Denmark vs Poland: PISA: Female 15-year-olds by mathematics proficiency level (%). Level
PISA: Female 15-year-olds by mathematics proficiency level (%). Level over time
- Denmark
- Poland
How they compare
Denmark currently reports 11.0% against 10.3% in Poland, a difference of 0.7%.
That makes Denmark's figure about 1.1 times Poland's.
The two have swapped places 3 times across 6 shared years of data; in 2003 it was Poland ahead.
Denmark ranks 45th and Poland ranks 47th of 53 countries.
Across the 2 decades both report, Denmark averaged higher in 1 and Poland in 1.
Head to head by decade
| Decade | Denmark | Poland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 12.2% | 14.8% | 2.7% | Poland |
| 2010s | 12.0% | 11.6% | 0.4% | Denmark |
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, Denmark or Poland?
- Denmark, at 11.0% against 10.3% in Poland as of 2018.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). level between Denmark and Poland?
- 0.7%, with Denmark ahead.
- How many years of comparable data are there for Denmark and Poland?
- 6 years are reported by both, from 2003 to 2018.
- How do Denmark and Poland rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). level?
- Denmark ranks 45th and Poland ranks 47th 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/