Consider that in 2003, the test scores of 28% of Turkish students could be explained by their socioeconomic standing – in other words, the poorer the pupil, the lower his or her PISA scores. This was in line with the OECD average.
2003年，土耳其学生考试分数的28%可以归因于他们的社会经济地位——换句话说，越穷的学生，其PISA分数越低。这与经合组织平均水平相符。但经合组织的2012 年报告发现，土耳其学生的较低考试分数中只有15%可以归因于社会经济地位，优于经合组织平均水平。