New Zealand vs Russian Federation: PISA: 15-year-olds by science proficiency level (%). Level 1B
PISA: 15-year-olds by science proficiency level (%). Level 1B over time
- New Zealand
- Russian Federation
How they compare
New Zealand currently reports 4.3% against 4.1% in Russian Federation, a difference of 0.2%.
The two have swapped places 1 time across 5 shared years of data; in 2006 it was Russian Federation ahead.
New Zealand ranks 35th and Russian Federation ranks 37th of 50 countries.
Across the 2 decades both report, New Zealand averaged higher in 1 and Russian Federation in 1.
Head to head by decade
| Decade | New Zealand | Russian Federation | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 3.5% | 5.0% | 1.5% | Russian Federation |
| 2010s | 4.1% | 3.3% | 0.8% | New Zealand |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: 15-year-olds by science proficiency level (%). level 1b, New Zealand or Russian Federation?
- New Zealand, at 4.3% against 4.1% in Russian Federation as of 2018.
- What is the difference in pisa: 15-year-olds by science proficiency level (%). level 1b between New Zealand and Russian Federation?
- 0.2%, with New Zealand ahead.
- How many years of comparable data are there for New Zealand and Russian Federation?
- 5 years are reported by both, from 2006 to 2018.
- How do New Zealand and Russian Federation rank globally for pisa: 15-year-olds by science proficiency level (%). level 1b?
- New Zealand ranks 35th and Russian Federation ranks 37th of 50 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 1B. 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 261 but less than or equal to 335 on the PISA science scale. At Level 1B, students can use basic or everyday scientific knowledge to recognise aspects of familiar or simple phenomenon. They are able to identify simple patterns in data, recognise basic scientific terms and follow explicit instructions to carry out a scientific procedure. 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/