{'fraction_non_alphanumeric': 0.015637860082304528, 'fraction_numerical': 0.0024691358024691358, 'mean_word_length': 4.874396135265701, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Does PISA Help Fighting For Social Equity?

The Program for International Student Assessment (PISA) has been implemented for more than 20 years, amounting to 7 full cycles of data collection every three years. With this scale and quantity of data, PISA has had a profound impact on educational research and policies worldwide. Since the very beginning, PISA has claimed the promotion of equity as one of its major goals, and with every cycle of PISA we acquire more information and recommendations on equity promotion. Though some of these recommendations have been accepted and implemented at the national level, not every country has succeeded in reducing the inequity levels, and difficulties remain in understanding and assessing the role of PISA in this process. In this paper, we discuss the controversies around the usage of PISA results for shaping national policies. We discuss how the concept of equity appears in PISA framework, how the results of PISA are being used on the national level and the observed changes in equity over time. This is an exploratory study, and it intends to review the current state of knowledge about the connections between PISA and equity and find the gaps in this knowledge.