Czechia vs Germany: PISA: Female 15-year-olds by mathematics proficiency level (%). Level
PISA: Female 15-year-olds by mathematics proficiency level (%). Level over time
- Czechia
- Germany
How they compare
Germany currently reports 9.5% against 9.4% in Czechia, a difference of 0.1%.
The two have swapped places 2 times across 6 shared years of data; in 2003 it was Germany ahead.
Czechia ranks 15th and Germany ranks 14th of 53 countries.
Germany has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Czechia | Germany | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 10.3% | 10.6% | 0.3% | Germany |
| 2010s | 8.3% | 9.8% | 1.5% | Germany |
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, Czechia or Germany?
- Germany, at 9.5% against 9.4% in Czechia as of 2018.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). level between Czechia and Germany?
- 0.1%, with Germany ahead.
- How many years of comparable data are there for Czechia and Germany?
- 6 years are reported by both, from 2003 to 2018.
- How do Czechia and Germany rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). level?
- Czechia ranks 15th and Germany ranks 14th 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 5. 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 607 but lower than or equal to 669 on the PISA mathematics scale. At Level 5, students can develop and work with models for complex situations, identifying constraints and specifying assumptions. They can select, compare, and evaluate appropriate problem-solving strategies for dealing with complex problems related to these models. Students at this level can work strategically using broad, well-developed thinking and reasoning skills, appropriate linked representations, symbolic and formal characterizations, and insight pertaining to these situations. They begin to reflect on their work and can formulate and communicate their interpretations 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/