EU Students Fell Short in 2025 Math and Reading Tests
Data shows one in three European 15-year-olds underachieved in core academic subjects.
Updated on Oct. 5, 2026 in Education — General
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The European Commission analyzed 2025 PISA results, revealing that one in three 15-year-olds in the European Union underachieves in mathematics or reading. Performance in science also highlights systemic gaps, with 25.9% of students testing at an underachievement level.
Why it matters
The findings indicate the European Union remains off pace to meet its 2030 target of reducing underachievement in mathematics, reading, and science to below 15 percent. This lag suggests persistent challenges in educational equity across the region.
The 2025 analysis recorded top performer rates of 4.8% in reading, 6.4% in science, and 6.8% in mathematics. No EU country achieved the target of 12% top performers in reading or science, while only two reached that benchmark in mathematics.
The players
European Commission
This is the executive branch of the European Union responsible for proposing legislation, implementing decisions, and managing the day-to-day business of the EU.
OECD
The Organisation for Economic Co-operation and Development is an international organization that works to build better policies for better lives and coordinates the PISA testing program.
The details
Disadvantaged students are four times more likely to underachieve in science than their advantaged peers, with the latter group being eight times more likely to reach top-performer status. These results stem from the standardized PISA assessments used to gauge the skills of 15-year-olds throughout the European Union.
Timeline
The PISA test results were recorded for 15-year-olds in 2025.
The European Commission released the official analysis on October 5, 2026.
The European Union set a target year of 2030 to reduce underachievement below 15 percent.
Culture Shift
These results reflect a broader struggle to bridge the gap between educational aspiration and reality in the EU, as nations pivot away from legacy academic standards. The persistence of the achievement gap mirrors long-term societal trends where socioeconomic status heavily influences individual academic outcomes.
The findings underscore a systemic need for targeted support programs, potentially affecting how schools allocate resources for at-risk students. Families may see local shifts in educational strategies as governments attempt to meet these regional performance standards.
The takeaway
The data demonstrates that socioeconomic background remains a primary predictor of academic success across the European Union. Policymakers and educators must prioritize narrowing these gaps to move closer to established 2030 performance benchmarks.
Further reading
For broader context on academic trends, see our Education — General section.
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