PISA: Female 15-year-olds by mathematics proficiency level (%). Level 2 by country
Percentage of 15-year-old female students scoring higher than 420 but lower than or equal to 482 points on the PISA mathematics scale. At Level 2, students can interpret and recognize situations in contexts that require no more than direct inference. They can extract relevant information from a single source and...
What the numbers show
PISA: Female 15-year-olds by mathematics proficiency level (%). Level 2 is currently reported for 53 countries. The highest value is 28.5% in Greece; the lowest is 12.1% in Macao.
The median across all reporting countries is 22.5%, and the mean is 22.8%.
The gap between the highest and lowest reporting country is a factor of about 2.
Over the past decade 23 countries rose and 30 fell. The largest increase was in Qatar (up 89.6%), and the largest decrease in Macao (down 41.9%).
PISA: Female 15-year-olds by mathematics proficiency level (%). Level: full country ranking
| # | Country | Latest | Year | 10-year change | Trend |
|---|---|---|---|---|---|
| 1 | Greece | 28.5% | 2018 | up 1.8% | flat |
| 2 | Croatia | 28.4% | 2018 | up 1.7% | falling |
| 3 | Montenegro | 28.2% | 2018 | up 18.0% | rising |
| 4 | Turkey | 27.9% | 2018 | up 9.5% | rising |
| 5 | Uruguay | 27.2% | 2018 | up 7.0% | rising |
| 6 | Latvia | 26.9% | 2018 | down 3.6% | rising |
| 7 | Thailand | 26.4% | 2018 | down 4.3% | flat |
| 8 | Qatar | 26.3% | 2018 | up 89.6% | rising |
| 9 | Russia | 26.3% | 2018 | down 8.9% | falling |
| 10 | Mexico | 26.2% | 2018 | down 6.7% | rising |
| 11 | Chile | 26.0% | 2018 | down 1.8% | rising |
| 12 | United States | 26.0% | 2018 | down 0.3% | rising |
| 13 | Ireland | 25.9% | 2018 | down 1.5% | rising |
| 14 | Spain | 25.5% | 2018 | up 0.7% | flat |
| 15 | Italy | 25.3% | 2018 | down 1.4% | falling |
| 16 | Serbia | 25.2% | 2018 | down 8.6% | falling |
| 17 | Lithuania | 25.1% | 2018 | down 4.3% | flat |
| 18 | Romania | 25.1% | 2018 | down 15.7% | falling |
| 19 | Jordan | 25.0% | 2018 | up 10.6% | rising |
| 20 | Bulgaria | 24.5% | 2018 | up 0.6% | flat |
| 21 | Australia | 24.5% | 2018 | up 14.4% | rising |
| 22 | Hungary | 24.4% | 2018 | down 0.4% | flat |
| 23 | New Zealand | 23.9% | 2018 | up 19.7% | rising |
| 24 | United Kingdom | 23.3% | 2018 | down 13.3% | falling |
| 25 | Czechia | 22.8% | 2018 | down 5.0% | rising |
| 26 | Denmark | 22.6% | 2018 | down 7.2% | flat |
| 27 | Norway | 22.5% | 2018 | down 10.3% | falling |
| 28 | Iceland | 22.3% | 2018 | down 2.1% | rising |
| 29 | Israel | 22.3% | 2018 | down 11.9% | falling |
| 30 | Luxembourg | 22.3% | 2018 | down 11.1% | falling |
| 31 | Sweden | 22.2% | 2018 | down 5.3% | flat |
| 32 | Portugal | 22.1% | 2018 | down 13.2% | falling |
| 33 | Slovenia | 22.0% | 2018 | down 4.9% | falling |
| 34 | Germany | 21.9% | 2018 | up 10.4% | rising |
| 35 | France | 21.8% | 2018 | up 0.4% | flat |
| 36 | Slovakia | 21.8% | 2018 | down 6.8% | falling |
| 37 | Estonia | 21.6% | 2018 | down 9.5% | flat |
| 38 | Finland | 21.6% | 2018 | up 44.0% | rising |
| 39 | Austria | 21.6% | 2018 | down 3.8% | flat |
| 40 | Canada | 21.4% | 2018 | up 8.5% | rising |
| 41 | Poland | 20.8% | 2018 | down 17.8% | falling |
| 42 | Switzerland | 20.3% | 2018 | up 16.4% | rising |
| 43 | Japan | 19.9% | 2018 | up 9.4% | rising |
| 44 | Colombia | 19.5% | 2018 | up 15.3% | rising |
| 45 | Indonesia | 19.5% | 2018 | up 8.5% | rising |
| 46 | Netherlands | 19.1% | 2018 | down 4.2% | flat |
| 47 | Belgium | 18.8% | 2018 | up 5.0% | rising |
| 48 | Argentina | 18.3% | 2018 | down 10.8% | flat |
| 49 | Brazil | 18.0% | 2018 | up 1.3% | rising |
| 50 | South Korea | 17.8% | 2018 | up 7.4% | falling |
| 51 | Tunisia | 15.6% | 2015 | up 2.2% | rising |
| 52 | Hong Kong | 12.9% | 2018 | down 9.2% | falling |
| 53 | Macao | 12.1% | 2018 | down 41.9% | falling |
About this data
Percentage of 15-year-old female students scoring higher than 420 but lower than or equal to 482 points on the PISA mathematics scale. At Level 2, students can interpret and recognize situations in contexts that require no more than direct inference. They can extract relevant information from a single source and make use of a single representational mode. Students at this level can employ basic algorithms, formulae, procedures, or conventions to solve problems involving whole numbers. They are capable of making literal interpretations of the results. 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/