Croatia vs Lithuania: PISA: Male 15-year-olds by mathematics proficiency level (%). Level 1
PISA: Male 15-year-olds by mathematics proficiency level (%). Level 1 over time
- Croatia
- Lithuania
How they compare
Croatia currently reports 19.9% against 17.0% in Lithuania, a difference of 2.9%.
That makes Croatia's figure about 1.2 times Lithuania's.
Across all 5 years both countries report, Croatia has been ahead every year.
Croatia ranks 18th and Lithuania ranks 19th of 53 countries.
Croatia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Croatia | Lithuania | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 18.8% | 16.7% | 2.1% | Croatia |
| 2010s | 19.6% | 17.5% | 2.0% | Croatia |
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, Croatia or Lithuania?
- Croatia, at 19.9% against 17.0% in Lithuania as of 2018.
- What is the difference in pisa: male 15-year-olds by mathematics proficiency level (%). level 1 between Croatia and Lithuania?
- 2.9%, with Croatia ahead.
- How many years of comparable data are there for Croatia and Lithuania?
- 5 years are reported by both, from 2006 to 2018.
- How do Croatia and Lithuania rank globally for pisa: male 15-year-olds by mathematics proficiency level (%). level 1?
- Croatia ranks 18th and Lithuania ranks 19th 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/