Ireland vs United States of America: PISA: 15-year-olds by science proficiency level (%). Level 1A
PISA: 15-year-olds by science proficiency level (%). Level 1A over time
- Ireland
- United States of America
How they compare
United States of America currently reports 13.7% against 13.4% in Ireland, a difference of 0.3%.
Across all 6 years both countries report, United States of America has been ahead every year.
Ireland ranks 41st and United States of America ranks 40th of 52 countries.
United States of America has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Ireland | United States of America | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 11.4% | 15.4% | 3.9% | United States of America |
| 2010s | 11.4% | 14.4% | 3.0% | United States of America |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: 15-year-olds by science proficiency level (%). level 1a, Ireland or United States of America?
- United States of America, at 13.7% against 13.4% in Ireland as of 2018.
- What is the difference in pisa: 15-year-olds by science proficiency level (%). level 1a between Ireland and United States of America?
- 0.3%, with United States of America ahead.
- How many years of comparable data are there for Ireland and United States of America?
- 6 years are reported by both, from 2003 to 2018.
- How do Ireland and United States of America rank globally for pisa: 15-year-olds by science proficiency level (%). level 1a?
- Ireland ranks 41st and United States of America ranks 40th of 52 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: 15-year-olds by science proficiency level (%). Level 1A. 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 335 but less than or equal to 410 on the PISA science scale. At Level 1A, students are able to use basic or everyday content and procedural knowledge to recognise or identify explanations of simple scientific phenomenon. With support, they can undertake structured scientific enquiries with no more than two variables. They are able to identify simple causal or correlational relationships and interpret graphical and visual data that require a low level of cognitive demand. Level 1a students can select the best scientific explanation for given data in familiar personal, local and global contexts. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/