According to the latest PISA 2015 results, students’ socio-economic backgrounds have a varying degree of influence on their performance in science, reading and mathematics. In such countries as Austria, Chile, Belgium, France, Germany, Singapore and Switzerland, socio-economic backgrounds exercise a particularly strong influence on students’ performance, since students from disadvantaged backgrounds in these countries are very likely to not perform as well in PISA assessments as their peers from advantaged backgrounds. On the other hand, in Macao (China), Hong Kong (China), Japan, Finland, Estonia, Korea and Canada, the socio-economic background of students has a much weaker influence on their performance.