Kristi Adkins 1971

Combining PISA 2022 Downturn Data with Local District’s Strategic Goals

The downturn in mathematics, reading, and science was observed among both Finnish and United States students according to PISA’s 2022 results. Finland scored higher in mathematics and science, while the U.S. scored higher in reading (OECD, 2023, Volume I and II, Country Notes: Finland and United States). At Bennington Public School, our core academic preparation is focused on a baseline framework that drives lifelong learning and equips graduates with global civic competencies. There are many things we can learn from Finland’s model. Their students do not have to worry about lunch bills, repeating grades, or passing the end-of-year instruction test. This gives them the freedom to focus on their education instead of letting those things hinder their progress. According to Sahlberg (2012), Finland intervenes early and often, which is something they do well, and we can see from their achievements that it is key to students’ success in school (p. 23). 

Balancing Academic Recovery Metrics with Mental Health and Holistic Well-Being Demands

At Bennington, our holistic development goal is to align our resources to prepare productive, responsible, ethical, creative, and compassionate members of society. These goals are balanced by supporting struggling students in academic recovery through the integration of character-building, mental health protection, and peer-relationship instruction into daily routines, counseling services, and school-wide discipline policies. Bennington Public School structures students’ behavioral goals around the five core competencies recognized by the Social-Emotional Learning Standards of Oklahoma (SpeechScape, 2025):  

• Self-Awareness: Helping students identify and voice their feelings or academic frustrations. 
• Self-Management: Giving students the coping tools to process strong emotions and handle classroom stress productively. 
• Social Awareness: Encouraging perspective-taking, empathy, and respect for diverse peer groups. 
• Relationship Skills: Instructing students on positive communication and resolving peer conflict peacefully. 
• Responsible Decision-Making: Guiding students to weigh ethical and constructive consequences before making behavior choices.  

Using Data-Informed Praxis Rather Than Data-Driven Compliance

According to Zhu (2026), “Data-informed work treats evidence as one input among others, interpreted through professional judgment, local knowledge, and ethical commitments. Data-driven work, by contrast, elevates metrics to the role of decision-maker, allowing indicators to substitute for judgment rather than support it.”(Chapter 2) Having a local advisory council asking relevant questions rather than using the data to check off a list of required elements is important. Analyzing data such as student participation and performance, along with formative assessments, will allow the council to identify the underlying issue for learning gaps and student needs. This analysis will give educators a bigger picture than just looking at standardized test scores. The data-informed approach will empower teachers to target interventions for students in need and adjust their curriculum appropriately. 

References

OECD (2023), PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA, OECD Publishing, Paris, https://doi.org/10.1787/53f23881-en. 

Sahlberg, Pasi (2012). A Model Lesson. Finland Shows Us What Equal Opportunity Looks Like, American Educator.

SpeechScape (2025, February 13). Oklahoma’s Social-Emotional Learning Standards: Teacher’s Guide, https://speechscape.com/oklahoma-social-emotional-learning-standards-teachers-guide/?srsltid=AfmBOopvvsniGjUMutWWAWKhdYwGj9-bKptqnXUL5hr_5L5rkRl1H5CJ 

Zhu, M. (2026). Maps, journeys, and what we choose to teach: Curriculum development as ethical design work (Version 1.0) [Open Educational Resource]. Southeastern Oklahoma State University. https://open.ocolearnok.org/mapsjourneyscurriculum/