Argentina vs Brazil: PISA: 15-year-olds by reading proficiency level (%). Level 1A
PISA: 15-year-olds by reading proficiency level (%). Level 1A over time
- Argentina
- Brazil
How they compare
Argentina currently reports 27.0% against 27.0% in Brazil, a difference of 0.0%.
Across all 6 years both countries report, Brazil has been ahead every year.
Argentina ranks 9th and Brazil ranks 9th of 55 countries.
Brazil has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Argentina | Brazil | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 22.7% | 30.0% | 7.3% | Brazil |
| 2010s | 27.0% | 28.0% | 1.0% | Brazil |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: 15-year-olds by reading proficiency level (%). level 1a, Argentina or Brazil?
- Argentina, at 27.0% against 27.0% in Brazil as of 2018.
- What is the difference in pisa: 15-year-olds by reading proficiency level (%). level 1a between Argentina and Brazil?
- 0.0%, with Argentina ahead.
- How many years of comparable data are there for Argentina and Brazil?
- 6 years are reported by both, from 2000 to 2018.
- How do Argentina and Brazil rank globally for pisa: 15-year-olds by reading proficiency level (%). level 1a?
- Argentina ranks 9th and Brazil ranks 9th of 55 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: 15-year-olds by reading proficiency level (%). Level 1A. 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 335 but lower than or equal to 407 on the PISA reading scale. Readers at Level 1a can understand the literal meaning of sentences or short passages. Readers at this level can also recognize the main theme or the author’s purpose in a piece of text about a familiar topic, and make a simple connection between several adjacent pieces of information, or between the given information and their own prior knowledge. They can select a relevant page from a small set based on simple prompts, and locate one or more independent pieces of information within short texts. Level 1a readers can reflect on the overall purpose and on the relative importance of information (e.g. the main idea vs. non-essential detail) in simple texts containing explicit cues. Most tasks at this level contain explicit cues regarding what needs to be done, how to do it, and where in the text(s) readers should focus their attention. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments. PISA 2000/2003/2006 Level 1 data have been included in this database as Level 1A because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/