Bulgaria vs Luxembourg: PISA: Female 15-year-olds by mathematics proficiency level (%). Level
PISA: Female 15-year-olds by mathematics proficiency level (%). Level over time
- Bulgaria
- Luxembourg
How they compare
Luxembourg currently reports 22.5% against 19.1% in Bulgaria, a difference of 3.4%.
That makes Luxembourg's figure about 1.2 times Bulgaria's.
Across all 5 years both countries report, Luxembourg has been ahead every year.
Bulgaria ranks 40th and Luxembourg ranks 37th of 53 countries.
Luxembourg has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Bulgaria | Luxembourg | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 16.9% | 24.5% | 7.6% | Luxembourg |
| 2010s | 19.3% | 23.2% | 3.9% | Luxembourg |
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, Bulgaria or Luxembourg?
- Luxembourg, at 22.5% against 19.1% in Bulgaria as of 2018.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). level between Bulgaria and Luxembourg?
- 3.4%, with Luxembourg ahead.
- How many years of comparable data are there for Bulgaria and Luxembourg?
- 5 years are reported by both, from 2006 to 2018.
- How do Bulgaria and Luxembourg rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). level?
- Bulgaria ranks 40th and Luxembourg ranks 37th 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.
Individual pages
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/