Canada vs Estonia: PISA: Female 15-year-olds by mathematics proficiency level (%). Level
PISA: Female 15-year-olds by mathematics proficiency level (%). Level over time
- Canada
- Estonia
How they compare
Estonia currently reports 21.6% against 21.4% in Canada, a difference of 0.2%.
Across all 5 years both countries report, Estonia has been ahead every year.
Canada ranks 40th and Estonia ranks 37th of 53 countries.
Estonia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Canada | Estonia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 20.1% | 23.1% | 3.0% | Estonia |
| 2010s | 21.7% | 22.4% | 0.8% | Estonia |
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, Canada or Estonia?
- Estonia, at 21.6% against 21.4% in Canada as of 2018.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). level between Canada and Estonia?
- 0.2%, with Estonia ahead.
- How many years of comparable data are there for Canada and Estonia?
- 5 years are reported by both, from 2006 to 2018.
- How do Canada and Estonia rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). level?
- Canada ranks 40th and Estonia ranks 37th 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 2. 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 420 but lower than or equal to 482 points on the PISA mathematics scale. At Level 2, students can interpret and recognize situations in contexts that require no more than direct inference. They can extract relevant information from a single source and make use of a single representational mode. Students at this level can employ basic algorithms, formulae, procedures, or conventions to solve problems involving whole numbers. They are capable of making literal interpretations of the results. 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/