Australia vs New Zealand: PISA: Male 15-year-olds by mathematics proficiency level (%). Level 1
PISA: Male 15-year-olds by mathematics proficiency level (%). Level 1 over time
- Australia
- New Zealand
How they compare
Australia currently reports 14.3% against 13.8% in New Zealand, a difference of 0.5%.
The two have swapped places 4 times across 6 shared years of data; in 2003 it was Australia ahead.
Australia ranks 28th and New Zealand ranks 31st of 53 countries.
New Zealand has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Australia | New Zealand | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 9.9% | 10.0% | 0.1% | New Zealand |
| 2010s | 13.6% | 13.9% | 0.4% | 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 (%). level 1, Australia or New Zealand?
- Australia, at 14.3% against 13.8% in New Zealand as of 2018.
- What is the difference in pisa: male 15-year-olds by mathematics proficiency level (%). level 1 between Australia and New Zealand?
- 0.5%, with Australia ahead.
- How many years of comparable data are there for Australia and New Zealand?
- 6 years are reported by both, from 2003 to 2018.
- How do Australia and New Zealand rank globally for pisa: male 15-year-olds by mathematics proficiency level (%). level 1?
- Australia ranks 28th and New Zealand ranks 31st 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 (%). 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 scoring higher than 358 but lower than or equal to 420 points on the PISA mathematics scale. At Level 1, students can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined. They are able to identify information and to carry out routine procedures according to direct instructions in explicit situations. They can perform actions that are almost always obvious and follow immediately from the given stimuli. 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/