Germany vs Slovenia, Republic of: PISA: 15-year-olds by mathematics proficiency level (%). Level 5
PISA: 15-year-olds by mathematics proficiency level (%). Level 5 over time
- Germany
- Slovenia, Republic of
How they compare
Germany currently reports 10.5% against 10.5% in Slovenia, Republic of, a difference of 0.0%.
The two have swapped places 2 times across 5 shared years of data; in 2006 it was Germany ahead.
Germany ranks 11th and Slovenia, Republic of ranks 12th of 53 countries.
Germany has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Germany | Slovenia, Republic of | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 12.1% | 10.3% | 1.8% | Germany |
| 2010s | 11.1% | 10.4% | 0.7% | Germany |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: 15-year-olds by mathematics proficiency level (%). level 5, Germany or Slovenia, Republic of?
- Germany, at 10.5% against 10.5% in Slovenia, Republic of as of 2018.
- What is the difference in pisa: 15-year-olds by mathematics proficiency level (%). level 5 between Germany and Slovenia, Republic of?
- 0.0%, with Germany ahead.
- How many years of comparable data are there for Germany and Slovenia, Republic of?
- 5 years are reported by both, from 2006 to 2018.
- How do Germany and Slovenia, Republic of rank globally for pisa: 15-year-olds by mathematics proficiency level (%). level 5?
- Germany ranks 11th and Slovenia, Republic of ranks 12th 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 5. 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 607 but lower than or equal to 669 on the PISA mathematics scale. At Level 5, students can develop and work with models for complex situations, identifying constraints and specifying assumptions. They can select, compare, and evaluate appropriate problem-solving strategies for dealing with complex problems related to these models. Students at this level can work strategically using broad, well-developed thinking and reasoning skills, appropriate linked representations, symbolic and formal characterizations, and insight pertaining to these situations. They begin to reflect on their work and can formulate and communicate their interpretations 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/