Georgia performs worse than all other EECA countries in reading, maths and science.
Moreover, Georgia lags behind most OECD countries.
The performance gap between socio-economically advantaged and disadvataged students is smaller than in most other EECA countries and in most OECD countries.
Policies are needed to help all students succeed.
More spending could contribute to better outcomes.
Principals reported greater concerns about resource shortages in:
Schools with more disadvantaged students
These trends are also seen across EECA and OECD countries.
Students spent roughly two fewer hours per week in class than students across the OECD.
Spending more time in class can be related to higher performance.
80% of students skipped class or skipped school in the previous two weeks.
Truancy is related to lower academic performance and can lead to high risk behaviour such as dropout.
Compared to the average across OECD countries:
Teachers in Georgia use more teacher-directed instruction (e.g. lecturing to classes)
And 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 be well prepared for classes
Not meet individual student needs
Professional development can be important to help teachers continuously improve, but only 37% of teachers in Georgia participated in the last three months.