Australia vs Lithuania: PISA: Female 15-year-olds by mathematics proficiency level (%). Level
PISA: Female 15-year-olds by mathematics proficiency level (%). Level over time
- Australia
- Lithuania
How they compare
Lithuania currently reports 15.7% against 15.4% in Australia, a difference of 0.3%.
Across all 5 years both countries report, Lithuania has been ahead every year.
Australia ranks 26th and Lithuania ranks 25th of 53 countries.
Lithuania has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Australia | Lithuania | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 10.8% | 15.7% | 4.9% | Lithuania |
| 2010s | 15.0% | 16.1% | 1.2% | 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 (%). level, Australia or Lithuania?
- Lithuania, at 15.7% against 15.4% in Australia as of 2018.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). level between Australia and Lithuania?
- 0.3%, with Lithuania ahead.
- How many years of comparable data are there for Australia and Lithuania?
- 5 years are reported by both, from 2006 to 2018.
- How do Australia and Lithuania rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). level?
- Australia ranks 26th and Lithuania ranks 25th 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 (%). 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 scoring higher than 358 but lower than or equal to 420 points on the PISA mathematics scale. At Level 1, students can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined. They are able to identify information and to carry out routine procedures according to direct instructions in explicit situations. They can perform actions that are almost always obvious and follow immediately from the given stimuli. 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/