Israel's Students Score Historic Lows on International PISA Test

Recent results from the 2025 PISA exam reveal a dramatic decline in academic performance among Israeli 15-year-olds, marking the lowest scores since the country began participating in the triennial assessment in 2000. The average scores in reading, mathematics, and science have fallen significantly, with reading experiencing the sharpest drop of 38 points. Notably, these declines are steeper than those observed in other OECD countries, and the sharpest decrease within Israel was seen among students in the state education system.

The exam also highlighted concerning trends, including increased reliance on artificial intelligence for assignments, high rates of student lateness, absenteeism, and classroom discipline issues. Nearly 37% of students reported missing at least one full school day in the two weeks prior to the test, compared to 22% in the OECD average. Furthermore, 37% of Israeli students believe school is a "waste of time," a sentiment shared by only 24% of their OECD peers.

These findings contradict the promises made by Education Minister Yoav Kisch, who had pledged improvements in international assessments. The data indicates that approximately half of Israeli students are below the basic proficiency level in mathematics, and around 40% fall short in reading and science. The proportion of high-achieving students has also shrunk, with only 4-5% reaching top levels in science, math, and reading, compared to higher OECD averages.

The PISA 2025 study, which involved over 760,000 students from 91 countries, was conducted in March and April 2025, during the ongoing war. Schools evacuated from southern and northern Israel, representing about 2% of the sample, were excluded from the study. The results show a return to performance levels not seen since the mid-2000s, with some scores even dipping below those recorded in 2006 and 2009.

Additionally, the report pointed to issues with teacher qualifications, with Israeli school principals reporting that unqualified or inadequately trained teachers negatively impact learning for 47% of students, significantly higher than the OECD average of 25%. The study also noted that while the gap between high and low-achieving students has narrowed, this is due to a steeper decline among high achievers, not an improvement for struggling students.