Czech Republic vs Iceland: PISA: 15-year-olds by mathematics proficiency level (%). Level 4
PISA: 15-year-olds by mathematics proficiency level (%). Level 4 over time
- Czech Republic
- Iceland
How they compare
Iceland currently reports 20.2% against 19.6% in Czech Republic, a difference of 0.6%.
The two have swapped places 2 times across 6 shared years of data; in 2003 it was Iceland ahead.
Czech Republic ranks 23rd and Iceland ranks 21st of 53 countries.
Across the 2 decades both report, Czech Republic averaged higher in 1 and Iceland in 1.
Head to head by decade
| Decade | Czech Republic | Iceland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 19.1% | 21.9% | 2.8% | Iceland |
| 2010s | 19.2% | 18.6% | 0.7% | Czech Republic |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: 15-year-olds by mathematics proficiency level (%). level 4, Czech Republic or Iceland?
- Iceland, at 20.2% against 19.6% in Czech Republic as of 2018.
- What is the difference in pisa: 15-year-olds by mathematics proficiency level (%). level 4 between Czech Republic and Iceland?
- 0.6%, with Iceland ahead.
- How many years of comparable data are there for Czech Republic and Iceland?
- 6 years are reported by both, from 2003 to 2018.
- How do Czech Republic and Iceland rank globally for pisa: 15-year-olds by mathematics proficiency level (%). level 4?
- Czech Republic ranks 23rd and Iceland ranks 21st 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 4. 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 545 but lower than or equal to 607 on the PISA mathematics scale. At Level 4, students can work effectively with explicit models for complex concrete situations that may involve constraints or call for making assumptions. They can select and integrate different representations, including symbolic, linking them directly to aspects of real-world situations. Students at this level can utilize their limited range of skills and can reason with some insight, in straightforward contexts. They can construct and communicate explanations and arguments based on their interpretations, arguments, and actions. 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/