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


IndicatorName: EGRA: Reading Comprehension - Share of students with a zero score (%). Songhoi. 2nd Grade

Longdefinition: Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.

Source: Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/

Topic: Learning Outcomes

Othernotes: EGRA

value: Education Statistics


Shortdefinition: Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.

name: EGRA: Reading Comprehension - Share of students with a zero score (%). Songhoi. 2nd Grade

sourceOrganization: Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/


sourceNote: Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.


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


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


IndicatorName: EGRA: Reading Comprehension - Share of students with a zero score (%). Somaligna. 2nd Grade


name: EGRA: Reading Comprehension - Share of students with a zero score (%). Somaligna. 2nd Grade


name: Europe & Central Asia (excluding high income)


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


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


name: Sub-Saharan Africa (excluding high income)


name: East Asia & Pacific (excluding high income)


name: Fragile and conflict affected situations


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


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


IndicatorName: EGRA: Reading Comprehension - Share of students with a zero score (%). Somaligna. 3rd Grade


name: EGRA: Reading Comprehension - Share of students with a zero score (%). Somaligna. 3rd Grade


IndicatorName: EGRA: Reading Comprehension - Share of students with a zero score (%). Spanish. 2nd Grade


name: EGRA: Reading Comprehension - Share of students with a zero score (%). Spanish. 2nd Grade


IndicatorName: EGRA: Reading Comprehension - Share of students with a zero score (%). Spanish. 3rd Grade


name: EGRA: Reading Comprehension - Share of students with a zero score (%). Spanish. 3rd Grade


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


IndicatorName: EGRA: Reading Comprehension - Share of students with a zero score (%). Spanish. 4th Grade


name: EGRA: Reading Comprehension - Share of students with a zero score (%). Spanish. 4th Grade


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


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


IndicatorName: EGRA: Reading Comprehension - Share of students with a zero score (%). Tigrinya. 2nd Grade


name: EGRA: Reading Comprehension - Share of students with a zero score (%). Tigrinya. 2nd Grade


name: Europe & Central Asia (excluding high income)


IndicatorName: EGRA: Reading Comprehension - Share of students with a zero score (%). Tigrinya. 3rd Grade


name: EGRA: Reading Comprehension - Share of students with a zero score (%). Tigrinya. 3rd Grade


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: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Afan Oromo. 2nd Grade

Longdefinition: Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.


Shortdefinition: Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.

name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Afan Oromo. 2nd Grade


sourceNote: Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.


name: Fragile and conflict affected situations


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


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


name: East Asia & Pacific (excluding high income)


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Afan Oromo. 3rd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Afan Oromo. 3rd Grade


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Akuapem. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Akuapem. 2nd Grade


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


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Amharic. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Amharic. 2nd Grade


name: Europe & Central Asia (excluding high income)


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Amharic. 3rd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Amharic. 3rd Grade


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: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Arabic. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Arabic. 2nd Grade


name: Fragile and conflict affected situations


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Arabic. 3rd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Arabic. 3rd Grade


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


name: East Asia & Pacific (excluding high income)


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Asante Twi. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Asante Twi. 2nd Grade


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


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Bamanankan. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Bamanankan. 2nd Grade


name: Europe & Central Asia (excluding high income)


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Bomu. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Bomu. 2nd Grade


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: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Chichewa. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Chichewa. 2nd Grade


name: Fragile and conflict affected situations


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Chichewa. 4th Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Chichewa. 4th Grade


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


name: East Asia & Pacific (excluding high income)


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Chitonga. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Chitonga. 2nd Grade


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


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Cinyanja. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Cinyanja. 2nd Grade


name: Europe & Central Asia (excluding high income)


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Dagaare. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Dagaare. 2nd Grade


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: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Dagbani. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Dagbani. 2nd Grade


name: Fragile and conflict affected situations


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Dangme. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Dangme. 2nd Grade


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


name: East Asia & Pacific (excluding high income)


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). English. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). English. 2nd Grade


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


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). English. 3rd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). English. 3rd Grade


name: Europe & Central Asia (excluding high income)


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). English. 4th Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). English. 4th Grade


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: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). English. 6th Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). English. 6th Grade


name: Fragile and conflict affected situations


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Ewe. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Ewe. 2nd Grade


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Fante. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Fante. 2nd Grade


name: East Asia & Pacific (excluding high income)


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Fulfulde. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Fulfulde. 2nd Grade


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


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Filipino. 3rd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Filipino. 3rd Grade


name: Europe & Central Asia (excluding high income)


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


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


name: Sub-Saharan Africa (excluding high income)


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). French. 3rd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). French. 3rd Grade


name: Fragile and conflict affected situations


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Ga. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Ga. 2nd Grade


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Gonja. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Gonja. 2nd Grade


name: East Asia & Pacific (excluding high income)


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Hararigna. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Hararigna. 2nd Grade


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


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Hararigna. 3rd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Hararigna. 3rd Grade


name: Europe & Central Asia (excluding high income)


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Icibemba. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Icibemba. 2nd Grade


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


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


name: Sub-Saharan Africa (excluding high income)


name: Fragile and conflict affected situations


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Indonesian. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Indonesian. 2nd Grade


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Kasem. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Kasem. 2nd Grade


name: East Asia & Pacific (excluding high income)


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Kiikaonde. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Kiikaonde. 2nd Grade


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


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Kiswahili. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Kiswahili. 2nd Grade


name: Europe & Central Asia (excluding high income)


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Kinyarwanda. 4th Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Kinyarwanda. 4th Grade


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: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Kinyarwanda. 6th Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Kinyarwanda. 6th Grade


name: Fragile and conflict affected situations


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


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Lunda. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Lunda. 2nd Grade


name: East Asia & Pacific (excluding high income)


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Luvale. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Luvale. 2nd Grade


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


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Nzema. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Nzema. 2nd Grade


name: Europe & Central Asia (excluding high income)


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Sidaamu Afoo. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Sidaamu Afoo. 2nd Grade


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: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Sidaamu Afoo. 3rd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Sidaamu Afoo. 3rd Grade


name: Fragile and conflict affected situations


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Silozi. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Silozi. 2nd Grade


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


name: East Asia & Pacific (excluding high income)


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Songhoi. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Songhoi. 2nd Grade


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


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Somaligna. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Somaligna. 2nd Grade


name: Europe & Central Asia (excluding high income)


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Somaligna. 3rd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Somaligna. 3rd Grade


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: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Spanish. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Spanish. 2nd Grade


name: Fragile and conflict affected situations


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Spanish. 3rd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Spanish. 3rd Grade


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


name: East Asia & Pacific (excluding high income)


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Spanish. 4th Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Spanish. 4th Grade


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


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


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Tigrinya. 2nd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Tigrinya. 2nd Grade


name: Europe & Central Asia (excluding high income)


IndicatorName: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Tigrinya. 3rd Grade


name: EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Tigrinya. 3rd Grade


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


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


name: Sub-Saharan Africa (excluding high income)


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

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

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

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

value: Education


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

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


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


name: Fragile and conflict affected situations


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


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

Longdefinition: Percentage of 3rd grade students below the lowest proficiency level (scoring below 391.5) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade students below the lowest proficiency level (scoring below 391.5) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 3rd grade students below the lowest proficiency level (scoring below 391.5) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


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

Longdefinition: Percentage of 3rd grade female students below the lowest proficiency level (scoring below 391.5) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade female students below the lowest proficiency level (scoring below 391.5) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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

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


sourceNote: Percentage of 3rd grade female students below the lowest proficiency level (scoring below 391.5) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: East Asia & Pacific (excluding high income)


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


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

Longdefinition: Percentage of 3rd grade male students below the lowest proficiency level (scoring below 391.5) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade male students below the lowest proficiency level (scoring below 391.5) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 3rd grade male students below the lowest proficiency level (scoring below 391.5) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


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


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


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

Longdefinition: Percentage of 3rd grade students scoring at least 391.5 but lower than 489.01 points on the LLECE mathematics scale. At Level 1, students can recognize the relationship between natural numbers and common bi-dimensional geometric shapes in simple drawings. They can locate relative positions of an object in a spatial representation. Students can interpret tables and graphs in order to obtain direct information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade students scoring at least 391.5 but lower than 489.01 points on the LLECE mathematics scale. At Level 1, students can recognize the relationship between natural numbers and common bi-dimensional geometric shapes in simple drawings. They can locate relative positions of an object in a spatial representation. Students can interpret tables and graphs in order to obtain direct information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 3rd grade students scoring at least 391.5 but lower than 489.01 points on the LLECE mathematics scale. At Level 1, students can recognize the relationship between natural numbers and common bi-dimensional geometric shapes in simple drawings. They can locate relative positions of an object in a spatial representation. Students can interpret tables and graphs in order to obtain direct information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: Europe & Central Asia (excluding high income)


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

Longdefinition: Percentage of 3rd grade female students scoring at least 391.5 but lower than 489.01 points on the LLECE mathematics scale. At Level 1, students can recognize the relationship between natural numbers and common bi-dimensional geometric shapes in simple drawings. They can locate relative positions of an object in a spatial representation. Students can interpret tables and graphs in order to obtain direct information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade female students scoring at least 391.5 but lower than 489.01 points on the LLECE mathematics scale. At Level 1, students can recognize the relationship between natural numbers and common bi-dimensional geometric shapes in simple drawings. They can locate relative positions of an object in a spatial representation. Students can interpret tables and graphs in order to obtain direct information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 3rd grade female students scoring at least 391.5 but lower than 489.01 points on the LLECE mathematics scale. At Level 1, students can recognize the relationship between natural numbers and common bi-dimensional geometric shapes in simple drawings. They can locate relative positions of an object in a spatial representation. Students can interpret tables and graphs in order to obtain direct information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


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


name: Sub-Saharan Africa (excluding high income)


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

Longdefinition: Percentage of 3rd grade male students scoring at least 391.5 but lower than 489.01 points on the LLECE mathematics scale. At Level 1, students can recognize the relationship between natural numbers and common bi-dimensional geometric shapes in simple drawings. They can locate relative positions of an object in a spatial representation. Students can interpret tables and graphs in order to obtain direct information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade male students scoring at least 391.5 but lower than 489.01 points on the LLECE mathematics scale. At Level 1, students can recognize the relationship between natural numbers and common bi-dimensional geometric shapes in simple drawings. They can locate relative positions of an object in a spatial representation. Students can interpret tables and graphs in order to obtain direct information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 3rd grade male students scoring at least 391.5 but lower than 489.01 points on the LLECE mathematics scale. At Level 1, students can recognize the relationship between natural numbers and common bi-dimensional geometric shapes in simple drawings. They can locate relative positions of an object in a spatial representation. Students can interpret tables and graphs in order to obtain direct information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: Fragile and conflict affected situations


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


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

Longdefinition: Percentage of 3rd grade students scoring at least 489.01 but less than 558.54 points on the LLECE mathematics scale. At Level 2, students recognize the organization of the decimal-positional numeral system and identify the constituent elements of geometrical shapes. Students can identify a trajectory on a plane and the most suitable measurement unit or instrument in order to measure a known object’s attribute. Students interpret tables and charts in order to obtain information and compare data. Students solve addition or multiplication problems involving proportional relationships using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade students scoring at least 489.01 but less than 558.54 points on the LLECE mathematics scale. At Level 2, students recognize the organization of the decimal-positional numeral system and identify the constituent elements of geometrical shapes. Students can identify a trajectory on a plane and the most suitable measurement unit or instrument in order to measure a known object’s attribute. Students interpret tables and charts in order to obtain information and compare data. Students solve addition or multiplication problems involving proportional relationships using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 3rd grade students scoring at least 489.01 but less than 558.54 points on the LLECE mathematics scale. At Level 2, students recognize the organization of the decimal-positional numeral system and identify the constituent elements of geometrical shapes. Students can identify a trajectory on a plane and the most suitable measurement unit or instrument in order to measure a known object’s attribute. Students interpret tables and charts in order to obtain information and compare data. Students solve addition or multiplication problems involving proportional relationships using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


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


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

Longdefinition: Percentage of 3rd grade female students scoring at least 489.01 but less than 558.54 points on the LLECE mathematics scale. At Level 2, students recognize the organization of the decimal-positional numeral system and identify the constituent elements of geometrical shapes. Students can identify a trajectory on a plane and the most suitable measurement unit or instrument in order to measure a known object’s attribute. Students interpret tables and charts in order to obtain information and compare data. Students solve addition or multiplication problems involving proportional relationships using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade female students scoring at least 489.01 but less than 558.54 points on the LLECE mathematics scale. At Level 2, students recognize the organization of the decimal-positional numeral system and identify the constituent elements of geometrical shapes. Students can identify a trajectory on a plane and the most suitable measurement unit or instrument in order to measure a known object’s attribute. Students interpret tables and charts in order to obtain information and compare data. Students solve addition or multiplication problems involving proportional relationships using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 3rd grade female students scoring at least 489.01 but less than 558.54 points on the LLECE mathematics scale. At Level 2, students recognize the organization of the decimal-positional numeral system and identify the constituent elements of geometrical shapes. Students can identify a trajectory on a plane and the most suitable measurement unit or instrument in order to measure a known object’s attribute. Students interpret tables and charts in order to obtain information and compare data. Students solve addition or multiplication problems involving proportional relationships using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: East Asia & Pacific (excluding high income)


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


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


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


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

Longdefinition: Percentage of 3rd grade male students scoring at least 489.01 but less than 558.54 points on the LLECE mathematics scale. At Level 2, students recognize the organization of the decimal-positional numeral system and identify the constituent elements of geometrical shapes. Students can identify a trajectory on a plane and the most suitable measurement unit or instrument in order to measure a known object’s attribute. Students interpret tables and charts in order to obtain information and compare data. Students solve addition or multiplication problems involving proportional relationships using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade male students scoring at least 489.01 but less than 558.54 points on the LLECE mathematics scale. At Level 2, students recognize the organization of the decimal-positional numeral system and identify the constituent elements of geometrical shapes. Students can identify a trajectory on a plane and the most suitable measurement unit or instrument in order to measure a known object’s attribute. Students interpret tables and charts in order to obtain information and compare data. Students solve addition or multiplication problems involving proportional relationships using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 3rd grade male students scoring at least 489.01 but less than 558.54 points on the LLECE mathematics scale. At Level 2, students recognize the organization of the decimal-positional numeral system and identify the constituent elements of geometrical shapes. Students can identify a trajectory on a plane and the most suitable measurement unit or instrument in order to measure a known object’s attribute. Students interpret tables and charts in order to obtain information and compare data. Students solve addition or multiplication problems involving proportional relationships using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: Europe & Central Asia (excluding high income)


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

Longdefinition: Percentage of 3rd grade students scoring at least 558.54 but less than 621.68 points on the LLECE mathematics scale. At Level 3, students can solve multiplication problems or problems which require the use of an addition equation or two separate operations. Students can solve addition problems involving measurement units and their equivalences or problems which require using common fractions. Students must identify the graphic or addition numerical sequence rule being used in order to continue it. Students can identify the elements of unusual geometrical shapes and interpret different types of graphs in order to retrieve information and solve problems that involve operating with the data. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade students scoring at least 558.54 but less than 621.68 points on the LLECE mathematics scale. At Level 3, students can solve multiplication problems or problems which require the use of an addition equation or two separate operations. Students can solve addition problems involving measurement units and their equivalences or problems which require using common fractions. Students must identify the graphic or addition numerical sequence rule being used in order to continue it. Students can identify the elements of unusual geometrical shapes and interpret different types of graphs in order to retrieve information and solve problems that involve operating with the data. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 3rd grade students scoring at least 558.54 but less than 621.68 points on the LLECE mathematics scale. At Level 3, students can solve multiplication problems or problems which require the use of an addition equation or two separate operations. Students can solve addition problems involving measurement units and their equivalences or problems which require using common fractions. Students must identify the graphic or addition numerical sequence rule being used in order to continue it. Students can identify the elements of unusual geometrical shapes and interpret different types of graphs in order to retrieve information and solve problems that involve operating with the data. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


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


name: Sub-Saharan Africa (excluding high income)


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

Longdefinition: Percentage of 3rd grade female students scoring at least 558.54 but less than 621.68 points on the LLECE mathematics scale. At Level 3, students can solve multiplication problems or problems which require the use of an addition equation or two separate operations. Students can solve addition problems involving measurement units and their equivalences or problems which require using common fractions. Students must identify the graphic or addition numerical sequence rule being used in order to continue it. Students can identify the elements of unusual geometrical shapes and interpret different types of graphs in order to retrieve information and solve problems that involve operating with the data. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade female students scoring at least 558.54 but less than 621.68 points on the LLECE mathematics scale. At Level 3, students can solve multiplication problems or problems which require the use of an addition equation or two separate operations. Students can solve addition problems involving measurement units and their equivalences or problems which require using common fractions. Students must identify the graphic or addition numerical sequence rule being used in order to continue it. Students can identify the elements of unusual geometrical shapes and interpret different types of graphs in order to retrieve information and solve problems that involve operating with the data. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 3rd grade female students scoring at least 558.54 but less than 621.68 points on the LLECE mathematics scale. At Level 3, students can solve multiplication problems or problems which require the use of an addition equation or two separate operations. Students can solve addition problems involving measurement units and their equivalences or problems which require using common fractions. Students must identify the graphic or addition numerical sequence rule being used in order to continue it. Students can identify the elements of unusual geometrical shapes and interpret different types of graphs in order to retrieve information and solve problems that involve operating with the data. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: Fragile and conflict affected situations


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


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

Longdefinition: Percentage of 3rd grade male students scoring at least 558.54 but less than 621.68 points on the LLECE mathematics scale. At Level 3, students can solve multiplication problems or problems which require the use of an addition equation or two separate operations. Students can solve addition problems involving measurement units and their equivalences or problems which require using common fractions. Students must identify the graphic or addition numerical sequence rule being used in order to continue it. Students can identify the elements of unusual geometrical shapes and interpret different types of graphs in order to retrieve information and solve problems that involve operating with the data. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade male students scoring at least 558.54 but less than 621.68 points on the LLECE mathematics scale. At Level 3, students can solve multiplication problems or problems which require the use of an addition equation or two separate operations. Students can solve addition problems involving measurement units and their equivalences or problems which require using common fractions. Students must identify the graphic or addition numerical sequence rule being used in order to continue it. Students can identify the elements of unusual geometrical shapes and interpret different types of graphs in order to retrieve information and solve problems that involve operating with the data. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 3rd grade male students scoring at least 558.54 but less than 621.68 points on the LLECE mathematics scale. At Level 3, students can solve multiplication problems or problems which require the use of an addition equation or two separate operations. Students can solve addition problems involving measurement units and their equivalences or problems which require using common fractions. Students must identify the graphic or addition numerical sequence rule being used in order to continue it. Students can identify the elements of unusual geometrical shapes and interpret different types of graphs in order to retrieve information and solve problems that involve operating with the data. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


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


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

Longdefinition: Percentage of 3rd grade students scoring 621.68 or higher on the LLECE mathematics scale. At Level 4, students can recognize a numerical sequence rule and identify it. Students can solve multiplication problems with one unknown or problems which require the use of equivalences between commonly used measures of length. Students can identify an element on a bi-dimensional plane and the properties of the sides of a square or rectangle in order to solve a problem. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade students scoring 621.68 or higher on the LLECE mathematics scale. At Level 4, students can recognize a numerical sequence rule and identify it. Students can solve multiplication problems with one unknown or problems which require the use of equivalences between commonly used measures of length. Students can identify an element on a bi-dimensional plane and the properties of the sides of a square or rectangle in order to solve a problem. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 3rd grade students scoring 621.68 or higher on the LLECE mathematics scale. At Level 4, students can recognize a numerical sequence rule and identify it. Students can solve multiplication problems with one unknown or problems which require the use of equivalences between commonly used measures of length. Students can identify an element on a bi-dimensional plane and the properties of the sides of a square or rectangle in order to solve a problem. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: East Asia & Pacific (excluding high income)


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


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

Longdefinition: Percentage of 3rd grade female students scoring 621.68 or higher on the LLECE mathematics scale. At Level 4, students can recognize a numerical sequence rule and identify it. Students can solve multiplication problems with one unknown or problems which require the use of equivalences between commonly used measures of length. Students can identify an element on a bi-dimensional plane and the properties of the sides of a square or rectangle in order to solve a problem. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade female students scoring 621.68 or higher on the LLECE mathematics scale. At Level 4, students can recognize a numerical sequence rule and identify it. Students can solve multiplication problems with one unknown or problems which require the use of equivalences between commonly used measures of length. Students can identify an element on a bi-dimensional plane and the properties of the sides of a square or rectangle in order to solve a problem. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 3rd grade female students scoring 621.68 or higher on the LLECE mathematics scale. At Level 4, students can recognize a numerical sequence rule and identify it. Students can solve multiplication problems with one unknown or problems which require the use of equivalences between commonly used measures of length. Students can identify an element on a bi-dimensional plane and the properties of the sides of a square or rectangle in order to solve a problem. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


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


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


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

Longdefinition: Percentage of 3rd grade male students scoring 621.68 or higher on the LLECE mathematics scale. At Level 4, students can recognize a numerical sequence rule and identify it. Students can solve multiplication problems with one unknown or problems which require the use of equivalences between commonly used measures of length. Students can identify an element on a bi-dimensional plane and the properties of the sides of a square or rectangle in order to solve a problem. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 3rd grade male students scoring 621.68 or higher on the LLECE mathematics scale. At Level 4, students can recognize a numerical sequence rule and identify it. Students can solve multiplication problems with one unknown or problems which require the use of equivalences between commonly used measures of length. Students can identify an element on a bi-dimensional plane and the properties of the sides of a square or rectangle in order to solve a problem. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 3rd grade male students scoring 621.68 or higher on the LLECE mathematics scale. At Level 4, students can recognize a numerical sequence rule and identify it. Students can solve multiplication problems with one unknown or problems which require the use of equivalences between commonly used measures of length. Students can identify an element on a bi-dimensional plane and the properties of the sides of a square or rectangle in order to solve a problem. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: Europe & Central Asia (excluding high income)


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

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

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


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


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


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


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


name: Sub-Saharan Africa (excluding high income)


name: Fragile and conflict affected situations


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


IndicatorName: LLECE: Mean performance on the mathematics scale for 3rd grade students. Male

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

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


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


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


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


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

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


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

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


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


name: East Asia & Pacific (excluding high income)


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


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

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


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

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


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


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


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


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

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


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

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


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


name: Europe & Central Asia (excluding high income)


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

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


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

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


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


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


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


name: Sub-Saharan Africa (excluding high income)


IndicatorName: LLECE: Distribution of 3rd Grade Mathematics Scores: 90th Percentile Score

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


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

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


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


name: Fragile and conflict affected situations


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


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

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

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


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


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


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


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

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


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

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


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


name: East Asia & Pacific (excluding high income)


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


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

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


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

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


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


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


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


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

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


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

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


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


name: Europe & Central Asia (excluding high income)


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


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


name: Sub-Saharan Africa (excluding high income)


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

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


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

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


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


name: Fragile and conflict affected situations


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


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

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


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

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


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


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

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

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


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


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


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


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

Longdefinition: Percentage of 6th grade students below the lowest proficiency level (scoring below 309.64) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 6th grade students below the lowest proficiency level (scoring below 309.64) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 6th grade students below the lowest proficiency level (scoring below 309.64) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: East Asia & Pacific (excluding high income)


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


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

Longdefinition: Percentage of 6th grade female students below the lowest proficiency level (scoring below 309.64) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 6th grade female students below the lowest proficiency level (scoring below 309.64) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 6th grade female students below the lowest proficiency level (scoring below 309.64) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


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


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


name: Europe & Central Asia (excluding high income)


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

Longdefinition: Percentage of 6th grade male students below the lowest proficiency level (scoring below 309.64) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 6th grade male students below the lowest proficiency level (scoring below 309.64) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 6th grade male students below the lowest proficiency level (scoring below 309.64) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


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


name: Sub-Saharan Africa (excluding high income)


name: Fragile and conflict affected situations


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


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

Longdefinition: Percentage of 6th grade students scoring at least 309.64 but lower than 413.58 points on the LLECE mathematics scale. At Level 1, students can 1) arrange natural numbers (up to 5 digits) and decimals (up to thousands) in sequence; 2) recognize common geometrical shapes and the unit consistent with the attribute being measured; 3) interpret information presented in graphic images in order to compare it and change it to a different form of representation; 4) solve problems involving a single addition using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 6th grade students scoring at least 309.64 but lower than 413.58 points on the LLECE mathematics scale. At Level 1, students can 1) arrange natural numbers (up to 5 digits) and decimals (up to thousands) in sequence; 2) recognize common geometrical shapes and the unit consistent with the attribute being measured; 3) interpret information presented in graphic images in order to compare it and change it to a different form of representation; 4) solve problems involving a single addition using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 6th grade students scoring at least 309.64 but lower than 413.58 points on the LLECE mathematics scale. At Level 1, students can 1) arrange natural numbers (up to 5 digits) and decimals (up to thousands) in sequence; 2) recognize common geometrical shapes and the unit consistent with the attribute being measured; 3) interpret information presented in graphic images in order to compare it and change it to a different form of representation; 4) solve problems involving a single addition using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


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

Longdefinition: Percentage of 6th grade female students scoring at least 309.64 but lower than 413.58 points on the LLECE mathematics scale. At Level 1, students can 1) arrange natural numbers (up to 5 digits) and decimals (up to thousands) in sequence; 2) recognize common geometrical shapes and the unit consistent with the attribute being measured; 3) interpret information presented in graphic images in order to compare it and change it to a different form of representation; 4) solve problems involving a single addition using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 6th grade female students scoring at least 309.64 but lower than 413.58 points on the LLECE mathematics scale. At Level 1, students can 1) arrange natural numbers (up to 5 digits) and decimals (up to thousands) in sequence; 2) recognize common geometrical shapes and the unit consistent with the attribute being measured; 3) interpret information presented in graphic images in order to compare it and change it to a different form of representation; 4) solve problems involving a single addition using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 6th grade female students scoring at least 309.64 but lower than 413.58 points on the LLECE mathematics scale. At Level 1, students can 1) arrange natural numbers (up to 5 digits) and decimals (up to thousands) in sequence; 2) recognize common geometrical shapes and the unit consistent with the attribute being measured; 3) interpret information presented in graphic images in order to compare it and change it to a different form of representation; 4) solve problems involving a single addition using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


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


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

Longdefinition: Percentage of 6th grade male students scoring at least 309.64 but lower than 413.58 points on the LLECE mathematics scale. At Level 1, students can 1) arrange natural numbers (up to 5 digits) and decimals (up to thousands) in sequence; 2) recognize common geometrical shapes and the unit consistent with the attribute being measured; 3) interpret information presented in graphic images in order to compare it and change it to a different form of representation; 4) solve problems involving a single addition using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 6th grade male students scoring at least 309.64 but lower than 413.58 points on the LLECE mathematics scale. At Level 1, students can 1) arrange natural numbers (up to 5 digits) and decimals (up to thousands) in sequence; 2) recognize common geometrical shapes and the unit consistent with the attribute being measured; 3) interpret information presented in graphic images in order to compare it and change it to a different form of representation; 4) solve problems involving a single addition using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 6th grade male students scoring at least 309.64 but lower than 413.58 points on the LLECE mathematics scale. At Level 1, students can 1) arrange natural numbers (up to 5 digits) and decimals (up to thousands) in sequence; 2) recognize common geometrical shapes and the unit consistent with the attribute being measured; 3) interpret information presented in graphic images in order to compare it and change it to a different form of representation; 4) solve problems involving a single addition using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: East Asia & Pacific (excluding high income)


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


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

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


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

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


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


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


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


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

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