The Programme for International Student Assessment (PISA) is the most well-known large scale international student assessment project ongoing (OECD, 2014). It started in 2000 and has been repeated triennially with the purpose of evaluating 15-years olds’ knowledge and skills in three major knowledge domains: Mathematics, Science and Reading. Although PISA results were standardized in the first application to a 500-point average and 100 points standard deviation, and the overall average has been maintained close to the initial standard average, a large variation in results evolution of the around 70 participating countries and economies has been observed. While some countries have shown no significant evolution in their 15-year olds skills and knowledge according to PISA (e.g. Luxembourg, Finland or Spain); some others have greatly improved (e.g. Poland, Portugal or Brazil) while others have actually shown a drop in the PISA series results (e.g. New Zealand or the Netherlands). In this communication we report the results of a Structural Conditional Latent Growth Analysis on the PISA Mathematics results of the 57 countries (23 non-OECD countries; 34 OECD Countries) that have records in at least 3 of the 5 PISA cycles (2000, 203, 2006, 2009 and 2012). We hypothesized that student, school, family and country specific characteristics and their evolution in the PISA life-cycle may explain the evolution verified in these countries and therefore may be useful to educators and policy makers alike to pinpoint the variables that better explain the latent growth variation observed between countries participating in the PISA studies.