Lithuania vs Romania: PISA: 15-year-olds by mathematics proficiency level (%). Level 2
PISA: 15-year-olds by mathematics proficiency level (%). Level 2 over time
- Lithuania
- Romania
How they compare
Romania currently reports 24.5% against 24.2% in Lithuania, a difference of 0.3%.
Across all 5 years both countries report, Romania has been ahead every year.
Lithuania ranks 15th and Romania ranks 12th of 53 countries.
Romania has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Lithuania | Romania | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 25.6% | 27.5% | 2.0% | Romania |
| 2010s | 25.5% | 26.7% | 1.2% | Romania |
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, Lithuania or Romania?
- Romania, at 24.5% against 24.2% in Lithuania as of 2018.
- What is the difference in pisa: 15-year-olds by mathematics proficiency level (%). level 2 between Lithuania and Romania?
- 0.3%, with Romania ahead.
- How many years of comparable data are there for Lithuania and Romania?
- 5 years are reported by both, from 2006 to 2018.
- How do Lithuania and Romania rank globally for pisa: 15-year-olds by mathematics proficiency level (%). level 2?
- Lithuania ranks 15th and Romania ranks 12th 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/