This research is a part of the Know&Pol project financed by the European Commission. Using some concepts and theories of policy analysis (noisy agenda setting, policy instruments, sciences of government), it analyses the effects of the implementation of PISA on the agenda setting in France and the professionality of national evaluators. Concerning the agenda setting, we focus particularly on the evolution of national evaluation tools, curriculum reforms and pedagogical autonomy of teachers. The research highlights that the first two sessions of PISA had little impact beyond professionals of education, for several reasons, in particular the role played by national evaluators who always qualified the results of French pupils and sometimes proposed counter-analyses. Conversely, the third session had a wider impact on the media and justified several reforms which were already prepared by the government. The research is based on three different press reviews (by the authors, the ministry itself, and a press agency specialised in education, the AEF), on approximately 30 interviews with evaluators and actors of the policy process, and on materials gathered during former researches on standards in education (Mons, Pons 2006) and evaluation of education policies in France (Pons 2008).