Table 17-3. Average combined mathematics literacy scores of 15-year-old students, by percentile and country: 2003
|
Country |
5th |
10th |
25th |
75th |
90th |
95th |
90th–10th difference |
|
OECD average |
332 |
369 |
432 |
570 |
628 |
660 |
259 |
OECD countries |
|
|
|
|
|
|
|
Australia |
364 |
399 |
460 |
592 |
645 |
676 |
246 |
Austria |
353 |
384 |
439 |
571 |
626 |
658 |
242 |
Belgium |
334 |
381 |
456 |
611 |
664 |
693 |
284 |
Canada |
386 |
419 |
474 |
593 |
644 |
673 |
225 |
Czech Republic |
358 |
392 |
449 |
584 |
641 |
672 |
249 |
Denmark |
361 |
396 |
453 |
578 |
632 |
662 |
236 |
Finland |
406 |
438 |
488 |
603 |
652 |
680 |
214 |
France |
352 |
389 |
449 |
575 |
628 |
656 |
239 |
Germany |
324 |
363 |
432 |
578 |
632 |
662 |
269 |
Greece |
288 |
324 |
382 |
508 |
566 |
598 |
242 |
Hungary |
335 |
370 |
426 |
556 |
611 |
644 |
241 |
Iceland |
362 |
396 |
454 |
578 |
629 |
658 |
233 |
Ireland |
360 |
393 |
445 |
562 |
614 |
641 |
221 |
Italy |
307 |
342 |
400 |
530 |
589 |
623 |
247 |
Japan |
361 |
402 |
467 |
605 |
660 |
690 |
258 |
Korea, Republic of |
388 |
423 |
479 |
606 |
659 |
690 |
236 |
Luxembourg |
338 |
373 |
430 |
557 |
611 |
641 |
239 |
Mexico |
247 |
276 |
327 |
444 |
497 |
527 |
221 |
Netherlands |
385 |
415 |
471 |
608 |
657 |
684 |
241 |
New Zealand |
359 |
394 |
455 |
593 |
650 |
682 |
256 |
Norway |
343 |
376 |
433 |
560 |
614 |
645 |
238 |
Poland |
343 |
376 |
428 |
553 |
607 |
640 |
231 |
Portugal |
321 |
352 |
406 |
526 |
580 |
610 |
228 |
Slovak Republic |
342 |
379 |
436 |
565 |
619 |
648 |
241 |
Spain |
335 |
369 |
426 |
546 |
597 |
626 |
229 |
Sweden |
353 |
387 |
446 |
576 |
631 |
662 |
243 |
Switzerland |
359 |
396 |
461 |
595 |
652 |
684 |
256 |
Turkey |
270 |
300 |
351 |
485 |
560 |
614 |
260 |
United States |
323 |
357 |
418 |
550 |
607 |
638 |
251 |
Non-OECD countries |
|
|
|
|
|
|
|
Hong Kong-China |
374 |
417 |
485 |
622 |
672 |
700 |
255 |
Indonesia |
233 |
261 |
306 |
412 |
466 |
499 |
205 |
Latvia |
339 |
371 |
424 |
544 |
596 |
626 |
226 |
Liechtenstein |
362 |
408 |
470 |
609 |
655 |
686 |
247 |
Macao-China |
382 |
414 |
467 |
587 |
639 |
668 |
225 |
Russian Federation |
319 |
351 |
406 |
530 |
588 |
622 |
237 |
Serbia and Montenegro |
299 |
329 |
379 |
493 |
546 |
579 |
218 |
Thailand |
290 |
316 |
361 |
469 |
526 |
560 |
210 |
Tunisia |
229 |
256 |
303 |
412 |
466 |
501 |
210 |
Uruguay |
255 |
291 |
353 |
491 |
550 |
583 |
259 |
United Kingdom1 |
356 |
388 |
444 |
573 |
629 |
659 |
241 |
|
1Due to low response rates, data for the United Kingdom are not discussed in this indicator.
|
NOTE: Detail may not sum to totals because of rounding. The 90th–10th difference is calculated by subtracting the average scores at the 10th percentile from the average scores at the 90th percentile. The OECD average is the average of the national averages of the Organization for Economic Cooperation and Development (OECD) member countries with data available. Because the Program for International Student Assessment (PISA) is principally an OECD study, the results for non-OECD countries are displayed separately from those of the OECD countries and are not included in the OECD average. Participants were scored on a 1,000-point scale. The international standard deviation is 100 points. See supplemental note 5 for more information on PISA.
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SOURCE: U.S. Department of Education, National Center for Education Statistics. (2004). International Outcomes of Learning in Mathematics Literacy and Problem Solving: PISA 2003 Results From the U.S. Perspective (NCES 2005-003), table B-4. Data from Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA), 2003.
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