Iceland vs Sweden: PISA: 15-year-olds by mathematics proficiency level (%). Level 1
PISA: 15-year-olds by mathematics proficiency level (%). Level 1 over time
- Iceland
- Sweden
How they compare
Iceland currently reports 13.3% against 12.8% in Sweden, a difference of 0.5%.
The two have swapped places 1 time across 6 shared years of data; in 2003 it was Sweden ahead.
Iceland ranks 34th and Sweden ranks 37th of 53 countries.
Sweden has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Iceland | Sweden | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 11.2% | 12.7% | 1.6% | Sweden |
| 2010s | 14.2% | 14.7% | 0.5% | Sweden |
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, Iceland or Sweden?
- Iceland, at 13.3% against 12.8% in Sweden as of 2018.
- What is the difference in pisa: 15-year-olds by mathematics proficiency level (%). level 1 between Iceland and Sweden?
- 0.5%, with Iceland ahead.
- How many years of comparable data are there for Iceland and Sweden?
- 6 years are reported by both, from 2003 to 2018.
- How do Iceland and Sweden rank globally for pisa: 15-year-olds by mathematics proficiency level (%). level 1?
- Iceland ranks 34th and Sweden ranks 37th 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/