Luxembourg vs New Zealand: PISA: Female 15-year-olds by science proficiency level (%). Level 3
PISA: Female 15-year-olds by science proficiency level (%). Level 3 over time
- Luxembourg
- New Zealand
How they compare
New Zealand currently reports 28.1% against 26.0% in Luxembourg, a difference of 2.1%.
That makes New Zealand's figure about 1.1 times Luxembourg's.
The two have swapped places 2 times across 6 shared years of data; in 2003 it was New Zealand ahead.
Luxembourg ranks 36th and New Zealand ranks 33rd of 52 countries.
Across the 2 decades both report, Luxembourg averaged higher in 1 and New Zealand in 1.
Head to head by decade
| Decade | Luxembourg | New Zealand | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 28.3% | 27.5% | 0.8% | Luxembourg |
| 2010s | 26.0% | 27.8% | 1.8% | New Zealand |
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, Luxembourg or New Zealand?
- New Zealand, at 28.1% against 26.0% in Luxembourg as of 2018.
- What is the difference in pisa: female 15-year-olds by science proficiency level (%). level 3 between Luxembourg and New Zealand?
- 2.1%, with New Zealand ahead.
- How many years of comparable data are there for Luxembourg and New Zealand?
- 6 years are reported by both, from 2003 to 2018.
- How do Luxembourg and New Zealand rank globally for pisa: female 15-year-olds by science proficiency level (%). level 3?
- Luxembourg ranks 36th and New Zealand ranks 33rd 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/