PISA: 15-year-olds by mathematics proficiency level (%). Level 2 by country
Percentage of 15-year-old 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...
What the numbers show
PISA: 15-year-olds by mathematics proficiency level (%). Level 2 is currently reported for 51 countries. The highest value is 27.4% in Croatia; the lowest is 12.3% in Macao.
The median across all reporting countries is 22.0%, and the mean is 22.0%.
The gap between the highest and lowest reporting country is a factor of about 2.
Over the past decade 25 countries rose and 26 fell. The largest increase was in Qatar (up 67.6%), and the largest decrease in Macao (down 37.3%).
PISA: 15-year-olds by mathematics proficiency level (%). Level 2: full country ranking
| # | Country | Latest | Year | 10-year change | Trend |
|---|---|---|---|---|---|
| 1 | Croatia | 27.4% | 2018 | up 2.4% | falling |
| 2 | Turkey | 27.3% | 2018 | up 8.3% | rising |
| 3 | Montenegro | 27.3% | 2018 | up 10.8% | rising |
| 4 | Greece | 26.8% | 2018 | up 1.7% | flat |
| 5 | Uruguay | 26.5% | 2018 | up 5.2% | rising |
| 6 | Mexico | 26.4% | 2018 | down 6.6% | rising |
| 7 | Latvia | 25.8% | 2018 | down 5.1% | flat |
| 8 | Chile | 25.5% | 2018 | down 6.4% | flat |
| 9 | Russia | 25.0% | 2018 | down 12.3% | falling |
| 11 | Thailand | 24.6% | 2018 | down 9.7% | flat |
| 12 | Romania | 24.5% | 2018 | down 14.2% | falling |
| 13 | Spain | 24.4% | 2018 | up 2.1% | flat |
| 14 | United States | 24.2% | 2018 | down 0.8% | flat |
| 15 | Lithuania | 24.2% | 2018 | down 7.2% | flat |
| 16 | Serbia | 24.1% | 2018 | down 9.0% | falling |
| 17 | Jordan | 24.0% | 2018 | up 5.1% | flat |
| 18 | Bulgaria | 23.7% | 2018 | up 1.3% | rising |
| 19 | Hungary | 23.6% | 2018 | up 1.7% | flat |
| 20 | Australia | 23.4% | 2018 | up 15.4% | rising |
| 21 | Italy | 22.9% | 2018 | down 5.2% | falling |
| 22 | New Zealand | 22.8% | 2018 | up 19.4% | rising |
| 23 | Finland | 22.3% | 2018 | up 43.3% | rising |
| 24 | Czechia | 22.1% | 2018 | down 8.7% | rising |
| 25 | United Kingdom | 22.0% | 2018 | down 11.5% | flat |
| 26 | Iceland | 22.0% | 2018 | up 3.5% | rising |
| 27 | Denmark | 22.0% | 2018 | down 4.6% | rising |
| 28 | Qatar | 21.9% | 2018 | up 67.6% | rising |
| 29 | Sweden | 21.9% | 2018 | down 6.4% | flat |
| 30 | Norway | 21.8% | 2018 | down 10.4% | falling |
| 32 | Slovenia | 21.6% | 2018 | down 3.9% | falling |
| 33 | Slovakia | 21.4% | 2018 | down 7.8% | falling |
| 34 | France | 21.1% | 2018 | up 6.3% | flat |
| 35 | Colombia | 21.1% | 2018 | up 3.8% | rising |
| 36 | Portugal | 20.9% | 2018 | down 12.7% | falling |
| 37 | Austria | 20.8% | 2018 | down 1.8% | flat |
| 38 | Canada | 20.8% | 2018 | up 10.9% | rising |
| 39 | Estonia | 20.8% | 2018 | down 8.5% | falling |
| 40 | Germany | 20.7% | 2018 | up 10.6% | rising |
| 41 | Israel | 20.7% | 2018 | down 8.2% | falling |
| 42 | Poland | 20.7% | 2018 | down 13.9% | falling |
| 43 | Argentina | 19.6% | 2018 | down 5.6% | rising |
| 44 | Switzerland | 19.5% | 2018 | up 22.7% | rising |
| 45 | Netherlands | 19.0% | 2018 | up 0.4% | rising |
| 46 | Japan | 18.7% | 2018 | up 7.5% | rising |
| 47 | Belgium | 18.6% | 2018 | up 6.5% | rising |
| 48 | Indonesia | 18.6% | 2018 | up 9.9% | rising |
| 49 | Brazil | 18.2% | 2018 | down 3.8% | rising |
| 50 | South Korea | 17.3% | 2018 | up 10.9% | rising |
| 51 | Tunisia | 16.4% | 2015 | down 0.7% | rising |
| 52 | Hong Kong | 13.5% | 2018 | up 2.0% | falling |
| 53 | Macao | 12.3% | 2018 | down 37.3% | falling |
About this data
Percentage of 15-year-old 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/