The latest Programme for International Student Assessment (PISA) study confirms German PISA results have plummeted to their lowest levels ever recorded in core subjects like mathematics, reading, and science. This significant downturn marks Germany’s worst academic performance since the study began in 2000, impacting all three assessed areas.
Around one-third of 15-year-olds in Germany did not reach basic proficiency in reading or mathematics. Moreover, approximately one-quarter fell below this fundamental level in science. Performance has notably declined since 2015, especially evident in mathematics where scores dropped from over 500 PISA points to 464 in 2025.
Currently, German pupils scored 465 points in reading, 464 in mathematics, and 486 in science. These figures sit closely to the OECD averages of 461, 463, and 482 respectively. The PISA study assesses 15-year-olds on practical application of skills, not specific curriculum knowledge, across more than 90 countries worldwide.
Crucially, the PISA findings underscore a growing challenge: persistent social inequality within the German education system. Professor Samuel Greiff, who heads the German section of the PISA study at the Technical University of Munich, emphasizes that a child’s family background, rather than migration status, is the decisive factor for academic success. The gap between privileged and disadvantaged students has widened considerably since 2015.
Professor Greiff pointed to England as a potential model for countering this trend. There, schools receive extra funding to support children from difficult social backgrounds. Consequently, these institutions can decide how best to deploy resources effectively.
These concerning German PISA results have sparked urgent calls for comprehensive educational reforms. Rainer Dulger, President of the Confederation of German Employers’ Associations, stressed education as a core state responsibility. He demanded binding, measurable commitments from governments, ensuring social mobility regardless of background or residence.
Likewise, Education Minister Karin Prien called the results “worrying.” She decried the unacceptable widening social divide in educational skills. Minister Prien highlighted a failure to realize student potential across the entire performance spectrum, from lower to upper achievement levels. Professor Greiff concluded these findings are not a fleeting issue, but rather indicate a clear and ongoing downward trend.
