PISA: Female 15-year-olds by mathematics proficiency level (%). Level 3 by country
Percentage of 15-year-old female students scoring higher than 482 but lower than or equal to 545 points on the PISA mathematics scale. At Level 3, students can execute clearly described procedures, including those that require sequential decisions. Their interpretations are sufficiently sound to be a base for...
What the numbers show
PISA: Female 15-year-olds by mathematics proficiency level (%). Level 3 is currently reported for 53 countries. The highest value is 31.3% in Ireland; the lowest is 6.0% in Tunisia.
The median across all reporting countries is 25.1%, and the mean is 22.5%.
The gap between the highest and lowest reporting country is a factor of about 5.
Over the past decade 32 countries rose and 21 fell. The largest increase was in Qatar (up 134.3%), and the largest decrease in Argentina (down 30.0%).
PISA: Female 15-year-olds by mathematics proficiency level (%). Level: full country ranking
| # | Country | Latest | Year | 10-year change | Trend |
|---|---|---|---|---|---|
| 1 | Ireland | 31.3% | 2018 | up 5.1% | rising |
| 2 | Finland | 30.9% | 2018 | up 8.8% | rising |
| 3 | Estonia | 30.6% | 2018 | up 1.0% | flat |
| 4 | Latvia | 30.4% | 2018 | up 3.6% | rising |
| 5 | Denmark | 30.2% | 2018 | up 13.5% | rising |
| 6 | Japan | 28.3% | 2018 | down 1.1% | rising |
| 7 | Poland | 28.2% | 2018 | up 4.1% | rising |
| 8 | Iceland | 28.2% | 2018 | down 1.4% | flat |
| 9 | Russia | 28.0% | 2018 | up 11.8% | rising |
| 10 | Norway | 27.9% | 2018 | down 1.1% | rising |
| 11 | Slovenia | 27.3% | 2018 | up 9.7% | rising |
| 12 | Austria | 27.3% | 2018 | up 16.3% | rising |
| 13 | Lithuania | 27.1% | 2018 | up 2.5% | flat |
| 14 | Spain | 27.0% | 2018 | up 0.3% | flat |
| 15 | Canada | 26.9% | 2018 | down 3.9% | falling |
| 16 | France | 26.8% | 2018 | up 5.8% | flat |
| 17 | Italy | 26.3% | 2018 | up 2.6% | rising |
| 18 | Australia | 26.2% | 2018 | down 2.0% | flat |
| 19 | New Zealand | 26.1% | 2018 | down 0.4% | flat |
| 20 | Portugal | 26.1% | 2018 | up 3.5% | rising |
| 21 | United Kingdom | 25.9% | 2018 | down 5.7% | flat |
| 22 | Sweden | 25.8% | 2018 | up 2.1% | flat |
| 23 | Macao | 25.7% | 2018 | down 11.7% | falling |
| 24 | Czechia | 25.7% | 2018 | up 5.3% | rising |
| 25 | Hungary | 25.5% | 2018 | down 6.6% | flat |
| 26 | Germany | 25.2% | 2018 | up 8.4% | rising |
| 27 | Slovakia | 25.1% | 2018 | down 2.4% | flat |
| 28 | South Korea | 24.9% | 2018 | down 1.9% | falling |
| 29 | Belgium | 24.7% | 2018 | up 7.7% | rising |
| 30 | Switzerland | 24.3% | 2018 | down 0.9% | flat |
| 31 | Netherlands | 24.2% | 2018 | up 2.2% | rising |
| 32 | United States | 23.8% | 2018 | down 5.6% | flat |
| 33 | Croatia | 23.8% | 2018 | up 5.1% | flat |
| 34 | Greece | 23.6% | 2018 | down 1.8% | rising |
| 35 | Israel | 23.6% | 2018 | up 14.0% | rising |
| 36 | Hong Kong | 23.0% | 2018 | down 3.1% | flat |
| 37 | Luxembourg | 22.5% | 2018 | down 5.2% | falling |
| 38 | Serbia | 20.0% | 2018 | down 1.5% | flat |
| 39 | Turkey | 19.8% | 2018 | up 16.6% | rising |
| 40 | Bulgaria | 19.1% | 2018 | up 5.5% | rising |
| 41 | Romania | 17.6% | 2018 | up 4.0% | rising |
| 42 | Montenegro | 17.0% | 2018 | up 49.1% | rising |
| 43 | Qatar | 16.6% | 2018 | up 134.3% | rising |
| 44 | Thailand | 15.7% | 2018 | up 17.2% | rising |
| 45 | Uruguay | 14.8% | 2018 | down 7.7% | falling |
| 46 | Chile | 14.6% | 2018 | up 20.2% | rising |
| 47 | Jordan | 12.1% | 2018 | up 27.0% | rising |
| 48 | Mexico | 11.7% | 2018 | down 17.0% | rising |
| 49 | Brazil | 8.6% | 2018 | up 16.8% | rising |
| 50 | Colombia | 8.0% | 2018 | up 76.5% | rising |
| 51 | Indonesia | 7.6% | 2018 | up 52.3% | rising |
| 52 | Argentina | 7.2% | 2018 | down 30.0% | falling |
| 53 | Tunisia | 6.0% | 2015 | down 19.7% | rising |
About this data
Percentage of 15-year-old female students scoring higher than 482 but lower than or equal to 545 points on the PISA mathematics scale. At Level 3, students can execute clearly described procedures, including those that require sequential decisions. Their interpretations are sufficiently sound to be a base for building a simple model or for selecting and applying simple problem- solving strategies. Students at this level can interpret and use representations based on different information sources and reason directly from them. They typically show some ability to handle percentages, fractions and decimal numbers, and to work with proportional relationships. Their solutions reflect that they have engaged in basic interpretation 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/