Argentina vs Brazil: Share of students achieving minimum math proficiency by the end of lower-secondary education
Argentina
27.1%
in 2022
Brazil
26.6%
in 2022
Argentina rank
54th
Brazil rank
56th
Share of students achieving minimum math proficiency by the end of lower-secondary education over time
- Argentina
- Brazil
How they compare
Argentina currently reports 27.1% against 26.6% in Brazil, a difference of 0.5%.
The two have swapped places 2 times across 6 shared years of data; in 2000 it was Argentina ahead.
Argentina ranks 54th and Brazil ranks 56th of 63 countries.
Across the 3 decades both report, Argentina averaged higher in 2 and Brazil in 1.
Head to head by decade
| Decade | Argentina | Brazil | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 37.9% | 26.0% | 11.9% | Argentina |
| 2010s | 32.3% | 32.4% | 0.1% | Brazil |
| 2020s | 27.1% | 26.6% | 0.4% | Argentina |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of students achieving minimum math proficiency by the end of lower-secondary education, Argentina or Brazil?
- Argentina, at 27.1% against 26.6% in Brazil as of 2022.
- What is the difference in share of students achieving minimum math proficiency by the end of lower-secondary education between Argentina and Brazil?
- 0.5%, with Argentina ahead.
- How many years of comparable data are there for Argentina and Brazil?
- 6 years are reported by both, from 2000 to 2022.
- How do Argentina and Brazil rank globally for share of students achieving minimum math proficiency by the end of lower-secondary education?
- Argentina ranks 54th and Brazil ranks 56th 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 math proficiency by the end of lower-secondary education. 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 (%).