Belgium vs United States of America: PISA: Female 15-year-olds by mathematics proficiency level (%). Level
PISA: Female 15-year-olds by mathematics proficiency level (%). Level over time
- Belgium
- United States of America
How they compare
Belgium currently reports 24.7% against 23.8% in United States of America, a difference of 0.9%.
The two have swapped places 1 time across 6 shared years of data; in 2003 it was United States of America ahead.
Belgium ranks 29th and United States of America ranks 32nd of 53 countries.
Across the 2 decades both report, Belgium averaged higher in 1 and United States of America in 1.
Head to head by decade
| Decade | Belgium | United States of America | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 22.5% | 24.3% | 1.8% | United States of America |
| 2010s | 24.2% | 23.9% | 0.4% | Belgium |
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, Belgium or United States of America?
- Belgium, at 24.7% against 23.8% in United States of America as of 2018.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). level between Belgium and United States of America?
- 0.9%, with Belgium ahead.
- How many years of comparable data are there for Belgium and United States of America?
- 6 years are reported by both, from 2003 to 2018.
- How do Belgium and United States of America rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). level?
- Belgium ranks 29th and United States of America ranks 32nd 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 3. 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 482 but lower than or equal to 545 points on the PISA mathematics scale. At Level 3, students can execute clearly described procedures, including those that require sequential decisions. Their interpretations are sufficiently sound to be a base for building a simple model or for selecting and applying simple problem- solving strategies. Students at this level can interpret and use representations based on different information sources and reason directly from them. They typically show some ability to handle percentages, fractions and decimal numbers, and to work with proportional relationships. Their solutions reflect that they have engaged in basic interpretation and reasoning. 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/