Pupils in Germany have become worse again in mathematics and in the natural sciences. There is also a slight decline in reading literacy, but this is not statistically reliable. This is stated in the current Pisa study.

Although the performance of the tested 15-year-olds are still above the OECD average. In other words, in at least two of the disciplines, children in Germany are as good or bad as peers in France, Norway, Sweden, Australia or the USA. However, there are a number of countries where student performance is better. These include Estonia and Finland, but also Hong Kong, New Zealand, Poland and Singapore.

In addition, the average performance of the children has fallen. Above all, the risk students are leaving worse again. The performance since the first study from the year 2000 has risen steadily.

It is striking how strongly good results in the Pisa test are related to the social background. Especially in the reading competence, which was this year's focus, the differences show up: Children from socially disadvantaged families score much worse than children who come from a well-to-do household, where education is important. Comparing the 25 percent of the most privileged youths with the 25 percent of the least socially disadvantaged students shows a performance difference of 113 points. By contrast, the OECD average is 89 points. This means that the negative effects of socio-economic disadvantage on the educational and long-term chances of advancement of young people are strong in many countries, but particularly pronounced in Germany. This trend was already evident in the first Pisa study. He also had decreased over the years initially.

The disadvantaged in Germany include many students with a migration background. In the Pisa study, adolescents are included in this group whose parents were both not born in Germany. Since 2009, their share has increased by 4 percentage points from 18 to 22 percent. According to the German bill there is a migration background if a parent was not born in Germany. After this count, he has since 2000 increased from 22 to 36 percent.

Between the children with different roots and children of German descent, the reading competence shows a performance difference of 63 points - that is a difference in the learning material of about two school years. But that does not mean that immigrant students are automatically low performers: 16 percent of them achieved peak results in the PISA test, which is equivalent to the OECD average. The same applies to all socially disadvantaged children and adolescents: Ten percent of them received top marks in the tests.

Boys achieve worse performances in mint subjects than in the past

Gender differences are also evident: in all countries girls are better at reading and 30 points more than boys. In Germany, however, the difference is a little smaller, here the girls come to 26 points more than the boys. In math, however, the boys score better, but the lead in Pisa credit is low. In science, boys and girls reach a similar level. However, that is not good news, because the difference has been reduced mainly because the boys have deteriorated overall compared to the vintages before them.