Colombia vs Slovakia: PISA: 15-year-olds by mathematics proficiency level (%). Level 2
PISA: 15-year-olds by mathematics proficiency level (%). Level 2 over time
- Colombia
- Slovakia
How they compare
Slovakia currently reports 21.4% against 21.1% in Colombia, a difference of 0.3%.
Across all 5 years both countries report, Slovakia has been ahead every year.
Colombia ranks 35th and Slovakia ranks 33rd of 53 countries.
Slovakia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Colombia | Slovakia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 19.2% | 23.6% | 4.4% | Slovakia |
| 2010s | 20.1% | 22.7% | 2.5% | Slovakia |
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, Colombia or Slovakia?
- Slovakia, at 21.4% against 21.1% in Colombia as of 2018.
- What is the difference in pisa: 15-year-olds by mathematics proficiency level (%). level 2 between Colombia and Slovakia?
- 0.3%, with Slovakia ahead.
- How many years of comparable data are there for Colombia and Slovakia?
- 5 years are reported by both, from 2006 to 2018.
- How do Colombia and Slovakia rank globally for pisa: 15-year-olds by mathematics proficiency level (%). level 2?
- Colombia ranks 35th and Slovakia ranks 33rd 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.
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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/