Italy vs Lithuania: PISA: Female 15-year-olds by mathematics proficiency level (%). Level
PISA: Female 15-year-olds by mathematics proficiency level (%). Level over time
- Italy
- Lithuania
How they compare
Italy currently reports 25.3% against 25.1% in Lithuania, a difference of 0.2%.
The two have swapped places 2 times across 5 shared years of data; in 2006 it was Italy ahead.
Italy ranks 15th and Lithuania ranks 17th of 53 countries.
Across the 2 decades both report, Italy averaged higher in 1 and Lithuania in 1.
Head to head by decade
| Decade | Italy | Lithuania | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 26.3% | 25.6% | 0.6% | Italy |
| 2010s | 25.4% | 26.7% | 1.4% | Lithuania |
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, Italy or Lithuania?
- Italy, at 25.3% against 25.1% in Lithuania as of 2018.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). level between Italy and Lithuania?
- 0.2%, with Italy ahead.
- How many years of comparable data are there for Italy and Lithuania?
- 5 years are reported by both, from 2006 to 2018.
- How do Italy and Lithuania rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). level?
- Italy ranks 15th and Lithuania ranks 17th 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.
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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/