Czech Republic vs Ireland: PISA: 15-year-olds by science proficiency level (%). Level 4
PISA: 15-year-olds by science proficiency level (%). Level 4 over time
- Czech Republic
- Ireland
How they compare
Czech Republic currently reports 19.1% against 19.0% in Ireland, a difference of 0.1%.
The two have swapped places 2 times across 6 shared years of data; in 2003 it was Czech Republic ahead.
Czech Republic ranks 23rd and Ireland ranks 24th of 52 countries.
Ireland has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Czech Republic | Ireland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 21.7% | 22.0% | 0.2% | Ireland |
| 2010s | 19.9% | 21.3% | 1.4% | Ireland |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: 15-year-olds by science proficiency level (%). level 4, Czech Republic or Ireland?
- Czech Republic, at 19.1% against 19.0% in Ireland as of 2018.
- What is the difference in pisa: 15-year-olds by science proficiency level (%). level 4 between Czech Republic and Ireland?
- 0.1%, with Czech Republic ahead.
- How many years of comparable data are there for Czech Republic and Ireland?
- 6 years are reported by both, from 2003 to 2018.
- How do Czech Republic and Ireland rank globally for pisa: 15-year-olds by science proficiency level (%). level 4?
- Czech Republic ranks 23rd and Ireland ranks 24th 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 4. 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 559 but less than or equal to 633 on the PISA science scale. At Level 4, students can use more complex or more abstract content knowledge, which is either provided or recalled, to construct explanations of more complex or less familiar events and processes. They can conduct experiments involving two or more independent variables in a constrained context. They are able to justify an experimental design, drawing on elements of procedural and epistemic knowledge. Level 4 students can interpret data drawn from a moderately complex data set or less familiar context, draw appropriate conclusions that go beyond the data and provide justifications for their choices. 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/