PISA: Male 15-year-olds by mathematics proficiency level (%). Level 5 by country
Percentage of 15-year-old male 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: Male 15-year-olds by mathematics proficiency level (%). Level 5 is currently reported for 53 countries. The highest value is 20.4% in Macao; the lowest is 0.5% in Indonesia.
The median across all reporting countries is 8.5%, and the mean is 8.0%.
The gap between the highest and lowest reporting country is a factor of about 45.
Over the past decade 26 countries rose and 27 fell. The largest increase was in Indonesia (up 260.0%), and the largest decrease in Uruguay (down 52.1%).
PISA: Male 15-year-olds by mathematics proficiency level (%). Level 5: full country ranking
| # | Country | Latest | Year | 10-year change | Trend |
|---|---|---|---|---|---|
| 1 | Macao | 20.4% | 2018 | up 43.0% | rising |
| 2 | Hong Kong | 18.9% | 2018 | down 11.0% | flat |
| 3 | Japan | 15.8% | 2018 | down 4.4% | flat |
| 4 | South Korea | 14.7% | 2018 | down 20.2% | falling |
| 5 | Netherlands | 14.5% | 2018 | down 15.0% | falling |
| 6 | Belgium | 13.8% | 2018 | down 16.7% | falling |
| 7 | Estonia | 13.1% | 2018 | up 19.1% | rising |
| 8 | Poland | 12.5% | 2018 | up 39.4% | rising |
| 9 | Switzerland | 12.4% | 2018 | down 30.9% | falling |
| 10 | Austria | 12.2% | 2018 | up 2.8% | flat |
| 11 | Canada | 12.0% | 2018 | down 23.0% | falling |
| 12 | Germany | 11.4% | 2018 | down 22.8% | falling |
| 13 | United Kingdom | 11.0% | 2018 | up 6.9% | falling |
| 14 | Portugal | 10.9% | 2018 | up 25.1% | rising |
| 15 | Slovenia | 10.8% | 2018 | down 1.7% | flat |
| 16 | France | 10.6% | 2018 | down 16.8% | falling |
| 17 | Denmark | 10.5% | 2018 | up 0.1% | falling |
| 18 | New Zealand | 10.2% | 2018 | down 31.1% | falling |
| 19 | Sweden | 10.1% | 2018 | up 10.6% | falling |
| 20 | Norway | 10.1% | 2018 | up 6.9% | flat |
| 21 | Finland | 9.9% | 2018 | down 43.5% | falling |
| 22 | Czechia | 9.7% | 2018 | up 13.2% | falling |
| 23 | Italy | 9.3% | 2018 | up 1.9% | rising |
| 24 | Luxembourg | 9.2% | 2018 | down 18.9% | falling |
| 25 | Slovakia | 9.1% | 2018 | down 2.6% | falling |
| 26 | Australia | 8.7% | 2018 | down 33.9% | falling |
| 27 | Iceland | 8.5% | 2018 | down 26.1% | falling |
| 28 | Ireland | 8.5% | 2018 | up 23.3% | falling |
| 29 | Latvia | 8.3% | 2018 | up 44.1% | rising |
| 30 | Israel | 8.1% | 2018 | up 32.0% | rising |
| 31 | United States | 7.8% | 2018 | down 15.8% | falling |
| 32 | Lithuania | 7.5% | 2018 | up 29.7% | flat |
| 33 | Hungary | 7.4% | 2018 | down 20.8% | falling |
| 34 | Russia | 7.2% | 2018 | up 61.5% | rising |
| 35 | Spain | 7.2% | 2018 | down 14.3% | flat |
| 36 | Croatia | 5.3% | 2018 | down 0.5% | flat |
| 37 | Serbia | 4.7% | 2018 | up 20.9% | rising |
| 38 | Turkey | 4.3% | 2018 | down 13.5% | falling |
| 39 | Greece | 3.9% | 2018 | down 40.9% | falling |
| 40 | Bulgaria | 3.7% | 2018 | up 12.3% | rising |
| 41 | Romania | 3.3% | 2018 | up 111.9% | rising |
| 42 | Qatar | 2.8% | 2018 | up 43.6% | rising |
| 43 | Montenegro | 2.0% | 2018 | up 56.9% | rising |
| 44 | Thailand | 1.8% | 2018 | up 69.6% | rising |
| 45 | Chile | 1.5% | 2018 | down 5.6% | falling |
| 46 | Uruguay | 1.3% | 2018 | down 52.1% | falling |
| 47 | Brazil | 1.1% | 2018 | up 9.9% | falling |
| 48 | Colombia | 0.7% | 2018 | up 218.5% | rising |
| 49 | Jordan | 0.7% | 2018 | up 156.7% | rising |
| 50 | Mexico | 0.7% | 2018 | down 29.2% | falling |
| 51 | Tunisia | 0.6% | 2015 | down 11.6% | rising |
| 52 | Argentina | 0.5% | 2018 | down 51.3% | falling |
| 53 | Indonesia | 0.5% | 2018 | up 260.0% | rising |
About this data
Percentage of 15-year-old male 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/