Lithuania vs United States: PISA: Male 15-year-olds by mathematics proficiency level (%). Level 1
PISA: Male 15-year-olds by mathematics proficiency level (%). Level 1 over time
- Lithuania
- United States
How they compare
Lithuania currently reports 17.0% against 15.9% in United States, a difference of 1.1%.
That makes Lithuania's figure about 1.1 times United States's.
The two have swapped places 3 times across 5 shared years of data; in 2006 it was United States ahead.
Lithuania ranks 19th and United States ranks 20th of 53 countries.
Lithuania has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Lithuania | United States | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 16.7% | 15.7% | 1.0% | Lithuania |
| 2010s | 17.5% | 17.3% | 0.2% | Lithuania |
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, Lithuania or United States?
- Lithuania, at 17.0% against 15.9% in United States as of 2018.
- What is the difference in pisa: male 15-year-olds by mathematics proficiency level (%). level 1 between Lithuania and United States?
- 1.1%, with Lithuania ahead.
- How many years of comparable data are there for Lithuania and United States?
- 5 years are reported by both, from 2006 to 2018.
- How do Lithuania and United States rank globally for pisa: male 15-year-olds by mathematics proficiency level (%). level 1?
- Lithuania ranks 19th and United States ranks 20th 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/