From PISA Results to Policy Action: Knowledge Mobilization for Immigrant Students in German Federalism

While the international influence of the Programme for International Student Assessment (PISA) on education policy debates is well recognized, the degree to which PISA findings drive actual policy reforms and classroom practices remain debated. Using PISA as a case, this article examines how educational research is translated into policy responses and practices in German federalism, focusing specifically on immigrant students—a key group within German education reform discourse. It analyzes the reflection of PISA findings from the 2000, 2018, and 2022 assessments on immigrant student performance in the resolutions of the Standing Conference of Ministers of Education and Cultural Affairs, the process of implementation by the federal states (Länder), and the effect on school-level practice. Framed by research knowledge mobilization theory, the article investigates the relationships among research production, mediation, and usage, clarifying the interplay between educational research, policy, and practice in Germany’s federal system. Historical analysis exposes consistent gaps between research-derived recommendations and binding, actionable change at both policy and practice levels, often due to challenges in developing evidence-based and consistently applied policy measures across the Länder. The article concludes with practical recommendations for improving the impact of interdisciplinary, policy-oriented research on policy and practice, considering the complexities of Germany’s federal governance.