Iceland vs Slovakia: Share of students achieving minimum math proficiency by the end of lower-secondary education
Iceland
65.9%
in 2022
Slovakia
66.8%
in 2022
Iceland rank
35th
Slovakia rank
33rd
Share of students achieving minimum math proficiency by the end of lower-secondary education over time
- Iceland
- Slovakia
How they compare
Slovakia currently reports 66.8% against 65.9% in Iceland, a difference of 0.9%.
The two have swapped places 1 time across 7 shared years of data; in 2003 it was Iceland ahead.
Iceland ranks 35th and Slovakia ranks 33rd of 63 countries.
Across the 3 decades both report, Iceland averaged higher in 2 and Slovakia in 1.
Head to head by decade
| Decade | Iceland | Slovakia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 83.7% | 79.4% | 4.4% | Iceland |
| 2010s | 78.1% | 73.2% | 4.8% | Iceland |
| 2020s | 65.9% | 66.8% | 0.9% | Slovakia |
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, Iceland or Slovakia?
- Slovakia, at 66.8% against 65.9% in Iceland as of 2022.
- What is the difference in share of students achieving minimum math proficiency by the end of lower-secondary education between Iceland and Slovakia?
- 0.9%, with Slovakia ahead.
- How many years of comparable data are there for Iceland and Slovakia?
- 7 years are reported by both, from 2003 to 2022.
- How do Iceland and Slovakia rank globally for share of students achieving minimum math proficiency by the end of lower-secondary education?
- Iceland ranks 35th and Slovakia ranks 33rd 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 (%).