Lithuania vs New Zealand: PISA: Female 15-year-olds by mathematics proficiency level (%). Below
PISA: Female 15-year-olds by mathematics proficiency level (%). Below over time
- Lithuania
- New Zealand
How they compare
Lithuania currently reports 8.1% against 7.5% in New Zealand, a difference of 0.6%.
That makes Lithuania's figure about 1.1 times New Zealand's.
Across all 5 years both countries report, Lithuania has been ahead every year.
Lithuania ranks 27th and New Zealand ranks 30th of 53 countries.
Lithuania has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Lithuania | New Zealand | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 8.0% | 4.5% | 3.6% | Lithuania |
| 2010s | 7.9% | 7.1% | 0.9% | Lithuania |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: female 15-year-olds by mathematics proficiency level (%). below, Lithuania or New Zealand?
- Lithuania, at 8.1% against 7.5% in New Zealand as of 2018.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). below between Lithuania and New Zealand?
- 0.6%, with Lithuania ahead.
- How many years of comparable data are there for Lithuania and New Zealand?
- 5 years are reported by both, from 2006 to 2018.
- How do Lithuania and New Zealand rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). below?
- Lithuania ranks 27th and New Zealand ranks 30th of 53 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: Female 15-year-olds by mathematics proficiency level (%). Below Level 1. 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 female students below the lowest proficiency level (scoring 358 or below) on the PISA mathematics scale. Students below Level 1 may be able to perform very direct and straightforward mathematical tasks, such as reading a single value from a well-labeled chart or table where the labels on the chart match the words in the stimulus and question, so that the selection criteria are clear and the relationship between the chart and the aspects of the context depicted are evident, and performing arithmetic calculations with whole numbers by following clear and well-defined instructions. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/