Statement on 2012 Program for International Student Assessment (PISA) Scores

Results released today from the 2012 Program for International Student Assessment (PISA) show continued education stagnation as teenagers in the U.S. demonstrated below average achievement in math and average achievement in reading and science as compared to 65 other countries including both members and non-members of the Organization of Economic Cooperation and Development (OECD). These results underscore the need for smarter, targeted federal investments in proven education strategies, such as early childhood education.

A child’s earliest years are absolutely critical for building the foundation needed for success in school. Scientific and economic research clearly proves that high quality early childhood education equips children with the knowledge and skills they need not only to do well in school, but to obtain higher-paying jobs, rely less on social programs, and contribute more to our nation’s economy.

Today’s results show that the average math achievement of American 15-year-olds was below the OECD average, comparable with Lithuania and Russia. Meanwhile, U.S. students had reading and science scores at the OECD average, comparable with Austria, Denmark, France, Hungary, Italy, Norway and Portugal. In the U.S., poverty also had a much greater impact on students’ PISA performance than countries like Finland, China, Japan and Norway, which had a much lower variation in student performance based on socioeconomic status.

It is no coincidence that the countries with the strongest PISA scores also have rapidly growing economies. Global leaders recognize that in order to continue strong economic expansion, they must invest in their youngest learners. But the U.S. trails behind almost every developed country in the world when it comes to access to high-quality preschool. In fact, countries like China and India are dramatically expanding access to preschool, reflecting growing consensus that transcends political ideologies and geographic boundaries—that skills development starts at birth and lays the foundation for achievement in school, college, career and life.

In order to remain competitive in a complex global economy, we must address the knowledge and skills deficits that are illustrated by our nation’s lackluster PISA performance. These early deficits persist into knowledge and skill deficits during the teenage and adult years and have profound economic consequences for individuals, taxpayers and the U.S. economy. But quality early childhood programs help us prevent these deficits, especially among disadvantaged children, while providing a 7-10% return on investment to taxpayers through improved education, health, social and economic outcomes.

Congress has recognized that we can and should be doing more to prepare our young people to succeed in the 21st century by introducing the Strong Start for America’s Children Act, which focuses on the role the federal government can play in helping states and communities build quality early childhood education programs.

High quality early childhood education is key to ensuring students are prepared for the rigors of school and the realities of a 21st century workforce and is a win-win proposition for all.

Voters understand this and are joining a diverse chorus of supporters including police officers, military generals and business leaders to urge stronger federal investments in early learning. According to a bipartisan poll conducted earlier this year, 70 percent of Americans support a plan to help states and local communities provide high quality early childhood education opportunities to children from birth to age five—and want Congress to act now.

In light of today’s PISA scores, we call on Members of Congress from across the political aisle to co-sponsor and pass the Strong Start for America’s Children Act. It is what our country needs to maintain our place in the world as economic power and to remain competitive for generations to come.

Results released today from the 2012 Program for International Student Assessment (PISA) show continued education stagnation as teenagers in the U.S. demonstrated below average achievement in math and average achievement in reading and science as compared to 65 other countries including both members and non-members of the Organization of Economic Cooperation and Development (OECD). These results underscore the need for smarter, targeted federal investments in proven education strategies, such as early childhood education.

A child’s earliest years are absolutely critical for building the foundation needed for success in school. Scientific and economic research clearly proves that high quality early childhood education equips children with the knowledge and skills they need not only to do well in school, but to obtain higher-paying jobs, rely less on social programs, and contribute more to our nation’s economy.

Today’s results show that the average math achievement of American 15-year-olds was below the OECD average, comparable with Lithuania and Russia. Meanwhile, U.S. students had reading and science scores at the OECD average, comparable with Austria, Denmark, France, Hungary, Italy, Norway and Portugal. In the U.S., poverty also had a much greater impact on students’ PISA performance than countries like Finland, China, Japan and Norway, which had a much lower variation in student performance based on socioeconomic status.

It is no coincidence that the countries with the strongest PISA scores also have rapidly growing economies. Global leaders recognize that in order to continue strong economic expansion, they must invest in their youngest learners. But the U.S. trails behind almost every developed country in the world when it comes to access to high-quality preschool. In fact, countries like China and India are dramatically expanding access to preschool, reflecting growing consensus that transcends political ideologies and geographic boundaries—that skills development starts at birth and lays the foundation for achievement in school, college, career and life.

In order to remain competitive in a complex global economy, we must address the knowledge and skills deficits that are illustrated by our nation’s lackluster PISA performance. These early deficits persist into knowledge and skill deficits during the teenage and adult years and have profound economic consequences for individuals, taxpayers and the U.S. economy. But quality early childhood programs help us prevent these deficits, especially among disadvantaged children, while providing a 7-10% return on investment to taxpayers through improved education, health, social and economic outcomes.

Congress has recognized that we can and should be doing more to prepare our young people to succeed in the 21st century by introducing the Strong Start for America’s Children Act, which focuses on the role the federal government can play in helping states and communities build quality early childhood education programs.

High quality early childhood education is key to ensuring students are prepared for the rigors of school and the realities of a 21st century workforce and is a win-win proposition for all. Voters understand this and are joining a diverse chorus of supporters including police officers, military generals and business leaders to urge stronger federal investments in early learning. According to a bipartisan poll conducted earlier this year, 70 percent of Americans support a plan to help states and local communities provide high quality early childhood education opportunities to children from birth to age five—and want Congress to act now.

In light of today’s PISA scores, we call on Members of Congress from across the political aisle to co-sponsor and pass the Strong Start for America’s Children Act. It is what our country needs to maintain our place in the world as economic power and to remain competitive for generations to come.