Figure M1a. Percentage of 15-year-old students performing at PISA mathematics literacy proficiency levels 5 and above and below level 2, by education system: 2012
# Rounds to zero.
! Interpret data with caution. Estimate is unstable due to high coefficient of variation.
� Reporting standards not met.
* p<.05. Significantly different from the U.S. percentage at the .05 level of statistical significance.
NOTE: Education systems are ordered by 2012 percentages of 15-year-olds in levels 5 and above. To reach a particular proficiency level, a student must correctly answer a majority of items at that level. Students were classified into mathematics proficiency levels according to their scores. Exact cut scores are as follows: below level 1 (a score less than or equal to 357.77); level 1 (a score greater than 357.77 and less than or equal to 420.07); level 2 (a score greater than 420.07 and less than or equal to 482.38); level 3 (a score greater than 482.38 and less than or equal to 544.68); level 4 (a score greater than 544.68 and less than or equal to 606.99); level 5 (a score greater than 606.99 and less than or equal to 669.30); and level 6 (a score greater than 669.30). Scores are reported on a scale from 0 to 1,000. The OECD average is the average of the national percentages of the OECD member countries, with each country weighted equally. Italics indicate non-OECD countries and education systems. Results for Connecticut, Florida, and Massachusetts are for public school students only. This figure corresponds to figure 1 in Performance of U.S. 15-Year-Old Students in Mathematics, Science, and Reading Literacy in an International Context (NCES 2014-024).
SOURCE: Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA), 2012.
Table M1b. Percentage of 15-year-old students performing at PISA mathematics literacy proficiency levels 5 and above and below level 2, by education system: 2012 | ||||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Education system | Below level 2 | Levels 5 and above | Education system | Below level 2 | Levels 5 and above | |||||||||||
Percent | s.e. | Percent | s.e. | Percent | s.e. | Percent | s.e. | |||||||||
OECD average | 23.0 | * | 0.19 | 12.6 | * | 0.15 | ||||||||||
Shanghai-China | 3.8 | * | 0.55 | 55.4 | * | 1.37 | Sweden | 27.1 | 1.12 | 8.0 | 0.52 | |||||
Singapore | 8.3 | * | 0.48 | 40.0 | * | 0.71 | Spain | 23.6 | 0.85 | 8.0 | 0.43 | |||||
Chinese Taipei | 12.8 | * | 0.84 | 37.2 | * | 1.24 | Latvia | 19.9 | * | 1.13 | 8.0 | 0.78 | ||||
Hong Kong-China | 8.5 | * | 0.79 | 33.7 | * | 1.35 | Russian Federation | 24.0 | 1.13 | 7.8 | 0.85 | |||||
Korea, Republic of | 9.1 | * | 0.95 | 30.9 | * | 1.83 | Croatia | 29.9 | * | 1.36 | 7.0 | 1.15 | ||||
Liechtenstein | 14.1 | * | 2.02 | 24.8 | * | 2.55 | Turkey | 42.0 | * | 1.93 | 5.9 | * | 1.13 | |||
Macao-China | 10.8 | * | 0.49 | 24.3 | * | 0.56 | Serbia, Republic of | 38.9 | * | 1.54 | 4.6 | * | 0.71 | |||
Japan | 11.1 | * | 0.98 | 23.7 | * | 1.46 | Bulgaria | 43.8 | * | 1.78 | 4.1 | * | 0.62 | |||
Switzerland | 12.4 | * | 0.70 | 21.4 | * | 1.19 | Greece | 35.7 | * | 1.34 | 3.9 | * | 0.43 | |||
Belgium | 19.0 | * | 0.82 | 19.5 | * | 0.76 | Cyprus | 42.0 | * | 0.63 | 3.7 | * | 0.27 | |||
Netherlands | 14.8 | * | 1.28 | 19.3 | * | 1.21 | United Arab Emirates | 46.3 | * | 1.22 | 3.5 | * | 0.29 | |||
Germany | 17.7 | * | 1.03 | 17.5 | * | 0.94 | Romania | 40.8 | * | 1.93 | 3.2 | * | 0.61 | |||
Poland | 14.4 | * | 0.89 | 16.7 | * | 1.33 | Thailand | 49.7 | * | 1.74 | 2.6 | * | 0.51 | |||
Canada | 13.8 | * | 0.55 | 16.4 | * | 0.64 | Qatar | 69.6 | * | 0.46 | 2.0 | * | 0.21 | |||
Finland | 12.3 | * | 0.67 | 15.3 | * | 0.74 | Chile | 51.5 | * | 1.67 | 1.6 | * | 0.22 | |||
New Zealand | 22.6 | * | 0.80 | 15.0 | * | 0.88 | Uruguay | 55.8 | * | 1.31 | 1.4 | * | 0.32 | |||
Australia | 19.7 | * | 0.60 | 14.8 | * | 0.64 | Malaysia | 51.8 | * | 1.68 | 1.3 | * | 0.30 | |||
Estonia | 10.5 | * | 0.63 | 14.6 | * | 0.76 | Montenegro, Republic of | 56.6 | * | 1.02 | 1.0 | * | 0.20 | |||
Austria | 18.7 | * | 0.96 | 14.3 | * | 0.95 | Kazakhstan | 45.2 | * | 1.70 | 0.9 | !* | 0.29 | |||
Slovenia | 20.1 | * | 0.65 | 13.7 | * | 0.55 | Albania | 60.7 | * | 0.95 | 0.8 | * | 0.19 | |||
Vietnam | 14.2 | * | 1.75 | 13.3 | * | 1.47 | Tunisia | 67.7 | * | 1.83 | 0.8 | !* | 0.37 | |||
France | 22.4 | * | 0.87 | 12.9 | * | 0.77 | Brazil | 67.1 | * | 1.03 | 0.8 | * | 0.20 | |||
Czech Republic | 21.0 | * | 1.20 | 12.9 | * | 0.82 | Mexico | 54.7 | * | 0.82 | 0.6 | * | 0.08 | |||
United Kingdom | 21.8 | * | 1.30 | 11.8 | * | 0.81 | Peru | 74.6 | * | 1.75 | 0.6 | !* | 0.21 | |||
Luxembourg | 24.3 | 0.54 | 11.2 | * | 0.42 | Costa Rica | 59.9 | * | 1.87 | 0.6 | * | 0.19 | ||||
Iceland | 21.5 | * | 0.74 | 11.2 | * | 0.69 | Jordan | 68.6 | * | 1.50 | ‡ | † | ||||
Slovak Republic | 27.5 | 1.28 | 11.0 | 0.94 | Colombia | 73.8 | * | 1.43 | 0.3 | !* | 0.11 | |||||
Ireland | 16.9 | * | 0.99 | 10.7 | * | 0.54 | Indonesia | 75.7 | * | 2.05 | ‡ | † | ||||
Portugal | 24.9 | 1.52 | 10.6 | 0.79 | Argentina | 66.5 | * | 2.03 | 0.3 | !* | 0.10 | |||||
Denmark | 16.8 | * | 0.98 | 10.0 | 0.66 | |||||||||||
Italy | 24.7 | 0.76 | 9.9 | 0.57 | ||||||||||||
Norway | 22.3 | * | 1.06 | 9.4 | 0.67 | U.S. state education systems | ||||||||||
Israel | 33.5 | * | 1.68 | 9.4 | 0.99 | |||||||||||
Hungary | 28.1 | 1.31 | 9.3 | 1.12 | Massachusetts | 17.8 | * | 1.46 | 18.5 | * | 2.47 | |||||
United States | 25.8 | 1.39 | 8.8 | 0.78 | Connecticut | 20.6 | * | 2.14 | 16.4 | * | 1.91 | |||||
Lithuania | 26.0 | 1.18 | 8.1 | 0.60 | Florida | 30.4 | 2.65 | 5.8 | * | 1.18 | ||||||
† Not applicable. # Rounds to zero. ! Interpret data with caution. Estimate is unstable due to high coefficient of variation. ‡ Reporting standards not met. * p<.05. Significantly different from the U.S. percentage at the .05 level of statistical significance. NOTE: Education systems are ordered by 2012 percentages of 15-year-olds in levels 5 and above. To reach a particular proficiency level, a student must correctly answer a majority of items at that level. Students were classified into mathematics proficiency levels according to their scores. Exact cut scores are as follows: below level 1 (a score less than or equal to 357.77); level 1 (a score greater than 357.77 and less than or equal to 420.07); level 2 (a score greater than 420.07 and less than or equal to 482.38); level 3 (a score greater than 482.38 and less than or equal to 544.68); level 4 (a score greater than 544.68 and less than or equal to 606.99); level 5 (a score greater than 606.99 and less than or equal to 669.30); and level 6 (a score greater than 669.30). Scores are reported on a scale from 0 to 1,000. The OECD average is the average of the national percentages of the OECD member countries, with each country weighted equally. Standard error is noted by s.e. Italics indicate non-OECD countries and education systems. Results for Connecticut, Florida, and Massachusetts are for public school students only. This table corresponds to figure 1 in Performance of U.S. 15-Year-Old Students in Mathematics, Science, and Reading Literacy in an International Context (NCES 2014-024). SOURCE: Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA), 2012. |