Japan vs Netherlands: PISA: Male 15-year-olds by mathematics proficiency level (%). Level 5
PISA: Male 15-year-olds by mathematics proficiency level (%). Level 5 over time
- Japan
- Netherlands
How they compare
Japan currently reports 15.8% against 14.5% in Netherlands, a difference of 1.3%.
That makes Japan's figure about 1.1 times Netherlands's.
The two have swapped places 1 time across 6 shared years of data; in 2003 it was Netherlands ahead.
Japan ranks 3rd and Netherlands ranks 5th of 53 countries.
Across the 2 decades both report, Japan averaged higher in 1 and Netherlands in 1.
Head to head by decade
| Decade | Japan | Netherlands | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 16.4% | 17.3% | 0.9% | Netherlands |
| 2010s | 16.9% | 14.6% | 2.2% | Japan |
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 5, Japan or Netherlands?
- Japan, at 15.8% against 14.5% in Netherlands as of 2018.
- What is the difference in pisa: male 15-year-olds by mathematics proficiency level (%). level 5 between Japan and Netherlands?
- 1.3%, with Japan ahead.
- How many years of comparable data are there for Japan and Netherlands?
- 6 years are reported by both, from 2003 to 2018.
- How do Japan and Netherlands rank globally for pisa: male 15-year-olds by mathematics proficiency level (%). level 5?
- Japan ranks 3rd and Netherlands ranks 5th 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 5. 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 607 but lower than or equal to 669 on the PISA mathematics scale. At Level 5, students can develop and work with models for complex situations, identifying constraints and specifying assumptions. They can select, compare, and evaluate appropriate problem-solving strategies for dealing with complex problems related to these models. Students at this level can work strategically using broad, well-developed thinking and reasoning skills, appropriate linked representations, symbolic and formal characterizations, and insight pertaining to these situations. They begin to reflect on their work and can formulate and communicate their interpretations and reasoning. 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/