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

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


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

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

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

Topic: Learning Outcomes

value: Education Statistics


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

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

name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


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


name: Sub-Saharan Africa (excluding high income)


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


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


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


name: Europe & Central Asia (excluding high income)


name: East Asia & Pacific (excluding high income)


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


name: Fragile and conflict affected situations


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


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

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


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

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


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


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

Longdefinition: Percentage of 6th grade students scoring at least 513.66 but lower than 593.59 points on the LLECE reading scale. At Level 3, students can 1) locate information and separate it from other nearby information; 2) interpret reformulations and syntheses; 3) integrate data distributed across a paragraph; 4) reinstate implicit information in the paragraph; 5) re-read in search of specific data; 6) identify a single meaning in words that have several meanings; 7) recognize the meaning of parts of words (affixes) using the text as a reference. 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 513.66 but lower than 593.59 points on the LLECE reading scale. At Level 3, students can 1) locate information and separate it from other nearby information; 2) interpret reformulations and syntheses; 3) integrate data distributed across a paragraph; 4) reinstate implicit information in the paragraph; 5) re-read in search of specific data; 6) identify a single meaning in words that have several meanings; 7) recognize the meaning of parts of words (affixes) using the text as a reference. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 6th grade students scoring at least 513.66 but lower than 593.59 points on the LLECE reading scale. At Level 3, students can 1) locate information and separate it from other nearby information; 2) interpret reformulations and syntheses; 3) integrate data distributed across a paragraph; 4) reinstate implicit information in the paragraph; 5) re-read in search of specific data; 6) identify a single meaning in words that have several meanings; 7) recognize the meaning of parts of words (affixes) using the text as a reference. 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 reading proficiency level (%). Level 3

Longdefinition: Percentage of 6th grade female students scoring at least 513.66 but lower than 593.59 points on the LLECE reading scale. At Level 3, students can 1) locate information and separate it from other nearby information; 2) interpret reformulations and syntheses; 3) integrate data distributed across a paragraph; 4) reinstate implicit information in the paragraph; 5) re-read in search of specific data; 6) identify a single meaning in words that have several meanings; 7) recognize the meaning of parts of words (affixes) using the text as a reference. 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 513.66 but lower than 593.59 points on the LLECE reading scale. At Level 3, students can 1) locate information and separate it from other nearby information; 2) interpret reformulations and syntheses; 3) integrate data distributed across a paragraph; 4) reinstate implicit information in the paragraph; 5) re-read in search of specific data; 6) identify a single meaning in words that have several meanings; 7) recognize the meaning of parts of words (affixes) using the text as a reference. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 6th grade female students scoring at least 513.66 but lower than 593.59 points on the LLECE reading scale. At Level 3, students can 1) locate information and separate it from other nearby information; 2) interpret reformulations and syntheses; 3) integrate data distributed across a paragraph; 4) reinstate implicit information in the paragraph; 5) re-read in search of specific data; 6) identify a single meaning in words that have several meanings; 7) recognize the meaning of parts of words (affixes) using the text as a reference. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


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

Longdefinition: Percentage of 6th grade male students scoring at least 513.66 but lower than 593.59 points on the LLECE reading scale. At Level 3, students can 1) locate information and separate it from other nearby information; 2) interpret reformulations and syntheses; 3) integrate data distributed across a paragraph; 4) reinstate implicit information in the paragraph; 5) re-read in search of specific data; 6) identify a single meaning in words that have several meanings; 7) recognize the meaning of parts of words (affixes) using the text as a reference. 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 513.66 but lower than 593.59 points on the LLECE reading scale. At Level 3, students can 1) locate information and separate it from other nearby information; 2) interpret reformulations and syntheses; 3) integrate data distributed across a paragraph; 4) reinstate implicit information in the paragraph; 5) re-read in search of specific data; 6) identify a single meaning in words that have several meanings; 7) recognize the meaning of parts of words (affixes) using the text as a reference. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 6th grade male students scoring at least 513.66 but lower than 593.59 points on the LLECE reading scale. At Level 3, students can 1) locate information and separate it from other nearby information; 2) interpret reformulations and syntheses; 3) integrate data distributed across a paragraph; 4) reinstate implicit information in the paragraph; 5) re-read in search of specific data; 6) identify a single meaning in words that have several meanings; 7) recognize the meaning of parts of words (affixes) using the text as a reference. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


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

Longdefinition: Percentage of 6th grade students scoring at least 593.59 points on the LLECE reading scale. At Level 4, students can 1) integrate, rank and generalize information distributed across the text; 2) establish equivalences among more than two codes (verbal, numerical and graphic); 3) reinstate implicit information associated with the entire text; 4) recognize the possible meanings of technical terms or figurative language; 5) distinguish various tenses and nuances (certainty, doubt) used in a text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 6th grade students scoring at least 593.59 points on the LLECE reading scale. At Level 4, students can 1) integrate, rank and generalize information distributed across the text; 2) establish equivalences among more than two codes (verbal, numerical and graphic); 3) reinstate implicit information associated with the entire text; 4) recognize the possible meanings of technical terms or figurative language; 5) distinguish various tenses and nuances (certainty, doubt) used in a text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 6th grade students scoring at least 593.59 points on the LLECE reading scale. At Level 4, students can 1) integrate, rank and generalize information distributed across the text; 2) establish equivalences among more than two codes (verbal, numerical and graphic); 3) reinstate implicit information associated with the entire text; 4) recognize the possible meanings of technical terms or figurative language; 5) distinguish various tenses and nuances (certainty, doubt) used in a text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


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


name: Sub-Saharan Africa (excluding high income)


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

Longdefinition: Percentage of 6th grade female students scoring at least 593.59 points on the LLECE reading scale. At Level 4, students can 1) integrate, rank and generalize information distributed across the text; 2) establish equivalences among more than two codes (verbal, numerical and graphic); 3) reinstate implicit information associated with the entire text; 4) recognize the possible meanings of technical terms or figurative language; 5) distinguish various tenses and nuances (certainty, doubt) used in a text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 6th grade female students scoring at least 593.59 points on the LLECE reading scale. At Level 4, students can 1) integrate, rank and generalize information distributed across the text; 2) establish equivalences among more than two codes (verbal, numerical and graphic); 3) reinstate implicit information associated with the entire text; 4) recognize the possible meanings of technical terms or figurative language; 5) distinguish various tenses and nuances (certainty, doubt) used in a text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 6th grade female students scoring at least 593.59 points on the LLECE reading scale. At Level 4, students can 1) integrate, rank and generalize information distributed across the text; 2) establish equivalences among more than two codes (verbal, numerical and graphic); 3) reinstate implicit information associated with the entire text; 4) recognize the possible meanings of technical terms or figurative language; 5) distinguish various tenses and nuances (certainty, doubt) used in a text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


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


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


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


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

Longdefinition: Percentage of 6th grade male students scoring at least 593.59 points on the LLECE reading scale. At Level 4, students can 1) integrate, rank and generalize information distributed across the text; 2) establish equivalences among more than two codes (verbal, numerical and graphic); 3) reinstate implicit information associated with the entire text; 4) recognize the possible meanings of technical terms or figurative language; 5) distinguish various tenses and nuances (certainty, doubt) used in a text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


Shortdefinition: Percentage of 6th grade male students scoring at least 593.59 points on the LLECE reading scale. At Level 4, students can 1) integrate, rank and generalize information distributed across the text; 2) establish equivalences among more than two codes (verbal, numerical and graphic); 3) reinstate implicit information associated with the entire text; 4) recognize the possible meanings of technical terms or figurative language; 5) distinguish various tenses and nuances (certainty, doubt) used in a text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/

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


sourceNote: Percentage of 6th grade male students scoring at least 593.59 points on the LLECE reading scale. At Level 4, students can 1) integrate, rank and generalize information distributed across the text; 2) establish equivalences among more than two codes (verbal, numerical and graphic); 3) reinstate implicit information associated with the entire text; 4) recognize the possible meanings of technical terms or figurative language; 5) distinguish various tenses and nuances (certainty, doubt) used in a text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: East Asia & Pacific (excluding high income)


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


name: Europe & Central Asia (excluding high income)


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

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

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

value: Education


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


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


name: Fragile and conflict affected situations


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


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

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

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


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


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


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

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


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

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


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


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


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


name: Sub-Saharan Africa (excluding high income)


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

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


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

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


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


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


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


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


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

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


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

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


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


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

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

name: East Asia & Pacific (excluding high income)


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

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


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


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


name: Europe & Central Asia (excluding high income)


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

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


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

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


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


name: Fragile and conflict affected situations


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


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

Longdefinition: Average score on the 6th grade science 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 science scale for 6th grade students, total


Shortdefinition: Average score on the 6th grade science 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 science 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: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


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


name: Sub-Saharan Africa (excluding high income)


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

Longdefinition: Percentage of 6th grade students below the lowest proficiency level (scoring below 351.31) on the LLECE science 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 351.31) on the LLECE science 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 science proficiency level (%). Below Level 1


sourceNote: Percentage of 6th grade students below the lowest proficiency level (scoring below 351.31) on the LLECE science scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


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


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


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


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

Longdefinition: Percentage of 6th grade female students below the lowest proficiency level (scoring below 351.31) on the LLECE science 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 351.31) on the LLECE science 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 science proficiency level (%). Below Level 1


sourceNote: Percentage of 6th grade female students below the lowest proficiency level (scoring below 351.31) on the LLECE science 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)


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

Longdefinition: Percentage of 6th grade male students below the lowest proficiency level (scoring below 351.31) on the LLECE science 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 351.31) on the LLECE science 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 science proficiency level (%). Below Level 1


sourceNote: Percentage of 6th grade male students below the lowest proficiency level (scoring below 351.31) on the LLECE science 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: Sub-Saharan Africa (IDA & IBRD countries)


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

Longdefinition: Percentage of 6th grade students scoring at least 351.31 but lower than 472.06 points on the LLECE science scale. At Level 1, students can 1) relate scientific knowledge to daily situations that are of common occurrence in their context; 2) explain their immediate world based on their own experiences and observations, and establish a simple and lineal relation with previously acquired scientific knowledge; and 3) describe concrete and simple events involving cognitive processes such as remembering, evoking and identifying. 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 351.31 but lower than 472.06 points on the LLECE science scale. At Level 1, students can 1) relate scientific knowledge to daily situations that are of common occurrence in their context; 2) explain their immediate world based on their own experiences and observations, and establish a simple and lineal relation with previously acquired scientific knowledge; and 3) describe concrete and simple events involving cognitive processes such as remembering, evoking and identifying. 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 science proficiency level (%). Level 1


sourceNote: Percentage of 6th grade students scoring at least 351.31 but lower than 472.06 points on the LLECE science scale. At Level 1, students can 1) relate scientific knowledge to daily situations that are of common occurrence in their context; 2) explain their immediate world based on their own experiences and observations, and establish a simple and lineal relation with previously acquired scientific knowledge; and 3) describe concrete and simple events involving cognitive processes such as remembering, evoking and identifying. 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: Fragile and conflict affected situations


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


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

Longdefinition: Percentage of 6th grade female students scoring at least 351.31 but lower than 472.06 points on the LLECE science scale. At Level 1, students can 1) relate scientific knowledge to daily situations that are of common occurrence in their context; 2) explain their immediate world based on their own experiences and observations, and establish a simple and lineal relation with previously acquired scientific knowledge; and 3) describe concrete and simple events involving cognitive processes such as remembering, evoking and identifying. 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 351.31 but lower than 472.06 points on the LLECE science scale. At Level 1, students can 1) relate scientific knowledge to daily situations that are of common occurrence in their context; 2) explain their immediate world based on their own experiences and observations, and establish a simple and lineal relation with previously acquired scientific knowledge; and 3) describe concrete and simple events involving cognitive processes such as remembering, evoking and identifying. 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 science proficiency level (%). Level 1


sourceNote: Percentage of 6th grade female students scoring at least 351.31 but lower than 472.06 points on the LLECE science scale. At Level 1, students can 1) relate scientific knowledge to daily situations that are of common occurrence in their context; 2) explain their immediate world based on their own experiences and observations, and establish a simple and lineal relation with previously acquired scientific knowledge; and 3) describe concrete and simple events involving cognitive processes such as remembering, evoking and identifying. 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 6th grade students by science proficiency level (%). Level 1

Longdefinition: Percentage of 6th grade male students scoring at least 351.31 but lower than 472.06 points on the LLECE science scale. At Level 1, students can 1) relate scientific knowledge to daily situations that are of common occurrence in their context; 2) explain their immediate world based on their own experiences and observations, and establish a simple and lineal relation with previously acquired scientific knowledge; and 3) describe concrete and simple events involving cognitive processes such as remembering, evoking and identifying. 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 351.31 but lower than 472.06 points on the LLECE science scale. At Level 1, students can 1) relate scientific knowledge to daily situations that are of common occurrence in their context; 2) explain their immediate world based on their own experiences and observations, and establish a simple and lineal relation with previously acquired scientific knowledge; and 3) describe concrete and simple events involving cognitive processes such as remembering, evoking and identifying. 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 science proficiency level (%). Level 1


sourceNote: Percentage of 6th grade male students scoring at least 351.31 but lower than 472.06 points on the LLECE science scale. At Level 1, students can 1) relate scientific knowledge to daily situations that are of common occurrence in their context; 2) explain their immediate world based on their own experiences and observations, and establish a simple and lineal relation with previously acquired scientific knowledge; and 3) describe concrete and simple events involving cognitive processes such as remembering, evoking and identifying. 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)


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


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


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

Longdefinition: Percentage of 6th grade students scoring at least 472.06 but lower than 590.29 points on the LLECE science scale. At Level 2, students can 1) apply school-acquired scientific knowledge; 2) compare, organize and interpret information presented in various formats (tables, charts, graphs, pictures); 3) identify causality relations and classify living beings according to a given criterion; 4) access information presented in different formats, which requires the use of much more complex skills than required in Level 1. 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 472.06 but lower than 590.29 points on the LLECE science scale. At Level 2, students can 1) apply school-acquired scientific knowledge; 2) compare, organize and interpret information presented in various formats (tables, charts, graphs, pictures); 3) identify causality relations and classify living beings according to a given criterion; 4) access information presented in different formats, which requires the use of much more complex skills than required in Level 1. 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 science proficiency level (%). Level 2


sourceNote: Percentage of 6th grade students scoring at least 472.06 but lower than 590.29 points on the LLECE science scale. At Level 2, students can 1) apply school-acquired scientific knowledge; 2) compare, organize and interpret information presented in various formats (tables, charts, graphs, pictures); 3) identify causality relations and classify living beings according to a given criterion; 4) access information presented in different formats, which requires the use of much more complex skills than required in Level 1. 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)


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

Longdefinition: Percentage of 6th grade female students scoring at least 472.06 but lower than 590.29 points on the LLECE science scale. At Level 2, students can 1) apply school-acquired scientific knowledge; 2) compare, organize and interpret information presented in various formats (tables, charts, graphs, pictures); 3) identify causality relations and classify living beings according to a given criterion; 4) access information presented in different formats, which requires the use of much more complex skills than required in Level 1. 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 472.06 but lower than 590.29 points on the LLECE science scale. At Level 2, students can 1) apply school-acquired scientific knowledge; 2) compare, organize and interpret information presented in various formats (tables, charts, graphs, pictures); 3) identify causality relations and classify living beings according to a given criterion; 4) access information presented in different formats, which requires the use of much more complex skills than required in Level 1. 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 science proficiency level (%). Level 2


sourceNote: Percentage of 6th grade female students scoring at least 472.06 but lower than 590.29 points on the LLECE science scale. At Level 2, students can 1) apply school-acquired scientific knowledge; 2) compare, organize and interpret information presented in various formats (tables, charts, graphs, pictures); 3) identify causality relations and classify living beings according to a given criterion; 4) access information presented in different formats, which requires the use of much more complex skills than required in Level 1. 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: Sub-Saharan Africa (IDA & IBRD countries)


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

Longdefinition: Percentage of 6th grade male students scoring at least 472.06 but lower than 590.29 points on the LLECE science scale. At Level 2, students can 1) apply school-acquired scientific knowledge; 2) compare, organize and interpret information presented in various formats (tables, charts, graphs, pictures); 3) identify causality relations and classify living beings according to a given criterion; 4) access information presented in different formats, which requires the use of much more complex skills than required in Level 1. 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 472.06 but lower than 590.29 points on the LLECE science scale. At Level 2, students can 1) apply school-acquired scientific knowledge; 2) compare, organize and interpret information presented in various formats (tables, charts, graphs, pictures); 3) identify causality relations and classify living beings according to a given criterion; 4) access information presented in different formats, which requires the use of much more complex skills than required in Level 1. 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 science proficiency level (%). Level 2


sourceNote: Percentage of 6th grade male students scoring at least 472.06 but lower than 590.29 points on the LLECE science scale. At Level 2, students can 1) apply school-acquired scientific knowledge; 2) compare, organize and interpret information presented in various formats (tables, charts, graphs, pictures); 3) identify causality relations and classify living beings according to a given criterion; 4) access information presented in different formats, which requires the use of much more complex skills than required in Level 1. 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: Fragile and conflict affected situations


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


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

Longdefinition: Percentage of 6th grade students scoring at least 590.29 but lower than 704.75 points on the LLECE science scale. At Level 3, students can 1) explain everyday situations on the basis of scientific evidence; 2) use simple descriptive models to interpret natural phenomena; and 3) draw conclusions from the description of experimental activities. 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 590.29 but lower than 704.75 points on the LLECE science scale. At Level 3, students can 1) explain everyday situations on the basis of scientific evidence; 2) use simple descriptive models to interpret natural phenomena; and 3) draw conclusions from the description of experimental activities. 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 science proficiency level (%). Level 3


sourceNote: Percentage of 6th grade students scoring at least 590.29 but lower than 704.75 points on the LLECE science scale. At Level 3, students can 1) explain everyday situations on the basis of scientific evidence; 2) use simple descriptive models to interpret natural phenomena; and 3) draw conclusions from the description of experimental activities. 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 6th grade students by science proficiency level (%). Level 3

Longdefinition: Percentage of 6th grade female students scoring at least 590.29 but lower than 704.75 points on the LLECE science scale. At Level 3, students can 1) explain everyday situations on the basis of scientific evidence; 2) use simple descriptive models to interpret natural phenomena; and 3) draw conclusions from the description of experimental activities. 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 590.29 but lower than 704.75 points on the LLECE science scale. At Level 3, students can 1) explain everyday situations on the basis of scientific evidence; 2) use simple descriptive models to interpret natural phenomena; and 3) draw conclusions from the description of experimental activities. 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 science proficiency level (%). Level 3


sourceNote: Percentage of 6th grade female students scoring at least 590.29 but lower than 704.75 points on the LLECE science scale. At Level 3, students can 1) explain everyday situations on the basis of scientific evidence; 2) use simple descriptive models to interpret natural phenomena; and 3) draw conclusions from the description of experimental activities. 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)


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


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


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

Longdefinition: Percentage of 6th grade male students scoring at least 590.29 but lower than 704.75 points on the LLECE science scale. At Level 3, students can 1) explain everyday situations on the basis of scientific evidence; 2) use simple descriptive models to interpret natural phenomena; and 3) draw conclusions from the description of experimental activities. 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 590.29 but lower than 704.75 points on the LLECE science scale. At Level 3, students can 1) explain everyday situations on the basis of scientific evidence; 2) use simple descriptive models to interpret natural phenomena; and 3) draw conclusions from the description of experimental activities. 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 science proficiency level (%). Level 3


sourceNote: Percentage of 6th grade male students scoring at least 590.29 but lower than 704.75 points on the LLECE science scale. At Level 3, students can 1) explain everyday situations on the basis of scientific evidence; 2) use simple descriptive models to interpret natural phenomena; and 3) draw conclusions from the description of experimental activities. 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)


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

Longdefinition: Percentage of 6th grade students scoring at least 704.75 points on the LLECE science scale. At Level 4, students can 1) use and transfer scientific knowledge to diverse types of situations, which requires a high degree of formalization and abstraction and 2) identify the scientific knowledge involved in a problem that is more formally stated and may relate to aspects, dimensions or analyses detached from the immediate setting. 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 704.75 points on the LLECE science scale. At Level 4, students can 1) use and transfer scientific knowledge to diverse types of situations, which requires a high degree of formalization and abstraction and 2) identify the scientific knowledge involved in a problem that is more formally stated and may relate to aspects, dimensions or analyses detached from the immediate setting. 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 science proficiency level (%). Level 4


sourceNote: Percentage of 6th grade students scoring at least 704.75 points on the LLECE science scale. At Level 4, students can 1) use and transfer scientific knowledge to diverse types of situations, which requires a high degree of formalization and abstraction and 2) identify the scientific knowledge involved in a problem that is more formally stated and may relate to aspects, dimensions or analyses detached from the immediate setting. 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: Sub-Saharan Africa (IDA & IBRD countries)


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

Longdefinition: Percentage of 6th grade female students scoring at least 704.75 points on the LLECE science scale. At Level 4, students can 1) use and transfer scientific knowledge to diverse types of situations, which requires a high degree of formalization and abstraction and 2) identify the scientific knowledge involved in a problem that is more formally stated and may relate to aspects, dimensions or analyses detached from the immediate setting. 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 704.75 points on the LLECE science scale. At Level 4, students can 1) use and transfer scientific knowledge to diverse types of situations, which requires a high degree of formalization and abstraction and 2) identify the scientific knowledge involved in a problem that is more formally stated and may relate to aspects, dimensions or analyses detached from the immediate setting. 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 science proficiency level (%). Level 4


sourceNote: Percentage of 6th grade female students scoring at least 704.75 points on the LLECE science scale. At Level 4, students can 1) use and transfer scientific knowledge to diverse types of situations, which requires a high degree of formalization and abstraction and 2) identify the scientific knowledge involved in a problem that is more formally stated and may relate to aspects, dimensions or analyses detached from the immediate setting. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: Europe & Central Asia (excluding high income)


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

Longdefinition: Percentage of 6th grade male students scoring at least 704.75 points on the LLECE science scale. At Level 4, students can 1) use and transfer scientific knowledge to diverse types of situations, which requires a high degree of formalization and abstraction and 2) identify the scientific knowledge involved in a problem that is more formally stated and may relate to aspects, dimensions or analyses detached from the immediate setting. 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 704.75 points on the LLECE science scale. At Level 4, students can 1) use and transfer scientific knowledge to diverse types of situations, which requires a high degree of formalization and abstraction and 2) identify the scientific knowledge involved in a problem that is more formally stated and may relate to aspects, dimensions or analyses detached from the immediate setting. 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 science proficiency level (%). Level 4


sourceNote: Percentage of 6th grade male students scoring at least 704.75 points on the LLECE science scale. At Level 4, students can 1) use and transfer scientific knowledge to diverse types of situations, which requires a high degree of formalization and abstraction and 2) identify the scientific knowledge involved in a problem that is more formally stated and may relate to aspects, dimensions or analyses detached from the immediate setting. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/


name: Fragile and conflict affected situations


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


name: 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 science scale for 6th grade students. Female

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

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


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


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


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


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


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


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

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

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


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


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


name: East Asia & Pacific (excluding high income)


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

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


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

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


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


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


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

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


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

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


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


name: Europe & Central Asia (excluding high income)


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

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


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

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


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


name: Fragile and conflict affected situations


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


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

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


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

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


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


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 6th Grade Science Scores: 90th Percentile Score

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


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

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


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


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


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


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


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

Longdefinition: The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

Source: Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/


Shortdefinition: The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

name: PASEC: Distribution of 5th Grade French Scores: 5th Percentile Score

sourceOrganization: Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/


sourceNote: The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


name: East Asia & Pacific (excluding high income)


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


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

Longdefinition: The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


Shortdefinition: The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

name: PASEC: Distribution of 5th Grade French Scores: 10th Percentile Score


sourceNote: The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


name: Europe & Central Asia (excluding high income)


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

Longdefinition: The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


Shortdefinition: The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

name: PASEC: Distribution of 5th Grade French Scores: 25th Percentile Score


sourceNote: The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


name: Fragile and conflict affected situations


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


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

Longdefinition: The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


Shortdefinition: The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

name: PASEC: Distribution of 5th Grade French Scores: 50th Percentile Score


sourceNote: The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


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


name: Sub-Saharan Africa (excluding high income)


IndicatorName: PASEC: Distribution of 5th Grade French Scores: 75th Percentile Score

Longdefinition: The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


Shortdefinition: The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

name: PASEC: Distribution of 5th Grade French Scores: 75th Percentile Score


sourceNote: The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


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


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


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


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

Longdefinition: The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


Shortdefinition: The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

name: PASEC: Distribution of 5th Grade French Scores: 90th Percentile Score


sourceNote: The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


name: East Asia & Pacific (excluding high income)


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


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

Longdefinition: The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


Shortdefinition: The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

name: PASEC: Distribution of 5th Grade French Scores: 95th Percentile Score


sourceNote: The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


name: Europe & Central Asia (excluding high income)


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

Longdefinition: Mean percentage correct for 5th grade students on the French language exam. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


Shortdefinition: Mean percentage correct for 5th grade students on the French language exam. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

name: PASEC: Mean performance on the French language scale (100 points) for 5th grade students. Total


sourceNote: Mean percentage correct for 5th grade students on the French language exam. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


name: Fragile and conflict affected situations


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


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

Longdefinition: Mean percentage correct for 5th grade female students on the French language exam. Average differences are only significant between males and females in Benin, Burkina Faso, Democratic Republic of Congo, and Burundi. Since comparison is suggested by giving average scores for males/females, please take into account that these are only raw effects of gender. PASEC uses econometric models to validate the effect of gender in achievement. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


Shortdefinition: Mean percentage correct for 5th grade female students on the French language exam. Average differences are only significant between males and females in Benin, Burkina Faso, Democratic Republic of Congo, and Burundi. Since comparison is suggested by giving average scores for males/females, please take into account that these are only raw effects of gender. PASEC uses econometric models to validate the effect of gender in achievement. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

name: PASEC: Mean performance on the French language scale (100 points) for 5th grade students. Female


sourceNote: Mean percentage correct for 5th grade female students on the French language exam. Average differences are only significant between males and females in Benin, Burkina Faso, Democratic Republic of Congo, and Burundi. Since comparison is suggested by giving average scores for males/females, please take into account that these are only raw effects of gender. PASEC uses econometric models to validate the effect of gender in achievement. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


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


name: Sub-Saharan Africa (excluding high income)


IndicatorName: PASEC: 5th grade students reaching the Knowledge Base Rate on the French language scale (%)

Longdefinition: Share of students scoring at least 40 percent on the PASEC French language exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

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


Shortdefinition: Share of students scoring at least 40 percent on the PASEC French language exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


sourceNote: Share of students scoring at least 40 percent on the PASEC French language exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


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


IndicatorName: PASEC: Female 5th grade students reaching the Knowledge Base Rate on the French language scale (%)

Longdefinition: Share of female students scoring at least 40 percent on the PASEC French language exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

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


Shortdefinition: Share of female students scoring at least 40 percent on the PASEC French language exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


sourceNote: Share of female students scoring at least 40 percent on the PASEC French language exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


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


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


IndicatorName: PASEC: Male 5th grade students reaching the Knowledge Base Rate on the French language scale (%)

Longdefinition: Share of male students scoring at least 40 percent on the PASEC French language exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

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


Shortdefinition: Share of male students scoring at least 40 percent on the PASEC French language exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


sourceNote: Share of male students scoring at least 40 percent on the PASEC French language exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


name: East Asia & Pacific (excluding high income)


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


IndicatorName: PASEC: 5th grade students below the Failure Rate on the French language scale (%)

Longdefinition: Share of students scoring less than 25 percent on the PASEC French language exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

name: PASEC: 5th grade students at the lowest level of proficiency on the French language scale (less than 25% of answers correct) (%), total


Shortdefinition: Share of students scoring less than 25 percent on the PASEC French language exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


sourceNote: Share of students scoring less than 25 percent on the PASEC French language exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


name: Europe & Central Asia (excluding high income)


IndicatorName: PASEC: Female 5th grade students below the Failure Rate on the French language scale (%)

Longdefinition: Share of female students scoring less than 25 percent on the PASEC French language exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

name: PASEC: 5th grade students at the lowest level of proficiency on the French language scale (less than 25% of answers correct) (%), female


Shortdefinition: Share of female students scoring less than 25 percent on the PASEC French language exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


sourceNote: Share of female students scoring less than 25 percent on the PASEC French language exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


name: Fragile and conflict affected situations


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


IndicatorName: PASEC: Male 5th grade students below the Failure Rate on the French language scale (%)

Longdefinition: Share of male students scoring less than 25 percent on the PASEC French language exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

name: PASEC: 5th grade students at the lowest level of proficiency on the French language scale (less than 25% of answers correct) (%), male


Shortdefinition: Share of male students scoring less than 25 percent on the PASEC French language exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


sourceNote: Share of male students scoring less than 25 percent on the PASEC French language exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


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


name: Sub-Saharan Africa (excluding high income)


IndicatorName: PASEC: Mean performance on the French language scale (100 points) for 5th grade students. Male

Longdefinition: Mean percentage correct for 5th male grade students on the French language exam. Average differences are only significant between males and females in Benin, Burkina Faso, Democratic Republic of Congo and Burundi. Since comparison is suggested by giving average scores for males/females, please take into account that these are only raw effects of gender. PASEC uses econometric models to validate the effect of gender in achievement. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


Shortdefinition: Mean percentage correct for 5th male grade students on the French language exam. Average differences are only significant between males and females in Benin, Burkina Faso, Democratic Republic of Congo and Burundi. Since comparison is suggested by giving average scores for males/females, please take into account that these are only raw effects of gender. PASEC uses econometric models to validate the effect of gender in achievement. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/

name: PASEC: Mean performance on the French language scale (100 points) for 5th grade students. Male


sourceNote: Mean percentage correct for 5th male grade students on the French language exam. Average differences are only significant between males and females in Benin, Burkina Faso, Democratic Republic of Congo and Burundi. Since comparison is suggested by giving average scores for males/females, please take into account that these are only raw effects of gender. PASEC uses econometric models to validate the effect of gender in achievement. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/


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


IndicatorName: PASEC: Mean performance on the mathematics scale for 2nd grade students. Total

Longdefinition: Average score of Grade 2 students on the PASEC mathematics scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Average score of Grade 2 students on the PASEC mathematics scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Mean performance on the mathematics scale for 2nd grade students. Total


sourceNote: Average score of Grade 2 students on the PASEC mathematics scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


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


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


name: East Asia & Pacific (excluding high income)


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