PISA: Male 15-year-olds by mathematics proficiency level (%). Level 6 by country
Percentage of 15-year-old male 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: Male 15-year-olds by mathematics proficiency level (%). Level 6 is currently reported for 53 countries. The highest value is 10.2% in Hong Kong; the lowest is 0.0% in Argentina.
The median across all reporting countries is 2.1%, and the mean is 2.5%.
The gap between the highest and lowest reporting country is a factor of about 554.
Over the past decade 21 countries rose and 28 fell. The largest increase was in Tunisia (up 171.5%), and the largest decrease in Uruguay (down 85.1%).
PISA: Male 15-year-olds by mathematics proficiency level (%). Level 6: full country ranking
| # | Country | Latest | Year | 10-year change | Trend |
|---|---|---|---|---|---|
| 1 | Hong Kong | 10.2% | 2018 | down 19.9% | falling |
| 2 | Macao | 8.7% | 2018 | up 62.2% | rising |
| 3 | South Korea | 8.0% | 2018 | down 12.0% | falling |
| 4 | Japan | 5.7% | 2018 | down 24.5% | falling |
| 5 | Switzerland | 5.5% | 2018 | down 45.6% | falling |
| 6 | Netherlands | 5.3% | 2018 | down 11.2% | falling |
| 7 | Canada | 4.7% | 2018 | down 14.4% | falling |
| 8 | Estonia | 4.6% | 2018 | up 89.0% | rising |
| 9 | Poland | 4.4% | 2018 | up 58.7% | rising |
| 10 | Belgium | 4.3% | 2018 | down 44.1% | falling |
| 11 | United Kingdom | 3.9% | 2018 | up 60.7% | falling |
| 12 | Czechia | 3.8% | 2018 | down 0.6% | falling |
| 13 | Austria | 3.6% | 2018 | down 15.2% | falling |
| 14 | Germany | 3.5% | 2018 | down 40.9% | falling |
| 15 | Slovenia | 3.5% | 2018 | down 14.5% | falling |
| 16 | New Zealand | 3.3% | 2018 | down 49.6% | falling |
| 17 | Portugal | 3.3% | 2018 | up 23.3% | rising |
| 18 | Australia | 3.1% | 2018 | down 43.6% | falling |
| 19 | Slovakia | 3.0% | 2018 | down 34.3% | falling |
| 20 | Sweden | 2.9% | 2018 | up 5.9% | falling |
| 21 | Luxembourg | 2.8% | 2018 | down 18.9% | falling |
| 22 | Italy | 2.7% | 2018 | up 13.1% | rising |
| 23 | Denmark | 2.6% | 2018 | down 17.1% | falling |
| 24 | Norway | 2.5% | 2018 | up 18.3% | falling |
| 25 | Israel | 2.5% | 2018 | up 44.8% | rising |
| 26 | France | 2.3% | 2018 | down 48.1% | falling |
| 27 | Iceland | 2.1% | 2018 | down 39.8% | falling |
| 28 | Lithuania | 2.0% | 2018 | up 52.9% | falling |
| 29 | Finland | 2.0% | 2018 | down 66.1% | falling |
| 30 | United States | 1.9% | 2018 | down 25.3% | falling |
| 31 | Russia | 1.8% | 2018 | up 59.0% | falling |
| 32 | Hungary | 1.8% | 2018 | down 37.4% | falling |
| 33 | Latvia | 1.8% | 2018 | up 111.0% | falling |
| 34 | Spain | 1.4% | 2018 | down 23.1% | falling |
| 35 | Ireland | 1.4% | 2018 | up 15.6% | falling |
| 36 | Serbia | 1.3% | 2018 | up 44.2% | rising |
| 37 | Croatia | 1.1% | 2018 | up 38.0% | rising |
| 38 | Bulgaria | 1.1% | 2018 | up 25.2% | rising |
| 39 | Turkey | 1.1% | 2018 | down 30.9% | volatile |
| 40 | Qatar | 0.7% | 2018 | up 90.3% | rising |
| 41 | Greece | 0.7% | 2018 | down 38.3% | falling |
| 42 | Romania | 0.5% | 2018 | — | volatile |
| 43 | Thailand | 0.3% | 2018 | up 5.4% | rising |
| 44 | Brazil | 0.2% | 2018 | up 55.8% | volatile |
| 45 | Montenegro | 0.2% | 2018 | up 166.2% | rising |
| 46 | Chile | 0.2% | 2018 | down 7.6% | falling |
| 47 | Tunisia | 0.1% | 2015 | up 171.5% | volatile |
| 48 | Jordan | 0.1% | 2018 | — | volatile |
| 49 | Uruguay | 0.1% | 2018 | down 85.1% | volatile |
| 50 | Mexico | 0.1% | 2018 | down 9.8% | rising |
| 51 | Colombia | 0.0% | 2018 | — | volatile |
| 52 | Indonesia | 0.0% | 2018 | — | volatile |
| 53 | Argentina | 0.0% | 2018 | down 71.4% | volatile |
About this data
Percentage of 15-year-old male 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/