By doing a secondary analysis of the data produced by PISA in 2006 and 2009, the author sets out to show that the relevant reports do not give a balanced view of the findings in relation to global education reform policies. While they emphasise the apparent correlation between positive student outcomes and for example increased school choice, they fail to mention the significant negative correlation between the use of student achievement data to evaluate, sanction and reward schools and teachers, and student outcomes. Thus the author argues that, 'PISA cannot be said to conduct its analysis in a meticulous manner and leaves itself open to the criticism that it is not a neutral source of policy advice but part of the global education reform movement. '