Canada vs Estonia: PISA: Female 15-year-olds by science proficiency level (%). Level 4
PISA: Female 15-year-olds by science proficiency level (%). Level 4 over time
- Canada
- Estonia
How they compare
Estonia currently reports 26.0% against 23.9% in Canada, a difference of 2.1%.
That makes Estonia's figure about 1.1 times Canada's.
The two have swapped places 1 time across 5 shared years of data; in 2006 it was Canada ahead.
Canada ranks 7th and Estonia ranks 4th of 52 countries.
Across the 2 decades both report, Canada averaged higher in 1 and Estonia in 1.
Head to head by decade
| Decade | Canada | Estonia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 26.5% | 26.2% | 0.3% | Canada |
| 2010s | 25.0% | 27.4% | 2.4% | 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 4, Canada or Estonia?
- Estonia, at 26.0% against 23.9% in Canada as of 2018.
- What is the difference in pisa: female 15-year-olds by science proficiency level (%). level 4 between Canada and Estonia?
- 2.1%, with Estonia ahead.
- How many years of comparable data are there for Canada and Estonia?
- 5 years are reported by both, from 2006 to 2018.
- How do Canada and Estonia rank globally for pisa: female 15-year-olds by science proficiency level (%). level 4?
- Canada ranks 7th and Estonia 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 4. 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 559 but less than or equal to 633 on the PISA science scale. At Level 4, students can use more complex or more abstract content knowledge, which is either provided or recalled, to construct explanations of more complex or less familiar events and processes. They can conduct experiments involving two or more independent variables in a constrained context. They are able to justify an experimental design, drawing on elements of procedural and epistemic knowledge. Level 4 students can interpret data drawn from a moderately complex data set or less familiar context, draw appropriate conclusions that go beyond the data and provide justifications for their choices. 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/