Germany vs United States of America: PISA: Male 15-year-olds by science proficiency level (%). Level 4
PISA: Male 15-year-olds by science proficiency level (%). Level 4 over time
- Germany
- United States of America
How they compare
United States of America currently reports 21.2% against 20.9% in Germany, a difference of 0.3%.
The two have swapped places 1 time across 6 shared years of data; in 2003 it was Germany ahead.
Germany ranks 14th and United States of America ranks 11th of 52 countries.
Germany has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Germany | United States of America | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 23.3% | 19.7% | 3.6% | Germany |
| 2010s | 22.9% | 20.2% | 2.7% | Germany |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: male 15-year-olds by science proficiency level (%). level 4, Germany or United States of America?
- United States of America, at 21.2% against 20.9% in Germany as of 2018.
- What is the difference in pisa: male 15-year-olds by science proficiency level (%). level 4 between Germany and United States of America?
- 0.3%, with United States of America ahead.
- How many years of comparable data are there for Germany and United States of America?
- 6 years are reported by both, from 2003 to 2018.
- How do Germany and United States of America rank globally for pisa: male 15-year-olds by science proficiency level (%). level 4?
- Germany ranks 14th and United States of America ranks 11th of 52 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: Male 15-year-olds by science proficiency level (%). Level 4. 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 559 but less than or equal to 633 on the PISA science scale. At Level 4, students can use more complex or more abstract content knowledge, which is either provided or recalled, to construct explanations of more complex or less familiar events and processes. They can conduct experiments involving two or more independent variables in a constrained context. They are able to justify an experimental design, drawing on elements of procedural and epistemic knowledge. Level 4 students can interpret data drawn from a moderately complex data set or less familiar context, draw appropriate conclusions that go beyond the data and provide justifications for their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/