As data scientists working on the PISA 2025 benchmarking study, we have conducted

an analysis to investigate the correlation between the performance of students and

their socio-economic status, particularly in light of the COVID-19 pandemic.

The PISA data shows that, even before the pandemic, students from lower socio-
economic backgrounds tend to have lower academic performance compared to their more
privileged peers. This trend is observed across all three subject areas assessed by
PISA (reading, mathematics, and science). Furthermore, the data also shows that the
gap in performance between students from different socio-economic backgrounds is
larger in countries with higher levels of income inequality.

The COVID-19 pandemic has further exacerbated this problem, as students from lower
socio-economic backgrounds have been disproportionately affected by school closures
and disruptions to their education. The data shows that students from lower socio-
economic backgrounds have been more likely to experience disruptions to their
education, have had less access to remote learning resources, and have been more
likely to experience a decline in their academic performance.

One of the reasons for this trend is that students from lower socio-economic
backgrounds are more likely to live in households with limited access to technology
and internet connectivity, making it difficult for them to participate in remote
learning. Additionally, students from lower socio-economic backgrounds are more
likely to come from households where parents are essential workers and are unable
to provide support and assistance with their children's education.

Furthermore, students from lower socio-economic backgrounds are more likely to

attend schools that were ill-equipped to provide remote learning, and are less
likely to have access to the resources and support needed to continue their
education at home.

In conclusion, our analysis of PISA data shows that there is a strong correlation
between the performance of students and their socio-economic status. This trend has
been further exacerbated by the COVID-19 pandemic, as students from lower socio-
economic backgrounds have been disproportionately affected by school closures and
disruptions to their education. It is important for policy makers to take into
account the impact of socio-economic status on student performance and to develop
strategies to address these disparities and ensure that all students have access to
the resources and support they need to succeed.