Canada vs Poland: PISA: Male 15-year-olds by mathematics proficiency level (%). Below
PISA: Male 15-year-olds by mathematics proficiency level (%). Below over time
- Canada
- Poland
How they compare
Canada currently reports 5.1% against 4.6% in Poland, a difference of 0.5%.
That makes Canada's figure about 1.1 times Poland's.
The two have swapped places 3 times across 6 shared years of data; in 2003 it was Poland ahead.
Canada ranks 42nd and Poland ranks 44th of 53 countries.
Across the 2 decades both report, Canada averaged higher in 1 and Poland in 1.
Head to head by decade
| Decade | Canada | Poland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 2.9% | 6.6% | 3.8% | Poland |
| 2010s | 4.2% | 4.1% | 0.1% | Canada |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: male 15-year-olds by mathematics proficiency level (%). below, Canada or Poland?
- Canada, at 5.1% against 4.6% in Poland as of 2018.
- What is the difference in pisa: male 15-year-olds by mathematics proficiency level (%). below between Canada and Poland?
- 0.5%, with Canada ahead.
- How many years of comparable data are there for Canada and Poland?
- 6 years are reported by both, from 2003 to 2018.
- How do Canada and Poland rank globally for pisa: male 15-year-olds by mathematics proficiency level (%). below?
- Canada ranks 42nd and Poland ranks 44th of 53 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: Male 15-year-olds by mathematics proficiency level (%). Below Level 1. Statizoid refreshes it automatically from the source and publishes the full history for both places.
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About this data
Percentage of 15-year-old male students below the lowest proficiency level (scoring 358 or below) on the PISA mathematics scale. Students below Level 1 may be able to perform very direct and straightforward mathematical tasks, such as reading a single value from a well-labeled chart or table where the labels on the chart match the words in the stimulus and question, so that the selection criteria are clear and the relationship between the chart and the aspects of the context depicted are evident, and performing arithmetic calculations with whole numbers by following clear and well-defined instructions. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/