The Programme for International Student Assessment (PISA) has quickly become the most prominent achievement measure used by policymakers around the world to judge the quality and equity of their education system. In terms of equity, PISA triennial survey results consistently show a pronounced achievement gap between first- and second-generation immigrants and their non-immigrant counterparts in the areas of reading, mathematics and science literacy. In some cases, immigrant students are more than two grade levels behind their non-immigrant peers – a result that impedes their ability to pursue higher education and ultimately their prospects for economic advancement. However, it is important to note that these performance disadvantages vary significantly across international jurisdictions, underscoring the importance of cultural context, education policies and support and the nature of school systems.