Iceland vs Norway: PISA: Female 15-year-olds by mathematics proficiency level (%). Level
PISA: Female 15-year-olds by mathematics proficiency level (%). Level over time
- Iceland
- Norway
How they compare
Iceland currently reports 12.5% against 11.6% in Norway, a difference of 0.9%.
That makes Iceland's figure about 1.1 times Norway's.
The two have swapped places 1 time across 6 shared years of data; in 2003 it was Norway ahead.
Iceland ranks 39th and Norway ranks 42nd of 53 countries.
Across the 2 decades both report, Iceland averaged higher in 1 and Norway in 1.
Head to head by decade
| Decade | Iceland | Norway | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 10.3% | 14.5% | 4.1% | Norway |
| 2010s | 13.7% | 12.8% | 1.0% | Iceland |
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, Iceland or Norway?
- Iceland, at 12.5% against 11.6% in Norway as of 2018.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). level between Iceland and Norway?
- 0.9%, with Iceland ahead.
- How many years of comparable data are there for Iceland and Norway?
- 6 years are reported by both, from 2003 to 2018.
- How do Iceland and Norway rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). level?
- Iceland ranks 39th and Norway ranks 42nd 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/