Denmark vs Poland: PISA: Female 15-year-olds by reading proficiency level (%). Level 1A
PISA: Female 15-year-olds by reading proficiency level (%). Level 1A over time
- Denmark
- Poland
How they compare
Denmark currently reports 4.0% against 4.0% in Poland, a difference of 0.0%.
The two have swapped places 4 times across 7 shared years of data; in 2000 it was Poland ahead.
Denmark ranks 45th and Poland ranks 45th of 55 countries.
Denmark has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Denmark | Poland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 4.8% | 4.0% | 0.8% | Denmark |
| 2010s | 4.3% | 3.3% | 1.0% | Denmark |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: female 15-year-olds by reading proficiency level (%). level 1a, Denmark or Poland?
- Denmark, at 4.0% against 4.0% in Poland as of 2018.
- What is the difference in pisa: female 15-year-olds by reading proficiency level (%). level 1a between Denmark and Poland?
- 0.0%, with Denmark ahead.
- How many years of comparable data are there for Denmark and Poland?
- 7 years are reported by both, from 2000 to 2018.
- How do Denmark and Poland rank globally for pisa: female 15-year-olds by reading proficiency level (%). level 1a?
- Denmark ranks 45th and Poland ranks 45th of 55 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: Female 15-year-olds by reading proficiency level (%). Level 1A. 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 335 but lower than or equal to 407 on the PISA reading scale. Readers at Level 1a can understand the literal meaning of sentences or short passages. Readers at this level can also recognize the main theme or the author’s purpose in a piece of text about a familiar topic, and make a simple connection between several adjacent pieces of information, or between the given information and their own prior knowledge. They can select a relevant page from a small set based on simple prompts, and locate one or more independent pieces of information within short texts. Level 1a readers can reflect on the overall purpose and on the relative importance of information (e.g. the main idea vs. non-essential detail) in simple texts containing explicit cues. Most tasks at this level contain explicit cues regarding what needs to be done, how to do it, and where in the text(s) readers should focus their attention. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments. PISA 2000/2003/2006 Level 1 data have been included in this database as Level 1A because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/