Austria vs Czechia: Average performance of 15-year-old students in mathematics
Austria
487.27 score
in 2022
Czechia
487 score
in 2022
Austria rank
17th
Czechia rank
19th
Average performance of 15-year-old students in mathematics over time
- Austria
- Czechia
How they compare
Austria currently reports 487.27 score against 487 score in Czechia, a difference of 0.27 score.
The two have swapped places 3 times across 7 shared years of data; in 2003 it was Czechia ahead.
Austria ranks 17th and Czechia ranks 19th of 57 countries.
Across the 3 decades both report, Austria averaged higher in 2 and Czechia in 1.
Head to head by decade
| Decade | Austria | Czechia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 502.33 score | 506.38 score | 4.04 score | Czechia |
| 2010s | 500.41 score | 496.92 score | 3.49 score | Austria |
| 2020s | 487.27 score | 487 score | 0.268 score | Austria |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher average performance of 15-year-old students in mathematics, Austria or Czechia?
- Austria, at 487.27 score against 487 score in Czechia as of 2022.
- What is the difference in average performance of 15-year-old students in mathematics between Austria and Czechia?
- 0.27 score, with Austria ahead.
- How many years of comparable data are there for Austria and Czechia?
- 7 years are reported by both, from 2003 to 2022.
- How do Austria and Czechia rank globally for average performance of 15-year-old students in mathematics?
- Austria ranks 17th and Czechia ranks 19th of 57 countries.
- Where does this data come from?
- OECD (2023) – with minor processing by Our World in Data, published as Average performance of 15-year-old students in mathematics. Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Assessed through the PISA mathematics scale, which measures how well someone can use math to solve everyday problems and understand the role of math in the real world.