Shortdefinition: Share of students scoring at least 40 percent on the PASEC mathematics exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


IndicatorName: PASEC: 5th grade students reaching the Knowledge Base Rate on the mathematics scale (%)

Longdefinition: Share of students scoring at least 40 percent on the PASEC mathematics exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

Source: Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/

Topic: Learning Outcomes

name: PASEC: 5th grade students above the Knowledge Base Rate on the mathematics scale (above 40% of answers correct) (%), total

value: Education Statistics

value: Education


sourceNote: Share of students scoring at least 40 percent on the PASEC mathematics exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

sourceOrganization: Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/

name: Europe & Central Asia (excluding high income)


name: East Asia & Pacific (IDA & IBRD countries)


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


IndicatorName: PASEC: Female 5th grade students reaching the Knowledge Base Rate on the mathematics scale (%)

Longdefinition: Share of female students scoring at least 40 percent on the PASEC mathematics exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

name: PASEC: 5th grade students above the Knowledge Base Rate on the mathematics scale (above 40% of answers correct) (%), female


Shortdefinition: Share of female students scoring at least 40 percent on the PASEC mathematics exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


sourceNote: Share of female students scoring at least 40 percent on the PASEC mathematics exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


IndicatorName: PASEC: Male 5th grade students reaching the Knowledge Base Rate on the mathematics scale (%)

Longdefinition: Share of male students scoring at least 40 percent on the PASEC mathematics exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

name: PASEC: 5th grade students above the Knowledge Base Rate on the mathematics scale (above 40% of answers correct) (%), male


Shortdefinition: Share of male students scoring at least 40 percent on the PASEC mathematics exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


sourceNote: Share of male students scoring at least 40 percent on the PASEC mathematics exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


IndicatorName: PASEC: 5th grade students below the Failure Rate on the mathematics scale (%)

Longdefinition: Share of students scoring less than 25 percent on the PASEC mathematics exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

name: PASEC: 5th grade students at the lowest level of proficiency on the mathematics scale (less than 25% of answers correct) (%), total


Shortdefinition: Share of students scoring less than 25 percent on the PASEC mathematics exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


sourceNote: Share of students scoring less than 25 percent on the PASEC mathematics exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


IndicatorName: PASEC: Female 5th grade students below the Failure Rate on the mathematics scale (%)

Longdefinition: Share of female students scoring less than 25 percent on the PASEC mathematics exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

name: PASEC: 5th grade students at the lowest level of proficiency on the mathematics scale (less than 25% of answers correct) (%), female


Shortdefinition: Share of female students scoring less than 25 percent on the PASEC mathematics exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


sourceNote: Share of female students scoring less than 25 percent on the PASEC mathematics exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


IndicatorName: PASEC: Male 5th grade students below the Failure Rate on the mathematics scale (%)

Longdefinition: Share of male students scoring less than 25 percent on the PASEC mathematics exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

name: PASEC: 5th grade students at the lowest level of proficiency on the mathematics scale (less than 25% of answers correct) (%), male


Shortdefinition: Share of male students scoring less than 25 percent on the PASEC mathematics exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


sourceNote: Share of male students scoring less than 25 percent on the PASEC mathematics exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


name: Europe & Central Asia (excluding high income)


IndicatorName: PASEC: Mean performance on the mathematics scale (100 points) for 5th grade students. Male

Longdefinition: Mean percentage correct for male 5th grade students on the mathematics exam. Average differences are only significant between males and females in Benin, Gabon, Burkina Faso, Senegal, Burundi, Cote d'Ivoire, Togo and Comoros. Since comparison is suggested by giving average scores for males/females, please take into account that these are only raw effects of gender. PASEC uses econometric models to validate the effect of gender in achievement. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


Shortdefinition: Mean percentage correct for male 5th grade students on the mathematics exam. Average differences are only significant between males and females in Benin, Gabon, Burkina Faso, Senegal, Burundi, Cote d'Ivoire, Togo and Comoros. Since comparison is suggested by giving average scores for males/females, please take into account that these are only raw effects of gender. PASEC uses econometric models to validate the effect of gender in achievement. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

name: PASEC: Mean performance on the mathematics scale (100 points) for 5th grade students. Male


sourceNote: Mean percentage correct for male 5th grade students on the mathematics exam. Average differences are only significant between males and females in Benin, Gabon, Burkina Faso, Senegal, Burundi, Cote d'Ivoire, Togo and Comoros. Since comparison is suggested by giving average scores for males/females, please take into account that these are only raw effects of gender. PASEC uses econometric models to validate the effect of gender in achievement. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


name: East Asia & Pacific (IDA & IBRD countries)


IndicatorName: PASEC: Mean performance on the language scale for 2nd grade students. Total

Longdefinition: Average score of Grade 2 students on the PASEC language scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Average score of Grade 2 students on the PASEC language scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Mean performance on the language scale for 2nd grade students. Total


sourceNote: Average score of Grade 2 students on the PASEC language scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


IndicatorName: PASEC: Mean performance on the language scale for 2nd grade students. Female

Longdefinition: Average score of female Grade 2 students on the PASEC language scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Average score of female Grade 2 students on the PASEC language scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Mean performance on the language scale for 2nd grade students. Female


sourceNote: Average score of female Grade 2 students on the PASEC language scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: 2nd grade students by language proficiency level (%). Below Level 1

Longdefinition: Percentage of 2nd grade students scoring below 399.1 on the PASEC reading scale. Pupils below Level 1 do not display the competencies measured by the PASEC reading test. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Percentage of 2nd grade students scoring below 399.1 on the PASEC reading scale. Pupils below Level 1 do not display the competencies measured by the PASEC reading test. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: 2nd grade students by language proficiency level (%). Below Level 1


sourceNote: Percentage of 2nd grade students scoring below 399.1 on the PASEC reading scale. Pupils below Level 1 do not display the competencies measured by the PASEC reading test. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: 2nd grade students by language proficiency level (%). Level 1

Longdefinition: Percentage of 2nd grade students scoring at least 399.1 but not higher than 469.5 on the PASEC reading scale. Students at proficiency level 1 are classified as Early Readers who have not reached the Sufficient Competency Threshold. Students at this level are able to understand very short and familiar oral messages to recognize familiar objects. They have great difficulty decoding written language and performing graphophonological identification (letters, syllables, graphemes and phonemes). Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Percentage of 2nd grade students scoring at least 399.1 but not higher than 469.5 on the PASEC reading scale. Students at proficiency level 1 are classified as Early Readers who have not reached the Sufficient Competency Threshold. Students at this level are able to understand very short and familiar oral messages to recognize familiar objects. They have great difficulty decoding written language and performing graphophonological identification (letters, syllables, graphemes and phonemes). Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: 2nd grade students by language proficiency level (%). Level 1


sourceNote: Percentage of 2nd grade students scoring at least 399.1 but not higher than 469.5 on the PASEC reading scale. Students at proficiency level 1 are classified as Early Readers who have not reached the Sufficient Competency Threshold. Students at this level are able to understand very short and familiar oral messages to recognize familiar objects. They have great difficulty decoding written language and performing graphophonological identification (letters, syllables, graphemes and phonemes). Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Europe & Central Asia (excluding high income)


IndicatorName: PASEC: 2nd grade students by language proficiency level (%). Level 2

Longdefinition: Percentage of 2nd grade students scoring at least 469.5 but not higher than 540 on the PASEC reading scale. Students at proficiency level 2 are classified as Emerging Readers who have not reached the Sufficient Competency Threshold. These students are in the process of developing the first basic links between the oral and written language. They can perform basic graphophonological decoding, recognition and identification tasks (letters, syllables, graphemes and phonemes). Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Percentage of 2nd grade students scoring at least 469.5 but not higher than 540 on the PASEC reading scale. Students at proficiency level 2 are classified as Emerging Readers who have not reached the Sufficient Competency Threshold. These students are in the process of developing the first basic links between the oral and written language. They can perform basic graphophonological decoding, recognition and identification tasks (letters, syllables, graphemes and phonemes). Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: 2nd grade students by language proficiency level (%). Level 2


sourceNote: Percentage of 2nd grade students scoring at least 469.5 but not higher than 540 on the PASEC reading scale. Students at proficiency level 2 are classified as Emerging Readers who have not reached the Sufficient Competency Threshold. These students are in the process of developing the first basic links between the oral and written language. They can perform basic graphophonological decoding, recognition and identification tasks (letters, syllables, graphemes and phonemes). Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


name: East Asia & Pacific (IDA & IBRD countries)


IndicatorName: PASEC: 2nd grade students by language proficiency level (%). Level 3

Longdefinition: Percentage of 2nd grade students scoring at least 540 but not higher than 610.4 on the PASEC reading scale. Students at proficiency level 3 are classified as Novice Readers who have reached the Sufficient Competency Threshold. These students have demonstrated their skills at written language decoding, listening comprehension and reading comprehension. They are able to identify the meaning of isolated words in reading comprehension, and in listening comprehension, they are able to understand explicit information in a short passage containing familiar vocabulary. They have developed links between oral and written language thus improving their decoding skills and expanding their vocabulary. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Percentage of 2nd grade students scoring at least 540 but not higher than 610.4 on the PASEC reading scale. Students at proficiency level 3 are classified as Novice Readers who have reached the Sufficient Competency Threshold. These students have demonstrated their skills at written language decoding, listening comprehension and reading comprehension. They are able to identify the meaning of isolated words in reading comprehension, and in listening comprehension, they are able to understand explicit information in a short passage containing familiar vocabulary. They have developed links between oral and written language thus improving their decoding skills and expanding their vocabulary. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: 2nd grade students by language proficiency level (%). Level 3


sourceNote: Percentage of 2nd grade students scoring at least 540 but not higher than 610.4 on the PASEC reading scale. Students at proficiency level 3 are classified as Novice Readers who have reached the Sufficient Competency Threshold. These students have demonstrated their skills at written language decoding, listening comprehension and reading comprehension. They are able to identify the meaning of isolated words in reading comprehension, and in listening comprehension, they are able to understand explicit information in a short passage containing familiar vocabulary. They have developed links between oral and written language thus improving their decoding skills and expanding their vocabulary. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


IndicatorName: PASEC: 2nd grade students by language proficiency level (%). Level 4

Longdefinition: Percentage of 2nd grade students scoring at least 610.4 on the PASEC reading scale. Students at proficiency level 4 are classified as Intermediate Readers who have reached the Sufficient Competency Threshold. These students have acquired written language decoding and listening comprehension competencies that enable them to understand explicit information in words, sentences and short passages. They can combine their decoding skills and their mastery of the oral language to grasp the literal meaning of a short passage. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Percentage of 2nd grade students scoring at least 610.4 on the PASEC reading scale. Students at proficiency level 4 are classified as Intermediate Readers who have reached the Sufficient Competency Threshold. These students have acquired written language decoding and listening comprehension competencies that enable them to understand explicit information in words, sentences and short passages. They can combine their decoding skills and their mastery of the oral language to grasp the literal meaning of a short passage. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: 2nd grade students by language proficiency level (%). Level 4


sourceNote: Percentage of 2nd grade students scoring at least 610.4 on the PASEC reading scale. Students at proficiency level 4 are classified as Intermediate Readers who have reached the Sufficient Competency Threshold. These students have acquired written language decoding and listening comprehension competencies that enable them to understand explicit information in words, sentences and short passages. They can combine their decoding skills and their mastery of the oral language to grasp the literal meaning of a short passage. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


IndicatorName: PASEC: Distribution of 2nd grade students by average number of letters read accurately in one minute. 0 to 5 Letters

Longdefinition: Percentage of 2nd grade students who accurately read 5 or less letters per minute on the PASEC reading assessment. Pupils’ ability to read letters of the alphabet correctly and quickly shows how well pupils have mastered initial letter decoding skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Percentage of 2nd grade students who accurately read 5 or less letters per minute on the PASEC reading assessment. Pupils’ ability to read letters of the alphabet correctly and quickly shows how well pupils have mastered initial letter decoding skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 2nd grade students by average number of letters read accurately in one minute. 0 to 5 Letters


sourceNote: Percentage of 2nd grade students who accurately read 5 or less letters per minute on the PASEC reading assessment. Pupils’ ability to read letters of the alphabet correctly and quickly shows how well pupils have mastered initial letter decoding skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


IndicatorName: PASEC: Distribution of 2nd grade students by average number of letters read accurately in one minute. 11 to 20 Letters

Longdefinition: Percentage of 2nd grade students who accurately read 11 to 20 letters per minute on the PASEC reading assessment. Pupils’ ability to read letters of the alphabet correctly and quickly shows how well pupils have mastered initial letter decoding skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Percentage of 2nd grade students who accurately read 11 to 20 letters per minute on the PASEC reading assessment. Pupils’ ability to read letters of the alphabet correctly and quickly shows how well pupils have mastered initial letter decoding skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 2nd grade students by average number of letters read accurately in one minute. 11 to 20 Letters


sourceNote: Percentage of 2nd grade students who accurately read 11 to 20 letters per minute on the PASEC reading assessment. Pupils’ ability to read letters of the alphabet correctly and quickly shows how well pupils have mastered initial letter decoding skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Europe & Central Asia (excluding high income)


IndicatorName: PASEC: Distribution of 2nd grade students by average number of letters read accurately in one minute. 20+ Letters

Longdefinition: Percentage of 2nd grade students who accurately read more than 20 letters per minute on the PASEC reading assessment. Pupils’ ability to read letters of the alphabet correctly and quickly shows how well pupils have mastered initial letter decoding skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Percentage of 2nd grade students who accurately read more than 20 letters per minute on the PASEC reading assessment. Pupils’ ability to read letters of the alphabet correctly and quickly shows how well pupils have mastered initial letter decoding skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 2nd grade students by average number of letters read accurately in one minute. 20+ Letters


sourceNote: Percentage of 2nd grade students who accurately read more than 20 letters per minute on the PASEC reading assessment. Pupils’ ability to read letters of the alphabet correctly and quickly shows how well pupils have mastered initial letter decoding skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


name: East Asia & Pacific (IDA & IBRD countries)


IndicatorName: PASEC: Distribution of 2nd grade students by average number of letters read accurately in one minute. 6 to 10 Letters

Longdefinition: Percentage of 2nd grade students who accurately read 6 to 10 letters per minute on the PASEC reading assessment. Pupils’ ability to read letters of the alphabet correctly and quickly shows how well pupils have mastered initial letter decoding skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Percentage of 2nd grade students who accurately read 6 to 10 letters per minute on the PASEC reading assessment. Pupils’ ability to read letters of the alphabet correctly and quickly shows how well pupils have mastered initial letter decoding skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 2nd grade students by average number of letters read accurately in one minute. 6 to 10 Letters


sourceNote: Percentage of 2nd grade students who accurately read 6 to 10 letters per minute on the PASEC reading assessment. Pupils’ ability to read letters of the alphabet correctly and quickly shows how well pupils have mastered initial letter decoding skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


IndicatorName: PASEC: Mean performance on the language scale for 2nd grade students. Male

Longdefinition: Average score of male Grade 2 students on the PASEC language scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Average score of male Grade 2 students on the PASEC language scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Mean performance on the language scale for 2nd grade students. Male


sourceNote: Average score of male Grade 2 students on the PASEC language scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


IndicatorName: PASEC: Average performance gap between 2nd grade students in multigrade and standard classes. Language

Longdefinition: Average difference in scores between students in multigrade classes and standard classes. Standard classes have one full-time teacher per class/grade, and multigrade classes have pupils from different grades in a single pedagogical group with a single teacher. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Average difference in scores between students in multigrade classes and standard classes. Standard classes have one full-time teacher per class/grade, and multigrade classes have pupils from different grades in a single pedagogical group with a single teacher. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Average performance gap between 2nd grade students in multigrade and standard classes. Language


sourceNote: Average difference in scores between students in multigrade classes and standard classes. Standard classes have one full-time teacher per class/grade, and multigrade classes have pupils from different grades in a single pedagogical group with a single teacher. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


IndicatorName: PASEC: Mean performance on the language scale for 2nd grade students who did not attend pre-primary education

Longdefinition: Average score of Grade 2 students who did not attend any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Average score of Grade 2 students who did not attend any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Mean performance on the language scale for 2nd grade students who did not attend pre-primary education


sourceNote: Average score of Grade 2 students who did not attend any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Europe & Central Asia (excluding high income)


IndicatorName: PASEC: Distribution of 2nd grade language scores: 5th Percentile Score

Longdefinition: The 5th percentile score is the score below which 5 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: The 5th percentile score is the score below which 5 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 2nd grade language scores: 5th Percentile Score


sourceNote: The 5th percentile score is the score below which 5 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


name: East Asia & Pacific (IDA & IBRD countries)


IndicatorName: PASEC: Distribution of 2nd grade language scores: 1st Percentile Score

Longdefinition: The 1st percentile score is the score below which 1 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: The 1st percentile score is the score below which 1 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 2nd grade language scores: 1st Percentile Score


sourceNote: The 1st percentile score is the score below which 1 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


IndicatorName: PASEC: Distribution of 2nd grade language scores: 10th Percentile Score

Longdefinition: The 10th percentile score is the score below which 10 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: The 10th percentile score is the score below which 10 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 2nd grade language scores: 10th Percentile Score


sourceNote: The 10th percentile score is the score below which 10 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


IndicatorName: PASEC: Distribution of 2nd grade language scores: 25th Percentile Score

Longdefinition: The 25th percentile score is the score below which 25 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: The 25th percentile score is the score below which 25 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 2nd grade language scores: 25th Percentile Score


sourceNote: The 25th percentile score is the score below which 25 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


IndicatorName: PASEC: Distribution of 2nd grade language scores: 50th Percentile Score

Longdefinition: The 50th percentile score is the score below which 50 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: The 50th percentile score is the score below which 50 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 2nd grade language scores: 50th Percentile Score


sourceNote: The 50th percentile score is the score below which 50 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Europe & Central Asia (excluding high income)


IndicatorName: PASEC: Distribution of 2nd grade language scores: 75th Percentile Score

Longdefinition: The 75th percentile score is the score below which 75 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: The 75th percentile score is the score below which 75 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 2nd grade language scores: 75th Percentile Score


sourceNote: The 75th percentile score is the score below which 75 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


name: East Asia & Pacific (IDA & IBRD countries)


IndicatorName: PASEC: Distribution of 2nd grade language scores: 90th Percentile Score

Longdefinition: The 90th percentile score is the score below which 90 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: The 90th percentile score is the score below which 90 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 2nd grade language scores: 90th Percentile Score


sourceNote: The 90th percentile score is the score below which 90 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


IndicatorName: PASEC: Distribution of 2nd grade language scores: 95th Percentile Score

Longdefinition: The 95th percentile score is the score below which 95 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: The 95th percentile score is the score below which 95 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 2nd grade language scores: 95th Percentile Score


sourceNote: The 95th percentile score is the score below which 95 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


IndicatorName: PASEC: Distribution of 2nd grade language scores: 99th Percentile Score

Longdefinition: The 99th percentile score is the score below which 99 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: The 99th percentile score is the score below which 99 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 2nd grade language scores: 99th Percentile Score


sourceNote: The 99th percentile score is the score below which 99 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


IndicatorName: PASEC: Mean performance on the language scale for 2nd grade students who attended pre-primary education

Longdefinition: Average score of Grade 2 students who attended any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Average score of Grade 2 students who attended any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Mean performance on the language scale for 2nd grade students who attended pre-primary education


sourceNote: Average score of Grade 2 students who attended any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Europe & Central Asia (excluding high income)


IndicatorName: PASEC: Average performance gap between 2nd grade students who attended/did not attend pre-primary education. Language

Longdefinition: Average difference in scores between students in who attended or did not attend any form of pre-primary education. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Average difference in scores between students in who attended or did not attend any form of pre-primary education. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Average performance gap between 2nd grade students who attended/did not attend pre-primary education. Language


sourceNote: Average difference in scores between students in who attended or did not attend any form of pre-primary education. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


IndicatorName: PASEC: Average performance gap between 2nd grade students in private and public education. Language

Longdefinition: Average difference between pupil scores in private and public educational institutions controlling for the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When public and private schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Average difference between pupil scores in private and public educational institutions controlling for the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When public and private schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Average performance gap between 2nd grade students in private and public education. Language


sourceNote: Average difference between pupil scores in private and public educational institutions controlling for the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When public and private schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: East Asia & Pacific (IDA & IBRD countries)


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


IndicatorName: PASEC: Average performance gap between 2nd grade students in rural and urban areas. Language

Longdefinition: Average difference between pupil scores in rural and urban areas controlling for the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When urban and rural schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. Urban areas include towns and town suburbs, and rural areas include large villages (several hundred family lots) and small villages (up to one hundred family lots). These urban/rural definitions are standard across countries to facilitate the comparison of trends from one country to another. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Average difference between pupil scores in rural and urban areas controlling for the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When urban and rural schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. Urban areas include towns and town suburbs, and rural areas include large villages (several hundred family lots) and small villages (up to one hundred family lots). These urban/rural definitions are standard across countries to facilitate the comparison of trends from one country to another. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Average performance gap between 2nd grade students in rural and urban areas. Language


sourceNote: Average difference between pupil scores in rural and urban areas controlling for the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When urban and rural schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. Urban areas include towns and town suburbs, and rural areas include large villages (several hundred family lots) and small villages (up to one hundred family lots). These urban/rural definitions are standard across countries to facilitate the comparison of trends from one country to another. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


IndicatorName: PASEC: Distribution of 2nd grade students by average number of words read accurately in one minute. 0 Words

Longdefinition: Percentage of 2nd grade students who accurately read zero words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Percentage of 2nd grade students who accurately read zero words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 2nd grade students by average number of words read accurately in one minute. 0 Words


sourceNote: Percentage of 2nd grade students who accurately read zero words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


IndicatorName: PASEC: Distribution of 2nd grade students by average number of words read accurately in one minute. 11 to 20 Words

Longdefinition: Percentage of 2nd grade students who accurately read 11 to 20 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Percentage of 2nd grade students who accurately read 11 to 20 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 2nd grade students by average number of words read accurately in one minute. 11 to 20 Words


sourceNote: Percentage of 2nd grade students who accurately read 11 to 20 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Europe & Central Asia (excluding high income)


IndicatorName: PASEC: Distribution of 2nd grade students by average number of words read accurately in one minute. 1 to 5 Words

Longdefinition: Percentage of 2nd grade students who accurately read 1 to 5 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Percentage of 2nd grade students who accurately read 1 to 5 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 2nd grade students by average number of words read accurately in one minute. 1 to 5 Words


sourceNote: Percentage of 2nd grade students who accurately read 1 to 5 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


IndicatorName: PASEC: Distribution of 2nd grade students by average number of words read accurately in one minute. 20+ Words

Longdefinition: Percentage of 2nd grade students who accurately read more than 20 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Percentage of 2nd grade students who accurately read more than 20 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 2nd grade students by average number of words read accurately in one minute. 20+ Words


sourceNote: Percentage of 2nd grade students who accurately read more than 20 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Distribution of 2nd grade students by average number of words read accurately in one minute. 6 to 10 Words

Longdefinition: Percentage of 2nd grade students who accurately read 6 to 10 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Percentage of 2nd grade students who accurately read 6 to 10 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 2nd grade students by average number of words read accurately in one minute. 6 to 10 Words


sourceNote: Percentage of 2nd grade students who accurately read 6 to 10 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: East Asia & Pacific (IDA & IBRD countries)


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


IndicatorName: PASEC: Mean performance on the reading scale for 6th grade students. Total

Longdefinition: Average score of Grade 6 students on the PASEC reading scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Average score of Grade 6 students on the PASEC reading scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Mean performance on the reading scale for 6th grade students. Total


sourceNote: Average score of Grade 6 students on the PASEC reading scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


IndicatorName: PASEC: Mean performance on the reading scale for 6th grade students. Female

Longdefinition: Average score of female Grade 6 students on the PASEC reading scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Average score of female Grade 6 students on the PASEC reading scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Mean performance on the reading scale for 6th grade students. Female


sourceNote: Average score of female Grade 6 students on the PASEC reading scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Europe & Central Asia (excluding high income)


IndicatorName: PASEC: 6th grade students by reading proficiency level (%). Below Level 1

Longdefinition: Share of 6th grade students scoring below 365 on the PASEC reading scale. Pupils below Level 1 are not able to correctly answer a majority of the most basic test questions; Pupils at this level do not display the competencies measured by this test. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Share of 6th grade students scoring below 365 on the PASEC reading scale. Pupils below Level 1 are not able to correctly answer a majority of the most basic test questions; Pupils at this level do not display the competencies measured by this test. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: 6th grade students by reading proficiency level (%). Below Level 1


sourceNote: Share of 6th grade students scoring below 365 on the PASEC reading scale. Pupils below Level 1 are not able to correctly answer a majority of the most basic test questions; Pupils at this level do not display the competencies measured by this test. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


IndicatorName: PASEC: 6th grade students by reading proficiency level (%). Level 1

Longdefinition: Share of 6th grade students scoring higher than 365 but lower than 441.7 on the PASEC reading scale. Students at level 1 have not achieved the Sufficient Competency Threshold. They have developed decoding skills and can draw on them to understand isolated words taken from their everyday lives but are in difficulty when it comes to understanding the meaning of short and simple texts. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Share of 6th grade students scoring higher than 365 but lower than 441.7 on the PASEC reading scale. Students at level 1 have not achieved the Sufficient Competency Threshold. They have developed decoding skills and can draw on them to understand isolated words taken from their everyday lives but are in difficulty when it comes to understanding the meaning of short and simple texts. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: 6th grade students by reading proficiency level (%). Level 1


sourceNote: Share of 6th grade students scoring higher than 365 but lower than 441.7 on the PASEC reading scale. Students at level 1 have not achieved the Sufficient Competency Threshold. They have developed decoding skills and can draw on them to understand isolated words taken from their everyday lives but are in difficulty when it comes to understanding the meaning of short and simple texts. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: 6th grade students by reading proficiency level (%). Level 2

Longdefinition: Share of 6th grade students scoring higher than 441.7 but lower than 518.4 on the PASEC reading scale. Students at level 2 have not achieved the Sufficient Competency Threshold, but they can draw on their orthographic decoding skills to identify and understand isolated words taken from their everyday lives. They are also able to paraphrase explicit information from a text and locate information in short and medium length texts by identifying clues in the text and questions. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Share of 6th grade students scoring higher than 441.7 but lower than 518.4 on the PASEC reading scale. Students at level 2 have not achieved the Sufficient Competency Threshold, but they can draw on their orthographic decoding skills to identify and understand isolated words taken from their everyday lives. They are also able to paraphrase explicit information from a text and locate information in short and medium length texts by identifying clues in the text and questions. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: 6th grade students by reading proficiency level (%). Level 2


sourceNote: Share of 6th grade students scoring higher than 441.7 but lower than 518.4 on the PASEC reading scale. Students at level 2 have not achieved the Sufficient Competency Threshold, but they can draw on their orthographic decoding skills to identify and understand isolated words taken from their everyday lives. They are also able to paraphrase explicit information from a text and locate information in short and medium length texts by identifying clues in the text and questions. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: East Asia & Pacific (IDA & IBRD countries)


IndicatorName: PASEC: 6th grade students by reading proficiency level (%). Level 3

Longdefinition: Share of 6th grade students scoring higher than 518.4 but lower than 595.1 on the PASEC reading scale. Students at level 3 have achieved the Sufficient Competency Threshold. They are able to combine two pieces of explicit information from a document and carry out simple inferences in a narrative or informative text. They can extract implicit information from written material while giving meaning to implicit connectors, anaphora or referents. Students can also locate explicit information in long texts and discontinuous documents. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Share of 6th grade students scoring higher than 518.4 but lower than 595.1 on the PASEC reading scale. Students at level 3 have achieved the Sufficient Competency Threshold. They are able to combine two pieces of explicit information from a document and carry out simple inferences in a narrative or informative text. They can extract implicit information from written material while giving meaning to implicit connectors, anaphora or referents. Students can also locate explicit information in long texts and discontinuous documents. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: 6th grade students by reading proficiency level (%). Level 3


sourceNote: Share of 6th grade students scoring higher than 518.4 but lower than 595.1 on the PASEC reading scale. Students at level 3 have achieved the Sufficient Competency Threshold. They are able to combine two pieces of explicit information from a document and carry out simple inferences in a narrative or informative text. They can extract implicit information from written material while giving meaning to implicit connectors, anaphora or referents. Students can also locate explicit information in long texts and discontinuous documents. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


IndicatorName: PASEC: 6th grade students by reading proficiency level (%). Level 4

Longdefinition: Share of 6th grade students scoring higher than 595.1 on the PASEC reading scale. Students at level 4 have achieved the Sufficient Competency Threshold and have an overall understanding of narrative passages, informative texts and documents. They are able to interpret several implicit ideas in these texts while drawing from their experience and knowledge. When reading literary texts, pupils can to identify the author’s intention, determine implicit meaning and interpret characters’ feelings. When reading informative texts and documents, they can connect information and compare data prior to using it. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Share of 6th grade students scoring higher than 595.1 on the PASEC reading scale. Students at level 4 have achieved the Sufficient Competency Threshold and have an overall understanding of narrative passages, informative texts and documents. They are able to interpret several implicit ideas in these texts while drawing from their experience and knowledge. When reading literary texts, pupils can to identify the author’s intention, determine implicit meaning and interpret characters’ feelings. When reading informative texts and documents, they can connect information and compare data prior to using it. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: 6th grade students by reading proficiency level (%). Level 4


sourceNote: Share of 6th grade students scoring higher than 595.1 on the PASEC reading scale. Students at level 4 have achieved the Sufficient Competency Threshold and have an overall understanding of narrative passages, informative texts and documents. They are able to interpret several implicit ideas in these texts while drawing from their experience and knowledge. When reading literary texts, pupils can to identify the author’s intention, determine implicit meaning and interpret characters’ feelings. When reading informative texts and documents, they can connect information and compare data prior to using it. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


IndicatorName: PASEC: Mean performance on the reading scale for 6th grade students. Male

Longdefinition: Average score of male Grade 6 students on the PASEC reading scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Average score of male Grade 6 students on the PASEC reading scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Mean performance on the reading scale for 6th grade students. Male


sourceNote: Average score of male Grade 6 students on the PASEC reading scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


IndicatorName: PASEC: Average performance gap between 6th grade students in multigrade and standard classes. Reading

Longdefinition: Average difference in scores between students in multigrade classes and standard classes. Standard classes have one full-time teacher per class/grade, and multigrade classes have pupils from different grades in a single pedagogical group with a single teacher. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Average difference in scores between students in multigrade classes and standard classes. Standard classes have one full-time teacher per class/grade, and multigrade classes have pupils from different grades in a single pedagogical group with a single teacher. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Average performance gap between 6th grade students in multigrade and standard classes. Reading


sourceNote: Average difference in scores between students in multigrade classes and standard classes. Standard classes have one full-time teacher per class/grade, and multigrade classes have pupils from different grades in a single pedagogical group with a single teacher. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Europe & Central Asia (excluding high income)


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


IndicatorName: PASEC: Mean performance on the reading scale for 6th grade students who did not attend pre-primary education

Longdefinition: Average score of Grade 6 students who did not attend any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Average score of Grade 6 students who did not attend any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Mean performance on the reading scale for 6th grade students who did not attend pre-primary education


sourceNote: Average score of Grade 6 students who did not attend any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Distribution of 6th grade reading scores: 5th Percentile Score

Longdefinition: The 5th percentile score is the score below which 5 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: The 5th percentile score is the score below which 5 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 6th grade reading scores: 5th Percentile Score

name: East Asia & Pacific (IDA & IBRD countries)


sourceNote: The 5th percentile score is the score below which 5 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


IndicatorName: PASEC: Distribution of 6th grade reading scores: 1st Percentile Score

Longdefinition: The 1st percentile score is the score below which 1 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: The 1st percentile score is the score below which 1 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 6th grade reading scores: 1st Percentile Score


sourceNote: The 1st percentile score is the score below which 1 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


IndicatorName: PASEC: Distribution of 6th grade reading scores: 10th Percentile Score

Longdefinition: The 10th percentile score is the score below which 10 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: The 10th percentile score is the score below which 10 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 6th grade reading scores: 10th Percentile Score


sourceNote: The 10th percentile score is the score below which 10 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


IndicatorName: PASEC: Distribution of 6th grade reading scores: 25th Percentile Score

Longdefinition: The 25th percentile score is the score below which 25 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: The 25th percentile score is the score below which 25 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 6th grade reading scores: 25th Percentile Score


sourceNote: The 25th percentile score is the score below which 25 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Europe & Central Asia (excluding high income)


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


IndicatorName: PASEC: Distribution of 6th grade reading scores: 50th Percentile Score

Longdefinition: The 50th percentile score is the score below which 50 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: The 50th percentile score is the score below which 50 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 6th grade reading scores: 50th Percentile Score


sourceNote: The 50th percentile score is the score below which 50 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Distribution of 6th grade reading scores: 75th Percentile Score

Longdefinition: The 75th percentile score is the score below which 75 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: The 75th percentile score is the score below which 75 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 6th grade reading scores: 75th Percentile Score


sourceNote: The 75th percentile score is the score below which 75 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: East Asia & Pacific (IDA & IBRD countries)


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


IndicatorName: PASEC: Distribution of 6th grade reading scores: 90th Percentile Score

Longdefinition: The 90th percentile score is the score below which 90 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: The 90th percentile score is the score below which 90 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 6th grade reading scores: 90th Percentile Score


sourceNote: The 90th percentile score is the score below which 90 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


IndicatorName: PASEC: Distribution of 6th grade reading scores: 95th Percentile Score

Longdefinition: The 95th percentile score is the score below which 95 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: The 95th percentile score is the score below which 95 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 6th grade reading scores: 95th Percentile Score


sourceNote: The 95th percentile score is the score below which 95 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


IndicatorName: PASEC: Distribution of 6th grade reading scores: 99th Percentile Score

Longdefinition: The 99th percentile score is the score below which 99 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: The 99th percentile score is the score below which 99 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Distribution of 6th grade reading scores: 99th Percentile Score


sourceNote: The 99th percentile score is the score below which 99 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


name: Europe & Central Asia (excluding high income)


IndicatorName: PASEC: Mean performance on the reading scale for 6th grade students who attended pre-primary education

Longdefinition: Average score of Grade 6 students who attended any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Average score of Grade 6 students who attended any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Mean performance on the reading scale for 6th grade students who attended pre-primary education