Australia vs Luxembourg: Share of students achieving minimum math proficiency by the end of lower-secondary education
Australia
73.7%
in 2022
Luxembourg
72.8%
in 2018
Australia rank
21st
Luxembourg rank
22nd
Share of students achieving minimum math proficiency by the end of lower-secondary education over time
- Australia
- Luxembourg
How they compare
Australia currently reports 73.7% against 72.8% in Luxembourg, a difference of 0.9%.
Across all 7 years both countries report, Australia has been ahead every year.
Australia ranks 21st and Luxembourg ranks 22nd of 63 countries.
Australia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Australia | Luxembourg | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 86.6% | 73.7% | 12.9% | Australia |
| 2010s | 78.6% | 74.2% | 4.4% | Australia |
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 Luxembourg?
- Australia, at 73.7% against 72.8% in Luxembourg 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 Luxembourg?
- 0.9%, with Australia ahead.
- How many years of comparable data are there for Australia and Luxembourg?
- 7 years are reported by both, from 2000 to 2018.
- How do Australia and Luxembourg rank globally for share of students achieving minimum math proficiency by the end of lower-secondary education?
- Australia ranks 21st and Luxembourg ranks 22nd 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 (%).