PISA 2025 reports separate mean scores for science, mathematics and reading across 91 participating countries and economies. Science was the major assessment domain. The OECD averages were 482 in science, 463 in mathematics and 461 in reading.
Science, Mathematics and Reading Scores in PISA 2025
Mean performance across the three core PISA domains, with OECD averages shown on the same scale tables used in the 2025 results release.
A mean score that is numerically above the OECD average is not automatically statistically above it. OECD identified 18 systems as performing above the OECD average in all three core domains once statistical uncertainty was taken into account.
The Three Subjects Moved Differently From 2022 to 2025
The short-term OECD comparison shows a much larger decline in reading and mathematics than in science.
OECD-Average Score Change by Subject, 2022–2025
Change in mean PISA score, in score points.
Negative values indicate lower OECD-average mean scores in 2025 than in 2022. For this short-term OECD-average comparison, Costa Rica, Luxembourg and Spain are excluded.
The three core domains did not follow the same short-term path. Science moved by only 3 points and the OECD reports that change as not statistically significant, while mathematics fell 9 points and reading fell 14 points on the comparable OECD set.
PISA 2025 Scores by Country and Economy
The table is ordered by science mean score, matching the ordering of the OECD PISA 2025 summary table. Mathematics and reading are shown alongside science so each system can be compared across all three core domains.
Science, Mathematics and Reading Mean Scores
PISA 2025 mean scores for participating countries and economies. The OECD average is included as a benchmark row.
Scroll horizontally to view all columns.
| Country or economy | Science | Mathematics | Reading |
|---|---|---|---|
| OECD average | 482 | 463 | 461 |
| B-S-J-Z (China) | 597 | 612 | 527 |
| Singapore | 560 | 563 | 535 |
| Macao (China) | 541 | 549 | 501 |
| Chinese Taipei | 540 | 546 | 508 |
| Japan | 538 | 525 | 503 |
| Estonia | 527 | 508 | 499 |
| Korea | 526 | 522 | 501 |
| United Kingdom | 511 | 488 | 494 |
| Canada* | 510 | 485 | 490 |
| New Zealand* | 509 | 480 | 497 |
| Australia | 509 | 478 | 491 |
| Finland | 504 | 469 | 474 |
| United States* | 502 | 463 | 490 |
| Switzerland | 501 | 499 | 470 |
| Ireland | 500 | 480 | 500 |
| Austria | 497 | 477 | 467 |
| Hong Kong (China) | 496 | 522 | 480 |
| Poland | 495 | 484 | 482 |
| Türkiye | 494 | 462 | 472 |
| Czechia | 490 | 477 | 468 |
| Belgium | 490 | 480 | 466 |
| Lithuania | 488 | 470 | 464 |
| Germany | 486 | 464 | 465 |
| Netherlands* | 485 | 483 | 441 |
| Sweden | 485 | 464 | 466 |
| Slovenia | 484 | 460 | 445 |
| France | 483 | 458 | 456 |
| Italy | 483 | 468 | 474 |
| Portugal | 482 | 460 | 462 |
| Hungary | 480 | 459 | 452 |
| Denmark | 478 | 471 | 460 |
| Spain | 477 | 457 | 451 |
| Croatia | 476 | 455 | 453 |
| Slovak Republic | 475 | 469 | 448 |
| Luxembourg | 474 | 458 | 443 |
| Norway* | 470 | 452 | 453 |
| Latvia | 468 | 460 | 430 |
| United Arab Emirates | 458 | 453 | 433 |
| Viet Nam | 457 | 443 | 392 |
| Malta | 453 | 439 | 415 |
| Ukrainian regions (17 of 27) | 448 | 431 | 418 |
| Uruguay | 445 | 405 | 423 |
| Chile | 442 | 403 | 436 |
| Israel | 442 | 433 | 436 |
| Iceland | 441 | 450 | 422 |
| Brunei Darussalam | 439 | 435 | 426 |
| Mauritius | 438 | 407 | 405 |
| Uzbekistan | 438 | — | — |
| Montenegro | 435 | 411 | 418 |
| Albania* | 435 | 433 | 408 |
| Qatar | 434 | 416 | 418 |
| Greece | 434 | 424 | 423 |
| Thailand | 432 | 407 | 392 |
| Serbia | 429 | 417 | 415 |
| Romania | 425 | 419 | 413 |
| Mongolia | 424 | 419 | 374 |
| Costa Rica | 424 | 387 | 416 |
| Georgia | 422 | 416 | 384 |
| Moldova | 422 | 410 | 404 |
| Bulgaria | 421 | 405 | 387 |
| Kazakhstan | 420 | 414 | 385 |
| Malaysia | 419 | 397 | 393 |
| Colombia | 414 | 381 | 399 |
| Mexico | 414 | 388 | 408 |
| Saudi Arabia | 413 | 390 | 387 |
| Cyprus | 411 | 412 | 379 |
| Azerbaijan | 409 | 422 | 374 |
| Brazil | 409 | 377 | 408 |
| Jordan | 407 | 388 | 363 |
| Peru | 406 | 382 | 390 |
| Ecuador | 393 | 366 | 385 |
| Argentina | 393 | 367 | 389 |
| Indonesia | 389 | 364 | 365 |
| El Salvador | 385 | 346 | 366 |
| Cambodia | 382 | 366 | 347 |
| North Macedonia | 378 | 380 | 357 |
| Philippines | 373 | 371 | 367 |
| Lebanon | 372 | 377 | 331 |
| Armenia | 369 | 376 | 348 |
| Kyrgyzstan | 363 | 364 | 344 |
| Dominican Republic | 361 | 339 | 346 |
| Palestinian Authority | 359 | 354 | 350 |
| Morocco | 358 | 355 | 321 |
| Kosovo | 357 | 350 | 340 |
| Paraguay | 355 | 334 | 352 |
| Kurdistan Region (Iraq) | 352 | 339 | 312 |
| Guatemala | 351 | 334 | 337 |
| Zambia | 337 | 314 | 325 |
| Kenya | 335 | 326 | 320 |
| Dushanbe (Tajikistan) | 334 | 382 | 368 |
| Rwanda | 317 | 312 | 301 |
An asterisk marks countries for which one or more PISA sampling standards were not met: Albania, Canada, the Netherlands, New Zealand, Norway and the United States. Their estimates should be interpreted with caution. An em dash indicates a value reported as missing in the OECD summary table.
How to Compare Scores Across the Three Subjects
Science, mathematics and reading are reported on separate PISA scales. Adding the three scores or averaging them into a single “overall PISA score” would create a derived measure that OECD does not report as an official performance indicator.
Subject means summarize the performance distribution of 15-year-old students in each education system. They are not individual student scores and should not be read as a pass/fail threshold. Proficiency levels are a separate way of describing how students are distributed across the PISA scales.
Small score differences also need care. Sampling uncertainty means two systems with nearby reported means may not be statistically distinguishable. OECD publishes standard errors and comparison tables for that purpose, so score-based ordering should not be treated as an exact ordinal ranking when differences are narrow.
Data Sources and Measurement
OECD published PISA 2025 Results (Volume I): Future-Ready Students on September 8, 2026. The report covers performance in science, reading, mathematics and computational problem solving.
The chapter reports the 2025 domain means, statistical comparisons between systems, proficiency results and changes from earlier PISA cycles.
Mean scores come from OECD PISA 2025 Database Tables I.B1.2a.1, I.B1.2a.2 and I.B1.2a.3 for science, reading and mathematics.
The OECD database provides the underlying PISA 2025 files for researchers and supports more detailed analysis beyond the published summary tables.
Scores shown here are rounded mean scale scores as reported by OECD. PISA 2025 assessed more than 760,000 students across 91 countries and economies, representing about 33 million 15-year-olds. Science was the major domain in the 2025 cycle.