The irregular exclusion of students with difficulties from the PISA 2025 report shoots up the results in Catalonia
The Spanish education authority, the Institute for Educational Evaluation (INEE), has repeatedly warned the Catalan education department about an irregular exclusion of students with learning difficulties from the PISA 2025 tests. Catalonia excluded 23% of students, significantly exceeding the OECD's maximum allowed exclusion rate of 5%. Despite these warnings, Catalonia did not correct the sampling error, leading to the dismissal of a senior education official. The flawed sample resulted in inflated PISA 2025 results for Catalonia, showing improvements in reading comprehension, mathematics, and science compared to previous years. However, the OECD states these results are not comparable due to the non-representative sample. This issue is not new; Catalonia has previously manipulated PISA samples, such as in 2022, where they claimed overrepresentation of migrant students was a factor in poor results before retracting the claim.
Spain’s education system faces its worst performance ever in the latest PISA results, with students scoring significantly lower in reading, mathematics, and science compared to previous years and international averages. The findings, released this Tuesday by the OECD, reveal a decline of 23 points in reading comprehension, 16 in mathematics, and 8 in science since 2022. This marks the lowest level of achievement for Spanish students since the test began in 2000. Spain's scores stand at 451 in reading, 457 in math, and 477 in science, falling behind the OECD average of 461, 463, and 482 respectively. The results have sparked widespread concern among regional governments, which fear a continued downward trend. Many believe the decline reflects the impact of the Law on Educational Innovation (LOMLOE), enacted in 2020 under Prime Minister Pedro Sánchez’s government. The law emphasizes competency-based learning over traditional methods such as rote memorization and written exercises. However, the Ministry of Education has rejected claims linking the drop to the legislation, arguing instead that the issue stems from broader societal factors, including reduced attention spans due to screen time and changes in reading habits. Minister Milagros Tolón stated during an interview that while the LOMLOE introduced a new teaching approach focused on problem-solving and practical application, the root cause of the educational crisis lies elsewhere. She pointed to the growing reliance on digital devices and the resulting shift away from deep reading and critical thinking. Tolón emphasized that the ministry continues to prioritize literacy and mathematical skills, noting that efforts are underway to improve these areas through targeted policies. Regional authorities, however, remain divided. Some, like Castilla-La Mancha, have shown slight improvements in science scores, rising from 475 to 485 points. Others, such as Andalusia, have suffered more severe declines, with students scoring 441 in reading, 442 in math, and 462 in science, well below national averages. The situation has heightened tensions between educators and policymakers, with many teachers expressing frustration over insufficient resources and support for increasingly diverse classrooms. The OECD itself has acknowledged the broader challenges facing education systems globally, attributing the decline to a combination of factors including technological change, shifting student behavior, and evolving family structures. Analysts suggest that younger generations, raised in a digital environment, struggle with sustained focus and deeper engagement with complex texts. A study highlighted that students who read extensively online often process information quickly but superficially, leading to difficulties in understanding longer, more intricate passages. While some regions have managed to maintain relatively stable performance, others have experienced sharp drops. Catalonia, excluded from the analysis due to concerns about sample bias, has been a point of contention. Meanwhile, Basque Country has faced one of the steepest declines, raising questions about the effectiveness of local educational strategies. The data underscores the complexity of addressing educational disparities across different socioeconomic contexts. As schools reopen nationwide, the pressure on educators and administrators grows. With the new academic year beginning, the challenge will be to implement reforms that address both immediate shortcomings and long-term systemic issues. The upcoming Conference Sectorial, scheduled to discuss policy improvements, will be crucial in determining how Spain can respond to the alarming PISA results. For now, the focus remains on analyzing the data and identifying actionable steps to reverse the declining trend.
4 reports
El PeriódicoIndependentProgressiveFactual 90Objective 759/8/2026
The Spanish education authority, the Institute for Educational Evaluation (INEE), has repeatedly warned the Catalan education department about an irregular exclusion of students with learning difficulties from the PISA 2025 tests. Catalonia excluded 23% of students, significantly exceeding the OECD's maximum allowed exclusion rate of 5%. Despite these warnings, Catalonia did not correct the sampling error, leading to the dismissal of a senior education official. The flawed sample resulted in inflated PISA 2025 results for Catalonia, showing improvements in reading comprehension, mathematics, and science compared to previous years. However, the OECD states these results are not comparable due to the non-representative sample. This issue is not new; Catalonia has previously manipulated PISA samples, such as in 2022, where they claimed overrepresentation of migrant students was a factor in poor results before retracting the claim.
Bias read (Progressive): The article frames the exclusion of students with learning difficulties as a deliberate manipulation by the Catalan government, implying a lack of commitment to educational equity. It highlights repeated failures to follow OECD guidelines and criticizes the government’s handling of data transparency
Why factuality (90): The article provides precise details about the repeated warnings from the INEE to Catalonia regarding the improper exclusion of students and the subsequent consequences, including the dismissal of a high-ranking official. It also includes exact score improvements in different subjects, matching the
Why objectivity (75): The article maintains an objective tone in presenting the facts but uses phrases such as 'sesgo en la muestra' (bias in the sample) and describes the outcomes as 'previsible' (predictable), which may imply judgment. While it sticks to the facts, the framing suggests a critical perspective on Catalon
El MundoIndependent🔒CenterFactual 90Objective 709/8/2026
The PISA 2025 results have been affected by irregularities in student exclusion rates across several Spanish regions. Catalonia was previously excluded from international comparisons after removing 23.2% of students with learning needs, exceeding the allowed 5% threshold. This led to disciplinary actions against officials. However, new revelations show that Murcia excluded 12.7% of students, and the Balearic Islands excluded 7.5%, both above the permitted limit. The Ministry of Education in Murcia claims they adjusted their approach after being warned but still faced high exclusion rates due to the region’s diverse student population, including many immigrants who do not speak Spanish fluently. The OECD has accepted these cases but explicitly excluded Catalonia’s data from international rankings.
Bias read (Center): The article presents factual data on regional discrepancies in student exclusion rates during the PISA exams without overtly favoring any political side. It includes quotes from multiple stakeholders, such as the Murcian government and the OECD, and does not use emotionally charged language or omite
Why factuality (90): This article provides detailed information about the exclusion rates in Catalonia (23.2%), Murcia (12.7%), and Balearic Islands (7.5%) compared to the allowed maximum of 5% by PISA standards. The facts align closely with the cross-source consensus and include specific quotes and figures from officia
Why objectivity (70): The article has a clear stance against the actions taken by Catalan authorities, using terms like 'escándalo' (scandal) and describing the situation as a distortion of data. While it presents facts accurately, the tone leans toward criticism and may be seen as slightly biased in favor of transparenc
La VanguardiaIndependentCenterFactual 85Objective 809/8/2026
The article discusses Catalonia's performance in the PISA 2025 report, highlighting that the results do not accurately represent the entire education system due to high exclusion rates. While the data shows that students who took the test scored well in science and language, the methodology has been criticized for excluding nearly a quarter of students, significantly higher than the OECD standard. The Spanish Ministry of Education published these figures separately, cautioning against comparisons with other regions. The Catalan evaluation agency confirmed they would not analyze the data further. Despite the limitations, the ministry suggests the results could serve as an aspirational benchmark for future improvements.
Bias read (Center): The article presents both the positive aspects of the data (high scores in certain subjects) and the significant methodological issues (high exclusion rate). It does not overtly favor any political agenda but highlights the controversy around the interpretation of the results. The framing remains客观,
Why factuality (85): The article accurately reports that Catalonia excluded 23.2% of students, far exceeding the 5% limit, and explains that these results were not included in the international report. It also mentions the Ministry of Education’s decision to publish the data separately. These points match the cross-sour
Why objectivity (80): The tone remains largely neutral, acknowledging both the achievements and limitations of the data. It avoids strong value judgments while highlighting the non-representative nature of the results. However, it uses phrases like 'foto futura de un sistema catalán sin retoques de photoshop,' which intr
ABC (España)IndependentCenterFactual: no official source document/info detectedObjective 859/8/2026
On September 8, 2026, Catalonia marked the start of the school year with students returning to classes. This date coincided with the release of the PISA 2025 results, which assess student performance globally through the OECD's Programme for International Student Assessment. The article notes that Catalonia was not included in the report's findings, prompting questions about why this might be the case.
Bias read (Center): The article presents factual information about the timing of the school year and the PISA report without taking a clear ideological stance. It mentions Catalonia's exclusion from the report but does not frame it as a positive or negative development, maintaining neutrality.
Why factuality: no official source document/info detected
Why objectivity (85): The tone is neutral and informative, focusing on explaining the significance of the PISA report and Catalonia’s absence. There is no overt bias or emotional language, though it doesn’t delve into the controversies raised by other sources.
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