Turkey performs better than most other EECA countries in reading, maths and science.
However, Turkey still 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.
Turkey 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.
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 one hour less per week in class than students across the OECD.
Spending more time in class can be related to higher performance.
63% 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 Turkey use more teacher-directed instruction (e.g. lecturing to classes).
More teacher-directed instruction is generally associated with lower reading performance and more adaptive instruction is generally associated with higher reading performance.
Professional development can be important to help teachers continuously improve, but only 28% of teachers in Turkey participated in the last three months.