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1 | PISA 2006: Science Competencies for Tomorrow's World | |||||||||||

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3 | Chapter 6 | A profile of student performance in reading and mathematics from PISA 20000 to PISA 2006 | ||||||||||

4 | Tables | |||||||||||

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6 | Table 6.1a | Percentage of students at each proficiency level on the reading scale | ||||||||||

7 | Table 6.1b | Percentage of students at each proficiency level on the reading scale, by gender | ||||||||||

8 | Table 6.1c | Mean score, variation and gender differences in student performance on the reading scale | ||||||||||

9 | Table 6.2a | Percentage of students at each proficiency level on the mathematics scale | ||||||||||

10 | Table 6.2b | Percentage of students at each proficiency level on the mathematics scale, by gender | ||||||||||

11 | Table 6.2c | Mean score, variation and gender differences in student performance on the mathematics scale | ||||||||||

12 | Table 6.3a | Trends in reading since PISA 2000 | ||||||||||

13 | Table 6.3b | Trends in mathematics since PISA 2003 | ||||||||||

14 | Table 6.3c | Differences in percentiles in reading between PISA 2000, PISA 2003 and PISA 2006 | ||||||||||

15 | Table 6.3d | Differences in percentiles in mathematics between PISA 2003 and PISA 2006 | ||||||||||

16 | Table 6.4a | Effect of the highest level of parents' education on student performance in science since PISA 2000 | ||||||||||

17 | Table 6.4b | Effect of the highest level of parents' education on student performance in reading since PISA 2000 | ||||||||||

18 | Table 6.4c | Effect of the highest level of parents' education on student performance in mathematics since PISA 2000 | ||||||||||

19 | Table 6.5a | Effect of the highest occupational status of parents on student performance in science since PISA 2000 | ||||||||||

20 | Table 6.5b | Effect of the highest occupational status of parents on student performance in reading since PISA 2000 | ||||||||||

21 | Table 6.5c | Effect of the highest occupational status of parents on student performance in mathematics since PISA 2000 | ||||||||||

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23 | Â© OECD 2007 | |||||||||||

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