Most of the articles on the latest PISA have focussed, understandably, on on continuing decline in scores across most jurisdictions. This section contrasts immigrants and native-born, showing that immigrants outperform the native-born. Unfortunately, not able to access the relevant data tables:
A fair education system gives students with an immigrant background an equal opportunity to thrive at school and realise their full learning potential compared to those without an immigrant background. PISA defines immigrant students as students whose mother and father were both born in a country/economy other than that where the student took the PISA test. Non-immigrant students are students who have at least one parent born in the country of assessment. This section examines the extent to which the countries and economies that participated in PISA 2025 ensure that all students are on a level playing field, regardless of their background.
Overall, the results presented in this chapter show that non-immigrant students tend to outperform immigrant students in all PISA subjects in many, though not all, countries and economies. However, this raw performance gap is rarely a function of immigrant status alone. Instead, these students often navigate intersecting layers of disadvantage (Bowleg, 2012[48]; Cerna et al., 2021[49]) In some countries and economies, students with an immigrant background are disproportionately likely to come from socio-economically disadvantaged families compared to non-immigrant students (OECD, 2023[3]). Furthermore, a significant proportion of these students face the additional challenge of navigating an education system in a language different from the one they speak at home, a challenge that is particularly acute for first-generation immigrants and for those who arrive to a new country/economy later on in their educational trajectories (OECD, 2023[3]).
Once socio-economic status and the language spoken at home are taken into account, the picture often changes. In many education systems, immigrant students actually outperform their non-immigrant peers, demonstrating remarkable academic resilience and a strong drive to succeed (Cerna et al., 2021[49]; OECD, 2023[3]). This reversal suggests that the educational vulnerabilities associated with an immigrant background are not inevitable, but are instead largely shaped by features of education systems, as well as linguistic barriers.
Moreover, several countries and economies combine a large share of students with an immigrant background (i.e. over 30% of students) with high average levels of performance (Australia, Canada*, Macao (China), New Zealand* and Singapore) (Tables I.B1.2d.1 and I.B1.2d.10). PISA results support the view that policies aimed at dismantling cultural and linguistic barriers – through targeted language support, intercultural education, and the promotion of inclusive school climates that value diversity – can improve the outcomes of immigrant students (Cerna et al., 2021[49]; OECD, 2023[3]; Tarozzi, 2012[50]). At the same time, these results should be interpreted in light of differences in immigrant student profiles across countries and economies. In some systems, immigration policies and selection mechanisms may shape the socio-economic background, language proficiency and other characteristics of immigrant populations, and may partly explain the positive outcomes observed among immigrant students.
Education systems around the world vary greatly in terms of how large their immigrant student population is (Table I.B1.2d.1). In almost half of the countries and economies in PISA 2025 (42 out of 87), the share of 15-year-old students with an immigrant background is small (less than 5%). But in 24 countries and economies, the share of immigrant students is higher than 15%; in 14 countries and economies it is higher than 25%; and in Luxembourg, Macao (China), Qatar and the United Arab Emirates, more than half of students have an immigrant background. On average across 29 OECD countries with available data, 18% of students have an immigrant background. The composition of immigrant student populations can also vary considerably within countries and economies, with students differing by country of origin, language spoken at home, socio-economic background, and cultural proximity to the host country. As a result, average outcomes for students with an immigrant background may mask important differences between immigrant sub-groups within the same education system.
Students with an immigrant background can be distinguished between first- and second-generation immigrants. First‑generation immigrants are students born outside the country of assessment and whose parents were also born outside the country of assessment. Second-generation students are students born in the country of assessment but whose parent(s) were born outside the country of assessment. The share of second-generation immigrants is 10% and the share of first-generation immigrants 8% on average across OECD countries in PISA 2025 (Table I.B1.2d.1).
These differences in the size and composition of immigrant student populations provide important context for interpreting performance gaps between immigrant and non-immigrant students across education systems.
Source: PISA 2025 Results (Volume I)
