Hong Kong, China vs Latvia: PISA: Female 15-year-olds by science proficiency level (%). Level 3
PISA: Female 15-year-olds by science proficiency level (%). Level 3 over time
- Hong Kong, China
- Latvia
How they compare
Hong Kong, China currently reports 35.7% against 33.2% in Latvia, a difference of 2.5%.
That makes Hong Kong, China's figure about 1.1 times Latvia's.
The two have swapped places 1 time across 6 shared years of data; in 2003 it was Latvia ahead.
Hong Kong, China ranks 1st and Latvia ranks 4th of 52 countries.
Across the 2 decades both report, Hong Kong, China averaged higher in 1 and Latvia in 1.
Head to head by decade
| Decade | Hong Kong, China | Latvia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 30.6% | 33.7% | 3.1% | Latvia |
| 2010s | 35.2% | 34.9% | 0.3% | Hong Kong, China |
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, Hong Kong, China or Latvia?
- Hong Kong, China, at 35.7% against 33.2% in Latvia as of 2018.
- What is the difference in pisa: female 15-year-olds by science proficiency level (%). level 3 between Hong Kong, China and Latvia?
- 2.5%, with Hong Kong, China ahead.
- How many years of comparable data are there for Hong Kong, China and Latvia?
- 6 years are reported by both, from 2003 to 2018.
- How do Hong Kong, China and Latvia rank globally for pisa: female 15-year-olds by science proficiency level (%). level 3?
- Hong Kong, China ranks 1st and Latvia ranks 4th 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/