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        "first_context": "tile). In practice, the estimation of adjusted trends accounting for changes in enrolment first requires that a single case by country/ economy be added to the database, representing all 15-year-olds not covered by the PISA sample. The final student weight for this case is comp"
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        "first_context": "ting for changes in enrolment first requires that a single case by country/ economy be added to the database, representing all 15-year-olds not covered by the PISA sample. The final student weight for this case is computed as the difference between the total population of 15-year"
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        "first_context": " country/ economy be added to the database, representing all 15-year-olds not covered by the PISA sample. The final student weight for this case is computed as the difference between the total population of 15-year-olds (see Table I.A2.2) and the sum of final student weights for the observations included in the sample (the weig"
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        "first_context": "ights for the observations included in the sample (the weighted number of participating students). Similarly, each replicate weight for this case is computed as the difference between the total population of 15-year-olds and the sum of the corresponding replicate weights. Any negative weights resulting from this procedure are replaced by 0. A value below any of the plausible val"
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        "first_context": "e difference between the total population of 15-year-olds and the sum of the corresponding replicate weights. Any negative weights resulting from this procedure are replaced by 0. A value below any of the plausible values in the PISA sample is entered for the performance variables of thi"
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        "first_context": "of the corresponding replicate weights. Any negative weights resulting from this procedure are replaced by 0. A value below any of the plausible values in the PISA sample is entered for the performance variables of this case. In a second step, the median and upper percentiles of the distrib"
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        "first_context": "ect to the total population of 15-year- olds; see Coverage Index 3 in Annex A2), the assumption was made that the 15-year-olds not covered by the assessment would all perform below the percentile of interest across all 15-year-olds. With this assumption, the median score across all 15-year-olds (for countries where "
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        "first_context": "dian and upper percentiles of the distribution are computed on the augmented sample. In a few cases where the coverage rate is below 50%, the estimate for the adjusted median is reported as missing. Adjusted trends accounting for changes in the demographic characteristics of the sample A re-weighting proce"
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        "first_context": " covered by the PISA sample. The final student weight for this case is computed as the difference between the total population of 15-year-olds (see Table I.A2.2) and the sum of final student weights for the observations included in the sample (the weighted number of part"
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        "first_context": " plausible values in the PISA sample is entered for the performance variables of this case. In a second step, the median and upper percentiles of the distribution are computed on the augmented sample. In a few cases where the coverage rate is below 50%, the estimate for the adjusted median is reported as mis"
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        "first_context": "., grade 10). This form was referred to as a student listing form. The following were considered important: \u2022 Age-eligible students were all students born in 2006 (or the appropriate 12-month age span agreed upon for the part icipating country/economy). With additional gr"
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        "first_context": "form. The following were considered important: \u2022 Age-eligible students were all students born in 2006 (or the appropriate 12-month age span agreed upon for the part icipating country/economy). With additional grade samples, including all grade - eligible students was also important. "
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        "first_context": "inition \u2022 Assessment dates had to be appropriate for the selected target population dates. \u2022 Assessment dates could not cover more than a 56-day period unless agreed upon. \u2022 Assessment dates could not be within the first six weeks of the academic year. \u2022 If ass"
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        "first_context": "atum had only one student sampling method applied. Sampling task 7a: National desired target population \u2022 The total national number of 15 -year-olds was compared with those from previous cycles. Differences, and any kind of trend, were queried. \u2022 Large deviations between the total "
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        "first_context": ". \u2022 For countries/economies having adjudicated regions, a Sampling Task 7a form was needed for each region. \u2022 Data sources and the year of the data were required. If websites were provided with an English page option, the submitted data was verified against those sources"
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        "first_context": "ater skills than assumed in this analysis, the 75th percentile estimates on which this analysis is based are, in reality, lower bounds on the true 75th percentiles. As the selectivity of PISA samples is attenuated (i.e. Coverage Index 3 incr eases), the lower bounds can be"
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        "first_context": " Index 3 incr eases), the lower bounds can be expected to move closer to the true value. In that context, the reported changes and trends may over-estimate the true changes and trends. For a discussion of non-parametric methods for partial identification of trends in the presence o"
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        "first_context": "276 \uf07c PISA 2022 TECHNICAL REPORT \u00a9 OECD 2025 Coverage Index 3 : Coverage of the national 15-year-old population, P/ST7a_1. This estimates the proportion of the national population of 15 -year-olds covered by the non -excluded porti"
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          ".........226 Table 16.3 Gender difference on the PISA combined reading scale for the 5th, 10th, 90th and 95th percentiles (PISA 2000) ...................................................................................................",
          "percentiles. Table 16.3 Gender difference on the PISA combined reading scale for the 5th, 10th, 90th and 95th percentiles (PISA 2000) Gender difference (males \u2013 females) in percentiles of the reading performance distribution 5th 10th"
        ]
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