Australia vs United States of America: PISA: 15-year-olds by science proficiency level (%). Level 3
PISA: 15-year-olds by science proficiency level (%). Level 3 over time
- Australia
- United States of America
How they compare
United States of America currently reports 27.5% against 27.5% in Australia, a difference of 0.0%.
The two have swapped places 3 times across 6 shared years of data; in 2003 it was Australia ahead.
Australia ranks 29th and United States of America ranks 28th of 52 countries.
Australia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Australia | United States of America | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 28.0% | 26.1% | 2.0% | Australia |
| 2010s | 27.8% | 27.7% | 0.1% | Australia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: 15-year-olds by science proficiency level (%). level 3, Australia or United States of America?
- United States of America, at 27.5% against 27.5% in Australia as of 2018.
- What is the difference in pisa: 15-year-olds by science proficiency level (%). level 3 between Australia and United States of America?
- 0.0%, with United States of America ahead.
- How many years of comparable data are there for Australia and United States of America?
- 6 years are reported by both, from 2003 to 2018.
- How do Australia and United States of America rank globally for pisa: 15-year-olds by science proficiency level (%). level 3?
- Australia ranks 29th and United States of America ranks 28th 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 3. 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 484 but less than or equal to 559 on the PISA science scale. At Level 3, students can draw upon moderately complex content knowledge to identify or construct explanations of familiar phenomena. In less familiar or more complex situations, they can construct explanations with relevant cueing or support. They can draw on elements of procedural or epistemic knowledge to carry out a simple experiment in a constrained context. Level 3 students are able to distinguish between scientific and non-scientific issues and identify the evidence supporting a scientific claim. 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/