Oecd Education rankings are released by Organization for Economic Co-operation and Development. It is used to compare the performance of education systems in different countries all over the world. By providing information on key indicators, Education at a Glance allows policy makers, the public and the media to understand how well their education systems are performing, identify areas of strength and weakness, set policy targets and monitor progress over time, including across geographic regions. 

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OECD Education Rankings

Japan is the highest-performing OECD country, with average PISA scores of 529, followed by Estonia with 524 points, and Canada and Finland both with 523 points. The lowest performing OECD country, Mexico, has an average score of 416.

After the release of the latest 2018 rankings by the Programme for International Student Assessment, or PISA, earlier in December 2019, there was considerable hand wringing and consternation but the result wasn’t much different. The U.S. still ranks behind the same group of countries, with the exceptions of Israel, which has slipped below, and Sweden, which has risen above the U.S. In math, the U.S. ranks 36th out of the 79 countries and regions that participate in the test.

OECD education rankings by country 2020

It’s worth noting that the U.S. Department of Education considers the U.S. ranking to be 30th, not 36th. That’s because some of the numerically higher scores are so close that the National Center for Education Statistics calculates them to be statistically equivalent. And not all of the 79 geographic entities are countries. In some cases, autonomous regions, such as Hong Kong, participate separately from their countries. The Organisation for International Co-operation and Development (OECD), which runs PISA, also allows partial participation for some nations. The top rank in the world is held by a group of four provinces within China (Beijing, Shanghai, Jiangsu and Zhejiang).

OECD 2019 report

Its purpose is primarily descriptive: it presents information from high quality quantitative studies on the experience of learning during this period in order to ground the examination and discussion of these issues in empirical examples.