Germany vs United Kingdom: PISA: Female 15-year-olds by mathematics proficiency level (%). Level
PISA: Female 15-year-olds by mathematics proficiency level (%). Level over time
- Germany
- United Kingdom
How they compare
Germany currently reports 13.5% against 13.5% in United Kingdom, a difference of 0.0%.
The two have swapped places 1 time across 6 shared years of data; in 2003 it was United Kingdom ahead.
Germany ranks 33rd and United Kingdom ranks 34th of 53 countries.
United Kingdom has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Germany | United Kingdom | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 12.8% | 14.5% | 1.7% | United Kingdom |
| 2010s | 13.2% | 14.6% | 1.3% | United Kingdom |
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, Germany or United Kingdom?
- Germany, at 13.5% against 13.5% in United Kingdom as of 2018.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). level between Germany and United Kingdom?
- 0.0%, with Germany ahead.
- How many years of comparable data are there for Germany and United Kingdom?
- 6 years are reported by both, from 2003 to 2018.
- How do Germany and United Kingdom rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). level?
- Germany ranks 33rd and United Kingdom ranks 34th 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/