Israel's Students Suffer Sharpest Decline in PISA Scores Amid Teacher Shortage

Israeli students have experienced the most significant drop in performance in the history of the country's participation in the international PISA exams, according to the 2025 results. The scores in reading, mathematics, and science all saw substantial declines, marking the lowest point since Israel joined the study in 2002. This sharp decrease places Israel's performance among the worst in the OECD, with reading scores falling by 38 points, mathematics by 25, and science by 23 points compared to 2022.

The report identifies a severe teacher shortage as a primary cause for this decline, noting that the Ministry of Education and Education Minister Yoav Kisch have failed to address the issue. The PISA results rank Israel among the highest in the OECD for teacher shortages. Notably, the data does not include students from communities evacuated due to the war, whose educational situation is likely even more dire.

The decline was not uniform across all educational streams. Hebrew public education students, particularly those from higher socioeconomic backgrounds, experienced the steepest drop in reading scores. While students in religious and Arab education streams also saw declines, they were less pronounced, leading to a narrowing of the gap between Arab and Jewish students in reading.

In international comparisons, Israel's average scores in science, mathematics, and reading fall below the OECD average. The percentage of Israeli students failing to meet basic proficiency levels is significantly higher than the OECD average, while the proportion of high-achievers is lower. The report also highlights a significant gap in computational problem-solving skills compared to the OECD average.

Education Minister Yoav Kisch has faced criticism for attempting to influence the presentation of the PISA results, reportedly asking for the report to downplay the teacher shortage and emphasize the war's impact. These attempts were reportedly made through various channels, including direct appeals to the body responsible for publishing the results. Kisch has denied hiding information, attributing the results to the ongoing war and the displacement of communities, though the PISA methodology excluded these students.

Simultaneously released Matzav exams also reveal alarming trends, with a low percentage of students meeting curriculum requirements in science, mathematics, and English. These findings, particularly in subjects with known teacher shortages, suggest the learning deficits identified in the PISA exams begin much earlier than age 15.