PISA: 15-year-olds by mathematics proficiency level (%). Level 5 by country
Percentage of 15-year-old 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...
What the numbers show
PISA: 15-year-olds by mathematics proficiency level (%). Level 5 is currently reported for 51 countries. The highest value is 20.0% in Macao; the lowest is 0.3% in Argentina.
The median across all reporting countries is 7.5%, and the mean is 7.3%.
The gap between the highest and lowest reporting country is a factor of about 61.
Over the past decade 27 countries rose and 24 fell. The largest increase was in Indonesia (up 498.1%), and the largest decrease in Argentina (down 58.7%).
PISA: 15-year-olds by mathematics proficiency level (%). Level 5: full country ranking
| # | Country | Latest | Year | 10-year change | Trend |
|---|---|---|---|---|---|
| 1 | Macao | 20.0% | 2018 | up 55.3% | rising |
| 2 | Hong Kong | 19.5% | 2018 | down 2.2% | flat |
| 3 | South Korea | 14.4% | 2018 | down 18.5% | falling |
| 4 | Netherlands | 14.2% | 2018 | down 8.3% | falling |
| 5 | Japan | 14.0% | 2018 | down 4.6% | flat |
| 6 | Belgium | 12.5% | 2018 | down 14.1% | falling |
| 7 | Switzerland | 12.1% | 2018 | down 25.8% | falling |
| 8 | Estonia | 11.8% | 2018 | up 20.1% | rising |
| 9 | Poland | 11.7% | 2018 | up 42.2% | rising |
| 10 | Canada | 11.3% | 2018 | down 18.6% | falling |
| 11 | Germany | 10.5% | 2018 | down 20.5% | falling |
| 12 | Slovenia | 10.5% | 2018 | up 1.6% | flat |
| 13 | Austria | 10.0% | 2018 | up 1.2% | falling |
| 14 | Sweden | 10.0% | 2018 | up 12.3% | falling |
| 15 | Norway | 9.8% | 2018 | up 16.9% | rising |
| 16 | United Kingdom | 9.8% | 2018 | up 20.5% | falling |
| 17 | Czechia | 9.5% | 2018 | up 12.6% | falling |
| 18 | Denmark | 9.5% | 2018 | up 4.8% | falling |
| 19 | Finland | 9.3% | 2018 | down 44.3% | falling |
| 20 | France | 9.2% | 2018 | down 11.4% | falling |
| 21 | Portugal | 9.1% | 2018 | up 18.5% | rising |
| 22 | New Zealand | 8.8% | 2018 | down 35.1% | falling |
| 24 | Iceland | 8.5% | 2018 | down 19.2% | falling |
| 25 | Slovakia | 8.4% | 2018 | down 7.5% | falling |
| 26 | Australia | 8.0% | 2018 | down 32.9% | falling |
| 27 | Italy | 7.5% | 2018 | up 2.2% | rising |
| 29 | Latvia | 7.1% | 2018 | up 38.8% | rising |
| 30 | Israel | 7.0% | 2018 | up 48.8% | rising |
| 31 | United States | 6.8% | 2018 | down 15.6% | falling |
| 32 | Lithuania | 6.8% | 2018 | up 19.0% | falling |
| 33 | Russia | 6.6% | 2018 | up 54.4% | rising |
| 34 | Hungary | 6.5% | 2018 | down 19.6% | falling |
| 35 | Spain | 6.2% | 2018 | down 8.2% | flat |
| 36 | Croatia | 4.3% | 2018 | up 0.3% | rising |
| 37 | Serbia | 4.2% | 2018 | up 44.6% | rising |
| 38 | Turkey | 3.9% | 2018 | down 11.4% | falling |
| 39 | Bulgaria | 3.3% | 2018 | up 10.1% | rising |
| 40 | Greece | 3.2% | 2018 | down 34.7% | falling |
| 41 | Romania | 2.7% | 2018 | up 131.6% | rising |
| 42 | Qatar | 2.4% | 2018 | up 59.9% | rising |
| 43 | Thailand | 1.9% | 2018 | up 96.7% | rising |
| 44 | Montenegro | 1.6% | 2018 | up 78.8% | rising |
| 45 | Chile | 1.1% | 2018 | down 9.2% | falling |
| 46 | Uruguay | 1.0% | 2018 | down 53.4% | falling |
| 47 | Brazil | 0.8% | 2018 | up 11.1% | falling |
| 48 | Jordan | 0.6% | 2018 | up 124.8% | rising |
| 49 | Colombia | 0.5% | 2018 | up 321.3% | rising |
| 50 | Mexico | 0.5% | 2018 | down 28.9% | falling |
| 51 | Indonesia | 0.4% | 2018 | up 498.1% | volatile |
| 52 | Tunisia | 0.4% | 2015 | down 6.0% | rising |
| 53 | Argentina | 0.3% | 2018 | down 58.7% | falling |
About this data
Percentage of 15-year-old 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/