Czechia vs Portugal: PISA: 15-year-olds by mathematics proficiency level (%). Level 1
PISA: 15-year-olds by mathematics proficiency level (%). Level 1 over time
- Czechia
- Portugal
How they compare
Portugal currently reports 14.0% against 13.8% in Czechia, a difference of 0.2%.
Across all 6 years both countries report, Portugal has been ahead every year.
Czechia ranks 32nd and Portugal ranks 30th of 53 countries.
Portugal has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Czechia | Portugal | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 12.9% | 17.6% | 4.7% | Portugal |
| 2010s | 14.1% | 15.0% | 1.0% | Portugal |
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, Czechia or Portugal?
- Portugal, at 14.0% against 13.8% in Czechia as of 2018.
- What is the difference in pisa: 15-year-olds by mathematics proficiency level (%). level 1 between Czechia and Portugal?
- 0.2%, with Portugal ahead.
- How many years of comparable data are there for Czechia and Portugal?
- 6 years are reported by both, from 2003 to 2018.
- How do Czechia and Portugal rank globally for pisa: 15-year-olds by mathematics proficiency level (%). level 1?
- Czechia ranks 32nd and Portugal ranks 30th 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.
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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/