Canada vs Slovenia, Republic of: PISA: 15-year-olds by mathematics proficiency level (%). Level 1
PISA: 15-year-olds by mathematics proficiency level (%). Level 1 over time
- Canada
- Slovenia, Republic of
How they compare
Slovenia, Republic of currently reports 11.7% against 11.3% in Canada, a difference of 0.4%.
Across all 5 years both countries report, Slovenia, Republic of has been ahead every year.
Canada ranks 44th and Slovenia, Republic of ranks 43rd of 53 countries.
Slovenia, Republic of has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Canada | Slovenia, Republic of | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 8.2% | 13.5% | 5.3% | Slovenia, Republic of |
| 2010s | 10.7% | 12.8% | 2.1% | Slovenia, Republic of |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: 15-year-olds by mathematics proficiency level (%). level 1, Canada or Slovenia, Republic of?
- Slovenia, Republic of, at 11.7% against 11.3% in Canada as of 2018.
- What is the difference in pisa: 15-year-olds by mathematics proficiency level (%). level 1 between Canada and Slovenia, Republic of?
- 0.4%, with Slovenia, Republic of ahead.
- How many years of comparable data are there for Canada and Slovenia, Republic of?
- 5 years are reported by both, from 2006 to 2018.
- How do Canada and Slovenia, Republic of rank globally for pisa: 15-year-olds by mathematics proficiency level (%). level 1?
- Canada ranks 44th and Slovenia, Republic of ranks 43rd of 53 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: 15-year-olds by mathematics proficiency level (%). Level 1. Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Percentage of 15-year-old students scoring higher than 358 but lower than or equal to 420 points on the PISA mathematics scale. At Level 1, students can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined. They are able to identify information and to carry out routine procedures according to direct instructions in explicit situations. They can perform actions that are almost always obvious and follow immediately from the given stimuli. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/