PISA: Female 15-year-olds by mathematics proficiency level (%). Below Level 1 by country
Percentage of 15-year-old female students below the lowest proficiency level (scoring 358 or below) on the PISA mathematics scale. Students below Level 1 may be able to perform very direct and straightforward mathematical tasks, such as reading a single value from a well-labeled chart or table where the labels on...
What the numbers show
PISA: Female 15-year-olds by mathematics proficiency level (%). Below Level 1 is currently reported for 53 countries. The highest value is 49.1% in Tunisia; the lowest is 1.0% in Macao.
The median across all reporting countries is 8.1%, and the mean is 13.3%.
The gap between the highest and lowest reporting country is a factor of about 51.
Over the past decade 22 countries rose and 31 fell. The largest increase was in South Korea (up 300.5%), and the largest decrease in Macao (down 66.1%).
PISA: Female 15-year-olds by mathematics proficiency level (%). Below: full country ranking
| # | Country | Latest | Year | 10-year change | Trend |
|---|---|---|---|---|---|
| 1 | Tunisia | 49.1% | 2015 | down 5.0% | falling |
| 2 | Argentina | 43.6% | 2018 | up 11.3% | falling |
| 3 | Brazil | 42.2% | 2018 | up 1.3% | falling |
| 4 | Colombia | 39.4% | 2018 | down 14.9% | falling |
| 5 | Indonesia | 38.0% | 2018 | down 10.8% | falling |
| 6 | Jordan | 28.5% | 2018 | down 20.1% | falling |
| 7 | Mexico | 27.7% | 2018 | up 16.5% | falling |
| 8 | Chile | 25.2% | 2018 | up 0.4% | falling |
| 9 | Uruguay | 24.9% | 2018 | up 3.3% | flat |
| 10 | Romania | 22.5% | 2018 | up 17.8% | falling |
| 11 | Qatar | 21.8% | 2018 | down 56.0% | falling |
| 12 | Thailand | 21.6% | 2018 | down 0.7% | flat |
| 13 | Bulgaria | 20.8% | 2018 | down 11.1% | falling |
| 14 | Montenegro | 20.3% | 2018 | down 35.4% | falling |
| 15 | Serbia | 17.7% | 2018 | down 4.3% | flat |
| 16 | Israel | 14.4% | 2018 | down 25.4% | falling |
| 17 | Greece | 14.0% | 2018 | up 21.6% | falling |
| 18 | Turkey | 13.8% | 2018 | down 26.9% | falling |
| 19 | Croatia | 11.4% | 2018 | down 13.9% | rising |
| 20 | Luxembourg | 11.1% | 2018 | up 13.0% | rising |
| 21 | Slovakia | 10.9% | 2018 | up 56.2% | rising |
| 22 | Hungary | 10.3% | 2018 | up 25.7% | rising |
| 23 | United States | 9.9% | 2018 | up 4.2% | flat |
| 24 | Italy | 9.3% | 2018 | down 2.4% | falling |
| 25 | Portugal | 9.2% | 2018 | up 5.4% | falling |
| 26 | Spain | 8.7% | 2018 | down 16.0% | flat |
| 27 | Lithuania | 8.1% | 2018 | up 0.0% | flat |
| 28 | France | 8.0% | 2018 | down 18.0% | rising |
| 29 | Austria | 7.6% | 2018 | down 16.6% | rising |
| 30 | New Zealand | 7.5% | 2018 | up 54.1% | rising |
| 31 | Germany | 7.5% | 2018 | up 2.3% | falling |
| 32 | Belgium | 7.4% | 2018 | down 22.2% | rising |
| 33 | Australia | 7.3% | 2018 | up 45.4% | rising |
| 34 | Czechia | 6.8% | 2018 | down 8.0% | flat |
| 35 | United Kingdom | 6.8% | 2018 | down 5.6% | rising |
| 36 | Russia | 6.4% | 2018 | down 28.9% | falling |
| 37 | Sweden | 5.5% | 2018 | down 15.2% | rising |
| 38 | Iceland | 5.5% | 2018 | up 8.0% | rising |
| 39 | Switzerland | 5.2% | 2018 | up 2.9% | falling |
| 40 | South Korea | 5.1% | 2018 | up 300.5% | rising |
| 41 | Norway | 5.0% | 2018 | down 3.5% | falling |
| 42 | Canada | 4.9% | 2018 | up 51.6% | rising |
| 43 | Slovenia | 4.4% | 2018 | down 27.3% | falling |
| 44 | Netherlands | 4.3% | 2018 | up 25.1% | rising |
| 45 | Latvia | 4.3% | 2018 | down 16.6% | falling |
| 46 | Poland | 3.8% | 2018 | down 31.9% | falling |
| 47 | Ireland | 3.7% | 2018 | down 45.8% | falling |
| 48 | Denmark | 3.3% | 2018 | down 45.4% | falling |
| 49 | Finland | 3.1% | 2018 | up 84.5% | rising |
| 50 | Japan | 2.6% | 2018 | down 27.9% | falling |
| 51 | Hong Kong | 2.0% | 2018 | down 19.9% | falling |
| 52 | Estonia | 1.9% | 2018 | down 42.3% | falling |
| 53 | Macao | 1.0% | 2018 | down 66.1% | falling |
About this data
Percentage of 15-year-old female students below the lowest proficiency level (scoring 358 or below) on the PISA mathematics scale. Students below Level 1 may be able to perform very direct and straightforward mathematical tasks, such as reading a single value from a well-labeled chart or table where the labels on the chart match the words in the stimulus and question, so that the selection criteria are clear and the relationship between the chart and the aspects of the context depicted are evident, and performing arithmetic calculations with whole numbers by following clear and well-defined instructions. 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/