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The Policy Impact of PISA: An Exploration of the Normative Effects of International Benchmarking in School System Performance

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  • Simon Breakspear

    (University of Cambridge)

Abstract

Little research has been done into how the results of the Programme for International Student Assessment (PISA) affect national educational reform and policy-making. This paper examines the normative impact of PISA by investigating how, and the extent to which , national policy actors use PISA in policies and practices, to evaluate and improve school-system performance. Drawing on the results of a survey of country practices, the study shows that PISA has become accepted as a reliable instrument for benchmarking student performance worldwide, and that PISA results have had an influence on policy reform in the majority of participating countries/economies. À ce jour, rares sont les recherches ciblant l’impact des résultats de l’enquête PISA (Programme international pour le suivi des acquis des élèves) sur les réformes et l’action publique dans les pays. Le présent document examine l’impact normatif du PISA en cherchant à déterminer comment et dans quelle mesure les acteurs politiques des pays utilisent le PISA dans l’établissement de politiques et pratiques, afin d’évaluer et d’améliorer les performances de leur système d’éducation. À partir des résultats d’une enquête sur les pratiques des pays, cet étude montre que le PISA est aujourd’hui communément accepté en tant qu’instrument fiable pour évaluer la performance des élèves dans le monde entier et que les résultats au PISA exercent une influence réelle sur les réformes politiques dans la majorité des pays et économies participants.

Suggested Citation

  • Simon Breakspear, 2012. "The Policy Impact of PISA: An Exploration of the Normative Effects of International Benchmarking in School System Performance," OECD Education Working Papers 71, OECD Publishing.
    • Handle: RePEc:oec:eduaab:71-en
    DOI: 10.1787/5k9fdfqffr28-en
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    Cited by:

    1. Cain Polidano & Chris Ryan, 2017. "What Happens to Students with Low Reading Proficiency at 15? Evidence from Australia," The Economic Record, The Economic Society of Australia, vol. 93(303), pages 600-614, December.
    2. Sander Gerritsen & Dinand Webbink, 2013. "How much do children learn in school? International evidence from school entry rules," CPB Discussion Paper 255, CPB Netherlands Bureau for Economic Policy Analysis.
    3. Magne Mogstad & Joseph P Romano & Azeem M Shaikh & Daniel Wilhelm, 2024. "Inference for Ranks with Applications to Mobility across Neighbourhoods and Academic Achievement across Countries," The Review of Economic Studies, Review of Economic Studies Ltd, vol. 91(1), pages 476-518.
    4. Entrich Steve R., 2014. "Effects of investments in out-of-school education in Germany and Japan," Contemporary Japan, De Gruyter, vol. 26(1), pages 71-102, March.
    5. Francesca Borgonovi & Alessandro Ferrara & Mario Piacentini, 2020. "From asking to observing. Behavioural measures of socio-emotional and motivational skills in large-scale assessments," DoQSS Working Papers 20-19, Quantitative Social Science - UCL Social Research Institute, University College London.
    6. Sander Gerritsen & Dinand Webbink, 2013. "How much do children learn in school? International evidence from school entry rules," CPB Discussion Paper 255.rdf, CPB Netherlands Bureau for Economic Policy Analysis.
    7. Pokropek, Artur & Marks, Gary N. & Borgonovi, Francesca & Koc, Piotr & Greiff, Samuel, 2022. "General or specific abilities? Evidence from 33 countries participating in the PISA assessments," Intelligence, Elsevier, vol. 92(C).
    8. Gomes, Matheus & Hirata, Guilherme & Oliveira, João Batista Araujo e, 2020. "Student composition in the PISA assessments: Evidence from Brazil," International Journal of Educational Development, Elsevier, vol. 79(C).
    9. Ana Miranda & Israel Klug, 2021. "Beyond global rankings: Benchmarking public food procurement," Working Papers 190, International Policy Centre for Inclusive Growth.
    10. Adams, Renée & Kirchmaier, Tom, 2016. "Women in finance," LSE Research Online Documents on Economics 118970, London School of Economics and Political Science, LSE Library.
    11. N. V. Ponomareva & E. S. Novikova, 0. "Finnish education: success secret," International Trade and Trade Policy, ФГБОУ ВО "Ð Ð¾Ñ Ñ Ð¸Ð¹Ñ ÐºÐ¸Ð¹ Ñ ÐºÐ¾Ð½Ð¾Ð¼Ð¸Ñ‡ÐµÑ ÐºÐ¸Ð¹ ÑƒÐ½Ð¸Ð²ÐµÑ€Ñ Ð¸Ñ‚ÐµÑ‚ им. Г.Ð’. Плеханова", issue 2.
    12. Dovile Stumbriene & Ana S. Camanho & Audrone Jakaitiene, 2020. "The performance of education systems in the light of Europe 2020 strategy," Annals of Operations Research, Springer, vol. 288(2), pages 577-608, May.
    13. Sandefur, Justin, 2018. "Internationally comparable mathematics scores for fourteen african countries," Economics of Education Review, Elsevier, vol. 62(C), pages 267-286.
    14. Clara-Christina E. Gerstner & Emmanuel S. Tsyawo, 2022. "Policy spillover effects on student achievement: evidence from PISA," Letters in Spatial and Resource Sciences, Springer, vol. 15(3), pages 523-541, December.
    15. Juan Carlos Henao & David A. Ortiz Escobar, 2018. "Corrupción en Colombia Tomo 2 Enfoques sectoriales sobre corrupción," Books, Universidad Externado de Colombia, Facultad de Derecho, number 1025.
    16. Griselda, Silvia, 2024. "Gender gap in standardized tests: What are we measuring?," Journal of Economic Behavior & Organization, Elsevier, vol. 221(C), pages 191-229.
    17. Martens, Kerstin & Breiter, Andreas & Idel, Till-Sebastian & Knipping, Christine & Teltemann, Janna, 2013. "Das "PISA Phänomen": Ein Plädoyer für einen interdisziplinären Ansatz zur Erforschung von Bildungsproduktion im Kontext von Large-Scale-Assessments," TranState Working Papers 175, University of Bremen, Collaborative Research Center 597: Transformations of the State.

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