Greece vs Serbia: PISA: Female 15-year-olds by mathematics proficiency level (%). Level
PISA: Female 15-year-olds by mathematics proficiency level (%). Level over time
- Greece
- Serbia
How they compare
Serbia currently reports 11.1% against 10.4% in Greece, a difference of 0.7%.
That makes Serbia's figure about 1.1 times Greece's.
The two have swapped places 1 time across 5 shared years of data; in 2003 it was Greece ahead.
Greece ranks 39th and Serbia ranks 37th of 53 countries.
Across the 2 decades both report, Greece averaged higher in 1 and Serbia in 1.
Head to head by decade
| Decade | Greece | Serbia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 10.8% | 7.8% | 3.0% | Greece |
| 2010s | 10.1% | 10.8% | 0.6% | Serbia |
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, Greece or Serbia?
- Serbia, at 11.1% against 10.4% in Greece as of 2018.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). level between Greece and Serbia?
- 0.7%, with Serbia ahead.
- How many years of comparable data are there for Greece and Serbia?
- 5 years are reported by both, from 2003 to 2018.
- How do Greece and Serbia rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). level?
- Greece ranks 39th and Serbia 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 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/