Brazil vs Chile: PISA: Female 15-year-olds by science proficiency level (%). Level 6
PISA: Female 15-year-olds by science proficiency level (%). Level 6 over time
- Brazil
- Chile
How they compare
Brazil currently reports 0.0% against 0.0% in Chile, a difference of 0.0%.
That makes Brazil's figure about 1.2 times Chile's.
The two have swapped places 1 time across 5 shared years of data; in 2006 it was Chile ahead.
Brazil ranks 43rd and Chile ranks 45th of 52 countries.
Chile has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Brazil | Chile | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 0.0% | 0.1% | 0.1% | Chile |
| 2010s | 0.0% | 0.0% | 0.0% | Chile |
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 6, Brazil or Chile?
- Brazil, at 0.0% against 0.0% in Chile as of 2018.
- What is the difference in pisa: female 15-year-olds by science proficiency level (%). level 6 between Brazil and Chile?
- 0.0%, with Brazil ahead.
- How many years of comparable data are there for Brazil and Chile?
- 5 years are reported by both, from 2006 to 2018.
- How do Brazil and Chile rank globally for pisa: female 15-year-olds by science proficiency level (%). level 6?
- Brazil ranks 43rd and Chile ranks 45th 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 6. 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 708 on the PISA science scale. At Level 6, students can draw on a range of interrelated scientific ideas and concepts from the physical, life and earth and space sciences and use content, procedural and epistemic knowledge in order to offer explanatory hypotheses of novel scientific phenomena, events and processes or to make predictions. In interpreting data and evidence, they are able to discriminate between relevant and irrelevant information and can draw on knowledge external to the normal school curriculum. They can distinguish between arguments that are based on scientific evidence and theory and those based on other considerations. Level 6 students can evaluate competing designs of complex experiments, field studies or simulations and justify 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/