PISA: Male 15-year-olds by mathematics proficiency level (%). Level 3 by country
Percentage of 15-year-old male 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: Male 15-year-olds by mathematics proficiency level (%). Level 3 is currently reported for 53 countries. The highest value is 29.7% in Ireland; the lowest is 6.0% in Indonesia.
The median across all reporting countries is 23.0%, and the mean is 21.2%.
The gap between the highest and lowest reporting country is a factor of about 5.
Over the past decade 28 countries rose and 25 fell. The largest increase was in Qatar (up 73.2%), and the largest decrease in Tunisia (down 21.5%).
PISA: Male 15-year-olds by mathematics proficiency level (%). Level 3: full country ranking
| # | Country | Latest | Year | 10-year change | Trend |
|---|---|---|---|---|---|
| 1 | Ireland | 29.7% | 2018 | up 8.4% | rising |
| 2 | Latvia | 28.4% | 2018 | up 5.1% | flat |
| 3 | Denmark | 27.4% | 2018 | down 2.5% | flat |
| 4 | Estonia | 27.3% | 2018 | down 7.5% | falling |
| 5 | Finland | 27.0% | 2018 | up 4.6% | rising |
| 6 | Russia | 27.0% | 2018 | up 7.7% | rising |
| 7 | Sweden | 25.6% | 2018 | up 1.6% | flat |
| 8 | Slovenia | 25.5% | 2018 | up 10.8% | flat |
| 9 | Iceland | 25.3% | 2018 | down 2.7% | flat |
| 10 | Norway | 25.1% | 2018 | down 6.5% | flat |
| 11 | Spain | 25.1% | 2018 | down 4.7% | flat |
| 12 | United Kingdom | 25.0% | 2018 | down 7.2% | flat |
| 13 | Italy | 25.0% | 2018 | up 5.6% | rising |
| 14 | Australia | 24.9% | 2018 | up 0.7% | flat |
| 15 | Hungary | 24.9% | 2018 | up 0.9% | flat |
| 16 | Canada | 24.9% | 2018 | down 0.7% | flat |
| 17 | Poland | 24.8% | 2018 | down 1.2% | flat |
| 18 | Czechia | 24.7% | 2018 | up 1.5% | rising |
| 19 | Switzerland | 24.5% | 2018 | up 13.7% | flat |
| 20 | France | 24.4% | 2018 | up 9.7% | flat |
| 21 | Japan | 24.4% | 2018 | up 6.2% | rising |
| 22 | United States | 24.3% | 2018 | down 3.5% | flat |
| 23 | Macao | 24.0% | 2018 | down 9.6% | flat |
| 24 | New Zealand | 23.9% | 2018 | up 5.9% | rising |
| 25 | Lithuania | 23.4% | 2018 | down 3.1% | flat |
| 26 | Slovakia | 23.4% | 2018 | down 3.7% | falling |
| 27 | Germany | 23.0% | 2018 | up 0.4% | rising |
| 28 | Portugal | 22.9% | 2018 | down 7.7% | falling |
| 29 | Belgium | 22.8% | 2018 | up 10.2% | rising |
| 30 | Croatia | 22.8% | 2018 | up 0.5% | flat |
| 31 | Luxembourg | 22.7% | 2018 | up 1.2% | falling |
| 32 | Austria | 22.6% | 2018 | up 0.1% | flat |
| 33 | Netherlands | 22.3% | 2018 | down 7.5% | flat |
| 34 | South Korea | 22.0% | 2018 | down 6.5% | flat |
| 35 | Greece | 21.4% | 2018 | down 10.4% | flat |
| 36 | Hong Kong | 21.2% | 2018 | up 4.3% | rising |
| 37 | Turkey | 20.9% | 2018 | up 17.9% | rising |
| 38 | Montenegro | 18.7% | 2018 | up 44.2% | rising |
| 39 | Serbia | 18.5% | 2018 | down 5.8% | rising |
| 40 | Israel | 18.2% | 2018 | down 6.3% | flat |
| 41 | Bulgaria | 17.4% | 2018 | up 3.2% | rising |
| 42 | Romania | 17.0% | 2018 | down 3.6% | rising |
| 43 | Uruguay | 16.9% | 2018 | down 6.8% | falling |
| 44 | Chile | 16.7% | 2018 | down 3.8% | rising |
| 45 | Mexico | 14.7% | 2018 | down 14.2% | rising |
| 46 | Jordan | 12.7% | 2018 | up 35.5% | rising |
| 47 | Qatar | 12.7% | 2018 | up 73.2% | rising |
| 48 | Thailand | 12.7% | 2018 | down 14.7% | flat |
| 49 | Colombia | 12.0% | 2018 | up 11.0% | rising |
| 50 | Argentina | 10.5% | 2018 | down 9.3% | flat |
| 51 | Brazil | 9.9% | 2018 | up 10.6% | rising |
| 52 | Tunisia | 6.9% | 2015 | down 21.5% | rising |
| 53 | Indonesia | 6.0% | 2018 | up 1.4% | falling |
About this data
Percentage of 15-year-old male 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/