Devolved responsibility for education has led to marked differences in the nature of secondary level provision between Wales and England. Since 2001, league tables of school performance have not been published in Wales. Meanwhile, questions have been raised about the relatively weak scores achieved in international tests by pupils attending schools in Wales. In this paper, I apply data envelopment analysis to the microdata from the PISA international tests of 2015, and find that the production frontier for schools in Wales often but not always lies below that for schools in England. This analysis is followed by a discussion of the institutional frameworks that might best support educational and training needs in Wales.