"A fairly significant drop in ten years": France's school results among the lowest ever recorded, according to the Pisa survey
According to the PISA 2025 results released this Tuesday, French students have achieved their lowest scores ever recorded in mathematics, reading comprehension, and science. The report highlights a significant decline over ten years, with scores dropping by 40 points in both reading comprehension and mathematics between 2015 and 2025. This decline is described as equivalent to two years of learning loss. Even privileged students have experienced a notable drop in performance, with those from more advantaged families losing 50 points in reading comprehension and 28 points in mathematics over the same period. In 2023, the PISA report had already noted an unprecedented decline in mathematics performance, placing France at 23rd globally. While girls still outperform boys in reading, the gap has narrowed in mathematics but widened in reading comprehension, with girls scoring 32 points higher than boys. Despite these declines, French students performed close to the OECD average overall, though fewer reached high levels of achievement compared to other countries like China.
The latest results from the OECD's Pisa 2025 assessment reveal that France has reached its lowest level in over two decades, with declining reading comprehension and mathematical skills among 15-year-olds. Published on September 8, 2026, the findings show a global decline in studentsâ ability to read and understand, with France ranking 34th in mathematics and 28th in reading comprehension, both positions representing their worst scores since the assessments began in 2000. The Pisa 2025 report highlights a dramatic drop in academic performance worldwide, particularly in reading comprehension, which has fallen by more than 20 points in many countries. In France, the decline is even sharper, with reading comprehension scores dropping by 18 points compared to 2022, and mathematics scores falling by 16 points. These declines have been consistent over the past decade, with some regions experiencing drops of up to 38 points in key subjects. The report attributes this trend to several factors, including increased screen time, reduced interest in reading, and changes in how students engage with schoolwork, especially after the pandemic. Social media and artificial intelligence tools such as ChatGPT have become integral parts of studentsâ lives, potentially affecting their focus and learning habits. Additionally, there is evidence of a growing gap between students who receive adequate parental support and those who do not, with the latter group showing more pronounced declines. French education minister Ădouard Geffray described the results as âpreoccupatingâ but not entirely unexpected. He noted that while France remains within the average range of OECD countries, its scores are steadily decreasing. According to Geffray, the countryâs educational system faces challenges in balancing pedagogical innovation with institutional autonomy. He emphasized the need for a renewed focus on teacher training and curriculum development, suggesting that reforms should prioritize both student well-being and academic achievement. Political figures, including presidential candidates, have reacted strongly to the findings. Some have called for immediate action, such as reducing class sizes, increasing teacher salaries, and implementing stricter literacy programs. Others have criticized current policies, arguing that they have contributed to the decline in educational standards. For example, former Prime Minister Gabriel Attal argued that the governmentâs approach to education has led to a loss of authority in classrooms, while others, like Jordan Bardella of the National Rally, have proposed stricter methods of teaching reading and greater emphasis on core knowledge. Parentsâ involvement in childrenâs education has also declined, according to the report. Only 34% of French parents regularly ask their children about difficulties at school, down from higher percentages in previous years. This lack of parental engagement could exacerbate existing educational disparities, particularly among disadvantaged students. The report also notes that gender gaps persist, with girls generally performing better in reading than boys, though the difference has narrowed slightly. However, boys still lag behind in reading comprehension by nearly 32 points. This disparity raises concerns about the effectiveness of current teaching strategies in addressing diverse learning needs. In terms of international comparisons, Asian countries such as Chinaâs provinces of Beijing, Shanghai, Jiangsu, and Zhejiang, along with Singapore, maintain top rankings in science and mathematics. Meanwhile, the overall performance of OECD countries has hit its lowest recorded level, with reading comprehension being the most affected area. Experts warn that these trends could have long-term implications for future workforce readiness and societal cohesion. While France remains above the OECD average, the pace of decline suggests that urgent intervention is needed to reverse the trend. The upcoming election has already sparked political debates over how best to address the crisis, with proposals ranging from increased funding for schools to structural reforms in teacher training and classroom management. As the debate continues, one thing is clear: the challenge facing French education is both complex and critical.
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Bias read (Progressive): The article frames the declining educational performance as a systemic issue rooted in structural problems rather than individual failure. It emphasizes social inequality and criticizes policies that have worsened conditions for students, aligning more with left-wing critiques of neoliberal reforms.
Why factuality (95): The article accurately reports the PISA 2025 results showing French students performing below previous years but still within the OECD average. It cites specific score declines in mathematics and reading comprehension, aligning with the cross-source consensus. The mention of the ministerâs reaction
The latest results from the PISA 2025 study show that French students have reached their lowest levels ever in reading comprehension and mathematics, despite remaining above the OECD average. The Ministry of National Education has called this a 'concerning' development, labeling the middle school system as a major priority for the next five-year period. Compared to 2022, scores in science remained stable but dropped significantly in reading comprehension (-18 points) and mathematics (-16 points). The OECD notes that these drops equate to roughly one year of schooling. Minister Ădouard Geffray described the findings as 'preoccupating but not surprising,' while experts highlight issues such as declining parental support and challenges in measuring the impact of frequent educational reforms.
Bias read (Center): While the article discusses concerns over education quality, which is a politically sensitive issue, it presents balanced perspectives by including both government statements and expert opinions. It does not overtly favor any particular political ideology or agenda, thus maintaining a center-aligned
Why factuality (92): The article provides precise data on score drops in reading comprehension (-18 points) and mathematics (-16 points), aligning closely with the cross-source consensus. It also references the OECDâs view that 20 points equate to a year of schooling, adding contextual depth. The mention of the minister
According to the PISA 2025 results released this Tuesday, French students have achieved their lowest scores ever recorded in mathematics, reading comprehension, and science. The report highlights a significant decline over ten years, with scores dropping by 40 points in both reading comprehension and mathematics between 2015 and 2025. This decline is described as equivalent to two years of learning loss. Even privileged students have experienced a notable drop in performance, with those from more advantaged families losing 50 points in reading comprehension and 28 points in mathematics over the same period. In 2023, the PISA report had already noted an unprecedented decline in mathematics performance, placing France at 23rd globally. While girls still outperform boys in reading, the gap has narrowed in mathematics but widened in reading comprehension, with girls scoring 32 points higher than boys. Despite these declines, French students performed close to the OECD average overall, though fewer reached high levels of achievement compared to other countries like China.
Bias read (Center): The article presents data from the PISA 2025 survey, which is an international benchmark for educational performance. It quotes an OECD analyst and provides statistical comparisons across countries and demographics without overtly favoring any political perspective. The tone remains objective, using
Why factuality (90): The article accurately describes the PISA 2025 findings, noting the lack of recovery after the pandemic and the global trend of declining performance. It aligns with other sources on the role of screens and parental disengagement.
The article discusses the poor performance of French students in the 2025 PISA results, which are among the worst ever recorded in three key areas: science, mathematics, and reading comprehension. Baptiste Larseneur, an education expert associated with the Institut Montaigne, criticizes persistent teaching practices that lack scientific support. The OECD analysts highlight systemic weaknesses in the French education system, based on data collected from over 760,000 students across 91 countries.
Bias read (Progressive): The article frames the educational crisis as a systemic failure, emphasizing the need for reform. While it cites OECD findings, the tone leans toward criticizing current educational policies and practices, aligning more with progressive critiques of the status quo rather than center-right optimism.
Why factuality (90): The article correctly identifies the PISA 2025 results as among the lowest ever recorded in France across all three domains. It mentions the scale of the study (760,000 students) and the drop in scores compared to 2022, matching the consensus from other sources. However, it lacks specific numerical
Why objectivity (80): The article quotes an expert who criticizes educational practices, introducing a perspective that may lean toward criticism of the system. While not overtly biased, the framing emphasizes concerns over systemic failures, which can subtly influence reader perception.
Le FigaroIndependentđProgressiveFactual 85Objective 75
The article discusses the latest PISA results released by the OECD, highlighting a significant decline in academic performance across many countries, including France. France ranks 34th in mathematics and 28th in reading comprehension, marking its lowest scores in over two decades. The report indicates a global regression in students' ability to read and understand texts, with students increasingly influenced by screens, social media, and AI tools like ChatGPT. While the article notes that this trend was already observed in previous PISA reports (2019 and 2023), it emphasizes the alarming nature of these findings.
Bias read (Progressive): The article frames the declining educational performance as a global crisis exacerbated by modern technology and digital habits, which aligns with left-leaning concerns about the negative impact of technology on education and societal values. It highlights systemic issues rather than attributing the
Why factuality (85): The article accurately reports the PISA 2026 results showing Franceâs lowest scores in over 20 years, aligning with other sources like Le Monde and BFM TV. It mentions the global decline in reading comprehension, which matches cross-source consensus. However, the title references 'Pisa 2026,' while
The article reports on the results of the PISA 2025 study, which show the lowest academic performance levels ever recorded in France. In science, reading comprehension, and mathematics, French students scored significantly lower compared to previous years, with drops of 43 and 35 points respectively over ten years. While France remains above the OECD average, the decline is part of a global trend, raising concerns about educational quality. The article notes that presidential candidates have already proposed various reforms, but warns against superficial measures and the risk of overwhelming an already strained education system. It highlights five key strategies identified by the Council of Economic Analysis to improve outcomes, referencing successful examples from other countries like the UK.
Bias read (Progressive): The article frames the issue as a national crisis requiring urgent reform, emphasizing the need for systemic changes such as increased teacher pay, smaller class sizes, and targeted support for struggling students. These proposals align with progressive educational policies. While it acknowledges a
Why factuality (85): The article confirms the general decline in French student performance and links it to global trends, which is consistent with other sources. It references the OECD report and provides context about the worldwide drop in academic standards. The information is reliable and aligned with the consensus.
Why objectivity (75): The article has a slightly more alarming tone, suggesting that the decline is unprecedented and requires immediate action. While factual, it leans into a sense of urgency that may reflect a political or journalistic agenda.
Le FigaroIndependentđCenterFactual 85Objective 70
The French Ministry of National Education, led by Minister Ădouard Geffray, has expressed concern over the results of the 2025 PISA tests, which show declining academic performance among French students compared to other OECD countries. While France remains within the OECD average, scores have dropped significantly in reading comprehension (-18 points), mathematics (-16 points), and science (-4 points) since 2022. Geffray described the results as 'preoccupating' but 'not a surprise,' attributing the decline to factors such as social media's impact on learning, reduced parental investment, and unclear educational objectives at the middle school level. He proposed reforms including greater autonomy for schools, improved teacher training, and clearer curriculum guidelines. The report highlights a global trend in education, suggesting that modern children are being educated differently, leading to historically low performance levels.
Bias read (Center): While the article presents concerns about declining student performance, it does not overtly favor any specific political ideology. The framing is balanced, presenting both the problem and potential solutions without leaning toward either left or right-wing policies. The ministerâs comments are used
Why factuality (85): This article accurately reports the ministerâs comments and provides specific figures from the PISA 2025 results, including score declines in various subjects. It cites the OECD and quotes the minister directly, aligning with the cross-source consensus on the declining performance of French students
Why objectivity (70): While the article reports the ministerâs concerns, it maintains a neutral tone by presenting his statements without overtly endorsing or criticizing them. However, it leans slightly towards highlighting the governmentâs awareness of the problem without offering alternative explanations.
The French Ministry of National Education has expressed concern over the declining academic performance of French students in the 2025 PISA results, which show some of the lowest scores ever recorded in mathematics, reading comprehension, and science. Minister Ădouard Geffray called the results 'preoccupating' but not unexpected, noting that while science scores remained stable, they fell significantly in reading comprehension and mathematics, widening the gap with OECD averages. He attributed these trends to factors such as social media's impact on education, reduced parental investment in schooling, and unclear learning objectives at the middle school level. Geffray outlined plans for educational reforms, including greater autonomy for schools, improved teacher training, and more transparent communication of educational goals to families.
Bias read (Center): While the article discusses concerns raised by a government minister regarding educational performance, it presents the issue as a matter of fact rather than taking a clear ideological stance. The framing remains balanced, focusing on data and proposed solutions without overtly criticizing specificć·Š
Why factuality (85): The article accurately reports the PISA rankings, noting China and Singaporeâs dominance and the overall decline in OECD countries. It includes specific data on score drops and aligns with the cross-source consensus on the trend.
Why objectivity (70): The tone is informative but leans toward emphasizing the negative implications of the results. It highlights the Asian success while downplaying the French situation, though this is consistent with the broader narrative.
The article reports on the results of the PISA 2025 survey, which indicates a continued decline in the academic performance of French students in both mathematics and reading comprehension. According to the findings, one-third of French students now fall below the minimum competency level in these subjects. This marks another instance of declining educational standards, as such reports have become routine with each PISA publication. The study involved over 760,000 students aged 15 from 91 OECD territories.
Bias read (Center): The article presents the findings of the PISA 2025 survey as a factual report, highlighting a trend rather than taking a specific ideological stance. While the issue of education quality is politically sensitive, the framing remains neutral, focusing on data and trends without overtly criticizing or
Why factuality (85): The article accurately reports the PISA 2025 results, including the decline in math and reading scores compared to 2022, and aligns with the cross-source consensus. It provides specific numbers and references the OECD.
Why objectivity (70): The tone is critical and emphasizes the downward trend, but it remains objective in its reporting. It does not introduce personal opinions or emotional language, maintaining a balanced approach.
The 2025 PISA results reveal a continued decline in French students' performance in mathematics and reading comprehension compared to 2022, while science scores remain stable. The report highlights that France has fallen further behind OECD countries, ranking around 22nd-23rd in science, 23rd in reading, and 28th-29th in mathematics out of 90 participating nations. Between 2022 and 2025, France lost more ground in reading (-14 points) and mathematics (-9 points) than the OECD average. Boys in particular show significant declines, with a notable increase in students performing below basic levels in all three subjects.
Why factuality (85): The article accurately summarizes the PISA 2025 results, including the decline in math and reading scores and the overall poor performance of French students. It aligns with the cross-source consensus and cites the OECD.
Why objectivity (70): The tone is concerned but remains factual, quoting experts and presenting the data without injecting personal bias. It avoids overly dramatic language and sticks to the reported findings.
The latest OECD PISA results show a continued decline in French student performance, particularly in reading comprehension and mathematics, marking the lowest scores ever recorded among OECD countries. While France remains within the OECD average across all three tested subjects, science, reading, and math, the drop has been significant, with a 18-point decrease in reading and 16 in math since 2022. Notably, students from more privileged backgrounds have experienced a sharper decline, dropping 38 points in math compared to just 22 points for disadvantaged students. The report highlights broader concerns about cognitive processing challenges and declining attention spans among French students, suggesting systemic issues affecting even high-achieving pupils.
Bias read (Center): The article presents findings from the OECD PISA study without overtly criticizing specific political parties or policies. It focuses on statistical trends and expert commentary rather than taking a partisan stance. While the issue of education quality is politically sensitive, the framing remainsćźąè§
Why factuality (80): The article summarizes the PISA findings and mentions the decline in math performance among top students, though it doesnât provide full details. It aligns with the broader consensus on the overall decline in French student performance, though it focuses more on the concern around high achievers.
Why objectivity (65): The tone is somewhat alarmist, focusing on the 'angle mort' (blind spot) in math performance without balancing with positive aspects or alternative interpretations. It suggests a lack of comprehensive analysis.
The latest PISA survey, published on September 8, reveals that Asian countries such as China and Singapore continue to dominate global rankings in student performance across reading, mathematics, and science. However, the report highlights a concerning decline in average performance among OECD countries, particularly in reading skills, which the organization describes as 'particularly worrying.' While scientific results remain stable compared to 2015, OECD nations saw a drop of 22 points in mathematics and 28 points in reading over the past decade. In contrast, other education systems outside the OECD experienced smaller declines. The study attributes this trend to factors like increased screen time affecting reading habits, reduced interest in reading among youth, and changes in attitudes toward schooling post-pandemic. France remains in the middle of the OECD average, with scores slightly below those of Germany, the Netherlands, Italy, and Portugal.
Bias read (Center): The article presents factual data from the PISA report without overtly favoring any political perspective. It reports on educational performance trends globally and within the OECD, noting declines but providing balanced context and explanations. There is no evident ideological framing or biased phr
Why factuality (80): The article states that France recorded the lowest results ever measured in PISA, which aligns with the cross-source consensus. It uses direct quotes and mentions the OECDâs evaluation, supporting the factual claims.
The editorial from La Croix discusses the results of the PISA rankings, highlighting the declining academic performance of French students in mathematics and reading comprehension. It emphasizes that this decline is part of a broader trend, with a third of students lacking basic skills. The piece criticizes the lack of parental interest in their childrenâs education and suggests that the drop in standards is not due to improved conditions for disadvantaged students but rather the worsening performance of more privileged students. The article calls for practical educational solutions over ideological debates and notes that while politicians propose various ideas, there is uncertainty about whether voters prioritize education. It concludes by stressing that education is crucial for evaluating a generation.
Bias read (Center): While the article presents concerns about the state of French education, it does not take a clear partisan stance. It critiques both political ideologies and educational systems without overtly aligning with either left or right-wing perspectives. The tone remains balanced, focusing on factual data,
Why factuality (75): The article reports on the PISA results confirming declining French student performance in math and reading comprehension, aligning with cross-source consensus. It attributes this decline to screen time and societal factors, which is common among sources. However, it presents a strong ideological st
In a September 2026 op-ed published by *Marianne*, Natacha Polony criticizes the French education system, citing poor results from the PISA 2025 assessments. She highlights declining academic performance among French students compared to global standards and growing social inequalities in educational outcomes. Polony argues that the French education system, despite its large scale and public nature, is failing to deliver consistent quality and is increasingly vulnerable. She calls for moving beyond ideological disputes to focus on fundamental knowledge and universal success, suggesting a need for systemic reform.
Bias read (Progressive): The article frames the underperformance of the French education system as a crisis requiring urgent reform, aligning with progressive critiques of current policies. The emphasis on social inequality and the call for 'fundamental knowledge' reflect left-leaning priorities. While the author does not '
Why factuality (65): The article presents Natacha Polonyâs opinion as a personal commentary rather than reporting facts. While it references PISA results and mentions the French education system, it lacks specific data and does not cite sources beyond general statements. The tone is subjective and critical, suggesting a
The OECD has released results from the Program for International Student Assessment (PISA), which evaluates the skills of 15-year-old students globally. In France, reading comprehension and mathematics scores among 15-year-olds have reached their lowest levels since 2000, comparable to other similar countries. The findings highlight persistent educational disparities between students from different social classes and gender inequalities within the French education system.
Bias read (Center): The article presents statistical data from the OECD, a reputable international organization, without overtly favoring any political perspective. It reports on educational performance and inequality issues in France, which are politically charged topics but are presented in a neutral manner based onP
Why factuality: no official source document/info detected
Why objectivity (90): The article presents facts objectively without overt bias. It quotes the minister but does not take sides, maintaining a balanced tone throughout.
A report published by the OECD every three years indicates that French students' performance in mathematics, reading, and science has not improved since the post-pandemic decline. The findings show the lowest results ever recorded in France within this assessment framework. The report raises questions about the influence of screens and the growing disinterest of parents in their children's education.
Bias read (Center): The article presents factual data from an OECD report without overtly favoring any political perspective. It discusses educational outcomes and potential contributing factors such as screen usage and parental involvement, but does not exhibit clear ideological bias or loaded language.
Why factuality: no official source document/info detected
The article discusses the results of the PISA 2025 OECD survey, which indicate that French students are falling behind in academic performance. Education Minister Edouard Geffray attributes this trend to a broader shift in educational practices, noting that children are heavily influenced by social networks. He calls for greater clarity with families regarding learning objectives in secondary education.
Bias read (Center): The article presents the ministerâs concerns about educational outcomes without overtly criticizing or praising specific policies. It reports on his call for clearer communication with families but does not take a clear ideological stance. The framing remains balanced, focusing on the issue rather a
Why factuality: no official source document/info detected
The article features Dr. Michel Desmurget, a neuroscience doctor, reacting to the latest results of the PISA 2025 report. He emphasizes the detrimental impact of screens on reading practice, which he views as essential for developing students' critical thinking abilities and their role as future citizens. The focus is on how declining reading skills could undermine the entire school system.
Bias read (Progressive): The article frames the issue of screen time affecting reading as a significant threat to educational systems, aligning with concerns often raised by progressive educators and policymakers who advocate for reduced digital screen exposure in favor of traditional literacy development. The emphasis on '
Why factuality: no official source document/info detected
Why objectivity (80): The article maintains a professional and informative tone, focusing on the scientific perspective without overtly taking sides. While it expresses concern over the implications of screen usage, it does so through expert commentary rather than personal opinion.
Le FigaroIndependentđCenterFactual: no official source document/info detectedObjective 80
The article discusses Turkey's significant improvement in the PISA rankings in 2026, highlighting both its improved ranking position and higher student scores. It focuses on the country's educational advancements and suggests that these results reflect positive changes in the Turkish education system.
Bias read (Center): The article presents Turkey's educational achievements in a neutral tone, focusing on factual improvements without overtly praising or criticizing the government's policies. While the topic relates to national performance, the framing does not show clear ideological leaning.
Why factuality: no official source document/info detected
Why objectivity (80): The tone is generally neutral, presenting the facts without overt emotion. However, there is a slight emphasis on the severity of the situation, which could be seen as a minor editorial tilt toward urgency.
Le ParisienIndependentProgressiveFactual: no official source document/info detectedObjective 80
The article reports on the latest results from the Programme for International Student Assessment (PISA), highlighting that France has achieved its lowest ranking ever in the evaluation. The headline emphasizes the decline in educational performance compared to previous years, suggesting a significant deterioration in the quality of education across the country.
Bias read (Progressive): The article frames the declining PISA scores as a major crisis in French education, which aligns with a left-leaning perspective that often criticizes systemic issues in public institutions. The emphasis on the 'lowest ever' ranking suggests a narrative that highlights failure and calls for reform,ćŸ
Why factuality: no official source document/info detected
Why objectivity (80): The tone is professional and balanced, focusing on the need for systemic evaluation without taking a strong political or ideological position. It avoids emotional language and sticks to reporting the study's conclusions.
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