Czechia vs Hungary: PISA: Female 15-year-olds by mathematics proficiency level (%). Level
PISA: Female 15-year-olds by mathematics proficiency level (%). Level over time
- Czechia
- Hungary
How they compare
Hungary currently reports 24.4% against 22.8% in Czechia, a difference of 1.6%.
That makes Hungary's figure about 1.1 times Czechia's.
The two have swapped places 2 times across 6 shared years of data; in 2003 it was Hungary ahead.
Czechia ranks 25th and Hungary ranks 22nd of 53 countries.
Hungary has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Czechia | Hungary | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 21.4% | 25.1% | 3.6% | Hungary |
| 2010s | 23.6% | 24.6% | 0.9% | Hungary |
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, Czechia or Hungary?
- Hungary, at 24.4% against 22.8% in Czechia as of 2018.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). level between Czechia and Hungary?
- 1.6%, with Hungary ahead.
- How many years of comparable data are there for Czechia and Hungary?
- 6 years are reported by both, from 2003 to 2018.
- How do Czechia and Hungary rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). level?
- Czechia ranks 25th and Hungary ranks 22nd 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/