IndicatorName: PASEC: Percentage of 2nd grade students correcting answering the addition problem: 8+5

Longdefinition: Share of 2nd grade students correctly answering the stated problem. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


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

Shortdefinition: Share of 2nd grade students correctly answering the stated problem. 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: Percentage of 2nd grade students correcting answering the addition problem: 8+5

value: Education Statistics


sourceNote: Share of 2nd grade students correctly answering the stated problem. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

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: Fragile and conflict affected situations


name: Middle East & North Africa (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)


name: East Asia & Pacific (excluding high income)


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


name: Europe & Central Asia (excluding high income)


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


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


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


IndicatorName: PASEC: Percentage of 2nd grade students correcting answering the addition problem: 14+23


name: PASEC: Percentage of 2nd grade students correcting answering the addition problem: 14+23


IndicatorName: PASEC: Percentage of 2nd grade students correcting answering the addition problem: 39+26


name: PASEC: Percentage of 2nd grade students correcting answering the addition problem: 39+26


IndicatorName: PASEC: Distribution of 2nd grade students by last number reached when counting out loud. 0 to 60

Longdefinition: Percentage of 2nd grade students who could not reach 61 when counting out loud. Counting requires students to know the numbers and understand the organization of the number sequence. It is an important prerequisite to acquire basic number concepts. The test administrator asked the pupils to start counting from one and up to the greatest possible number, meaning until they make their first mistake, hesitate for more than 5 seconds on a number or until 2 minutes have passed. The test administrator enters the last number read correctly or reached after 2 minutes have gone by. 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 could not reach 61 when counting out loud. Counting requires students to know the numbers and understand the organization of the number sequence. It is an important prerequisite to acquire basic number concepts. The test administrator asked the pupils to start counting from one and up to the greatest possible number, meaning until they make their first mistake, hesitate for more than 5 seconds on a number or until 2 minutes have passed. The test administrator enters the last number read correctly or reached after 2 minutes have gone by. 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 last number reached when counting out loud. 0 to 60


sourceNote: Percentage of 2nd grade students who could not reach 61 when counting out loud. Counting requires students to know the numbers and understand the organization of the number sequence. It is an important prerequisite to acquire basic number concepts. The test administrator asked the pupils to start counting from one and up to the greatest possible number, meaning until they make their first mistake, hesitate for more than 5 seconds on a number or until 2 minutes have passed. The test administrator enters the last number read correctly or reached after 2 minutes have gone by. 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 last number reached when counting out loud. 61 to 80

Longdefinition: Percentage of 2nd grade students who counted to at least 61 but not beyond 80. Counting requires students to know the numbers and understand the organization of the number sequence. It is an important prerequisite to acquire basic number concepts. The test administrator asked the pupils to start counting from one and up to the greatest possible number, meaning until they make their first mistake, hesitate for more than 5 seconds on a number or until 2 minutes have passed. The test administrator enters the last number read correctly or reached after 2 minutes have gone by. 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 counted to at least 61 but not beyond 80. Counting requires students to know the numbers and understand the organization of the number sequence. It is an important prerequisite to acquire basic number concepts. The test administrator asked the pupils to start counting from one and up to the greatest possible number, meaning until they make their first mistake, hesitate for more than 5 seconds on a number or until 2 minutes have passed. The test administrator enters the last number read correctly or reached after 2 minutes have gone by. 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 last number reached when counting out loud. 61 to 80


sourceNote: Percentage of 2nd grade students who counted to at least 61 but not beyond 80. Counting requires students to know the numbers and understand the organization of the number sequence. It is an important prerequisite to acquire basic number concepts. The test administrator asked the pupils to start counting from one and up to the greatest possible number, meaning until they make their first mistake, hesitate for more than 5 seconds on a number or until 2 minutes have passed. The test administrator enters the last number read correctly or reached after 2 minutes have gone by. 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 last number reached when counting out loud. 80+

Longdefinition: Percentage of 2nd grade students who could count beyond 80. Counting requires students to know the numbers and understand the organization of the number sequence. It is an important prerequisite to acquire basic number concepts. The test administrator asked the pupils to start counting from one and up to the greatest possible number, meaning until they make their first mistake, hesitate for more than 5 seconds on a number or until 2 minutes have passed. The test administrator enters the last number read correctly or reached after 2 minutes have gone by. 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 could count beyond 80. Counting requires students to know the numbers and understand the organization of the number sequence. It is an important prerequisite to acquire basic number concepts. The test administrator asked the pupils to start counting from one and up to the greatest possible number, meaning until they make their first mistake, hesitate for more than 5 seconds on a number or until 2 minutes have passed. The test administrator enters the last number read correctly or reached after 2 minutes have gone by. 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 last number reached when counting out loud. 80+


sourceNote: Percentage of 2nd grade students who could count beyond 80. Counting requires students to know the numbers and understand the organization of the number sequence. It is an important prerequisite to acquire basic number concepts. The test administrator asked the pupils to start counting from one and up to the greatest possible number, meaning until they make their first mistake, hesitate for more than 5 seconds on a number or until 2 minutes have passed. The test administrator enters the last number read correctly or reached after 2 minutes have gone by. 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 mathematics scale for 2nd grade students. Female

Longdefinition: Average score of female Grade 2 students on the PASEC mathematics 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 mathematics 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 mathematics scale for 2nd grade students. Female


sourceNote: Average score of female Grade 2 students on the PASEC mathematics 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: 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 (excluding high income)


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


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

Longdefinition: Percentage of 2nd grade students scoring below 400.3 on the PASEC mathematics scale. Pupils below level 1 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: Percentage of 2nd grade students scoring below 400.3 on the PASEC mathematics scale. Pupils below level 1 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: 2nd grade students by mathematics proficiency level (%). Below Level 1


sourceNote: Percentage of 2nd grade students scoring below 400.3 on the PASEC mathematics scale. Pupils below level 1 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: Europe & Central Asia (IDA & IBRD countries)


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


name: Europe & Central Asia (excluding high income)


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

Longdefinition: Percentage of 2nd grade students scoring at least 400.3 but lower than 489 on the PASEC mathematics scale. Students at Level 1 have not passed the Sufficient Competency Threshold, but they have developed their knowledge of the mathematical language and mastered the first concepts of quantity (quantification, comparison) with objects and numbers under twenty. They can appraise the relative size of objects, recognize simple geometric shapes. They have developed an awareness of the first concepts of spatial orientation (inside, outside). 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 400.3 but lower than 489 on the PASEC mathematics scale. Students at Level 1 have not passed the Sufficient Competency Threshold, but they have developed their knowledge of the mathematical language and mastered the first concepts of quantity (quantification, comparison) with objects and numbers under twenty. They can appraise the relative size of objects, recognize simple geometric shapes. They have developed an awareness of the first concepts of spatial orientation (inside, outside). 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 mathematics proficiency level (%). Level 1


sourceNote: Percentage of 2nd grade students scoring at least 400.3 but lower than 489 on the PASEC mathematics scale. Students at Level 1 have not passed the Sufficient Competency Threshold, but they have developed their knowledge of the mathematical language and mastered the first concepts of quantity (quantification, comparison) with objects and numbers under twenty. They can appraise the relative size of objects, recognize simple geometric shapes. They have developed an awareness of the first concepts of spatial orientation (inside, outside). 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: 2nd grade students by mathematics proficiency level (%). Level 2

Longdefinition: Percentage of 2nd grade students scoring at least 489 but lower than 577.7 on the PASEC mathematics scale. Students at Level 2 have passed the Sufficient Competency Threshold. Pupils can recognize numbers up to one hundred, compare them, complete logical series and perform operations (sums and subtractions) with numbers under fifty. They have developed awareness of spatial orientation (below, above, beside). They have begun to develop an ability to solve basic problems with numbers under twenty using reasoning 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 scoring at least 489 but lower than 577.7 on the PASEC mathematics scale. Students at Level 2 have passed the Sufficient Competency Threshold. Pupils can recognize numbers up to one hundred, compare them, complete logical series and perform operations (sums and subtractions) with numbers under fifty. They have developed awareness of spatial orientation (below, above, beside). They have begun to develop an ability to solve basic problems with numbers under twenty using reasoning 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: 2nd grade students by mathematics proficiency level (%). Level 2


sourceNote: Percentage of 2nd grade students scoring at least 489 but lower than 577.7 on the PASEC mathematics scale. Students at Level 2 have passed the Sufficient Competency Threshold. Pupils can recognize numbers up to one hundred, compare them, complete logical series and perform operations (sums and subtractions) with numbers under fifty. They have developed awareness of spatial orientation (below, above, beside). They have begun to develop an ability to solve basic problems with numbers under twenty using reasoning skills. 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 mathematics proficiency level (%). Level 3

Longdefinition: Percentage of 2nd grade students scoring at least 577.7 on the PASEC mathematics scale. Students at Level 3 have passed the Sufficient Competency Threshold. Students at this level have mastered the oral number sequence (counting up to sixty in two minutes) and are able to compare numbers, complete logical series and perform operations (sums and subtractions) with numbers over fifty. They can solve basic problems with numbers under twenty using reasoning 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 scoring at least 577.7 on the PASEC mathematics scale. Students at Level 3 have passed the Sufficient Competency Threshold. Students at this level have mastered the oral number sequence (counting up to sixty in two minutes) and are able to compare numbers, complete logical series and perform operations (sums and subtractions) with numbers over fifty. They can solve basic problems with numbers under twenty using reasoning 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: 2nd grade students by mathematics proficiency level (%). Level 3


sourceNote: Percentage of 2nd grade students scoring at least 577.7 on the PASEC mathematics scale. Students at Level 3 have passed the Sufficient Competency Threshold. Students at this level have mastered the oral number sequence (counting up to sixty in two minutes) and are able to compare numbers, complete logical series and perform operations (sums and subtractions) with numbers over fifty. They can solve basic problems with numbers under twenty using reasoning 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: Mean performance on the mathematics scale for 2nd grade students. Male

Longdefinition: Average score of male Grade 2 students on the PASEC mathematics 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 mathematics 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 mathematics scale for 2nd grade students. Male


sourceNote: Average score of male Grade 2 students on the PASEC mathematics 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: 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 multigrade and standard classes. Mathematics

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. Mathematics


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: East Asia & Pacific (excluding high income)


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


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


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


IndicatorName: PASEC: Mean performance on the mathematics 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 mathematics 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)


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


IndicatorName: PASEC: Distribution of 2nd grade mathematics 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 mathematics 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/


IndicatorName: PASEC: Distribution of 2nd grade mathematics 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 mathematics 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: Fragile and conflict affected situations


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


IndicatorName: PASEC: Distribution of 2nd grade mathematics 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 mathematics 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: 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 mathematics 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 mathematics 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: East Asia & Pacific (excluding high income)


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


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


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


IndicatorName: PASEC: Distribution of 2nd grade mathematics 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 mathematics 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 mathematics 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 mathematics 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)


IndicatorName: PASEC: Distribution of 2nd grade mathematics 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 mathematics 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: Fragile and conflict affected situations


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


IndicatorName: PASEC: Distribution of 2nd grade mathematics 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 mathematics 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: 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 mathematics 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 mathematics 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/


IndicatorName: PASEC: Mean performance on the mathematics 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 mathematics 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: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (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 who attended/did not attend pre-primary education. Mathematics

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. Mathematics


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: Europe & Central Asia (excluding high income)


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

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. Mathematics


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: Fragile and conflict affected situations


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


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

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. Mathematics


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: 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: Percentage of 2nd grade students correcting answering the subtraction problem: 13-7

Longdefinition: Share of 2nd grade students correctly answering the stated problem. 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 2nd grade students correctly answering the stated problem. 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: Percentage of 2nd grade students correcting answering the subtraction problem: 13-7


sourceNote: Share of 2nd grade students correctly answering the stated problem. 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: Percentage of 2nd grade students correcting answering the subtraction problem: 34-11


name: PASEC: Percentage of 2nd grade students correcting answering the subtraction problem: 34-11


name: East Asia & Pacific (excluding high income)


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


IndicatorName: PASEC: Percentage of 2nd grade students correcting answering the subtraction problem: 50-18


name: PASEC: Percentage of 2nd grade students correcting answering the subtraction problem: 50-18


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


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


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

Longdefinition: Average score of Grade 6 students on the PASEC mathematics 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 mathematics 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 mathematics scale for 6th grade students. Total


sourceNote: Average score of Grade 6 students on the PASEC mathematics 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: Mean performance on the mathematics scale for 6th grade students. Female

Longdefinition: Average score of female Grade 6 students on the PASEC mathematics 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 mathematics 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 mathematics scale for 6th grade students. Female


sourceNote: Average score of female Grade 6 students on the PASEC mathematics 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)


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


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

Longdefinition: Share of 6th grade students who scored below 433.3 on the PASEC mathematics scale. Pupils below Level 1 are not able to correctly answer a majority of the most basic test questions; these pupils 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 who scored below 433.3 on the PASEC mathematics scale. Pupils below Level 1 are not able to correctly answer a majority of the most basic test questions; these pupils 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 mathematics proficiency level (%). Below Level 1


sourceNote: Share of 6th grade students who scored below 433.3 on the PASEC mathematics scale. Pupils below Level 1 are not able to correctly answer a majority of the most basic test questions; these pupils 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 mathematics proficiency level (%). Level 1

Longdefinition: Share of 6th grade students scoring higher than 433.3 but below 521.5 on the PASEC mathematics scale. Students at Level 1 have not reached the Sufficient Competency Threshold, but they can answer very brief questions by calling upon factual knowledge or a specific procedure. In arithmetic, they are able to carry out the four basic operations with whole numbers. In measurement, they recognize the length measurement unit: the meter. In geometry, they are able to orientate themselves in space by identifying directions and positions and by reading coordinates on a graph. 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 433.3 but below 521.5 on the PASEC mathematics scale. Students at Level 1 have not reached the Sufficient Competency Threshold, but they can answer very brief questions by calling upon factual knowledge or a specific procedure. In arithmetic, they are able to carry out the four basic operations with whole numbers. In measurement, they recognize the length measurement unit: the meter. In geometry, they are able to orientate themselves in space by identifying directions and positions and by reading coordinates on a graph. 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 mathematics proficiency level (%). Level 1


sourceNote: Share of 6th grade students scoring higher than 433.3 but below 521.5 on the PASEC mathematics scale. Students at Level 1 have not reached the Sufficient Competency Threshold, but they can answer very brief questions by calling upon factual knowledge or a specific procedure. In arithmetic, they are able to carry out the four basic operations with whole numbers. In measurement, they recognize the length measurement unit: the meter. In geometry, they are able to orientate themselves in space by identifying directions and positions and by reading coordinates on a graph. 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: 6th grade students by mathematics proficiency level (%). Level 2

Longdefinition: Share of 6th grade students scoring higher than 521.5 but below 609.6 on the PASEC mathematics scale. Students at Level 2 have reached the Sufficient Competency Threshold, and are able to answer brief arithmetic, measurement and geometry questions by resorting to the three assessed processes: knowing, applying and reasoning. Some questions call on factual knowledge or a scientific approach; others require analysis of a situation prior to determining the appropriate approach. In arithmetic, students can perform operations with decimal numbers and can also solve familiar problems by analyzing the wording of the question or extracting data from a double-entry table. They know how to complete logical series with decimal numbers or fractions. In measurement, pupils can tell the time and convert units of measurement with or without a conversion table. They are also able to solve arithmetic problems involving operations with units of length or days, hours and minutes. In geometry, pupils know the names of certain solids, basic geometric shapes and some characteristic lines (diagonal, median). 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 521.5 but below 609.6 on the PASEC mathematics scale. Students at Level 2 have reached the Sufficient Competency Threshold, and are able to answer brief arithmetic, measurement and geometry questions by resorting to the three assessed processes: knowing, applying and reasoning. Some questions call on factual knowledge or a scientific approach; others require analysis of a situation prior to determining the appropriate approach. In arithmetic, students can perform operations with decimal numbers and can also solve familiar problems by analyzing the wording of the question or extracting data from a double-entry table. They know how to complete logical series with decimal numbers or fractions. In measurement, pupils can tell the time and convert units of measurement with or without a conversion table. They are also able to solve arithmetic problems involving operations with units of length or days, hours and minutes. In geometry, pupils know the names of certain solids, basic geometric shapes and some characteristic lines (diagonal, median). 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 mathematics proficiency level (%). Level 2


sourceNote: Share of 6th grade students scoring higher than 521.5 but below 609.6 on the PASEC mathematics scale. Students at Level 2 have reached the Sufficient Competency Threshold, and are able to answer brief arithmetic, measurement and geometry questions by resorting to the three assessed processes: knowing, applying and reasoning. Some questions call on factual knowledge or a scientific approach; others require analysis of a situation prior to determining the appropriate approach. In arithmetic, students can perform operations with decimal numbers and can also solve familiar problems by analyzing the wording of the question or extracting data from a double-entry table. They know how to complete logical series with decimal numbers or fractions. In measurement, pupils can tell the time and convert units of measurement with or without a conversion table. They are also able to solve arithmetic problems involving operations with units of length or days, hours and minutes. In geometry, pupils know the names of certain solids, basic geometric shapes and some characteristic lines (diagonal, median). 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 mathematics proficiency level (%). Level 3

Longdefinition: Share of 6th grade students scoring at least 609.6 on the PASEC mathematics scale. Students at Level 3 have reached the Sufficient Competency Threshold. They are able to answer arithmetic and measurement questions that require them to analyze situations and decide on the appropriate approach. In arithmetic, they can solve problems involving fractions or decimal numbers, and in measurement, they can solve problems involving surface area or perimeter calculations. Pupils can find data on a diagram prior to calculating distances. They are also able to perform calculations and conversions involving hours, minutes and seconds. 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 at least 609.6 on the PASEC mathematics scale. Students at Level 3 have reached the Sufficient Competency Threshold. They are able to answer arithmetic and measurement questions that require them to analyze situations and decide on the appropriate approach. In arithmetic, they can solve problems involving fractions or decimal numbers, and in measurement, they can solve problems involving surface area or perimeter calculations. Pupils can find data on a diagram prior to calculating distances. They are also able to perform calculations and conversions involving hours, minutes and seconds. 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 mathematics proficiency level (%). Level 3


sourceNote: Share of 6th grade students scoring at least 609.6 on the PASEC mathematics scale. Students at Level 3 have reached the Sufficient Competency Threshold. They are able to answer arithmetic and measurement questions that require them to analyze situations and decide on the appropriate approach. In arithmetic, they can solve problems involving fractions or decimal numbers, and in measurement, they can solve problems involving surface area or perimeter calculations. Pupils can find data on a diagram prior to calculating distances. They are also able to perform calculations and conversions involving hours, minutes and seconds. 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 mathematics scale for 6th grade students. Male

Longdefinition: Average score of male Grade 6 students on the PASEC mathematics 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 mathematics 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 mathematics scale for 6th grade students. Male


sourceNote: Average score of male Grade 6 students on the PASEC mathematics 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)


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


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

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. Mathematics


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: 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 mathematics 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 mathematics 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/


name: East Asia & Pacific (excluding high income)


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


IndicatorName: PASEC: Distribution of 6th grade mathematics 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 mathematics 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: Europe & Central Asia (IDA & IBRD countries)


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


IndicatorName: PASEC: Distribution of 6th grade mathematics 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 mathematics 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 (excluding high income)


IndicatorName: PASEC: Distribution of 6th grade mathematics 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 mathematics 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)


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


IndicatorName: PASEC: Distribution of 6th grade mathematics 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 mathematics 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: 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 mathematics 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 mathematics 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: East Asia & Pacific (excluding high income)


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


IndicatorName: PASEC: Distribution of 6th grade mathematics 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 mathematics 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: Europe & Central Asia (IDA & IBRD countries)


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


IndicatorName: PASEC: Distribution of 6th grade mathematics 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 mathematics 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 (excluding high income)


IndicatorName: PASEC: Distribution of 6th grade mathematics 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 mathematics 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 mathematics 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 mathematics 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: 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)


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


sourceNote: 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: East Asia & Pacific (excluding high income)


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


IndicatorName: PASEC: Average performance gap between 6th grade students who attended/did not attend pre-primary education. Mathematics

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 6th grade students who attended/did not attend pre-primary education. Mathematics


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: Europe & Central Asia (IDA & IBRD countries)


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


IndicatorName: PASEC: Average performance gap between 6th grade students in private and public education. Mathematics

Longdefinition: Average difference between pupil scores in private and public educational institutions controlling for the socioeconomic index and 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 socioeconomic index and 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 6th grade students in private and public education. Mathematics


sourceNote: Average difference between pupil scores in private and public educational institutions controlling for the socioeconomic index and 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: Europe & Central Asia (excluding high income)


IndicatorName: PASEC: Average performance gap between 6th grade students in rural and urban areas. Mathematics

Longdefinition: Average difference between pupil scores in rural and urban areas controlling for the socioeconomic index and 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 socioeconomic index and 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 6th grade students in rural and urban areas. Mathematics


sourceNote: Average difference between pupil scores in rural and urban areas controlling for the socioeconomic index and 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: Fragile and conflict affected situations


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


IndicatorName: PASEC: Distribution of 5th Grade Mathematics Scores: 5th Percentile Score

Longdefinition: The 5th percentile score is the score below which 5 percent of students scored. 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: The 5th percentile score is the score below which 5 percent of students scored. 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: Distribution of 5th Grade Mathematics Scores: 5th Percentile Score


sourceNote: The 5th percentile score is the score below which 5 percent of students scored. 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: 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)


IndicatorName: PASEC: Distribution of 5th Grade Mathematics Scores: 10th Percentile Score

Longdefinition: The 10th percentile score is the score below which 10 percent of students scored. 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: The 10th percentile score is the score below which 10 percent of students scored. 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: Distribution of 5th Grade Mathematics Scores: 10th Percentile Score


sourceNote: The 10th percentile score is the score below which 10 percent of students scored. 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: East Asia & Pacific (excluding high income)


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


IndicatorName: PASEC: Distribution of 5th Grade Mathematics Scores: 25th Percentile Score

Longdefinition: The 25th percentile score is the score below which 25 percent of students scored. 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: The 25th percentile score is the score below which 25 percent of students scored. 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: Distribution of 5th Grade Mathematics Scores: 25th Percentile Score


sourceNote: The 25th percentile score is the score below which 25 percent of students scored. 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 (IDA & IBRD countries)


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


IndicatorName: PASEC: Distribution of 5th Grade Mathematics Scores: 50th Percentile Score

Longdefinition: The 50th percentile score is the score below which 50 percent of students scored. 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: The 50th percentile score is the score below which 50 percent of students scored. 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: Distribution of 5th Grade Mathematics Scores: 50th Percentile Score


sourceNote: The 50th percentile score is the score below which 50 percent of students scored. 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: Distribution of 5th Grade Mathematics Scores: 75th Percentile Score

Longdefinition: The 75th percentile score is the score below which 75 percent of students scored. 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: The 75th percentile score is the score below which 75 percent of students scored. 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: Distribution of 5th Grade Mathematics Scores: 75th Percentile Score


sourceNote: The 75th percentile score is the score below which 75 percent of students scored. 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: Fragile and conflict affected situations


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


IndicatorName: PASEC: Distribution of 5th Grade Mathematics Scores: 90th Percentile Score

Longdefinition: The 90th percentile score is the score below which 90 percent of students scored. 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: The 90th percentile score is the score below which 90 percent of students scored. 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: Distribution of 5th Grade Mathematics Scores: 90th Percentile Score


sourceNote: The 90th percentile score is the score below which 90 percent of students scored. 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: East Asia & Pacific (IDA & IBRD countries)


IndicatorName: PASEC: Distribution of 5th Grade Mathematics Scores: 95th Percentile Score

Longdefinition: The 95th percentile score is the score below which 90 percent of students scored. 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: The 95th percentile score is the score below which 90 percent of students scored. 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: Distribution of 5th Grade Mathematics Scores: 95th Percentile Score


sourceNote: The 95th percentile score is the score below which 90 percent of students scored. 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)


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

Longdefinition: Mean percentage correct for 5th grade students on the mathematics exam. 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/

value: Education


Shortdefinition: Mean percentage correct for 5th grade students on the mathematics exam. 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. Total


sourceNote: Mean percentage correct for 5th grade students on the mathematics exam. 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: East Asia & Pacific (excluding high income)


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


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


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


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

Longdefinition: Mean percentage correct for female 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 female 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. Female


sourceNote: Mean percentage correct for female 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: Europe & Central Asia (excluding high income)


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/

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