Lithuania, Republic of vs Spain: PISA: Female 15-year-olds by mathematics proficiency level (%). Level
PISA: Female 15-year-olds by mathematics proficiency level (%). Level over time
- Lithuania, Republic of
- Spain
How they compare
Spain currently reports 16.7% against 16.7% in Lithuania, Republic of, a difference of 0.0%.
The two have swapped places 1 time across 5 shared years of data; in 2006 it was Lithuania, Republic of ahead.
Lithuania, Republic of ranks 32nd and Spain ranks 31st of 53 countries.
Across the 2 decades both report, Lithuania, Republic of averaged higher in 1 and Spain in 1.
Head to head by decade
| Decade | Lithuania, Republic of | Spain | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 17.0% | 15.9% | 1.1% | Lithuania, Republic of |
| 2010s | 16.2% | 16.4% | 0.2% | Spain |
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, Lithuania, Republic of or Spain?
- Spain, at 16.7% against 16.7% in Lithuania, Republic of as of 2018.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). level between Lithuania, Republic of and Spain?
- 0.0%, with Spain ahead.
- How many years of comparable data are there for Lithuania, Republic of and Spain?
- 5 years are reported by both, from 2006 to 2018.
- How do Lithuania, Republic of and Spain rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). level?
- Lithuania, Republic of ranks 32nd and Spain ranks 31st 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.
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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/