New Zealand vs Sweden: PISA: Female 15-year-olds by mathematics proficiency level (%). Level
PISA: Female 15-year-olds by mathematics proficiency level (%). Level over time
- New Zealand
- Sweden
How they compare
New Zealand currently reports 26.1% against 25.8% in Sweden, a difference of 0.3%.
The two have swapped places 3 times across 6 shared years of data; in 2003 it was Sweden ahead.
New Zealand ranks 19th and Sweden ranks 22nd of 53 countries.
Across the 2 decades both report, New Zealand averaged higher in 1 and Sweden in 1.
Head to head by decade
| Decade | New Zealand | Sweden | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 26.0% | 25.7% | 0.2% | New Zealand |
| 2010s | 25.5% | 26.2% | 0.7% | Sweden |
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, New Zealand or Sweden?
- New Zealand, at 26.1% against 25.8% in Sweden as of 2018.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). level between New Zealand and Sweden?
- 0.3%, with New Zealand ahead.
- How many years of comparable data are there for New Zealand and Sweden?
- 6 years are reported by both, from 2003 to 2018.
- How do New Zealand and Sweden rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). level?
- New Zealand ranks 19th and Sweden ranks 22nd 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/