Croatia vs Luxembourg: PISA: 15-year-olds by science proficiency level (%). Level 3
PISA: 15-year-olds by science proficiency level (%). Level 3 over time
- Croatia
- Luxembourg
How they compare
Croatia currently reports 26.9% against 25.6% in Luxembourg, a difference of 1.3%.
That makes Croatia's figure about 1.1 times Luxembourg's.
Across all 5 years both countries report, Croatia has been ahead every year.
Croatia ranks 32nd and Luxembourg ranks 35th of 52 countries.
Croatia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Croatia | Luxembourg | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 31.1% | 27.8% | 3.2% | Croatia |
| 2010s | 28.6% | 25.6% | 3.0% | Croatia |
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, Croatia or Luxembourg?
- Croatia, at 26.9% against 25.6% in Luxembourg as of 2018.
- What is the difference in pisa: 15-year-olds by science proficiency level (%). level 3 between Croatia and Luxembourg?
- 1.3%, with Croatia ahead.
- How many years of comparable data are there for Croatia and Luxembourg?
- 5 years are reported by both, from 2006 to 2018.
- How do Croatia and Luxembourg rank globally for pisa: 15-year-olds by science proficiency level (%). level 3?
- Croatia ranks 32nd and Luxembourg ranks 35th 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/