ÉpStan 2025: Learning in a Home-Proximate Language Boosts Achievement in Public European Schools

On Monday 17 November 2025, the Luxembourg Center for Educational Testing (LUCET) at the University of Luxembourg published the results of the ÉpStan 2025 report covering public European schools.

The report, entitled European Public School Report 2025: Preliminary Results on Student Population, Mathematics and Language Achievement, Motivation, Parental Support, and Learning Environments, compares the development of pupils in public European schools with that of their peers in the national education system.

According to the Ministry of Education, Children and Youth, the analysis confirms once again that learning in a language close to the one spoken at home supports academic success. The option offered in public European schools to choose the literacy language (German, French or English) appears to act as a significant lever for equity within a highly diverse school population where linguistic profile remains a key factor in achievement.

The report notes that pupils attending public European schools showed more favourable progression in mathematics, particularly when the language of instruction was closer to their home language. These results are consistent with scientific findings from the four pilot schools involved in the “ALPHA – zesumme wuessen” reform. Luxembourg’s Minister of Education, Children and Youth, Claude Meisch, emphasised: “By giving pupils the opportunity to follow their schooling in a language close to the one spoken at home, we strengthen not only their skills and motivation, but also parents’ ability to support them in their education. With the ‘ALPHA – zesumme wuessen’ reform, which will give all parents of pupils in the national system the choice between German and French as the literacy language, we will offer all pupils a more equitable start to school and better chances of success.”

The report highlights several key findings:

More significant progress in mathematics in public European schools

On average, pupils in public European schools show more favourable development in mathematics than pupils in the national system. This trend is especially visible among pupils traditionally at higher risk of academic difficulties: those from disadvantaged socio-economic backgrounds, those with migration backgrounds and those who do not speak Luxembourgish or German at home.

Motivation and school well-being

More vulnerable pupils in public European schools report higher motivation when learning in a familiar language.

Strengthened parental support in public European schools

Parents of pupils in public European schools, particularly those with a migration background or whose home language is neither Luxembourgish nor German, report feeling more able to support their child academically when the main language of instruction aligns with their own linguistic skills. This facilitates homework support, understanding instructions and communication with the school.

The report also notes that pupils in public European schools have, on average, a higher socio-economic status than pupils in the national system, further underscoring the relevance of the “ALPHA – zesumme wuessen” reform for ensuring equitable access to literacy options.

ÉpStan standardised tests are conducted annually in cycles 2.1, 3.1 and 4.1 of fundamental education and in classes 7e and 5e of secondary education. Assessed by LUCET, the tests provide key information on pupils’ linguistic and mathematical competencies, their motivation to learn and their attitudes towards school. They support the evaluation of the school system and guide education policy.