New Zealand vs Norway: PISA: Male 15-year-olds by mathematics proficiency level (%). Below
PISA: Male 15-year-olds by mathematics proficiency level (%). Below over time
- New Zealand
- Norway
How they compare
Norway currently reports 8.0% against 7.6% in New Zealand, a difference of 0.4%.
The two have swapped places 2 times across 6 shared years of data; in 2003 it was Norway ahead.
New Zealand ranks 33rd and Norway ranks 30th of 53 countries.
Across the 2 decades both report, New Zealand averaged higher in 1 and Norway in 1.
Head to head by decade
| Decade | New Zealand | Norway | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 4.8% | 7.0% | 2.2% | Norway |
| 2010s | 7.7% | 7.1% | 0.5% | New Zealand |
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, New Zealand or Norway?
- Norway, at 8.0% against 7.6% in New Zealand as of 2018.
- What is the difference in pisa: male 15-year-olds by mathematics proficiency level (%). below between New Zealand and Norway?
- 0.4%, with Norway ahead.
- How many years of comparable data are there for New Zealand and Norway?
- 6 years are reported by both, from 2003 to 2018.
- How do New Zealand and Norway rank globally for pisa: male 15-year-olds by mathematics proficiency level (%). below?
- New Zealand ranks 33rd and Norway ranks 30th 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.
Individual pages
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/