Latvia vs Slovenia: Share of students achieving minimum math proficiency by the end of lower-secondary education
Latvia
77.8%
in 2022
Slovenia
75.4%
in 2022
Latvia rank
13th
Slovenia rank
16th
Share of students achieving minimum math proficiency by the end of lower-secondary education over time
- Latvia
- Slovenia
How they compare
Latvia currently reports 77.8% against 75.4% in Slovenia, a difference of 2.4%.
The two have swapped places 3 times across 6 shared years of data; in 2006 it was Slovenia ahead.
Latvia ranks 13th and Slovenia ranks 16th of 63 countries.
Across the 3 decades both report, Latvia averaged higher in 1 and Slovenia in 2.
Head to head by decade
| Decade | Latvia | Slovenia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 78.4% | 81.0% | 2.6% | Slovenia |
| 2010s | 80.4% | 82.5% | 2.0% | Slovenia |
| 2020s | 77.8% | 75.4% | 2.4% | Latvia |
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, Latvia or Slovenia?
- Latvia, at 77.8% against 75.4% in Slovenia as of 2022.
- What is the difference in share of students achieving minimum math proficiency by the end of lower-secondary education between Latvia and Slovenia?
- 2.4%, with Latvia ahead.
- How many years of comparable data are there for Latvia and Slovenia?
- 6 years are reported by both, from 2006 to 2022.
- How do Latvia and Slovenia rank globally for share of students achieving minimum math proficiency by the end of lower-secondary education?
- Latvia ranks 13th and Slovenia ranks 16th 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 (%).