New Zealand vs Portugal: PISA: 15-year-olds by mathematics proficiency level (%). Level 1
PISA: 15-year-olds by mathematics proficiency level (%). Level 1 over time
- New Zealand
- Portugal
How they compare
New Zealand currently reports 14.2% against 14.0% in Portugal, a difference of 0.2%.
The two have swapped places 1 time across 6 shared years of data; in 2003 it was Portugal ahead.
New Zealand ranks 29th 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 | New Zealand | Portugal | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 10.1% | 17.6% | 7.5% | Portugal |
| 2010s | 14.6% | 15.0% | 0.4% | 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, New Zealand or Portugal?
- New Zealand, at 14.2% against 14.0% in Portugal as of 2018.
- What is the difference in pisa: 15-year-olds by mathematics proficiency level (%). level 1 between New Zealand and Portugal?
- 0.2%, with New Zealand ahead.
- How many years of comparable data are there for New Zealand and Portugal?
- 6 years are reported by both, from 2003 to 2018.
- How do New Zealand and Portugal rank globally for pisa: 15-year-olds by mathematics proficiency level (%). level 1?
- New Zealand ranks 29th 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/