IndicatorName: PISA: Male 15-year-olds by science proficiency level (%). Level 1B

Longdefinition: Percentage of 15-year-old male students scoring higher than 261 but less than or equal to 335 on the PISA science scale. At Level 1B, students can use basic or everyday scientific knowledge to recognise aspects of familiar or simple phenomenon. They are able to identify simple patterns in data, recognise basic scientific terms and follow explicit instructions to carry out a scientific procedure. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


Source: OECD Programme for International Student Assessment (PISA)

Topic: Learning Outcomes

name: PISA: Male 15-year-olds by science proficiency level (%). Level 1B

value: Education Statistics

sourceNote: Percentage of 15-year-old male students scoring higher than 261 but less than or equal to 335 on the PISA science scale. At Level 1B, students can use basic or everyday scientific knowledge to recognise aspects of familiar or simple phenomenon. They are able to identify simple patterns in data, recognise basic scientific terms and follow explicit instructions to carry out a scientific procedure. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


sourceOrganization: OECD Programme for International Student Assessment (PISA)


name: Europe & Central Asia (excluding high income)


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


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


name: Sub-Saharan Africa (excluding high income)


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


name: East Asia & Pacific (excluding high income)


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


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


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


name: Fragile and conflict affected situations


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


IndicatorName: PISA: 15-year-olds by science proficiency level (%). Level 2

Longdefinition: Percentage of 15-year-old students scoring higher than 410 but less than or equal to 484 on the PISA science scale. At Level 2, students are able to draw on everyday content knowledge and basic procedural knowledge to identify an appropriate scientific explanation, interpret data, and identify the question being addressed in a simple experimental design. They can use basic or everyday scientific knowledge to identify a valid conclusion from a simple data set. Level 2 students demonstrate basic epistemic knowledge by being able to identify questions that can be investigated scientifically. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


name: PISA: 15-year-olds by science proficiency level (%). Level 2

sourceNote: Percentage of 15-year-old students scoring higher than 410 but less than or equal to 484 on the PISA science scale. At Level 2, students are able to draw on everyday content knowledge and basic procedural knowledge to identify an appropriate scientific explanation, interpret data, and identify the question being addressed in a simple experimental design. They can use basic or everyday scientific knowledge to identify a valid conclusion from a simple data set. Level 2 students demonstrate basic epistemic knowledge by being able to identify questions that can be investigated scientifically. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


IndicatorName: PISA: Female 15-year-olds by science proficiency level (%). Level 2

Longdefinition: Percentage of 15-year-old female students scoring higher than 410 but less than or equal to 484 on the PISA science scale. At Level 2, students are able to draw on everyday content knowledge and basic procedural knowledge to identify an appropriate scientific explanation, interpret data, and identify the question being addressed in a simple experimental design. They can use basic or everyday scientific knowledge to identify a valid conclusion from a simple data set. Level 2 students demonstrate basic epistemic knowledge by being able to identify questions that can be investigated scientifically. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


name: PISA: Female 15-year-olds by science proficiency level (%). Level 2

sourceNote: Percentage of 15-year-old female students scoring higher than 410 but less than or equal to 484 on the PISA science scale. At Level 2, students are able to draw on everyday content knowledge and basic procedural knowledge to identify an appropriate scientific explanation, interpret data, and identify the question being addressed in a simple experimental design. They can use basic or everyday scientific knowledge to identify a valid conclusion from a simple data set. Level 2 students demonstrate basic epistemic knowledge by being able to identify questions that can be investigated scientifically. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


IndicatorName: PISA: Male 15-year-olds by science proficiency level (%). Level 2

Longdefinition: Percentage of 15-year-old male students scoring higher than 410 but less than or equal to 484 on the PISA science scale. At Level 2, students are able to draw on everyday content knowledge and basic procedural knowledge to identify an appropriate scientific explanation, interpret data, and identify the question being addressed in a simple experimental design. They can use basic or everyday scientific knowledge to identify a valid conclusion from a simple data set. Level 2 students demonstrate basic epistemic knowledge by being able to identify questions that can be investigated scientifically. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


name: PISA: Male 15-year-olds by science proficiency level (%). Level 2

sourceNote: Percentage of 15-year-old male students scoring higher than 410 but less than or equal to 484 on the PISA science scale. At Level 2, students are able to draw on everyday content knowledge and basic procedural knowledge to identify an appropriate scientific explanation, interpret data, and identify the question being addressed in a simple experimental design. They can use basic or everyday scientific knowledge to identify a valid conclusion from a simple data set. Level 2 students demonstrate basic epistemic knowledge by being able to identify questions that can be investigated scientifically. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


IndicatorName: PISA: 15-year-olds by science proficiency level (%). Level 3

Longdefinition: Percentage of 15-year-old students scoring higher than 484 but less than or equal to 559 on the PISA science scale. At Level 3, students can draw upon moderately complex content knowledge to identify or construct explanations of familiar phenomena. In less familiar or more complex situations, they can construct explanations with relevant cueing or support. They can draw on elements of procedural or epistemic knowledge to carry out a simple experiment in a constrained context. Level 3 students are able to distinguish between scientific and non-scientific issues and identify the evidence supporting a scientific claim. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


name: PISA: 15-year-olds by science proficiency level (%). Level 3

sourceNote: Percentage of 15-year-old students scoring higher than 484 but less than or equal to 559 on the PISA science scale. At Level 3, students can draw upon moderately complex content knowledge to identify or construct explanations of familiar phenomena. In less familiar or more complex situations, they can construct explanations with relevant cueing or support. They can draw on elements of procedural or epistemic knowledge to carry out a simple experiment in a constrained context. Level 3 students are able to distinguish between scientific and non-scientific issues and identify the evidence supporting a scientific claim. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


IndicatorName: PISA: Female 15-year-olds by science proficiency level (%). Level 3

Longdefinition: Percentage of 15-year-old female students scoring higher than 484 but less than or equal to 559 on the PISA science scale. At Level 3, students can draw upon moderately complex content knowledge to identify or construct explanations of familiar phenomena. In less familiar or more complex situations, they can construct explanations with relevant cueing or support. They can draw on elements of procedural or epistemic knowledge to carry out a simple experiment in a constrained context. Level 3 students are able to distinguish between scientific and non-scientific issues and identify the evidence supporting a scientific claim. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


name: PISA: Female 15-year-olds by science proficiency level (%). Level 3

sourceNote: Percentage of 15-year-old female students scoring higher than 484 but less than or equal to 559 on the PISA science scale. At Level 3, students can draw upon moderately complex content knowledge to identify or construct explanations of familiar phenomena. In less familiar or more complex situations, they can construct explanations with relevant cueing or support. They can draw on elements of procedural or epistemic knowledge to carry out a simple experiment in a constrained context. Level 3 students are able to distinguish between scientific and non-scientific issues and identify the evidence supporting a scientific claim. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


name: Europe & Central Asia (excluding high income)


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


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


name: Sub-Saharan Africa (excluding high income)


IndicatorName: PISA: Male 15-year-olds by science proficiency level (%). Level 3

Longdefinition: Percentage of 15-year-old male students scoring higher than 484 but less than or equal to 559 on the PISA science scale. At Level 3, students can draw upon moderately complex content knowledge to identify or construct explanations of familiar phenomena. In less familiar or more complex situations, they can construct explanations with relevant cueing or support. They can draw on elements of procedural or epistemic knowledge to carry out a simple experiment in a constrained context. Level 3 students are able to distinguish between scientific and non-scientific issues and identify the evidence supporting a scientific claim. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


name: PISA: Male 15-year-olds by science proficiency level (%). Level 3

sourceNote: Percentage of 15-year-old male students scoring higher than 484 but less than or equal to 559 on the PISA science scale. At Level 3, students can draw upon moderately complex content knowledge to identify or construct explanations of familiar phenomena. In less familiar or more complex situations, they can construct explanations with relevant cueing or support. They can draw on elements of procedural or epistemic knowledge to carry out a simple experiment in a constrained context. Level 3 students are able to distinguish between scientific and non-scientific issues and identify the evidence supporting a scientific claim. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


name: East Asia & Pacific (excluding high income)


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


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


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


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


IndicatorName: PISA: 15-year-olds by science proficiency level (%). Level 4

Longdefinition: Percentage of 15-year-old students scoring higher than 559 but less than or equal to 633 on the PISA science scale. At Level 4, students can use more complex or more abstract content knowledge, which is either provided or recalled, to construct explanations of more complex or less familiar events and processes. They can conduct experiments involving two or more independent variables in a constrained context. They are able to justify an experimental design, drawing on elements of procedural and epistemic knowledge. Level 4 students can interpret data drawn from a moderately complex data set or less familiar context, draw appropriate conclusions that go beyond the data and provide justifications for their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


name: PISA: 15-year-olds by science proficiency level (%). Level 4

sourceNote: Percentage of 15-year-old students scoring higher than 559 but less than or equal to 633 on the PISA science scale. At Level 4, students can use more complex or more abstract content knowledge, which is either provided or recalled, to construct explanations of more complex or less familiar events and processes. They can conduct experiments involving two or more independent variables in a constrained context. They are able to justify an experimental design, drawing on elements of procedural and epistemic knowledge. Level 4 students can interpret data drawn from a moderately complex data set or less familiar context, draw appropriate conclusions that go beyond the data and provide justifications for their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


name: Fragile and conflict affected situations


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


IndicatorName: PISA: Female 15-year-olds by science proficiency level (%). Level 4

Longdefinition: Percentage of 15-year-old female students scoring higher than 559 but less than or equal to 633 on the PISA science scale. At Level 4, students can use more complex or more abstract content knowledge, which is either provided or recalled, to construct explanations of more complex or less familiar events and processes. They can conduct experiments involving two or more independent variables in a constrained context. They are able to justify an experimental design, drawing on elements of procedural and epistemic knowledge. Level 4 students can interpret data drawn from a moderately complex data set or less familiar context, draw appropriate conclusions that go beyond the data and provide justifications for their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


name: PISA: Female 15-year-olds by science proficiency level (%). Level 4

sourceNote: Percentage of 15-year-old female students scoring higher than 559 but less than or equal to 633 on the PISA science scale. At Level 4, students can use more complex or more abstract content knowledge, which is either provided or recalled, to construct explanations of more complex or less familiar events and processes. They can conduct experiments involving two or more independent variables in a constrained context. They are able to justify an experimental design, drawing on elements of procedural and epistemic knowledge. Level 4 students can interpret data drawn from a moderately complex data set or less familiar context, draw appropriate conclusions that go beyond the data and provide justifications for their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


IndicatorName: PISA: Male 15-year-olds by science proficiency level (%). Level 4

Longdefinition: Percentage of 15-year-old male students scoring higher than 559 but less than or equal to 633 on the PISA science scale. At Level 4, students can use more complex or more abstract content knowledge, which is either provided or recalled, to construct explanations of more complex or less familiar events and processes. They can conduct experiments involving two or more independent variables in a constrained context. They are able to justify an experimental design, drawing on elements of procedural and epistemic knowledge. Level 4 students can interpret data drawn from a moderately complex data set or less familiar context, draw appropriate conclusions that go beyond the data and provide justifications for their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


name: PISA: Male 15-year-olds by science proficiency level (%). Level 4

sourceNote: Percentage of 15-year-old male students scoring higher than 559 but less than or equal to 633 on the PISA science scale. At Level 4, students can use more complex or more abstract content knowledge, which is either provided or recalled, to construct explanations of more complex or less familiar events and processes. They can conduct experiments involving two or more independent variables in a constrained context. They are able to justify an experimental design, drawing on elements of procedural and epistemic knowledge. Level 4 students can interpret data drawn from a moderately complex data set or less familiar context, draw appropriate conclusions that go beyond the data and provide justifications for their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


IndicatorName: PISA: 15-year-olds by science proficiency level (%). Level 5

Longdefinition: Percentage of 15-year-old students scoring higher than 633 but less than or equal to 708 on the PISA science scale. At Level 5, students can use abstract scientific ideas or concepts to explain unfamiliar and more complex phenomena, events and processes involving multiple causal links. They are able to apply more sophisticated epistemic knowledge to evaluate alternative experimental designs and justify their choices and use theoretical knowledge to interpret information or make predictions. Level 5 students can evaluate ways of exploring a given question scientifically and identify limitations in interpretations of data sets including sources and the effects of uncertainty in scientific data. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


name: PISA: 15-year-olds by science proficiency level (%). Level 5

sourceNote: Percentage of 15-year-old students scoring higher than 633 but less than or equal to 708 on the PISA science scale. At Level 5, students can use abstract scientific ideas or concepts to explain unfamiliar and more complex phenomena, events and processes involving multiple causal links. They are able to apply more sophisticated epistemic knowledge to evaluate alternative experimental designs and justify their choices and use theoretical knowledge to interpret information or make predictions. Level 5 students can evaluate ways of exploring a given question scientifically and identify limitations in interpretations of data sets including sources and the effects of uncertainty in scientific data. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


name: Europe & Central Asia (excluding high income)


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


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


name: Sub-Saharan Africa (excluding high income)


IndicatorName: PISA: Female 15-year-olds by science proficiency level (%). Level 5

Longdefinition: Percentage of 15-year-old female students scoring higher than 633 but less than or equal to 708 on the PISA science scale. At Level 5, students can use abstract scientific ideas or concepts to explain unfamiliar and more complex phenomena, events and processes involving multiple causal links. They are able to apply more sophisticated epistemic knowledge to evaluate alternative experimental designs and justify their choices and use theoretical knowledge to interpret information or make predictions. Level 5 students can evaluate ways of exploring a given question scientifically and identify limitations in interpretations of data sets including sources and the effects of uncertainty in scientific data. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


name: PISA: Female 15-year-olds by science proficiency level (%). Level 5

sourceNote: Percentage of 15-year-old female students scoring higher than 633 but less than or equal to 708 on the PISA science scale. At Level 5, students can use abstract scientific ideas or concepts to explain unfamiliar and more complex phenomena, events and processes involving multiple causal links. They are able to apply more sophisticated epistemic knowledge to evaluate alternative experimental designs and justify their choices and use theoretical knowledge to interpret information or make predictions. Level 5 students can evaluate ways of exploring a given question scientifically and identify limitations in interpretations of data sets including sources and the effects of uncertainty in scientific data. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


IndicatorName: PISA: Male 15-year-olds by science proficiency level (%). Level 5

Longdefinition: Percentage of 15-year-old male students scoring higher than 633 but less than or equal to 708 on the PISA science scale. At Level 5, students can use abstract scientific ideas or concepts to explain unfamiliar and more complex phenomena, events and processes involving multiple causal links. They are able to apply more sophisticated epistemic knowledge to evaluate alternative experimental designs and justify their choices and use theoretical knowledge to interpret information or make predictions. Level 5 students can evaluate ways of exploring a given question scientifically and identify limitations in interpretations of data sets including sources and the effects of uncertainty in scientific data. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/

name: East Asia & Pacific (excluding high income)


name: PISA: Male 15-year-olds by science proficiency level (%). Level 5

sourceNote: Percentage of 15-year-old male students scoring higher than 633 but less than or equal to 708 on the PISA science scale. At Level 5, students can use abstract scientific ideas or concepts to explain unfamiliar and more complex phenomena, events and processes involving multiple causal links. They are able to apply more sophisticated epistemic knowledge to evaluate alternative experimental designs and justify their choices and use theoretical knowledge to interpret information or make predictions. Level 5 students can evaluate ways of exploring a given question scientifically and identify limitations in interpretations of data sets including sources and the effects of uncertainty in scientific data. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


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


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


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


IndicatorName: PISA: 15-year-olds by science proficiency level (%). Level 6

Longdefinition: Percentage of 15-year-old students scoring higher than 708 on the PISA science scale. At Level 6, students can draw on a range of interrelated scientific ideas and concepts from the physical, life and earth and space sciences and use content, procedural and epistemic knowledge in order to offer explanatory hypotheses of novel scientific phenomena, events and processes or to make predictions. In interpreting data and evidence, they are able to discriminate between relevant and irrelevant information and can draw on knowledge external to the normal school curriculum. They can distinguish between arguments that are based on scientific evidence and theory and those based on other considerations. Level 6 students can evaluate competing designs of complex experiments, field studies or simulations and justify their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


name: PISA: 15-year-olds by science proficiency level (%). Level 6

sourceNote: Percentage of 15-year-old students scoring higher than 708 on the PISA science scale. At Level 6, students can draw on a range of interrelated scientific ideas and concepts from the physical, life and earth and space sciences and use content, procedural and epistemic knowledge in order to offer explanatory hypotheses of novel scientific phenomena, events and processes or to make predictions. In interpreting data and evidence, they are able to discriminate between relevant and irrelevant information and can draw on knowledge external to the normal school curriculum. They can distinguish between arguments that are based on scientific evidence and theory and those based on other considerations. Level 6 students can evaluate competing designs of complex experiments, field studies or simulations and justify their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


name: Fragile and conflict affected situations


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


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


IndicatorName: PISA: Female 15-year-olds by science proficiency level (%). Level 6

Longdefinition: Percentage of 15-year-old female students scoring higher than 708 on the PISA science scale. At Level 6, students can draw on a range of interrelated scientific ideas and concepts from the physical, life and earth and space sciences and use content, procedural and epistemic knowledge in order to offer explanatory hypotheses of novel scientific phenomena, events and processes or to make predictions. In interpreting data and evidence, they are able to discriminate between relevant and irrelevant information and can draw on knowledge external to the normal school curriculum. They can distinguish between arguments that are based on scientific evidence and theory and those based on other considerations. Level 6 students can evaluate competing designs of complex experiments, field studies or simulations and justify their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


name: PISA: Female 15-year-olds by science proficiency level (%). Level 6

sourceNote: Percentage of 15-year-old female students scoring higher than 708 on the PISA science scale. At Level 6, students can draw on a range of interrelated scientific ideas and concepts from the physical, life and earth and space sciences and use content, procedural and epistemic knowledge in order to offer explanatory hypotheses of novel scientific phenomena, events and processes or to make predictions. In interpreting data and evidence, they are able to discriminate between relevant and irrelevant information and can draw on knowledge external to the normal school curriculum. They can distinguish between arguments that are based on scientific evidence and theory and those based on other considerations. Level 6 students can evaluate competing designs of complex experiments, field studies or simulations and justify their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


IndicatorName: PISA: Male 15-year-olds by science proficiency level (%). Level 6

Longdefinition: Percentage of 15-year-old male students scoring higher than 708 on the PISA science scale. At Level 6, students can draw on a range of interrelated scientific ideas and concepts from the physical, life and earth and space sciences and use content, procedural and epistemic knowledge in order to offer explanatory hypotheses of novel scientific phenomena, events and processes or to make predictions. In interpreting data and evidence, they are able to discriminate between relevant and irrelevant information and can draw on knowledge external to the normal school curriculum. They can distinguish between arguments that are based on scientific evidence and theory and those based on other considerations. Level 6 students can evaluate competing designs of complex experiments, field studies or simulations and justify their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


name: PISA: Male 15-year-olds by science proficiency level (%). Level 6

sourceNote: Percentage of 15-year-old male students scoring higher than 708 on the PISA science scale. At Level 6, students can draw on a range of interrelated scientific ideas and concepts from the physical, life and earth and space sciences and use content, procedural and epistemic knowledge in order to offer explanatory hypotheses of novel scientific phenomena, events and processes or to make predictions. In interpreting data and evidence, they are able to discriminate between relevant and irrelevant information and can draw on knowledge external to the normal school curriculum. They can distinguish between arguments that are based on scientific evidence and theory and those based on other considerations. Level 6 students can evaluate competing designs of complex experiments, field studies or simulations and justify their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


name: Europe & Central Asia (excluding high income)


IndicatorName: PISA: Mean performance on the science scale. Female

Longdefinition: Average score of 15-year-old female students on the PISA science scale. In PISA 2006 the mean science score for OECD countries was initially set at 500 points (for 30 OECD countries), then was re-set at 498 points after taking into account new OECD countries. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/

value: Education


Shortdefinition: Average score of 15-year-old female students on the PISA science scale. In PISA 2006 the mean science score for OECD countries was initially set at 500 points (for 30 OECD countries), then was re-set at 498 points after taking into account new OECD countries. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/

name: PISA: Mean performance on the science scale. Female


sourceNote: Average score of 15-year-old female students on the PISA science scale. In PISA 2006 the mean science score for OECD countries was initially set at 500 points (for 30 OECD countries), then was re-set at 498 points after taking into account new OECD countries. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


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: PISA: Mean performance on the science scale. Male

Longdefinition: Average score of 15-year-old male students on the PISA science scale. In PISA 2006 the mean science score for OECD countries was initially set at 500 points (for 30 OECD countries), then was re-set at 498 points after taking into account new OECD countries. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


Shortdefinition: Average score of 15-year-old male students on the PISA science scale. In PISA 2006 the mean science score for OECD countries was initially set at 500 points (for 30 OECD countries), then was re-set at 498 points after taking into account new OECD countries. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/

name: PISA: Mean performance on the science scale. Male


sourceNote: Average score of 15-year-old male students on the PISA science scale. In PISA 2006 the mean science score for OECD countries was initially set at 500 points (for 30 OECD countries), then was re-set at 498 points after taking into account new OECD countries. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


name: East Asia & Pacific (excluding high income)


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


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


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


IndicatorName: PISA: Distribution of Science Scores: 5th Percentile Score

Longdefinition: The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


Shortdefinition: The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/

name: PISA: Distribution of Science Scores: 5th Percentile Score


sourceNote: The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


name: Fragile and conflict affected situations


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


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


IndicatorName: PISA: Distribution of Science Scores: 10th Percentile Score

Longdefinition: The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


Shortdefinition: The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/

name: PISA: Distribution of Science Scores: 10th Percentile Score


sourceNote: The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


IndicatorName: PISA: Distribution of Science Scores: 25th Percentile Score

Longdefinition: The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


Shortdefinition: The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/

name: PISA: Distribution of Science Scores: 25th Percentile Score


sourceNote: The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


name: Europe & Central Asia (excluding high income)


IndicatorName: PISA: Distribution of Science Scores: 50th Percentile Score

Longdefinition: The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/

Othernotes: PISA


Shortdefinition: The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/

name: PISA: Distribution of Science Scores: 50th Percentile Score


sourceNote: The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


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: PISA: Distribution of Science Scores: 75th Percentile Score

Longdefinition: The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


Shortdefinition: The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/

name: PISA: Distribution of Science Scores: 75th Percentile Score


sourceNote: The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


name: East Asia & Pacific (excluding high income)


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


IndicatorName: PISA: Distribution of Science Scores: 90th Percentile Score

Longdefinition: The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


Shortdefinition: The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/

name: PISA: Distribution of Science Scores: 90th Percentile Score


sourceNote: The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


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


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


name: Fragile and conflict affected situations


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


IndicatorName: PISA: Distribution of Science Scores: 95th Percentile Score

Longdefinition: The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


Shortdefinition: The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/

name: PISA: Distribution of Science Scores: 95th Percentile Score


sourceNote: The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/


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


IndicatorName: SACMEQ: Mean performance on the 6th grade mathematics scale

Longdefinition: Mean performance on the mathematics scale is the mean mathematics score for 6th grade students. Mean scores are on SACMEQ scales for mathematics, which have averages of 500 and standard deviations of 100. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

Source: Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org

name: SACMEQ: Mean performance on the mathematics scale


Shortdefinition: Mean performance on the mathematics scale is the mean mathematics score for 6th grade students. Mean scores are on SACMEQ scales for mathematics, which have averages of 500 and standard deviations of 100. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

sourceOrganization: Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org


sourceNote: Mean performance on the mathematics scale is the mean mathematics score for 6th grade students. Mean scores are on SACMEQ scales for mathematics, which have averages of 500 and standard deviations of 100. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


name: Europe & Central Asia (excluding high income)


IndicatorName: SACMEQ: Mean performance on the 6th grade mathematics scale. Female

Longdefinition: Mean performance on the mathematics scale, female is the mean mathematics score for female 6th grade students. Mean scores are on SACMEQ scales for mathematics, which have averages of 500 and standard deviations of 100. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

name: SACMEQ: Mean performance on the mathematics scale, female


Shortdefinition: Mean performance on the mathematics scale, female is the mean mathematics score for female 6th grade students. Mean scores are on SACMEQ scales for mathematics, which have averages of 500 and standard deviations of 100. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


sourceNote: Mean performance on the mathematics scale, female is the mean mathematics score for female 6th grade students. Mean scores are on SACMEQ scales for mathematics, which have averages of 500 and standard deviations of 100. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.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: SACMEQ: 6th grade students by mathematics proficiency level (%). Level 1 - Pre-Numeracy

Longdefinition: Percentage of 6th grade students scoring at the Pre-Numeracy level (Level 1 of 8) on the mathematics assessment. At this level, students can apply single step addition or subtraction operations, recognize simple shapes, match numbers and pictures, and count in whole numbers. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


Shortdefinition: Percentage of 6th grade students scoring at the Pre-Numeracy level (Level 1 of 8) on the mathematics assessment. At this level, students can apply single step addition or subtraction operations, recognize simple shapes, match numbers and pictures, and count in whole numbers. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

name: SACMEQ: 6th grade students by mathematics proficiency level (%). Level 1 - Pre-Numeracy


sourceNote: Percentage of 6th grade students scoring at the Pre-Numeracy level (Level 1 of 8) on the mathematics assessment. At this level, students can apply single step addition or subtraction operations, recognize simple shapes, match numbers and pictures, and count in whole numbers. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


name: East Asia & Pacific (excluding high income)


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


IndicatorName: SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 1 - Pre-Numeracy

Longdefinition: Percentage of 6th grade female students scoring at the Pre-Numeracy level (Level 1 of 8) on the mathematics assessment. At this level, students can apply single step addition or subtraction operations, recognize simple shapes, match numbers and pictures, and count in whole numbers. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


Shortdefinition: Percentage of 6th grade female students scoring at the Pre-Numeracy level (Level 1 of 8) on the mathematics assessment. At this level, students can apply single step addition or subtraction operations, recognize simple shapes, match numbers and pictures, and count in whole numbers. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

name: SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 1 - Pre-Numeracy


sourceNote: Percentage of 6th grade female students scoring at the Pre-Numeracy level (Level 1 of 8) on the mathematics assessment. At this level, students can apply single step addition or subtraction operations, recognize simple shapes, match numbers and pictures, and count in whole numbers. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


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


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


IndicatorName: SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 1 - Pre-Numeracy

Longdefinition: Percentage of 6th grade male students scoring at the Pre-Numeracy level (Level 1 of 8) on the mathematics assessment. At this level, students can apply single step addition or subtraction operations, recognize simple shapes, match numbers and pictures, and count in whole numbers. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


Shortdefinition: Percentage of 6th grade male students scoring at the Pre-Numeracy level (Level 1 of 8) on the mathematics assessment. At this level, students can apply single step addition or subtraction operations, recognize simple shapes, match numbers and pictures, and count in whole numbers. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

name: SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 1 - Pre-Numeracy


sourceNote: Percentage of 6th grade male students scoring at the Pre-Numeracy level (Level 1 of 8) on the mathematics assessment. At this level, students can apply single step addition or subtraction operations, recognize simple shapes, match numbers and pictures, and count in whole numbers. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


name: Fragile and conflict affected situations


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


IndicatorName: SACMEQ: 6th grade students by mathematics proficiency level (%). Level 2 - Emergent Numeracy

Longdefinition: Percentage of 6th grade students scoring at the Emergent Numeracy level (Level 2 of 8) on the mathematics assessment. At this level, students can apply a two-step addition or subtraction operation involving carrying, checking (through very basic estimation), or conversion of pictures to numbers. They can estimate the length of familiar objects and recognize common two-dimensional shapes. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


Shortdefinition: Percentage of 6th grade students scoring at the Emergent Numeracy level (Level 2 of 8) on the mathematics assessment. At this level, students can apply a two-step addition or subtraction operation involving carrying, checking (through very basic estimation), or conversion of pictures to numbers. They can estimate the length of familiar objects and recognize common two-dimensional shapes. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

name: SACMEQ: 6th grade students by mathematics proficiency level (%). Level 2 - Emergent Numeracy


sourceNote: Percentage of 6th grade students scoring at the Emergent Numeracy level (Level 2 of 8) on the mathematics assessment. At this level, students can apply a two-step addition or subtraction operation involving carrying, checking (through very basic estimation), or conversion of pictures to numbers. They can estimate the length of familiar objects and recognize common two-dimensional shapes. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


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


name: Europe & Central Asia (excluding high income)


IndicatorName: SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 2 - Emergent Numeracy

Longdefinition: Percentage of 6th grade female students scoring at the Emergent Numeracy level (Level 2 of 8) on the mathematics assessment. At this level, students can apply a two-step addition or subtraction operation involving carrying, checking (through very basic estimation), or conversion of pictures to numbers. They can estimate the length of familiar objects and recognize common two-dimensional shapes. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


Shortdefinition: Percentage of 6th grade female students scoring at the Emergent Numeracy level (Level 2 of 8) on the mathematics assessment. At this level, students can apply a two-step addition or subtraction operation involving carrying, checking (through very basic estimation), or conversion of pictures to numbers. They can estimate the length of familiar objects and recognize common two-dimensional shapes. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

name: SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 2 - Emergent Numeracy


sourceNote: Percentage of 6th grade female students scoring at the Emergent Numeracy level (Level 2 of 8) on the mathematics assessment. At this level, students can apply a two-step addition or subtraction operation involving carrying, checking (through very basic estimation), or conversion of pictures to numbers. They can estimate the length of familiar objects and recognize common two-dimensional shapes. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.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: SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 2 - Emergent Numeracy

Longdefinition: Percentage of 6th grade male students scoring at the Emergent Numeracy level (Level 2 of 8) on the mathematics assessment. At this level, students can apply a two-step addition or subtraction operation involving carrying, checking (through very basic estimation), or conversion of pictures to numbers. They can estimate the length of familiar objects and recognize common two-dimensional shapes. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


Shortdefinition: Percentage of 6th grade male students scoring at the Emergent Numeracy level (Level 2 of 8) on the mathematics assessment. At this level, students can apply a two-step addition or subtraction operation involving carrying, checking (through very basic estimation), or conversion of pictures to numbers. They can estimate the length of familiar objects and recognize common two-dimensional shapes. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

name: SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 2 - Emergent Numeracy


sourceNote: Percentage of 6th grade male students scoring at the Emergent Numeracy level (Level 2 of 8) on the mathematics assessment. At this level, students can apply a two-step addition or subtraction operation involving carrying, checking (through very basic estimation), or conversion of pictures to numbers. They can estimate the length of familiar objects and recognize common two-dimensional shapes. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


name: East Asia & Pacific (excluding high income)


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


IndicatorName: SACMEQ: 6th grade students by mathematics proficiency level (%). Level 3 - Basic Numeracy

Longdefinition: Percentage of 6th grade students scoring at the Basic Numeracy level (Level 3 of 8) on the mathematics assessment. At this level, students can translate verbal information presented in a sentence, simple graph or table, using one arithmetic operation in several repeated steps. They can translate graphical information into fractions, interpret place value of whole numbers up to thousands, and interpret simple common everyday units of measurement. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


Shortdefinition: Percentage of 6th grade students scoring at the Basic Numeracy level (Level 3 of 8) on the mathematics assessment. At this level, students can translate verbal information presented in a sentence, simple graph or table, using one arithmetic operation in several repeated steps. They can translate graphical information into fractions, interpret place value of whole numbers up to thousands, and interpret simple common everyday units of measurement. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

name: SACMEQ: 6th grade students by mathematics proficiency level (%). Level 3 - Basic Numeracy


sourceNote: Percentage of 6th grade students scoring at the Basic Numeracy level (Level 3 of 8) on the mathematics assessment. At this level, students can translate verbal information presented in a sentence, simple graph or table, using one arithmetic operation in several repeated steps. They can translate graphical information into fractions, interpret place value of whole numbers up to thousands, and interpret simple common everyday units of measurement. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


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


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


IndicatorName: SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 3 - Basic Numeracy

Longdefinition: Percentage of 6th grade female students scoring at the Basic Numeracy level (Level 3 of 8) on the mathematics assessment. At this level, students can translate verbal information presented in a sentence, simple graph or table, using one arithmetic operation in several repeated steps. They can translate graphical information into fractions, interpret place value of whole numbers up to thousands, and interpret simple common everyday units of measurement. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


Shortdefinition: Percentage of 6th grade female students scoring at the Basic Numeracy level (Level 3 of 8) on the mathematics assessment. At this level, students can translate verbal information presented in a sentence, simple graph or table, using one arithmetic operation in several repeated steps. They can translate graphical information into fractions, interpret place value of whole numbers up to thousands, and interpret simple common everyday units of measurement. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

name: SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 3 - Basic Numeracy


sourceNote: Percentage of 6th grade female students scoring at the Basic Numeracy level (Level 3 of 8) on the mathematics assessment. At this level, students can translate verbal information presented in a sentence, simple graph or table, using one arithmetic operation in several repeated steps. They can translate graphical information into fractions, interpret place value of whole numbers up to thousands, and interpret simple common everyday units of measurement. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


name: Fragile and conflict affected situations


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


IndicatorName: SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 3 - Basic Numeracy

Longdefinition: Percentage of 6th grade male students scoring at the Basic Numeracy level (Level 3 of 8) on the mathematics assessment. At this level, students can translate verbal information presented in a sentence, simple graph or table, using one arithmetic operation in several repeated steps. They can translate graphical information into fractions, interpret place value of whole numbers up to thousands, and interpret simple common everyday units of measurement. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


Shortdefinition: Percentage of 6th grade male students scoring at the Basic Numeracy level (Level 3 of 8) on the mathematics assessment. At this level, students can translate verbal information presented in a sentence, simple graph or table, using one arithmetic operation in several repeated steps. They can translate graphical information into fractions, interpret place value of whole numbers up to thousands, and interpret simple common everyday units of measurement. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

name: SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 3 - Basic Numeracy


sourceNote: Percentage of 6th grade male students scoring at the Basic Numeracy level (Level 3 of 8) on the mathematics assessment. At this level, students can translate verbal information presented in a sentence, simple graph or table, using one arithmetic operation in several repeated steps. They can translate graphical information into fractions, interpret place value of whole numbers up to thousands, and interpret simple common everyday units of measurement. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


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


IndicatorName: SACMEQ: 6th grade students by mathematics proficiency level (%). Level 4 - Beginning Numeracy

Longdefinition: Percentage of 6th grade students scoring at the Beginning Numeracy level (Level 4 of 8) on the mathematics assessment. At this level, students can translate verbal or graphic information into simple arithmetic problems, and use multiple different arithmetic operations (in the correct order) on whole numbers, fractions, and/or decimals. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


Shortdefinition: Percentage of 6th grade students scoring at the Beginning Numeracy level (Level 4 of 8) on the mathematics assessment. At this level, students can translate verbal or graphic information into simple arithmetic problems, and use multiple different arithmetic operations (in the correct order) on whole numbers, fractions, and/or decimals. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

name: SACMEQ: 6th grade students by mathematics proficiency level (%). Level 4 - Beginning Numeracy


sourceNote: Percentage of 6th grade students scoring at the Beginning Numeracy level (Level 4 of 8) on the mathematics assessment. At this level, students can translate verbal or graphic information into simple arithmetic problems, and use multiple different arithmetic operations (in the correct order) on whole numbers, fractions, and/or decimals. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


name: Europe & Central Asia (excluding high income)


IndicatorName: SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 4 - Beginning Numeracy

Longdefinition: Percentage of 6th grade female students scoring at the Beginning Numeracy level (Level 4 of 8) on the mathematics assessment. At this level, students can translate verbal or graphic information into simple arithmetic problems, and use multiple different arithmetic operations (in the correct order) on whole numbers, fractions, and/or decimals. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


Shortdefinition: Percentage of 6th grade female students scoring at the Beginning Numeracy level (Level 4 of 8) on the mathematics assessment. At this level, students can translate verbal or graphic information into simple arithmetic problems, and use multiple different arithmetic operations (in the correct order) on whole numbers, fractions, and/or decimals. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

name: SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 4 - Beginning Numeracy


sourceNote: Percentage of 6th grade female students scoring at the Beginning Numeracy level (Level 4 of 8) on the mathematics assessment. At this level, students can translate verbal or graphic information into simple arithmetic problems, and use multiple different arithmetic operations (in the correct order) on whole numbers, fractions, and/or decimals. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


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


name: Sub-Saharan Africa (excluding high income)


name: East Asia & Pacific (excluding high income)


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


IndicatorName: SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 4 - Beginning Numeracy

Longdefinition: Percentage of 6th grade male students scoring at the Beginning Numeracy level (Level 4 of 8) on the mathematics assessment. At this level, students can translate verbal or graphic information into simple arithmetic problems, and use multiple different arithmetic operations (in the correct order) on whole numbers, fractions, and/or decimals. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


Shortdefinition: Percentage of 6th grade male students scoring at the Beginning Numeracy level (Level 4 of 8) on the mathematics assessment. At this level, students can translate verbal or graphic information into simple arithmetic problems, and use multiple different arithmetic operations (in the correct order) on whole numbers, fractions, and/or decimals. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

name: SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 4 - Beginning Numeracy


sourceNote: Percentage of 6th grade male students scoring at the Beginning Numeracy level (Level 4 of 8) on the mathematics assessment. At this level, students can translate verbal or graphic information into simple arithmetic problems, and use multiple different arithmetic operations (in the correct order) on whole numbers, fractions, and/or decimals. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


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


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


IndicatorName: SACMEQ: 6th grade students by mathematics proficiency level (%). Level 5 - Competent Numeracy

Longdefinition: Percentage of 6th grade students scoring at the Competent Numeracy level (Level 5 of 8) on the mathematics assessment. At this level, students can translate verbal, graphic, or tabular information into an arithmetic form in order to solve a given problem. They can solve multiple-operation problems (using the correct order of arithmetic operations) involving everyday units of measurement and/or whole and mixed numbers, and convert basic measurement units from one level of measurement to another (for example, meters to centimeters). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


Shortdefinition: Percentage of 6th grade students scoring at the Competent Numeracy level (Level 5 of 8) on the mathematics assessment. At this level, students can translate verbal, graphic, or tabular information into an arithmetic form in order to solve a given problem. They can solve multiple-operation problems (using the correct order of arithmetic operations) involving everyday units of measurement and/or whole and mixed numbers, and convert basic measurement units from one level of measurement to another (for example, meters to centimeters). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

name: SACMEQ: 6th grade students by mathematics proficiency level (%). Level 5 - Competent Numeracy


sourceNote: Percentage of 6th grade students scoring at the Competent Numeracy level (Level 5 of 8) on the mathematics assessment. At this level, students can translate verbal, graphic, or tabular information into an arithmetic form in order to solve a given problem. They can solve multiple-operation problems (using the correct order of arithmetic operations) involving everyday units of measurement and/or whole and mixed numbers, and convert basic measurement units from one level of measurement to another (for example, meters to centimeters). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


name: Fragile and conflict affected situations


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


IndicatorName: SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 5 - Competent Numeracy

Longdefinition: Percentage of 6th grade female students scoring at the Competent Numeracy level (Level 5 of 8) on the mathematics assessment. At this level, students can translate verbal, graphic, or tabular information into an arithmetic form in order to solve a given problem. They can solve multiple-operation problems (using the correct order of arithmetic operations) involving everyday units of measurement and/or whole and mixed numbers, and convert basic measurement units from one level of measurement to another (for example, meters to centimeters). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


Shortdefinition: Percentage of 6th grade female students scoring at the Competent Numeracy level (Level 5 of 8) on the mathematics assessment. At this level, students can translate verbal, graphic, or tabular information into an arithmetic form in order to solve a given problem. They can solve multiple-operation problems (using the correct order of arithmetic operations) involving everyday units of measurement and/or whole and mixed numbers, and convert basic measurement units from one level of measurement to another (for example, meters to centimeters). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

name: SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 5 - Competent Numeracy


sourceNote: Percentage of 6th grade female students scoring at the Competent Numeracy level (Level 5 of 8) on the mathematics assessment. At this level, students can translate verbal, graphic, or tabular information into an arithmetic form in order to solve a given problem. They can solve multiple-operation problems (using the correct order of arithmetic operations) involving everyday units of measurement and/or whole and mixed numbers, and convert basic measurement units from one level of measurement to another (for example, meters to centimeters). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


IndicatorName: SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 5 - Competent Numeracy

Longdefinition: Percentage of 6th grade male students scoring at the Competent Numeracy level (Level 5 of 8) on the mathematics assessment. At this level, students can translate verbal, graphic, or tabular information into an arithmetic form in order to solve a given problem. They can solve multiple-operation problems (using the correct order of arithmetic operations) involving everyday units of measurement and/or whole and mixed numbers, and convert basic measurement units from one level of measurement to another (for example, meters to centimeters). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


Shortdefinition: Percentage of 6th grade male students scoring at the Competent Numeracy level (Level 5 of 8) on the mathematics assessment. At this level, students can translate verbal, graphic, or tabular information into an arithmetic form in order to solve a given problem. They can solve multiple-operation problems (using the correct order of arithmetic operations) involving everyday units of measurement and/or whole and mixed numbers, and convert basic measurement units from one level of measurement to another (for example, meters to centimeters). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

name: SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 5 - Competent Numeracy

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


sourceNote: Percentage of 6th grade male students scoring at the Competent Numeracy level (Level 5 of 8) on the mathematics assessment. At this level, students can translate verbal, graphic, or tabular information into an arithmetic form in order to solve a given problem. They can solve multiple-operation problems (using the correct order of arithmetic operations) involving everyday units of measurement and/or whole and mixed numbers, and convert basic measurement units from one level of measurement to another (for example, meters to centimeters). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


name: Europe & Central Asia (excluding high income)


IndicatorName: SACMEQ: 6th grade students by mathematics proficiency level (%). Level 6 - Mathematically Skilled

Longdefinition: Percentage of 6th grade students scoring at the Mathematically Skilled numeracy level (Level 6 of 8) on the mathematics assessment. At this level, students can solve multiple-operation problems (using the correct order of arithmetic operations) involving fractions, ratios, and decimals. They can translate verbal and graphic representation information into symbolic, algebraic, and equation form in order to solve a given mathematical problem. They can check and estimate answers using external knowledge (not provided within the problem). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


Shortdefinition: Percentage of 6th grade students scoring at the Mathematically Skilled numeracy level (Level 6 of 8) on the mathematics assessment. At this level, students can solve multiple-operation problems (using the correct order of arithmetic operations) involving fractions, ratios, and decimals. They can translate verbal and graphic representation information into symbolic, algebraic, and equation form in order to solve a given mathematical problem. They can check and estimate answers using external knowledge (not provided within the problem). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

name: SACMEQ: 6th grade students by mathematics proficiency level (%). Level 6 - Mathematically Skilled


sourceNote: Percentage of 6th grade students scoring at the Mathematically Skilled numeracy level (Level 6 of 8) on the mathematics assessment. At this level, students can solve multiple-operation problems (using the correct order of arithmetic operations) involving fractions, ratios, and decimals. They can translate verbal and graphic representation information into symbolic, algebraic, and equation form in order to solve a given mathematical problem. They can check and estimate answers using external knowledge (not provided within the problem). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.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: SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 6 - Mathematically Skilled

Longdefinition: Percentage of 6th grade female students scoring at the Mathematically Skilled numeracy level (Level 6 of 8) on the mathematics assessment. At this level, students can solve multiple-operation problems (using the correct order of arithmetic operations) involving fractions, ratios, and decimals. They can translate verbal and graphic representation information into symbolic, algebraic, and equation form in order to solve a given mathematical problem. They can check and estimate answers using external knowledge (not provided within the problem). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


Shortdefinition: Percentage of 6th grade female students scoring at the Mathematically Skilled numeracy level (Level 6 of 8) on the mathematics assessment. At this level, students can solve multiple-operation problems (using the correct order of arithmetic operations) involving fractions, ratios, and decimals. They can translate verbal and graphic representation information into symbolic, algebraic, and equation form in order to solve a given mathematical problem. They can check and estimate answers using external knowledge (not provided within the problem). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

name: SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 6 - Mathematically Skilled


sourceNote: Percentage of 6th grade female students scoring at the Mathematically Skilled numeracy level (Level 6 of 8) on the mathematics assessment. At this level, students can solve multiple-operation problems (using the correct order of arithmetic operations) involving fractions, ratios, and decimals. They can translate verbal and graphic representation information into symbolic, algebraic, and equation form in order to solve a given mathematical problem. They can check and estimate answers using external knowledge (not provided within the problem). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


name: East Asia & Pacific (excluding high income)


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


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


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


IndicatorName: SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 6 - Mathematically Skilled

Longdefinition: Percentage of 6th grade male students scoring at the Mathematically Skilled numeracy level (Level 6 of 8) on the mathematics assessment. At this level, students can solve multiple-operation problems (using the correct order of arithmetic operations) involving fractions, ratios, and decimals. They can translate verbal and graphic representation information into symbolic, algebraic, and equation form in order to solve a given mathematical problem. They can check and estimate answers using external knowledge (not provided within the problem). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


Shortdefinition: Percentage of 6th grade male students scoring at the Mathematically Skilled numeracy level (Level 6 of 8) on the mathematics assessment. At this level, students can solve multiple-operation problems (using the correct order of arithmetic operations) involving fractions, ratios, and decimals. They can translate verbal and graphic representation information into symbolic, algebraic, and equation form in order to solve a given mathematical problem. They can check and estimate answers using external knowledge (not provided within the problem). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

name: SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 6 - Mathematically Skilled


sourceNote: Percentage of 6th grade male students scoring at the Mathematically Skilled numeracy level (Level 6 of 8) on the mathematics assessment. At this level, students can solve multiple-operation problems (using the correct order of arithmetic operations) involving fractions, ratios, and decimals. They can translate verbal and graphic representation information into symbolic, algebraic, and equation form in order to solve a given mathematical problem. They can check and estimate answers using external knowledge (not provided within the problem). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


name: Fragile and conflict affected situations


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


IndicatorName: SACMEQ: 6th grade students by mathematics proficiency level (%). Level 7 - Concrete Problem Solving

Longdefinition: Percentage of 6th grade students scoring at the Concrete Problem Solving numeracy level (Level 7 of 8) on the mathematics assessment. At this level, students can extract and convert (for example, with respect to measurement units) information from tables, charts, visual and symbolic presentations in order to identify, and then solve multi-step problems. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


Shortdefinition: Percentage of 6th grade students scoring at the Concrete Problem Solving numeracy level (Level 7 of 8) on the mathematics assessment. At this level, students can extract and convert (for example, with respect to measurement units) information from tables, charts, visual and symbolic presentations in order to identify, and then solve multi-step problems. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

name: SACMEQ: 6th grade students by mathematics proficiency level (%). Level 7 - Concrete Problem Solving


sourceNote: Percentage of 6th grade students scoring at the Concrete Problem Solving numeracy level (Level 7 of 8) on the mathematics assessment. At this level, students can extract and convert (for example, with respect to measurement units) information from tables, charts, visual and symbolic presentations in order to identify, and then solve multi-step problems. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


IndicatorName: SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 7 - Concrete Problem Solving

Longdefinition: Percentage of 6th grade female students scoring at the Concrete Problem Solving numeracy level (Level 7 of 8) on the mathematics assessment. At this level, students can extract and convert (for example, with respect to measurement units) information from tables, charts, visual and symbolic presentations in order to identify, and then solve multi-step problems. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


Shortdefinition: Percentage of 6th grade female students scoring at the Concrete Problem Solving numeracy level (Level 7 of 8) on the mathematics assessment. At this level, students can extract and convert (for example, with respect to measurement units) information from tables, charts, visual and symbolic presentations in order to identify, and then solve multi-step problems. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

name: SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 7 - Concrete Problem Solving


sourceNote: Percentage of 6th grade female students scoring at the Concrete Problem Solving numeracy level (Level 7 of 8) on the mathematics assessment. At this level, students can extract and convert (for example, with respect to measurement units) information from tables, charts, visual and symbolic presentations in order to identify, and then solve multi-step problems. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


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


IndicatorName: SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 7 - Concrete Problem Solving

Longdefinition: Percentage of 6th grade male students scoring at the Concrete Problem Solving numeracy level (Level 7 of 8) on the mathematics assessment. At this level, students can extract and convert (for example, with respect to measurement units) information from tables, charts, visual and symbolic presentations in order to identify, and then solve multi-step problems. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


Shortdefinition: Percentage of 6th grade male students scoring at the Concrete Problem Solving numeracy level (Level 7 of 8) on the mathematics assessment. At this level, students can extract and convert (for example, with respect to measurement units) information from tables, charts, visual and symbolic presentations in order to identify, and then solve multi-step problems. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

name: SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 7 - Concrete Problem Solving


sourceNote: Percentage of 6th grade male students scoring at the Concrete Problem Solving numeracy level (Level 7 of 8) on the mathematics assessment. At this level, students can extract and convert (for example, with respect to measurement units) information from tables, charts, visual and symbolic presentations in order to identify, and then solve multi-step problems. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


name: Europe & Central Asia (excluding high income)


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


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


name: Sub-Saharan Africa (excluding high income)


IndicatorName: SACMEQ: 6th grade students by mathematics proficiency level (%). Level 8 - Abstract Problem Solving

Longdefinition: Percentage of 6th grade students scoring at the Abstract Problem Solving numeracy level (Level 8 of 8) on the mathematics assessment. At this level, students can identify the nature of an unstated mathematical problem embedded within verbal or graphic information, and then translate this into symbolic, algebraic, or equation form in order to solve the problem. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


Shortdefinition: Percentage of 6th grade students scoring at the Abstract Problem Solving numeracy level (Level 8 of 8) on the mathematics assessment. At this level, students can identify the nature of an unstated mathematical problem embedded within verbal or graphic information, and then translate this into symbolic, algebraic, or equation form in order to solve the problem. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

name: SACMEQ: 6th grade students by mathematics proficiency level (%). Level 8 - Abstract Problem Solving


sourceNote: Percentage of 6th grade students scoring at the Abstract Problem Solving numeracy level (Level 8 of 8) on the mathematics assessment. At this level, students can identify the nature of an unstated mathematical problem embedded within verbal or graphic information, and then translate this into symbolic, algebraic, or equation form in order to solve the problem. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


name: East Asia & Pacific (excluding high income)


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


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


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


IndicatorName: SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 8 - Abstract Problem Solving

Longdefinition: Percentage of 6th grade female students scoring at the Abstract Problem Solving numeracy level (Level 8 of 8) on the mathematics assessment. At this level, students can identify the nature of an unstated mathematical problem embedded within verbal or graphic information, and then translate this into symbolic, algebraic, or equation form in order to solve the problem. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/


Shortdefinition: Percentage of 6th grade female students scoring at the Abstract Problem Solving numeracy level (Level 8 of 8) on the mathematics assessment. At this level, students can identify the nature of an unstated mathematical problem embedded within verbal or graphic information, and then translate this into symbolic, algebraic, or equation form in order to solve the problem. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/

name: SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 8 - Abstract Problem Solving