Netherlands, The vs Switzerland: PISA: 15-year-olds by mathematics proficiency level (%). Level 2
PISA: 15-year-olds by mathematics proficiency level (%). Level 2 over time
- Netherlands, The
- Switzerland
How they compare
Switzerland currently reports 19.5% against 19.0% in Netherlands, The, a difference of 0.5%.
The two have swapped places 1 time across 6 shared years of data; in 2003 it was Netherlands, The ahead.
Netherlands, The ranks 45th and Switzerland ranks 44th of 53 countries.
Netherlands, The has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Netherlands, The | Switzerland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 18.6% | 17.0% | 1.7% | Netherlands, The |
| 2010s | 18.9% | 18.5% | 0.5% | Netherlands, The |
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, Netherlands, The or Switzerland?
- Switzerland, at 19.5% against 19.0% in Netherlands, The as of 2018.
- What is the difference in pisa: 15-year-olds by mathematics proficiency level (%). level 2 between Netherlands, The and Switzerland?
- 0.5%, with Switzerland ahead.
- How many years of comparable data are there for Netherlands, The and Switzerland?
- 6 years are reported by both, from 2003 to 2018.
- How do Netherlands, The and Switzerland rank globally for pisa: 15-year-olds by mathematics proficiency level (%). level 2?
- Netherlands, The ranks 45th and Switzerland ranks 44th 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/