It considers Level 2 in reading and mathematics to be the minimum level of proficiency required for students to participate fully in the knowledge-based society (see Definitions section). In Estonia, Finland and Japan, at least 83% of students attain Level 2 or above in both reading and mathematics, while fewer than 35% 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 2). Indeed, being able to improve the performance of all students, regardless of background, is necessary for countries to become high-performers and to achieve the SDG 4 targets.