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| Table B.1.25. | Percentage distribution of 15-year-old students scoring at each proficiency level on the PISA problem-solving scale, by jurisdiction: 2003 |
| Jurisdiction | Below level 1 | Level 1 | Level 2 | Level 3 | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Percent | s.e. | Percent | s.e. | Percent | s.e. | Percent | s.e. | |||||
| OECD average | 17.3 | 0.25 | 30.4 | 0.20 | 34.2 | 0.22 | 18.2 | 0.18 | ||||
| OECD countries | ||||||||||||
| Australia | 9.4 | 0.59 | 25.8 | 0.67 | 39.1 | 0.83 | 25.7 | 0.84 | ||||
| Austria | 13.6 | 1.00 | 32.3 | 1.07 | 36.8 | 1.06 | 17.2 | 1.16 | ||||
| Belgium | 14.0 | 0.80 | 23.8 | 0.88 | 34.1 | 0.82 | 28.1 | 0.81 | ||||
| Canada | 8.5 | 0.48 | 27.0 | 0.70 | 40.0 | 0.69 | 24.5 | 0.72 | ||||
| Czech Republic | 12.1 | 1.14 | 29.4 | 1.20 | 37.0 | 1.12 | 21.5 | 1.24 | ||||
| Denmark | 10.5 | 0.76 | 30.2 | 0.92 | 39.2 | 0.90 | 20.1 | 0.93 | ||||
| Finland | 4.6 | 0.51 | 22.1 | 0.84 | 43.3 | 0.82 | 30.1 | 0.92 | ||||
| France | 11.7 | 0.95 | 28.1 | 1.04 | 37.5 | 1.05 | 22.7 | 0.99 | ||||
| Germany | 14.2 | 1.00 | 27.7 | 1.14 | 36.4 | 1.49 | 21.7 | 1.39 | ||||
| Greece | 32.7 | 1.53 | 36.1 | 1.01 | 24.3 | 1.21 | 7.0 | 0.80 | ||||
| Hungary | 16.1 | 0.98 | 31.8 | 1.40 | 34.9 | 1.20 | 17.2 | 1.16 | ||||
| Iceland | 12.4 | 0.66 | 32.5 | 1.01 | 40.2 | 0.97 | 14.9 | 0.64 | ||||
| Ireland | 12.5 | 0.91 | 36.9 | 1.17 | 38.3 | 1.05 | 12.3 | 0.76 | ||||
| Italy | 24.7 | 1.32 | 34.7 | 1.16 | 30.0 | 0.99 | 10.6 | 0.66 | ||||
| Japan | 9.9 | 1.00 | 20.0 | 0.98 | 34.5 | 1.25 | 35.6 | 1.58 | ||||
| Korea, Republic of | 5.2 | 0.54 | 21.6 | 1.02 | 40.8 | 1.11 | 32.4 | 1.35 | ||||
| Luxembourg | 17.0 | 0.71 | 34.1 | 0.95 | 34.7 | 1.04 | 14.2 | 0.56 | ||||
| Mexico | 58.1 | 1.86 | 29.7 | 1.07 | 10.9 | 0.99 | 1.3 | 0.24 | ||||
| Netherlands | 10.7 | 1.13 | 30.5 | 1.31 | 35.8 | 1.41 | 23.0 | 1.13 | ||||
| New Zealand | 9.9 | 0.81 | 25.3 | 0.85 | 36.5 | 1.01 | 28.3 | 0.92 | ||||
| Norway | 19.4 | 0.88 | 32.6 | 1.15 | 33.1 | 0.97 | 14.9 | 0.84 | ||||
| Poland | 17.5 | 0.98 | 37.2 | 1.02 | 33.6 | 1.14 | 11.7 | 0.66 | ||||
| Portugal | 23.9 | 1.73 | 36.5 | 1.09 | 31.0 | 1.36 | 8.6 | 0.63 | ||||
| Slovak Republic | 17.5 | 1.40 | 34.4 | 1.16 | 34.0 | 1.34 | 14.1 | 0.96 | ||||
| Spain | 20.1 | 0.87 | 35.5 | 1.08 | 32.9 | 1.15 | 11.6 | 0.83 | ||||
| Sweden | 12.0 | 0.85 | 32.4 | 1.12 | 38.2 | 1.02 | 17.4 | 0.99 | ||||
| Switzerland | 11.4 | 0.74 | 26.8 | 1.02 | 38.7 | 1.10 | 23.1 | 1.42 | ||||
| Turkey | 51.2 | 2.51 | 32.5 | 1.58 | 12.4 | 1.64 | 3.9 | 1.24 | ||||
| United States | 23.7 | 1.12 | 33.7 | 0.83 | 30.3 | 1.03 | 12.4 | 0.78 | ||||
| Non-OECD jurisdictions | ||||||||||||
| Hong Kong-China | 8.0 | 1.05 | 20.5 | 0.99 | 36.5 | 1.17 | 35.0 | 1.39 | ||||
| Indonesia | 73.5 | 1.71 | 22.9 | 1.36 | 3.5 | 0.64 | # | † | ||||
| Latvia | 20.3 | 1.48 | 35.6 | 1.27 | 32.5 | 1.39 | 11.6 | 0.96 | ||||
| Liechtenstein | 10.2 | 1.54 | 26.0 | 2.35 | 36.8 | 3.56 | 27.1 | 2.62 | ||||
| Macao-China | 6.3 | 0.82 | 27.3 | 1.37 | 42.1 | 2.00 | 24.2 | 1.59 | ||||
| Russian Federation | 22.8 | 1.69 | 34.5 | 1.03 | 30.6 | 1.28 | 12.2 | 1.02 | ||||
| Serbia and Montenegro | 42.6 | 1.70 | 39.5 | 1.16 | 15.8 | 1.17 | 2.1 | 0.31 | ||||
| Thailand | 41.4 | 1.57 | 40.5 | 1.08 | 15.6 | 1.10 | 2.6 | 0.47 | ||||
| Tunisia | 77.1 | 1.05 | 20.4 | 0.82 | 2.5 | 0.51 | # | † | ||||
| Uruguay | 47.2 | 1.58 | 30.5 | 1.33 | 17.5 | 1.23 | 4.7 | 0.54 | ||||
| † Not applicable. | ||||||||||||
| # Rounds to zero. | ||||||||||||
| NOTE: In order to reach a particular proficiency level, a student must have been able to correctly answer a majority of items at that level. Students were classified into problem solving levels according to their scores on a scale from 0 to 1,000. Exact cut point scores are as follows: below level 1 (a score less than or equal to 404.06); level 1 (a score greater than 404.06 and less than or equal to 498.08); level 2 (a score greater than 498.08 and less than or equal to 592.10); level 3 (a score greater than 592.10). The OECD average is the average of the national averages of the OECD member countries with data available. Because PISA is principally an OECD study, the results for non-OECD jurisdictions are displayed separately from those of the OECD countries and are not included in the OECD average. Apparent differences may not be statistically significant. Standard error is noted by s.e. Detail may not sum to totals because of rounding. | ||||||||||||
| SOURCE: Data from the Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA), 2003. Lemke, M., Sen, A., Pahlke, E., Partelow, L., Miller, D., Williams, T., Kastberg, D., and Jocelyn, L. (2004). International Outcomes of Learning in Mathematics Literacy and Problem Solving: PISA 2003 Results From the U.S. Perspective (NCES 2005-003), table B-15. National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. |
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