Romania vs Uruguay: Share of students achieving minimum math proficiency by the end of lower-secondary education
Romania
51.4%
in 2022
Uruguay
43.5%
in 2022
Romania rank
43rd
Uruguay rank
45th
Share of students achieving minimum math proficiency by the end of lower-secondary education over time
- Romania
- Uruguay
How they compare
Romania currently reports 51.4% against 43.5% in Uruguay, a difference of 7.9%.
That makes Romania's figure about 1.2 times Uruguay's.
The two have swapped places 1 time across 6 shared years of data; in 2006 it was Uruguay ahead.
Romania ranks 43rd and Uruguay ranks 45th of 63 countries.
Across the 3 decades both report, Romania averaged higher in 2 and Uruguay in 1.
Head to head by decade
| Decade | Romania | Uruguay | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 50.1% | 53.2% | 3.0% | Uruguay |
| 2010s | 57.6% | 47.0% | 10.5% | Romania |
| 2020s | 51.4% | 43.5% | 7.9% | Romania |
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, Romania or Uruguay?
- Romania, at 51.4% against 43.5% in Uruguay as of 2022.
- What is the difference in share of students achieving minimum math proficiency by the end of lower-secondary education between Romania and Uruguay?
- 7.9%, with Romania ahead.
- How many years of comparable data are there for Romania and Uruguay?
- 6 years are reported by both, from 2006 to 2022.
- How do Romania and Uruguay rank globally for share of students achieving minimum math proficiency by the end of lower-secondary education?
- Romania ranks 43rd and Uruguay ranks 45th 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 (%).