Argentina vs Poland: PISA: 15-year-olds by mathematics proficiency level (%). Level 2
PISA: 15-year-olds by mathematics proficiency level (%). Level 2 over time
- Argentina
- Poland
How they compare
Poland currently reports 20.7% against 19.6% in Argentina, a difference of 1.1%.
That makes Poland's figure about 1.1 times Argentina's.
The two have swapped places 2 times across 5 shared years of data; in 2006 it was Poland ahead.
Argentina ranks 43rd and Poland ranks 42nd of 53 countries.
Across the 2 decades both report, Argentina averaged higher in 1 and Poland in 1.
Head to head by decade
| Decade | Argentina | Poland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 20.6% | 24.3% | 3.7% | Poland |
| 2010s | 22.6% | 21.9% | 0.7% | Argentina |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: 15-year-olds by mathematics proficiency level (%). level 2, Argentina or Poland?
- Poland, at 20.7% against 19.6% in Argentina as of 2018.
- What is the difference in pisa: 15-year-olds by mathematics proficiency level (%). level 2 between Argentina and Poland?
- 1.1%, with Poland ahead.
- How many years of comparable data are there for Argentina and Poland?
- 5 years are reported by both, from 2006 to 2018.
- How do Argentina and Poland rank globally for pisa: 15-year-olds by mathematics proficiency level (%). level 2?
- Argentina ranks 43rd and Poland ranks 42nd 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 2. 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 420 but lower than or equal to 482 points on the PISA mathematics scale. At Level 2, students can interpret and recognize situations in contexts that require no more than direct inference. They can extract relevant information from a single source and make use of a single representational mode. Students at this level can employ basic algorithms, formulae, procedures, or conventions to solve problems involving whole numbers. They are capable of making literal interpretations of the results. 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/