Rising scores, unequal chances: Reasons for optimism are strong

The Philippines’ improved performance in the 2025 Programme for International Student Assessment (Pisa) is welcome news, especially as the nation observes National Teachers’ Month from Sept. 5 to Oct. 5. This historic progress reflects the pivotal work of Department of Education (DepEd) teachers, education champions, families, local governments, and other stakeholders who continued supporting learners despite persistent resource constraints.

The country obtained 373 points in science, Pisa 2025’s major domain. Filipino students performed best in evaluating designs for scientific inquiry at 382 points, followed by evaluating scientific information for decision-making at 375 and explaining phenomena scientifically at 362. The Philippines also displayed remarkable potential in computational problem-solving: more than 70 percent of Filipino students performed better than expected based on their science scores, with a relative advantage exceeding 30 points.

The upward trajectory extended across subjects. Since 2022, Philippine scores have risen to 373 in science, 371 in mathematics, and 367 in reading, gains of 17, 16, and 20 points, respectively. The country also recorded the steepest 10-year improvement trend in reading among systems with comparable data, gaining 38 points. This is a meaningful turnaround from 2018, when the Philippines ranked last among 79 participants with a reading score of 340. DepEd reported improvements across all three domains and increased shares of learners attaining minimum proficiency.

Other findings offer reasons for optimism. Reading scores among girls rose by 16 to 17 points, while larger gains among boys narrowed the gender gap. Reading fluency and student effort also improved. More than 90 percent of Filipino participants reported joining an environmental activity. Most tellingly, students with a growth mindset who frequently received teachers’ encouragement to persevere scored 41 points higher in science.

Yet, celebration must not become complacency. The Philippines still ranked 77th of 91 systems in science, 74th in mathematics, and 72nd in reading. Organisation for Economic Co-operation and Development (OECD) averages, at 482 in science, 463 in mathematics, and 461 in reading, remain 92 to 109 points higher. Moreover, while science scores increased by 10 points among disadvantaged learners, the 36-point gain among advantaged students widened the socioeconomic gap by 26 points.

DepEd should therefore pursue three urgent actions. First, assess and analyze regional and school-level performance results in science, mathematics, and reading, prioritizing geographically isolated and disadvantaged areas. Second, direct sustained funding toward learning materials, reliable digital infrastructure, nutrition, and learner remediation, particularly in low-income regions. Third, provide opportunities for teachers’ professional development in scientific inquiry, reading intervention, computational thinking, and responsible technology use.

Pisa 2025 proves that progress is possible. But the true measure of reform is not merely whether national scores rise; it is whether the child in the most disadvantaged classroom rises with them. The OECD report likewise emphasizes supportive relationships and equitable access to learning opportunities.

Danilo V. Rogayan Jr.,
danrogayan@prmsu.edu.ph