Germany vs Netherlands: PISA: Male 15-year-olds by mathematics proficiency level (%). Level 2
PISA: Male 15-year-olds by mathematics proficiency level (%). Level 2 over time
- Germany
- Netherlands
How they compare
Germany currently reports 19.8% against 19.0% in Netherlands, a difference of 0.8%.
The two have swapped places 3 times across 6 shared years of data; in 2003 it was Netherlands ahead.
Germany ranks 40th and Netherlands ranks 42nd of 53 countries.
Germany has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Germany | Netherlands | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 18.8% | 18.1% | 0.7% | Germany |
| 2010s | 19.5% | 18.7% | 0.9% | Germany |
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 2, Germany or Netherlands?
- Germany, at 19.8% against 19.0% in Netherlands as of 2018.
- What is the difference in pisa: male 15-year-olds by mathematics proficiency level (%). level 2 between Germany and Netherlands?
- 0.8%, with Germany ahead.
- How many years of comparable data are there for Germany and Netherlands?
- 6 years are reported by both, from 2003 to 2018.
- How do Germany and Netherlands rank globally for pisa: male 15-year-olds by mathematics proficiency level (%). level 2?
- Germany ranks 40th and Netherlands ranks 42nd 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 2. 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 420 but lower than or equal to 482 points on the PISA mathematics scale. At Level 2, students can interpret and recognize situations in contexts that require no more than direct inference. They can extract relevant information from a single source and make use of a single representational mode. Students at this level can employ basic algorithms, formulae, procedures, or conventions to solve problems involving whole numbers. They are capable of making literal interpretations of the results. 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/