Estonia vs Japan: PISA: Female 15-year-olds by mathematics proficiency level (%). Level
PISA: Female 15-year-olds by mathematics proficiency level (%). Level over time
- Estonia
- Japan
How they compare
Estonia currently reports 30.6% against 28.3% in Japan, a difference of 2.3%.
That makes Estonia's figure about 1.1 times Japan's.
Across all 5 years both countries report, Estonia has been ahead every year.
Estonia ranks 3rd and Japan ranks 6th of 53 countries.
Estonia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Estonia | Japan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 31.0% | 28.4% | 2.6% | Estonia |
| 2010s | 30.4% | 27.8% | 2.5% | Estonia |
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, Estonia or Japan?
- Estonia, at 30.6% against 28.3% in Japan as of 2018.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). level between Estonia and Japan?
- 2.3%, with Estonia ahead.
- How many years of comparable data are there for Estonia and Japan?
- 5 years are reported by both, from 2006 to 2018.
- How do Estonia and Japan rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). level?
- Estonia ranks 3rd and Japan ranks 6th 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/