France vs New Zealand: Share of students achieving minimum math proficiency by the end of lower-secondary education
France
71.2%
in 2022
New Zealand
71.2%
in 2022
France rank
28th
New Zealand rank
27th
Share of students achieving minimum math proficiency by the end of lower-secondary education 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 math proficiency by the end of lower-secondary education, 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 math proficiency by the end of lower-secondary education 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 math proficiency by the end of lower-secondary education?
- 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 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 (%).