PISA Results Reveal Deep Systemic Failures in Israeli Education

Recent PISA 2025 results, alongside new data from the Tnuafa tests, have shown a significant decline in Israeli students' achievements, sparking public shock and demands for emergency action. While the immediate reaction focuses on teachers, the article argues this overlooks a deeper systemic issue: the education system's inability to learn and function as a cohesive whole, despite collecting vast amounts of data.

Student performance dropped sharply compared to 2022, with reading scores falling by 38 points, mathematics by 25, and science by 23. These declines are steeper than the OECD average, with nearly half of Israeli 15-year-olds not reaching basic proficiency in math, and about 40% in reading and science. The drop is estimated to be equivalent to two years of learning in reading and one year in math and science. Worryingly, the sharpest decline was observed among students from higher socioeconomic backgrounds, indicating a weakening of previously strong performers rather than a strengthening of weaker ones, though Israel still has significant achievement gaps.

The article cautions against simplistic explanations, noting that the PISA tests were conducted after years of pandemic, war, and disruptions, and that other assessments like Tnuafa also show concerning trends. For instance, only 37% of 5th graders met all math curriculum requirements, and a mere 3% of 9th graders met all science requirements. Furthermore, PISA data indicates that half of students attend schools reporting teacher shortages impacting instruction, and 47% attend schools where learning is hindered by unqualified or inadequately trained teachers. A significant portion of students, 37%, view school as a waste of time.

The core problem identified is not a lack of good people, knowledge, or data, but a fragmentation within the system. Staff, managers, and teachers often work in isolation, burdened by workload, frequent changes, and unclear authority. There is a lack of a connecting layer for research-practice partnerships and knowledge brokers who can bridge academic findings with on-the-ground realities. This fragmentation also extends to different educational streams, with limited common ground in curricula and access to advanced programs.

To address these issues, the article calls for building systemic capacity rather than quick fixes. This includes establishing an independent national professional council for education for long-term thinking, creating a connected and protected data infrastructure accessible to researchers, and forming permanent forums for collaboration among all system stakeholders. Crucially, educators on the front lines need the necessary conditions, time, and trust to perform their jobs effectively. The ultimate test is not just the next PISA score, but the system's ability to understand the causes of its performance, implement changes, and learn collectively.