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<p>Equity is crucial for education; it ensures all children have equal opportunities to succeed, regardless of their background. This article examines the inequality of educational outcomes using data from the Programme for International Student Assessment (PISA) from 2000 through 2018. We analyzed long-term trends in educational inequality to assess changes experienced by participant countries. The study used the inter-decile range and the standard deviation (SD) of PISA scores to measure inequality for 62 countries (37 Organisation for Economic Cooperation and Development [OECD] and 25 non-OECD). It provides a comprehensive view of each country’s situation and its dynamics over time, highlighting cases where changes are statistically significant. While some countries showed improvements in equity, not all these trends were statistically significant, indicating the difficulty of maintaining consistent progress. Negative trends were more pronounced and consistent in many cases. This study is relevant for policymakers and academics seeking to understand educational inequality and evaluate the long-term impact of interventions.</p>

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Inequality of educational outcomes: A comparative analysis of national trends based on data from PISA, 2000–2018

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月28日

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  • Ekaterina Enchikova,
  • Tiago Neves,
  • Cibelle Toledo,
  • Gil Nata

摘要

Equity is crucial for education; it ensures all children have equal opportunities to succeed, regardless of their background. This article examines the inequality of educational outcomes using data from the Programme for International Student Assessment (PISA) from 2000 through 2018. We analyzed long-term trends in educational inequality to assess changes experienced by participant countries. The study used the inter-decile range and the standard deviation (SD) of PISA scores to measure inequality for 62 countries (37 Organisation for Economic Cooperation and Development [OECD] and 25 non-OECD). It provides a comprehensive view of each country’s situation and its dynamics over time, highlighting cases where changes are statistically significant. While some countries showed improvements in equity, not all these trends were statistically significant, indicating the difficulty of maintaining consistent progress. Negative trends were more pronounced and consistent in many cases. This study is relevant for policymakers and academics seeking to understand educational inequality and evaluate the long-term impact of interventions.