Serbia vs United States: PISA: 15-year-olds by mathematics proficiency level (%). Level 4
PISA: 15-year-olds by mathematics proficiency level (%). Level 4 over time
- Serbia
- United States
How they compare
United States currently reports 16.3% against 11.7% in Serbia, a difference of 4.6%.
That makes United States's figure about 1.4 times Serbia's.
Across all 5 years both countries report, United States has been ahead every year.
Serbia ranks 37th and United States ranks 34th of 53 countries.
United States has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Serbia | United States | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 8.9% | 16.2% | 7.3% | United States |
| 2010s | 11.1% | 16.1% | 5.0% | United States |
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, Serbia or United States?
- United States, at 16.3% against 11.7% in Serbia as of 2018.
- What is the difference in pisa: 15-year-olds by mathematics proficiency level (%). level 4 between Serbia and United States?
- 4.6%, with United States ahead.
- How many years of comparable data are there for Serbia and United States?
- 5 years are reported by both, from 2003 to 2018.
- How do Serbia and United States rank globally for pisa: 15-year-olds by mathematics proficiency level (%). level 4?
- Serbia ranks 37th and United States ranks 34th 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/