In a concerning revelation, Chief School Inspector Tomas Zatloukal announced that Czech pupils have witnessed a decline in mathematical literacy, reaching the lowest point since 2003, as per the results of the Program for International Student Assessment (PISA). Despite the decline, Czech students remain above the international average in mathematics, science, and reading literacy, with their results reflecting the impact of social, economic, and pandemic-related factors.

The PISA rankings, conducted every three years, experienced a one-year postponement due to the COVID-19 pandemic. In 2021, 81 countries participated, with 430 schools contributing to the Czech Republic’s assessment. The mathematical literacy domain, which was the primary focus of the 2022 testing, revealed a downturn in results, placing Czech students at the lowest since 2003, with an average score of 487 compared to 516 in 2003.

Zatloukal emphasized the influence of social and economic backgrounds on students’ performance, highlighting a significant 116-point gap between the results of the most disadvantaged and advantaged pupils. This gap represents a three-school-year difference and underscores the substantial impact of family support on educational outcomes. The decline in overall performance since 2003 aligns with a decrease in students achieving basic skills and a reduction in those reaching the top performance levels.

The COVID-19 pandemic and subsequent school closures have played a role in the decline, affecting testing results across all participating countries except for Japan, South Korea, and Turkey. Education Minister Mikulas Bek recognizes the need for a comprehensive debate on transforming the education system, addressing content, forms of education, and regional financing models.

The Czech Republic’s education system has long faced challenges, with a notable dependency on family backgrounds influencing student success. Approximately 22% of students’ results are affected by socio-economic backgrounds, placing the Czech Republic fourth in this aspect among the countries included in the PISA 2022 data.

As policymakers grapple with the implications of these findings, there is an urgent call for systemic changes to address the fundamental deficiencies in the Czech education system, fostering equal opportunities and overcoming socio-economic disparities that impact student performance.

Article by Prague Forum