PISA: 15-year-olds by mathematics proficiency level (%). Level 3 in Slovenia
Slovenia: PISA: 15-year-olds by mathematics proficiency level (%). Level 3 was 26.4% in 2018. ▲ Rising
PISA: 15-year-olds by mathematics proficiency level (%). Level 3 in Slovenia, 2006–2018
Source: OECD Programme for International Student Assessment (PISA).
Analysis
Slovenia recorded 26.4% for pisa: 15-year-olds by mathematics proficiency level (%). level 3 in 2018.
The figure is down 1.4% on the previous year and up 10.2% over ten years.
Over the whole period, pisa: 15-year-olds by mathematics proficiency level (%). level 3 in Slovenia peaked at 26.8% in 2015 and was at its lowest, 23.9%, in 2009.
Slovenia ranks 11th of 53 countries on this measure, in the top quarter.
PISA: 15-year-olds by mathematics proficiency level (%). Level 3 in Slovenia, year by year
| Year | Value | Change |
|---|---|---|
| 2006 | 26.0% | — |
| 2009 | 23.9% | -7.9% |
| 2012 | 23.9% | +0.1% |
| 2015 | 26.8% | +11.7% |
| 2018 | 26.4% | -1.4% |
Slovenia compared with similar countries
- Slovenia's 26.4% is above the median for high income countries, which is 25.1%, 1.1× the median. (42 countries reporting)
- Slovenia's 26.4% is above the median for Europe & Central Asia, which is 25.2%, 1.0× the median. (33 countries reporting)
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 25.0% | 23.9% | 26.0% | 2 |
| 2010s | 25.7% | 23.9% | 26.8% | 3 |
Countries ranked near Slovenia
More reference data data for Slovenia
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.1291 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.064 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 0.3634 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.0228 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 0.3634 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.4328 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.2921 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 0.3244 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 1.78 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.124 (2050)
Frequently asked questions
- What is pisa: 15-year-olds by mathematics proficiency level (%). level 3 in Slovenia?
- Pisa: 15-year-olds by mathematics proficiency level (%). level 3 in Slovenia was 26.4% in 2018, according to OECD Programme for International Student Assessment (PISA).
- What is the highest pisa: 15-year-olds by mathematics proficiency level (%). level 3 recorded in Slovenia?
- The highest recorded value was 26.8% in 2015.
- What is the lowest pisa: 15-year-olds by mathematics proficiency level (%). level 3 recorded in Slovenia?
- The lowest recorded value was 23.9% in 2009.
- How does Slovenia rank for pisa: 15-year-olds by mathematics proficiency level (%). level 3?
- Slovenia ranks 11th out of 53 countries with data for 2018.
- Is pisa: 15-year-olds by mathematics proficiency level (%). level 3 rising or falling in Slovenia?
- Over the last ten years it is up 10.2%. The long-run trend across the full record is rising.
- Where does this Slovenia data come from?
- The figures come from OECD Programme for International Student Assessment (PISA), published as part of PISA: 15-year-olds by mathematics proficiency level (%). Level 3. Statizoid updates them automatically from the source API.
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About this data
Percentage of 15-year-old students scoring higher than 482 but lower than or equal to 545 points on the PISA mathematics scale. At Level 3, students can execute clearly described procedures, including those that require sequential decisions. Their interpretations are sufficiently sound to be a base for building a simple model or for selecting and applying simple problem- solving strategies. Students at this level can interpret and use representations based on different information sources and reason directly from them. They typically show some ability to handle percentages, fractions and decimal numbers, and to work with proportional relationships. Their solutions reflect that they have engaged in basic interpretation 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/