Israel's Students Score Historic Lows on International PISA Test

Recent results from the 2025 PISA exam reveal a dramatic decline in the academic performance of Israeli students, 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, with the most pronounced decrease occurring among students in the state education system.

The PISA 2025 results show that approximately half of Israeli students fall below the basic proficiency level in mathematics, and around 40% in reading and science. The exam also highlighted concerns about the increasing use of artificial intelligence as a shortcut, alongside issues of tardiness, truancy, and classroom discipline. These findings contradict the promises made by Education Minister Yoav Kisch to improve international test results.

The study, which surveyed over 760,000 15-year-olds across 91 countries and economic entities, including 7,330 Israeli students from 215 schools, was conducted in March and April 2025 during the ongoing conflict. Schools evacuated from southern and northern Israel, representing about 2% of the sample, were excluded.

Beyond academic scores, the PISA report raises alarms about teaching staff suitability, with Israeli school principals reporting that underqualified teachers negatively impact learning for 47% of students, compared to the OECD average of 25%. The exam also indicated a decline in excellence, with fewer students achieving top scores in science, mathematics, and reading. The widespread use of AI for tasks like summarizing texts and drafting assignments, reported by 49% of students weekly, is seen as hindering independent research and writing skills.

Discipline and attendance are also significant concerns, with 37% of Israeli students reporting missing at least one full school day in the two weeks prior to the test, and 63% admitting to being late for classes. A substantial 37% of students perceive school as a "waste of time," reflecting a deep disconnect with the educational system. Furthermore, classroom environments are described as disruptive, with 35% of students complaining of constant noise and disorder hindering concentration.

Interestingly, Haredi girls outperformed their secular counterparts in reading, achieving higher scores than Hebrew-speaking girls in the state system, and showing no significant gap in math and science. While the gap between high-achieving and low-achieving students has narrowed, this is due to a sharper decline among the top performers rather than an improvement in lower-achieving students' scores.