Estonia vs Hong Kong, China: PISA: 15-year-olds by mathematics proficiency level (%). Level 4
PISA: 15-year-olds by mathematics proficiency level (%). Level 4 over time
- Estonia
- Hong Kong, China
How they compare
Hong Kong, China currently reports 26.3% against 24.6% in Estonia, a difference of 1.7%.
That makes Hong Kong, China's figure about 1.1 times Estonia's.
Across all 5 years both countries report, Hong Kong, China has been ahead every year.
Estonia ranks 4th and Hong Kong, China ranks 2nd of 53 countries.
Hong Kong, China has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Estonia | Hong Kong, China | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 23.0% | 25.5% | 2.5% | Hong Kong, China |
| 2010s | 24.1% | 26.6% | 2.5% | Hong Kong, China |
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, Estonia or Hong Kong, China?
- Hong Kong, China, at 26.3% against 24.6% in Estonia as of 2018.
- What is the difference in pisa: 15-year-olds by mathematics proficiency level (%). level 4 between Estonia and Hong Kong, China?
- 1.7%, with Hong Kong, China ahead.
- How many years of comparable data are there for Estonia and Hong Kong, China?
- 5 years are reported by both, from 2006 to 2018.
- How do Estonia and Hong Kong, China rank globally for pisa: 15-year-olds by mathematics proficiency level (%). level 4?
- Estonia ranks 4th and Hong Kong, China ranks 2nd 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/