Regional disparities in PISA performance

The release of the latest Programme for International Student Assessment (PISA) results revealed a general score drop across Spain in mathematics, science, and reading comprehension, while showing pronounced divisions among autonomous communities. The Community of Madrid took first place nationwide in mathematics and science and second place in reading comprehension, exceeding both European Union and OECD averages. Castile and León also maintained its position on the national podium across all three assessed subjects, extending a top-tier run that regional authorities report has continued since 2009.

Mathematics1

Science1

Reading2

Mathematics

1 Rank

Science

1 Rank

Reading

2 Rank

Data from the article text

In contrast, the Basque Country recorded the lowest regional scores in the evaluation, followed by Valencia with the second-lowest results. Catalonia was not evaluated in the examination. The performance gap between northern autonomous communities and lagging regions renewed domestic scrutiny over how educational standards are applied across Spain's decentralized school systems.

Legislative dispute over national curriculum

Regional leaders directed criticism at the national education framework, known as the LOMLOE or the Celaá Law, which the central government introduced without consensus from regional administrations. Madrid previously filed an appeal against the legislation before the Constitutional Court, arguing that the statute infringed on regional competences and lowered educational standards by facilitating grade promotion with failed subjects.

Castile and León Education Councillor María Pardo, three months into her role, stated that the national decline reflects structural shortcomings in the socialist curriculum, which de-emphasized core knowledge in favour of competence-based evaluation.

“Here is a very clear fail for a socialist law, approved with its back turned to the educational community and where the goal is for students to acquire competences, but knowledge is relegated to second place.”

The debate extended to the role of classroom technology. Madrid defended its earlier restrictions on digital screens in schools, while international comparisons circulated in the national discussion. Commentators observed that South Korea and Estonia, ranked second and third globally in the assessment, maintain heavy integration of technology and artificial intelligence alongside high performance.

South Korea2

Estonia3

South Korea

2 Rank

Estonia

3 Rank

Data from the article text

Regional policy responses and teacher incentives

In response to the results, Madrid President Isabel Díaz Ayuso announced a series of educational measures ahead of the regional State of the Region debate. The regional administration introduced a six-level professional teaching career providing monthly salary increments of up to €350, linked to continuing training, innovation, and career trajectory.

Madrid also expanded public school networks offering compulsory secondary education (ESO) and established dedicated reading comprehension reinforcement programs starting in early childhood education. The regional executive allocated peak budget funds and teacher headcount numbers for the final year of the legislative term.

Economic and structural factors also entered the debate. Economist Benito Arruñada noted in published commentary that Spanish primary school teachers earn 25% more than the European Union average, while Spanish schools operate with fewer instructional days and a lower student-to-teacher ratio than the OECD average. Teacher trade unions in Madrid have scheduled public demonstrations for the upcoming autumn term.