{"id":4462,"date":"2017-01-31T16:11:36","date_gmt":"2017-01-31T15:11:36","guid":{"rendered":"http:\/\/bildungswissenschaft.at\/index.php\/2017\/01\/31\/pisa-splitter\/4462\/the-share-of-15-year-old-students-in-sweden-who-do-not-reach-the-baseline-level-of-mathematics-proficiency-increased-from-17-to-27-between-2003-and-2012\/"},"modified":"2017-01-31T16:11:36","modified_gmt":"2017-01-31T15:11:36","slug":"the-share-of-15-year-old-students-in-sweden-who-do-not-reach-the-baseline-level-of-mathematics-proficiency-increased-from-17-to-27-between-2003-and-2012","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2017\/01\/31\/pisa-splitter\/4462\/the-share-of-15-year-old-students-in-sweden-who-do-not-reach-the-baseline-level-of-mathematics-proficiency-increased-from-17-to-27-between-2003-and-2012\/","title":{"rendered":"The share of 15-year-old students in Sweden who do not reach the baseline level of mathematics proficiency increased from 17 % to 27 % between 2003 and 2012 &#8230;"},"content":{"rendered":"<p style=\"margin-bottom: 0.0001pt; line-height: normal;\"><span style=\"font-size: 10pt; font-family: 'Verdana', sans-serif;\">\u201eThe share of 15-year-old students in Sweden who do not reach the baseline level of mathematics proficiency increased from 17&nbsp;% to 27&nbsp;% between 2003 and 2012, above the OECD average of 23&nbsp;%.\u201c<\/span><\/p>\n<p style=\"margin-bottom: 0.0001pt; line-height: normal;\"><span style=\"font-size: 10pt; font-family: 'Verdana', sans-serif;\">OECD (Hrsg.), \u201eImproving Schools in Sweden: An OECD Perspective\u201c (2015), S.&nbsp;28<\/span><\/p>\n<p style=\"margin-bottom: 0.0001pt; line-height: normal;\"><span style=\"font-size: 10pt; font-family: 'Verdana', sans-serif;\">In \u00d6sterreich betrug dieser Anteil im Jahr 2003 ebenso wie im Jahr 2012 19&nbsp;Prozent.<\/span><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201eThe share of 15-year-old students in Sweden who do not reach the baseline level of mathematics proficiency increased from 17&nbsp;%<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[36],"tags":[],"class_list":["post-4462","post","type-post","status-publish","format-standard","hentry","category-pisa-splitter"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/4462","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/comments?post=4462"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/4462\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=4462"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=4462"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=4462"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}