PISA: 15-year-olds by mathematics proficiency level (%). Level 4 in Czechia
Czechia: PISA: 15-year-olds by mathematics proficiency level (%). Level 4 was 19.6% in 2018. ▬ Flat
PISA: 15-year-olds by mathematics proficiency level (%). Level 4 in Czechia, 2003–2018
Source: OECD Programme for International Student Assessment (PISA).
Analysis
In 2018, pisa: 15-year-olds by mathematics proficiency level (%). level 4 in Czechia stood at 19.6%.
That represents a change of up 6.6% on the previous year and up 12.7% over ten years.
Over the whole period, pisa: 15-year-olds by mathematics proficiency level (%). level 4 in Czechia peaked at 20.8% in 2003 and was at its lowest, 17.4%, in 2009.
Czechia ranks 23rd of 53 countries on this measure, in the middle of the range.
PISA: 15-year-olds by mathematics proficiency level (%). Level 4 in Czechia, year by year
| Year | Value | Change |
|---|---|---|
| 2003 | 20.8% | — |
| 2006 | 19.1% | -8.1% |
| 2009 | 17.4% | -8.8% |
| 2012 | 19.7% | +12.8% |
| 2015 | 18.4% | -6.2% |
| 2018 | 19.6% | +6.6% |
Czechia compared with similar countries
- Czechia's 19.6% is below the median for high income countries, which is 20.0%, 98% of the median. (42 countries reporting)
- Czechia's 19.6% is below the median for Europe & Central Asia, which is 19.7%, 100% of the median. (33 countries reporting)
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 19.1% | 17.4% | 20.8% | 3 |
| 2010s | 19.2% | 18.4% | 19.7% | 3 |
Countries ranked near Czechia
More reference data data for Czechia
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.5039 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.1071 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 2.08 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.3319 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 2.08 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 1.69 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 1.11 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 0.5681 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 9.83 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 1.81 (2050)
Frequently asked questions
- What is pisa: 15-year-olds by mathematics proficiency level (%). level 4 in Czechia?
- Pisa: 15-year-olds by mathematics proficiency level (%). level 4 in Czechia was 19.6% in 2018, according to OECD Programme for International Student Assessment (PISA).
- What is the highest pisa: 15-year-olds by mathematics proficiency level (%). level 4 recorded in Czechia?
- The highest recorded value was 20.8% in 2003.
- What is the lowest pisa: 15-year-olds by mathematics proficiency level (%). level 4 recorded in Czechia?
- The lowest recorded value was 17.4% in 2009.
- How does Czechia rank for pisa: 15-year-olds by mathematics proficiency level (%). level 4?
- Czechia ranks 23rd out of 53 countries with data for 2018.
- Is pisa: 15-year-olds by mathematics proficiency level (%). level 4 rising or falling in Czechia?
- Over the last ten years it is up 12.7%. The long-run trend across the full record is flat.
- Where does this Czechia 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 4. Statizoid updates them automatically from the source API.
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About this data
Percentage of 15-year-old students scoring higher than 545 but lower than or equal to 607 on the PISA mathematics scale. At Level 4, students can work effectively with explicit models for complex concrete situations that may involve constraints or call for making assumptions. They can select and integrate different representations, including symbolic, linking them directly to aspects of real-world situations. Students at this level can utilize their limited range of skills and can reason with some insight, in straightforward contexts. They can construct and communicate explanations and arguments based on their interpretations, arguments, and actions. 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/