PISA: Female 15-year-olds by science proficiency level (%). Level 6 by country
Percentage of 15-year-old female students scoring higher than 708 on the PISA science scale. At Level 6, students can draw on a range of interrelated scientific ideas and concepts from the physical, life and earth and space sciences and use content, procedural and epistemic knowledge in order to offer explanatory...
What the numbers show
PISA: Female 15-year-olds by science proficiency level (%). Level 6 is currently reported for 52 countries. The highest value is 1.9% in Finland; the lowest is 0.0% in Mexico.
The median across all reporting countries is 0.3%, and the mean is 0.5%.
Over the past decade 16 countries rose and 25 fell. The largest increase was in Macao (up 674.3%), and the largest decrease in Greece (down 86.7%).
PISA: Female 15-year-olds by science proficiency level (%). Level 6: full country ranking
| # | Country | Latest | Year | 10-year change | Trend |
|---|---|---|---|---|---|
| 1 | Finland | 1.9% | 2018 | down 43.6% | falling |
| 2 | Estonia | 1.8% | 2018 | up 23.9% | rising |
| 3 | Canada | 1.7% | 2018 | up 21.8% | falling |
| 4 | Netherlands | 1.5% | 2018 | up 4.6% | falling |
| 5 | Korea, Rep. | 1.3% | 2018 | up 124.3% | rising |
| 6 | Japan | 1.3% | 2018 | down 46.2% | falling |
| 7 | New Zealand | 1.3% | 2018 | down 53.4% | falling |
| 8 | Macao | 1.3% | 2018 | up 674.3% | volatile |
| 9 | United Kingdom | 1.2% | 2018 | down 8.8% | falling |
| 10 | Australia | 1.2% | 2018 | down 53.3% | falling |
| 11 | Germany | 1.1% | 2018 | down 22.2% | falling |
| 12 | United States | 1.0% | 2018 | up 2.1% | falling |
| 13 | Poland | 1.0% | 2018 | up 97.4% | falling |
| 14 | Sweden | 0.7% | 2018 | up 8.3% | falling |
| 15 | Hong Kong | 0.7% | 2018 | down 57.2% | falling |
| 16 | Czechia | 0.7% | 2018 | down 37.4% | volatile |
| 17 | Switzerland | 0.7% | 2018 | down 32.0% | falling |
| 18 | Norway | 0.7% | 2018 | up 31.9% | flat |
| 19 | Slovenia | 0.6% | 2018 | down 40.8% | falling |
| 20 | Israel | 0.5% | 2018 | up 106.4% | rising |
| 21 | Belgium | 0.5% | 2018 | down 40.2% | falling |
| 22 | Luxembourg | 0.4% | 2018 | down 15.8% | volatile |
| 23 | France | 0.4% | 2018 | down 14.7% | volatile |
| 24 | Ireland | 0.4% | 2018 | down 56.9% | falling |
| 25 | Portugal | 0.4% | 2018 | — | volatile |
| 26 | Lithuania | 0.4% | 2018 | down 29.5% | falling |
| 27 | Denmark | 0.3% | 2018 | down 25.0% | falling |
| 28 | Hungary | 0.3% | 2018 | up 58.6% | volatile |
| 29 | Slovak Republic | 0.3% | 2018 | down 47.4% | volatile |
| 30 | Croatia | 0.2% | 2018 | up 29.5% | falling |
| 31 | Spain | 0.2% | 2018 | up 71.7% | volatile |
| 32 | Austria | 0.2% | 2018 | down 65.6% | falling |
| 33 | Latvia | 0.2% | 2018 | up 422.1% | volatile |
| 34 | Qatar | 0.2% | 2018 | up 171.5% | volatile |
| 35 | Russian Federation | 0.2% | 2018 | down 50.5% | volatile |
| 36 | Italy | 0.2% | 2018 | down 53.3% | volatile |
| 37 | Iceland | 0.1% | 2018 | down 73.3% | volatile |
| 38 | Turkiye | 0.1% | 2018 | up 42.2% | volatile |
| 39 | Bulgaria | 0.1% | 2018 | down 61.7% | falling |
| 40 | Greece | 0.0% | 2018 | down 86.7% | volatile |
| 41 | Jordan | 0.0% | 2018 | — | volatile |
| 42 | Uruguay | 0.0% | 2018 | — | volatile |
| 43 | Brazil | 0.0% | 2018 | — | volatile |
| 44 | Romania | 0.0% | 2018 | — | volatile |
| 45 | Chile | 0.0% | 2018 | — | volatile |
| 46 | Thailand | 0.0% | 2018 | down 66.2% | volatile |
| 47 | Argentina | 0.0% | 2018 | down 78.4% | volatile |
| 48 | Colombia | 0.0% | 2018 | — | volatile |
| 49 | Indonesia | 0.0% | 2018 | — | volatile |
| 50 | Tunisia | 0.0% | 2015 | — | flat |
| 50 | Montenegro | 0.0% | 2018 | — | volatile |
| 50 | Mexico | 0.0% | 2018 | — | volatile |
About this data
Percentage of 15-year-old female students scoring higher than 708 on the PISA science scale. At Level 6, students can draw on a range of interrelated scientific ideas and concepts from the physical, life and earth and space sciences and use content, procedural and epistemic knowledge in order to offer explanatory hypotheses of novel scientific phenomena, events and processes or to make predictions. In interpreting data and evidence, they are able to discriminate between relevant and irrelevant information and can draw on knowledge external to the normal school curriculum. They can distinguish between arguments that are based on scientific evidence and theory and those based on other considerations. Level 6 students can evaluate competing designs of complex experiments, field studies or simulations and justify their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/