Ireland vs Latvia: PISA: 15-year-olds by mathematics proficiency level (%). Level 6
PISA: 15-year-olds by mathematics proficiency level (%). Level 6 over time
- Ireland
- Latvia
How they compare
Latvia currently reports 1.4% against 1.0% in Ireland, a difference of 0.4%.
That makes Latvia's figure about 1.4 times Ireland's.
The two have swapped places 1 time across 6 shared years of data; in 2003 it was Ireland ahead.
Ireland ranks 35th and Latvia ranks 32nd of 53 countries.
Ireland has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Ireland | Latvia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 1.6% | 1.1% | 0.5% | Ireland |
| 2010s | 1.6% | 1.2% | 0.4% | Ireland |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: 15-year-olds by mathematics proficiency level (%). level 6, Ireland or Latvia?
- Latvia, at 1.4% against 1.0% in Ireland as of 2018.
- What is the difference in pisa: 15-year-olds by mathematics proficiency level (%). level 6 between Ireland and Latvia?
- 0.4%, with Latvia ahead.
- How many years of comparable data are there for Ireland and Latvia?
- 6 years are reported by both, from 2003 to 2018.
- How do Ireland and Latvia rank globally for pisa: 15-year-olds by mathematics proficiency level (%). level 6?
- Ireland ranks 35th and Latvia ranks 32nd 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 6. 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 669 on the PISA mathematics scale. At Level 6, students can conceptualize, generalize and utilize information based on their investigations and modeling of complex problem situations, and can use their knowledge in relatively non-standard contexts. They can link different information sources and representations and flexibly translate among them. Students at this level are capable of advanced mathematical thinking and reasoning. These students can apply this insight and understanding, along with a mastery of symbolic and formal mathematical operations and relationships, to develop new approaches and strategies for attacking novel situations. Students at this level can reflect on their actions, and can formulate and precisely communicate their actions and reflections regarding their findings, interpretations, arguments, and the appropriateness of these to the original situation. 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/