Estonia vs Ireland: PISA: 15-year-olds by mathematics proficiency level (%). Level 3
PISA: 15-year-olds by mathematics proficiency level (%). Level 3 over time
- Estonia
- Ireland
How they compare
Ireland currently reports 30.5% against 29.0% in Estonia, a difference of 1.5%.
That makes Ireland's figure about 1.1 times Estonia's.
The two have swapped places 1 time across 5 shared years of data; in 2006 it was Estonia ahead.
Estonia ranks 3rd and Ireland ranks 1st of 53 countries.
Across the 2 decades both report, Estonia averaged higher in 1 and Ireland in 1.
Head to head by decade
| Decade | Estonia | Ireland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 30.0% | 28.6% | 1.5% | Estonia |
| 2010s | 29.1% | 29.6% | 0.5% | Ireland |
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, Estonia or Ireland?
- Ireland, at 30.5% against 29.0% in Estonia as of 2018.
- What is the difference in pisa: 15-year-olds by mathematics proficiency level (%). level 3 between Estonia and Ireland?
- 1.5%, with Ireland ahead.
- How many years of comparable data are there for Estonia and Ireland?
- 5 years are reported by both, from 2006 to 2018.
- How do Estonia and Ireland rank globally for pisa: 15-year-olds by mathematics proficiency level (%). level 3?
- Estonia ranks 3rd and Ireland ranks 1st 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/