PISA: Female 15-year-olds by mathematics proficiency level (%). Level 5 by country
Percentage of 15-year-old female students scoring higher than 607 but lower than or equal to 669 on the PISA mathematics scale. At Level 5, students can develop and work with models for complex situations, identifying constraints and specifying assumptions. They can select, compare, and evaluate appropriate...
What the numbers show
PISA: Female 15-year-olds by mathematics proficiency level (%). Level 5 is currently reported for 53 countries. The highest value is 20.1% in Hong Kong; the lowest is 0.2% in Argentina.
The median across all reporting countries is 6.0%, and the mean is 6.6%.
The gap between the highest and lowest reporting country is a factor of about 131.
Over the past decade 29 countries rose and 22 fell. The largest increase was in Romania (up 161.3%), and the largest decrease in Argentina (down 73.6%).
PISA: Female 15-year-olds by mathematics proficiency level (%). Level: full country ranking
| # | Country | Latest | Year | 10-year change | Trend |
|---|---|---|---|---|---|
| 1 | Hong Kong | 20.1% | 2018 | up 9.0% | flat |
| 2 | Macao | 19.4% | 2018 | up 71.2% | rising |
| 3 | South Korea | 14.1% | 2018 | down 16.4% | flat |
| 4 | Netherlands | 13.9% | 2018 | down 0.2% | falling |
| 5 | Japan | 12.3% | 2018 | down 3.4% | falling |
| 6 | Switzerland | 11.8% | 2018 | down 19.5% | falling |
| 7 | Belgium | 11.2% | 2018 | down 9.9% | falling |
| 8 | Poland | 11.0% | 2018 | up 45.6% | rising |
| 9 | Canada | 10.6% | 2018 | down 12.9% | falling |
| 10 | Estonia | 10.5% | 2018 | up 22.5% | rising |
| 11 | Slovenia | 10.2% | 2018 | up 5.4% | flat |
| 12 | Sweden | 9.9% | 2018 | up 14.3% | falling |
| 13 | Norway | 9.6% | 2018 | up 30.5% | rising |
| 14 | Germany | 9.5% | 2018 | down 18.3% | falling |
| 15 | Czechia | 9.4% | 2018 | up 12.0% | falling |
| 16 | Finland | 8.7% | 2018 | down 45.3% | falling |
| 17 | United Kingdom | 8.6% | 2018 | up 43.3% | falling |
| 18 | Denmark | 8.6% | 2018 | up 10.7% | falling |
| 19 | Iceland | 8.4% | 2018 | down 10.8% | falling |
| 20 | Luxembourg | 7.9% | 2018 | up 19.3% | rising |
| 21 | Austria | 7.8% | 2018 | down 2.8% | falling |
| 22 | France | 7.8% | 2018 | down 4.9% | falling |
| 23 | Slovakia | 7.7% | 2018 | down 12.7% | falling |
| 24 | New Zealand | 7.5% | 2018 | down 39.7% | falling |
| 25 | Portugal | 7.3% | 2018 | up 8.4% | rising |
| 26 | Australia | 7.3% | 2018 | down 32.4% | falling |
| 27 | Israel | 6.0% | 2018 | up 80.4% | rising |
| 28 | Lithuania | 6.0% | 2018 | up 7.4% | falling |
| 29 | Russia | 5.9% | 2018 | up 46.6% | rising |
| 30 | Ireland | 5.9% | 2018 | up 27.2% | falling |
| 31 | Latvia | 5.8% | 2018 | up 32.1% | flat |
| 32 | United States | 5.7% | 2018 | down 15.0% | falling |
| 33 | Hungary | 5.7% | 2018 | down 17.6% | falling |
| 34 | Italy | 5.6% | 2018 | up 2.4% | rising |
| 35 | Spain | 5.2% | 2018 | up 2.3% | flat |
| 36 | Serbia | 3.7% | 2018 | up 92.8% | rising |
| 37 | Turkey | 3.5% | 2018 | down 7.9% | flat |
| 38 | Croatia | 3.4% | 2018 | up 5.9% | rising |
| 39 | Bulgaria | 3.0% | 2018 | up 6.7% | rising |
| 40 | Greece | 2.5% | 2018 | down 24.1% | flat |
| 41 | Romania | 2.1% | 2018 | up 161.3% | rising |
| 42 | Thailand | 2.1% | 2018 | up 121.8% | rising |
| 43 | Qatar | 2.0% | 2018 | up 91.4% | rising |
| 44 | Montenegro | 1.2% | 2018 | up 130.4% | rising |
| 45 | Uruguay | 0.7% | 2018 | down 55.7% | falling |
| 46 | Chile | 0.7% | 2018 | down 15.5% | rising |
| 47 | Brazil | 0.5% | 2018 | up 6.3% | flat |
| 48 | Jordan | 0.5% | 2018 | up 90.5% | volatile |
| 49 | Indonesia | 0.4% | 2018 | — | volatile |
| 50 | Tunisia | 0.3% | 2015 | up 9.0% | volatile |
| 51 | Mexico | 0.3% | 2018 | down 25.3% | falling |
| 52 | Colombia | 0.2% | 2018 | — | volatile |
| 53 | Argentina | 0.2% | 2018 | down 73.6% | volatile |
About this data
Percentage of 15-year-old female students scoring higher than 607 but lower than or equal to 669 on the PISA mathematics scale. At Level 5, students can develop and work with models for complex situations, identifying constraints and specifying assumptions. They can select, compare, and evaluate appropriate problem-solving strategies for dealing with complex problems related to these models. Students at this level can work strategically using broad, well-developed thinking and reasoning skills, appropriate linked representations, symbolic and formal characterizations, and insight pertaining to these situations. They begin to reflect on their work and can formulate and communicate their interpretations 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/