New Zealand vs Spain: Share of students achieving minimum math proficiency by the end of lower-secondary education
New Zealand
71.2%
in 2022
Spain
72.7%
in 2022
New Zealand rank
27th
Spain rank
24th
Share of students achieving minimum math proficiency by the end of lower-secondary education over time
- New Zealand
- Spain
How they compare
Spain currently reports 72.7% against 71.2% in New Zealand, a difference of 1.5%.
The two have swapped places 1 time across 8 shared years of data; in 2000 it was New Zealand ahead.
New Zealand ranks 27th and Spain ranks 24th of 63 countries.
Across the 3 decades both report, New Zealand averaged higher in 2 and Spain in 1.
Head to head by decade
| Decade | New Zealand | Spain | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 85.7% | 75.6% | 10.1% | New Zealand |
| 2010s | 78.0% | 76.5% | 1.5% | New Zealand |
| 2020s | 71.2% | 72.7% | 1.5% | Spain |
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, New Zealand or Spain?
- Spain, at 72.7% against 71.2% in New Zealand as of 2022.
- What is the difference in share of students achieving minimum math proficiency by the end of lower-secondary education between New Zealand and Spain?
- 1.5%, with Spain ahead.
- How many years of comparable data are there for New Zealand and Spain?
- 8 years are reported by both, from 2000 to 2022.
- How do New Zealand and Spain rank globally for share of students achieving minimum math proficiency by the end of lower-secondary education?
- New Zealand ranks 27th and Spain ranks 24th 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 (%).