sourceNote: 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/


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/

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

Topic: Learning Outcomes

value: Education Statistics


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

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

name: Fragile and conflict affected situations


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


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


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


name: Sub-Saharan Africa (excluding high income)


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


name: East Asia & Pacific (excluding high income)


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


name: Europe & Central Asia (excluding high income)


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


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


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

Longdefinition: Percentage of 6th grade male 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 male 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: Male 6th grade students by mathematics proficiency level (%). Level 8 - Abstract Problem Solving


sourceNote: Percentage of 6th grade male 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/


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

Longdefinition: Mean performance on the mathematics scale, male is the mean mathematics score for male 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, male

value: Education


Shortdefinition: Mean performance on the mathematics scale, male is the mean mathematics score for male 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, male is the mean mathematics score for male 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/


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

Longdefinition: Mean performance on the reading scale, total is the mean reading score for all 6th grade students. Mean scores are on SACMEQ scales for reading, 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 reading scale, total


Shortdefinition: Mean performance on the reading scale, total is the mean reading score for all 6th grade students. Mean scores are on SACMEQ scales for reading, 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 reading scale, total is the mean reading score for all 6th grade students. Mean scores are on SACMEQ scales for reading, 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/


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

Longdefinition: Mean performance on the reading scale, female is the mean reading score for female 6th grade students. Mean scores are on SACMEQ scales for reading, 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 reading scale, female


Shortdefinition: Mean performance on the reading scale, female is the mean reading score for female 6th grade students. Mean scores are on SACMEQ scales for reading, 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 reading scale, female is the mean reading score for female 6th grade students. Mean scores are on SACMEQ scales for reading, 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/


IndicatorName: SACMEQ: 6th grade students by reading proficiency level (%). Level 1 - Pre-Reading

Longdefinition: Percentage of 6th grade students scoring at the Pre-Reading level (Level 1 of 8) on the reading assessment. At this level, the student can match words and pictures involving concrete concepts and everyday objects, and follow short simple written instructions. 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-Reading level (Level 1 of 8) on the reading assessment. At this level, the student can match words and pictures involving concrete concepts and everyday objects, and follow short simple written instructions. 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 reading proficiency level (%). Level 1 - Pre-Reading


sourceNote: Percentage of 6th grade students scoring at the Pre-Reading level (Level 1 of 8) on the reading assessment. At this level, the student can match words and pictures involving concrete concepts and everyday objects, and follow short simple written instructions. 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)


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 reading proficiency level (%). Level 1 - Pre-Reading

Longdefinition: Percentage of 6th grade female students scoring at the Pre-Reading level (Level 1 of 8) on the reading assessment. At this level, the student can match words and pictures involving concrete concepts and everyday objects, and follow short simple written instructions. 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-Reading level (Level 1 of 8) on the reading assessment. At this level, the student can match words and pictures involving concrete concepts and everyday objects, and follow short simple written instructions. 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 reading proficiency level (%). Level 1 - Pre-Reading


sourceNote: Percentage of 6th grade female students scoring at the Pre-Reading level (Level 1 of 8) on the reading assessment. At this level, the student can match words and pictures involving concrete concepts and everyday objects, and follow short simple written instructions. 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: East Asia & Pacific (IDA & IBRD countries)


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

Longdefinition: Percentage of 6th grade male students scoring at the Pre-Reading level (Level 1 of 8) on the reading assessment. At this level, the student can match words and pictures involving concrete concepts and everyday objects, and follow short simple written instructions. 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-Reading level (Level 1 of 8) on the reading assessment. At this level, the student can match words and pictures involving concrete concepts and everyday objects, and follow short simple written instructions. 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 reading proficiency level (%). Level 1 - Pre-Reading


sourceNote: Percentage of 6th grade male students scoring at the Pre-Reading level (Level 1 of 8) on the reading assessment. At this level, the student can match words and pictures involving concrete concepts and everyday objects, and follow short simple written instructions. 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)


name: Europe & Central Asia (excluding high income)


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

Longdefinition: Percentage of 6th grade students scoring at the Emergent Reading level (Level 2 of 8) on the reading assessment. Students at this level can match words and pictures involving prepositions and abstract concepts, and use cuing systems (by sounding out, using simple sentence structure, and familiar words) to interpret phrases by reading on. 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 Reading level (Level 2 of 8) on the reading assessment. Students at this level can match words and pictures involving prepositions and abstract concepts, and use cuing systems (by sounding out, using simple sentence structure, and familiar words) to interpret phrases by reading on. 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 reading proficiency level (%). Level 2 - Emergent Reading


sourceNote: Percentage of 6th grade students scoring at the Emergent Reading level (Level 2 of 8) on the reading assessment. Students at this level can match words and pictures involving prepositions and abstract concepts, and use cuing systems (by sounding out, using simple sentence structure, and familiar words) to interpret phrases by reading on. 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 reading proficiency level (%). Level 2 - Emergent Reading

Longdefinition: Percentage of 6th grade female students scoring at the Emergent Reading level (Level 2 of 8) on the reading assessment. Students at this level can match words and pictures involving prepositions and abstract concepts, and use cuing systems (by sounding out, using simple sentence structure, and familiar words) to interpret phrases by reading on. 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 Reading level (Level 2 of 8) on the reading assessment. Students at this level can match words and pictures involving prepositions and abstract concepts, and use cuing systems (by sounding out, using simple sentence structure, and familiar words) to interpret phrases by reading on. 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 reading proficiency level (%). Level 2 - Emergent Reading


sourceNote: Percentage of 6th grade female students scoring at the Emergent Reading level (Level 2 of 8) on the reading assessment. Students at this level can match words and pictures involving prepositions and abstract concepts, and use cuing systems (by sounding out, using simple sentence structure, and familiar words) to interpret phrases by reading on. 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 reading proficiency level (%). Level 2 - Emergent Reading

Longdefinition: Percentage of 6th grade male students scoring at the Emergent Reading level (Level 2 of 8) on the reading assessment. Students at this level can match words and pictures involving prepositions and abstract concepts, and use cuing systems (by sounding out, using simple sentence structure, and familiar words) to interpret phrases by reading on. 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 Reading level (Level 2 of 8) on the reading assessment. Students at this level can match words and pictures involving prepositions and abstract concepts, and use cuing systems (by sounding out, using simple sentence structure, and familiar words) to interpret phrases by reading on. 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 reading proficiency level (%). Level 2 - Emergent Reading


sourceNote: Percentage of 6th grade male students scoring at the Emergent Reading level (Level 2 of 8) on the reading assessment. Students at this level can match words and pictures involving prepositions and abstract concepts, and use cuing systems (by sounding out, using simple sentence structure, and familiar words) to interpret phrases by reading on. 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 reading proficiency level (%). Level 3 - Basic Reading

Longdefinition: Percentage of 6th grade students scoring at the Basic Reading level (Level 3 of 8) on the reading assessment. Students at this level can interpret meaning (by matching words and phrases, completing a sentence, or matching adjacent words) in a short and simple text by reading on or reading back. 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 Reading level (Level 3 of 8) on the reading assessment. Students at this level can interpret meaning (by matching words and phrases, completing a sentence, or matching adjacent words) in a short and simple text by reading on or reading back. 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 reading proficiency level (%). Level 3 - Basic Reading


sourceNote: Percentage of 6th grade students scoring at the Basic Reading level (Level 3 of 8) on the reading assessment. Students at this level can interpret meaning (by matching words and phrases, completing a sentence, or matching adjacent words) in a short and simple text by reading on or reading back. 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 reading proficiency level (%). Level 3 - Basic Reading

Longdefinition: Percentage of 6th grade female students scoring at the Basic Reading level (Level 3 of 8) on the reading assessment. Students at this level can interpret meaning (by matching words and phrases, completing a sentence, or matching adjacent words) in a short and simple text by reading on or reading back. 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 Reading level (Level 3 of 8) on the reading assessment. Students at this level can interpret meaning (by matching words and phrases, completing a sentence, or matching adjacent words) in a short and simple text by reading on or reading back. 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 reading proficiency level (%). Level 3 - Basic Reading


sourceNote: Percentage of 6th grade female students scoring at the Basic Reading level (Level 3 of 8) on the reading assessment. Students at this level can interpret meaning (by matching words and phrases, completing a sentence, or matching adjacent words) in a short and simple text by reading on or reading back. 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: East Asia & Pacific (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 reading proficiency level (%). Level 3 - Basic Reading

Longdefinition: Percentage of 6th grade male students scoring at the Basic Reading level (Level 3 of 8) on the reading assessment. Students at this level can interpret meaning (by matching words and phrases, completing a sentence, or matching adjacent words) in a short and simple text by reading on or reading back. 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 Reading level (Level 3 of 8) on the reading assessment. Students at this level can interpret meaning (by matching words and phrases, completing a sentence, or matching adjacent words) in a short and simple text by reading on or reading back. 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 reading proficiency level (%). Level 3 - Basic Reading


sourceNote: Percentage of 6th grade male students scoring at the Basic Reading level (Level 3 of 8) on the reading assessment. Students at this level can interpret meaning (by matching words and phrases, completing a sentence, or matching adjacent words) in a short and simple text by reading on or reading back. 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 reading proficiency level (%). Level 4 - Reading for Meaning

Longdefinition: Percentage of 6th grade students scoring at the Reading for Meaning level (Level 4 of 8) on the reading assessment. At this level, students can read on or read back in order to link and interpret information located in various parts of the text. 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 Reading for Meaning level (Level 4 of 8) on the reading assessment. At this level, students can read on or read back in order to link and interpret information located in various parts of the text. 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 reading proficiency level (%). Level 4 - Reading for Meaning


sourceNote: Percentage of 6th grade students scoring at the Reading for Meaning level (Level 4 of 8) on the reading assessment. At this level, students can read on or read back in order to link and interpret information located in various parts of the text. 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 reading proficiency level (%). Level 4 - Reading for Meaning

Longdefinition: Percentage of 6th grade female students scoring at the Reading for Meaning level (Level 4 of 8) on the reading assessment. At this level, students can read on or read back in order to link and interpret information located in various parts of the text. 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 Reading for Meaning level (Level 4 of 8) on the reading assessment. At this level, students can read on or read back in order to link and interpret information located in various parts of the text. 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 reading proficiency level (%). Level 4 - Reading for Meaning


sourceNote: Percentage of 6th grade female students scoring at the Reading for Meaning level (Level 4 of 8) on the reading assessment. At this level, students can read on or read back in order to link and interpret information located in various parts of the text. 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 reading proficiency level (%). Level 4 - Reading for Meaning

Longdefinition: Percentage of 6th grade male students scoring at the Reading for Meaning level (Level 4 of 8) on the reading assessment. At this level, students can read on or read back in order to link and interpret information located in various parts of the text. 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 Reading for Meaning level (Level 4 of 8) on the reading assessment. At this level, students can read on or read back in order to link and interpret information located in various parts of the text. 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 reading proficiency level (%). Level 4 - Reading for Meaning


sourceNote: Percentage of 6th grade male students scoring at the Reading for Meaning level (Level 4 of 8) on the reading assessment. At this level, students can read on or read back in order to link and interpret information located in various parts of the text. 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 reading proficiency level (%). Level 5 - Interpretive Reading

Longdefinition: Percentage of 6th grade students scoring at the Interpretive Reading level (Level 5 of 8) on the reading assessment. At this level, students can read on and reads back in order to combine and interpret information from various parts of the text in association with external information (based on recalled factual knowledge) that ‘completes’ and contextualizes meaning. 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 Interpretive Reading level (Level 5 of 8) on the reading assessment. At this level, students can read on and reads back in order to combine and interpret information from various parts of the text in association with external information (based on recalled factual knowledge) that ‘completes’ and contextualizes meaning. 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 reading proficiency level (%). Level 5 - Interpretive Reading


sourceNote: Percentage of 6th grade students scoring at the Interpretive Reading level (Level 5 of 8) on the reading assessment. At this level, students can read on and reads back in order to combine and interpret information from various parts of the text in association with external information (based on recalled factual knowledge) that ‘completes’ and contextualizes meaning. 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: East Asia & Pacific (IDA & IBRD countries)


IndicatorName: SACMEQ: Female 6th grade students by reading proficiency level (%). Level 5 - Interpretive Reading

Longdefinition: Percentage of 6th grade female students scoring at the Interpretive Reading level (Level 5 of 8) on the reading assessment. At this level, students can read on and reads back in order to combine and interpret information from various parts of the text in association with external information (based on recalled factual knowledge) that ‘completes’ and contextualizes meaning. 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 Interpretive Reading level (Level 5 of 8) on the reading assessment. At this level, students can read on and reads back in order to combine and interpret information from various parts of the text in association with external information (based on recalled factual knowledge) that ‘completes’ and contextualizes meaning. 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 reading proficiency level (%). Level 5 - Interpretive Reading


sourceNote: Percentage of 6th grade female students scoring at the Interpretive Reading level (Level 5 of 8) on the reading assessment. At this level, students can read on and reads back in order to combine and interpret information from various parts of the text in association with external information (based on recalled factual knowledge) that ‘completes’ and contextualizes meaning. 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 reading proficiency level (%). Level 5 - Interpretive Reading

Longdefinition: Percentage of 6th grade male students scoring at the Interpretive Reading level (Level 5 of 8) on the reading assessment. At this level, students can read on and reads back in order to combine and interpret information from various parts of the text in association with external information (based on recalled factual knowledge) that ‘completes’ and contextualizes meaning. 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 Interpretive Reading level (Level 5 of 8) on the reading assessment. At this level, students can read on and reads back in order to combine and interpret information from various parts of the text in association with external information (based on recalled factual knowledge) that ‘completes’ and contextualizes meaning. 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 reading proficiency level (%). Level 5 - Interpretive Reading


sourceNote: Percentage of 6th grade male students scoring at the Interpretive Reading level (Level 5 of 8) on the reading assessment. At this level, students can read on and reads back in order to combine and interpret information from various parts of the text in association with external information (based on recalled factual knowledge) that ‘completes’ and contextualizes meaning. 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 reading proficiency level (%). Level 6 - Inferential Reading

Longdefinition: Percentage of 6th grade students scoring at the Inferential Reading level (Level 6 of 8) on the reading assessment. At this level, students can read on and read back through longer texts (narrative, document, or expository) in order to combine information from various parts of the texts so as to infer the writer’s purpose. 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 Inferential Reading level (Level 6 of 8) on the reading assessment. At this level, students can read on and read back through longer texts (narrative, document, or expository) in order to combine information from various parts of the texts so as to infer the writer’s purpose. 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 reading proficiency level (%). Level 6 - Inferential Reading


sourceNote: Percentage of 6th grade students scoring at the Inferential Reading level (Level 6 of 8) on the reading assessment. At this level, students can read on and read back through longer texts (narrative, document, or expository) in order to combine information from various parts of the texts so as to infer the writer’s purpose. 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 reading proficiency level (%). Level 6 - Inferential Reading

Longdefinition: Percentage of 6th grade female students scoring at the Inferential Reading level (Level 6 of 8) on the reading assessment. At this level, students can read on and read back through longer texts (narrative, document, or expository) in order to combine information from various parts of the texts so as to infer the writer’s purpose. 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 Inferential Reading level (Level 6 of 8) on the reading assessment. At this level, students can read on and read back through longer texts (narrative, document, or expository) in order to combine information from various parts of the texts so as to infer the writer’s purpose. 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 reading proficiency level (%). Level 6 - Inferential Reading


sourceNote: Percentage of 6th grade female students scoring at the Inferential Reading level (Level 6 of 8) on the reading assessment. At this level, students can read on and read back through longer texts (narrative, document, or expository) in order to combine information from various parts of the texts so as to infer the writer’s purpose. 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 reading proficiency level (%). Level 6 - Inferential Reading

Longdefinition: Percentage of 6th grade male students scoring at the Inferential Reading level (Level 6 of 8) on the reading assessment. At this level, students can read on and read back through longer texts (narrative, document, or expository) in order to combine information from various parts of the texts so as to infer the writer’s purpose. 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 Inferential Reading level (Level 6 of 8) on the reading assessment. At this level, students can read on and read back through longer texts (narrative, document, or expository) in order to combine information from various parts of the texts so as to infer the writer’s purpose. 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 reading proficiency level (%). Level 6 - Inferential Reading


sourceNote: Percentage of 6th grade male students scoring at the Inferential Reading level (Level 6 of 8) on the reading assessment. At this level, students can read on and read back through longer texts (narrative, document, or expository) in order to combine information from various parts of the texts so as to infer the writer’s purpose. 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: East Asia & Pacific (IDA & IBRD countries)


IndicatorName: SACMEQ: 6th grade students by reading proficiency level (%). Level 7 - Analytical Reading

Longdefinition: Percentage of 6th grade students scoring at the Analytical Reading level (Level 7 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, or expository) by reading on and reading backing order to combine information from various parts of the text so as to infer the writer’s personal beliefs (value systems, prejudices, and/or biases). 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 Analytical Reading level (Level 7 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, or expository) by reading on and reading backing order to combine information from various parts of the text so as to infer the writer’s personal beliefs (value systems, prejudices, and/or biases). 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 reading proficiency level (%). Level 7 - Analytical Reading


sourceNote: Percentage of 6th grade students scoring at the Analytical Reading level (Level 7 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, or expository) by reading on and reading backing order to combine information from various parts of the text so as to infer the writer’s personal beliefs (value systems, prejudices, and/or biases). 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 reading proficiency level (%). Level 7 - Analytical Reading

Longdefinition: Percentage of 6th grade female students scoring at the Analytical Reading level (Level 7 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, or expository) by reading on and reading backing order to combine information from various parts of the text so as to infer the writer’s personal beliefs (value systems, prejudices, and/or biases). 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 Analytical Reading level (Level 7 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, or expository) by reading on and reading backing order to combine information from various parts of the text so as to infer the writer’s personal beliefs (value systems, prejudices, and/or biases). 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 reading proficiency level (%). Level 7 - Analytical Reading


sourceNote: Percentage of 6th grade female students scoring at the Analytical Reading level (Level 7 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, or expository) by reading on and reading backing order to combine information from various parts of the text so as to infer the writer’s personal beliefs (value systems, prejudices, and/or biases). 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: Male 6th grade students by reading proficiency level (%). Level 7 - Analytical Reading

Longdefinition: Percentage of 6th grade male students scoring at the Analytical Reading level (Level 7 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, or expository) by reading on and reading backing order to combine information from various parts of the text so as to infer the writer’s personal beliefs (value systems, prejudices, and/or biases). 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 Analytical Reading level (Level 7 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, or expository) by reading on and reading backing order to combine information from various parts of the text so as to infer the writer’s personal beliefs (value systems, prejudices, and/or biases). 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 reading proficiency level (%). Level 7 - Analytical Reading


sourceNote: Percentage of 6th grade male students scoring at the Analytical Reading level (Level 7 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, or expository) by reading on and reading backing order to combine information from various parts of the text so as to infer the writer’s personal beliefs (value systems, prejudices, and/or biases). 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 reading proficiency level (%). Level 8 - Critical Reading

Longdefinition: Percentage of 6th grade students scoring at the Critical Reading level (Level 8 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, and expository) by reading on and reading back in order to combine information from various parts of the text so as to infer and evaluate what the writer has assumed about the topic and the characteristics of the reader – such as age, knowledge, and personal beliefs (values systems, prejudices, and/or biases). 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 Critical Reading level (Level 8 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, and expository) by reading on and reading back in order to combine information from various parts of the text so as to infer and evaluate what the writer has assumed about the topic and the characteristics of the reader – such as age, knowledge, and personal beliefs (values systems, prejudices, and/or biases). 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 reading proficiency level (%). Level 8 - Critical Reading


sourceNote: Percentage of 6th grade students scoring at the Critical Reading level (Level 8 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, and expository) by reading on and reading back in order to combine information from various parts of the text so as to infer and evaluate what the writer has assumed about the topic and the characteristics of the reader – such as age, knowledge, and personal beliefs (values systems, prejudices, and/or biases). 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 reading proficiency level (%). Level 8 - Critical Reading

Longdefinition: Percentage of 6th grade female students scoring at the Critical Reading level (Level 8 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, and expository) by reading on and reading back in order to combine information from various parts of the text so as to infer and evaluate what the writer has assumed about the topic and the characteristics of the reader – such as age, knowledge, and personal beliefs (values systems, prejudices, and/or biases). 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 Critical Reading level (Level 8 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, and expository) by reading on and reading back in order to combine information from various parts of the text so as to infer and evaluate what the writer has assumed about the topic and the characteristics of the reader – such as age, knowledge, and personal beliefs (values systems, prejudices, and/or biases). 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 reading proficiency level (%). Level 8 - Critical Reading


sourceNote: Percentage of 6th grade female students scoring at the Critical Reading level (Level 8 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, and expository) by reading on and reading back in order to combine information from various parts of the text so as to infer and evaluate what the writer has assumed about the topic and the characteristics of the reader – such as age, knowledge, and personal beliefs (values systems, prejudices, and/or biases). 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: Male 6th grade students by reading proficiency level (%). Level 8 - Critical Reading

Longdefinition: Percentage of 6th grade male students scoring at the Critical Reading level (Level 8 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, and expository) by reading on and reading back in order to combine information from various parts of the text so as to infer and evaluate what the writer has assumed about the topic and the characteristics of the reader – such as age, knowledge, and personal beliefs (values systems, prejudices, and/or biases). 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 Critical Reading level (Level 8 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, and expository) by reading on and reading back in order to combine information from various parts of the text so as to infer and evaluate what the writer has assumed about the topic and the characteristics of the reader – such as age, knowledge, and personal beliefs (values systems, prejudices, and/or biases). 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 reading proficiency level (%). Level 8 - Critical Reading


sourceNote: Percentage of 6th grade male students scoring at the Critical Reading level (Level 8 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, and expository) by reading on and reading back in order to combine information from various parts of the text so as to infer and evaluate what the writer has assumed about the topic and the characteristics of the reader – such as age, knowledge, and personal beliefs (values systems, prejudices, and/or biases). 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 (IDA & IBRD countries)


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


IndicatorName: SACMEQ: Mean performance on the 6th grade reading scale. Male

Longdefinition: Mean performance on the reading scale, male is the mean reading score for male 6th grade students. Mean scores are on SACMEQ scales for reading, 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 reading scale, male


Shortdefinition: Mean performance on the reading scale, male is the mean reading score for male 6th grade students. Mean scores are on SACMEQ scales for reading, 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 reading scale, male is the mean reading score for male 6th grade students. Mean scores are on SACMEQ scales for reading, 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)


Longdefinition: TIMSS: Mean performance on the mathematics scale for fourth grade students, total is the average scale score for 4th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

Source: International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study


Shortdefinition: TIMSS: Mean performance on the mathematics scale for fourth grade students, total is the average scale score for 4th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

sourceOrganization: International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study


sourceNote: TIMSS: Mean performance on the mathematics scale for fourth grade students, total is the average scale score for 4th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


IndicatorName: TIMSS: Mean performance on the mathematics scale for fourth grade students, total


name: TIMSS: Mean performance on the mathematics scale for fourth grade students, total


name: Fragile and conflict affected situations


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


Longdefinition: TIMSS: Fourth grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 625 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations and explain their reasoning. They can solve a variety of multi-step word problems involving whole numbers. Students at this level show an increasing understanding of fractions and decimals. They can apply knowledge of a range of two- and three-dimensional shapes in a variety of situations. They can interpret and represent data to solve multi-step problems. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

Statisticalconceptandmethodology: TIMSS

Othernotes: Proficiency


sourceNote: TIMSS: Fourth grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 625 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations and explain their reasoning. They can solve a variety of multi-step word problems involving whole numbers. Students at this level show an increasing understanding of fractions and decimals. They can apply knowledge of a range of two- and three-dimensional shapes in a variety of situations. They can interpret and represent data to solve multi-step problems. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


IndicatorName: TIMSS: Fourth grade students reaching the advanced international benchmark of mathematics achievement (%)


name: TIMSS: Fourth grade students reaching the advanced international benchmark of mathematics achievement (%)


Longdefinition: TIMSS: Female 4th grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring at least 625 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations and explain their reasoning. They can solve a variety of multi-step word problems involving whole numbers including proportions. Students at this level show an increasing understanding of fractions and decimals. Students can apply geometric knowledge of a range of two- and three-dimensional shapes in a variety of situations. They can draw a conclusion from data in a table and justify their conclusion. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


Shortdefinition: TIMSS: Female 4th grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring at least 625 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations and explain their reasoning. They can solve a variety of multi-step word problems involving whole numbers including proportions. Students at this level show an increasing understanding of fractions and decimals. Students can apply geometric knowledge of a range of two- and three-dimensional shapes in a variety of situations. They can draw a conclusion from data in a table and justify their conclusion. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


sourceNote: TIMSS: Female 4th grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring at least 625 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations and explain their reasoning. They can solve a variety of multi-step word problems involving whole numbers including proportions. Students at this level show an increasing understanding of fractions and decimals. Students can apply geometric knowledge of a range of two- and three-dimensional shapes in a variety of situations. They can draw a conclusion from data in a table and justify their conclusion. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


IndicatorName: TIMSS: Female 4th grade students reaching the advanced international benchmark of mathematics achievement (%)


name: TIMSS: Female 4th grade students reaching the advanced international benchmark of mathematics achievement (%)


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)


Longdefinition: TIMSS: Male 4th grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring at least 625 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations and explain their reasoning. They can solve a variety of multi-step word problems involving whole numbers including proportions. Students at this level show an increasing understanding of fractions and decimals. Students can apply geometric knowledge of a range of two- and three-dimensional shapes in a variety of situations. They can draw a conclusion from data in a table and justify their conclusion. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


Shortdefinition: TIMSS: Male 4th grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring at least 625 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations and explain their reasoning. They can solve a variety of multi-step word problems involving whole numbers including proportions. Students at this level show an increasing understanding of fractions and decimals. Students can apply geometric knowledge of a range of two- and three-dimensional shapes in a variety of situations. They can draw a conclusion from data in a table and justify their conclusion. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


sourceNote: TIMSS: Male 4th grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring at least 625 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations and explain their reasoning. They can solve a variety of multi-step word problems involving whole numbers including proportions. Students at this level show an increasing understanding of fractions and decimals. Students can apply geometric knowledge of a range of two- and three-dimensional shapes in a variety of situations. They can draw a conclusion from data in a table and justify their conclusion. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


IndicatorName: TIMSS: Male 4th grade students reaching the advanced international benchmark of mathematics achievement (%)


name: TIMSS: Male 4th grade students reaching the advanced international benchmark of mathematics achievement (%)


Longdefinition: TIMSS: Fourth grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of 4th grade students scoring below 400 on the mathematics assessment. The indicator is the percentage of students with achievement too low for estimation on TIMSS and TIMSS Numeracy combined. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


sourceNote: TIMSS: Fourth grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of 4th grade students scoring below 400 on the mathematics assessment. The indicator is the percentage of students with achievement too low for estimation on TIMSS and TIMSS Numeracy combined. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


IndicatorName: TIMSS: Fourth grade students who did not reach the low international benchmark of mathematics achievement (%)


name: TIMSS: Fourth grade students who did not reach the low international benchmark of mathematics achievement (%)


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


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


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


Longdefinition: TIMSS: Female 4th grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring below 400 on the mathematics assessment. The indicator is the percentage of students with achievement too low for estimation on TIMSS and TIMSS Numeracy combined. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/

Dataset: TIMSS


Shortdefinition: TIMSS: Female 4th grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring below 400 on the mathematics assessment. The indicator is the percentage of students with achievement too low for estimation on TIMSS and TIMSS Numeracy combined. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


sourceNote: TIMSS: Female 4th grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring below 400 on the mathematics assessment. The indicator is the percentage of students with achievement too low for estimation on TIMSS and TIMSS Numeracy combined. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


IndicatorName: TIMSS: Female 4th grade students who did not reach the low international benchmark of mathematics achievement (%)


name: TIMSS: Female 4th grade students who did not reach the low international benchmark of mathematics achievement (%)


name: Europe & Central Asia (excluding high income)


Longdefinition: TIMSS: Male 4th grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring below 400 on the mathematics assessment. The indicator is the percentage of students with achievement too low for estimation on TIMSS and TIMSS Numeracy combined. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


Shortdefinition: TIMSS: Male 4th grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring below 400 on the mathematics assessment. The indicator is the percentage of students with achievement too low for estimation on TIMSS and TIMSS Numeracy combined. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


sourceNote: TIMSS: Male 4th grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring below 400 on the mathematics assessment. The indicator is the percentage of students with achievement too low for estimation on TIMSS and TIMSS Numeracy combined. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


IndicatorName: TIMSS: Male 4th grade students who did not reach the low international benchmark of mathematics achievement (%)


name: TIMSS: Male 4th grade students who did not reach the low international benchmark of mathematics achievement (%)


name: Fragile and conflict affected situations


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


Longdefinition: TIMSS: Mean performance on the mathematics scale for fourth grade students, female is the average scale score for female 4th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


Shortdefinition: TIMSS: Mean performance on the mathematics scale for fourth grade students, female is the average scale score for female 4th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


sourceNote: TIMSS: Mean performance on the mathematics scale for fourth grade students, female is the average scale score for female 4th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


IndicatorName: TIMSS: Mean performance on the mathematics scale for fourth grade students, female


name: TIMSS: Mean performance on the mathematics scale for fourth grade students, female


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)


Longdefinition: TIMSS: Fourth grade students reaching the high international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply conceptual understanding to solve problems. They can apply conceptual understanding of whole numbers to solve two-step word problems. They show understanding of the number line, multiples, factors, and rounding numbers, and operations with fractions and decimals. Students can solve simple measurement problems. They demonstrate understanding of geometric properties of shapes and angles. Students can interpret and use data in tables and a variety of graphs to solve problems. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


Shortdefinition: TIMSS: Fourth grade students reaching the high international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply conceptual understanding to solve problems. They can apply conceptual understanding of whole numbers to solve two-step word problems. They show understanding of the number line, multiples, factors, and rounding numbers, and operations with fractions and decimals. Students can solve simple measurement problems. They demonstrate understanding of geometric properties of shapes and angles. Students can interpret and use data in tables and a variety of graphs to solve problems. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


sourceNote: TIMSS: Fourth grade students reaching the high international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply conceptual understanding to solve problems. They can apply conceptual understanding of whole numbers to solve two-step word problems. They show understanding of the number line, multiples, factors, and rounding numbers, and operations with fractions and decimals. Students can solve simple measurement problems. They demonstrate understanding of geometric properties of shapes and angles. Students can interpret and use data in tables and a variety of graphs to solve problems. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


IndicatorName: TIMSS: Fourth grade students reaching the high international benchmark of mathematics achievement (%)


name: TIMSS: Fourth grade students reaching the high international benchmark of mathematics achievement (%)


name: East Asia & Pacific (excluding high income)


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


Longdefinition: TIMSS: Female 4th grade students reaching the high international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply conceptual understanding to solve problems. They can apply conceptual understanding of whole numbers to solve two-step word problems. They show understanding of the number line, multiples, factors, and rounding numbers, and operations with fractions and decimals. Students can solve simple measurement problems. They demonstrate understanding of geometric properties of shapes and angles. Students can interpret and use data in tables and a variety of graphs to solve problems. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


Shortdefinition: TIMSS: Female 4th grade students reaching the high international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply conceptual understanding to solve problems. They can apply conceptual understanding of whole numbers to solve two-step word problems. They show understanding of the number line, multiples, factors, and rounding numbers, and operations with fractions and decimals. Students can solve simple measurement problems. They demonstrate understanding of geometric properties of shapes and angles. Students can interpret and use data in tables and a variety of graphs to solve problems. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


sourceNote: TIMSS: Female 4th grade students reaching the high international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply conceptual understanding to solve problems. They can apply conceptual understanding of whole numbers to solve two-step word problems. They show understanding of the number line, multiples, factors, and rounding numbers, and operations with fractions and decimals. Students can solve simple measurement problems. They demonstrate understanding of geometric properties of shapes and angles. Students can interpret and use data in tables and a variety of graphs to solve problems. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


IndicatorName: TIMSS: Female 4th grade students reaching the high international benchmark of mathematics achievement (%)


name: TIMSS: Female 4th grade students reaching the high international benchmark of mathematics achievement (%)


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


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


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


Longdefinition: TIMSS: Male 4th grade students reaching the high international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply conceptual understanding to solve problems. They can apply conceptual understanding of whole numbers to solve two-step word problems. They show understanding of the number line, multiples, factors, and rounding numbers, and operations with fractions and decimals. Students can solve simple measurement problems. They demonstrate understanding of geometric properties of shapes and angles. Students can interpret and use data in tables and a variety of graphs to solve problems. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


Shortdefinition: TIMSS: Male 4th grade students reaching the high international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply conceptual understanding to solve problems. They can apply conceptual understanding of whole numbers to solve two-step word problems. They show understanding of the number line, multiples, factors, and rounding numbers, and operations with fractions and decimals. Students can solve simple measurement problems. They demonstrate understanding of geometric properties of shapes and angles. Students can interpret and use data in tables and a variety of graphs to solve problems. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


sourceNote: TIMSS: Male 4th grade students reaching the high international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply conceptual understanding to solve problems. They can apply conceptual understanding of whole numbers to solve two-step word problems. They show understanding of the number line, multiples, factors, and rounding numbers, and operations with fractions and decimals. Students can solve simple measurement problems. They demonstrate understanding of geometric properties of shapes and angles. Students can interpret and use data in tables and a variety of graphs to solve problems. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


IndicatorName: TIMSS: Male 4th grade students reaching the high international benchmark of mathematics achievement (%)


name: TIMSS: Male 4th grade students reaching the high international benchmark of mathematics achievement (%)


name: Europe & Central Asia (excluding high income)


Longdefinition: TIMSS: Fourth grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can apply basic mathematical knowledge in simple situations. They can compute with three- and four-digit whole numbers in a variety of situations. They have some understanding of decimals and fractions. Students can identify and draw shapes with simple properties. They can read, label, and interpret information in graphs and tables. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


Shortdefinition: TIMSS: Fourth grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can apply basic mathematical knowledge in simple situations. They can compute with three- and four-digit whole numbers in a variety of situations. They have some understanding of decimals and fractions. Students can identify and draw shapes with simple properties. They can read, label, and interpret information in graphs and tables. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


sourceNote: TIMSS: Fourth grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can apply basic mathematical knowledge in simple situations. They can compute with three- and four-digit whole numbers in a variety of situations. They have some understanding of decimals and fractions. Students can identify and draw shapes with simple properties. They can read, label, and interpret information in graphs and tables. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


IndicatorName: TIMSS: Fourth grade students reaching the intermediate international benchmark of mathematics achievement (%)


name: TIMSS: Fourth grade students reaching the intermediate international benchmark of mathematics achievement (%)


Longdefinition: TIMSS: Female 4th grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can apply basic mathematical knowledge in simple situations. They can compute with three- and four-digit whole numbers in a variety of situations. They have some understanding of decimals and fractions. Students can identify and draw shapes with simple properties. They can read, label, and interpret information in graphs and tables. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


Shortdefinition: TIMSS: Female 4th grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can apply basic mathematical knowledge in simple situations. They can compute with three- and four-digit whole numbers in a variety of situations. They have some understanding of decimals and fractions. Students can identify and draw shapes with simple properties. They can read, label, and interpret information in graphs and tables. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


sourceNote: TIMSS: Female 4th grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can apply basic mathematical knowledge in simple situations. They can compute with three- and four-digit whole numbers in a variety of situations. They have some understanding of decimals and fractions. Students can identify and draw shapes with simple properties. They can read, label, and interpret information in graphs and tables. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


IndicatorName: TIMSS: Female 4th grade students reaching the intermediate international benchmark of mathematics achievement (%)


name: TIMSS: Female 4th grade students reaching the intermediate international benchmark of mathematics achievement (%)


name: Fragile and conflict affected situations


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


Longdefinition: TIMSS: Male 4th grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can apply basic mathematical knowledge in simple situations. They can compute with three- and four-digit whole numbers in a variety of situations. They have some understanding of decimals and fractions. Students can identify and draw shapes with simple properties. They can read, label, and interpret information in graphs and tables. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


Shortdefinition: TIMSS: Male 4th grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can apply basic mathematical knowledge in simple situations. They can compute with three- and four-digit whole numbers in a variety of situations. They have some understanding of decimals and fractions. Students can identify and draw shapes with simple properties. They can read, label, and interpret information in graphs and tables. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


sourceNote: TIMSS: Male 4th grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can apply basic mathematical knowledge in simple situations. They can compute with three- and four-digit whole numbers in a variety of situations. They have some understanding of decimals and fractions. Students can identify and draw shapes with simple properties. They can read, label, and interpret information in graphs and tables. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


IndicatorName: TIMSS: Male 4th grade students reaching the intermediate international benchmark of mathematics achievement (%)


name: TIMSS: Male 4th grade students reaching the intermediate international benchmark of mathematics achievement (%)


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)


Longdefinition: TIMSS: Fourth grade students reaching the low international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 400 on the mathematics assessment. Students at this benchmark have some basic mathematical knowledge. They can add, subtract, multiply, and divide one- and two-digit whole numbers. They can solve simple word problems. They have some knowledge of simple fractions and common geometric shapes. Students can read and complete simple bar graphs and tables. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


Shortdefinition: TIMSS: Fourth grade students reaching the low international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 400 on the mathematics assessment. Students at this benchmark have some basic mathematical knowledge. They can add, subtract, multiply, and divide one- and two-digit whole numbers. They can solve simple word problems. They have some knowledge of simple fractions and common geometric shapes. Students can read and complete simple bar graphs and tables. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


sourceNote: TIMSS: Fourth grade students reaching the low international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 400 on the mathematics assessment. Students at this benchmark have some basic mathematical knowledge. They can add, subtract, multiply, and divide one- and two-digit whole numbers. They can solve simple word problems. They have some knowledge of simple fractions and common geometric shapes. Students can read and complete simple bar graphs and tables. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/


IndicatorName: TIMSS: Fourth grade students reaching the low international benchmark of mathematics achievement (%)


name: TIMSS: Fourth grade students reaching the low international benchmark of mathematics achievement (%)


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


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