Shortdefinition: Percentage of 6th grade female students scoring at least 413.58 but lower than 514.41 points on the LLECE mathematics scale. At Level 2, students can 1) analyze and identify the structure of the positional decimal number system, estimate weight (mass) expressing it in units consistent with the attribute being measured; 2) recognize commonly used geometrical shapes and their properties in order to solve problems; 3) interpret, compare and work with information presented through various graphic images; 4) identify the regularity of a simple pattern sequence; 5) solve addition problems in different numerical fields (natural numbers, decimals) including commonly used fractions or equivalent measures; 6) solve multiplication or division problems, or two natural number operations, or operations that include direct proportionality relations. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Female 6th grade students by mathematics proficiency level (%). Level 2


IndicatorName: LLECE: Female 6th grade students by mathematics proficiency level (%). Level 2

Longdefinition: Percentage of 6th grade female students scoring at least 413.58 but lower than 514.41 points on the LLECE mathematics scale. At Level 2, students can 1) analyze and identify the structure of the positional decimal number system, estimate weight (mass) expressing it in units consistent with the attribute being measured; 2) recognize commonly used geometrical shapes and their properties in order to solve problems; 3) interpret, compare and work with information presented through various graphic images; 4) identify the regularity of a simple pattern sequence; 5) solve addition problems in different numerical fields (natural numbers, decimals) including commonly used fractions or equivalent measures; 6) solve multiplication or division problems, or two natural number operations, or operations that include direct proportionality relations. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

Source: Latin American Laboratory for Assessment of the Quality of Education (LLECE)

Topic: Learning Outcomes

value: Education Statistics


sourceNote: Percentage of 6th grade female students scoring at least 413.58 but lower than 514.41 points on the LLECE mathematics scale. At Level 2, students can 1) analyze and identify the structure of the positional decimal number system, estimate weight (mass) expressing it in units consistent with the attribute being measured; 2) recognize commonly used geometrical shapes and their properties in order to solve problems; 3) interpret, compare and work with information presented through various graphic images; 4) identify the regularity of a simple pattern sequence; 5) solve addition problems in different numerical fields (natural numbers, decimals) including commonly used fractions or equivalent measures; 6) solve multiplication or division problems, or two natural number operations, or operations that include direct proportionality relations. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

sourceOrganization: Latin American Laboratory for Assessment of the Quality of Education (LLECE)


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: Europe & Central Asia (excluding high income)


name: East Asia & Pacific (excluding high income)


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


name: Fragile and conflict affected situations


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


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


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


IndicatorName: LLECE: Male 6th grade students by mathematics proficiency level (%). Level 2

Longdefinition: Percentage of 6th grade male students scoring at least 413.58 but lower than 514.41 points on the LLECE mathematics scale. At Level 2, students can 1) analyze and identify the structure of the positional decimal number system, estimate weight (mass) expressing it in units consistent with the attribute being measured; 2) recognize commonly used geometrical shapes and their properties in order to solve problems; 3) interpret, compare and work with information presented through various graphic images; 4) identify the regularity of a simple pattern sequence; 5) solve addition problems in different numerical fields (natural numbers, decimals) including commonly used fractions or equivalent measures; 6) solve multiplication or division problems, or two natural number operations, or operations that include direct proportionality relations. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 6th grade male students scoring at least 413.58 but lower than 514.41 points on the LLECE mathematics scale. At Level 2, students can 1) analyze and identify the structure of the positional decimal number system, estimate weight (mass) expressing it in units consistent with the attribute being measured; 2) recognize commonly used geometrical shapes and their properties in order to solve problems; 3) interpret, compare and work with information presented through various graphic images; 4) identify the regularity of a simple pattern sequence; 5) solve addition problems in different numerical fields (natural numbers, decimals) including commonly used fractions or equivalent measures; 6) solve multiplication or division problems, or two natural number operations, or operations that include direct proportionality relations. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Male 6th grade students by mathematics proficiency level (%). Level 2


sourceNote: Percentage of 6th grade male students scoring at least 413.58 but lower than 514.41 points on the LLECE mathematics scale. At Level 2, students can 1) analyze and identify the structure of the positional decimal number system, estimate weight (mass) expressing it in units consistent with the attribute being measured; 2) recognize commonly used geometrical shapes and their properties in order to solve problems; 3) interpret, compare and work with information presented through various graphic images; 4) identify the regularity of a simple pattern sequence; 5) solve addition problems in different numerical fields (natural numbers, decimals) including commonly used fractions or equivalent measures; 6) solve multiplication or division problems, or two natural number operations, or operations that include direct proportionality relations. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


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


IndicatorName: LLECE: 6th grade students by mathematics proficiency level (%). Level 3

Longdefinition: Percentage of 6th grade students scoring at least 514.41 but lower than 624.60 points on the LLECE mathematics scale. At Level 3, students can 1) compare fractions, use the concept of percentages when analyzing information and solving problems that require this type of calculation; 2) identify parallelism and perpendicularity on a plane, as well as bodies and their elements without the benefit of graphic support; 3) solve problems that require interpreting the constituent elements of a division or equivalent measures; 4) recognize central angles and commonly used geometrical shapes, such as circles, and resort to their properties for solving problems; 5) solve problems involving areas and perimeters of triangles and quadrilaterals; 6) make generalizations in order to continue a graphic sequence or find the numerical sequence rule that applies to a relatively complex pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 6th grade students scoring at least 514.41 but lower than 624.60 points on the LLECE mathematics scale. At Level 3, students can 1) compare fractions, use the concept of percentages when analyzing information and solving problems that require this type of calculation; 2) identify parallelism and perpendicularity on a plane, as well as bodies and their elements without the benefit of graphic support; 3) solve problems that require interpreting the constituent elements of a division or equivalent measures; 4) recognize central angles and commonly used geometrical shapes, such as circles, and resort to their properties for solving problems; 5) solve problems involving areas and perimeters of triangles and quadrilaterals; 6) make generalizations in order to continue a graphic sequence or find the numerical sequence rule that applies to a relatively complex pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: 6th grade students by mathematics proficiency level (%). Level 3


sourceNote: Percentage of 6th grade students scoring at least 514.41 but lower than 624.60 points on the LLECE mathematics scale. At Level 3, students can 1) compare fractions, use the concept of percentages when analyzing information and solving problems that require this type of calculation; 2) identify parallelism and perpendicularity on a plane, as well as bodies and their elements without the benefit of graphic support; 3) solve problems that require interpreting the constituent elements of a division or equivalent measures; 4) recognize central angles and commonly used geometrical shapes, such as circles, and resort to their properties for solving problems; 5) solve problems involving areas and perimeters of triangles and quadrilaterals; 6) make generalizations in order to continue a graphic sequence or find the numerical sequence rule that applies to a relatively complex pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


IndicatorName: LLECE: Female 6th grade students by mathematics proficiency level (%). Level 3

Longdefinition: Percentage of 6th grade female students scoring at least 514.41 but lower than 624.60 points on the LLECE mathematics scale. At Level 3, students can 1) compare fractions, use the concept of percentages when analyzing information and solving problems that require this type of calculation; 2) identify parallelism and perpendicularity on a plane, as well as bodies and their elements without the benefit of graphic support; 3) solve problems that require interpreting the constituent elements of a division or equivalent measures; 4) recognize central angles and commonly used geometrical shapes, such as circles, and resort to their properties for solving problems; 5) solve problems involving areas and perimeters of triangles and quadrilaterals; 6) make generalizations in order to continue a graphic sequence or find the numerical sequence rule that applies to a relatively complex pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 6th grade female students scoring at least 514.41 but lower than 624.60 points on the LLECE mathematics scale. At Level 3, students can 1) compare fractions, use the concept of percentages when analyzing information and solving problems that require this type of calculation; 2) identify parallelism and perpendicularity on a plane, as well as bodies and their elements without the benefit of graphic support; 3) solve problems that require interpreting the constituent elements of a division or equivalent measures; 4) recognize central angles and commonly used geometrical shapes, such as circles, and resort to their properties for solving problems; 5) solve problems involving areas and perimeters of triangles and quadrilaterals; 6) make generalizations in order to continue a graphic sequence or find the numerical sequence rule that applies to a relatively complex pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Female 6th grade students by mathematics proficiency level (%). Level 3


sourceNote: Percentage of 6th grade female students scoring at least 514.41 but lower than 624.60 points on the LLECE mathematics scale. At Level 3, students can 1) compare fractions, use the concept of percentages when analyzing information and solving problems that require this type of calculation; 2) identify parallelism and perpendicularity on a plane, as well as bodies and their elements without the benefit of graphic support; 3) solve problems that require interpreting the constituent elements of a division or equivalent measures; 4) recognize central angles and commonly used geometrical shapes, such as circles, and resort to their properties for solving problems; 5) solve problems involving areas and perimeters of triangles and quadrilaterals; 6) make generalizations in order to continue a graphic sequence or find the numerical sequence rule that applies to a relatively complex pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


IndicatorName: LLECE: Male 6th grade students by mathematics proficiency level (%). Level 3

Longdefinition: Percentage of 6th grade male students scoring at least 514.41 but lower than 624.60 points on the LLECE mathematics scale. At Level 3, students can 1) compare fractions, use the concept of percentages when analyzing information and solving problems that require this type of calculation; 2) identify parallelism and perpendicularity on a plane, as well as bodies and their elements without the benefit of graphic support; 3) solve problems that require interpreting the constituent elements of a division or equivalent measures; 4) recognize central angles and commonly used geometrical shapes, such as circles, and resort to their properties for solving problems; 5) solve problems involving areas and perimeters of triangles and quadrilaterals; 6) make generalizations in order to continue a graphic sequence or find the numerical sequence rule that applies to a relatively complex pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 6th grade male students scoring at least 514.41 but lower than 624.60 points on the LLECE mathematics scale. At Level 3, students can 1) compare fractions, use the concept of percentages when analyzing information and solving problems that require this type of calculation; 2) identify parallelism and perpendicularity on a plane, as well as bodies and their elements without the benefit of graphic support; 3) solve problems that require interpreting the constituent elements of a division or equivalent measures; 4) recognize central angles and commonly used geometrical shapes, such as circles, and resort to their properties for solving problems; 5) solve problems involving areas and perimeters of triangles and quadrilaterals; 6) make generalizations in order to continue a graphic sequence or find the numerical sequence rule that applies to a relatively complex pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Male 6th grade students by mathematics proficiency level (%). Level 3


sourceNote: Percentage of 6th grade male students scoring at least 514.41 but lower than 624.60 points on the LLECE mathematics scale. At Level 3, students can 1) compare fractions, use the concept of percentages when analyzing information and solving problems that require this type of calculation; 2) identify parallelism and perpendicularity on a plane, as well as bodies and their elements without the benefit of graphic support; 3) solve problems that require interpreting the constituent elements of a division or equivalent measures; 4) recognize central angles and commonly used geometrical shapes, such as circles, and resort to their properties for solving problems; 5) solve problems involving areas and perimeters of triangles and quadrilaterals; 6) make generalizations in order to continue a graphic sequence or find the numerical sequence rule that applies to a relatively complex pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


IndicatorName: LLECE: 6th grade students by mathematics proficiency level (%). Level 4

Longdefinition: Percentage of 6th grade students scoring at least 624.60 points on the LLECE mathematics scale. At Level 4, students can 1) find averages and do calculations using the four basic operations in the field of natural numbers; 2) identify parallelism and perpendicularity in a real situation and the graphic images of a percentage; 3) solve problems involving properties of angles, triangles and quadrilaterals as part of different shapes, or involving operations with two decimal numbers; 4) solve problems involving fractions; 5) make generalizations in order to continue a complex graphic sequence pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 6th grade students scoring at least 624.60 points on the LLECE mathematics scale. At Level 4, students can 1) find averages and do calculations using the four basic operations in the field of natural numbers; 2) identify parallelism and perpendicularity in a real situation and the graphic images of a percentage; 3) solve problems involving properties of angles, triangles and quadrilaterals as part of different shapes, or involving operations with two decimal numbers; 4) solve problems involving fractions; 5) make generalizations in order to continue a complex graphic sequence pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: 6th grade students by mathematics proficiency level (%). Level 4


sourceNote: Percentage of 6th grade students scoring at least 624.60 points on the LLECE mathematics scale. At Level 4, students can 1) find averages and do calculations using the four basic operations in the field of natural numbers; 2) identify parallelism and perpendicularity in a real situation and the graphic images of a percentage; 3) solve problems involving properties of angles, triangles and quadrilaterals as part of different shapes, or involving operations with two decimal numbers; 4) solve problems involving fractions; 5) make generalizations in order to continue a complex graphic sequence pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.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: Europe & Central Asia (excluding high income)


name: East Asia & Pacific (excluding high income)


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


name: Fragile and conflict affected situations


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


IndicatorName: LLECE: Female 6th grade students by mathematics proficiency level (%). Level 4

Longdefinition: Percentage of 6th grade female students scoring at least 624.60 points on the LLECE mathematics scale. At Level 4, students can 1) find averages and do calculations using the four basic operations in the field of natural numbers; 2) identify parallelism and perpendicularity in a real situation and the graphic images of a percentage; 3) solve problems involving properties of angles, triangles and quadrilaterals as part of different shapes, or involving operations with two decimal numbers; 4) solve problems involving fractions; 5) make generalizations in order to continue a complex graphic sequence pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 6th grade female students scoring at least 624.60 points on the LLECE mathematics scale. At Level 4, students can 1) find averages and do calculations using the four basic operations in the field of natural numbers; 2) identify parallelism and perpendicularity in a real situation and the graphic images of a percentage; 3) solve problems involving properties of angles, triangles and quadrilaterals as part of different shapes, or involving operations with two decimal numbers; 4) solve problems involving fractions; 5) make generalizations in order to continue a complex graphic sequence pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Female 6th grade students by mathematics proficiency level (%). Level 4


sourceNote: Percentage of 6th grade female students scoring at least 624.60 points on the LLECE mathematics scale. At Level 4, students can 1) find averages and do calculations using the four basic operations in the field of natural numbers; 2) identify parallelism and perpendicularity in a real situation and the graphic images of a percentage; 3) solve problems involving properties of angles, triangles and quadrilaterals as part of different shapes, or involving operations with two decimal numbers; 4) solve problems involving fractions; 5) make generalizations in order to continue a complex graphic sequence pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


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


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


IndicatorName: LLECE: Male 6th grade students by mathematics proficiency level (%). Level 4

Longdefinition: Percentage of 6th grade male students scoring at least 624.60 points on the LLECE mathematics scale. At Level 4, students can 1) find averages and do calculations using the four basic operations in the field of natural numbers; 2) identify parallelism and perpendicularity in a real situation and the graphic images of a percentage; 3) solve problems involving properties of angles, triangles and quadrilaterals as part of different shapes, or involving operations with two decimal numbers; 4) solve problems involving fractions; 5) make generalizations in order to continue a complex graphic sequence pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 6th grade male students scoring at least 624.60 points on the LLECE mathematics scale. At Level 4, students can 1) find averages and do calculations using the four basic operations in the field of natural numbers; 2) identify parallelism and perpendicularity in a real situation and the graphic images of a percentage; 3) solve problems involving properties of angles, triangles and quadrilaterals as part of different shapes, or involving operations with two decimal numbers; 4) solve problems involving fractions; 5) make generalizations in order to continue a complex graphic sequence pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Male 6th grade students by mathematics proficiency level (%). Level 4


sourceNote: Percentage of 6th grade male students scoring at least 624.60 points on the LLECE mathematics scale. At Level 4, students can 1) find averages and do calculations using the four basic operations in the field of natural numbers; 2) identify parallelism and perpendicularity in a real situation and the graphic images of a percentage; 3) solve problems involving properties of angles, triangles and quadrilaterals as part of different shapes, or involving operations with two decimal numbers; 4) solve problems involving fractions; 5) make generalizations in order to continue a complex graphic sequence pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


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


IndicatorName: LLECE: Mean performance on the mathematics scale for 6th grade students. Female

Longdefinition: Average score on the 6th grade mathematics assessment for female students. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Mean performance on the mathematics scale for 6th grade students, female

value: Education


Shortdefinition: Average score on the 6th grade mathematics assessment for female students. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


sourceNote: Average score on the 6th grade mathematics assessment for female students. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


IndicatorName: LLECE: Mean performance on the mathematics scale for 6th grade students. Male

Longdefinition: Average score on the 6th grade mathematics assessment for male students. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Mean performance on the mathematics scale for 6th grade students, male


Shortdefinition: Average score on the 6th grade mathematics assessment for male students. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


sourceNote: Average score on the 6th grade mathematics assessment for male students. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


IndicatorName: LLECE: Distribution of 6th Grade Mathematics Scores: 10th Percentile Score

Longdefinition: The 10th percentile score is the score below which 10 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: The 10th percentile score is the score below which 10 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Distribution of 6th Grade Mathematics Scores: 10th Percentile Score


sourceNote: The 10th percentile score is the score below which 10 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.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: Europe & Central Asia (excluding high income)


name: East Asia & Pacific (excluding high income)


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


IndicatorName: LLECE: Distribution of 6th Grade Mathematics Scores: 25th Percentile Score

Longdefinition: The 25th percentile score is the score below which 25 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: The 25th percentile score is the score below which 25 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Distribution of 6th Grade Mathematics Scores: 25th Percentile Score


sourceNote: The 25th percentile score is the score below which 25 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: Fragile and conflict affected situations


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


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


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


IndicatorName: LLECE: Distribution of 6th Grade Mathematics Scores: 50th Percentile Score

Longdefinition: The 50th percentile score is the score below which 50 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: The 50th percentile score is the score below which 50 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Distribution of 6th Grade Mathematics Scores: 50th Percentile Score


sourceNote: The 50th percentile score is the score below which 50 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


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


IndicatorName: LLECE: Distribution of 6th Grade Mathematics Scores: 75th Percentile Score

Longdefinition: The 75th percentile score is the score below which 75 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: The 75th percentile score is the score below which 75 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Distribution of 6th Grade Mathematics Scores: 75th Percentile Score


sourceNote: The 75th percentile score is the score below which 75 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


IndicatorName: LLECE: Distribution of 6th Grade Mathematics Scores: 90th Percentile Score

Longdefinition: The 90th percentile score is the score below which 90 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: The 90th percentile score is the score below which 90 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Distribution of 6th Grade Mathematics Scores: 90th Percentile Score


sourceNote: The 90th percentile score is the score below which 90 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


IndicatorName: LLECE: Mean performance on the reading scale for 3rd grade students. Total

Longdefinition: Average score on the 3rd grade reading assessment. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Mean performance on the reading scale for 3rd grade students, total


Shortdefinition: Average score on the 3rd grade reading assessment. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


sourceNote: Average score on the 3rd grade reading assessment. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.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: Europe & Central Asia (excluding high income)


IndicatorName: LLECE: 3rd grade students by reading proficiency level (%). Below Level 1

Longdefinition: Percentage of 3rd grade students below the lowest proficiency level (scoring below 367.36) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade students below the lowest proficiency level (scoring below 367.36) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: 3rd grade students by reading proficiency level (%). Below Level 1


sourceNote: Percentage of 3rd grade students below the lowest proficiency level (scoring below 367.36) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: East Asia & Pacific (excluding high income)


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


IndicatorName: LLECE: Female 3rd grade students by reading proficiency level (%). Below Level 1

Longdefinition: Percentage of 3rd grade female students below the lowest proficiency level (scoring below 367.36) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade female students below the lowest proficiency level (scoring below 367.36) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Female 3rd grade students by reading proficiency level (%). Below Level 1


sourceNote: Percentage of 3rd grade female students below the lowest proficiency level (scoring below 367.36) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: Fragile and conflict affected situations


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


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


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


IndicatorName: LLECE: Male 3rd grade students by reading proficiency level (%). Below Level 1

Longdefinition: Percentage of 3rd grade male students below the lowest proficiency level (scoring below 367.36) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade male students below the lowest proficiency level (scoring below 367.36) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Male 3rd grade students by reading proficiency level (%). Below Level 1


sourceNote: Percentage of 3rd grade male students below the lowest proficiency level (scoring below 367.36) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


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


IndicatorName: LLECE: 3rd grade students by reading proficiency level (%). Level 1

Longdefinition: Percentage of 3rd grade students scoring at least 367.36 but less than 461.32 on the LLECE reading scale. Students at this level can locate information with a single meaning in a prominent part of the text, repeated literally or synonymously, and isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade students scoring at least 367.36 but less than 461.32 on the LLECE reading scale. Students at this level can locate information with a single meaning in a prominent part of the text, repeated literally or synonymously, and isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: 3rd grade students by reading proficiency level (%). Level 1


sourceNote: Percentage of 3rd grade students scoring at least 367.36 but less than 461.32 on the LLECE reading scale. Students at this level can locate information with a single meaning in a prominent part of the text, repeated literally or synonymously, and isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


IndicatorName: LLECE: Female 3rd grade students by reading proficiency level (%). Level 1

Longdefinition: Percentage of 3rd grade female students scoring at least 367.36 but less than 461.32 on the LLECE reading scale. Students at this level can locate information with a single meaning in a prominent part of the text, repeated literally or synonymously, and isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade female students scoring at least 367.36 but less than 461.32 on the LLECE reading scale. Students at this level can locate information with a single meaning in a prominent part of the text, repeated literally or synonymously, and isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Female 3rd grade students by reading proficiency level (%). Level 1


sourceNote: Percentage of 3rd grade female students scoring at least 367.36 but less than 461.32 on the LLECE reading scale. Students at this level can locate information with a single meaning in a prominent part of the text, repeated literally or synonymously, and isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.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: LLECE: Male 3rd grade students by reading proficiency level (%). Level 1

Longdefinition: Percentage of 3rd grade male students scoring at least 367.36 but less than 461.32 on the LLECE reading scale. Students at this level can locate information with a single meaning in a prominent part of the text, repeated literally or synonymously, and isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade male students scoring at least 367.36 but less than 461.32 on the LLECE reading scale. Students at this level can locate information with a single meaning in a prominent part of the text, repeated literally or synonymously, and isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Male 3rd grade students by reading proficiency level (%). Level 1


sourceNote: Percentage of 3rd grade male students scoring at least 367.36 but less than 461.32 on the LLECE reading scale. Students at this level can locate information with a single meaning in a prominent part of the text, repeated literally or synonymously, and isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: Europe & Central Asia (excluding high income)


IndicatorName: LLECE: 3rd grade students by reading proficiency level (%). Level 2

Longdefinition: Percentage of 3rd grade students scoring at least 461.32 but less than 552.14 on the LLECE reading scale. Students at this level can: 1) locate information in a brief text that cannot be distinguished from other conceptually similar information; 2) Discriminate words with a single meaning; 3) Recognize simple sentence reformulations; and 4) Recognize redundancies between graphic and verbal codes. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade students scoring at least 461.32 but less than 552.14 on the LLECE reading scale. Students at this level can: 1) locate information in a brief text that cannot be distinguished from other conceptually similar information; 2) Discriminate words with a single meaning; 3) Recognize simple sentence reformulations; and 4) Recognize redundancies between graphic and verbal codes. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: 3rd grade students by reading proficiency level (%). Level 2


sourceNote: Percentage of 3rd grade students scoring at least 461.32 but less than 552.14 on the LLECE reading scale. Students at this level can: 1) locate information in a brief text that cannot be distinguished from other conceptually similar information; 2) Discriminate words with a single meaning; 3) Recognize simple sentence reformulations; and 4) Recognize redundancies between graphic and verbal codes. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: East Asia & Pacific (excluding high income)


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


IndicatorName: LLECE: Female 3rd grade students by reading proficiency level (%). Level 2

Longdefinition: Percentage of 3rd grade female students scoring at least 461.32 but less than 552.14 on the LLECE reading scale. Students at this level can: 1) locate information in a brief text that cannot be distinguished from other conceptually similar information; 2) discriminate words with a single meaning; 3) recognize simple sentence reformulations; and 4) recognize redundancies between graphic and verbal codes. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade female students scoring at least 461.32 but less than 552.14 on the LLECE reading scale. Students at this level can: 1) locate information in a brief text that cannot be distinguished from other conceptually similar information; 2) discriminate words with a single meaning; 3) recognize simple sentence reformulations; and 4) recognize redundancies between graphic and verbal codes. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Female 3rd grade students by reading proficiency level (%). Level 2


sourceNote: Percentage of 3rd grade female students scoring at least 461.32 but less than 552.14 on the LLECE reading scale. Students at this level can: 1) locate information in a brief text that cannot be distinguished from other conceptually similar information; 2) discriminate words with a single meaning; 3) recognize simple sentence reformulations; and 4) recognize redundancies between graphic and verbal codes. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: Fragile and conflict affected situations


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


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


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


IndicatorName: LLECE: Male 3rd grade students by reading proficiency level (%). Level 2

Longdefinition: Percentage of 3rd grade male students scoring at least 461.32 but less than 552.14 on the LLECE reading scale. Students at this level can: 1) locate information in a brief text that cannot be distinguished from other conceptually similar information; 2) discriminate words with a single meaning; 3) recognize simple sentence reformulations; and 4) recognize redundancies between graphic and verbal codes. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade male students scoring at least 461.32 but less than 552.14 on the LLECE reading scale. Students at this level can: 1) locate information in a brief text that cannot be distinguished from other conceptually similar information; 2) discriminate words with a single meaning; 3) recognize simple sentence reformulations; and 4) recognize redundancies between graphic and verbal codes. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Male 3rd grade students by reading proficiency level (%). Level 2


sourceNote: Percentage of 3rd grade male students scoring at least 461.32 but less than 552.14 on the LLECE reading scale. Students at this level can: 1) locate information in a brief text that cannot be distinguished from other conceptually similar information; 2) discriminate words with a single meaning; 3) recognize simple sentence reformulations; and 4) recognize redundancies between graphic and verbal codes. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


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


IndicatorName: LLECE: 3rd grade students by reading proficiency level (%). Level 3

Longdefinition: Percentage of 3rd grade students scoring at least 552.14 but less than 637.49 on the LLECE reading scale. Students at this level can: 1) locate information discriminating it from adjacent information; 2) interpret reformulations that synthesize several data; 3) infer information based on knowledge about the world; 4) discriminate the meaning of words that have several other meanings based on the text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade students scoring at least 552.14 but less than 637.49 on the LLECE reading scale. Students at this level can: 1) locate information discriminating it from adjacent information; 2) interpret reformulations that synthesize several data; 3) infer information based on knowledge about the world; 4) discriminate the meaning of words that have several other meanings based on the text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: 3rd grade students by reading proficiency level (%). Level 3


sourceNote: Percentage of 3rd grade students scoring at least 552.14 but less than 637.49 on the LLECE reading scale. Students at this level can: 1) locate information discriminating it from adjacent information; 2) interpret reformulations that synthesize several data; 3) infer information based on knowledge about the world; 4) discriminate the meaning of words that have several other meanings based on the text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.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: LLECE: Female 3rd grade students by reading proficiency level (%). Level 3

Longdefinition: Percentage of 3rd grade female students scoring at least 552.14 but less than 637.49 on the LLECE reading scale. Students at this level can: 1) locate information discriminating it from adjacent information; 2) interpret reformulations that synthesize several data; 3) infer information based on knowledge about the world; 4) discriminate the meaning of words that have several other meanings based on the text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade female students scoring at least 552.14 but less than 637.49 on the LLECE reading scale. Students at this level can: 1) locate information discriminating it from adjacent information; 2) interpret reformulations that synthesize several data; 3) infer information based on knowledge about the world; 4) discriminate the meaning of words that have several other meanings based on the text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Female 3rd grade students by reading proficiency level (%). Level 3


sourceNote: Percentage of 3rd grade female students scoring at least 552.14 but less than 637.49 on the LLECE reading scale. Students at this level can: 1) locate information discriminating it from adjacent information; 2) interpret reformulations that synthesize several data; 3) infer information based on knowledge about the world; 4) discriminate the meaning of words that have several other meanings based on the text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: Europe & Central Asia (excluding high income)


IndicatorName: LLECE: Male 3rd grade students by reading proficiency level (%). Level 3

Longdefinition: Percentage of 3rd grade male students scoring at least 552.14 but less than 637.49 on the LLECE reading scale. Students at this level can: 1) locate information discriminating it from adjacent information; 2) interpret reformulations that synthesize several data; 3) infer information based on knowledge about the world; 4) discriminate the meaning of words that have several other meanings based on the text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade male students scoring at least 552.14 but less than 637.49 on the LLECE reading scale. Students at this level can: 1) locate information discriminating it from adjacent information; 2) interpret reformulations that synthesize several data; 3) infer information based on knowledge about the world; 4) discriminate the meaning of words that have several other meanings based on the text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Male 3rd grade students by reading proficiency level (%). Level 3


sourceNote: Percentage of 3rd grade male students scoring at least 552.14 but less than 637.49 on the LLECE reading scale. Students at this level can: 1) locate information discriminating it from adjacent information; 2) interpret reformulations that synthesize several data; 3) infer information based on knowledge about the world; 4) discriminate the meaning of words that have several other meanings based on the text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: East Asia & Pacific (excluding high income)


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


IndicatorName: LLECE: 3rd grade students by reading proficiency level (%). Level 4

Longdefinition: Percentage of 3rd grade students scoring higher than 637.49 on the LLECE reading scale. Students at this level can: 1) integrate and generalize information given in a paragraph or in the verbal codes and graph; 2) replace non-explicit information; 3) read the text identifying new information; 4) translate from one code to another (from numeric to verbal, and verbal to graphic). Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade students scoring higher than 637.49 on the LLECE reading scale. Students at this level can: 1) integrate and generalize information given in a paragraph or in the verbal codes and graph; 2) replace non-explicit information; 3) read the text identifying new information; 4) translate from one code to another (from numeric to verbal, and verbal to graphic). Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: 3rd grade students by reading proficiency level (%). Level 4


sourceNote: Percentage of 3rd grade students scoring higher than 637.49 on the LLECE reading scale. Students at this level can: 1) integrate and generalize information given in a paragraph or in the verbal codes and graph; 2) replace non-explicit information; 3) read the text identifying new information; 4) translate from one code to another (from numeric to verbal, and verbal to graphic). Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: Fragile and conflict affected situations


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


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


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


IndicatorName: LLECE: Female 3rd grade students by reading proficiency level (%). Level 4

Longdefinition: Percentage of 3rd grade female students scoring higher than 637.49 on the LLECE reading scale. Students at this level can: 1) integrate and generalize information given in a paragraph or in the verbal codes and graph; 2) replace non-explicit information; 3) read the text identifying new information; 4) translate from one code to another (from numeric to verbal, and verbal to graphic). Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade female students scoring higher than 637.49 on the LLECE reading scale. Students at this level can: 1) integrate and generalize information given in a paragraph or in the verbal codes and graph; 2) replace non-explicit information; 3) read the text identifying new information; 4) translate from one code to another (from numeric to verbal, and verbal to graphic). Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Female 3rd grade students by reading proficiency level (%). Level 4


sourceNote: Percentage of 3rd grade female students scoring higher than 637.49 on the LLECE reading scale. Students at this level can: 1) integrate and generalize information given in a paragraph or in the verbal codes and graph; 2) replace non-explicit information; 3) read the text identifying new information; 4) translate from one code to another (from numeric to verbal, and verbal to graphic). Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


IndicatorName: LLECE: Male 3rd grade students by reading proficiency level (%). Level 4

Longdefinition: Percentage of 3rd grade male students scoring higher than 637.49 on the LLECE reading scale. Students at this level can: 1) integrate and generalize information given in a paragraph or in the verbal codes and graph; 2) replace non-explicit information; 3) read the text identifying new information; 4) translate from one code to another (from numeric to verbal, and verbal to graphic). Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade male students scoring higher than 637.49 on the LLECE reading scale. Students at this level can: 1) integrate and generalize information given in a paragraph or in the verbal codes and graph; 2) replace non-explicit information; 3) read the text identifying new information; 4) translate from one code to another (from numeric to verbal, and verbal to graphic). Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Male 3rd grade students by reading proficiency level (%). Level 4


sourceNote: Percentage of 3rd grade male students scoring higher than 637.49 on the LLECE reading scale. Students at this level can: 1) integrate and generalize information given in a paragraph or in the verbal codes and graph; 2) replace non-explicit information; 3) read the text identifying new information; 4) translate from one code to another (from numeric to verbal, and verbal to graphic). Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


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


IndicatorName: LLECE: Mean performance on the reading scale for 3rd grade students. Female

Longdefinition: Average score on the 3rd grade reading assessment for female students. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Mean performance on the reading scale for 3rd grade students, female


Shortdefinition: Average score on the 3rd grade reading assessment for female students. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


sourceNote: Average score on the 3rd grade reading assessment for female students. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.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: LLECE: Mean performance on the reading scale for 3rd grade students. Male

Longdefinition: Average score on the 3rd grade reading assessment for male students. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Mean performance on the reading scale for 3rd grade students, male


Shortdefinition: Average score on the 3rd grade reading assessment for male students. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


sourceNote: Average score on the 3rd grade reading assessment for male students. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: Europe & Central Asia (excluding high income)


IndicatorName: LLECE: Distribution of 3rd Grade Reading Scores: 10th Percentile Score

Longdefinition: The 10th percentile score is the score below which 10 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: The 10th percentile score is the score below which 10 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Distribution of 3rd Grade Reading Scores: 10th Percentile Score


sourceNote: The 10th percentile score is the score below which 10 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: East Asia & Pacific (excluding high income)


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


IndicatorName: LLECE: Distribution of 3rd Grade Reading Scores: 25th Percentile Score

Longdefinition: The 25th percentile score is the score below which 25 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: The 25th percentile score is the score below which 25 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Distribution of 3rd Grade Reading Scores: 25th Percentile Score


sourceNote: The 25th percentile score is the score below which 25 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: Fragile and conflict affected situations


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


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


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


IndicatorName: LLECE: Distribution of 3rd Grade Reading Scores: 50th Percentile Score

Longdefinition: The 50th percentile score is the score below which 50 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: The 50th percentile score is the score below which 50 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Distribution of 3rd Grade Reading Scores: 50th Percentile Score


sourceNote: The 50th percentile score is the score below which 50 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


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


IndicatorName: LLECE: Distribution of 3rd Grade Reading Scores: 75th Percentile Score

Longdefinition: The 75th percentile score is the score below which 75 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: The 75th percentile score is the score below which 75 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Distribution of 3rd Grade Reading Scores: 75th Percentile Score


sourceNote: The 75th percentile score is the score below which 75 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.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: LLECE: Distribution of 3rd Grade Reading Scores: 90th Percentile Score

Longdefinition: The 90th percentile score is the score below which 90 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: The 90th percentile score is the score below which 90 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Distribution of 3rd Grade Reading Scores: 90th Percentile Score


sourceNote: The 90th percentile score is the score below which 90 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: Europe & Central Asia (excluding high income)


IndicatorName: LLECE: Mean performance on the reading scale for 4th grade students. Total

Longdefinition: Average score on the 4th grade reading assessment. 1997 means were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Mean performance on the reading scale for 4th grade students, total


Shortdefinition: Average score on the 4th grade reading assessment. 1997 means were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


sourceNote: Average score on the 4th grade reading assessment. 1997 means were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


IndicatorName: LLECE: Distribution of 4th Grade Reading Scores: 10th Percentile Score

Longdefinition: The 10th percentile score is the score below which 10 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: The 10th percentile score is the score below which 10 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Distribution of 4th Grade Reading Scores: 10th Percentile Score


sourceNote: The 10th percentile score is the score below which 10 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: East Asia & Pacific (excluding high income)


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


IndicatorName: LLECE: Distribution of 4th Grade Reading Scores: 25th Percentile Score

Longdefinition: The 25th percentile score is the score below which 25 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: The 25th percentile score is the score below which 25 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Distribution of 4th Grade Reading Scores: 25th Percentile Score


sourceNote: The 25th percentile score is the score below which 25 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: Fragile and conflict affected situations


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


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


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


IndicatorName: LLECE: Distribution of 4th Grade Reading Scores: 50th Percentile Score

Longdefinition: The 50th percentile score is the score below which 50 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: The 50th percentile score is the score below which 50 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Distribution of 4th Grade Reading Scores: 50th Percentile Score


sourceNote: The 50th percentile score is the score below which 50 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


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


IndicatorName: LLECE: Distribution of 4th Grade Reading Scores: 75th Percentile Score

Longdefinition: The 75th percentile score is the score below which 75 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: The 75th percentile score is the score below which 75 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Distribution of 4th Grade Reading Scores: 75th Percentile Score


sourceNote: The 75th percentile score is the score below which 75 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.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: Europe & Central Asia (excluding high income)


IndicatorName: LLECE: Distribution of 4th Grade Reading Scores: 90th Percentile Score

Longdefinition: The 90th percentile score is the score below which 90 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: The 90th percentile score is the score below which 90 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Distribution of 4th Grade Reading Scores: 90th Percentile Score


sourceNote: The 90th percentile score is the score below which 90 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


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

Longdefinition: Average score on the 6th grade reading assessment. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

name: LLECE: Mean performance on the reading scale for 6th grade students, total


Shortdefinition: Average score on the 6th grade reading assessment. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


sourceNote: Average score on the 6th grade reading assessment. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: East Asia & Pacific (excluding high income)


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


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

Longdefinition: Percentage of 6th grade students below the lowest proficiency level (scoring below 299.59) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 6th grade students below the lowest proficiency level (scoring below 299.59) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 6th grade students below the lowest proficiency level (scoring below 299.59) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: Fragile and conflict affected situations


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


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


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


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

Longdefinition: Percentage of 6th grade female students below the lowest proficiency level (scoring below 299.59) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 6th grade female students below the lowest proficiency level (scoring below 299.59) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 6th grade female students below the lowest proficiency level (scoring below 299.59) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


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


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

Longdefinition: Percentage of 6th grade male students below the lowest proficiency level (scoring below 299.59) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 6th grade male students below the lowest proficiency level (scoring below 299.59) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 6th grade male students below the lowest proficiency level (scoring below 299.59) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.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: LLECE: 6th grade students by reading proficiency level (%). Level 1

Longdefinition: Percentage of 6th grade students scoring at least 299.59 but lower than 424.54 points on the LLECE reading scale. At Level 1, students can locate information with a single meaning in a prominent or central part of the text (beginning or end) that is repeated literally or synonymously and is isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 6th grade students scoring at least 299.59 but lower than 424.54 points on the LLECE reading scale. At Level 1, students can locate information with a single meaning in a prominent or central part of the text (beginning or end) that is repeated literally or synonymously and is isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 6th grade students scoring at least 299.59 but lower than 424.54 points on the LLECE reading scale. At Level 1, students can locate information with a single meaning in a prominent or central part of the text (beginning or end) that is repeated literally or synonymously and is isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: Europe & Central Asia (excluding high income)


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

Longdefinition: Percentage of 6th grade female students scoring at least 299.59 but lower than 424.54 points on the LLECE reading scale. At Level 1, students can locate information with a single meaning in a prominent or central part of the text (beginning or end) that is repeated literally or synonymously and is isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 6th grade female students scoring at least 299.59 but lower than 424.54 points on the LLECE reading scale. At Level 1, students can locate information with a single meaning in a prominent or central part of the text (beginning or end) that is repeated literally or synonymously and is isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 6th grade female students scoring at least 299.59 but lower than 424.54 points on the LLECE reading scale. At Level 1, students can locate information with a single meaning in a prominent or central part of the text (beginning or end) that is repeated literally or synonymously and is isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: East Asia & Pacific (excluding high income)


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


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

Longdefinition: Percentage of 6th grade male students scoring at least 299.59 but lower than 424.54 points on the LLECE reading scale. At Level 1, students can locate information with a single meaning in a prominent or central part of the text (beginning or end) that is repeated literally or synonymously and is isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 6th grade male students scoring at least 299.59 but lower than 424.54 points on the LLECE reading scale. At Level 1, students can locate information with a single meaning in a prominent or central part of the text (beginning or end) that is repeated literally or synonymously and is isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 6th grade male students scoring at least 299.59 but lower than 424.54 points on the LLECE reading scale. At Level 1, students can locate information with a single meaning in a prominent or central part of the text (beginning or end) that is repeated literally or synonymously and is isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: Fragile and conflict affected situations


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


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


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


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

Longdefinition: Percentage of 6th grade students scoring at least 424.54 but lower than 513.66 points on the LLECE reading scale. At Level 2, students can 1) locate information in the middle of a text that must be distinguished from a different piece of information found in a different segment; and 2) identify words with a single meaning. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 6th grade students scoring at least 424.54 but lower than 513.66 points on the LLECE reading scale. At Level 2, students can 1) locate information in the middle of a text that must be distinguished from a different piece of information found in a different segment; and 2) identify words with a single meaning. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 6th grade students scoring at least 424.54 but lower than 513.66 points on the LLECE reading scale. At Level 2, students can 1) locate information in the middle of a text that must be distinguished from a different piece of information found in a different segment; and 2) identify words with a single meaning. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


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


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

Longdefinition: Percentage of 6th grade female students scoring at least 424.54 but lower than 513.66 points on the LLECE reading scale. At Level 2, students can 1) locate information in the middle of a text that must be distinguished from a different piece of information found in a different segment; and 2) identify words with a single meaning. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/