PISA: Female 15-year-olds by mathematics proficiency level (%). Level 1 by country
Percentage of 15-year-old female students scoring higher than 358 but lower than or equal to 420 points on the PISA mathematics scale. At Level 1, students can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined. They are able to identify...
What the numbers show
PISA: Female 15-year-olds by mathematics proficiency level (%). Level 1 is currently reported for 53 countries. The highest value is 31.9% in Indonesia; the lowest is 3.9% in Macao.
The median across all reporting countries is 15.1%, and the mean is 17.4%.
The gap between the highest and lowest reporting country is a factor of about 8.
Over the past decade 23 countries rose and 30 fell. The largest increase was in Finland (up 70.1%), and the largest decrease in Macao (down 54.4%).
PISA: Female 15-year-olds by mathematics proficiency level (%). Level: full country ranking
| # | Country | Latest | Year | 10-year change | Trend |
|---|---|---|---|---|---|
| 1 | Indonesia | 31.9% | 2018 | down 5.2% | rising |
| 2 | Mexico | 31.3% | 2018 | up 3.5% | rising |
| 3 | Colombia | 30.9% | 2018 | down 1.8% | rising |
| 4 | Jordan | 30.5% | 2018 | up 2.1% | flat |
| 5 | Argentina | 29.2% | 2018 | up 10.4% | rising |
| 6 | Chile | 28.6% | 2018 | down 8.8% | flat |
| 7 | Brazil | 28.0% | 2018 | down 8.0% | rising |
| 8 | Montenegro | 27.6% | 2018 | down 8.2% | falling |
| 9 | Uruguay | 27.5% | 2018 | up 5.3% | rising |
| 10 | Thailand | 27.4% | 2018 | down 13.6% | falling |
| 11 | Tunisia | 27.3% | 2015 | up 16.1% | rising |
| 12 | Qatar | 26.2% | 2018 | up 7.0% | rising |
| 13 | Romania | 24.5% | 2018 | down 12.6% | falling |
| 14 | Turkey | 23.8% | 2018 | down 5.5% | falling |
| 15 | Bulgaria | 22.8% | 2018 | up 0.8% | falling |
| 16 | Serbia | 21.6% | 2018 | down 7.9% | falling |
| 17 | Greece | 20.6% | 2018 | up 0.2% | flat |
| 18 | Croatia | 20.5% | 2018 | down 4.3% | flat |
| 19 | United States | 18.0% | 2018 | up 7.1% | rising |
| 20 | Luxembourg | 17.1% | 2018 | up 7.5% | rising |
| 21 | Israel | 16.9% | 2018 | down 16.4% | falling |
| 22 | Hungary | 16.2% | 2018 | up 9.9% | rising |
| 23 | Spain | 16.1% | 2018 | up 2.4% | flat |
| 24 | Italy | 15.8% | 2018 | down 6.3% | falling |
| 25 | Lithuania | 15.7% | 2018 | down 4.1% | flat |
| 26 | Australia | 15.4% | 2018 | up 36.0% | rising |
| 27 | Russia | 15.1% | 2018 | down 24.0% | falling |
| 28 | New Zealand | 14.6% | 2018 | up 43.5% | rising |
| 29 | Austria | 14.1% | 2018 | down 11.8% | rising |
| 30 | Portugal | 14.0% | 2018 | down 12.5% | falling |
| 31 | Slovakia | 13.9% | 2018 | up 1.7% | rising |
| 32 | Belgium | 13.6% | 2018 | up 14.6% | rising |
| 33 | Germany | 13.5% | 2018 | up 5.4% | rising |
| 34 | United Kingdom | 13.5% | 2018 | down 13.4% | flat |
| 35 | France | 13.3% | 2018 | down 2.4% | rising |
| 36 | Czechia | 13.2% | 2018 | down 16.4% | rising |
| 37 | Latvia | 13.0% | 2018 | down 22.5% | falling |
| 38 | Sweden | 12.6% | 2018 | down 11.7% | rising |
| 39 | Iceland | 12.5% | 2018 | up 14.2% | rising |
| 40 | Switzerland | 12.2% | 2018 | up 27.5% | rising |
| 41 | Ireland | 12.0% | 2018 | down 15.5% | falling |
| 42 | Norway | 11.6% | 2018 | down 12.1% | falling |
| 43 | Slovenia | 11.4% | 2018 | down 17.0% | falling |
| 44 | Canada | 11.2% | 2018 | up 27.0% | rising |
| 45 | Denmark | 11.0% | 2018 | down 18.0% | falling |
| 46 | Netherlands | 10.8% | 2018 | down 11.2% | rising |
| 47 | Poland | 10.3% | 2018 | down 28.0% | falling |
| 48 | Finland | 9.9% | 2018 | up 70.1% | rising |
| 49 | South Korea | 9.2% | 2018 | up 61.1% | rising |
| 50 | Japan | 8.7% | 2018 | up 3.6% | flat |
| 51 | Estonia | 8.4% | 2018 | down 16.9% | falling |
| 52 | Hong Kong | 5.7% | 2018 | down 14.8% | falling |
| 53 | Macao | 3.9% | 2018 | down 54.4% | falling |
About this data
Percentage of 15-year-old female students scoring higher than 358 but lower than or equal to 420 points on the PISA mathematics scale. At Level 1, students can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined. They are able to identify information and to carry out routine procedures according to direct instructions in explicit situations. They can perform actions that are almost always obvious and follow immediately from the given stimuli. 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/