Results from past PISA cycles showed that Flanders belongs to the best performing countries for all PISA domains. This paper investigates the good Flemish results on the domains of scientific and mathematical literacy through secondary analysis on the PISA2003 and PISA2006 datasets. In particular the link between the PISA items and test requirements and student performance is examined with the main focus on the content areas and competencies covered by the PISA questions. First Flemish performance will be described in terms of its relative strengths and weaknesses in the traditional curriculum topics. In addition the performance patterns across competency clusters will be examined. For both analyses two related approaches are used: one using simple percentages (percent correct data) and one using logistic models. Finally the results from both analyses will be linked to the Flemish mathematics and science curriculum of first and second stage of secondary education (~ international grades 7 to 10). Research questions: 1° What effects do (1) the aspects of mathematical and scientific content contained within the PISA items and (2) competencies contained within the PISA items have on the average performance of Flemish students? 2° What is the influence of the national mathematics and sciences curriculum?
