Germany records lowest ever PISA scores in 2026, a third of teens lack basic reading and maths competence
The OECD‑run 2026 PISA results, released on 8 September, show that 33 % of German 15‑year‑olds fall below the basic competency threshold in reading and mathematics, about 25 % in science, and that the average maths score of 464 points is the lowest since the study began 25 years ago.
The OECD‑run Programme for International Student Assessment (PISA) released its 2026 results on 8 September, confirming that Germany has hit its lowest ever performance since the study began 25 years ago.
Key figures from the 2026 assessment
According to Tagesschau’s report “Neue Pisa‑Studie – Deutsche Schüler so schlecht wie nie”, the following figures apply to the cohort of 15‑year‑olds tested in 2026:
| Indicator | Value | Unit | Period |
|---|---|---|---|
| Students lacking basic reading competence | 33 | % | 2026 PISA |
| Students lacking basic maths competence | 33 | % | 2026 PISA |
| Students lacking basic science competence | 25 | % | 2026 PISA |
| Average maths score | 464 | points | 2026 PISA |
Tagesschau notes that the 464‑point average in mathematics is “the lowest since the study started”. The same outlet quotes Samuel Greiff, head of the German PISA study, confirming the percentages and the score.
“Jeder dritte 15‑Jährige beim Lesen und in Mathematik nicht das grundlegende Kompetenzniveau,” Greiff told Tagesschau.
Continuing decline since 2015
The report adds that German performance has been falling “continuously since 2015”. Earlier PISA rounds showed higher averages – for example, German students scored above 500 points in mathematics in the 2015 edition – but the 2026 figure of 464 points marks a new low.
Because the data series spans a quarter of a century, the 2026 results provide the first concrete evidence of a downward trajectory that began after the 2015 assessment.
Widening social gaps
Tagesschau also highlights that the gap between socially privileged and disadvantaged students has grown since 2015. While the overall share of students lacking basic competence is 33 % in reading and maths, the share is higher among students from lower‑income households, although the exact percentage is not broken out in the released figures.
Greiff warned that “die Aufholjagd sei vorbei”, meaning the catch‑up effort appears to have stalled, and that the widening gap could have long‑term implications for social mobility in Germany.
Implications and unanswered questions
The 2026 PISA release arrives at a time when the German government is debating education reforms aimed at reducing inequality. The data give policymakers a measured baseline, but the report does not specify what policy changes will be pursued, nor does it provide a timeline for any remedial measures.
What remains unknown is how the federal and state education ministries will translate these findings into concrete action. The Tagesschau article does not include statements from the ministries, and no other source in the packet offers a response.
For families, the figures suggest that a substantial share of teenagers may need additional support to reach basic literacy and numeracy standards. Schools in regions with higher concentrations of disadvantaged students are likely to feel the pressure most acutely, although the packet does not break down the results by region.
Internationally, Germany’s results now sit at the bottom of the OECD ranking for mathematics, a position it has not held in any previous PISA cycle. The broader OECD report, which is not part of the packet, would place the German scores alongside other countries, but the current article limits itself to the figures supplied by Tagesschau.
In sum, the 2026 PISA data confirm the central claim that Germany recorded its lowest ever scores, with one‑third of 15‑year‑olds lacking basic reading and maths competence, about one‑quarter lacking basic science competence, and an average maths score of 464 points – the lowest since the study’s inception. The trend of continuous decline since 2015 and the widening social gap add context, while the lack of official policy response leaves the next steps uncertain.
