PISA: 15-year-olds by mathematics proficiency level (%). Level 6 by country
Percentage of 15-year-old students scoring higher than 669 on the PISA mathematics scale. At Level 6, students can conceptualize, generalize and utilize information based on their investigations and modeling of complex problem situations, and can use their knowledge in relatively non-standard contexts. They can...
What the numbers show
PISA: 15-year-olds by mathematics proficiency level (%). Level 6 is currently reported for 51 countries. The highest value is 9.5% in Hong Kong; the lowest is 0.0% in Argentina.
The median across all reporting countries is 1.8%, and the mean is 2.1%.
The gap between the highest and lowest reporting country is a factor of about 940.
Over the past decade 22 countries rose and 26 fell. The largest increase was in Romania (up 451.7%), and the largest decrease in Argentina (down 84.6%).
PISA: 15-year-olds by mathematics proficiency level (%). Level 6: full country ranking
| # | Country | Latest | Year | 10-year change | Trend |
|---|---|---|---|---|---|
| 1 | Hong Kong | 9.5% | 2018 | down 11.7% | falling |
| 2 | Macao | 7.7% | 2018 | up 79.3% | rising |
| 3 | South Korea | 6.9% | 2018 | down 11.5% | falling |
| 4 | Switzerland | 4.9% | 2018 | down 37.8% | falling |
| 5 | Japan | 4.3% | 2018 | down 30.1% | falling |
| 6 | Netherlands | 4.3% | 2018 | down 3.5% | falling |
| 7 | Poland | 4.1% | 2018 | up 89.0% | rising |
| 8 | Canada | 4.0% | 2018 | down 8.4% | falling |
| 9 | Estonia | 3.7% | 2018 | up 64.2% | rising |
| 10 | Belgium | 3.2% | 2018 | down 44.5% | falling |
| 11 | Czechia | 3.1% | 2018 | down 1.0% | falling |
| 12 | United Kingdom | 3.1% | 2018 | up 76.9% | falling |
| 13 | Slovenia | 3.1% | 2018 | down 19.8% | falling |
| 14 | Germany | 2.8% | 2018 | down 39.2% | falling |
| 15 | New Zealand | 2.7% | 2018 | down 48.6% | falling |
| 16 | Sweden | 2.6% | 2018 | up 4.7% | falling |
| 17 | Austria | 2.5% | 2018 | down 16.9% | falling |
| 18 | Portugal | 2.5% | 2018 | up 28.7% | rising |
| 19 | Australia | 2.5% | 2018 | down 45.2% | falling |
| 20 | Norway | 2.4% | 2018 | up 29.9% | falling |
| 21 | Slovakia | 2.3% | 2018 | down 35.0% | falling |
| 23 | Denmark | 2.1% | 2018 | down 14.9% | falling |
| 24 | Italy | 2.0% | 2018 | up 25.8% | rising |
| 25 | Iceland | 1.9% | 2018 | down 38.3% | falling |
| 26 | Israel | 1.8% | 2018 | up 54.9% | rising |
| 27 | Finland | 1.8% | 2018 | down 63.3% | falling |
| 28 | France | 1.8% | 2018 | down 44.9% | falling |
| 29 | Lithuania | 1.7% | 2018 | up 29.1% | falling |
| 30 | Russia | 1.5% | 2018 | up 51.5% | falling |
| 31 | United States | 1.5% | 2018 | down 21.5% | falling |
| 32 | Latvia | 1.4% | 2018 | up 131.5% | falling |
| 33 | Hungary | 1.4% | 2018 | down 27.0% | falling |
| 34 | Spain | 1.1% | 2018 | down 16.5% | falling |
| 36 | Serbia | 1.0% | 2018 | up 62.3% | rising |
| 37 | Turkey | 0.9% | 2018 | down 29.7% | volatile |
| 38 | Bulgaria | 0.9% | 2018 | up 16.9% | rising |
| 39 | Croatia | 0.8% | 2018 | up 32.9% | rising |
| 40 | Qatar | 0.6% | 2018 | up 95.8% | rising |
| 41 | Greece | 0.5% | 2018 | down 34.3% | falling |
| 42 | Romania | 0.4% | 2018 | up 451.7% | volatile |
| 43 | Thailand | 0.3% | 2018 | up 22.4% | rising |
| 44 | Montenegro | 0.2% | 2018 | up 187.6% | rising |
| 45 | Brazil | 0.1% | 2018 | up 84.9% | volatile |
| 46 | Chile | 0.1% | 2018 | up 12.7% | flat |
| 47 | Tunisia | 0.1% | 2015 | up 190.7% | volatile |
| 48 | Jordan | 0.1% | 2018 | — | volatile |
| 49 | Uruguay | 0.1% | 2018 | down 82.4% | volatile |
| 50 | Indonesia | 0.0% | 2018 | — | volatile |
| 51 | Mexico | 0.0% | 2018 | down 19.3% | falling |
| 52 | Colombia | 0.0% | 2018 | — | volatile |
| 53 | Argentina | 0.0% | 2018 | down 84.6% | volatile |
About this data
Percentage of 15-year-old students scoring higher than 669 on the PISA mathematics scale. At Level 6, students can conceptualize, generalize and utilize information based on their investigations and modeling of complex problem situations, and can use their knowledge in relatively non-standard contexts. They can link different information sources and representations and flexibly translate among them. Students at this level are capable of advanced mathematical thinking and reasoning. These students can apply this insight and understanding, along with a mastery of symbolic and formal mathematical operations and relationships, to develop new approaches and strategies for attacking novel situations. Students at this level can reflect on their actions, and can formulate and precisely communicate their actions and reflections regarding their findings, interpretations, arguments, and the appropriateness of these to the original situation. 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/