Denmark vs Poland: PISA: Female 15-year-olds by mathematics proficiency level (%). Level
PISA: Female 15-year-olds by mathematics proficiency level (%). Level over time
- Denmark
- Poland
How they compare
Denmark currently reports 22.8% against 22.2% in Poland, a difference of 0.6%.
The two have swapped places 2 times across 6 shared years of data; in 2003 it was Denmark ahead.
Denmark ranks 8th and Poland ranks 9th of 53 countries.
Across the 2 decades both report, Denmark averaged higher in 1 and Poland in 1.
Head to head by decade
| Decade | Denmark | Poland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 20.6% | 18.3% | 2.3% | Denmark |
| 2010s | 21.3% | 21.4% | 0.0% | Poland |
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, Denmark or Poland?
- Denmark, at 22.8% against 22.2% in Poland as of 2018.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). level between Denmark and Poland?
- 0.6%, with Denmark ahead.
- How many years of comparable data are there for Denmark and Poland?
- 6 years are reported by both, from 2003 to 2018.
- How do Denmark and Poland rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). level?
- Denmark ranks 8th and Poland ranks 9th 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 4. 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 545 but lower than or equal to 607 on the PISA mathematics scale. At Level 4, students can work effectively with explicit models for complex concrete situations that may involve constraints or call for making assumptions. They can select and integrate different representations, including symbolic, linking them directly to aspects of real-world situations. Students at this level can utilize their limited range of skills and can reason with some insight, in straightforward contexts. They can construct and communicate explanations and arguments based on their interpretations, arguments, and actions. 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/