Chile vs Spain: PISA: Female 15-year-olds by mathematics proficiency level (%). Level
PISA: Female 15-year-olds by mathematics proficiency level (%). Level over time
- Chile
- Spain
How they compare
Chile currently reports 26.0% against 25.5% in Spain, a difference of 0.5%.
The two have swapped places 3 times across 5 shared years of data; in 2006 it was Spain ahead.
Chile ranks 11th and Spain ranks 14th of 53 countries.
Spain has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Chile | Spain | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 24.2% | 26.0% | 1.8% | Spain |
| 2010s | 25.3% | 26.3% | 1.1% | Spain |
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, Chile or Spain?
- Chile, at 26.0% against 25.5% in Spain as of 2018.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). level between Chile and Spain?
- 0.5%, with Chile ahead.
- How many years of comparable data are there for Chile and Spain?
- 5 years are reported by both, from 2006 to 2018.
- How do Chile and Spain rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). level?
- Chile ranks 11th and Spain ranks 14th 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/