{"id":8182,"date":"2016-02-16T21:39:16","date_gmt":"2016-02-16T20:39:16","guid":{"rendered":"http:\/\/bildungswissenschaft.at\/index.php\/2016\/02\/16\/piaac\/8182\/austria-performs-at-close-to-the-average-in-numeracy-at-age-15-but-considerably-above-the-average-by-age-18-20\/"},"modified":"2016-02-16T21:39:16","modified_gmt":"2016-02-16T20:39:16","slug":"austria-performs-at-close-to-the-average-in-numeracy-at-age-15-but-considerably-above-the-average-by-age-18-20","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2016\/02\/16\/piaac\/8182\/austria-performs-at-close-to-the-average-in-numeracy-at-age-15-but-considerably-above-the-average-by-age-18-20\/","title":{"rendered":"Austria performs at close to the average in numeracy at age 15 but considerably above the average by age 18-20 &#8230;"},"content":{"rendered":"<p><span style=\"font-family: verdana, geneva; font-size: 10pt;\">\u201eAustria performs at close to the average in numeracy at age 15 but considerably above the average by age 18-20. By contrast, some countries, e.g., Canada and (in literacy) Ireland, do relatively well in PISA at age 15 whilst this does not translate into similar performance in post-upper secondary skills outcomes. England performs at the average in literacy and numeracy at age 15 but some way below the average by age 18-20.\u201c<br \/>Andy Green u.&nbsp;a., The Effects of System Type and System Characteristics on Skills Acquisition in Upper Secondary Education and Training (2021), S.&nbsp;36.<\/p>\n<p><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201eAustria performs at close to the average in numeracy at age 15 but considerably above the average by age 18-20.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[64],"tags":[],"class_list":["post-8182","post","type-post","status-publish","format-standard","hentry","category-piaac"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/8182","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=8182"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/8182\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=8182"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=8182"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=8182"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}