it considers level in reading and mathematics to be the minimum level of proficiency required for students to participate fully in the knowledgebased society see definitions section in estonia finland and japan at least of students attain level or above in both reading and mathematics while fewer than of students do so in brazil colombia and costa rica however pisa also consistently shows that high performance and greater equity are not mutually exclusive figure indeed being able to improve the performance of all students regardless of background is necessary for countries to become highperformers and to achieve the sdg targets