Latvia vs Thailand: PISA: Female 15-year-olds by mathematics proficiency level (%). Level
PISA: Female 15-year-olds by mathematics proficiency level (%). Level over time
- Latvia
- Thailand
How they compare
Latvia currently reports 26.9% against 26.4% in Thailand, a difference of 0.5%.
The two have swapped places 4 times across 6 shared years of data; in 2003 it was Latvia ahead.
Latvia ranks 6th and Thailand ranks 7th of 53 countries.
Across the 2 decades both report, Latvia averaged higher in 1 and Thailand in 1.
Head to head by decade
| Decade | Latvia | Thailand | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 26.8% | 27.2% | 0.4% | Thailand |
| 2010s | 27.5% | 27.4% | 0.1% | Latvia |
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, Latvia or Thailand?
- Latvia, at 26.9% against 26.4% in Thailand as of 2018.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). level between Latvia and Thailand?
- 0.5%, with Latvia ahead.
- How many years of comparable data are there for Latvia and Thailand?
- 6 years are reported by both, from 2003 to 2018.
- How do Latvia and Thailand rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). level?
- Latvia ranks 6th and Thailand ranks 7th 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/