**Migrant Background Students Outperform Cypriots in Latest PISA Survey**
In a significant revelation from the latest Programme for International Student Assessment (PISA) survey, students with a migrant background have outperformed their Cypriot peers in reading, mathematics, and science. The results were presented by the Ministry of Education on Friday, highlighting a noteworthy trend in educational performance among different demographic groups in Cyprus.
The survey results indicate that first-generation migrant students from higher socioeconomic backgrounds scored an impressive 486 points in reading comprehension, surpassing second-generation migrant students who scored 424 points and Cypriot students who achieved 415 points. This pattern of performance was consistent across various socioeconomic levels, particularly among students from poorer backgrounds, where first-generation migrant students scored 369 points, slightly ahead of both Cypriot and second-generation migrant students, each scoring 367 points.
The findings challenge prevailing assumptions about the impact of migrant students on the overall educational performance in Cyprus. Yiasemina Karagiorgi, head of the educational research centre, commented on the results, stating, “Over time this impression prevails that our results are excellent and that immigrants are spoiling them when in fact it is quite the opposite.” This statement underscores a growing recognition that migrant students are not hindering educational outcomes but are, in fact, excelling in various academic areas.
In addition to the performance disparities, the survey revealed that 24.9% of Cyprus’ students completed exercises in under ten seconds, the highest percentage among participating countries. Modestina Modestou, an officer at the research centre, noted that this statistic suggests a significant portion of students may not have engaged seriously with the assessment, as many left questions unanswered. Alarmingly, 43.5% of students scored below level two in all three subjects, far exceeding the European Commission’s 2030 target of 15% and surpassing the EU average of 21.3%. Furthermore, only 0.7% of students reached the highest proficiency level, level five, across reading, mathematics, and science.
Cyprus’ overall average scores were reported at 411 in science, 412 in mathematics, and 379 in reading, all of which fell below the EU averages of 481, 463, and 459, respectively, and the OECD averages of 482, 463, and 461. When compared to the 2022 results, Cyprus maintained stable scores in science and reading, while mathematics saw a decline of six points. Notably, both the EU and OECD reported steeper declines over the same period, indicating a broader trend in educational performance across Europe.
Education Minister Athena Michaelidou expressed a degree of optimism regarding the results, emphasizing that the performance gap linked to socioeconomic background is narrower in Cyprus compared to the EU average. “You come to school with specific challenges from home, in terms of your socioeconomic background, but that does not prevent you from being a good student,” she stated. This perspective highlights the potential for educational success irrespective of socioeconomic challenges.
Michaelidou also addressed the importance of ongoing reforms aimed at reducing reliance on rote memorization and enhancing critical thinking and problem-solving skills among students. She emphasized that the quality of teaching is crucial, stating, “No matter what we do, we may have the perfect curricula, excellent tools, perfect classrooms, air conditioning, everything, if the teacher has no soul, no zeal, no impact, then we lose the game.”
Regarding the high rate of rushed answers, Michaelidou pointed out that Cypriot students have less experience with electronic assessments compared to their international counterparts. To address this issue, the ministry is preparing students for the next PISA cycle in 2028, with a focus on encouraging more serious engagement with the assessment process.
As Cyprus reflects on these findings, the results of the PISA survey serve as a catalyst for discussions about educational equity, the role of migrant students, and the effectiveness of current teaching methodologies. The data not only highlights the achievements of migrant students but also raises important questions about how to better support all students in reaching their full potential.