Croatia performs better than all other EECA countries in reading, maths and science.
However, Croatia lags behind most OECD countries.
Socio-economically advantaged students and girls perform better than socio-economicaly disadvantaged students and boys.
Policies are needed to help all students succeed.
Croatia performs better than expected given its level of funding.
However, its expenditure on education is far less than the OECD average. More spending could contribute to even better outcomes.
Students spent roughly one hour less per week in class than students across the OECD.
Spending more time in class can be related to higher performance.
Compared to the average across OECD countries:
Teachers in Croatia use more teacher-directed instruction (e.g. lecturing to classes)
And slightly less adaptive methods that focus on meeting students’ individual needs.
More teacher-directed instruction is generally associated with lower reading performance and more adaptive instruction is generally associated with higher reading performance.
Teachers are more likely to:
Not meet individual student needs