PISA: Female 15-year-olds by mathematics proficiency level (%). Level 6 by country
Percentage of 15-year-old female students scoring higher than 669 on the PISA mathematics scale. At Level 6, students can conceptualize, generalize and utilize information based on their investigations and modeling of complex problem situations, and can use their knowledge in relatively non-standard contexts. They...
What the numbers show
PISA: Female 15-year-olds by mathematics proficiency level (%). Level 6 is currently reported for 53 countries. The highest value is 8.8% in Hong Kong; the lowest is 0.0% in Argentina.
The median across all reporting countries is 1.3%, and the mean is 1.7%.
The gap between the highest and lowest reporting country is a factor of about 4,174.
Over the past decade 26 countries rose and 19 fell. The largest increase was in Tunisia (up 327.2%), and the largest decrease in Uruguay (down 75.5%).
PISA: Female 15-year-olds by mathematics proficiency level (%). Level: full country ranking
| # | Country | Latest | Year | 10-year change | Trend |
|---|---|---|---|---|---|
| 1 | Hong Kong | 8.8% | 2018 | up 2.5% | flat |
| 2 | Macao | 6.6% | 2018 | up 108.9% | rising |
| 3 | South Korea | 5.8% | 2018 | down 10.7% | falling |
| 4 | Switzerland | 4.2% | 2018 | down 24.1% | falling |
| 5 | Poland | 3.7% | 2018 | up 144.3% | rising |
| 6 | Canada | 3.3% | 2018 | up 1.7% | falling |
| 7 | Netherlands | 3.2% | 2018 | up 11.5% | falling |
| 8 | Japan | 3.0% | 2018 | down 36.5% | falling |
| 9 | Estonia | 2.7% | 2018 | up 35.6% | rising |
| 10 | Slovenia | 2.7% | 2018 | down 26.1% | falling |
| 11 | Czechia | 2.4% | 2018 | up 0.9% | falling |
| 12 | United Kingdom | 2.3% | 2018 | up 113.4% | falling |
| 13 | Sweden | 2.3% | 2018 | up 3.6% | falling |
| 14 | Belgium | 2.2% | 2018 | down 43.8% | falling |
| 15 | Norway | 2.2% | 2018 | up 47.8% | rising |
| 16 | New Zealand | 2.1% | 2018 | down 46.2% | falling |
| 17 | Germany | 2.0% | 2018 | down 38.7% | falling |
| 18 | Australia | 1.8% | 2018 | down 48.8% | falling |
| 19 | Slovakia | 1.7% | 2018 | down 36.2% | falling |
| 20 | Luxembourg | 1.7% | 2018 | up 40.4% | rising |
| 21 | Iceland | 1.7% | 2018 | down 36.4% | falling |
| 22 | Portugal | 1.7% | 2018 | up 35.2% | volatile |
| 23 | Denmark | 1.7% | 2018 | down 11.8% | falling |
| 24 | Finland | 1.6% | 2018 | down 59.2% | falling |
| 25 | Austria | 1.4% | 2018 | down 24.8% | falling |
| 26 | Lithuania | 1.3% | 2018 | up 3.6% | falling |
| 27 | Italy | 1.3% | 2018 | up 64.3% | rising |
| 28 | France | 1.2% | 2018 | down 40.3% | falling |
| 29 | Israel | 1.2% | 2018 | up 88.2% | rising |
| 30 | Russia | 1.2% | 2018 | up 41.5% | rising |
| 31 | Latvia | 1.1% | 2018 | up 171.9% | flat |
| 32 | Hungary | 1.1% | 2018 | up 1.6% | falling |
| 33 | United States | 1.0% | 2018 | down 12.4% | falling |
| 34 | Spain | 0.8% | 2018 | up 0.4% | falling |
| 35 | Serbia | 0.7% | 2018 | up 107.3% | volatile |
| 36 | Turkey | 0.7% | 2018 | down 26.7% | volatile |
| 37 | Ireland | 0.7% | 2018 | up 26.9% | falling |
| 38 | Bulgaria | 0.6% | 2018 | up 1.6% | rising |
| 39 | Croatia | 0.5% | 2018 | up 31.3% | rising |
| 40 | Qatar | 0.4% | 2018 | up 109.4% | volatile |
| 41 | Greece | 0.3% | 2018 | down 27.2% | falling |
| 42 | Thailand | 0.3% | 2018 | up 39.2% | volatile |
| 43 | Romania | 0.3% | 2018 | — | volatile |
| 44 | Montenegro | 0.1% | 2018 | — | volatile |
| 45 | Chile | 0.1% | 2018 | — | volatile |
| 46 | Brazil | 0.1% | 2018 | — | volatile |
| 47 | Indonesia | 0.0% | 2018 | — | volatile |
| 48 | Uruguay | 0.0% | 2018 | down 75.5% | volatile |
| 49 | Tunisia | 0.0% | 2015 | up 327.2% | volatile |
| 50 | Jordan | 0.0% | 2018 | — | volatile |
| 51 | Colombia | 0.0% | 2018 | — | volatile |
| 52 | Mexico | 0.0% | 2018 | down 53.7% | falling |
| 53 | Argentina | 0.0% | 2018 | — | volatile |
About this data
Percentage of 15-year-old female students scoring higher than 669 on the PISA mathematics scale. At Level 6, students can conceptualize, generalize and utilize information based on their investigations and modeling of complex problem situations, and can use their knowledge in relatively non-standard contexts. They can link different information sources and representations and flexibly translate among them. Students at this level are capable of advanced mathematical thinking and reasoning. These students can apply this insight and understanding, along with a mastery of symbolic and formal mathematical operations and relationships, to develop new approaches and strategies for attacking novel situations. Students at this level can reflect on their actions, and can formulate and precisely communicate their actions and reflections regarding their findings, interpretations, arguments, and the appropriateness of these to the original situation. 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/