Denmark vs Estonia: PISA: Female 15-year-olds by science proficiency level (%). Level 3
PISA: Female 15-year-olds by science proficiency level (%). Level 3 over time
- Denmark
- Estonia
How they compare
Estonia currently reports 32.5% against 31.4% in Denmark, a difference of 1.1%.
The two have swapped places 2 times across 5 shared years of data; in 2006 it was Estonia ahead.
Denmark ranks 9th and Estonia ranks 6th of 52 countries.
Estonia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Denmark | Estonia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 30.5% | 34.9% | 4.4% | Estonia |
| 2010s | 31.6% | 33.3% | 1.7% | Estonia |
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, Denmark or Estonia?
- Estonia, at 32.5% against 31.4% in Denmark as of 2018.
- What is the difference in pisa: female 15-year-olds by science proficiency level (%). level 3 between Denmark and Estonia?
- 1.1%, with Estonia ahead.
- How many years of comparable data are there for Denmark and Estonia?
- 5 years are reported by both, from 2006 to 2018.
- How do Denmark and Estonia rank globally for pisa: female 15-year-olds by science proficiency level (%). level 3?
- Denmark ranks 9th and Estonia ranks 6th 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.
Individual pages
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/