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

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


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

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

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

Topic: Learning Outcomes


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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

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


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


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/


IndicatorName: PASEC: Percentage of 2nd grade students correcting answering the addition problem: 8+5

Longdefinition: Share of 2nd grade students correctly answering the stated problem. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Percentage of 2nd grade students correcting answering the addition problem: 14+23

Shortdefinition: Share of 2nd grade students correctly answering the stated problem. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Percentage of 2nd grade students correcting answering the addition problem: 39+26


IndicatorName: PASEC: Distribution of 2nd grade students by last number reached when counting out loud. 0 to 60

Longdefinition: Percentage of 2nd grade students who could not reach 61 when counting out loud. Counting requires students to know the numbers and understand the organization of the number sequence. It is an important prerequisite to acquire basic number concepts. The test administrator asked the pupils to start counting from one and up to the greatest possible number, meaning until they make their first mistake, hesitate for more than 5 seconds on a number or until 2 minutes have passed. The test administrator enters the last number read correctly or reached after 2 minutes have gone by. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Distribution of 2nd grade students by last number reached when counting out loud. 61 to 80

Longdefinition: Percentage of 2nd grade students who counted to at least 61 but not beyond 80. Counting requires students to know the numbers and understand the organization of the number sequence. It is an important prerequisite to acquire basic number concepts. The test administrator asked the pupils to start counting from one and up to the greatest possible number, meaning until they make their first mistake, hesitate for more than 5 seconds on a number or until 2 minutes have passed. The test administrator enters the last number read correctly or reached after 2 minutes have gone by. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Distribution of 2nd grade students by last number reached when counting out loud. 80+

Longdefinition: Percentage of 2nd grade students who could count beyond 80. Counting requires students to know the numbers and understand the organization of the number sequence. It is an important prerequisite to acquire basic number concepts. The test administrator asked the pupils to start counting from one and up to the greatest possible number, meaning until they make their first mistake, hesitate for more than 5 seconds on a number or until 2 minutes have passed. The test administrator enters the last number read correctly or reached after 2 minutes have gone by. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


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

Longdefinition: Average score of female 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/


IndicatorName: PASEC: 2nd grade students by mathematics proficiency level (%). Below Level 1

Longdefinition: Percentage of 2nd grade students scoring below 400.3 on the PASEC mathematics scale. Pupils below level 1 do not display the competencies measured by this test. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: 2nd grade students by mathematics proficiency level (%). Level 1

Longdefinition: Percentage of 2nd grade students scoring at least 400.3 but lower than 489 on the PASEC mathematics scale. Students at Level 1 have not passed the Sufficient Competency Threshold, but they have developed their knowledge of the mathematical language and mastered the first concepts of quantity (quantification, comparison) with objects and numbers under twenty. They can appraise the relative size of objects, recognize simple geometric shapes. They have developed an awareness of the first concepts of spatial orientation (inside, outside). Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: 2nd grade students by mathematics proficiency level (%). Level 2

Longdefinition: Percentage of 2nd grade students scoring at least 489 but lower than 577.7 on the PASEC mathematics scale. Students at Level 2 have passed the Sufficient Competency Threshold. Pupils can recognize numbers up to one hundred, compare them, complete logical series and perform operations (sums and subtractions) with numbers under fifty. They have developed awareness of spatial orientation (below, above, beside). They have begun to develop an ability to solve basic problems with numbers under twenty using reasoning skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: 2nd grade students by mathematics proficiency level (%). Level 3

Longdefinition: Percentage of 2nd grade students scoring at least 577.7 on the PASEC mathematics scale. Students at Level 3 have passed the Sufficient Competency Threshold. Students at this level have mastered the oral number sequence (counting up to sixty in two minutes) and are able to compare numbers, complete logical series and perform operations (sums and subtractions) with numbers over fifty. They can solve basic problems with numbers under twenty using reasoning skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


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

Longdefinition: Average score of male 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/


IndicatorName: PASEC: Average performance gap between 2nd grade students in multigrade and standard classes. Mathematics

Longdefinition: Average difference in scores between students in multigrade classes and standard classes. Standard classes have one full-time teacher per class/grade, and multigrade classes have pupils from different grades in a single pedagogical group with a single teacher. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Mean performance on the mathematics scale for 2nd grade students who did not attend pre-primary education

Longdefinition: Average score of Grade 2 students who did not attend any form of pre-primary education. 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/


IndicatorName: PASEC: Distribution of 2nd grade mathematics scores: 5th Percentile Score

Longdefinition: The 5th percentile score is the score below which 5 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Distribution of 2nd grade mathematics scores: 1st Percentile Score

Longdefinition: The 1st percentile score is the score below which 1 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Distribution of 2nd grade mathematics scores: 10th Percentile Score

Longdefinition: The 10th percentile score is the score below which 10 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Distribution of 2nd grade mathematics scores: 25th Percentile Score

Longdefinition: The 25th percentile score is the score below which 25 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Distribution of 2nd grade mathematics scores: 50th Percentile Score

Longdefinition: The 50th percentile score is the score below which 50 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Distribution of 2nd grade mathematics scores: 75th Percentile Score

Longdefinition: The 75th percentile score is the score below which 75 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Distribution of 2nd grade mathematics scores: 90th Percentile Score

Longdefinition: The 90th percentile score is the score below which 90 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Distribution of 2nd grade mathematics scores: 95th Percentile Score

Longdefinition: The 95th percentile score is the score below which 95 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Distribution of 2nd grade mathematics scores: 99th Percentile Score

Longdefinition: The 99th percentile score is the score below which 99 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Mean performance on the mathematics scale for 2nd grade students who attended pre-primary education

Longdefinition: Average score of Grade 2 students who attended any form of pre-primary education. 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/


IndicatorName: PASEC: Average performance gap between 2nd grade students who attended/did not attend pre-primary education. Mathematics

Longdefinition: Average difference in scores between students in who attended or did not attend any form of pre-primary education. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Average performance gap between 2nd grade students in private and public education. Mathematics

Longdefinition: Average difference between pupil scores in private and public educational institutions controlling for the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When public and private schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Average performance gap between 2nd grade students in rural and urban areas. Mathematics

Longdefinition: Average difference between pupil scores in rural and urban areas controlling for the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When urban and rural schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. Urban areas include towns and town suburbs, and rural areas include large villages (several hundred family lots) and small villages (up to one hundred family lots). These urban/rural definitions are standard across countries to facilitate the comparison of trends from one country to another. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Percentage of 2nd grade students correcting answering the subtraction problem: 13-7

Longdefinition: Share of 2nd grade students correctly answering the stated problem. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Percentage of 2nd grade students correcting answering the subtraction problem: 34-11


IndicatorName: PASEC: Percentage of 2nd grade students correcting answering the subtraction problem: 50-18


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

Longdefinition: Average score of Grade 6 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/


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

Longdefinition: Average score of female Grade 6 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/


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

Longdefinition: Share of 6th grade students who scored below 433.3 on the PASEC mathematics scale. Pupils below Level 1 are not able to correctly answer a majority of the most basic test questions; these pupils do not display the competencies measured by this test. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


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

Longdefinition: Share of 6th grade students scoring higher than 433.3 but below 521.5 on the PASEC mathematics scale. Students at Level 1 have not reached the Sufficient Competency Threshold, but they can answer very brief questions by calling upon factual knowledge or a specific procedure. In arithmetic, they are able to carry out the four basic operations with whole numbers. In measurement, they recognize the length measurement unit: the meter. In geometry, they are able to orientate themselves in space by identifying directions and positions and by reading coordinates on a graph. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


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

Longdefinition: Share of 6th grade students scoring higher than 521.5 but below 609.6 on the PASEC mathematics scale. Students at Level 2 have reached the Sufficient Competency Threshold, and are able to answer brief arithmetic, measurement and geometry questions by resorting to the three assessed processes: knowing, applying and reasoning. Some questions call on factual knowledge or a scientific approach; others require analysis of a situation prior to determining the appropriate approach. In arithmetic, students can perform operations with decimal numbers and can also solve familiar problems by analyzing the wording of the question or extracting data from a double-entry table. They know how to complete logical series with decimal numbers or fractions. In measurement, pupils can tell the time and convert units of measurement with or without a conversion table. They are also able to solve arithmetic problems involving operations with units of length or days, hours and minutes. In geometry, pupils know the names of certain solids, basic geometric shapes and some characteristic lines (diagonal, median). Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


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

Longdefinition: Share of 6th grade students scoring at least 609.6 on the PASEC mathematics scale. Students at Level 3 have reached the Sufficient Competency Threshold. They are able to answer arithmetic and measurement questions that require them to analyze situations and decide on the appropriate approach. In arithmetic, they can solve problems involving fractions or decimal numbers, and in measurement, they can solve problems involving surface area or perimeter calculations. Pupils can find data on a diagram prior to calculating distances. They are also able to perform calculations and conversions involving hours, minutes and seconds. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


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

Longdefinition: Average score of male Grade 6 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/


IndicatorName: PASEC: Average performance gap between 6th grade students in multigrade and standard classes. Mathematics

Longdefinition: Average difference in scores between students in multigrade classes and standard classes. Standard classes have one full-time teacher per class/grade, and multigrade classes have pupils from different grades in a single pedagogical group with a single teacher. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Mean performance on the mathematics scale for 6th grade students who did not attend pre-primary education

Longdefinition: Average score of Grade 6 students who did not attend any form of pre-primary education. 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/


IndicatorName: PASEC: Distribution of 6th grade mathematics scores: 5th Percentile Score

Longdefinition: The 5th percentile score is the score below which 5 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Distribution of 6th grade mathematics scores: 1st Percentile Score

Longdefinition: The 1st percentile score is the score below which 1 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Distribution of 6th grade mathematics scores: 10th Percentile Score

Longdefinition: The 10th percentile score is the score below which 10 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Distribution of 6th grade mathematics scores: 25th Percentile Score

Longdefinition: The 25th percentile score is the score below which 25 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Distribution of 6th grade mathematics scores: 50th Percentile Score

Longdefinition: The 50th percentile score is the score below which 50 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Distribution of 6th grade mathematics scores: 75th Percentile Score

Longdefinition: The 75th percentile score is the score below which 75 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Distribution of 6th grade mathematics scores: 90th Percentile Score

Longdefinition: The 90th percentile score is the score below which 90 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Distribution of 6th grade mathematics scores: 95th Percentile Score

Longdefinition: The 95th percentile score is the score below which 95 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Distribution of 6th grade mathematics scores: 99th Percentile Score

Longdefinition: The 99th percentile score is the score below which 99 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Mean performance on the mathematics scale for 6th grade students who attended pre-primary education

Longdefinition: Average score of Grade 6 students who attended any form of pre-primary education. 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/


IndicatorName: PASEC: Average performance gap between 6th grade students who attended/did not attend pre-primary education. Mathematics

Longdefinition: Average difference in scores between students in who attended or did not attend any form of pre-primary education. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Average performance gap between 6th grade students in private and public education. Mathematics

Longdefinition: Average difference between pupil scores in private and public educational institutions controlling for the socioeconomic index and the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When public and private schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Average performance gap between 6th grade students in rural and urban areas. Mathematics

Longdefinition: Average difference between pupil scores in rural and urban areas controlling for the socioeconomic index and the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When urban and rural schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. Urban areas include towns and town suburbs, and rural areas include large villages (several hundred family lots) and small villages (up to one hundred family lots). These urban/rural definitions are standard across countries to facilitate the comparison of trends from one country to another. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Distribution of 5th Grade Mathematics 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/


IndicatorName: PASEC: Distribution of 5th Grade Mathematics 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/