France vs New Zealand: Share of students achieving minimum proficiency in reading and math at each education level
France
71.2%
in 2022
New Zealand
71.2%
in 2022
France rank
28th
New Zealand rank
27th
Share of students achieving minimum proficiency in reading and math at each education level over time
- France
- New Zealand
How they compare
New Zealand currently reports 71.2% against 71.2% in France, a difference of 0.0%.
The two have swapped places 4 times across 8 shared years of data; in 2000 it was New Zealand ahead.
France ranks 28th and New Zealand ranks 27th of 63 countries.
New Zealand has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | France | New Zealand | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 81.0% | 85.7% | 4.7% | New Zealand |
| 2010s | 77.6% | 78.0% | 0.3% | New Zealand |
| 2020s | 71.2% | 71.2% | 0.0% | New Zealand |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of students achieving minimum proficiency in reading and math at each education level, France or New Zealand?
- New Zealand, at 71.2% against 71.2% in France as of 2022.
- What is the difference in share of students achieving minimum proficiency in reading and math at each education level between France and New Zealand?
- 0.0%, with New Zealand ahead.
- How many years of comparable data are there for France and New Zealand?
- 8 years are reported by both, from 2000 to 2022.
- How do France and New Zealand rank globally for share of students achieving minimum proficiency in reading and math at each education level?
- France ranks 28th and New Zealand ranks 27th of 63 countries.
- Where does this data come from?
- UNESCO Institute for Statistics – processed by Our World in Data, published as Share of students achieving minimum proficiency in reading and math at each education level. Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%).