Chile vs Montenegro: PISA: 15-year-olds by mathematics proficiency level (%). Level 3
PISA: 15-year-olds by mathematics proficiency level (%). Level 3 over time
- Chile
- Montenegro
How they compare
Montenegro currently reports 17.9% against 15.6% in Chile, a difference of 2.3%.
That makes Montenegro's figure about 1.1 times Chile's.
The two have swapped places 1 time across 5 shared years of data; in 2006 it was Chile ahead.
Chile ranks 44th and Montenegro ranks 41st of 53 countries.
Chile has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Chile | Montenegro | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 14.3% | 12.0% | 2.3% | Chile |
| 2010s | 16.1% | 15.6% | 0.6% | Chile |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: 15-year-olds by mathematics proficiency level (%). level 3, Chile or Montenegro?
- Montenegro, at 17.9% against 15.6% in Chile as of 2018.
- What is the difference in pisa: 15-year-olds by mathematics proficiency level (%). level 3 between Chile and Montenegro?
- 2.3%, with Montenegro ahead.
- How many years of comparable data are there for Chile and Montenegro?
- 5 years are reported by both, from 2006 to 2018.
- How do Chile and Montenegro rank globally for pisa: 15-year-olds by mathematics proficiency level (%). level 3?
- Chile ranks 44th and Montenegro ranks 41st 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 3. 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 482 but lower than or equal to 545 points on the PISA mathematics scale. At Level 3, students can execute clearly described procedures, including those that require sequential decisions. Their interpretations are sufficiently sound to be a base for building a simple model or for selecting and applying simple problem- solving strategies. Students at this level can interpret and use representations based on different information sources and reason directly from them. They typically show some ability to handle percentages, fractions and decimal numbers, and to work with proportional relationships. Their solutions reflect that they have engaged in basic interpretation and reasoning. 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/