PISA 2025 results put Dominican education under the microscope once again

Dominican Republic maintains low results in reading and mathematics, while the data pose new challenges for the educational system
Santo Domingo.– The results of the PISA 2025 test once again place the quality of Dominican education at the center of the debate, as they show that the country’s students continue to perform well below the average of the Organisation for Economic Co-operation and Development (OECD).
In reading, the Dominican Republic obtained 346 points, six fewer than the 352 recorded in 2022. In mathematics, it reached 339 points, the same result as the previous measurement. In science, the country achieved 361 points.
Although the OECD considers that the variations between 2022 and 2025 are not statistically significant, the results show that significant difficulties persist in fundamental competencies for 15-year-old students. The OECD average was 461 points in reading and 463 in mathematics.
One of the data points that generates the greatest concern appears in mathematics: around 91% of Dominican students did not reach the basic level of proficiency, while in reading only 23% managed to exceed that level.
The results also reflect a reality that transcends positions in the tables: a large portion of students present difficulties in applying knowledge and solving situations that require basic competencies. This poses significant challenges for educational authorities, teachers, families, and society in general.
We recommend reading: RD Education advances in Science, equity, access and learning, according to PISA and UNESCO
However, the report also records progress when looking at the country’s performance over the longer term. In science, the Dominican Republic went from 336 points in 2018 to 361 in 2025, while mathematics increased from 334 to 339 and reading from 342 to 346 points.

The PISA 2025 results therefore leave a clear message: Dominican education needs to accelerate improvements and concentrate efforts on reading, comprehension, and mathematics, with policies that allow for constant measurement of what students are learning and which areas require greater attention.
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