PISA: Female 15-year-olds by mathematics proficiency level (%). Level 4 by country
Percentage of 15-year-old female students scoring higher than 545 but lower than or equal to 607 on the PISA mathematics scale. At Level 4, students can work effectively with explicit models for complex concrete situations that may involve constraints or call for making assumptions. They can select and integrate...
What the numbers show
PISA: Female 15-year-olds by mathematics proficiency level (%). Level 4 is currently reported for 53 countries. The highest value is 31.3% in Macao; the lowest is 1.5% in Argentina.
The median across all reporting countries is 17.5%, and the mean is 15.7%.
The gap between the highest and lowest reporting country is a factor of about 21.
Over the past decade 39 countries rose and 14 fell. The largest increase was in Indonesia (up 226.3%), and the largest decrease in Argentina (down 48.0%).
PISA: Female 15-year-olds by mathematics proficiency level (%). Level: full country ranking
| # | Country | Latest | Year | 10-year change | Trend |
|---|---|---|---|---|---|
| 1 | Macao | 31.3% | 2018 | up 29.6% | rising |
| 2 | Hong Kong | 27.5% | 2018 | up 6.4% | rising |
| 3 | Japan | 25.2% | 2018 | up 6.1% | rising |
| 4 | Netherlands | 24.5% | 2018 | up 2.0% | flat |
| 5 | Estonia | 24.2% | 2018 | up 11.1% | rising |
| 6 | Finland | 24.1% | 2018 | down 17.4% | falling |
| 7 | Korea, Rep. | 23.0% | 2018 | down 16.8% | falling |
| 8 | Denmark | 22.8% | 2018 | up 13.5% | rising |
| 9 | Poland | 22.2% | 2018 | up 18.9% | rising |
| 10 | Belgium | 22.1% | 2018 | up 3.0% | flat |
| 11 | Switzerland | 22.0% | 2018 | down 5.4% | flat |
| 12 | Slovenia | 22.0% | 2018 | up 16.5% | rising |
| 13 | Sweden | 21.7% | 2018 | up 10.4% | flat |
| 14 | Canada | 21.7% | 2018 | down 12.7% | falling |
| 15 | Iceland | 21.4% | 2018 | up 4.3% | falling |
| 16 | Norway | 21.2% | 2018 | up 8.8% | rising |
| 17 | France | 21.1% | 2018 | up 9.2% | flat |
| 18 | Ireland | 20.6% | 2018 | up 15.9% | rising |
| 19 | Germany | 20.5% | 2018 | down 6.8% | flat |
| 20 | Austria | 20.3% | 2018 | up 5.8% | falling |
| 21 | Czechia | 19.7% | 2018 | up 11.6% | falling |
| 22 | United Kingdom | 19.6% | 2018 | up 23.9% | flat |
| 23 | Portugal | 19.6% | 2018 | up 18.2% | rising |
| 24 | Slovak Republic | 18.9% | 2018 | up 0.6% | flat |
| 25 | Latvia | 18.4% | 2018 | up 15.4% | rising |
| 26 | New Zealand | 18.3% | 2018 | down 18.7% | falling |
| 27 | Australia | 17.5% | 2018 | down 17.2% | falling |
| 28 | Luxembourg | 17.4% | 2018 | down 1.3% | flat |
| 29 | Russian Federation | 17.1% | 2018 | up 38.6% | rising |
| 30 | Hungary | 16.8% | 2018 | down 2.7% | falling |
| 31 | Spain | 16.7% | 2018 | up 5.8% | flat |
| 32 | Lithuania | 16.7% | 2018 | up 4.3% | falling |
| 33 | Italy | 16.4% | 2018 | up 2.2% | rising |
| 34 | United States | 15.6% | 2018 | up 7.4% | falling |
| 35 | Israel | 15.5% | 2018 | up 48.7% | rising |
| 36 | Croatia | 12.0% | 2018 | up 7.2% | flat |
| 37 | Serbia | 11.1% | 2018 | up 40.0% | rising |
| 38 | Turkiye | 10.5% | 2018 | up 20.3% | rising |
| 39 | Greece | 10.4% | 2018 | down 13.9% | rising |
| 40 | Bulgaria | 9.2% | 2018 | up 13.0% | rising |
| 41 | Romania | 7.8% | 2018 | up 49.3% | rising |
| 42 | Qatar | 6.7% | 2018 | up 79.8% | rising |
| 43 | Thailand | 6.5% | 2018 | up 48.6% | rising |
| 44 | Montenegro | 5.6% | 2018 | up 110.9% | rising |
| 45 | Uruguay | 4.9% | 2018 | down 25.8% | falling |
| 46 | Chile | 4.9% | 2018 | up 19.2% | rising |
| 47 | Jordan | 3.3% | 2018 | up 65.6% | rising |
| 48 | Mexico | 2.8% | 2018 | down 17.7% | falling |
| 49 | Brazil | 2.7% | 2018 | up 14.8% | rising |
| 50 | Indonesia | 2.5% | 2018 | up 226.3% | rising |
| 51 | Colombia | 1.9% | 2018 | up 146.3% | rising |
| 52 | Tunisia | 1.7% | 2015 | down 5.5% | rising |
| 53 | Argentina | 1.5% | 2018 | down 48.0% | falling |
About this data
Percentage of 15-year-old female students scoring higher than 545 but lower than or equal to 607 on the PISA mathematics scale. At Level 4, students can work effectively with explicit models for complex concrete situations that may involve constraints or call for making assumptions. They can select and integrate different representations, including symbolic, linking them directly to aspects of real-world situations. Students at this level can utilize their limited range of skills and can reason with some insight, in straightforward contexts. They can construct and communicate explanations and arguments based on their interpretations, arguments, and actions. 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/