The long-term development of student performance in Switzerland varies by competency area. While performance in science has remained stable over the past ten years, performance in mathematics and reading is declining. The trend of declining results is also evident in the OECD average.
Individual characteristics were also examined in the main domain of science. In Switzerland, there are no significant gender differences. Social background, the language spoken at home and migration background are, however, important. In particular, students from the lowest quarter of the social-background distribution achieve significantly lower performance than those from the other three quarters.