Australia vs Austria: Share of students achieving minimum math proficiency by the end of lower-secondary education
Australia
73.7%
in 2022
Austria
75.1%
in 2022
Australia rank
21st
Austria rank
18th
Share of students achieving minimum math proficiency by the end of lower-secondary education over time
- Australia
- Austria
How they compare
Austria currently reports 75.1% against 73.7% in Australia, a difference of 1.4%.
The two have swapped places 1 time across 8 shared years of data; in 2000 it was Australia ahead.
Australia ranks 21st and Austria ranks 18th of 63 countries.
Across the 3 decades both report, Australia averaged higher in 1 and Austria in 2.
Head to head by decade
| Decade | Australia | Austria | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 86.6% | 80.6% | 6.0% | Australia |
| 2010s | 78.6% | 79.5% | 0.9% | Austria |
| 2020s | 73.7% | 75.1% | 1.5% | Austria |
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, Australia or Austria?
- Austria, at 75.1% against 73.7% in Australia as of 2022.
- What is the difference in share of students achieving minimum math proficiency by the end of lower-secondary education between Australia and Austria?
- 1.4%, with Austria ahead.
- How many years of comparable data are there for Australia and Austria?
- 8 years are reported by both, from 2000 to 2022.
- How do Australia and Austria rank globally for share of students achieving minimum math proficiency by the end of lower-secondary education?
- Australia ranks 21st and Austria ranks 18th 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 (%).