Lithuania vs New Zealand: PISA: 15-year-olds by mathematics proficiency level (%). Level 3
PISA: 15-year-olds by mathematics proficiency level (%). Level 3 over time
- Lithuania
- New Zealand
How they compare
Lithuania currently reports 25.2% against 25.0% in New Zealand, a difference of 0.2%.
The two have swapped places 1 time across 5 shared years of data; in 2006 it was New Zealand ahead.
Lithuania ranks 20th and New Zealand ranks 22nd of 53 countries.
Lithuania has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Lithuania | New Zealand | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 25.2% | 24.9% | 0.3% | Lithuania |
| 2010s | 25.1% | 24.3% | 0.7% | Lithuania |
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, Lithuania or New Zealand?
- Lithuania, at 25.2% against 25.0% in New Zealand as of 2018.
- What is the difference in pisa: 15-year-olds by mathematics proficiency level (%). level 3 between Lithuania and New Zealand?
- 0.2%, with Lithuania ahead.
- How many years of comparable data are there for Lithuania and New Zealand?
- 5 years are reported by both, from 2006 to 2018.
- How do Lithuania and New Zealand rank globally for pisa: 15-year-olds by mathematics proficiency level (%). level 3?
- Lithuania ranks 20th and New Zealand ranks 22nd 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/