Estonia vs Japan: PISA: 15-year-olds by mathematics proficiency level (%). Level 4
PISA: 15-year-olds by mathematics proficiency level (%). Level 4 over time
- Estonia
- Japan
How they compare
Japan currently reports 25.1% against 24.6% in Estonia, a difference of 0.5%.
Across all 5 years both countries report, Japan has been ahead every year.
Estonia ranks 4th and Japan ranks 3rd of 53 countries.
Japan has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Estonia | Japan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 23.0% | 23.6% | 0.6% | Japan |
| 2010s | 24.1% | 24.9% | 0.8% | Japan |
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 Japan?
- Japan, at 25.1% 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 Japan?
- 0.5%, with Japan ahead.
- How many years of comparable data are there for Estonia and Japan?
- 5 years are reported by both, from 2006 to 2018.
- How do Estonia and Japan rank globally for pisa: 15-year-olds by mathematics proficiency level (%). level 4?
- Estonia ranks 4th and Japan ranks 3rd 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.
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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/