Czechia vs United States of America: PISA: Female 15-year-olds by science proficiency level (%). Level 3
PISA: Female 15-year-olds by science proficiency level (%). Level 3 over time
- Czechia
- United States of America
How they compare
Czechia currently reports 29.3% against 28.7% in United States of America, a difference of 0.6%.
The two have swapped places 1 time across 6 shared years of data; in 2003 it was United States of America ahead.
Czechia ranks 22nd and United States of America ranks 25th of 52 countries.
Czechia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Czechia | United States of America | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 27.7% | 26.7% | 1.1% | Czechia |
| 2010s | 30.1% | 28.7% | 1.4% | Czechia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: female 15-year-olds by science proficiency level (%). level 3, Czechia or United States of America?
- Czechia, at 29.3% against 28.7% in United States of America as of 2018.
- What is the difference in pisa: female 15-year-olds by science proficiency level (%). level 3 between Czechia and United States of America?
- 0.6%, with Czechia ahead.
- How many years of comparable data are there for Czechia and United States of America?
- 6 years are reported by both, from 2003 to 2018.
- How do Czechia and United States of America rank globally for pisa: female 15-year-olds by science proficiency level (%). level 3?
- Czechia ranks 22nd and United States of America ranks 25th of 52 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: Female 15-year-olds by science proficiency level (%). Level 3. 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 484 but less than or equal to 559 on the PISA science scale. At Level 3, students can draw upon moderately complex content knowledge to identify or construct explanations of familiar phenomena. In less familiar or more complex situations, they can construct explanations with relevant cueing or support. They can draw on elements of procedural or epistemic knowledge to carry out a simple experiment in a constrained context. Level 3 students are able to distinguish between scientific and non-scientific issues and identify the evidence supporting a scientific claim. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/