ͘ϰͿ 555 ;ϳ͘ϮͿ 609 ;ϵ͘ϮͿ 638 ;ϭϬ͘ϴͿ 236 >ŝƚŚƵĂŶŝĂ ϯϯϬ ;ϰ͘ϭͿ 362 ;ϯ͘ϲͿ ϰϭϴ ;Ϯ͘ϴͿ 545 ;Ϯ͘ϮͿ ϱϵϴ ;Ϯ͘ϴͿ ϲϯϬ ;ϯ͘ϮͿ 236 ,ƵŶŐĂƌǇ ϯϮϴ ;ϯ͘ϵͿ ϯϲϬ ;ϰ͘ϬͿ ϰϭϴ ;ϯ͘ϯͿ 546 ;ϯ͘ϬͿ 597 ;ϯ͘ϳͿ 626 ;ϰ͘ϳͿ 237 Canada 358 ;ϯ͘ϮͿ 392 ;ϯ͘ϬͿ 449 ;Ϯ͘ϴͿ 576 ;Ϯ͘ϳͿ 629 ;Ϯ͘ϳͿ 661 ;ϯ͘ϮͿ 237 Quebec 374 ;ϲ͘ϴͿ 411 ;ϲ͘ϮͿ 472 ;ϰ͘ϴͿ 596 ;ϰ͘ϭͿ 648 ;ϰ͘ϮͿ 679 ;ϱ͘ϮͿ 238 ƵƐƚƌĂůŝĂ 339 ;ϯ͘ϴͿ 371 ;ϯ͘ϬͿ ϰϮϴ ;Ϯ͘ϮͿ 555 ;Ϯ͘ϬͿ ϲϬϵ ;Ϯ͘ϳͿ 641 ;ϯ͘ϲͿ Ϯϯϴ ƌƵŶĞŝĂƌƵƐƐĂůĂŵ Ϯϴϳ ;ϯ͘ϰͿ 316 ;Ϯ͘ϰͿ 365 ;Ϯ͘ϬͿ 492 ;Ϯ͘ϬͿ 555 ;Ϯ͘ϮͿ ϱϴϴ ;ϯ͘ϰͿ 239 hŶŝƚĞĚ<ŝŶŐĚŽŵ 346 ;ϰ͘ϭͿ ϯϴϭ ;ϰ͘ϬͿ 439 ;Ϯ͘ϵͿ 567 ;ϯ͘ϬͿ ϲϮϬ ;ϯ͘ϯͿ 651 ;ϰ͘ϮͿ 239 ZĞƉƵďůŝĐŽĨEŽƌƚŚ DĂĐĞĚŽŶŝĂ 243 ;ϯ͘ϵͿ 275 ;Ϯ͘ϵͿ ϯϯϬ ;Ϯ͘ϭͿ ϰϱϴ ;Ϯ͘ϮͿ 516 ;ϯ͘ϱͿ ϱϱϬ ;ϰ͘ϰͿ 241 hŶŝƚĞĚ^ƚĂƚĞƐ 326 ;ϱ͘ϬͿ 357 ;ϰ͘ϲͿ 414 ;ϰ͘ϬͿ 543 ;ϯ͘ϵͿ ϱϵϴ ;ϰ͘ϯͿ 629 ;ϰ͘ϲͿ 241 &ƌĂŶĐĞ 333 ;ϰ͘ϯͿ ϯϳϬ ;ϯ͘ϰͿ 433 ;ϯ͘ϮͿ 562 ;ϯ͘ϮͿ 611 ;ϯ͘ϯͿ ϲϯϴ ;ϯ͘ϲͿ 241 ,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ ϯϴϳ ;ϲ͘ϮͿ 426 ;ϱ͘ϰͿ ϰϵϬ ;ϰ͘ϮͿ 617 ;Ϯ͘ϴͿ 667 ;ϯ͘ϱͿ 696 ;ϰ͘ϱͿ 241 ĞůĂƌƵƐ ϯϭϴ ;ϱ͘ϬͿ 351 ;ϯ͘ϰͿ ϰϬϳ ;ϯ͘ϭͿ 537 ;ϯ͘ϮͿ 592 ;ϯ͘ϱͿ 623 ;ϰ͘ϭͿ 241 ǌĞĐŚZĞƉƵďůŝĐ 345 ;ϱ͘ϮͿ ϯϳϴ ;ϰ͘ϲͿ 435 ;ϯ͘ϲͿ 564 ;Ϯ͘ϴͿ 619 ;ϯ͘ϭͿ ϲϱϬ ;ϯ͘ϵͿ 241 /ƚĂůǇ 327 ;ϱ͘ϱͿ 363 ;ϰ͘ϳͿ 423 ;ϯ͘ϭͿ 552 ;ϯ͘ϯͿ ϲϬϱ ;ϯ͘ϵͿ 635 ;ϰ͘ϵͿ 241 ƌŝƟƐŚŽůƵŵďŝĂ 350 ;ϳ͘ϵͿ 382 ;ϲ͘ϴͿ 441 ;ϲ͘ϬͿ 569 ;ϱ͘ϳͿ 624 ;ϲ͘ϵͿ 657 ;ϳ͘ϴͿ 242 EĞǁĞĂůĂŶĚ 339 ;ϯ͘ϳͿ 372 ;ϯ͘ϬͿ ϰϯϬ ;Ϯ͘ϱͿ ϱϲϬ ;Ϯ͘ϮͿ 614 ;Ϯ͘ϮͿ 645 ;ϯ͘ϳͿ 242 hŬƌĂŝŶĞ 297 ;ϱ͘ϮͿ 331 ;ϰ͘ϰͿ ϯϵϬ ;ϰ͘ϮͿ 517 ;ϰ͘ϭͿ 573 ;ϱ͘ϬͿ ϲϬϳ ;ϱ͘ϳͿ 242 EĞƚŚĞƌůĂŶĚƐ 362 ;ϱ͘ϬͿ 394 ;ϰ͘ϴͿ 453 ;ϰ͘ϬͿ ϱϴϴ ;Ϯ͘ϳͿ ϲϯϴ ;ϯ͘ϲͿ 664 ;ϯ͘ϳͿ 243 DŽůĚŽǀĂ Ϯϲϴ ;ϯ͘ϴͿ ϯϬϬ ;ϯ͘ϭͿ 354 ;Ϯ͘ϲͿ ϰϴϲ ;ϯ͘ϮͿ 543 ;ϰ͘ϰͿ ϱϳϴ ;ϱ͘ϳͿ 244 ^ŝŶŐĂƉŽƌĞ ϰϬϭ ;ϯ͘ϰͿ 441 ;Ϯ͘ϵͿ ϱϬϴ ;Ϯ͘ϰͿ 636 ;Ϯ͘ϭͿ ϲϴϰ ;Ϯ͘ϳͿ 713 ;ϯ͘ϬͿ 244 ZŽŵĂŶŝĂ 277 ;ϱ͘ϳͿ ϯϭϬ ;ϱ͘ϰͿ 365 ;ϰ͘ϳͿ 495 ;ϲ͘ϭͿ 554 ;ϲ͘ϵͿ ϱϴϴ ;ϳ͘ϮͿ 244 ƵƐƚƌŝĂ 341 ;ϰ͘ϰͿ 374 ;ϰ͘ϰͿ 433 ;ϰ͘ϬͿ 566 ;ϯ͘ϱͿ ϲϭϴ ;ϯ͘ϯͿ 646 ;ϯ͘ϲͿ 244 ^ǁŝƚǌĞƌůĂŶĚ ϯϲϬ ;ϰ͘ϰͿ 391 ;ϯ͘ϱͿ ϰϰϴ ;ϯ͘ϴͿ ϱϴϮ ;ϯ͘ϰͿ 636 ;ϰ͘ϯͿ ϲϲϴ ;ϰ͘ϴͿ 245 ǇƉƌƵƐ 292 ;ϯ͘ϱͿ 325 ;Ϯ͘ϴͿ ϯϴϱ ;Ϯ͘ϱͿ 517 ;Ϯ͘ϭͿ 571 ;Ϯ͘ϰͿ ϲϬϭ ;ϯ͘ϰͿ 246 'ĞƌŵĂŶǇ 337 ;ϰ͘ϲͿ 373 ;ϰ͘ϮͿ 433 ;ϯ͘ϲͿ ϱϳϬ ;ϯ͘ϯͿ 621 ;ϯ͘ϮͿ ϲϱϬ ;ϯ͘ϰͿ Ϯϰϴ ^ĞƌďŝĂ 293 ;ϱ͘ϯͿ 324 ;ϰ͘ϯͿ ϯϴϬ ;ϯ͘ϵͿ 516 ;ϯ͘ϴͿ 576 ;ϯ͘ϵͿ ϲϬϵ ;ϯ͘ϵͿ 251 ƵůŐĂƌŝĂ ϮϴϬ ;ϲ͘ϭͿ 311 ;ϰ͘ϲͿ ϯϲϴ ;ϰ͘ϲͿ ϱϬϯ ;ϰ͘ϭͿ 563 ;ϱ͘ϳͿ 599 ;ϲ͘ϴͿ 251 ĞůŐŝƵŵ 344 ;ϰ͘ϯͿ 377 ;ϰ͘ϭͿ ϰϰϬ ;ϯ͘ϮͿ 579 ;Ϯ͘ϲͿ ϲϮϴ ;ϯ͘ϰͿ 656 ;ϯ͘ϳͿ 252 WŽƌƚƵŐĂů 327 ;ϱ͘ϮͿ 362 ;ϯ͘ϴͿ 426 ;ϯ͘ϲͿ 562 ;ϯ͘ϬͿ 614 ;ϯ͘ϲͿ 643 ;ϰ͘ϱͿ 252 YĂƚĂƌ 259 ;Ϯ͘ϴͿ ϮϵϬ ;Ϯ͘ϮͿ 345 ;ϭ͘ϲͿ ϰϴϭ ;ϭ͘ϲͿ 544 ;Ϯ͘ϭͿ ϱϴϮ ;Ϯ͘ϱͿ 253 ^ůŽǀĂŬZĞƉƵďůŝĐ 315 ;ϲ͘ϬͿ 353 ;ϱ͘ϰͿ ϰϮϬ ;ϰ͘ϭͿ 556 ;Ϯ͘ϳͿ ϲϭϬ ;ϯ͘ϭͿ ϲϰϬ ;ϯ͘ϳͿ 257 >ƵǆĞŵďŽƵƌŐ 321 ;ϯ͘ϰͿ 353 ;Ϯ͘ϵͿ 413 ;Ϯ͘ϭͿ 555 ;Ϯ͘ϬͿ 611 ;Ϯ͘ϰͿ 641 ;Ϯ͘ϵͿ 257 <ŽƌĞĂ 354 ;ϱ͘ϬͿ 393 ;ϰ͘ϰͿ ϰϲϬ ;ϯ͘ϴͿ 596 ;ϯ͘ϲͿ 651 ;ϰ͘ϲͿ ϲϴϰ ;ϱ͘ϵͿ Ϯϱϴ ŚŝŶĞƐĞdĂŝƉĞŝ ϯϱϴ ;ϰ͘ϲͿ 397 ;ϯ͘ϵͿ 466 ;ϯ͘ϴͿ ϲϬϭ ;ϯ͘ϱͿ 656 ;ϰ͘ϰͿ ϲϴϲ ;ϱ͘ϯͿ 259 DĂůƚĂ 297 ;ϰ͘ϰͿ 334 ;ϯ͘ϰͿ ϰϬϭ ;ϯ͘ϲͿ 545 ;Ϯ͘ϳͿ 599 ;ϯ͘ϱͿ ϲϯϬ ;ϰ͘ϴͿ 265 hŶŝƚĞĚƌĂď ŵŝƌĂƚĞƐ 265 ;ϯ͘ϵͿ 299 ;ϯ͘ϮͿ ϯϲϬ ;Ϯ͘ϴͿ ϱϬϵ ;Ϯ͘ϲͿ 574 ;Ϯ͘ϰͿ 611 ;ϯ͘ϮͿ 275 Lebanon 224 ;ϱ͘ϮͿ 256 ;ϰ͘ϴͿ 317 ;ϱ͘ϭͿ 469 ;ϱ͘ϬͿ 533 ;ϰ͘ϳͿ 569 ;ϰ͘ϳͿ 276 /ƐƌĂĞů 276 ;ϲ͘ϮͿ 315 ;ϱ͘ϱͿ ϯϴϴ ;ϱ͘ϬͿ 542 ;ϯ͘ϲͿ ϲϬϬ ;ϯ͘ϵͿ 632 ;ϯ͘ϵͿ Ϯϴϱ OECD average 337 ;Ϭ͘ϳͿ 370 ;Ϭ͘ϲͿ 427 ;Ϭ͘ϱͿ 553 ;Ϭ͘ϱͿ 605 ;Ϭ͘ϲͿ 634 ;Ϭ͘ϳͿ 235 Note͗ŽƵŶƚƌŝĞƐĂŶĚƉƌŽǀŝŶĐĞƐŚĂǀĞďĞĞŶƐŽƌƚĞĚŝŶĂƐĐĞŶĚŝŶŐŽƌĚĞƌďǇƚŚĞĚŝīĞƌĞŶĐĞŝŶƐĐŽƌĞƉŽŝŶƚƐďĞƚǁĞĞŶƚŚĞϭϬth and 90thƉĞƌĐĞŶƟůĞƐ͘Ͳ^Ͳ:Ͳ;ŚŝŶĂͿƌĞƉƌĞƐĞŶƚƐĞŝũŝŶŐ͕ ^ŚĂŶŐŚĂŝ͕:ŝĂŶŐƐƵ͕ĂŶĚŚĞũŝĂŶŐ͘^ĞĞKϮϬϭϵď͕Ɖ͘Ϯϭ͕ĨŽƌĂŶŽƚĞƌĞŐĂƌĚŝŶŐǇƉƌƵƐ͘dŚĞĚĂƚĂĨŽƌsŝĞƚŶĂŵŚĂǀĞŶŽƚǇĞƚďĞĞŶĨƵůůǇǀĂůŝĚĂƚĞĚ͗ĚƵĞƚŽĂůĂĐŬŽĨĐŽŶƐŝƐƚĞŶĐǇŝŶƚŚĞ ƌĞƐƉŽŶƐĞƉĂƩĞƌŶŽĨƐŽŵĞƉĞƌĨŽƌŵĂŶĐĞĚĂƚĂ͕ƚŚĞKĐĂŶŶŽƚǇĞƚĂƐƐƵƌĞĨƵůůŝŶƚĞƌŶĂƟŽŶĂůĐŽŵƉĂƌĂďŝůŝƚǇŽĨƚŚĞƌĞƐƵůƚƐ͘

PISA 2018 149 dĂďůĞ͘ϯ͘ϲ sĂƌŝĂƟŽŶŝŶƐƚƵĚĞŶƚƉĞƌĨŽƌŵĂŶĐĞ͗^/E WĞƌĐĞŶƟůĞƐ Difference in th th th th th th Country 5 10 25 75 90 95 score points or province between the th th Standard Standard Standard Standard Standard Standard 10 and 90 Score error Score error Score error Score error Score error Score error percentiles <ŽƐŽǀŽ 265 ;Ϯ͘ϲͿ Ϯϴϱ ;Ϯ͘ϱͿ ϯϮϬ ;ϭ͘ϱͿ ϰϬϲ ;ϭ͘ϳͿ ϰϱϬ ;Ϯ͘ϲͿ ϰϳϴ ;ϯ͘ϴͿ 165 DŽƌŽĐĐŽ 275 ;Ϯ͘ϵͿ 293 ;Ϯ͘ϳͿ ϯϮϴ ;Ϯ͘ϴͿ 422 ;ϰ͘ϬͿ ϰϲϴ ;ϯ͘ϵͿ 493 ;ϯ͘ϴͿ 175 /ŶĚŽŶĞƐŝĂ Ϯϴϵ ;ϯ͘ϮͿ 312 ;ϯ͘ϬͿ ϯϰϴ ;Ϯ͘ϲͿ ϰϰϬ ;ϯ͘ϭͿ ϰϴϴ ;ϰ͘ϲͿ 517 ;ϱ͘ϳͿ 176 ŽŵŝŶŝĐĂŶ ZĞƉƵďůŝĐ 231 ;Ϯ͘ϳͿ ϮϱϬ ;Ϯ͘ϴͿ Ϯϴϲ ;Ϯ͘ϰͿ 379 ;ϯ͘ϱͿ 431 ;ϰ͘ϴͿ 463 ;ϱ͘ϳͿ ϭϴϭ ŽƐƚĂZŝĐĂ ϯϬϬ ;ϯ͘ϵͿ 324 ;ϯ͘ϮͿ 364 ;ϯ͘ϬͿ 466 ;ϰ͘ϯͿ 512 ;ϱ͘ϲͿ ϱϰϬ ;ϲ͘ϲͿ ϭϴϴ ĂŬƵ;ǌĞƌďĂŝũĂŶͿ Ϯϴϭ ;ϯ͘ϬͿ ϯϬϱ ;Ϯ͘ϱͿ 347 ;Ϯ͘ϯͿ 446 ;ϯ͘ϬͿ 494 ;ϰ͘ϲͿ 524 ;ϲ͘ϮͿ ϭϴϵ ůďĂŶŝĂ Ϯϵϴ ;ϯ͘ϮͿ 323 ;ϯ͘ϭͿ 366 ;Ϯ͘ϰͿ 466 ;Ϯ͘ϲͿ 514 ;ϯ͘ϮͿ 541 ;ϯ͘ϲͿ ϭϵϬ <ĂǌĂŬŚƐƚĂŶ Ϯϴϰ ;Ϯ͘ϲͿ ϯϬϳ ;Ϯ͘ϭͿ 346 ;ϭ͘ϵͿ 442 ;Ϯ͘ϰͿ ϰϵϴ ;ϯ͘ϰͿ 533 ;ϰ͘ϴͿ 191 DĞǆŝĐŽ ϯϬϯ ;ϰ͘ϯͿ 326 ;ϯ͘ϵͿ 367 ;Ϯ͘ϳͿ 469 ;ϯ͘ϬͿ ϱϭϴ ;ϰ͘ϯͿ ϱϰϴ ;ϰ͘ϱͿ 192 WŚŝůŝƉƉŝŶĞƐ ϮϱϬ ;ϯ͘ϯͿ 269 ;ϯ͘ϭͿ ϯϬϰ ;Ϯ͘ϲͿ ϰϬϭ ;ϰ͘ϱͿ 461 ;ϲ͘ϲͿ ϱϬϬ ;ϴ͘ϯͿ 192 ŽƐŶŝĂĂŶĚ 451 ;ϯ͘ϲͿ 499 ;ϯ͘ϴͿ ϱϮϴ ;ϰ͘ϭͿ 197 ,ĞƌǌĞŐŽǀŝŶĂ Ϯϳϴ ;ϯ͘ϲͿ ϯϬϮ ;ϯ͘ϭͿ 344 ;Ϯ͘ϳͿ DĂůĂǇƐŝĂ 313 ;ϯ͘ϲͿ 339 ;Ϯ͘ϵͿ ϯϴϰ ;Ϯ͘ϳͿ ϰϵϬ ;ϯ͘ϰͿ ϱϯϴ ;ϰ͘ϯͿ 565 ;ϱ͘ϮͿ 199 ^ĂƵĚŝƌĂďŝĂ 261 ;ϰ͘ϰͿ Ϯϴϳ ;ϯ͘ϮͿ 331 ;ϯ͘ϯͿ ϰϰϬ ;ϯ͘ϰͿ ϰϴϵ ;ϯ͘ϲͿ 519 ;ϰ͘ϯͿ ϮϬϯ WĞƌƵ ϮϴϬ ;ϯ͘ϵͿ ϯϬϰ ;ϯ͘ϬͿ 347 ;Ϯ͘ϲͿ ϰϱϴ ;ϯ͘ϲͿ 511 ;ϰ͘ϰͿ 543 ;ϱ͘ϯͿ ϮϬϳ 'ĞŽƌŐŝĂ 255 ;ϯ͘ϲͿ Ϯϴϭ ;Ϯ͘ϳͿ 326 ;Ϯ͘ϳͿ 437 ;ϯ͘ϬͿ 491 ;ϯ͘ϵͿ 522 ;ϰ͘ϵͿ ϮϬϵ dŚĂŝůĂŶĚ 299 ;ϯ͘ϳͿ 324 ;ϯ͘ϮͿ 367 ;ϯ͘ϬͿ ϰϴϭ ;ϰ͘ϰͿ 535 ;ϱ͘ϮͿ 567 ;ϱ͘ϴͿ 211 DŽŶƚĞŶĞŐƌŽ Ϯϴϱ ;Ϯ͘ϳͿ 311 ;Ϯ͘ϮͿ ϯϱϴ ;ϭ͘ϲͿ ϰϳϬ ;Ϯ͘ϬͿ 523 ;Ϯ͘ϮͿ 554 ;ϯ͘ϬͿ 212 ŽůŽŵďŝĂ Ϯϴϳ ;ϯ͘ϴͿ 311 ;ϯ͘ϳͿ 355 ;ϯ͘ϲͿ 469 ;ϰ͘ϬͿ 524 ;ϰ͘ϭͿ 555 ;ϰ͘ϮͿ 213 Ͳ^Ͳ:Ͳ;ŚŝŶĂͿ ϰϰϴ ;ϱ͘ϬͿ ϰϴϮ ;ϰ͘ϬͿ 536 ;ϯ͘ϰͿ 649 ;ϯ͘ϭͿ 695 ;ϯ͘ϳͿ 721 ;ϯ͘ϵͿ 213 DĂĐĂŽ;ŚŝŶĂͿ ϰϬϮ ;ϰ͘ϯͿ 434 ;ϯ͘ϬͿ ϰϴϵ ;Ϯ͘ϲͿ ϲϬϭ ;ϭ͘ϵͿ ϲϰϴ ;Ϯ͘ϮͿ 674 ;ϯ͘ϱͿ 214 ZƵƐƐŝĂŶ&ĞĚĞƌĂƟŽŶ 339 ;ϰ͘ϳͿ 369 ;ϰ͘ϭͿ ϰϮϬ ;ϯ͘ϲͿ 536 ;ϯ͘ϮͿ ϱϴϲ ;ϯ͘ϳͿ 616 ;ϰ͘ϬͿ 217 ŚŝůĞ ϯϬϵ ;ϯ͘ϲͿ 336 ;ϯ͘ϭͿ ϯϴϱ ;ϯ͘ϬͿ ϱϬϮ ;ϯ͘ϯͿ 553 ;ϯ͘ϯͿ ϱϴϰ ;ϯ͘ϴͿ Ϯϭϴ dƵƌŬĞǇ 335 ;ϯ͘ϰͿ 361 ;ϯ͘ϭͿ ϰϬϵ ;Ϯ͘ϴͿ 526 ;Ϯ͘ϰͿ 579 ;ϯ͘ϵͿ ϲϬϴ ;ϰ͘ϴͿ Ϯϭϴ >ĂƚǀŝĂ 347 ;ϯ͘ϴͿ 377 ;ϯ͘ϯͿ 429 ;Ϯ͘ϴͿ 546 ;Ϯ͘ϯͿ 595 ;Ϯ͘ϳͿ 623 ;ϯ͘ϯͿ 219 Panama ϮϯϬ ;ϰ͘ϴͿ 259 ;ϯ͘ϴͿ ϯϬϱ ;ϯ͘ϮͿ ϰϮϬ ;ϰ͘ϭͿ ϰϳϴ ;ϱ͘ϳͿ 514 ;ϲ͘ϭͿ 219 ĞůĂƌƵƐ 331 ;ϯ͘ϳͿ 361 ;ϯ͘ϱͿ 412 ;ϯ͘ϰͿ 531 ;Ϯ͘ϳͿ ϱϴϭ ;Ϯ͘ϳͿ ϲϭϬ ;ϯ͘ϳͿ 221 ,ŽŶŐ<ŽŶŐ;ŚŝŶĂͿ 364 ;ϰ͘ϲͿ ϰϬϭ ;ϰ͘ϯͿ 461 ;ϯ͘ϮͿ 577 ;Ϯ͘ϱͿ 623 ;ϯ͘ϯͿ ϲϱϬ ;ϰ͘ϬͿ 223 'ƌĞĞĐĞ ϯϬϵ ;ϱ͘ϮͿ ϯϯϴ ;ϰ͘ϲͿ 392 ;ϰ͘ϭͿ 513 ;ϯ͘ϯͿ 561 ;ϯ͘ϰͿ 591 ;ϰ͘ϮͿ 223 :ŽƌĚĂŶ ϮϴϮ ;ϱ͘ϱͿ 316 ;ϰ͘ϰͿ ϯϳϬ ;ϯ͘ϳͿ ϰϵϬ ;ϯ͘ϭͿ 541 ;ϯ͘ϰͿ ϱϳϬ ;ϯ͘ϵͿ 225 hƌƵŐƵĂǇ Ϯϴϳ ;ϯ͘ϮͿ 314 ;ϯ͘ϭͿ 364 ;Ϯ͘ϵͿ ϰϴϲ ;ϯ͘ϲͿ ϱϰϬ ;ϯ͘ϵͿ 573 ;ϰ͘ϬͿ 226 ƐƚŽŶŝĂ ϯϴϰ ;ϯ͘ϵͿ 417 ;ϯ͘ϱͿ 469 ;Ϯ͘ϵͿ 591 ;Ϯ͘ϰͿ 644 ;Ϯ͘ϳͿ 674 ;ϯ͘ϬͿ 227 /ƌĞůĂŶĚ ϯϰϴ ;ϰ͘ϭͿ ϯϴϬ ;ϯ͘ϱͿ 435 ;Ϯ͘ϲͿ ϱϱϴ ;Ϯ͘ϲͿ ϲϭϬ ;ϯ͘ϮͿ 639 ;ϰ͘ϮͿ ϮϯϬ ^ůŽǀĞŶŝĂ 359 ;ϯ͘ϯͿ ϯϵϬ ;ϯ͘ϰͿ 447 ;Ϯ͘ϭͿ 569 ;ϭ͘ϵͿ 621 ;Ϯ͘ϴͿ ϲϰϴ ;ϯ͘ϳͿ 231 ƌŐĞŶƟŶĂ 261 ;ϰ͘ϳͿ 291 ;ϰ͘ϬͿ ϯϰϬ ;ϯ͘ϰͿ 466 ;ϯ͘ϳͿ 523 ;ϰ͘ϬͿ 555 ;ϯ͘ϳͿ 232 DŽůĚŽǀĂ Ϯϴϱ ;ϯ͘ϴͿ 314 ;Ϯ͘ϵͿ 365 ;Ϯ͘ϱͿ 492 ;ϯ͘ϮͿ 546 ;ϯ͘ϳͿ 575 ;ϰ͘ϭͿ 232 ZŽŵĂŶŝĂ ϮϴϮ ;ϱ͘ϱͿ 312 ;ϰ͘ϳͿ 362 ;ϰ͘ϲͿ ϰϴϴ ;ϱ͘ϱͿ 545 ;ϱ͘ϴͿ 577 ;ϲ͘ϭͿ 233 ^ƉĂŝŶ 334 ;Ϯ͘ϯͿ 365 ;Ϯ͘ϰͿ 421 ;ϭ͘ϵͿ 547 ;ϭ͘ϴͿ ϱϵϴ ;Ϯ͘ϮͿ 627 ;Ϯ͘ϮͿ 233 ƌĂǌŝů Ϯϲϴ ;ϯ͘ϬͿ 292 ;Ϯ͘ϯͿ ϯϯϴ ;Ϯ͘ϭͿ 464 ;ϯ͘ϭͿ 527 ;ϯ͘ϲͿ 563 ;ϰ͘ϴͿ 234 Quebec 365 ;ϳ͘ϮͿ 401 ;ϲ͘ϬͿ 461 ;ϰ͘ϱͿ 585 ;ϰ͘ϯͿ 635 ;ϰ͘ϬͿ 663 ;ϱ͘ϰͿ 234 ƌŽĂƟĂ 327 ;ϰ͘ϮͿ 356 ;ϰ͘ϬͿ ϰϬϵ ;ϯ͘ϱͿ 536 ;ϯ͘ϭͿ ϱϵϬ ;ϯ͘ϱͿ 622 ;ϯ͘ϵͿ 235 Saskatchewan 346 ;ϳ͘ϳͿ 382 ;ϲ͘ϰͿ 440 ;ϱ͘ϯͿ 564 ;ϰ͘ϮͿ 617 ;ϲ͘ϬͿ 647 ;ϲ͘ϵͿ 235 >ŝƚŚƵĂŶŝĂ 334 ;ϯ͘ϲͿ 364 ;Ϯ͘ϵͿ ϰϭϴ ;Ϯ͘ϴͿ 546 ;ϭ͘ϴͿ 599 ;Ϯ͘ϯͿ 629 ;ϯ͘ϬͿ 235 /ƚĂůǇ 316 ;ϰ͘ϳͿ ϯϰϴ ;ϯ͘ϵͿ ϰϬϳ ;ϯ͘ϭͿ 532 ;ϯ͘ϬͿ ϱϴϯ ;ϯ͘ϳͿ 612 ;ϰ͘ϳͿ 235 ĞŶŵĂƌŬ 337 ;ϯ͘ϴͿ 372 ;ϯ͘ϰͿ 431 ;Ϯ͘ϲͿ ϱϱϴ ;Ϯ͘ϲͿ ϲϬϵ ;ϯ͘ϭͿ 637 ;ϯ͘ϲͿ 237 hŬƌĂŝŶĞ 319 ;ϱ͘ϬͿ 351 ;ϰ͘ϰͿ ϰϬϲ ;ϯ͘ϴͿ 532 ;ϯ͘ϳͿ ϱϴϴ ;ϰ͘ϱͿ 619 ;ϱ͘ϱͿ 237 ZĞƉƵďůŝĐŽĨEŽƌƚŚ DĂĐĞĚŽŶŝĂ 265 ;ϯ͘ϮͿ 296 ;Ϯ͘ϱͿ 349 ;Ϯ͘ϬͿ 476 ;Ϯ͘ϰͿ 533 ;ϯ͘ϭͿ 566 ;ϯ͘ϵͿ Ϯϯϴ WŽůĂŶĚ 359 ;ϰ͘ϮͿ 392 ;ϯ͘ϰͿ ϰϰϴ ;Ϯ͘ϴͿ 576 ;ϯ͘ϰͿ ϲϯϬ ;ϰ͘ϬͿ ϲϲϬ ;ϰ͘ϰͿ Ϯϯϴ

150 PISA 2018 dĂďůĞ͘ϯ͘ϲ;ĐŽŶƚ͛ĚͿ sĂƌŝĂƟŽŶŝŶƐƚƵĚĞŶƚƉĞƌĨŽƌŵĂŶĐĞ͗^/E WĞƌĐĞŶƟůĞƐ Difference in th th th th th th Country 5 10 25 75 90 95 score points or province between the th th Standard Standard Standard Standard Standard Standard 10 and 90 Score error Score error Score error Score error Score error Score error percentiles ^ĞƌďŝĂ 293 ;ϯ͘ϴͿ 322 ;ϯ͘ϵͿ 375 ;ϯ͘ϴͿ ϱϬϰ ;ϯ͘ϲͿ 562 ;ϰ͘ϬͿ 593 ;ϯ͘ϳͿ ϮϰϬ /ĐĞůĂŶĚ 325 ;ϯ͘ϲͿ 354 ;ϯ͘ϭͿ ϰϭϬ ;ϯ͘ϬͿ ϱϰϬ ;Ϯ͘ϳͿ 594 ;ϯ͘ϭͿ 623 ;ϯ͘ϳͿ ϮϰϬ WŽƌƚƵŐĂů 336 ;ϱ͘ϲͿ ϯϲϴ ;ϰ͘ϯͿ 427 ;ϯ͘ϲͿ ϱϱϴ ;ϯ͘ϭͿ ϲϬϵ ;ϯ͘ϱͿ ϲϯϴ ;ϰ͘ϭͿ ϮϰϬ Newfoundland and Labrador 354 ;ϭϭ͘ϮͿ 387 ;ϵ͘ϰͿ 442 ;ϳ͘ϮͿ 569 ;ϲ͘ϱͿ 628 ;ϵ͘ϲͿ 663 ;ϭϬ͘ϱͿ 241 :ĂƉĂŶ 371 ;ϰ͘ϱͿ ϰϬϱ ;ϰ͘ϰͿ 466 ;ϯ͘ϳͿ 595 ;ϯ͘ϬͿ 646 ;ϯ͘ϱͿ 673 ;ϯ͘ϵͿ 241 ǇƉƌƵƐ 291 ;ϯ͘ϯͿ 319 ;Ϯ͘ϲͿ 372 ;Ϯ͘ϳͿ ϱϬϱ ;Ϯ͘ϮͿ 562 ;Ϯ͘ϮͿ 592 ;Ϯ͘ϵͿ 244 Ontario 361 ;ϱ͘ϴͿ 395 ;ϰ͘ϵͿ 453 ;ϱ͘ϮͿ 587 ;ϰ͘ϵͿ 641 ;ϱ͘ϬͿ 672 ;ϱ͘ϱͿ 245 ,ƵŶŐĂƌǇ 325 ;ϰ͘ϰͿ 356 ;ϯ͘ϵͿ 412 ;ϯ͘ϭͿ 549 ;ϯ͘ϯͿ ϲϬϮ ;ϯ͘ϲͿ 631 ;ϰ͘ϭͿ 246 Manitoba 337 ;ϳ͘ϮͿ 366 ;ϱ͘ϲͿ 423 ;ϱ͘ϭͿ 556 ;ϰ͘ϴͿ 612 ;ϰ͘ϬͿ 645 ;ϲ͘ϰͿ 246 EŽǀĂ^ĐŽƟĂ 349 ;ϳ͘ϵͿ 383 ;ϳ͘ϮͿ 444 ;ϲ͘ϯͿ 574 ;ϱ͘ϭͿ 629 ;ϲ͘ϲͿ 662 ;ϴ͘ϯͿ 246 ƵůŐĂƌŝĂ 279 ;ϱ͘ϭͿ ϯϬϱ ;ϰ͘ϯͿ 355 ;ϰ͘ϬͿ ϰϵϬ ;ϰ͘ϴͿ 552 ;ϱ͘ϯͿ ϱϴϳ ;ϲ͘ϭͿ 247 ǌĞĐŚZĞƉƵďůŝĐ 341 ;ϰ͘ϴͿ 373 ;ϰ͘ϬͿ ϰϯϬ ;ϯ͘ϳͿ 564 ;ϯ͘ϭͿ ϲϮϬ ;Ϯ͘ϵͿ 651 ;ϯ͘ϲͿ 247 Canada 357 ;Ϯ͘ϲͿ 393 ;Ϯ͘ϯͿ 453 ;Ϯ͘ϱͿ 586 ;Ϯ͘ϲͿ 640 ;Ϯ͘ϱͿ 671 ;ϯ͘ϲͿ 247 EĞǁƌƵŶƐǁŝĐŬ 336 ;ϵ͘ϴͿ 369 ;ϴ͘ϱͿ 427 ;ϳ͘ϬͿ 559 ;ϲ͘ϰͿ 617 ;ϳ͘ϲͿ 650 ;ϭϬ͘ϯͿ 248 Lebanon 237 ;ϰ͘ϬͿ 265 ;ϯ͘ϲͿ 315 ;ϯ͘ϳͿ 449 ;ϰ͘ϴͿ 513 ;ϰ͘ϵͿ 549 ;ϰ͘ϵͿ Ϯϰϴ Alberta 369 ;ϳ͘ϲͿ 404 ;ϲ͘ϯͿ 468 ;ϱ͘ϴͿ 602 ;ϱ͘ϬͿ 654 ;ϲ͘ϯͿ 684 ;ϳ͘ϲͿ 250 &ŝŶůĂŶĚ 356 ;ϰ͘ϰͿ 393 ;ϰ͘ϭͿ ϰϱϴ ;ϯ͘ϮͿ ϱϵϬ ;Ϯ͘ϴͿ 643 ;Ϯ͘ϵͿ 673 ;ϯ͘ϴͿ ϮϱϬ &ƌĂŶĐĞ ϯϯϬ ;ϰ͘ϮͿ 364 ;ϯ͘ϱͿ 425 ;ϯ͘ϭͿ 563 ;Ϯ͘ϵͿ 615 ;ϯ͘ϮͿ 644 ;ϯ͘ϴͿ 251 ^ůŽǀĂŬZĞƉƵďůŝĐ ϯϬϳ ;ϯ͘ϵͿ ϯϯϴ ;ϯ͘ϱͿ 397 ;ϯ͘ϮͿ 531 ;Ϯ͘ϵͿ ϱϴϵ ;ϯ͘ϱͿ 622 ;ϯ͘ϳͿ 251 ƌƵŶĞŝĂƌƵƐƐĂůĂŵ ϮϵϬ ;Ϯ͘ϲͿ 315 ;Ϯ͘ϬͿ 359 ;ϭ͘ϵͿ 497 ;ϭ͘ϳͿ 566 ;Ϯ͘ϴͿ ϲϬϯ ;Ϯ͘ϴͿ 252 ƵƐƚƌŝĂ 332 ;ϯ͘ϴͿ 361 ;ϯ͘ϭͿ ϰϮϬ ;ϯ͘ϲͿ ϱϲϬ ;ϯ͘ϭͿ 614 ;ϯ͘ϯͿ 642 ;ϯ͘ϳͿ 252 <ŽƌĞĂ 352 ;ϰ͘ϵͿ ϯϴϴ ;ϰ͘ϭͿ 453 ;ϯ͘ϳͿ ϱϴϵ ;ϯ͘ϭͿ 642 ;ϯ͘ϴͿ 672 ;ϰ͘ϰͿ 254 ^ŝŶŐĂƉŽƌĞ 376 ;ϯ͘ϱͿ 416 ;ϯ͘ϮͿ ϰϴϳ ;Ϯ͘ϳͿ 621 ;ϭ͘ϲͿ ϲϳϬ ;ϭ͘ϴͿ ϲϵϴ ;Ϯ͘ϳͿ 254 ^ǁŝƚǌĞƌůĂŶĚ 335 ;ϯ͘ϵͿ 367 ;ϯ͘ϱͿ 426 ;ϯ͘ϴͿ 565 ;ϰ͘ϬͿ 622 ;ϰ͘ϲͿ 651 ;ϰ͘ϬͿ 255 ^ǁĞĚĞŶ 333 ;ϲ͘ϬͿ ϯϲϴ ;ϱ͘ϭͿ 431 ;ϰ͘ϬͿ ϱϳϬ ;ϯ͘ϭͿ 624 ;ϯ͘ϯͿ 655 ;ϯ͘ϴͿ 256 Prince Edward 571 ;ϭϬ͘ϱͿ 625 ;ϭϲ͘ϱͿ 654 ;ϭϱ͘ϳͿ 256 Island 335 ;ϭϲ͘ϱͿ 369 ;ϭϲ͘ϲͿ 436 ;ϭϮ͘ϮͿ hŶŝƚĞĚ<ŝŶŐĚŽŵ ϯϰϬ ;ϰ͘ϳͿ 374 ;ϯ͘ϴͿ 437 ;ϯ͘ϮͿ 575 ;ϯ͘ϮͿ 632 ;ϯ͘ϮͿ 664 ;ϯ͘ϳͿ Ϯϱϴ >ƵǆĞŵďŽƵƌŐ 317 ;ϯ͘ϲͿ 347 ;Ϯ͘ϲͿ ϰϬϰ ;Ϯ͘ϭͿ 549 ;Ϯ͘ϮͿ ϲϬϲ ;Ϯ͘ϵͿ 637 ;ϯ͘ϴͿ Ϯϱϴ hŶŝƚĞĚ^ƚĂƚĞƐ 336 ;ϲ͘ϭͿ 371 ;ϰ͘ϵͿ 433 ;ϰ͘ϰͿ 574 ;ϯ͘ϴͿ 629 ;ϯ͘ϵͿ ϲϲϬ ;ϯ͘ϴͿ 259 EŽƌǁĂǇ 321 ;ϰ͘ϱͿ 357 ;ϯ͘ϵͿ 424 ;ϯ͘ϯͿ ϱϲϬ ;Ϯ͘ϴͿ 616 ;Ϯ͘ϵͿ 645 ;ϯ͘ϰͿ 259 ŚŝŶĞƐĞdĂŝƉĞŝ 346 ;ϰ͘ϯͿ ϯϴϮ ;ϯ͘ϵͿ 449 ;ϯ͘ϳͿ ϱϴϳ ;ϯ͘ϳͿ 641 ;ϰ͘ϬͿ ϲϳϬ ;ϰ͘ϭͿ 259 ĞůŐŝƵŵ ϯϮϴ ;ϰ͘ϮͿ 363 ;ϰ͘ϬͿ ϰϮϴ ;ϯ͘ϰͿ 571 ;Ϯ͘ϱͿ 624 ;Ϯ͘ϯͿ 652 ;Ϯ͘ϴͿ 261 ƵƐƚƌĂůŝĂ 334 ;Ϯ͘ϳͿ 369 ;Ϯ͘ϲͿ 432 ;Ϯ͘ϮͿ 575 ;Ϯ͘ϮͿ 631 ;Ϯ͘ϳͿ 664 ;ϯ͘ϴͿ 262 ƌŝƟƐŚŽůƵŵďŝĂ 346 ;ϵ͘ϭͿ 383 ;ϳ͘ϱͿ 446 ;ϱ͘ϳͿ 589 ;ϲ͘ϲͿ 647 ;ϲ͘ϵͿ 679 ;ϳ͘ϰͿ 263 YĂƚĂƌ 259 ;Ϯ͘ϲͿ ϮϵϬ ;ϭ͘ϱͿ 345 ;ϭ͘ϰͿ ϰϵϬ ;ϭ͘ϱͿ 557 ;Ϯ͘ϭͿ 596 ;Ϯ͘ϳͿ Ϯϲϴ EĞǁĞĂůĂŶĚ 336 ;ϰ͘ϱͿ 371 ;ϯ͘ϳͿ 437 ;Ϯ͘ϴͿ ϱϴϮ ;Ϯ͘ϳͿ ϲϰϬ ;Ϯ͘ϵͿ ϲϳϬ ;ϯ͘ϯͿ 269 'ĞƌŵĂŶǇ ϯϮϴ ;ϱ͘ϮͿ 363 ;ϰ͘ϬͿ ϰϯϬ ;ϯ͘ϵͿ 577 ;ϯ͘ϱͿ 633 ;ϯ͘ϯͿ 665 ;ϯ͘ϯͿ ϮϳϬ hŶŝƚĞĚƌĂď ŵŝƌĂƚĞƐ 272 ;Ϯ͘ϰͿ ϯϬϮ ;Ϯ͘ϭͿ ϯϱϴ ;Ϯ͘ϮͿ ϱϬϲ ;Ϯ͘ϴͿ 572 ;ϯ͘ϬͿ ϲϬϵ ;Ϯ͘ϴͿ ϮϳϬ EĞƚŚĞƌůĂŶĚƐ 329 ;ϱ͘ϱͿ 364 ;ϱ͘ϮͿ ϰϮϴ ;ϰ͘ϱͿ ϱϴϭ ;ϯ͘ϭͿ 636 ;ϯ͘ϱͿ 666 ;ϯ͘ϴͿ 272 DĂůƚĂ Ϯϳϴ ;ϰ͘ϴͿ 314 ;ϯ͘ϱͿ ϯϴϬ ;Ϯ͘ϵͿ 534 ;Ϯ͘ϵͿ 594 ;ϯ͘ϯͿ ϲϮϴ ;ϰ͘ϮͿ ϮϴϬ /ƐƌĂĞů 279 ;ϱ͘ϲͿ 314 ;ϱ͘ϬͿ ϯϴϭ ;ϱ͘ϭͿ 544 ;ϯ͘ϳͿ ϲϬϳ ;ϯ͘ϴͿ ϲϰϬ ;ϰ͘ϬͿ 293 OECD average 333 ;Ϭ͘ϳͿ 365 ;Ϭ͘ϲͿ 423 ;Ϭ͘ϱͿ 555 ;Ϭ͘ϱͿ 609 ;Ϭ͘ϱͿ 639 ;Ϭ͘ϲͿ 244 Note͗ŽƵŶƚƌŝĞƐĂŶĚƉƌŽǀŝŶĐĞƐŚĂǀĞďĞĞŶƐŽƌƚĞĚŝŶĂƐĐĞŶĚŝŶŐŽƌĚĞƌďǇƚŚĞĚŝīĞƌĞŶĐĞŝŶƐĐŽƌĞƉŽŝŶƚƐďĞƚǁĞĞŶƚŚĞϭϬth and 90thƉĞƌĐĞŶƟůĞƐ͘Ͳ^Ͳ:Ͳ;ŚŝŶĂͿƌĞƉƌĞƐĞŶƚƐĞŝũŝŶŐ͕ ^ŚĂŶŐŚĂŝ͕:ŝĂŶŐƐƵ͕ĂŶĚŚĞũŝĂŶŐ͘^ĞĞKϮϬϭϵď͕Ɖ͘Ϯϭ͕ĨŽƌĂŶŽƚĞƌĞŐĂƌĚŝŶŐǇƉƌƵƐ͘dŚĞĚĂƚĂĨŽƌsŝĞƚŶĂŵŚĂǀĞŶŽƚǇĞƚďĞĞŶĨƵůůǇǀĂůŝĚĂƚĞĚ͗ĚƵĞƚŽĂůĂĐŬŽĨĐŽŶƐŝƐƚĞŶĐǇŝŶƚŚĞ ƌĞƐƉŽŶƐĞƉĂƩĞƌŶŽĨƐŽŵĞƉĞƌĨŽƌŵĂŶĐĞĚĂƚĂ͕ƚŚĞKĐĂŶŶŽƚǇĞƚĂƐƐƵƌĞĨƵůůŝŶƚĞƌŶĂƟŽŶĂůĐŽŵƉĂƌĂďŝůŝƚǇŽĨƚŚĞƌĞƐƵůƚƐ͘

PISA 2018 151 dĂďůĞ͘ϯ͘ϳĂ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůŝŶĂŶŐůŽƉŚŽŶĞĂŶĚĨƌĂŶĐŽƉŚŽŶĞƐĐŚŽŽůƐǇƐƚĞŵƐ͗Dd,Dd/^ WƌŽĮĐŝĞŶĐǇůĞǀĞůƐ ĞůŽǁ Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Canada Level 1 and provinces % Standard error % Standard error % Standard error % Standard error % Standard error % Standard error % Standard error Anglophone school systems ĂŶĂĚĂ 5.2 ;Ϭ͘ϱͿ ϭϮ͘Ϭ ;Ϭ͘ϲͿ 21.9 ;Ϭ͘ϳͿ Ϯϲ͘Ϭ ;Ϭ͘ϳͿ Ϯϭ͘Ϭ ;Ϭ͘ϵͿ ϭϬ͘ϱ ;Ϭ͘ϲͿ 3.4 ;Ϭ͘ϰͿ EĞǁĨŽƵŶĚůĂŶĚ ‡ ĂŶĚ>ĂďƌĂĚŽƌ ϲ͘Ϭ ;ϭ͘ϱͿ 15.1 ;ϭ͘ϲͿ 26.7 ;Ϯ͘ϰͿ 26.7 ;Ϯ͘ϭͿ 16.9 ;Ϯ͘ϭͿ 6.9 ;ϭ͘ϵͿ h ;Ϭ͘ϳͿ WƌŝŶĐĞĚǁĂƌĚ ‡ ‡ ‡ /ƐůĂŶĚ ϴ͘Ϭ ;Ϯ͘ϳͿ 15.6 ;Ϯ͘ϴͿ 23.3 ;Ϯ͘ϴͿ 25.9 ;ϯ͘ϱͿ ϭϴ͘Ϯ ;ϯ͘ϵͿ h ;Ϯ͘ϴͿ h ;ϭ͘ϬͿ EŽǀĂ^ĐŽƟĂ 6.3 ;ϭ͘ϯͿ ϭϰ͘Ϭ ;ϭ͘ϰͿ 24.6 ;ϭ͘ϰͿ 26.2 ;ϭ͘ϱͿ ϭϴ͘ϳ ;ϭ͘ϲͿ ϳ͘ϴ ;ϭ͘ϮͿ h‡ ;Ϭ͘ϴͿ EĞǁƌƵŶƐǁŝĐŬ ϴ͘ϯ ;ϭ͘ϯͿ 16.4 ;ϭ͘ϵͿ 24.7 ;ϭ͘ϵͿ 24.4 ;ϭ͘ϵͿ 17.3 ;Ϯ͘ϰͿ 7.3 ;ϭ͘ϴͿ h‡ ;Ϭ͘ϴͿ YƵĞďĞĐ 3.5 ;ϭ͘ϬͿ 9.5 ;ϭ͘ϱͿ 21.3 ;Ϯ͘ϴͿ 29.2 ;Ϯ͘ϱͿ Ϯϯ͘ϴ ;Ϯ͘ϱͿ ϭϬ͘Ϭ ;ϭ͘ϰͿ h ;Ϭ͘ϵͿ KŶƚĂƌŝŽ 4.5 ;Ϭ͘ϳͿ 11.1 ;Ϭ͘ϵͿ 21.2 ;ϭ͘ϯͿ 25.7 ;ϭ͘ϰͿ 21.9 ;ϭ͘ϲͿ 11.6 ;ϭ͘ϭͿ ϰ͘Ϭ ;Ϭ͘ϳͿ DĂŶŝƚŽďĂ ϴ͘Ϭ ;ϭ͘ϬͿ 16.9 ;ϭ͘ϯͿ 24.9 ;ϭ͘ϵͿ 26.1 ;ϭ͘ϱͿ 16.5 ;ϭ͘ϮͿ 6.3 ;Ϭ͘ϵͿ h‡ ;Ϭ͘ϰͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 6.4 ;Ϭ͘ϵͿ 15.2 ;ϭ͘ϲͿ 26.3 ;ϭ͘ϳͿ 27.7 ;ϭ͘ϳͿ ϭϳ͘ϴ ;ϭ͘ϲͿ 5.6 ;Ϭ͘ϴͿ h‡ ;Ϭ͘ϰͿ ůďĞƌƚĂ 5.3 ;ϭ͘ϬͿ ϭϬ͘ϵ ;ϭ͘ϰͿ ϮϬ͘ϳ ;ϭ͘ϴͿ Ϯϲ͘ϴ ;ϭ͘ϴͿ 21.5 ;ϭ͘ϰͿ 11.5 ;ϭ͘ϯͿ 3.4 ;Ϭ͘ϳͿ ƌŝƟƐŚŽůƵŵďŝĂ ϲ͘Ϭ ;Ϭ͘ϵͿ ϭϮ͘ϴ ;ϭ͘ϯͿ 21.7 ;ϭ͘ϯͿ 25.3 ;ϭ͘ϱͿ ϮϬ͘ϲ ;ϭ͘ϰͿ 9.9 ;ϭ͘ϮͿ 3.7 ;Ϭ͘ϴͿ Francophone school systems ĂŶĂĚĂ ϰ͘Ϭ ;Ϭ͘ϲͿ ϴ͘ϱ ;Ϭ͘ϴͿ ϭϲ͘ϴ ;Ϭ͘ϵͿ 25.3 ;ϭ͘ϮͿ 24.6 ;ϭ͘ϬͿ 14.5 ;Ϭ͘ϴͿ 6.4 ;Ϭ͘ϲͿ EŽǀĂ^ĐŽƟĂ h‡ ;ϰ͘ϮͿ 12.1‡ ;ϯ͘ϵͿ 23.5 ;ϰ͘ϭͿ 24.4 ;ϱ͘ϴͿ ϭϴ͘Ϭ‡ ;ϯ͘ϳͿ h‡ ;ϰ͘ϬͿ h‡ ;Ϯ͘ϴͿ EĞǁƌƵŶƐǁŝĐŬ 5.7 ;ϭ͘ϱͿ ϭϬ͘ϳ ;Ϯ͘ϯͿ 21.7 ;Ϯ͘ϵͿ 26.6 ;Ϯ͘ϰͿ 21.6 ;Ϯ͘ϱͿ 9.7 ;Ϯ͘ϯͿ h‡ ;ϭ͘ϳͿ YƵĞďĞĐ 3.6 ;Ϭ͘ϲͿ ϴ͘Ϭ ;Ϭ͘ϴͿ ϭϲ͘Ϭ ;ϭ͘ϬͿ 25.1 ;ϭ͘ϯͿ 25.3 ;ϭ͘ϮͿ 15.3 ;ϭ͘ϬͿ ϲ͘ϴ ;Ϭ͘ϳͿ KŶƚĂƌŝŽ ϳ͘ϴ ;ϭ͘ϴͿ 12.9 ;ϭ͘ϲͿ 22.1 ;ϭ͘ϴͿ Ϯϲ͘ϴ ;Ϯ͘ϮͿ ϭϴ͘ϳ ;Ϯ͘ϮͿ ϴ͘ϭ ;ϭ͘ϯͿ h ;ϭ͘ϰͿ DĂŶŝƚŽďĂ h‡ ;ϰ͘ϮͿ h‡ ;ϱ͘ϬͿ Ϯϱ͘Ϭ ;ϲ͘ϭͿ Ϯϴ͘ϳ ;ϰ͘ϲͿ 17.9 ;ϰ͘ϳͿ h‡ ;ϯ͘ϴͿ h‡ ;Ϯ͘ϯͿ ůďĞƌƚĂ h‡ ;Ϯ͘ϲͿ ϭϭ͘Ϭ‡ ;ϯ͘ϮͿ ϭϴ͘ϲ ;ϱ͘ϭͿ 26.1 ;ϰ͘ϵͿ 23.6 ;ϯ͘ϴͿ h‡ ;ϰ͘ϮͿ h‡ ;Ϯ͘ϳͿ ƌŝƟƐŚŽůƵŵďŝĂ h‡ ;ϰ͘ϬͿ 13.5‡ ;ϯ͘ϵͿ 21.4‡ ;ϲ͘ϬͿ 25.7 ;ϱ͘ϮͿ 19.2‡ ;ϰ͘ϯͿ h‡ ;ϯ͘ϰͿ h‡ ;Ϯ͘ϮͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘ Note͗ĞĐĂƵƐĞEĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ĂŶĚ^ĂƐŬĂƚĐŚĞǁĂŶĚŝĚŶŽƚŽǀĞƌƐĂŵƉůĞƐƚƵĚĞŶƚƐďǇůĂŶŐƵĂŐĞ͕ƌĞƐƵůƚƐĨŽƌŽŶůǇŶŐůŝƐŚͲůĂŶŐƵĂŐĞƐĐŚŽŽůƐĂƌĞ ĂǀĂŝůĂďůĞĨŽƌƚŚĞƐĞƉƌŽǀŝŶĐĞƐ͘

152 PISA 2018 dĂďůĞ͘ϯ͘ϳď WƌŽƉŽƌƟŽŶŽĨƐƚƵĚĞŶƚƐŝŶĂŶŐůŽƉŚŽŶĞĂŶĚĨƌĂŶĐŽƉŚŽŶĞƐĐŚŽŽůƐǇƐƚĞŵƐǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮ͕Ăƚ>ĞǀĞůϮŽƌĂďŽǀĞ͕ and at Levels 5 and 6: MATHEMATICS Anglophone school Francophone school ŝīĞƌĞŶĐĞ;ʹ&Ϳ Canada and provinces systems systems Standard Standard Standard % error % error ŝīĞƌĞŶĐĞ error ĞůŽǁ>ĞǀĞůϮ ĂŶĂĚĂ 17.3 ;Ϭ͘ϴͿ 12.5 ;ϭ͘ϮͿ 4.7* ;ϭ͘ϰͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 21.1 ;Ϯ͘ϯͿ ͲͲ ͲͲ ͲͲ ͲͲ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ 23.7 ;ϯ͘ϵͿ ͲͲ ͲͲ ͲͲ ͲͲ EŽǀĂ^ĐŽƟĂ ϮϬ͘ϯ ;Ϯ͘ϮͿ ϮϬ͘ϯ ;ϲ͘ϳͿ Ϭ͘Ϭ ;ϲ͘ϮͿ EĞǁƌƵŶƐǁŝĐŬ 24.6** ;Ϯ͘ϳͿ 16.5 ;Ϯ͘ϴͿ ϴ͘ϭ ;ϰ͘ϮͿ YƵĞďĞĐ ϭϯ͘Ϭ** ;ϭ͘ϵͿ 11.5** ;ϭ͘ϮͿ 1.5 ;Ϯ͘ϮͿ KŶƚĂƌŝŽ 15.6** ;ϭ͘ϯͿ ϮϬ͘ϲ** ;Ϯ͘ϳͿ Ͳϱ͘ϭ ;ϯ͘ϭͿ DĂŶŝƚŽďĂ 24.9** ;ϭ͘ϳͿ h ;ϴ͘ϭͿ ͲͲ ͲͲ ^ĂƐŬĂƚĐŚĞǁĂŶ 21.6** ;Ϯ͘ϭͿ ͲͲ ͲͲ ͲͲ ͲͲ ůďĞƌƚĂ 16.1 ;Ϯ͘ϬͿ 17.5 ;ϰ͘ϱͿ Ͳϭ͘ϯ ;ϱ͘ϯͿ ƌŝƟƐŚŽůƵŵďŝĂ ϭϴ͘ϳ ;ϭ͘ϴͿ 22.2 ;ϱ͘ϭͿ Ͳϯ͘ϱ ;ϱ͘ϯͿ Level 2 or above ĂŶĂĚĂ ϴϮ͘ϳ ;Ϭ͘ϴͿ ϴϳ͘ϱ ;ϭ͘ϮͿ Ͳϰ͘ϳ* ;ϭ͘ϰͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϳϴ͘ϵ ;Ϯ͘ϯͿ ͲͲ ͲͲ ͲͲ ͲͲ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ 76.3 ;ϯ͘ϵͿ ͲͲ ͲͲ ͲͲ ͲͲ EŽǀĂ^ĐŽƟĂ 79.7 ;Ϯ͘ϮͿ 79.7 ;ϲ͘ϳͿ Ϭ͘Ϭ ;ϲ͘ϮͿ EĞǁƌƵŶƐǁŝĐŬ 75.4** ;Ϯ͘ϳͿ ϴϯ͘ϱ ;Ϯ͘ϴͿ Ͳϴ͘ϭ ;ϰ͘ϮͿ YƵĞďĞĐ ϴϳ͘Ϭ** ;ϭ͘ϵͿ ϴϴ͘ϱ** ;ϭ͘ϮͿ Ͳϭ͘ϱ ;Ϯ͘ϮͿ KŶƚĂƌŝŽ ϴϰ͘ϰ** ;ϭ͘ϯͿ 79.4** ;Ϯ͘ϳͿ 5.1 ;ϯ͘ϭͿ DĂŶŝƚŽďĂ 75.1** ;ϭ͘ϳͿ ϴϬ͘ϯ ;ϴ͘ϭͿ Ͳϱ͘Ϯ ;ϵ͘ϭͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϳϴ͘ϰ** ;Ϯ͘ϭͿ ͲͲ ͲͲ ͲͲ ͲͲ ůďĞƌƚĂ ϴϯ͘ϵ ;Ϯ͘ϬͿ ϴϮ͘ϱ ;ϰ͘ϱͿ 1.3 ;ϱ͘ϯͿ ƌŝƟƐŚŽůƵŵďŝĂ ϴϭ͘ϯ ;ϭ͘ϴͿ ϳϳ͘ϴ ;ϱ͘ϭͿ 3.5 ;ϱ͘ϯͿ Levels 5 and 6 ĂŶĂĚĂ 13.9 ;Ϭ͘ϴͿ ϮϬ͘ϴ ;ϭ͘ϮͿ Ͳϳ͘Ϭ* ;ϭ͘ϰͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϴ͘ϲ** ;Ϯ͘ϭͿ ͲͲ ͲͲ ͲͲ ͲͲ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϴ͘ϵ ;Ϯ͘ϵͿ ͲͲ ͲͲ ͲͲ ͲͲ EŽǀĂ^ĐŽƟĂ ϭϬ͘ϭ** ;ϭ͘ϲͿ h ;ϰ͘ϳͿ ͲͲ ͲͲ EĞǁƌƵŶƐǁŝĐŬ ϴ͘ϵ** ;Ϯ͘ϭͿ 13.6** ;ϯ͘ϯͿ Ͳϰ͘ϳ ;ϰ͘ϬͿ YƵĞďĞĐ 12.7 ;Ϯ͘ϬͿ 22.1** ;ϭ͘ϰͿ Ͳϵ͘ϯ* ;Ϯ͘ϱͿ KŶƚĂƌŝŽ 15.6** ;ϭ͘ϱͿ 11.7** ;Ϯ͘ϯͿ 3.9 ;Ϯ͘ϲͿ DĂŶŝƚŽďĂ 7.6** ;ϭ͘ϭͿ h ;ϱ͘ϲͿ ͲͲ ͲͲ ^ĂƐŬĂƚĐŚĞǁĂŶ 6.6** ;Ϭ͘ϵͿ ͲͲ ͲͲ ͲͲ ͲͲ ůďĞƌƚĂ ϭϰ͘ϴ ;ϭ͘ϲͿ h ;ϱ͘ϳͿ ͲͲ ͲͲ ƌŝƟƐŚŽůƵŵďŝĂ 13.6 ;ϭ͘ϳͿ h ;ϰ͘ϯͿ ͲͲ ͲͲ ͲͲEŽƚĂǀĂŝůĂďůĞ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂŽƌƉƌŽǀŝŶĐĞ͘ ΎΎ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĂŶĂĚĂ͘ Note͗ĞĐĂƵƐĞEĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ĂŶĚ^ĂƐŬĂƚĐŚĞǁĂŶĚŝĚŶŽƚŽǀĞƌƐĂŵƉůĞƐƚƵĚĞŶƚƐďǇůĂŶŐƵĂŐĞ͕ƌĞƐƵůƚƐĨŽƌŽŶůǇŶŐůŝƐŚͲůĂŶŐƵĂŐĞƐĐŚŽŽůƐĂƌĞ ĂǀĂŝůĂďůĞĨŽƌƚŚĞƐĞƉƌŽǀŝŶĐĞƐ͘

PISA 2018 153 dĂďůĞ͘ϯ͘ϴĂ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůŝŶĂŶŐůŽƉŚŽŶĞĂŶĚĨƌĂŶĐŽƉŚŽŶĞƐĐŚŽŽůƐǇƐƚĞŵƐ͗^/E WƌŽĮĐŝĞŶĐǇůĞǀĞůƐ ĞůŽǁ Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Canada Level 1 and provinces % Standard error % Standard error % Standard error % Standard error % Standard error % Standard error % Standard error Anglophone school systems ĂŶĂĚĂ ϯ͘Ϭ ;Ϭ͘ϯͿ ϭϬ͘ϱ ;Ϭ͘ϱͿ 22.5 ;Ϭ͘ϲͿ Ϯϴ͘ϵ ;Ϭ͘ϳͿ 23.3 ;Ϭ͘ϳͿ ϵ͘ϴ ;Ϭ͘ϲͿ Ϯ͘Ϭ ;Ϭ͘ϮͿ EĞǁĨŽƵŶĚůĂŶĚ ‡ ĂŶĚ>ĂďƌĂĚŽƌ 3.3 ;Ϭ͘ϵͿ 12.2 ;ϭ͘ϳͿ 25.7 ;Ϯ͘ϮͿ ϯϬ͘Ϭ ;Ϯ͘ϮͿ 19.6 ;ϭ͘ϴͿ 7.6 ;ϭ͘ϮͿ h ;Ϭ͘ϴͿ WƌŝŶĐĞĚǁĂƌĚ ‡ ‡ ‡ /ƐůĂŶĚ h ;ϭ͘ϵͿ 13.2 ;Ϯ͘ϭͿ 21.7 ;Ϯ͘ϴͿ 29.9 ;ϯ͘ϳͿ 21.6 ;ϯ͘ϴͿ h ;Ϯ͘ϱͿ h ;Ϭ͘ϴͿ EŽǀĂ^ĐŽƟĂ 3.6 ;Ϭ͘ϳͿ 11.4 ;ϭ͘ϰͿ 23.6 ;ϭ͘ϰͿ ϯϬ͘ϴ ;ϭ͘ϵͿ 21.2 ;ϭ͘ϱͿ ϴ͘ϭ ;ϭ͘ϬͿ h‡ ;Ϭ͘ϲͿ EĞǁƌƵŶƐǁŝĐŬ 4.7 ;ϭ͘ϭͿ ϭϱ͘Ϭ ;Ϯ͘ϬͿ 26.5 ;Ϯ͘ϬͿ 27.5 ;Ϯ͘ϮͿ ϭϴ͘ϱ ;ϭ͘ϴͿ 6.6 ;ϭ͘ϱͿ h‡ ;Ϭ͘ϲͿ YƵĞďĞĐ h‡ ;Ϭ͘ϳͿ 9.4 ;ϭ͘ϳͿ 22.5 ;ϭ͘ϳͿ ϯϬ͘ϵ ;Ϯ͘ϰͿ Ϯϯ͘ϴ ;Ϯ͘ϬͿ 9.4 ;ϭ͘ϮͿ h‡ ;Ϭ͘ϴͿ KŶƚĂƌŝŽ 2.6 ;Ϭ͘ϰͿ ϵ͘ϴ ;Ϭ͘ϵͿ 22.7 ;ϭ͘ϮͿ 29.4 ;ϭ͘ϮͿ 23.6 ;ϭ͘ϯͿ 9.9 ;Ϭ͘ϵͿ Ϯ͘Ϭ ;Ϭ͘ϰͿ DĂŶŝƚŽďĂ ϰ͘ϴ ;Ϭ͘ϳͿ ϭϱ͘ϴ ;ϭ͘ϭͿ Ϯϳ͘Ϭ ;ϭ͘ϲͿ Ϯϴ͘ϯ ;ϭ͘ϰͿ 17.6 ;ϭ͘ϴͿ 5.7 ;Ϭ͘ϳͿ h‡ ;Ϭ͘ϯͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϯ͘ϴ ;Ϭ͘ϲͿ 12.1 ;ϭ͘ϭͿ Ϯϲ͘Ϭ ;ϭ͘ϯͿ ϯϭ͘Ϭ ;ϭ͘ϮͿ ϮϬ͘ϭ ;ϭ͘ϮͿ 6.2 ;Ϭ͘ϴͿ h‡ ;Ϭ͘ϯͿ ůďĞƌƚĂ 2.3 ;Ϭ͘ϱͿ ϴ͘ϲ ;ϭ͘ϭͿ ϭϴ͘ϳ ;ϭ͘ϮͿ Ϯϴ͘ϰ ;ϭ͘ϲͿ 26.9 ;ϭ͘ϳͿ 12.3 ;ϭ͘ϰͿ 2.7 ;Ϭ͘ϳͿ ƌŝƟƐŚŽůƵŵďŝĂ 3.9 ;Ϭ͘ϴͿ 11.6 ;ϭ͘ϭͿ ϮϮ͘Ϭ ;ϭ͘ϰͿ 27.1 ;ϭ͘ϰͿ 22.6 ;ϭ͘ϱͿ ϭϬ͘ϱ ;ϭ͘ϭͿ 2.4 ;Ϭ͘ϱͿ Francophone school systems ĂŶĂĚĂ Ϯ͘ϴ ;Ϭ͘ϰͿ ϭϬ͘ϯ ;Ϭ͘ϴͿ ϮϮ͘Ϭ ;ϭ͘ϮͿ ϯϬ͘ϵ ;ϭ͘ϮͿ 24.3 ;ϭ͘ϯͿ ϴ͘ϰ ;Ϭ͘ϴͿ 1.2 ;Ϭ͘ϯͿ EŽǀĂ^ĐŽƟĂ h‡ ;Ϯ͘ϵͿ 21.5 ;ϱ͘ϭͿ 31.1 ;ϱ͘ϮͿ 22.3 ;ϱ͘ϮͿ 14.4‡ ;ϯ͘ϲͿ h‡ ;Ϯ͘ϳͿ h‡ ;Ϭ͘ϲͿ EĞǁƌƵŶƐǁŝĐŬ h‡ ;ϭ͘ϵͿ ϭϰ͘Ϭ ;Ϯ͘ϮͿ Ϯϴ͘ϲ ;ϯ͘ϮͿ ϯϬ͘ϲ ;ϯ͘ϮͿ 16.6 ;Ϯ͘ϵͿ 4.6‡ ;ϭ͘ϱͿ h‡ ;Ϭ͘ϲͿ YƵĞďĞĐ 2.4 ;Ϭ͘ϰͿ 9.4 ;Ϭ͘ϵͿ Ϯϭ͘Ϭ ;ϭ͘ϯͿ 31.3 ;ϭ͘ϰͿ 25.7 ;ϭ͘ϱͿ ϵ͘Ϭ ;Ϭ͘ϵͿ 1.3 ;Ϭ͘ϰͿ KŶƚĂƌŝŽ 6.4 ;ϭ͘ϬͿ 17.9 ;Ϯ͘ϭͿ 29.9 ;Ϯ͘ϬͿ 27.9 ;ϭ͘ϵͿ 14.2 ;ϭ͘ϵͿ 3.2 ;Ϭ͘ϳͿ h‡ ;Ϭ͘ϮͿ DĂŶŝƚŽďĂ h‡ ;Ϯ͘ϰͿ 19.4 ;ϰ͘ϬͿ 31.4 ;ϰ͘ϳͿ Ϯϴ͘ϰ ;ϱ͘ϬͿ ϭϯ͘Ϭ‡ ;ϰ͘ϮͿ h‡ ;ϭ͘ϴͿ h‡ ;Ϭ͘ϰͿ ůďĞƌƚĂ h‡ ;ϯ͘ϬͿ 12.6‡ ;ϯ͘ϬͿ Ϯϯ͘ϴ ;ϰ͘ϲͿ ϯϬ͘ϰ ;ϰ͘ϵͿ 19.6 ;ϰ͘ϵͿ h‡ ;ϯ͘ϮͿ h‡ ;ϭ͘ϰͿ ƌŝƟƐŚŽůƵŵďŝĂ h‡ ;Ϯ͘ϯͿ ϭϰ͘Ϭ‡ ;ϰ͘ϯͿ Ϯϳ͘ϴ ;ϱ͘ϱͿ 31.6 ;ϱ͘ϭͿ 16.9‡ ;ϱ͘ϮͿ h‡ ;ϯ͘ϲͿ h‡ ;Ϭ͘ϵͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘ Note͗ĞĐĂƵƐĞEĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ĂŶĚ^ĂƐŬĂƚĐŚĞǁĂŶĚŝĚŶŽƚŽǀĞƌƐĂŵƉůĞƐƚƵĚĞŶƚƐďǇůĂŶŐƵĂŐĞ͕ƌĞƐƵůƚƐĨŽƌŽŶůǇŶŐůŝƐŚͲůĂŶŐƵĂŐĞƐĐŚŽŽůƐĂƌĞ ĂǀĂŝůĂďůĞĨŽƌƚŚĞƐĞƉƌŽǀŝŶĐĞƐ͘

154 PISA 2018 dĂďůĞ͘ϯ͘ϴď WƌŽƉŽƌƟŽŶŽĨƐƚƵĚĞŶƚƐŝŶĂŶŐůŽƉŚŽŶĞĂŶĚĨƌĂŶĐŽƉŚŽŶĞƐĐŚŽŽůƐǇƐƚĞŵƐǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮ͕Ăƚ>ĞǀĞůϮŽƌĂďŽǀĞ͕ and at Levels 5 and 6: SCIENCE Anglophone school Francophone school ŝīĞƌĞŶĐĞ;ʹ&Ϳ Canada and provinces systems systems Standard Standard Standard % error % error ŝīĞƌĞŶĐĞ error ĞůŽǁ>ĞǀĞůϮ ĂŶĂĚĂ 13.5 ;Ϭ͘ϲͿ 13.2 ;ϭ͘ϭͿ Ϭ͘ϯ ;ϭ͘ϯͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 15.4 ;Ϯ͘ϮͿ ͲͲ ͲͲ ͲͲ ͲͲ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϭϴ͘ϯ ;Ϯ͘ϴͿ ͲͲ ͲͲ ͲͲ ͲͲ EŽǀĂ^ĐŽƟĂ 14.9 ;ϭ͘ϲͿ Ϯϴ͘ϲ** ;ϲ͘ϬͿ Ͳϭϯ͘ϲ* ;ϲ͘ϮͿ EĞǁƌƵŶƐǁŝĐŬ 19.7** ;Ϯ͘ϮͿ ϭϴ͘ϴ ;ϯ͘ϮͿ Ϭ͘ϵ ;ϯ͘ϳͿ YƵĞďĞĐ 11.3 ;ϭ͘ϵͿ ϭϭ͘ϴ** ;ϭ͘ϮͿ ͲϬ͘ϱ ;Ϯ͘ϮͿ KŶƚĂƌŝŽ 12.4 ;ϭ͘ϭͿ 24.4** ;Ϯ͘ϲͿ Ͳϭϭ͘ϵ* ;Ϯ͘ϲͿ DĂŶŝƚŽďĂ ϮϬ͘ϲ** ;ϭ͘ϱͿ 24.6** ;ϱ͘ϯͿ Ͳϰ͘ϭ ;ϱ͘ϭͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϭϲ͘Ϭ ;ϭ͘ϰͿ ͲͲ ͲͲ ͲͲ ͲͲ ůďĞƌƚĂ ϭϭ͘Ϭ** ;ϭ͘ϯͿ 17.4 ;ϰ͘ϲͿ Ͳϲ͘ϰ ;ϰ͘ϴͿ ƌŝƟƐŚŽůƵŵďŝĂ 15.5 ;ϭ͘ϲͿ 19.2 ;ϱ͘ϮͿ Ͳϯ͘ϳ ;ϱ͘ϮͿ Level 2 or above ĂŶĂĚĂ ϴϲ͘ϱ ;Ϭ͘ϲͿ ϴϲ͘ϴ ;ϭ͘ϭͿ ͲϬ͘ϯ ;ϭ͘ϯͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϴϰ͘ϲ ;Ϯ͘ϮͿ ͲͲ ͲͲ ͲͲ ͲͲ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϴϭ͘ϳ ;Ϯ͘ϴͿ ͲͲ ͲͲ ͲͲ ͲͲ EŽǀĂ^ĐŽƟĂ ϴϱ͘ϭ ;ϭ͘ϲͿ 71.4** ;ϲ͘ϬͿ 13.6* ;ϲ͘ϮͿ EĞǁƌƵŶƐǁŝĐŬ ϴϬ͘ϯ** ;Ϯ͘ϮͿ ϴϭ͘Ϯ ;ϯ͘ϮͿ ͲϬ͘ϵ ;ϯ͘ϳͿ YƵĞďĞĐ ϴϴ͘ϳ ;ϭ͘ϵͿ ϴϴ͘Ϯ** ;ϭ͘ϮͿ Ϭ͘ϱ ;Ϯ͘ϮͿ KŶƚĂƌŝŽ ϴϳ͘ϲ ;ϭ͘ϭͿ 75.6** ;Ϯ͘ϲͿ 11.9* ;Ϯ͘ϲͿ DĂŶŝƚŽďĂ 79.4** ;ϭ͘ϱͿ 75.4** ;ϱ͘ϯͿ 4.1 ;ϱ͘ϭͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϴϰ͘Ϭ ;ϭ͘ϰͿ ͲͲ ͲͲ ͲͲ ͲͲ ůďĞƌƚĂ ϴϵ͘Ϭ** ;ϭ͘ϯͿ ϴϮ͘ϲ ;ϰ͘ϲͿ 6.4 ;ϰ͘ϴͿ ƌŝƟƐŚŽůƵŵďŝĂ ϴϰ͘ϱ ;ϭ͘ϲͿ ϴϬ͘ϴ ;ϱ͘ϮͿ 3.7 ;ϱ͘ϮͿ Levels 5 and 6 ĂŶĂĚĂ ϭϭ͘ϴ ;Ϭ͘ϳͿ 9.5 ;Ϭ͘ϵͿ 2.3* ;ϭ͘ϭͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 9.2 ;ϭ͘ϰͿ ͲͲ ͲͲ ͲͲ ͲͲ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϴ͘ϱ ;Ϯ͘ϲͿ ͲͲ ͲͲ ͲͲ ͲͲ EŽǀĂ^ĐŽƟĂ 9.5 ;ϭ͘ϭͿ h ;ϯ͘ϬͿ 5.9* ;Ϯ͘ϳͿ EĞǁƌƵŶƐǁŝĐŬ 7.7** ;ϭ͘ϲͿ 5.4** ;ϭ͘ϳͿ 2.3 ;Ϯ͘ϭͿ YƵĞďĞĐ 11.4 ;ϭ͘ϱͿ ϭϬ͘ϯ** ;ϭ͘ϬͿ 1.1 ;ϭ͘ϴͿ KŶƚĂƌŝŽ ϭϭ͘ϴ ;ϭ͘ϭͿ 3.7** ;Ϭ͘ϴͿ ϴ͘ϭ* ;ϭ͘ϰͿ DĂŶŝƚŽďĂ 6.5** ;Ϭ͘ϲͿ h ;ϭ͘ϵͿ ͲͲ ͲͲ ^ĂƐŬĂƚĐŚĞǁĂŶ 6.9** ;Ϭ͘ϵͿ ͲͲ ͲͲ ͲͲ ͲͲ ůďĞƌƚĂ ϭϱ͘Ϭ** ;ϭ͘ϲͿ h ;ϯ͘ϵͿ ͲͲ ͲͲ ƌŝƟƐŚŽůƵŵďŝĂ 12.9 ;ϭ͘ϰͿ h ;ϰ͘ϮͿ ͲͲ ͲͲ ͲͲEŽƚĂǀĂŝůĂďůĞ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂŽƌƉƌŽǀŝŶĐĞ͘ ΎΎ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĂŶĂĚĂ͘ Note͗ĞĐĂƵƐĞEĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ĂŶĚ^ĂƐŬĂƚĐŚĞǁĂŶĚŝĚŶŽƚŽǀĞƌƐĂŵƉůĞƐƚƵĚĞŶƚƐďǇůĂŶŐƵĂŐĞ͕ƌĞƐƵůƚƐĨŽƌŽŶůǇŶŐůŝƐŚͲůĂŶŐƵĂŐĞƐĐŚŽŽůƐĂƌĞ ĂǀĂŝůĂďůĞĨŽƌƚŚĞƐĞƉƌŽǀŝŶĐĞƐ͘

PISA 2018 155 dĂďůĞ͘ϯ͘ϵ Average scores by language of the school system: MATHEMATICS Anglophone school Francophone school ŝīĞƌĞŶĐĞ;ʹ&Ϳ Canada and provinces systems systems Standard Standard Standard Average error Average error ŝīĞƌĞŶĐĞ error ĂŶĂĚĂ ϱϬϳ ;Ϯ͘ϴͿ ϱϯϬ ;ϯ͘ϰͿ ͲϮϯ* ;ϰ͘ϯͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϰϴϴ** ;ϲ͘ϱͿ ͲͲ ͲͲ ͲͲ ͲͲ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϰϴϲ ;ϭϭ͘ϯͿ ͲͲ ͲͲ ͲͲ ͲͲ EŽǀĂ^ĐŽƟĂ 494** ;ϲ͘ϯͿ ϰϵϴ ;ϭϳ͘ϴͿ Ͳϰ ;ϭϲ͘ϮͿ EĞǁƌƵŶƐǁŝĐŬ ϰϴϰ** ;ϲ͘ϵͿ ϱϬϴ** ;ϭϬ͘ϭͿ ͲϮϰ ;ϭϮ͘ϱͿ YƵĞďĞĐ 514 ;ϲ͘ϴͿ 535** ;ϯ͘ϵͿ ͲϮϭ* ;ϴ͘ϬͿ KŶƚĂƌŝŽ 513** ;ϰ͘ϳͿ 497** ;ϵ͘ϬͿ 17 ;ϭϬ͘ϴͿ DĂŶŝƚŽďĂ ϰϴϭ** ;ϯ͘ϵͿ 492 ;Ϯϱ͘ϭͿ Ͳϭϭ ;Ϯϲ͘ϴͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϰϴϱ** ;ϱ͘ϭͿ ͲͲ ͲͲ ͲͲ ͲͲ ůďĞƌƚĂ 511 ;ϱ͘ϭͿ ϱϭϬ ;ϭϰ͘ϵͿ 1 ;ϭϱ͘ϳͿ ƌŝƟƐŚŽůƵŵďŝĂ ϱϬϰ ;ϱ͘ϯͿ 493** ;ϭϰ͘ϮͿ 12 ;ϭϱ͘ϮͿ ͲͲEŽƚĂǀĂŝůĂďůĞ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂŽƌƉƌŽǀŝŶĐĞ͘ ΎΎ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĂŶĂĚĂ͘ Note͗ĞĐĂƵƐĞEĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ĂŶĚ^ĂƐŬĂƚĐŚĞǁĂŶĚŝĚŶŽƚŽǀĞƌƐĂŵƉůĞƐƚƵĚĞŶƚƐďǇůĂŶŐƵĂŐĞ͕ƌĞƐƵůƚƐĨŽƌŽŶůǇŶŐůŝƐŚͲůĂŶŐƵĂŐĞƐĐŚŽŽůƐĂƌĞ ĂǀĂŝůĂďůĞĨŽƌƚŚĞƐĞƉƌŽǀŝŶĐĞƐ͘

dĂďůĞ͘ϯ͘ϭϬ Average scores by language of the school system: SCIENCE Anglophone school Francophone school ŝīĞƌĞŶĐĞ;ʹ&Ϳ Canada and provinces systems systems Standard Standard Standard Average error Average error ŝīĞƌĞŶĐĞ error ĂŶĂĚĂ 519 ;Ϯ͘ϱͿ 516 ;ϯ͘ϳͿ 3 ;ϰ͘ϯͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϱϬϲ ;ϲ͘ϰͿ ͲͲ ͲͲ ͲͲ ͲͲ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϱϬϯ ;ϵ͘ϱͿ ͲͲ ͲͲ ͲͲ ͲͲ EŽǀĂ^ĐŽƟĂ ϱϭϬ ;ϰ͘ϲͿ 466** ;ϭϰ͘ϵͿ 44* ;ϭϯ͘ϵͿ EĞǁƌƵŶƐǁŝĐŬ 494** ;ϲ͘ϱͿ ϰϴϴ** ;ϭϬ͘ϯͿ 6 ;ϭϭ͘ϳͿ YƵĞďĞĐ 523 ;ϱ͘ϵͿ 521** ;ϰ͘ϬͿ 1 ;ϲ͘ϵͿ KŶƚĂƌŝŽ 521 ;ϰ͘ϮͿ 474** ;ϲ͘ϬͿ 47* ;ϳ͘ϯͿ DĂŶŝƚŽďĂ ϰϵϬ** ;ϯ͘ϳͿ ϰϳϬ** ;ϭϲ͘ϬͿ ϮϬ ;ϭϲ͘ϮͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϱϬϭ** ;ϯ͘ϵͿ ͲͲ ͲͲ ͲͲ ͲͲ ůďĞƌƚĂ 534** ;ϰ͘ϰͿ ϱϬϮ ;ϭϱ͘ϯͿ 32* ;ϭϱ͘ϮͿ ƌŝƟƐŚŽůƵŵďŝĂ 517 ;ϱ͘ϰͿ ϰϴϳ ;ϭϱ͘ϵͿ ϯϬ ;ϭϱ͘ϳͿ ͲͲEŽƚĂǀĂŝůĂďůĞ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂŽƌƉƌŽǀŝŶĐĞ͘ ΎΎ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĂŶĂĚĂ͘ Note͗ĞĐĂƵƐĞEĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ͕WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ͕ĂŶĚ^ĂƐŬĂƚĐŚĞǁĂŶĚŝĚŶŽƚŽǀĞƌƐĂŵƉůĞƐƚƵĚĞŶƚƐďǇůĂŶŐƵĂŐĞ͕ƌĞƐƵůƚƐĨŽƌŽŶůǇŶŐůŝƐŚͲůĂŶŐƵĂŐĞƐĐŚŽŽůƐĂƌĞ ĂǀĂŝůĂďůĞĨŽƌƚŚĞƐĞƉƌŽǀŝŶĐĞƐ͘

156 PISA 2018 dĂďůĞ͘ϯ͘ϭϭĂ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůďǇŐĞŶĚĞƌ͗Dd,Dd/^ WƌŽĮĐŝĞŶĐǇůĞǀĞůƐ ĞůŽǁ Canada Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 and provinces Level 1 Standard Standard Standard Standard Standard Standard Standard % error % error % error % error % error % error % error Girls ĂŶĂĚĂ 4.9 ;Ϭ͘ϱͿ 11.2 ;Ϭ͘ϳͿ 21.4 ;ϭ͘ϬͿ 26.9 ;Ϭ͘ϵͿ 21.7 ;ϭ͘ϬͿ ϭϬ͘ϲ ;Ϭ͘ϲͿ 3.3 ;Ϭ͘ϰͿ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ h ;ϭ͘ϴͿ 14.6 ;Ϯ͘ϳͿ Ϯϵ͘Ϭ ;ϯ͘ϰͿ 29.4 ;ϯ͘ϭͿ 15.2 ;Ϯ͘ϲͿ h ;Ϯ͘ϬͿ h‡ ;Ϭ͘ϳͿ WƌŝŶĐĞĚǁĂƌĚ /ƐůĂŶĚ h‡ ;ϯ͘ϭͿ ϭϴ͘ϴ ;ϯ͘ϱͿ 25.6 ;ϰ͘ϱͿ 26.2 ;ϰ͘ϴͿ 15.9‡ ;ϰ͘ϴͿ h‡ ;Ϯ͘ϵͿ h‡ ;Ϭ͘ϲͿ EŽǀĂ^ĐŽƟĂ 5.6 ;ϭ͘ϳͿ 13.2 ;ϭ͘ϵͿ Ϯϱ͘Ϭ ;Ϯ͘ϭͿ Ϯϴ͘ϯ ;Ϯ͘ϮͿ ϭϴ͘ϯ ;Ϯ͘ϬͿ 7.5 ;ϭ͘ϱͿ h‡ ;Ϭ͘ϴͿ EĞǁƌƵŶƐǁŝĐŬ ϳ͘Ϭ ;ϭ͘ϮͿ ϭϱ͘Ϭ ;Ϯ͘ϰͿ 24.3 ;Ϯ͘ϭͿ 26.6 ;Ϯ͘ϯͿ ϭϴ͘ϱ ;Ϯ͘ϴͿ 6.9 ;ϭ͘ϵͿ h‡ ;Ϭ͘ϳͿ YƵĞďĞĐ 3.4 ;Ϭ͘ϴͿ ϴ͘ϯ ;ϭ͘ϭͿ ϭϳ͘Ϭ ;ϭ͘ϯͿ 26.5 ;ϭ͘ϰͿ Ϯϱ͘ϴ ;ϭ͘ϱͿ ϭϯ͘ϴ ;ϭ͘ϭͿ 5.2 ;Ϭ͘ϵͿ KŶƚĂƌŝŽ 4.9 ;Ϭ͘ϴͿ 11.2 ;ϭ͘ϮͿ ϮϮ͘Ϭ ;ϭ͘ϴͿ 26.6 ;ϭ͘ϵͿ 21.5 ;ϭ͘ϵͿ ϭϬ͘ϲ ;ϭ͘ϰͿ 3.2 ;Ϭ͘ϳͿ DĂŶŝƚŽďĂ 7.7 ;ϭ͘ϮͿ 17.4 ;Ϯ͘ϯͿ 25.7 ;Ϯ͘ϰͿ 26.1 ;Ϯ͘ϮͿ 16.6 ;ϭ͘ϲͿ 5.6 ;ϭ͘ϭͿ h‡ ;Ϭ͘ϱͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 5.5 ;ϭ͘ϬͿ 14.7 ;Ϯ͘ϮͿ 27.4 ;Ϯ͘ϯͿ 29.3 ;Ϯ͘ϳͿ 17.4 ;Ϯ͘ϮͿ ϱ͘Ϭ ;ϭ͘ϭͿ h‡ ;Ϭ͘ϰͿ ůďĞƌƚĂ 4.6 ;ϭ͘ϬͿ ϭϬ͘Ϯ ;ϭ͘ϰͿ 21.4 ;Ϯ͘ϲͿ Ϯϴ͘Ϭ ;Ϯ͘ϱͿ Ϯϭ͘ϴ ;ϭ͘ϵͿ 11.3 ;ϭ͘ϳͿ Ϯ͘ϴ ;Ϭ͘ϳͿ ƌŝƟƐŚŽůƵŵďŝĂ ϲ͘Ϭ ;ϭ͘ϮͿ ϭϯ͘Ϭ ;ϭ͘ϲͿ 22.2 ;Ϯ͘ϭͿ 26.2 ;ϭ͘ϳͿ 19.9 ;ϭ͘ϲͿ 9.4 ;ϭ͘ϲͿ 3.2 ;Ϭ͘ϴͿ ŽǇƐ ĂŶĂĚĂ 5.1 ;Ϭ͘ϱͿ 11.3 ;Ϭ͘ϲͿ ϮϬ͘Ϯ ;Ϭ͘ϳͿ 24.9 ;Ϭ͘ϲͿ Ϯϭ͘ϴ ;Ϭ͘ϵͿ ϭϮ͘Ϭ ;Ϭ͘ϲͿ 4.7 ;Ϭ͘ϰͿ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ 7.2 ;ϭ͘ϴͿ 15.7 ;Ϯ͘ϱͿ 24.3 ;ϯ͘ϮͿ Ϯϰ͘Ϭ ;Ϯ͘ϳͿ ϭϴ͘ϲ ;Ϯ͘ϵͿ ϴ͘ϭ ;Ϯ͘ϰͿ h‡ ;ϭ͘ϮͿ WƌŝŶĐĞĚǁĂƌĚ /ƐůĂŶĚ h‡ ;ϯ͘ϳͿ h‡ ;ϰ͘ϭͿ ϮϬ͘ϱ ;ϯ͘ϵͿ 25.5 ;ϰ͘ϮͿ ϮϬ͘ϱ ;ϰ͘ϳͿ h‡ ;ϯ͘ϯͿ h‡ ;ϭ͘ϳͿ EŽǀĂ^ĐŽƟĂ 7.2 ;ϭ͘ϲͿ ϭϰ͘ϴ ;ϭ͘ϴͿ 24.1 ;ϭ͘ϴͿ Ϯϰ͘Ϭ ;Ϯ͘ϮͿ 19.1 ;Ϯ͘ϮͿ ϴ͘Ϯ ;ϭ͘ϲͿ h‡ ;ϭ͘ϬͿ EĞǁƌƵŶƐǁŝĐŬ ϴ͘Ϭ ;ϭ͘ϳͿ 14.5 ;ϭ͘ϳͿ 23.3 ;Ϯ͘ϲͿ 23.5 ;Ϯ͘ϲͿ ϭϴ͘ϲ ;Ϯ͘ϭͿ 9.2 ;ϭ͘ϵͿ h‡ ;ϭ͘ϯͿ YƵĞďĞĐ 3.7 ;Ϭ͘ϳͿ ϴ͘Ϭ ;ϭ͘ϬͿ 16.2 ;ϭ͘ϭͿ 24.4 ;ϭ͘ϵͿ 24.5 ;ϭ͘ϲͿ 15.7 ;ϭ͘ϭͿ 7.5 ;ϭ͘ϬͿ KŶƚĂƌŝŽ 4.4 ;Ϭ͘ϴͿ 11.1 ;ϭ͘ϭͿ ϮϬ͘ϲ ;ϭ͘ϱͿ Ϯϱ͘Ϭ ;ϭ͘ϱͿ ϮϮ͘Ϭ ;Ϯ͘ϬͿ 12.4 ;ϭ͘ϯͿ 4.6 ;Ϭ͘ϴͿ DĂŶŝƚŽďĂ ϴ͘Ϯ ;ϭ͘ϯͿ 16.3 ;ϭ͘ϲͿ 24.2 ;Ϯ͘ϯͿ 26.2 ;ϭ͘ϴͿ 16.4 ;ϭ͘ϳͿ ϳ͘Ϭ ;ϭ͘ϯͿ h‡ ;Ϭ͘ϱͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 7.3 ;ϭ͘ϭͿ 15.7 ;ϭ͘ϲͿ 25.2 ;ϭ͘ϵͿ 26.2 ;ϭ͘ϴͿ ϭϴ͘ϭ ;ϭ͘ϴͿ 6.1 ;ϭ͘ϬͿ h‡ ;Ϭ͘ϱͿ ůďĞƌƚĂ 5.9 ;ϭ͘ϯͿ 11.6 ;Ϯ͘ϬͿ ϮϬ͘Ϭ ;Ϯ͘ϭͿ 25.5 ;Ϯ͘ϮͿ 21.4 ;ϭ͘ϴͿ 11.6 ;ϭ͘ϱͿ 3.9 ;Ϭ͘ϵͿ ƌŝƟƐŚŽůƵŵďŝĂ ϲ͘Ϭ ;ϭ͘ϬͿ 12.5 ;ϭ͘ϴͿ 21.3 ;ϭ͘ϵͿ 24.5 ;Ϯ͘ϭͿ 21.2 ;Ϯ͘ϬͿ ϭϬ͘ϯ ;ϭ͘ϯͿ 4.2 ;Ϭ͘ϵͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘

PISA 2018 157 dĂďůĞ͘ϯ͘ϭϭď WƌŽƉŽƌƟŽŶŽĨďŽǇƐĂŶĚŐŝƌůƐǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮ͕Ăƚ>ĞǀĞůϮŽƌĂďŽǀĞ͕ĂŶĚĂƚ>ĞǀĞůƐϱĂŶĚϲ͗Dd,Dd/^

Girls ŽǇƐ ŝīĞƌĞŶĐĞ;'ʹͿ Canada and provinces Standard Standard Standard % error % error ŝīĞƌĞŶĐĞ error ĞůŽǁ>ĞǀĞůϮ ĂŶĂĚĂ 16.1 ;Ϭ͘ϵͿ 16.4 ;Ϭ͘ϴͿ ͲϬ͘ϯ ;Ϭ͘ϴͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 19.5 ;ϯ͘ϬͿ 22.9** ;ϯ͘ϯͿ Ͳϯ͘ϰ ;ϰ͘ϱͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ 25.5** ;ϰ͘ϳͿ ϮϮ͘Ϭ ;ϰ͘ϱͿ 3.5 ;ϰ͘ϵͿ EŽǀĂ^ĐŽƟĂ ϭϴ͘ϳ ;Ϯ͘ϱͿ ϮϮ͘Ϭ** ;Ϯ͘ϲͿ Ͳϯ͘Ϯ ;Ϯ͘ϴͿ EĞǁƌƵŶƐǁŝĐŬ ϮϮ͘Ϭ** ;Ϯ͘ϴͿ 22.5** ;Ϯ͘ϬͿ ͲϬ͘ϱ ;Ϯ͘ϴͿ YƵĞďĞĐ 11.7** ;ϭ͘ϰͿ 11.7** ;ϭ͘ϯͿ Ϭ͘Ϭ ;ϭ͘ϱͿ KŶƚĂƌŝŽ 16.1 ;ϭ͘ϱͿ 15.5 ;ϭ͘ϰͿ Ϭ͘ϲ ;ϭ͘ϱͿ DĂŶŝƚŽďĂ 25.1** ;Ϯ͘ϳͿ 24.5** ;ϭ͘ϵͿ Ϭ͘ϲ ;ϯ͘ϱͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϮϬ͘Ϯ ;Ϯ͘ϴͿ Ϯϯ͘Ϭ** ;ϭ͘ϵͿ ͲϮ͘ϴ ;Ϯ͘ϯͿ ůďĞƌƚĂ ϭϰ͘ϴ ;ϭ͘ϵͿ 17.5 ;Ϯ͘ϱͿ ͲϮ͘ϳ ;Ϯ͘ϭͿ ƌŝƟƐŚŽůƵŵďŝĂ ϭϵ͘Ϭ ;Ϯ͘ϭͿ ϭϴ͘ϱ ;Ϯ͘ϯͿ Ϭ͘ϱ ;Ϯ͘ϰͿ Level 2 or above ĂŶĂĚĂ ϴϯ͘ϵ ;Ϭ͘ϵͿ ϴϯ͘ϲ ;Ϭ͘ϴͿ Ϭ͘ϯ ;Ϭ͘ϴͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϴϬ͘ϱ ;ϯ͘ϬͿ 77.1** ;ϯ͘ϯͿ 3.4 ;ϰ͘ϱͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ 74.5** ;ϰ͘ϳͿ ϳϴ͘Ϭ ;ϰ͘ϱͿ Ͳϯ͘ϱ ;ϰ͘ϵͿ EŽǀĂ^ĐŽƟĂ ϴϭ͘ϯ ;Ϯ͘ϱͿ ϳϴ͘Ϭ** ;Ϯ͘ϲͿ 3.2 ;Ϯ͘ϴͿ EĞǁƌƵŶƐǁŝĐŬ ϳϴ͘Ϭ** ;Ϯ͘ϴͿ 77.5** ;Ϯ͘ϬͿ Ϭ͘ϱ ;Ϯ͘ϴͿ YƵĞďĞĐ ϴϴ͘ϯ** ;ϭ͘ϰͿ ϴϴ͘ϯ** ;ϭ͘ϯͿ Ϭ͘Ϭ ;ϭ͘ϱͿ KŶƚĂƌŝŽ ϴϯ͘ϵ ;ϭ͘ϱͿ ϴϰ͘ϱ ;ϭ͘ϰͿ ͲϬ͘ϲ ;ϭ͘ϱͿ DĂŶŝƚŽďĂ 74.9** ;Ϯ͘ϳͿ 75.5** ;ϭ͘ϵͿ ͲϬ͘ϲ ;ϯ͘ϱͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϳϵ͘ϴ ;Ϯ͘ϴͿ ϳϳ͘Ϭ** ;ϭ͘ϵͿ Ϯ͘ϴ ;Ϯ͘ϯͿ ůďĞƌƚĂ ϴϱ͘Ϯ ;ϭ͘ϵͿ ϴϮ͘ϱ ;Ϯ͘ϱͿ 2.7 ;Ϯ͘ϭͿ ƌŝƟƐŚŽůƵŵďŝĂ ϴϭ͘Ϭ ;Ϯ͘ϭͿ ϴϭ͘ϱ ;Ϯ͘ϯͿ ͲϬ͘ϱ ;Ϯ͘ϰͿ Levels 5 and 6 ĂŶĂĚĂ 13.9 ;Ϭ͘ϴͿ 16.7 ;Ϭ͘ϵͿ ͲϮ͘ϴ* ;Ϭ͘ϵͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 6.9** ;Ϯ͘ϮͿ ϭϬ͘ϯ** ;Ϯ͘ϲͿ Ͳϯ͘ϰ ;Ϯ͘ϯͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ h ;ϯ͘ϭͿ h ;ϯ͘ϴͿ ͲͲ ͲͲ EŽǀĂ^ĐŽƟĂ 9.7** ;ϭ͘ϴͿ ϭϬ͘ϵ** ;Ϯ͘ϬͿ Ͳϭ͘Ϯ ;Ϯ͘ϬͿ EĞǁƌƵŶƐǁŝĐŬ ϴ͘ϲ** ;Ϯ͘ϭͿ 12.1 ;Ϯ͘ϯͿ Ͳϯ͘ϱ ;Ϯ͘ϳͿ YƵĞďĞĐ ϭϵ͘Ϭ** ;ϭ͘ϲͿ 23.2** ;ϭ͘ϲͿ Ͳϰ͘Ϯ* ;ϭ͘ϴͿ KŶƚĂƌŝŽ ϭϯ͘ϴ ;ϭ͘ϳͿ ϭϳ͘Ϭ ;ϭ͘ϳͿ Ͳϯ͘ϭ ;ϭ͘ϵͿ DĂŶŝƚŽďĂ 6.4** ;ϭ͘ϮͿ ϴ͘ϳ** ;ϭ͘ϰͿ ͲϮ͘Ϯ ;ϭ͘ϲͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 5.7** ;ϭ͘ϮͿ 7.5** ;ϭ͘ϭͿ Ͳϭ͘ϴ ;ϭ͘ϰͿ ůďĞƌƚĂ 14.1 ;ϭ͘ϵͿ 15.6 ;ϭ͘ϵͿ Ͳϭ͘ϱ ;ϭ͘ϵͿ ƌŝƟƐŚŽůƵŵďŝĂ 12.7 ;Ϯ͘ϮͿ 14.5 ;ϭ͘ϴͿ Ͳϭ͘ϴ ;Ϯ͘ϬͿ ͲͲEŽƚĂǀĂŝůĂďůĞ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂŽƌƉƌŽǀŝŶĐĞ͘ ΎΎ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĂŶĂĚĂ͘

158 PISA 2018 dĂďůĞ͘ϯ͘ϭϮĂ WĞƌĐĞŶƚĂŐĞŽĨƐƚƵĚĞŶƚƐĂƚĞĂĐŚƉƌŽĮĐŝĞŶĐǇůĞǀĞůďǇŐĞŶĚĞƌ͗^/E WƌŽĮĐŝĞŶĐǇůĞǀĞůƐ ĞůŽǁ Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Canada Level 1 and provinces % Standard error % Standard error % Standard error % Standard error % Standard error % Standard error % Standard error Girls ĂŶĂĚĂ 2.6 ;Ϭ͘ϯͿ 9.5 ;Ϭ͘ϲͿ 22.5 ;Ϭ͘ϴͿ ϯϬ͘ϴ ;Ϭ͘ϴͿ 23.9 ;Ϭ͘ϵͿ ϵ͘Ϭ ;Ϭ͘ϲͿ 1.7 ;Ϭ͘ϯͿ EĞǁĨŽƵŶĚůĂŶĚ ĂŶĚ>ĂďƌĂĚŽƌ h‡ ;ϭ͘ϭͿ ϭϬ͘ϭ ;Ϯ͘ϭͿ 26.6 ;Ϯ͘ϴͿ 34.6 ;Ϯ͘ϴͿ 19.1 ;Ϯ͘ϴͿ 6.2 ;ϭ͘ϳͿ h‡ ;Ϭ͘ϲͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ h‡ ;ϭ͘ϳͿ ϭϰ͘Ϭ‡ ;ϯ͘ϱͿ Ϯϯ͘ϴ ;ϱ͘ϯͿ ϯϬ͘ϳ ;ϰ͘ϴͿ ϮϬ͘ϯ‡ ;ϰ͘ϲͿ h‡ ;ϯ͘ϯͿ h‡ ;ϭ͘ϭͿ EŽǀĂ^ĐŽƟĂ 2.6‡ ;Ϭ͘ϲͿ ϭϬ͘Ϯ ;Ϯ͘ϬͿ Ϯϰ͘Ϭ ;Ϯ͘ϮͿ 31.7 ;Ϯ͘ϳͿ 21.6 ;Ϯ͘ϭͿ ϴ͘ϳ ;ϭ͘ϱͿ h‡ ;Ϭ͘ϵͿ EĞǁƌƵŶƐǁŝĐŬ 3.2‡ ;ϭ͘ϬͿ 13.7 ;Ϯ͘ϬͿ Ϯϳ͘ϴ ;Ϯ͘ϰͿ ϯϬ͘ϳ ;Ϯ͘ϮͿ ϭϴ͘ϯ ;Ϯ͘ϭͿ 5.5 ;ϭ͘ϰͿ h‡ ;Ϭ͘ϲͿ YƵĞďĞĐ Ϯ͘Ϭ ;Ϭ͘ϰͿ ϴ͘ϲ ;ϭ͘ϬͿ 21.2 ;ϭ͘ϳͿ 31.9 ;ϭ͘ϲͿ 26.3 ;ϭ͘ϳͿ ϴ͘ϳ ;ϭ͘ϭͿ 1.3 ;Ϭ͘ϯͿ KŶƚĂƌŝŽ Ϯ͘ϴ ;Ϭ͘ϱͿ 9.2 ;ϭ͘ϮͿ 23.1 ;ϭ͘ϱͿ ϯϬ͘ϴ ;ϭ͘ϲͿ 23.3 ;ϭ͘ϳͿ ϴ͘ϴ ;ϭ͘ϬͿ 1.9 ;Ϭ͘ϱͿ DĂŶŝƚŽďĂ 4.6 ;ϭ͘ϬͿ ϭϱ͘ϴ ;ϭ͘ϲͿ 27.5 ;Ϯ͘ϭͿ 29.2 ;Ϯ͘ϬͿ ϭϳ͘Ϭ ;Ϯ͘ϭͿ 5.4 ;Ϭ͘ϵͿ h‡ ;Ϭ͘ϰͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϯ͘Ϭ ;Ϭ͘ϲͿ ϭϬ͘ϳ ;ϭ͘ϰͿ 26.3 ;ϭ͘ϳͿ 32.9 ;Ϯ͘ϬͿ ϮϬ͘ϰ ;ϭ͘ϳͿ 6.2 ;ϭ͘ϬͿ h‡ ;Ϭ͘ϰͿ ůďĞƌƚĂ ϭ͘ϴ‡ ;Ϭ͘ϱͿ ϲ͘ϴ ;ϭ͘ϬͿ ϭϴ͘ϯ ;ϭ͘ϱͿ 31.1 ;Ϯ͘ϰͿ 27.4 ;Ϯ͘ϮͿ 12.1 ;ϭ͘ϱͿ 2.5‡ ;Ϭ͘ϴͿ ƌŝƟƐŚŽůƵŵďŝĂ ϯ͘Ϭ ;Ϭ͘ϵͿ ϭϬ͘ϵ ;ϭ͘ϰͿ 22.3 ;Ϯ͘ϬͿ Ϯϴ͘Ϭ ;Ϯ͘ϬͿ 23.4 ;ϭ͘ϴͿ ϭϬ͘ϯ ;ϭ͘ϲͿ 2.1‡ ;Ϭ͘ϳͿ ŽǇƐ ĂŶĂĚĂ 3.3 ;Ϭ͘ϯͿ 11.4 ;Ϭ͘ϲͿ 22.3 ;Ϭ͘ϴͿ 27.9 ;Ϭ͘ϵͿ 23.1 ;Ϭ͘ϴͿ ϭϬ͘Ϭ ;Ϭ͘ϳͿ 1.9 ;Ϭ͘ϯͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ >ĂďƌĂĚŽƌ 4.1‡ ;ϭ͘ϮͿ 14.2 ;Ϯ͘ϱͿ Ϯϰ͘ϴ ;Ϯ͘ϴͿ 25.3 ;ϯ͘ϭͿ ϮϬ͘ϭ ;Ϯ͘ϰͿ ϵ͘Ϭ ;ϭ͘ϵͿ h‡ ;ϭ͘ϱͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ h‡ ;ϯ͘ϬͿ 12.9‡ ;ϯ͘ϮͿ ϮϬ͘ϯ ;ϯ͘ϳͿ Ϯϴ͘ϱ ;ϱ͘ϱͿ 22.4 ;ϱ͘ϯͿ h‡ ;ϯ͘ϭͿ h‡ ;ϭ͘ϰͿ EŽǀĂ^ĐŽƟĂ ϰ͘ϴ ;ϭ͘ϬͿ 13.4 ;ϭ͘ϴͿ 23.7 ;Ϯ͘ϭͿ 29.2 ;Ϯ͘ϯͿ ϮϬ͘Ϯ ;Ϯ͘ϬͿ 7.2 ;ϭ͘ϯͿ h‡ ;Ϭ͘ϳͿ EĞǁƌƵŶƐǁŝĐŬ 6.4 ;ϭ͘ϰͿ 15.7 ;Ϯ͘ϮͿ 26.5 ;Ϯ͘ϲͿ 26.1 ;Ϯ͘ϱͿ 17.6 ;Ϯ͘ϭͿ 6.7 ;ϭ͘ϲͿ h‡ ;Ϭ͘ϲͿ YƵĞďĞĐ 2.6 ;Ϭ͘ϲͿ ϭϬ͘Ϯ ;ϭ͘ϯͿ Ϯϭ͘Ϭ ;ϭ͘ϯͿ ϯϬ͘ϲ ;ϭ͘ϰͿ 24.6 ;ϭ͘ϱͿ 9.4 ;ϭ͘ϮͿ h ;Ϭ͘ϱͿ KŶƚĂƌŝŽ Ϯ͘ϴ ;Ϭ͘ϱͿ ϭϭ͘Ϭ ;ϭ͘ϭͿ 22.9 ;ϭ͘ϲͿ Ϯϳ͘ϴ ;ϭ͘ϲͿ 23.1 ;ϭ͘ϱͿ ϭϬ͘ϯ ;ϭ͘ϯͿ 1.9 ;Ϭ͘ϱͿ DĂŶŝƚŽďĂ ϱ͘Ϭ ;Ϭ͘ϵͿ 15.9 ;ϭ͘ϱͿ 26.7 ;ϭ͘ϴͿ 27.5 ;ϭ͘ϳͿ ϭϴ͘Ϭ ;Ϯ͘ϮͿ ϱ͘ϴ ;ϭ͘ϭͿ h‡ ;Ϭ͘ϰͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 4.6 ;Ϭ͘ϵͿ 13.5 ;ϭ͘ϱͿ Ϯϱ͘ϴ ;Ϯ͘ϬͿ 29.2 ;ϭ͘ϴͿ ϭϵ͘ϴ ;ϭ͘ϲͿ 6.2 ;ϭ͘ϮͿ h‡ ;Ϭ͘ϰͿ ůďĞƌƚĂ 2.9 ;Ϭ͘ϳͿ ϭϬ͘ϱ ;ϭ͘ϲͿ 19.2 ;ϭ͘ϲͿ Ϯϱ͘ϴ ;ϭ͘ϳͿ 26.3 ;Ϯ͘ϭͿ 12.4 ;Ϯ͘ϬͿ Ϯ͘ϴ ;Ϭ͘ϵͿ ƌŝƟƐŚŽůƵŵďŝĂ 4.7 ;ϭ͘ϭͿ 12.3 ;ϭ͘ϱͿ Ϯϭ͘ϴ ;ϭ͘ϳͿ 26.1 ;ϭ͘ϴͿ 21.7 ;Ϯ͘ϮͿ ϭϬ͘ϳ ;ϭ͘ϲͿ 2.7‡ ;Ϭ͘ϴͿ ΐdŚĞƌĞĂƌĞĨĞǁĞƌƚŚĂŶϯϬŽďƐĞƌǀĂƟŽŶƐ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘

PISA 2018 159 dĂďůĞ͘ϯ͘ϭϮď WƌŽƉŽƌƟŽŶŽĨďŽǇƐĂŶĚŐŝƌůƐǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮ͕Ăƚ>ĞǀĞůϮŽƌĂďŽǀĞ͕ĂŶĚĂƚ>ĞǀĞůƐϱĂŶĚϲ͗^/E

Girls ŽǇƐ ŝīĞƌĞŶĐĞ;'ʹͿ Canada and provinces Standard Standard Standard % error % error ŝīĞƌĞŶĐĞ error ĞůŽǁ>ĞǀĞůϮ ĂŶĂĚĂ 12.1 ;Ϭ͘ϳͿ ϭϰ͘ϴ ;Ϭ͘ϳͿ ͲϮ͘ϳ* ;Ϭ͘ϵͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 12.7 ;Ϯ͘ϰͿ ϭϴ͘ϯ ;ϯ͘ϬͿ Ͳϱ͘ϲ ;ϯ͘ϯͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϭϲ͘ϴ ;ϯ͘ϱͿ ϮϬ͘ϳ ;ϰ͘ϰͿ Ͳϯ͘ϴ ;ϲ͘ϮͿ EŽǀĂ^ĐŽƟĂ ϭϮ͘ϴ ;Ϯ͘ϬͿ ϭϴ͘Ϯ ;Ϯ͘ϮͿ Ͳϱ͘ϰ* ;Ϯ͘ϳͿ EĞǁƌƵŶƐǁŝĐŬ ϭϲ͘ϴ** ;Ϯ͘ϮͿ 22.1** ;Ϯ͘ϯͿ Ͳϱ͘ϯ* ;Ϯ͘ϰͿ YƵĞďĞĐ ϭϬ͘ϲ ;ϭ͘ϭͿ 12.9 ;ϭ͘ϱͿ ͲϮ͘Ϯ ;ϭ͘ϳͿ KŶƚĂƌŝŽ ϭϮ͘Ϭ ;ϭ͘ϰͿ ϭϯ͘ϴ ;ϭ͘ϮͿ Ͳϭ͘ϴ ;ϭ͘ϱͿ DĂŶŝƚŽďĂ ϮϬ͘ϰ** ;Ϯ͘ϬͿ ϮϬ͘ϵ** ;ϭ͘ϳͿ ͲϬ͘ϱ ;Ϯ͘ϯͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 13.7 ;ϭ͘ϲͿ ϭϴ͘ϭ ;Ϯ͘ϬͿ Ͳϰ͘ϱ* ;Ϯ͘ϮͿ ůďĞƌƚĂ ϴ͘ϱ** ;ϭ͘ϭͿ 13.4 ;ϭ͘ϳͿ Ͳϰ͘ϵ* ;ϭ͘ϲͿ ƌŝƟƐŚŽůƵŵďŝĂ ϭϰ͘Ϭ ;ϭ͘ϴͿ ϭϳ͘Ϭ ;Ϯ͘ϭͿ Ͳϯ͘Ϭ ;Ϯ͘ϭͿ Level 2 or above ĂŶĂĚĂ ϴϳ͘ϵ ;Ϭ͘ϳͿ ϴϱ͘Ϯ ;Ϭ͘ϳͿ 2.7* ;Ϭ͘ϵͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϴϳ͘ϯ ;Ϯ͘ϰͿ ϴϭ͘ϳ ;ϯ͘ϬͿ 5.6 ;ϯ͘ϯͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϴϯ͘Ϯ ;ϯ͘ϱͿ 79.3 ;ϰ͘ϰͿ ϯ͘ϴ ;ϲ͘ϮͿ EŽǀĂ^ĐŽƟĂ ϴϳ͘Ϯ ;Ϯ͘ϬͿ ϴϭ͘ϴ ;Ϯ͘ϮͿ 5.4* ;Ϯ͘ϳͿ EĞǁƌƵŶƐǁŝĐŬ ϴϯ͘Ϯ** ;Ϯ͘ϮͿ 77.9** ;Ϯ͘ϯͿ 5.3* ;Ϯ͘ϰͿ YƵĞďĞĐ ϴϵ͘ϰ ;ϭ͘ϭͿ ϴϳ͘ϭ ;ϭ͘ϱͿ 2.2 ;ϭ͘ϳͿ KŶƚĂƌŝŽ ϴϴ͘Ϭ ;ϭ͘ϰͿ ϴϲ͘Ϯ ;ϭ͘ϮͿ ϭ͘ϴ ;ϭ͘ϱͿ DĂŶŝƚŽďĂ 79.6** ;Ϯ͘ϬͿ 79.1** ;ϭ͘ϳͿ Ϭ͘ϱ ;Ϯ͘ϯͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϴϲ͘ϯ ;ϭ͘ϲͿ ϴϭ͘ϵ ;Ϯ͘ϬͿ 4.5* ;Ϯ͘ϮͿ ůďĞƌƚĂ 91.5** ;ϭ͘ϭͿ ϴϲ͘ϲ ;ϭ͘ϳͿ 4.9* ;ϭ͘ϲͿ ƌŝƟƐŚŽůƵŵďŝĂ ϴϲ͘Ϭ ;ϭ͘ϴͿ ϴϯ͘Ϭ ;Ϯ͘ϭͿ ϯ͘Ϭ ;Ϯ͘ϭͿ Levels 5 and 6 ĂŶĂĚĂ ϭϬ͘ϴ ;Ϭ͘ϲͿ 11.9 ;Ϭ͘ϵͿ Ͳϭ͘ϭ ;ϭ͘ϬͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϳ͘Ϭ** ;ϭ͘ϳͿ 11.4 ;Ϯ͘ϮͿ Ͳϰ͘ϰ ;Ϯ͘ϵͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ h ;ϯ͘ϱͿ h ;Ϯ͘ϵͿ ͲͲ ͲͲ EŽǀĂ^ĐŽƟĂ ϭϬ͘Ϭ ;ϭ͘ϳͿ ϴ͘ϲ ;ϭ͘ϯͿ 1.3 ;Ϯ͘ϬͿ EĞǁƌƵŶƐǁŝĐŬ 6.3** ;ϭ͘ϱͿ ϳ͘ϴ** ;ϭ͘ϳͿ Ͳϭ͘ϱ ;ϭ͘ϴͿ YƵĞďĞĐ ϭϬ͘Ϭ ;ϭ͘ϭͿ ϭϬ͘ϵ ;ϭ͘ϰͿ ͲϬ͘ϵ ;ϭ͘ϳͿ KŶƚĂƌŝŽ ϭϬ͘ϳ ;ϭ͘ϭͿ 12.3 ;ϭ͘ϱͿ Ͳϭ͘ϱ ;ϭ͘ϲͿ DĂŶŝƚŽďĂ 5.9** ;Ϭ͘ϵͿ 6.9** ;ϭ͘ϬͿ ͲϬ͘ϵ ;ϭ͘ϱͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϲ͘ϴ** ;ϭ͘ϭͿ 7.1** ;ϭ͘ϯͿ ͲϬ͘ϯ ;ϭ͘ϲͿ ůďĞƌƚĂ 14.6** ;ϭ͘ϵͿ 15.3 ;Ϯ͘ϬͿ ͲϬ͘ϳ ;Ϯ͘ϮͿ ƌŝƟƐŚŽůƵŵďŝĂ 12.4 ;ϭ͘ϳͿ 13.4 ;ϭ͘ϴͿ Ͳϭ͘ϭ ;Ϯ͘ϮͿ ͲͲEŽƚĂǀĂŝůĂďůĞ͘ hdŽŽƵŶƌĞůŝĂďůĞƚŽďĞƉƵďůŝƐŚĞĚ͘ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂŽƌƉƌŽǀŝŶĐĞ͘ ΎΎ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĂŶĂĚĂ͘

160 PISA 2018 dĂďůĞ͘ϯ͘ϭϯ Average scores by gender: MATHEMATICS

Canada, provinces, Girls ŽǇƐ ŝīĞƌĞŶĐĞ;'ʹͿ and OECD average Standard Standard Standard Average error Average error ŝīĞƌĞŶĐĞ error Canada 510 ;Ϯ͘ϳͿ 514 ;Ϯ͘ϱͿ -5* ;Ϯ͘ϯͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϰϴϲ** ;ϳ͘ϲͿ 491** ;ϳ͘ϭͿ Ͳϱ ;ϳ͘ϮͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ 479** ;ϭϬ͘ϰͿ 494 ;ϭϯ͘ϵͿ Ͳϭϱ ;ϭϭ͘ϯͿ EŽǀĂ^ĐŽƟĂ 495** ;ϲ͘ϱͿ 493** ;ϳ͘ϮͿ 2 ;ϱ͘ϮͿ EĞǁƌƵŶƐǁŝĐŬ ϰϴϵ** ;ϲ͘ϮͿ 493** ;ϲ͘ϲͿ Ͳϰ ;ϲ͘ϬͿ YƵĞďĞĐ 529** ;ϰ͘ϲͿ 536** ;ϰ͘ϬͿ Ͳϳ ;ϰ͘ϲͿ KŶƚĂƌŝŽ ϱϬϵ ;ϰ͘ϴͿ 516 ;ϱ͘ϬͿ Ͳϳ ;ϰ͘ϭͿ DĂŶŝƚŽďĂ 479** ;ϱ͘ϭͿ ϰϴϰ** ;ϰ͘ϭͿ Ͳϰ ;ϱ͘ϳͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϰϴϲ** ;ϲ͘ϬͿ ϰϴϱ** ;ϰ͘ϵͿ 1 ;ϰ͘ϮͿ ůďĞƌƚĂ 511 ;ϱ͘ϭͿ ϱϭϬ ;ϱ͘ϳͿ 1 ;ϯ͘ϳͿ ƌŝƟƐŚŽůƵŵďŝĂ ϱϬϮ ;ϲ͘ϮͿ ϱϬϳ ;ϱ͘ϴͿ Ͳϱ ;ϱ͘ϳͿ OECD average 487** ;Ϭ͘ϱͿ 492** ;Ϭ͘ϱͿ -5* ;Ϭ͘ϲͿ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂ͕ƉƌŽǀŝŶĐĞ͕ŽƌK͘ ΎΎ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĂŶĂĚĂ͘

dĂďůĞ͘ϯ͘ϭϰ Average scores by gender: SCIENCE

Canada, provinces, Girls ŽǇƐ ŝīĞƌĞŶĐĞ;'ʹͿ and OECD average Standard Standard Standard Average error Average error ŝīĞƌĞŶĐĞ error Canada 520 ;Ϯ͘ϱͿ 516 ;Ϯ͘ϳͿ 3 ;Ϯ͘ϵͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϱϬϲ ;ϳ͘ϬͿ ϱϬϲ ;ϴ͘ϭͿ Ϭ ;ϴ͘ϭͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϱϬϰ ;ϭϬ͘ϬͿ 499 ;ϭϭ͘ϲͿ 5 ;ϭϮ͘ϰͿ EŽǀĂ^ĐŽƟĂ 514 ;ϲ͘ϬͿ ϱϬϮ** ;ϱ͘ϰͿ 13 ;ϲ͘ϱͿ EĞǁƌƵŶƐǁŝĐŬ 496** ;ϲ͘ϮͿ ϰϴϴ** ;ϲ͘ϵͿ ϴ ;ϲ͘ϲͿ YƵĞďĞĐ 523 ;ϰ͘ϯͿ ϱϮϬ ;ϰ͘ϰͿ 3 ;ϰ͘ϱͿ KŶƚĂƌŝŽ 519 ;ϰ͘ϲͿ ϱϭϴ ;ϰ͘ϳͿ Ϭ ;ϰ͘ϴͿ DĂŶŝƚŽďĂ ϰϴϵ** ;ϱ͘ϭͿ ϰϵϬ** ;ϯ͘ϵͿ ͲϮ ;ϱ͘ϯͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϱϬϱ** ;ϰ͘ϰͿ 497** ;ϰ͘ϲͿ 7 ;ϰ͘ϲͿ ůďĞƌƚĂ ϱϯϴ** ;ϰ͘ϮͿ ϱϯϬ** ;ϱ͘ϯͿ ϴ* ;ϰ͘ϬͿ ƌŝƟƐŚŽůƵŵďŝĂ 519 ;ϱ͘ϳͿ 514 ;ϲ͘ϰͿ 4 ;ϱ͘ϳͿ OECD average 490** ;Ϭ͘ϱͿ 488** ;Ϭ͘ϱͿ 2* ;Ϭ͘ϱͿ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂ͕ƉƌŽǀŝŶĐĞ͕ŽƌK͘ ΎΎ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞĐŽŵƉĂƌĞĚƚŽĂŶĂĚĂ͘

PISA 2018 161 dĂďůĞ͘ϯ͘ϭϱĂ Comparisons of performance, PISA 2003, 2006, 2009, 2012, 2015, and 2018: MATHEMATICS 2003 2006 2009 2012 2015 2018 Canada, provinces, and OECD average Average Standard error Average Standard error Average Standard error Average Standard error Average Standard error Average Standard error Canada 532 ;ϭ͘ϴͿ 527 ;Ϯ͘ϰͿ 527 ;Ϯ͘ϲͿ 518* ;Ϯ͘ϳͿ 516* ;ϲ͘ϭͿ 512* ;ϯ͘ϳͿ EĞǁĨŽƵŶĚůĂŶĚ 517 ;Ϯ͘ϱͿ ϱϬϳ* ;Ϯ͘ϴͿ ϱϬϯ* ;ϯ͘ϱͿ ϰϵϬ* ;ϰ͘ϮͿ ϰϴϲ* ;ϲ͘ϰͿ ϰϴϴ* ;ϳ͘ϬͿ ĂŶĚ>ĂďƌĂĚŽƌ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϱϬϬ ;Ϯ͘ϬͿ ϱϬϭ ;Ϯ͘ϳͿ ϰϴϳ* ;ϯ͘ϬͿ 479* ;ϯ͘ϮͿ 499 ;ϴ͘ϱͿ ϰϴϳ ;ϭϭ͘ϰͿ EŽǀĂ^ĐŽƟĂ 515 ;Ϯ͘ϮͿ ϱϬϲ* ;Ϯ͘ϲͿ 512 ;ϯ͘ϬͿ 497* ;ϰ͘ϱͿ 497* ;ϳ͘ϮͿ 494* ;ϲ͘ϵͿ EĞǁƌƵŶƐǁŝĐŬ 511 ;ϭ͘ϰͿ ϱϬϲ ;Ϯ͘ϱͿ ϱϬϰ* ;ϯ͘ϬͿ ϱϬϮ* ;ϯ͘ϮͿ 493* ;ϳ͘ϱͿ 491* ;ϲ͘ϯͿ YƵĞďĞĐ 536 ;ϰ͘ϱͿ ϱϰϬ ;ϰ͘ϰͿ 543 ;ϰ͘ϬͿ 536 ;ϯ͘ϵͿ 544 ;ϳ͘ϰͿ 532 ;ϰ͘ϱͿ KŶƚĂƌŝŽ ϱϯϬ ;ϯ͘ϲͿ 526 ;ϯ͘ϵͿ 526 ;ϯ͘ϴͿ 514* ;ϰ͘ϱͿ ϱϬϵ* ;ϳ͘ϬͿ 513* ;ϱ͘ϯͿ DĂŶŝƚŽďĂ ϱϮϴ ;ϯ͘ϭͿ 521 ;ϯ͘ϱͿ ϱϬϭ* ;ϰ͘ϭͿ 492* ;ϯ͘ϱͿ ϰϴϵ* ;ϳ͘ϬͿ ϰϴϮ* ;ϰ͘ϲͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 516 ;ϯ͘ϵͿ ϱϬϳ ;ϯ͘ϲͿ ϱϬϲ ;ϯ͘ϴͿ ϱϬϲ ;ϯ͘ϲͿ ϰϴϰ* ;ϲ͘ϯͿ ϰϴϱ* ;ϱ͘ϴͿ ůďĞƌƚĂ 549 ;ϰ͘ϯͿ ϱϯϬ* ;ϰ͘ϬͿ 529* ;ϰ͘ϴͿ 517* ;ϱ͘ϬͿ 511* ;ϳ͘ϯͿ 511* ;ϱ͘ϴͿ ƌŝƟƐŚŽůƵŵďŝĂ ϱϯϴ ;Ϯ͘ϰͿ 523* ;ϰ͘ϲͿ 523* ;ϱ͘ϬͿ 522* ;ϰ͘ϴͿ 522* ;ϳ͘ϱͿ ϱϬϰ* ;ϱ͘ϵͿ OECD average 500 ;Ϭ͘ϲͿ 498 ;ϭ͘ϱͿ 496* ;Ϯ͘ϬͿ 494* ;Ϯ͘ϬͿ 490 ;ϱ͘ϲͿ 489* ;ϯ͘ϳͿ Ύ^ƚĂƟƐƟĐĂůůǇƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞƐĐŽŵƉĂƌĞĚǁŝƚŚW/^ϮϬϬϯ͘ Note͗dŚĞůŝŶŬĂŐĞĞƌƌŽƌŝƐŝŶĐŽƌƉŽƌĂƚĞĚŝŶƚŽƚŚĞƐƚĂŶĚĂƌĚĞƌƌŽƌĨŽƌϮϬϬϲ͕ϮϬϬϵ͕ϮϬϭϮ͕ϮϬϭϱ͕ĂŶĚϮϬϭϴ͘ůƐŽ͕ĨŽƌƐŽŵĞƉƌŽǀŝŶĐĞƐ͕ƚŚĞƐƚĂŶĚĂƌĚĞƌƌŽƌƐĨƌŽŵϮϬϬϯƚŽϮϬϬϲĂŶĚƚŽ ϮϬϬϵĚŝīĞƌĨƌŽŵƚŚŽƐĞŝŶƚŚĞƉƌĞǀŝŽƵƐW/^ƌĞƉŽƌƚƐŽŶƚƌĞŶĚƌĞƐƵůƚƐ͘dŚĞƐĞĚŝīĞƌĞŶĐĞƐĂƌĞĚƵĞƚŽƚŚĞĐŚĂŶŐĞŽĨƚŚĞŵĞƚŚŽĚƵƐĞĚďǇƚŚĞKƚŽĐŽŵƉƵƚĞƚŚĞůŝŶŬĂŐĞĞƌƌŽƌ͘dŚĞ ĐŽŵƉŽƐŝƟŽŶŽĨƚŚĞKĐŽƵŶƚƌŝĞƐǀĂƌŝĞƐĨƌŽŵĐǇĐůĞƚŽĐǇĐůĞ͘

dĂďůĞ͘ϯ͘ϭϱď Comparisons of performance, PISA 2012, 2015, and 2018: MATHEMATICS 2012 2015 2018 Canada, provinces, and OECD average Standard Standard Standard Average error Average error Average error Canada 518 ;ϭ͘ϴͿ 516 ;ϰ͘ϮͿ 512 ;ϰ͘ϭͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϰϵϬ ;ϯ͘ϳͿ ϰϴϲ ;ϰ͘ϴͿ ϰϴϴ ;ϳ͘ϯͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ 479 ;Ϯ͘ϱͿ 499* ;ϳ͘ϯͿ ϰϴϳ ;ϭϭ͘ϲͿ EŽǀĂ^ĐŽƟĂ 497 ;ϰ͘ϭͿ 497 ;ϱ͘ϴͿ 494 ;ϳ͘ϮͿ EĞǁƌƵŶƐǁŝĐŬ ϱϬϮ ;Ϯ͘ϲͿ 493 ;ϲ͘ϮͿ 491 ;ϲ͘ϲͿ YƵĞďĞĐ 536 ;ϯ͘ϰͿ 544 ;ϱ͘ϵͿ 532 ;ϰ͘ϵͿ KŶƚĂƌŝŽ 514 ;ϰ͘ϭͿ ϱϬϵ ;ϱ͘ϱͿ 513 ;ϱ͘ϲͿ DĂŶŝƚŽďĂ 492 ;Ϯ͘ϵͿ ϰϴϵ ;ϱ͘ϱͿ ϰϴϮ ;ϱ͘ϬͿ ^ĂƐŬĂƚĐŚĞǁĂŶ ϱϬϲ ;ϯ͘ϬͿ ϰϴϰ* ;ϰ͘ϲͿ ϰϴϱ* ;ϲ͘ϬͿ ůďĞƌƚĂ 517 ;ϰ͘ϲͿ 511 ;ϱ͘ϵͿ 511 ;ϲ͘ϭͿ ƌŝƟƐŚŽůƵŵďŝĂ 522 ;ϰ͘ϰͿ 522 ;ϲ͘ϭͿ ϱϬϰ* ;ϲ͘ϮͿ OECD average 494 ;Ϭ͘ϱͿ 490 ;ϰ͘ϯͿ 489 ;ϰ͘ϭͿ Ύ^ƚĂƟƐƟĐĂůůǇƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞƐĐŽŵƉĂƌĞĚǁŝƚŚW/^ϮϬϭϮ͘ Note͗dŚĞůŝŶŬĂŐĞĞƌƌŽƌŝƐŝŶĐŽƌƉŽƌĂƚĞĚŝŶƚŽƚŚĞƐƚĂŶĚĂƌĚĞƌƌŽƌĨŽƌϮϬϭϱĂŶĚϮϬϭϴ͘dŚĞĐŽŵƉŽƐŝƟŽŶŽĨƚŚĞKĐŽƵŶƚƌŝĞƐǀĂƌŝĞƐĨƌŽŵĐǇĐůĞƚŽĐǇĐůĞ͘

162 PISA 2018 dĂďůĞ͘ϯ͘ϭϲĂ Comparisons of performance, PISA 2006, 2009, 2012, 2015, and 2018: SCIENCE 2006 2009 2012 2015 2018 Canada, provinces, and OECD average Average Standard error Average Standard error Average Standard error Average Standard error Average Standard error Canada 534 ;Ϯ͘ϬͿ 529 ;ϯ͘ϬͿ 525* ;ϰ͘ϬͿ 528 ;ϰ͘ϵͿ 518* ;ϰ͘ϭͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 526 ;Ϯ͘ϱͿ ϱϭϴ ;ϰ͘ϬͿ 514* ;ϱ͘ϬͿ ϱϬϲ* ;ϱ͘ϱͿ ϱϬϲ* ;ϳ͘ϯͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ ϱϬϵ ;Ϯ͘ϳͿ 495* ;ϯ͘ϱͿ ϰϵϬ* ;ϰ͘ϰͿ 515 ;ϳ͘ϬͿ ϱϬϮ ;ϵ͘ϱͿ EŽǀĂ^ĐŽƟĂ ϱϮϬ ;Ϯ͘ϱͿ 523 ;ϯ͘ϳͿ 516 ;ϰ͘ϲͿ 517 ;ϲ͘ϯͿ ϱϬϴ ;ϱ͘ϴͿ EĞǁƌƵŶƐǁŝĐŬ ϱϬϲ ;Ϯ͘ϯͿ ϱϬϭ ;ϯ͘ϱͿ ϱϬϳ ;ϰ͘ϰͿ ϱϬϲ ;ϲ͘ϯͿ 492 ;ϲ͘ϳͿ YƵĞďĞĐ 531 ;ϰ͘ϮͿ 524 ;ϰ͘ϭͿ 516* ;ϰ͘ϴͿ 537 ;ϲ͘ϱͿ 522 ;ϱ͘ϭͿ KŶƚĂƌŝŽ 537 ;ϰ͘ϮͿ 531 ;ϰ͘ϮͿ 527 ;ϱ͘ϲͿ 524 ;ϲ͘ϬͿ 519* ;ϱ͘ϯͿ DĂŶŝƚŽďĂ 523 ;ϯ͘ϮͿ ϱϬϲ* ;ϰ͘ϳͿ ϱϬϯ* ;ϰ͘ϴͿ 499* ;ϲ͘ϱͿ ϰϴϵ* ;ϱ͘ϬͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 517 ;ϯ͘ϲͿ 513 ;ϰ͘ϱͿ 516 ;ϰ͘ϲͿ 496* ;ϱ͘ϱͿ ϱϬϭ* ;ϱ͘ϮͿ ůďĞƌƚĂ ϱϱϬ ;ϯ͘ϴͿ 545 ;ϱ͘ϬͿ 539 ;ϱ͘ϴͿ 541 ;ϲ͘ϬͿ 534* ;ϱ͘ϲͿ ƌŝƟƐŚŽůƵŵďŝĂ 539 ;ϰ͘ϳͿ 535 ;ϰ͘ϴͿ 544 ;ϱ͘ϯͿ 539 ;ϲ͘ϮͿ 517* ;ϲ͘ϰͿ OECD average 500 ;Ϭ͘ϱͿ 501 ;Ϯ͘ϲͿ 496 ;ϯ͘ϱͿ 493 ;ϰ͘ϱͿ 489* ;ϯ͘ϱͿ Ύ^ƚĂƟƐƟĐĂůůǇƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞƐĐŽŵƉĂƌĞĚǁŝƚŚW/^ϮϬϬϲ͘ Note͗dŚĞůŝŶŬĂŐĞĞƌƌŽƌŝƐŝŶĐŽƌƉŽƌĂƚĞĚŝŶƚŽƚŚĞƐƚĂŶĚĂƌĚĞƌƌŽƌĨŽƌϮϬϬϵ͕ϮϬϭϮ͕ϮϬϭϱ͕ĂŶĚϮϬϭϴ͘ůƐŽ͕ĨŽƌƐŽŵĞƉƌŽǀŝŶĐĞƐ͕ƚŚĞƐƚĂŶĚĂƌĚĞƌƌŽƌƐĨƌŽŵϮϬϬϲƚŽϮϬϬϵĂŶĚƚŽϮϬϭϮĚŝīĞƌ ĨƌŽŵƚŚŽƐĞŝŶƚŚĞƉƌĞǀŝŽƵƐW/^ƌĞƉŽƌƚƐŽŶƚƌĞŶĚƌĞƐƵůƚƐ͘dŚĞƐĞĚŝīĞƌĞŶĐĞƐĂƌĞĚƵĞƚŽƚŚĞĐŚĂŶŐĞŽĨƚŚĞŵĞƚŚŽĚƵƐĞĚďǇƚŚĞKƚŽĐŽŵƉƵƚĞƚŚĞůŝŶŬĂŐĞĞƌƌŽƌ͘dŚĞĐŽŵƉŽƐŝƟŽŶ ŽĨƚŚĞKĐŽƵŶƚƌŝĞƐǀĂƌŝĞƐĨƌŽŵĐǇĐůĞƚŽĐǇĐůĞ͘

dĂďůĞ͘ϯ͘ϭϲď Comparisons of performance, PISA 2015 and 2018: SCIENCE

Canada, provinces, 2015 2018 and OECD average Standard Standard Average error Average error Canada 528 ;Ϯ͘ϭͿ 518* ;Ϯ͘ϲͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ ϱϬϲ ;ϯ͘ϮͿ ϱϬϲ ;ϲ͘ϱͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ 515 ;ϱ͘ϰͿ ϱϬϮ ;ϵ͘ϬͿ EŽǀĂ^ĐŽƟĂ 517 ;ϰ͘ϱͿ ϱϬϴ ;ϰ͘ϵͿ EĞǁƌƵŶƐǁŝĐŬ ϱϬϲ ;ϰ͘ϱͿ 492 ;ϱ͘ϵͿ YƵĞďĞĐ 537 ;ϰ͘ϳͿ 522* ;ϰ͘ϬͿ KŶƚĂƌŝŽ 524 ;ϯ͘ϵͿ 519 ;ϰ͘ϯͿ DĂŶŝƚŽďĂ 499 ;ϰ͘ϳͿ ϰϴϵ ;ϰ͘ϬͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 496 ;ϯ͘ϭͿ ϱϬϭ ;ϰ͘ϭͿ ůďĞƌƚĂ 541 ;ϰ͘ϬͿ 534 ;ϰ͘ϲͿ ƌŝƟƐŚŽůƵŵďŝĂ 539 ;ϰ͘ϯͿ 517* ;ϱ͘ϲͿ OECD average 493 ;Ϭ͘ϰͿ 489 ;Ϯ͘ϳͿ Ύ^ƚĂƟƐƟĐĂůůǇƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞƐĐŽŵƉĂƌĞĚǁŝƚŚW/^ϮϬϭϱ͘ Note͗dŚĞůŝŶŬĂŐĞĞƌƌŽƌŝƐŝŶĐŽƌƉŽƌĂƚĞĚŝŶƚŽƚŚĞƐƚĂŶĚĂƌĚĞƌƌŽƌĨŽƌϮϬϭϴ͘dŚĞĐŽŵƉŽƐŝƟŽŶŽĨƚŚĞKĐŽƵŶƚƌŝĞƐǀĂƌŝĞƐĨƌŽŵĐǇĐůĞƚŽĐǇĐůĞ͘

PISA 2018 163 dĂďůĞ͘ϯ͘ϭϳ WƌŽƉŽƌƟŽŶŽĨƐƚƵĚĞŶƚƐǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮĂŶĚĂƚ>ĞǀĞůƐϱĂŶĚϲ͕ŝŶW/^ϮϬϭϮĂŶĚϮϬϭϴ͗Dd,Dd/^ ĞůŽǁ>ĞǀĞůϮ Levels 5 and 6 ŝīĞƌĞŶĐĞ ŝīĞƌĞŶĐĞ 2012 2018 2012 2018 ϮϬϭϮʹϮϬϭϴ ϮϬϭϮʹϮϬϭϴ Canada and provinces % Standard error % Standard error ŝīĞƌĞŶĐĞ Standard error % Standard error % Standard error ŝīĞƌĞŶĐĞ Standard error ĂŶĂĚĂ ϭϯ͘ϴ ;Ϭ͘ϱͿ 16.3 ;Ϭ͘ϳͿ 2.4 ;ϭ͘ϯͿ 16.4 ;Ϭ͘ϲͿ 15.3 ;Ϭ͘ϳͿ Ͳϭ͘ϭ ;ϭ͘ϰͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 21.3 ;Ϯ͘ϬͿ 21.1 ;Ϯ͘ϯͿ ͲϬ͘Ϯ ;ϯ͘ϮͿ 9.4 ;ϭ͘ϬͿ ϴ͘ϲ ;Ϯ͘ϭͿ ͲϬ͘ϴ ;Ϯ͘ϲͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ 24.7 ;ϭ͘ϯͿ 23.7 ;ϯ͘ϵͿ ͲϬ͘ϵ ;ϰ͘ϮͿ 6.5 ;Ϭ͘ϵͿ 9.1 ;Ϯ͘ϵͿ 2.6 ;ϯ͘ϮͿ EŽǀĂ^ĐŽƟĂ 17.7 ;ϭ͘ϱͿ ϮϬ͘ϯ ;Ϯ͘ϮͿ 2.6 ;Ϯ͘ϴͿ ϵ͘Ϭ ;ϭ͘ϯͿ ϭϬ͘ϯ ;ϭ͘ϲͿ 1.3 ;Ϯ͘ϯͿ EĞǁƌƵŶƐǁŝĐŬ 16.3 ;ϭ͘ϮͿ 22.3 ;Ϯ͘ϬͿ ϲ͘Ϭ* ;Ϯ͘ϱͿ ϭϬ͘ϭ ;ϭ͘ϮͿ ϭϬ͘ϯ ;ϭ͘ϳͿ Ϭ͘Ϯ ;Ϯ͘ϰͿ YƵĞďĞĐ 11.2 ;ϭ͘ϬͿ 11.7 ;ϭ͘ϭͿ Ϭ͘ϱ ;ϭ͘ϴͿ 22.4 ;ϭ͘ϯͿ 21.1 ;ϭ͘ϯͿ Ͳϭ͘ϯ ;Ϯ͘ϭͿ KŶƚĂƌŝŽ ϭϯ͘ϴ ;ϭ͘ϭͿ ϭϱ͘ϴ ;ϭ͘ϮͿ Ϯ͘Ϭ ;ϭ͘ϵͿ 15.1 ;ϭ͘ϰͿ 15.4 ;ϭ͘ϱͿ Ϭ͘ϰ ;Ϯ͘ϯͿ DĂŶŝƚŽďĂ 21.2 ;ϭ͘ϱͿ Ϯϰ͘ϴ ;ϭ͘ϲͿ 3.6 ;Ϯ͘ϯͿ ϭϬ͘ϯ ;ϭ͘ϬͿ 7.6 ;ϭ͘ϬͿ ͲϮ͘ϳ ;ϭ͘ϴͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 15.3 ;ϭ͘ϭͿ 21.6 ;Ϯ͘ϭͿ 6.3* ;Ϯ͘ϱͿ 12.2 ;ϭ͘ϮͿ 6.6 ;Ϭ͘ϵͿ Ͳϱ͘ϲ* ;ϭ͘ϴͿ ůďĞƌƚĂ 15.1 ;ϭ͘ϱͿ 16.2 ;Ϯ͘ϬͿ ϭ͘Ϭ ;Ϯ͘ϳͿ 16.9 ;ϭ͘ϱͿ ϭϰ͘ϴ ;ϭ͘ϲͿ ͲϮ͘ϭ ;Ϯ͘ϰͿ ƌŝƟƐŚŽůƵŵďŝĂ 12.3 ;ϭ͘ϯͿ ϭϴ͘ϴ ;ϭ͘ϴͿ 6.5* ;Ϯ͘ϰͿ 16.5 ;ϭ͘ϲͿ 13.6 ;ϭ͘ϳͿ ͲϮ͘ϵ ;Ϯ͘ϱͿ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂŽƌƉƌŽǀŝŶĐĞ͘

dĂďůĞ͘ϯ͘ϭϴ WƌŽƉŽƌƟŽŶŽĨƐƚƵĚĞŶƚƐǁŚŽƉĞƌĨŽƌŵĞĚďĞůŽǁ>ĞǀĞůϮĂŶĚĂƚ>ĞǀĞůƐϱĂŶĚϲ͕ŝŶW/^ϮϬϭϱĂŶĚϮϬϭϴ͗^/E ĞůŽǁ>ĞǀĞůϮ Levels 5 and 6 ŝīĞƌĞŶĐĞ ŝīĞƌĞŶĐĞ 2015 2018 2015 2018 ϮϬϭϱʹϮϬϭϴ ϮϬϭϱʹϮϬϭϴ Canada and provinces % Standard error % Standard error ŝīĞƌĞŶĐĞ Standard error % Standard error % Standard error ŝīĞƌĞŶĐĞ Standard error ĂŶĂĚĂ 11.1 ;Ϭ͘ϱͿ 13.4 ;Ϭ͘ϱͿ 2.3* ;Ϭ͘ϴͿ 12.4 ;Ϭ͘ϲͿ 11.3 ;Ϭ͘ϲͿ Ͳϭ͘Ϭ ;Ϭ͘ϵͿ EĞǁĨŽƵŶĚůĂŶĚĂŶĚ>ĂďƌĂĚŽƌ 15.5 ;ϭ͘ϯͿ 15.4 ;Ϯ͘ϮͿ Ϭ͘Ϭ ;Ϯ͘ϲͿ ϳ͘ϴ ;ϭ͘ϬͿ 9.2 ;ϭ͘ϰͿ 1.4 ;ϭ͘ϳͿ WƌŝŶĐĞĚǁĂƌĚ/ƐůĂŶĚ 11.3 ;Ϯ͘ϭͿ ϭϴ͘ϴ ;Ϯ͘ϱͿ 7.5* ;ϯ͘ϯͿ ϴ͘ϳ ;Ϯ͘ϬͿ ϴ͘ϯ ;Ϯ͘ϱͿ ͲϬ͘ϰ ;ϯ͘ϮͿ EŽǀĂ^ĐŽƟĂ ϭϮ͘ϴ ;ϭ͘ϱͿ 15.4 ;ϭ͘ϲͿ 2.6 ;Ϯ͘ϮͿ ϵ͘ϴ ;ϭ͘ϮͿ 9.3 ;ϭ͘ϭͿ ͲϬ͘ϱ ;ϭ͘ϲͿ EĞǁƌƵŶƐǁŝĐŬ 15.6 ;ϭ͘ϵͿ 19.4 ;ϭ͘ϴͿ ϯ͘ϴ ;Ϯ͘ϳͿ ϴ͘ϭ ;ϭ͘ϭͿ ϳ͘Ϭ ;ϭ͘ϯͿ Ͳϭ͘Ϭ ;ϭ͘ϴͿ YƵĞďĞĐ ϴ͘ϱ ;ϭ͘ϭͿ 11.7 ;ϭ͘ϭͿ 3.3* ;ϭ͘ϱͿ ϭϮ͘ϴ ;ϭ͘ϱͿ ϭϬ͘ϰ ;Ϭ͘ϵͿ ͲϮ͘ϰ ;ϭ͘ϴͿ KŶƚĂƌŝŽ 12.3 ;ϭ͘ϬͿ 12.9 ;ϭ͘ϭͿ Ϭ͘ϳ ;ϭ͘ϱͿ 12.1 ;ϭ͘ϭͿ 11.5 ;ϭ͘ϬͿ ͲϬ͘ϲ ;ϭ͘ϱͿ DĂŶŝƚŽďĂ 17.4 ;ϭ͘ϳͿ ϮϬ͘ϳ ;ϭ͘ϱͿ 3.2 ;Ϯ͘ϯͿ 7.1 ;ϭ͘ϭͿ 6.4 ;Ϭ͘ϲͿ ͲϬ͘ϳ ;ϭ͘ϯͿ ^ĂƐŬĂƚĐŚĞǁĂŶ 16.7 ;ϭ͘ϰͿ ϭϲ͘Ϭ ;ϭ͘ϰͿ ͲϬ͘ϳ ;Ϯ͘ϬͿ 6.2 ;Ϭ͘ϳͿ 6.9 ;Ϭ͘ϵͿ Ϭ͘ϴ ;ϭ͘ϮͿ ůďĞƌƚĂ ϴ͘ϲ ;ϭ͘ϬͿ ϭϭ͘Ϭ ;ϭ͘ϮͿ 2.4 ;ϭ͘ϲͿ 15.9 ;ϭ͘ϰͿ 14.9 ;ϭ͘ϲͿ ͲϬ͘ϵ ;Ϯ͘ϭͿ ƌŝƟƐŚŽůƵŵďŝĂ ϴ͘ϳ ;ϭ͘ϮͿ 15.5 ;ϭ͘ϲͿ ϲ͘ϴ* ;Ϯ͘ϬͿ 14.7 ;ϭ͘ϱͿ 12.9 ;ϭ͘ϰͿ Ͳϭ͘ϴ ;Ϯ͘ϬͿ Ύ^ŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞǁŝƚŚŝŶĂŶĂĚĂŽƌƉƌŽǀŝŶĐĞ͘

164 PISA 2018