▲ 117 ▼ School performance in science, reading and mathematics is collapsing across OECD countries (thelemmy.club) submitted 1 week ago by cm0002@lemdro.id to c/world@quokk.au 25 comments fedilink hide all child comments source https://www.oecd.org/en/publications/pisa-2025-results-volume-i_73451bc5-en.html
[–] TheJesusaurus@piefed.ca 4 points 1 week ago (10 children) Is this not just a graph of when COVID hit? permalink fedilink source hideshow 10 child comments replies: [–] just2look@lemmy.zip 8 points 1 week ago (9 children) The crash started years before COVID. And it doesn't look like that significantly impacted the curve. permalink fedilink source parent hideshow 9 child comments replies: [–] poVoq@slrpnk.net 6 points 1 week ago (8 children) That is just an artifact of how the lines are drawn in that chart. There was a test in 2018 and another one in 2022. The extrapolation between those two points is purely artistic and not backed by any data. The more logical assumption is that this is indeed a result of the school lock-downs in 2020 and after. Or it is Greta's fault for starting the school strike in August 2018 /s permalink fedilink source parent hideshow 8 child comments replies: [–] just2look@lemmy.zip 3 points 1 week ago (7 children) You're right, I should have looked closer at the chart. It still didn't start the decline though. It may have impacted the rate of decline, but the decline started in 2012 - 2015. permalink fedilink source parent hideshow 7 child comments replies: [–] poVoq@slrpnk.net 2 points 1 week ago (6 children) Doesn't look like that to me. If the 2022 and 2025 points would be up around 500 again the earlier slight decline would look like statistical noise only. permalink fedilink source parent hideshow 6 child comments replies: [–] just2look@lemmy.zip 1 point 1 week ago (5 children) Mathematics dropped in 2012 and 2015, leveled off then continued to drop. Reading and science both dropped in 2015 and 2018 and continued to fall after that. So it is a consistent drop across a subjects prior to COVID. It doesn't make any sense to say that if the data was different you could interpret it differently. The drop started prior to COVID and dropped over multiple years of testing. permalink fedilink source parent hideshow 5 child comments replies: [–] poVoq@slrpnk.net 3 points 1 week ago (4 children) The "drop" we are talking about is something like 505 to 495 or around 2%. That is well with in measurement variability I would say. permalink fedilink source parent hideshow 4 child comments replies: [–] just2look@lemmy.zip 1 point 1 week ago (3 children) Ignoring the trend just to fit it to the COVID timeline doesn't make sense. The data doesn't match that. If you're going to ignore consistent drops across all subjects over multiple testing cycles then there is no point in looking at the data at all. COVID was detrimental to a lot of things but it is not the source of every problem. permalink fedilink source parent hideshow 3 child comments replies: [–] poVoq@slrpnk.net 3 points 1 week ago (2 children) There is no trend if the data variability is not statistically significant. What you are doing is likely no better than reading tea leaves 🤷 permalink fedilink source parent hideshow 2 child comments replies: [–] just2look@lemmy.zip 1 point 1 week ago (1 child) These developments are part of a longer-term trend. The weakening of performance predates the COVID-19 pandemic in many countries, pointing to deeper and more persistent challenges within education systems. If I'm reading tea leaves, then so are the authors of the report. permalink fedilink source parent hideshow 1 child comment replies: [–] poVoq@slrpnk.net 1 point 6 days ago This refers to specific countries where that might be true, but it can't be derived from the OECD average as presented in the graph. permalink fedilink source parent
[–] just2look@lemmy.zip 8 points 1 week ago (9 children) The crash started years before COVID. And it doesn't look like that significantly impacted the curve. permalink fedilink source parent hideshow 9 child comments replies: [–] poVoq@slrpnk.net 6 points 1 week ago (8 children) That is just an artifact of how the lines are drawn in that chart. There was a test in 2018 and another one in 2022. The extrapolation between those two points is purely artistic and not backed by any data. The more logical assumption is that this is indeed a result of the school lock-downs in 2020 and after. Or it is Greta's fault for starting the school strike in August 2018 /s permalink fedilink source parent hideshow 8 child comments replies: [–] just2look@lemmy.zip 3 points 1 week ago (7 children) You're right, I should have looked closer at the chart. It still didn't start the decline though. It may have impacted the rate of decline, but the decline started in 2012 - 2015. permalink fedilink source parent hideshow 7 child comments replies: [–] poVoq@slrpnk.net 2 points 1 week ago (6 children) Doesn't look like that to me. If the 2022 and 2025 points would be up around 500 again the earlier slight decline would look like statistical noise only. permalink fedilink source parent hideshow 6 child comments replies: [–] just2look@lemmy.zip 1 point 1 week ago (5 children) Mathematics dropped in 2012 and 2015, leveled off then continued to drop. Reading and science both dropped in 2015 and 2018 and continued to fall after that. So it is a consistent drop across a subjects prior to COVID. It doesn't make any sense to say that if the data was different you could interpret it differently. The drop started prior to COVID and dropped over multiple years of testing. permalink fedilink source parent hideshow 5 child comments replies: [–] poVoq@slrpnk.net 3 points 1 week ago (4 children) The "drop" we are talking about is something like 505 to 495 or around 2%. That is well with in measurement variability I would say. permalink fedilink source parent hideshow 4 child comments replies: [–] just2look@lemmy.zip 1 point 1 week ago (3 children) Ignoring the trend just to fit it to the COVID timeline doesn't make sense. The data doesn't match that. If you're going to ignore consistent drops across all subjects over multiple testing cycles then there is no point in looking at the data at all. COVID was detrimental to a lot of things but it is not the source of every problem. permalink fedilink source parent hideshow 3 child comments replies: [–] poVoq@slrpnk.net 3 points 1 week ago (2 children) There is no trend if the data variability is not statistically significant. What you are doing is likely no better than reading tea leaves 🤷 permalink fedilink source parent hideshow 2 child comments replies: [–] just2look@lemmy.zip 1 point 1 week ago (1 child) These developments are part of a longer-term trend. The weakening of performance predates the COVID-19 pandemic in many countries, pointing to deeper and more persistent challenges within education systems. If I'm reading tea leaves, then so are the authors of the report. permalink fedilink source parent hideshow 1 child comment replies: [–] poVoq@slrpnk.net 1 point 6 days ago This refers to specific countries where that might be true, but it can't be derived from the OECD average as presented in the graph. permalink fedilink source parent
[–] poVoq@slrpnk.net 6 points 1 week ago (8 children) That is just an artifact of how the lines are drawn in that chart. There was a test in 2018 and another one in 2022. The extrapolation between those two points is purely artistic and not backed by any data. The more logical assumption is that this is indeed a result of the school lock-downs in 2020 and after. Or it is Greta's fault for starting the school strike in August 2018 /s permalink fedilink source parent hideshow 8 child comments replies: [–] just2look@lemmy.zip 3 points 1 week ago (7 children) You're right, I should have looked closer at the chart. It still didn't start the decline though. It may have impacted the rate of decline, but the decline started in 2012 - 2015. permalink fedilink source parent hideshow 7 child comments replies: [–] poVoq@slrpnk.net 2 points 1 week ago (6 children) Doesn't look like that to me. If the 2022 and 2025 points would be up around 500 again the earlier slight decline would look like statistical noise only. permalink fedilink source parent hideshow 6 child comments replies: [–] just2look@lemmy.zip 1 point 1 week ago (5 children) Mathematics dropped in 2012 and 2015, leveled off then continued to drop. Reading and science both dropped in 2015 and 2018 and continued to fall after that. So it is a consistent drop across a subjects prior to COVID. It doesn't make any sense to say that if the data was different you could interpret it differently. The drop started prior to COVID and dropped over multiple years of testing. permalink fedilink source parent hideshow 5 child comments replies: [–] poVoq@slrpnk.net 3 points 1 week ago (4 children) The "drop" we are talking about is something like 505 to 495 or around 2%. That is well with in measurement variability I would say. permalink fedilink source parent hideshow 4 child comments replies: [–] just2look@lemmy.zip 1 point 1 week ago (3 children) Ignoring the trend just to fit it to the COVID timeline doesn't make sense. The data doesn't match that. If you're going to ignore consistent drops across all subjects over multiple testing cycles then there is no point in looking at the data at all. COVID was detrimental to a lot of things but it is not the source of every problem. permalink fedilink source parent hideshow 3 child comments replies: [–] poVoq@slrpnk.net 3 points 1 week ago (2 children) There is no trend if the data variability is not statistically significant. What you are doing is likely no better than reading tea leaves 🤷 permalink fedilink source parent hideshow 2 child comments replies: [–] just2look@lemmy.zip 1 point 1 week ago (1 child) These developments are part of a longer-term trend. The weakening of performance predates the COVID-19 pandemic in many countries, pointing to deeper and more persistent challenges within education systems. If I'm reading tea leaves, then so are the authors of the report. permalink fedilink source parent hideshow 1 child comment replies: [–] poVoq@slrpnk.net 1 point 6 days ago This refers to specific countries where that might be true, but it can't be derived from the OECD average as presented in the graph. permalink fedilink source parent
[–] just2look@lemmy.zip 3 points 1 week ago (7 children) You're right, I should have looked closer at the chart. It still didn't start the decline though. It may have impacted the rate of decline, but the decline started in 2012 - 2015. permalink fedilink source parent hideshow 7 child comments replies: [–] poVoq@slrpnk.net 2 points 1 week ago (6 children) Doesn't look like that to me. If the 2022 and 2025 points would be up around 500 again the earlier slight decline would look like statistical noise only. permalink fedilink source parent hideshow 6 child comments replies: [–] just2look@lemmy.zip 1 point 1 week ago (5 children) Mathematics dropped in 2012 and 2015, leveled off then continued to drop. Reading and science both dropped in 2015 and 2018 and continued to fall after that. So it is a consistent drop across a subjects prior to COVID. It doesn't make any sense to say that if the data was different you could interpret it differently. The drop started prior to COVID and dropped over multiple years of testing. permalink fedilink source parent hideshow 5 child comments replies: [–] poVoq@slrpnk.net 3 points 1 week ago (4 children) The "drop" we are talking about is something like 505 to 495 or around 2%. That is well with in measurement variability I would say. permalink fedilink source parent hideshow 4 child comments replies: [–] just2look@lemmy.zip 1 point 1 week ago (3 children) Ignoring the trend just to fit it to the COVID timeline doesn't make sense. The data doesn't match that. If you're going to ignore consistent drops across all subjects over multiple testing cycles then there is no point in looking at the data at all. COVID was detrimental to a lot of things but it is not the source of every problem. permalink fedilink source parent hideshow 3 child comments replies: [–] poVoq@slrpnk.net 3 points 1 week ago (2 children) There is no trend if the data variability is not statistically significant. What you are doing is likely no better than reading tea leaves 🤷 permalink fedilink source parent hideshow 2 child comments replies: [–] just2look@lemmy.zip 1 point 1 week ago (1 child) These developments are part of a longer-term trend. The weakening of performance predates the COVID-19 pandemic in many countries, pointing to deeper and more persistent challenges within education systems. If I'm reading tea leaves, then so are the authors of the report. permalink fedilink source parent hideshow 1 child comment replies: [–] poVoq@slrpnk.net 1 point 6 days ago This refers to specific countries where that might be true, but it can't be derived from the OECD average as presented in the graph. permalink fedilink source parent
[–] poVoq@slrpnk.net 2 points 1 week ago (6 children) Doesn't look like that to me. If the 2022 and 2025 points would be up around 500 again the earlier slight decline would look like statistical noise only. permalink fedilink source parent hideshow 6 child comments replies: [–] just2look@lemmy.zip 1 point 1 week ago (5 children) Mathematics dropped in 2012 and 2015, leveled off then continued to drop. Reading and science both dropped in 2015 and 2018 and continued to fall after that. So it is a consistent drop across a subjects prior to COVID. It doesn't make any sense to say that if the data was different you could interpret it differently. The drop started prior to COVID and dropped over multiple years of testing. permalink fedilink source parent hideshow 5 child comments replies: [–] poVoq@slrpnk.net 3 points 1 week ago (4 children) The "drop" we are talking about is something like 505 to 495 or around 2%. That is well with in measurement variability I would say. permalink fedilink source parent hideshow 4 child comments replies: [–] just2look@lemmy.zip 1 point 1 week ago (3 children) Ignoring the trend just to fit it to the COVID timeline doesn't make sense. The data doesn't match that. If you're going to ignore consistent drops across all subjects over multiple testing cycles then there is no point in looking at the data at all. COVID was detrimental to a lot of things but it is not the source of every problem. permalink fedilink source parent hideshow 3 child comments replies: [–] poVoq@slrpnk.net 3 points 1 week ago (2 children) There is no trend if the data variability is not statistically significant. What you are doing is likely no better than reading tea leaves 🤷 permalink fedilink source parent hideshow 2 child comments replies: [–] just2look@lemmy.zip 1 point 1 week ago (1 child) These developments are part of a longer-term trend. The weakening of performance predates the COVID-19 pandemic in many countries, pointing to deeper and more persistent challenges within education systems. If I'm reading tea leaves, then so are the authors of the report. permalink fedilink source parent hideshow 1 child comment replies: [–] poVoq@slrpnk.net 1 point 6 days ago This refers to specific countries where that might be true, but it can't be derived from the OECD average as presented in the graph. permalink fedilink source parent
[–] just2look@lemmy.zip 1 point 1 week ago (5 children) Mathematics dropped in 2012 and 2015, leveled off then continued to drop. Reading and science both dropped in 2015 and 2018 and continued to fall after that. So it is a consistent drop across a subjects prior to COVID. It doesn't make any sense to say that if the data was different you could interpret it differently. The drop started prior to COVID and dropped over multiple years of testing. permalink fedilink source parent hideshow 5 child comments replies: [–] poVoq@slrpnk.net 3 points 1 week ago (4 children) The "drop" we are talking about is something like 505 to 495 or around 2%. That is well with in measurement variability I would say. permalink fedilink source parent hideshow 4 child comments replies: [–] just2look@lemmy.zip 1 point 1 week ago (3 children) Ignoring the trend just to fit it to the COVID timeline doesn't make sense. The data doesn't match that. If you're going to ignore consistent drops across all subjects over multiple testing cycles then there is no point in looking at the data at all. COVID was detrimental to a lot of things but it is not the source of every problem. permalink fedilink source parent hideshow 3 child comments replies: [–] poVoq@slrpnk.net 3 points 1 week ago (2 children) There is no trend if the data variability is not statistically significant. What you are doing is likely no better than reading tea leaves 🤷 permalink fedilink source parent hideshow 2 child comments replies: [–] just2look@lemmy.zip 1 point 1 week ago (1 child) These developments are part of a longer-term trend. The weakening of performance predates the COVID-19 pandemic in many countries, pointing to deeper and more persistent challenges within education systems. If I'm reading tea leaves, then so are the authors of the report. permalink fedilink source parent hideshow 1 child comment replies: [–] poVoq@slrpnk.net 1 point 6 days ago This refers to specific countries where that might be true, but it can't be derived from the OECD average as presented in the graph. permalink fedilink source parent
[–] poVoq@slrpnk.net 3 points 1 week ago (4 children) The "drop" we are talking about is something like 505 to 495 or around 2%. That is well with in measurement variability I would say. permalink fedilink source parent hideshow 4 child comments replies: [–] just2look@lemmy.zip 1 point 1 week ago (3 children) Ignoring the trend just to fit it to the COVID timeline doesn't make sense. The data doesn't match that. If you're going to ignore consistent drops across all subjects over multiple testing cycles then there is no point in looking at the data at all. COVID was detrimental to a lot of things but it is not the source of every problem. permalink fedilink source parent hideshow 3 child comments replies: [–] poVoq@slrpnk.net 3 points 1 week ago (2 children) There is no trend if the data variability is not statistically significant. What you are doing is likely no better than reading tea leaves 🤷 permalink fedilink source parent hideshow 2 child comments replies: [–] just2look@lemmy.zip 1 point 1 week ago (1 child) These developments are part of a longer-term trend. The weakening of performance predates the COVID-19 pandemic in many countries, pointing to deeper and more persistent challenges within education systems. If I'm reading tea leaves, then so are the authors of the report. permalink fedilink source parent hideshow 1 child comment replies: [–] poVoq@slrpnk.net 1 point 6 days ago This refers to specific countries where that might be true, but it can't be derived from the OECD average as presented in the graph. permalink fedilink source parent
[–] just2look@lemmy.zip 1 point 1 week ago (3 children) Ignoring the trend just to fit it to the COVID timeline doesn't make sense. The data doesn't match that. If you're going to ignore consistent drops across all subjects over multiple testing cycles then there is no point in looking at the data at all. COVID was detrimental to a lot of things but it is not the source of every problem. permalink fedilink source parent hideshow 3 child comments replies: [–] poVoq@slrpnk.net 3 points 1 week ago (2 children) There is no trend if the data variability is not statistically significant. What you are doing is likely no better than reading tea leaves 🤷 permalink fedilink source parent hideshow 2 child comments replies: [–] just2look@lemmy.zip 1 point 1 week ago (1 child) These developments are part of a longer-term trend. The weakening of performance predates the COVID-19 pandemic in many countries, pointing to deeper and more persistent challenges within education systems. If I'm reading tea leaves, then so are the authors of the report. permalink fedilink source parent hideshow 1 child comment replies: [–] poVoq@slrpnk.net 1 point 6 days ago This refers to specific countries where that might be true, but it can't be derived from the OECD average as presented in the graph. permalink fedilink source parent
[–] poVoq@slrpnk.net 3 points 1 week ago (2 children) There is no trend if the data variability is not statistically significant. What you are doing is likely no better than reading tea leaves 🤷 permalink fedilink source parent hideshow 2 child comments replies: [–] just2look@lemmy.zip 1 point 1 week ago (1 child) These developments are part of a longer-term trend. The weakening of performance predates the COVID-19 pandemic in many countries, pointing to deeper and more persistent challenges within education systems. If I'm reading tea leaves, then so are the authors of the report. permalink fedilink source parent hideshow 1 child comment replies: [–] poVoq@slrpnk.net 1 point 6 days ago This refers to specific countries where that might be true, but it can't be derived from the OECD average as presented in the graph. permalink fedilink source parent
[–] just2look@lemmy.zip 1 point 1 week ago (1 child) These developments are part of a longer-term trend. The weakening of performance predates the COVID-19 pandemic in many countries, pointing to deeper and more persistent challenges within education systems. If I'm reading tea leaves, then so are the authors of the report. permalink fedilink source parent hideshow 1 child comment replies: [–] poVoq@slrpnk.net 1 point 6 days ago This refers to specific countries where that might be true, but it can't be derived from the OECD average as presented in the graph. permalink fedilink source parent
[–] poVoq@slrpnk.net 1 point 6 days ago This refers to specific countries where that might be true, but it can't be derived from the OECD average as presented in the graph. permalink fedilink source parent
