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["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2000","62.31563","2000",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2000","61.21205","2000",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2000","47.31352","2000",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2000","48.97526","2000",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2001","61.04789","2001",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2001","62.3791","2001",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2001","48.72509","2001",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2001","47.49661","2001",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2002","47.6797","2002",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2002","48.47491","2002",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2002","62.44256","2002",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2002","60.88374","2002",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2003","47.86279","2003",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2003","60.71958","2003",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2003","62.50603","2003",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2003","48.22474","2003",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2004","48.04588","2004",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2004","47.97456","2004",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2004","62.56949","2004",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2004","60.55542","2004",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2005","60.39126","2005",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2005","62.63296","2005",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2005","47.72438","2005",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2005","48.22897","2005",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2006","48.41206","2006",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2006","47.47421","2006",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2006","62.69643","2006",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2006","60.2271","2006",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2007","62.75989","2007",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2007","47.22404","2007",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2007","48.59514","2007",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2007","60.06294","2007",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2008","48.77823","2008",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2008","46.97386","2008",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2008","62.82336","2008",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2008","59.89878","2008",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2009","59.73463","2009",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2009","62.88682","2009",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2009","46.72369","2009",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2009","48.96132","2009",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2010","59.57047","2010",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2010","49.14441","2010",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2010","46.47351","2010",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2010","62.95029","2010",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2011","59.40631","2011",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2011","63.01376","2011",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2011","46.22334","2011",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2011","49.3275","2011",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2012","49.51059","2012",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2012","45.97316","2012",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2012","63.07722","2012",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2012","59.24215","2012",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2013","59.07799","2013",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2013","63.14069","2013",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2013","45.72298","2013",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2013","49.69368","2013",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2014","45.47281","2014",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2014","63.20415","2014",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2014","58.91383","2014",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2014","49.87677","2014",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2015","58.74968","2015",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2015","63.26762","2015",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2015","45.22264","2015",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2015","50.05986","2015",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2016","50.24295","2016",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2016","44.97246","2016",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2016","63.33109","2016",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2016","58.58552","2016",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2017","50.42604","2017",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2017","58.42136","2017",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2017","63.39455","2017",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2017","44.72229","2017",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2018","50.60913","2018",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2018","44.47211","2018",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2018","63.45802","2018",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2018","58.2572","2018",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2019","58.09304","2019",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2019","63.52148","2019",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2019","44.22194","2019",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","1","World","2019","50.79221","2019",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2000","29.7","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2000","39.56","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2000","36.61129","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2000","40.27","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2000","32.79","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2000","19.4","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2009","30.95","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2009","30.93","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2009","33.67","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2009","32.26541","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2009","56.36","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2009","43.33176","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2012","38.99","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2012","44.8","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2012","47.66456","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2012","50.72","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2012","39.33503","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2012","39.7","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2015","44.61966","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2015","48.80595","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2015","46.71703","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2015","49.72273","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2018","59.42498","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2018","55.90192","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2018","37.90172","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2018","47.76432","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2018","58.04195","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2018","57.62715","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2019","61.75176","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2019","62.88525","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2019","60.54636","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2021","90.40152","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2021","92.11941","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2021","93.93931","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2022","23.03","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2022","26.05","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2022","29.33","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2022","34.8","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2022","18.39","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2022","26.29","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","8","Albania","2023","68","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2000","88.48772","2000",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2000","61.73769","2000",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2000","89.07651","2000",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2001","88.41137","2001",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2001","61.87788","2001",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2001","88.10408","2001",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2002","87.72044","2002",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2002","62.01807","2002",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2002","87.74622","2002",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2003","87.08109","2003",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2003","62.15825","2003",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2003","87.33679","2003",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2004","86.95315","2004",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2004","62.29844","2004",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2004","86.41595","2004",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2005","85.75081","2005",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2005","62.43863","2005",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2005","86.5695","2005",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2006","62.57882","2006",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2006","85.08567","2006",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2006","86.18586","2006",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2007","84.42053","2007",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2007","62.71901","2007",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2007","85.80222","2007",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2008","85.41857","2008",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2008","62.8592","2008",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2008","83.75539","2008",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2009","83.09026","2009",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2009","85.03493","2009",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2009","62.99939","2009",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2010","82.42512","2010",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2010","63.13958","2010",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2010","84.65128","2010",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2011","81.75998","2011",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2011","84.26764","2011",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2011","63.27977","2011",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2012","63.41996","2012",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2012","83.884","2012",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2012","81.09484","2012",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2013","80.4297","2013",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2013","83.50035","2013",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2013","63.56015","2013",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2014","63.70034","2014",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2014","83.11671","2014",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2014","79.76456","2014",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2015","79.09942","2015",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2015","82.73306","2015",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2015","63.84053","2015",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2016","63.98072","2016",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2016","82.34942","2016",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2016","78.43428","2016",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2017","77.76914","2017",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2017","81.96577","2017",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2017","64.1209","2017",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2018","64.26109","2018",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2018","81.58213","2018",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2018","77.104","2018",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2019","81.19849","2019",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2019","64.40128","2019",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","9","Oceania","2019","76.43887","2019",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","12","Algeria","2007","14.06701","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","12","Algeria","2007","14.86734","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","12","Algeria","2007","13.20936","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","12","Algeria","2015","15.06583","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","12","Algeria","2015","17.51152","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","12","Algeria","2015","20.7498","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","12","Algeria","2015","19.04324","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","12","Algeria","2015","21.03063","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","12","Algeria","2015","27.67634","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2006","20.58498","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2006","24.88","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2006","89.4645","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2006","89.81","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2006","89.15","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2006","16.64","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2009","57.9","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2009","51.39","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2009","54.72519","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2009","32.16","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2009","22.49","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2009","27.21145","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2011","46.41994","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2011","84.08594","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2011","81.85957","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2011","79.86656","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2016","80.78633","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2016","83.53725","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2016","78.49785","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2019","71.74674","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2019","74.16929","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2019","72.52979","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2021","71.57998","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2021","63.78102","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2021","67.43262","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2022","30.84","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2022","38.46","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2022","38.11","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2022","39.62","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2022","36.78","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2022","23.99","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","31","Azerbaijan","2023","61","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2000","42.52","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2000","46.73","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2000","39.81","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2000","63.33","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2000","56.1","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2000","41.32499","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2006","37.94","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2006","34","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2006","35.85652","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2006","42.13603","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2006","50.18","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2006","48.6","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2006","33.1","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2006","47.37502","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2006","44.7","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2006","42.08677","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2006","50.83023","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2006","47.93328","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2009","34.4","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2009","41.16","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2009","38.81","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2009","48.42049","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2009","54.69","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2009","36.44542","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2012","36.95","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2012","38.3","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2012","30.28","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2012","33.51507","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2012","54.11","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2012","46.43523","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2013","20.7","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2013","32.5","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2018","34.96262","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2018","45.11642","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2018","47.88365","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2018","50.57304","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2018","31.03288","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2018","27.21367","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2019","31.9","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2019","28.96901","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2019","34.63299","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2019","12.12942","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2019","13.1","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2019","14.30353","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2022","48.52","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2022","45.49","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2022","29.9","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2022","42.45","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2022","24.24","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","32","Argentina","2022","27.07","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2000","89.67318","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2000","88.85","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2000","87.6","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2000","91.64","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2000","90.69","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2000","84.02","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2003","92.94","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2003","88.15696","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2003","86.24","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2003","85.6574","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2003","83.53","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2003","85.09","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2003","64.86305","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2003","62.65826","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2003","68.09821","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2006","91.81","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2006","87.65","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2006","81.63","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2006","86.39","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2006","87.0328","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2006","86.60399","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2007","60.78501","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2007","64.50566","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2007","57.29458","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2009","85.75038","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2009","84.12645","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2009","83.69","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2009","84.59","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2009","80.34","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2009","90.93","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2011","62.94129","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2011","61.60406","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2011","64.26927","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2012","80.33285","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2012","85.80754","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2012","90.93","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2012","81.73","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2012","80.98","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2012","78.85","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2015","86.70757","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2015","64.43291","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2015","65.67903","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2015","63.93016","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2015","81.93253","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2015","78.02553","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2015","78.1231","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2015","77.23232","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2015","77.92948","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2018","77.78416","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2018","75.64528","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2018","77.34229","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2018","77.56688","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2018","80.37261","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2018","85.25881","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2019","67.9515","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2019","68.57377","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2019","67.6702","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2022","74.02","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2022","74.84","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2022","82.74","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2022","78.81","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2022","73.65","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2022","73.24","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","36","Australia","2023","64","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2000","82.22","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2000","87.17","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2000","82.61","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2000","84.44446","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2000","85.3","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2000","88.91","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2003","81.63","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2003","81.23016","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2003","80.83","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2003","71.76","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2003","86.86","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2003","79.29672","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2006","80.00001","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2006","77.27","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2006","78.48328","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2006","84.63","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2006","72.57","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2006","82.63","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2006","98.39928","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2006","96.86289","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2006","97.62326","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2007","68.89727","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2009","78.65","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2009","64.82","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2009","76.7601","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2009","74.94","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2009","79.74","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2009","72.42369","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2011","97.10411","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2011","96.5088","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2011","97.72839","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2011","70.43405","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2012","87.21","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2012","73.77","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2012","83.89","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2012","81.34507","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2012","78.81","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2012","80.50978","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2015","74.23451","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2015","81.20835","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2015","80.74735","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2015","77.46034","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2015","75.23275","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2015","78.24862","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2016","98.08942","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2016","97.58574","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2016","97.10886","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2018","79.48838","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2018","71.22077","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2018","78.92112","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2018","78.33651","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2018","76.37674","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2018","81.69047","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2019","83.55019","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2019","83.93092","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2019","83.18891","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2021","95.38851","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2021","95.92335","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2021","96.47515","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2022","78.07","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2022","74.72","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2022","71.52","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2022","77.31","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2022","75.14","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","40","Austria","2022","72.88","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2003","13.40253","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2003","20.82552","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2003","17.12856","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2007","16.60908","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2007","18.76543","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2007","21.0556","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2011","21.92539","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2011","30.51013","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2011","26.19335","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2011","33.83277","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2011","34.24128","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2011","33.43132","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2015","39.47395","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2015","43.18407","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2015","36.05217","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2015","42.61992","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2015","37.27004","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2015","39.93383","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2016","59.82738","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2016","69.36834","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2016","78.98646","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2019","53.07546","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2019","55.33282","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2019","51.3133","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2019","59.34952","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2019","55.25173","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2019","54.17751","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2021","80.1439","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2021","62.26237","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2021","71.18333","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2023","45","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","48","Bahrain","2023","30","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2003","53.96795","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2003","56.26984","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2003","42.74586","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2003","51.36447","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2003","40.49514","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2003","45.10877","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2007","62.94791","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2007","59.99581","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2007","63.81102","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2007","63.48834","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2007","62.01363","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2007","58.11217","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2011","49.01759","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2011","51.41391","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2011","40.91933","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2011","46.72195","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2011","40.84838","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2011","41.07063","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2015","55.83526","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2015","53.35225","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2015","48.27394","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2015","54.56382","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2015","51.80103","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2015","50.40721","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2019","64.34171","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2019","63.03454","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2019","65.75158","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","51","Armenia","2023","72","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2000","77.23","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2000","79.47","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2000","80.9","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2000","85.88","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2000","82.19","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2000","80.32178","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2003","83.50253","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2003","84.27","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2003","90.01701","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4. The results correspond only to Belgium (Flemish) Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2003","87.04","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2003","82.12721","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2003","82.8","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2003","77.62","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2006","99.21684","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4. The results correspond only to Belgium (Flemish) Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2006","80.59795","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2006","86.62","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2006","83.01","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2006","75.13","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2006","82.33","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2006","82.65611","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2009","83.17","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2009","78.5","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2009","80.94882","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2009","78.63","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2009","86.18","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2009","82.2574","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2011","89.23522","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4. The results correspond only to Belgium (Flemish) Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2012","80.67","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2012","81.03681","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2012","83.92354","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2012","88.24","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2012","79.64","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2012","81.4","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2015","81.05653","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2015","77.98094","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2015","83.03041","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2015","80.46547","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2015","79.93734","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2015","78.78193","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2015","87.87937","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4. The results correspond only to Belgium (Flemish) Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2016","97.41729","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4. The results correspond only to Belgium (Flemish) Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2018","81.69979","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2018","78.98485","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2018","80.33807","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2018","78.74654","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2018","75.28248","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2018","82.18898","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2019","80.14717","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4. The results correspond only to Belgium (Flemish) Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2019","78.03478","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4. The results correspond only to Belgium (Flemish) Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2019","82.35777","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4. The results correspond only to Belgium (Flemish) Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2021","93.14577","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4. The results correspond only to Belgium (Flemish) Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2021","95.53955","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4. The results correspond only to Belgium (Flemish) Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2021","94.31096","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4. The results correspond only to Belgium (Flemish) Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2022","74.88","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2022","69.93","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2022","75.05","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2022","75.22","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2022","79.38","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2022","74.73","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","56","Belgium","2023","73","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4. The results correspond only to Belgium (Flemish) Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","68","Bolivia (Plurinational State of)","2017","7.7","2017",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6; Nota aclaratoria: Los datos del Estado Plurinacional de Bolivia corresponden al Diagnostico Nacional realizado en aplicacion de los instrumentos del Tercer Estudio Regional Comparativo y Explicativo (TERCE), mismos que no son estrictamente comparables Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","68","Bolivia (Plurinational State of)","2017","8.3","2017",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6; Nota aclaratoria: Los datos del Estado Plurinacional de Bolivia corresponden al Diagnostico Nacional realizado en aplicacion de los instrumentos del Tercer Estudio Regional Comparativo y Explicativo (TERCE), mismos que no son estrictamente comparables Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","68","Bolivia (Plurinational State of)","2017","7","2017",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6; Nota aclaratoria: Los datos del Estado Plurinacional de Bolivia corresponden al Diagnostico Nacional realizado en aplicacion de los instrumentos del Tercer Estudio Regional Comparativo y Explicativo (TERCE), mismos que no son estrictamente comparables Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","68","Bolivia (Plurinational State of)","2017","15.2","2017",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6; Nota aclaratoria: Los datos del Estado Plurinacional de Bolivia corresponden al Diagnostico Nacional realizado en aplicacion de los instrumentos del Tercer Estudio Regional Comparativo y Explicativo (TERCE), mismos que no son estrictamente comparables Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","68","Bolivia (Plurinational State of)","2017","14.2","2017",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6; Nota aclaratoria: Los datos del Estado Plurinacional de Bolivia corresponden al Diagnostico Nacional realizado en aplicacion de los instrumentos del Tercer Estudio Regional Comparativo y Explicativo (TERCE), mismos que no son estrictamente comparables Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","68","Bolivia (Plurinational State of)","2017","16.4","2017",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6; Nota aclaratoria: Los datos del Estado Plurinacional de Bolivia corresponden al Diagnostico Nacional realizado en aplicacion de los instrumentos del Tercer Estudio Regional Comparativo y Explicativo (TERCE), mismos que no son estrictamente comparables Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","70","Bosnia and Herzegovina","2018","42.43659","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","70","Bosnia and Herzegovina","2018","46.32493","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","70","Bosnia and Herzegovina","2018","54.76662","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","70","Bosnia and Herzegovina","2018","38.28907","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","70","Bosnia and Herzegovina","2019","39.55167","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","70","Bosnia and Herzegovina","2019","36.46904","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","70","Bosnia and Herzegovina","2019","42.56869","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","70","Bosnia and Herzegovina","2023","38","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","72","Botswana","2006","16.5","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","72","Botswana","2006","64.4","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","72","Botswana","2006","56.7","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","72","Botswana","2006","48.7","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","72","Botswana","2013","77.3","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","72","Botswana","2013","36.6","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","72","Botswana","2013","34.1","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","72","Botswana","2013","39.2","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","72","Botswana","2013","60.3","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","72","Botswana","2013","68.5","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2000","24.21","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2000","19.59474","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2000","15.92","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2000","47.89","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2000","44.3","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2000","40.51","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2003","27.46","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2003","43.12","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2003","49.99937","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2003","55.95","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2003","22.54","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2003","24.8314","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2006","40.45","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2006","50.08","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2006","44.49665","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2006","38","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2006","27.48007","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2006","24.33","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2006","31.14","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2006","53.92361","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2006","49.93","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2006","46.1968","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2006","38.33851","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2006","42.74207","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2009","34.21","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2009","43.51","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2009","50.44337","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2009","56.57","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2009","27.94","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2009","30.88083","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2012","50.80857","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2012","41.3","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2012","35.73","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2012","32.91091","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2012","27.98","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2012","56.58","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2013","36.8","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2013","16.6","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2015","33.36211","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2015","44.29188","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2015","26.33953","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2015","29.74863","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2015","49.00791","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2015","53.45719","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2018","44.43711","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2018","33.98236","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2018","55.65137","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2018","50.04612","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2018","31.90613","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2018","29.8313","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2019","43.5","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2019","40.31141","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2019","46.92054","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2019","30.67293","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2019","28.8","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2019","26.82731","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2022","49.66","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2022","53.31","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2022","29.1","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2022","45.98","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2022","24.15","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","76","Brazil","2022","26.62","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","84","Belize","2001","29.69905","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","84","Belize","2001","21.56034","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","84","Belize","2001","25.21795","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","90","Solomon Islands","2021","86.35","2021",null,null,null,null,"Pacific Islands Literacy and Numeracy Assessment (PILNA). MPL conditional to revision by the UIS and Education Data and Statistics Commission (EDSC). Students achieving at least proficiency level 6. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","90","Solomon Islands","2021","52.78","2021",null,null,null,null,"Pacific Islands Literacy and Numeracy Assessment (PILNA). MPL conditional to revision by the UIS and Education Data and Statistics Commission (EDSC). Students achieving at least proficiency level 6. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","96","Brunei Darussalam","2018","54.52","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","96","Brunei Darussalam","2018","48.19751","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","96","Brunei Darussalam","2018","52.13175","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","96","Brunei Darussalam","2018","53.99125","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","96","Brunei Darussalam","2018","41.99665","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","96","Brunei Darussalam","2018","50.30802","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","96","Brunei Darussalam","2022","50.55","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","96","Brunei Darussalam","2022","61.68","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","96","Brunei Darussalam","2022","58.11","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","96","Brunei Darussalam","2022","57.84","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","96","Brunei Darussalam","2022","54.68","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","96","Brunei Darussalam","2022","65.4","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2000","49.71","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2000","53.41","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2000","70.22","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2000","59.7","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2000","54.59159","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2000","55.85","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2001","96.783","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2001","93.42708","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2001","95.0493","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2006","48.46","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2006","46.72246","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2006","48.92784","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2006","59.57","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2006","94.76472","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2006","93.22733","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2006","96.35489","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2006","45.1","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2006","39.02","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2009","51.81","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2009","70.85","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2009","59.01265","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2009","52.87923","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2009","54.03","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2009","48.03","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2011","94.5235","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2011","92.02394","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2011","93.04844","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2012","72.99","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2012","54.86","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2012","49.07","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2012","57.73","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2012","56.24342","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2012","60.60917","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2015","67.65246","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2015","58.53054","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2015","59.38805","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2015","76.25733","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2015","57.92654","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2015","50.36671","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2015","56.61854","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2015","75.11706","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2015","74.01882","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2016","94.78671","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2016","94.00213","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2016","95.58441","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2018","61.92015","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2018","54.8432","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2018","44.92272","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2018","56.42893","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2018","55.58716","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2018","52.8972","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2019","70.858","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2019","71.10987","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2019","70.57986","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2021","93.84066","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2021","92.00122","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2021","92.87987","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2022","54.22","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2022","46.4","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2022","47.98","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2022","40.95","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2022","45.03","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2022","47.13","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","100","Bulgaria","2023","74","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","104","Myanmar","2019","12","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","104","Myanmar","2019","12","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","104","Myanmar","2019","12.3","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","104","Myanmar","2019","12.1","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","104","Myanmar","2019","11","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","104","Myanmar","2019","9.5","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","108","Burundi","2014","7.4","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","108","Burundi","2014","6.32","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","108","Burundi","2014","39.9","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","108","Burundi","2014","28.75","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","108","Burundi","2014","54.01","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","108","Burundi","2014","4.42","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","108","Burundi","2019","4.3","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","108","Burundi","2019","4.5","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","108","Burundi","2019","4.6","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","108","Burundi","2019","14.4","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","108","Burundi","2019","23.7","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","108","Burundi","2019","18","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","112","Belarus","2018","76.58973","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","112","Belarus","2018","70.95741","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","112","Belarus","2018","71.55866","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","112","Belarus","2018","70.2907","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","112","Belarus","2018","70.63742","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","112","Belarus","2018","82.04097","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","116","Cambodia","2017","7.50555","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","116","Cambodia","2017","8.79128","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","116","Cambodia","2017","9.03948","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","116","Cambodia","2017","9.88192","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","116","Cambodia","2017","10.85279","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","116","Cambodia","2017","6.02381","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","116","Cambodia","2019","8.1","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","116","Cambodia","2019","11","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","116","Cambodia","2019","13.8","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","116","Cambodia","2019","18","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","116","Cambodia","2019","17","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","116","Cambodia","2019","20.2","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","116","Cambodia","2022","6.22","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","116","Cambodia","2022","12.62","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","116","Cambodia","2022","11.99","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","116","Cambodia","2022","11.48","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","116","Cambodia","2022","9.35","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","116","Cambodia","2022","7.92","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","120","Cameroon","2014","11.45","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","120","Cameroon","2014","11.8","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","120","Cameroon","2014","26.52","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","120","Cameroon","2014","24.1","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","120","Cameroon","2014","22.12","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","120","Cameroon","2014","10.75","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","120","Cameroon","2019","11.1","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","120","Cameroon","2019","10.4","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","120","Cameroon","2019","12.3","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","120","Cameroon","2019","28.2","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","120","Cameroon","2019","30.2","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","120","Cameroon","2019","32.6","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2000","90.5","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2000","93.95","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2000","90.5","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2000","90.59238","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2000","91.1","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2000","87.28","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2001","97.89558","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2001","95.93527","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2001","96.90736","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2003","89.87969","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2003","90.57","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2003","94.44","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2003","90.46056","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2003","86.66","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2003","89.75","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2006","85.52","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2006","89.04412","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2006","92.6","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2006","88.71","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2006","89.21339","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2006","89.71","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2009","85.53","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2009","89.11","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2009","88.52367","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2009","87.93","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2009","93.95","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2009","89.71093","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2011","98.2017","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2011","97.75078","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2011","97.29483","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2012","86.6","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2012","84.81","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2012","89.10521","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2012","93.39","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2012","85.74","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2012","86.17105","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2015","92.48483","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2015","89.31843","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2015","86.14321","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2015","85.97401","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2015","85.63728","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2015","85.30152","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2015","67.87034","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2015","71.10169","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2015","69.43591","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2016","96.32409","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2016","95.74039","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2016","95.27137","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2018","83.60393","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2018","82.17318","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2018","86.24969","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2018","90.3906","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2018","83.87651","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2018","83.73881","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2019","68.72056","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2019","72.10044","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2019","64.38827","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2021","98.48514","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4. The results correspond only to Quebec Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2021","98.77729","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4. The results correspond only to Quebec Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2021","99.06527","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4. The results correspond only to Quebec Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2022","78.24","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2022","78.73","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2022","78.37","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2022","78.03","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2022","85.59","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2022","81.85","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","124","Canada","2023","65","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","148","Chad","2014","3","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","148","Chad","2014","3.14","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","148","Chad","2014","1","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","148","Chad","2014","2.04","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","148","Chad","2014","3","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","148","Chad","2014","2.82","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","148","Chad","2019","2.1","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","148","Chad","2019","1.7","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","148","Chad","2019","1.8","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","148","Chad","2019","7.8","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","148","Chad","2019","7.6","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","148","Chad","2019","7.4","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2000","46.39","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2000","51.9","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2000","56.63","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2003","12.13593","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2003","15.01175","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2003","17.65691","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2006","63.13497","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2006","61.63","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2006","60.97321","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2006","60.16","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2006","67.95","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2006","63.74076","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2006","50.91","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2006","52.98038","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2006","49.20994","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2009","75.2","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2009","63.89","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2009","69.43745","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2011","25.09776","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2011","22.95263","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2011","21.05141","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2012","72.83","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2012","66.98467","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2012","60.76","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2013","44.3","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2013","58.4","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2015","68.9751","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2015","32.02437","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2015","71.61538","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2015","74.28334","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2015","23.61255","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2015","27.89217","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2018","63.51792","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2018","73.16235","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2018","68.27905","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2019","34.57215","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2019","32.50882","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2019","30.54965","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2022","64.22","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2022","39.92","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2022","44.29","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2022","66.27","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2022","68.42","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2022","48.47","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","152","Chile","2023","24","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2006","49.11072","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2006","48.2","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2006","41.7","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2006","33.5","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2006","38.06","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2006","42.41276","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2006","34.41809","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2006","44.29747","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2006","46.52","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2006","28.1038","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2006","23.48","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2006","47.39249","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2009","29.55274","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2009","22.28","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2009","55.07","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2009","52.88558","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2009","37.56","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2009","50.48","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2012","32.66","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2012","48.55411","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2012","53.31","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2012","20.42","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2012","26.18298","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2012","43.21","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2013","38.7","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2013","15.4","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2015","53.68889","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2015","37.01649","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2015","33.71327","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2015","30.75017","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2015","60.27458","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2015","57.16047","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2018","50.09685","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2018","51.99246","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2018","29.73434","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2018","34.6132","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2018","39.68988","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2018","48.12439","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2019","16.6","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2019","17.76318","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2019","15.401","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2019","37.5","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2019","35.40253","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2019","39.64055","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2022","45.84","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2022","31.21","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2022","28.79","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2022","26.53","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2022","51.19","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","170","Colombia","2022","48.61","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","178","Congo","2014","17.1","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","178","Congo","2014","16.08","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","178","Congo","2014","18.06","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","178","Congo","2014","5","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","178","Congo","2014","4.96","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","178","Congo","2014","5.9","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","178","Congo","2019","30.2","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","178","Congo","2019","33.6","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","178","Congo","2019","7.7","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","178","Congo","2019","7.3","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","178","Congo","2019","8.6","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","178","Congo","2019","37","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","180","Democratic Republic of the Congo","2019","3.2","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","180","Democratic Republic of the Congo","2019","3.6","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","180","Democratic Republic of the Congo","2019","2.9","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","180","Democratic Republic of the Congo","2019","9.2","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","180","Democratic Republic of the Congo","2019","9.9","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","180","Democratic Republic of the Congo","2019","8.5","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","184","Cook Islands","2021","74.67","2021",null,null,null,null,"Pacific Islands Literacy and Numeracy Assessment (PILNA). MPL conditional to revision by the UIS and Education Data and Statistics Commission (EDSC). Students achieving at least proficiency level 6. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","184","Cook Islands","2021","62.92","2021",null,null,null,null,"Pacific Islands Literacy and Numeracy Assessment (PILNA). MPL conditional to revision by the UIS and Education Data and Statistics Commission (EDSC). Students achieving at least proficiency level 6. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2006","71.275","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2006","62.65","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2006","67.00606","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2006","57.85029","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2006","71.32","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2006","71.21848","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2009","62.68","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2009","51.05","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2009","67.37795","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2009","71.55","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2009","36.44","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2009","43.30638","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2012","74.09","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2012","67.61731","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2012","47.74","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2012","60.29","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2012","40.1268","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2012","33.4","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2013","49.6","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2013","21.2","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2015","63.31438","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2015","32.48042","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2015","37.5032","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2015","55.95658","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2015","42.689","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2015","59.69358","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2018","40.00191","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2018","35.488","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2018","61.28353","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2018","58.03514","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2018","44.62523","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2018","54.70803","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2019","54","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2019","51.43695","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2019","56.64323","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2019","20.9","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2019","22.76479","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2019","19.09261","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2022","53.61","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2022","23.6","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2022","28.16","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2022","32.57","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2022","52.28","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","188","Costa Rica","2022","52.93","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2006","69.5","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2006","73.26","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2006","71.41934","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2006","69.58","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2006","87.4","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2006","78.45754","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2009","68.16","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2009","68.78","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2009","77.56462","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2009","87.47","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2009","65.36","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2009","66.84657","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2011","98.57218","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2011","98.99943","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2011","57.19501","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2011","63.59598","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2011","60.42025","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2011","99.43163","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2012","81.30265","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2012","72.41","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2012","71.18","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2012","70.13055","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2012","69.03","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2012","90.55","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2015","80.13412","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2015","84.85115","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2015","66.06913","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2015","64.66322","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2015","67.96101","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2015","70.00217","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2015","75.04488","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2015","67.45963","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2015","70.12963","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2018","71.77993","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2018","69.56254","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2018","68.83926","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2018","68.12548","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2018","84.97514","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2018","78.42116","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2019","70.00589","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2019","67.43319","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2019","72.68054","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2021","98.07728","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2021","97.81674","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2021","98.3552","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2022","66.98","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2022","71.48","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2022","77.33","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2022","83.59","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2022","67.16","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","191","Croatia","2022","67.06","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","192","Cuba","2019","50.57806","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","192","Cuba","2019","38.75837","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","192","Cuba","2019","44.5","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","192","Cuba","2019","20.7","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","192","Cuba","2019","20.57444","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","192","Cuba","2019","20.90105","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2001","86.75684","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2001","83.5945","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2001","90.12563","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2003","69.08512","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2003","67.61257","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2003","66.08614","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2012","57.97041","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2012","67.24018","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2015","64.37147","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2015","57.40545","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2015","73.75824","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2015","74.20765","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2015","73.29376","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2018","63.14465","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2018","56.2921","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2018","67.25756","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2018","45.73983","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2019","73.74552","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2019","80.39186","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2019","76.9192","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2021","92.55679","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2021","90.99461","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2021","91.79172","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2022","39.4","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2022","46.9","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","196","Cyprus","2023","71","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2000","33.74089","2000",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2000","15.62852","2000",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2001","33.55625","2001",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2001","15.39268","2001",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2002","33.37162","2002",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2002","15.15684","2002",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2003","14.921","2003",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2003","33.18699","2003",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2004","33.00235","2004",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2004","14.68517","2004",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2005","14.44933","2005",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2005","32.81771","2005",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2006","32.63308","2006",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2006","14.21349","2006",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2007","13.97766","2007",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2007","32.44845","2007",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2008","32.26381","2008",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2008","13.74182","2008",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2009","13.50598","2009",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2009","32.07918","2009",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2010","31.89455","2010",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2010","13.27015","2010",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2011","13.03431","2011",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2011","31.70991","2011",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2012","31.52528","2012",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2012","12.79847","2012",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2013","12.56263","2013",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2013","31.34064","2013",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2014","12.3268","2014",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2014","31.15601","2014",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2015","12.09096","2015",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2015","30.97138","2015",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2016","30.78674","2016",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2016","11.85512","2016",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2017","11.61929","2017",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2017","30.60211","2017",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2018","30.41747","2018",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2018","11.38345","2018",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2019","11.14761","2019",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","202","Sub-Saharan Africa","2019","30.23284","2019",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2000","76.87635","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2000","77","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2000","82.5","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2000","88.48","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2000","76.44","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2000","77.04","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2001","97.27002","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2001","96.57943","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2001","97.99281","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2003","84.88","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2003","76.47","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2003","85.02","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2003","80.68714","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2003","81.95","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2003","83.43299","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2006","80.839","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2006","78.8","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2006","75.22457","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2006","83.1","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2006","69.18","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2006","82.41","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2007","58.56877","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2007","59.73452","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2007","57.3394","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2009","78.36","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2009","69.23","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2009","85.72","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2009","76.94532","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2009","76.88","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2009","77.66716","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2011","69.28036","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2011","74.15403","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2011","71.79266","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2011","98.56715","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2011","97.92711","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2011","98.25079","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2012","77.19","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2012","80.72","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2012","79.03689","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2012","77.27","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2012","83.13411","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2012","89.39","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2015","83.04278","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2015","77.97674","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2015","78.72189","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2015","78.30897","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2015","77.91761","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2015","73.17524","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2015","78.41877","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2015","79.41916","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2015","77.39211","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2016","97.03947","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2016","96.13597","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2016","97.97584","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2018","73.71976","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2018","79.1995","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2018","79.61492","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2018","80.04899","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2018","79.25952","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2018","85.04798","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2019","76.45569","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2019","80.23538","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2019","78.42741","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2021","96.50186","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2021","95.53595","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2021","96.01133","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2022","74.79","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2022","74.48","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2022","74.17","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2022","73.75","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2022","83.7","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2022","78.66","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","203","Czechia","2023","78","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","204","Benin","2014","22.7","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","204","Benin","2014","20.31","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","204","Benin","2014","26.05","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","204","Benin","2014","9.21","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","204","Benin","2014","10.8","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","204","Benin","2014","10.21","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","204","Benin","2019","19.1","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","204","Benin","2019","19.1","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","204","Benin","2019","47.4","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","204","Benin","2019","44.3","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","204","Benin","2019","45.5","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","204","Benin","2019","19.8","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2000","87.16","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2000","86.1676","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2000","85.48","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2000","82.1","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2000","86.65","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2000","78.24","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2003","86.64","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2003","79.52","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2003","87.3","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2003","83.47883","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2003","82.62","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2003","84.5929","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2006","79.29","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2006","87.93","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2006","86.36603","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2006","84.82","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2006","83.98577","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2006","88.63","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2009","84.78205","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2009","80.6","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2009","82.94641","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2009","85.34","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2009","88.53","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2009","80.96","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2012","85.35578","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2012","89.93","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2012","80.83","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2012","84.89","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2012","83.15936","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2012","81.42","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2015","87.96385","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2015","85.00438","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2015","85.75095","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2015","86.42804","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2015","87.0988","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2015","82.07345","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2018","85.12017","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2018","85.42881","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2018","85.738","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2018","84.00047","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2018","79.09293","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2018","88.91687","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2022","80.21","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2022","77.47","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2022","84.72","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2022","81.03","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2022","78.91","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","208","Denmark","2022","79.55","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2006","12.21775","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2006","9.04137","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2006","10.58","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2006","6.30643","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2006","8.61471","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2006","7.09","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2013","8","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2013","1.5","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2015","22.69276","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2015","9.71653","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2015","9.45183","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2015","9.19608","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2015","27.86454","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2015","32.86139","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2018","9.14794","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2018","9.44209","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2018","9.73815","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2018","16.14793","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2018","25.70255","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2018","20.94059","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2019","2.17287","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2019","16.4","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2019","12.1312","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2019","20.71139","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2019","2.1","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2019","2.1616","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2022","18.95","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2022","8.13","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2022","7.56","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2022","7.05","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2022","24.59","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","214","Dominican Republic","2022","29.59","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","218","Ecuador","2006","23.57221","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","218","Ecuador","2006","20.94626","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","218","Ecuador","2006","22.36","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","218","Ecuador","2006","25.94788","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","218","Ecuador","2006","25.81892","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","218","Ecuador","2006","25.75","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","218","Ecuador","2013","14.1","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","218","Ecuador","2013","23.7","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","218","Ecuador","2017","47.11627","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","218","Ecuador","2017","51.7925","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","218","Ecuador","2017","49.41969","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","218","Ecuador","2017","23.98329","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","218","Ecuador","2017","34.00321","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","218","Ecuador","2017","29.0676","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","218","Ecuador","2019","23.20843","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","218","Ecuador","2019","22.61118","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","218","Ecuador","2019","26.1","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","218","Ecuador","2019","24.20364","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","218","Ecuador","2019","28.04338","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","218","Ecuador","2019","22.9","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","222","El Salvador","2006","24.70112","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","222","El Salvador","2006","30.12959","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","222","El Salvador","2006","27.25877","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","222","El Salvador","2006","33.53078","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","222","El Salvador","2006","34.05953","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","222","El Salvador","2006","33.09658","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","222","El Salvador","2007","4.42414","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","222","El Salvador","2007","3.467","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","222","El Salvador","2007","2.61593","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","222","El Salvador","2019","8.14316","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","222","El Salvador","2019","6.91184","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","222","El Salvador","2019","32.50422","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","222","El Salvador","2019","26.32364","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","222","El Salvador","2019","29.4","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","222","El Salvador","2019","7.6","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","222","El Salvador","2022","12.09","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","222","El Salvador","2022","25.26","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","222","El Salvador","2022","9.27","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","222","El Salvador","2022","10.65","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","222","El Salvador","2022","27.97","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","222","El Salvador","2022","30.55","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","233","Estonia","2006","87.92124","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","233","Estonia","2006","86.35941","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","233","Estonia","2009","87.3623","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","233","Estonia","2009","86.66734","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","233","Estonia","2012","90.87593","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","233","Estonia","2012","89.45552","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","233","Estonia","2015","85.77631","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","233","Estonia","2015","87.94977","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","233","Estonia","2015","88.78235","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","233","Estonia","2015","89.64921","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","233","Estonia","2015","89.36135","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","233","Estonia","2015","93.09679","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","233","Estonia","2018","89.87686","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","233","Estonia","2018","85.53826","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","233","Estonia","2018","92.3565","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","233","Estonia","2018","88.94572","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","233","Estonia","2018","89.69022","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","233","Estonia","2018","89.78358","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","233","Estonia","2022","85.26","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","233","Estonia","2022","86.19","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","233","Estonia","2022","90.11","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","233","Estonia","2022","82.53","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","233","Estonia","2022","85.03","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","233","Estonia","2022","84.82","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","242","Fiji","2021","59.55","2021",null,null,null,null,"Pacific Islands Literacy and Numeracy Assessment (PILNA). MPL conditional to revision by the UIS and Education Data and Statistics Commission (EDSC). Students achieving at least proficiency level 6. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","242","Fiji","2021","66.43","2021",null,null,null,null,"Pacific Islands Literacy and Numeracy Assessment (PILNA). MPL conditional to revision by the UIS and Education Data and Statistics Commission (EDSC). Students achieving at least proficiency level 6. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2000","89.03","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2000","91.74","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2000","96.84","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2000","93.1","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2000","92.4","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2000","92.0814","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2003","93.79","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2003","94.29719","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2003","97.6","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2003","92.69","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2003","93.24083","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2003","90.98","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2006","94.06","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2006","94.04777","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2006","91.88","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2006","94.04","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2006","98.45","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2006","95.18986","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2009","92.15396","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2009","92.47","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2009","91.89128","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2009","96.8","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2009","91.84","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2009","87","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2011","98.91159","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2011","99.49656","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2011","84.66516","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2011","84.99955","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2011","84.31278","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2011","99.20121","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2012","87.73212","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2012","82.26","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2012","85.95","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2012","95.4","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2012","88.65054","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2012","89.61","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2015","86.43602","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2015","88.76214","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2015","88.90851","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2015","82.19813","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2015","94.28991","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2015","84.26792","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2015","83.89269","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2015","85.18339","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2015","79.42611","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2016","98.92597","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2016","97.65054","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2016","98.28993","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2018","85.02446","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2018","80.39666","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2018","83.17412","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2018","92.74826","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2018","86.45547","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2018","86.94626","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2019","78.04993","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2019","78.29525","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2019","77.87226","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2021","96.4831","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2021","95.41634","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2021","97.55673","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2022","77.82","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2022","78.58","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2022","85.67","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2022","72.57","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2022","71.76","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2022","75.15","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","246","Finland","2023","76","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2000","86.38","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2000","89.5","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2000","84.8","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2000","85.17","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2000","85.61391","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2000","80.08","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2001","96.82995","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2001","94.36311","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2001","95.36404","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2003","87.89","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2003","83.22","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2003","76.49","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2003","83.36898","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2003","83.51","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2003","82.48507","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2006","83.5","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2006","78.27248","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2006","77.62","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2006","96.95291","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2006","77.74448","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2006","72.73","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2006","77.87","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2006","95.90742","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2006","94.97278","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2009","78.38","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2009","74.34","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2009","77.47568","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2009","76.62","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2009","80.24786","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2009","85.86","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2011","95.19038","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2011","95.40194","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2011","95.26912","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2012","74.52","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2012","77.65","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2012","87.29","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2012","81.08346","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2012","77.64","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2012","77.64565","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2015","78.51392","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2015","83.07976","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2015","73.87893","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2015","58.06875","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2015","76.52206","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2015","76.87688","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2015","76.16186","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2015","59.02802","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2015","57.04231","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2016","93.71542","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2016","92.79399","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2016","94.67617","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2018","83.68581","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2018","79.06275","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2018","78.79135","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2018","78.6961","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2018","74.56261","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2018","78.74437","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2019","54.17498","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2019","59.35082","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2019","56.65546","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2021","93.86261","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2021","95.14478","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2021","92.58075","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2022","69.16","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2022","71.2","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2022","71.14","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2022","71.25","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2022","73.13","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2022","76.95","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","250","France","2023","56","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","266","Gabon","2019","20.2","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","266","Gabon","2019","76.3","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","266","Gabon","2019","73.6","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","266","Gabon","2019","78.9","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","266","Gabon","2019","22.9","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","266","Gabon","2019","26.6","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2006","85.4317","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2006","78.84642","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2006","82.02211","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2007","35.50246","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2007","34.98581","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2007","35.22814","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2009","26.31","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2009","50.05","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2009","38.02633","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2009","30.92","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2009","31.66","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2009","31.28598","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2011","41.25604","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2011","40.47891","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2011","42.10361","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2011","86.48549","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2011","83.47171","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2011","89.9073","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2015","47.78539","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2015","40.09174","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2015","48.34195","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2015","60.85177","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2015","46.77198","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2015","47.26423","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2015","37.08509","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2015","42.90395","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2015","46.02918","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2016","89.73262","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2016","83.28828","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2016","86.47637","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2018","38.23928","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2018","39.71578","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2018","38.94551","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2018","27.93804","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2018","44.00627","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2018","35.62373","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2019","55.81791","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2019","56.52307","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2019","53.25914","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2021","87.15887","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2021","83.47585","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2021","91.06581","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2022","33.55","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2022","34.48","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2022","32.68","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2022","33.11","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2022","25.7","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2022","41.01","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","268","Georgia","2023","63","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","275","State of Palestine","2003","19.93676","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","275","State of Palestine","2003","18.70596","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","275","State of Palestine","2003","17.22166","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","275","State of Palestine","2007","11.9559","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","275","State of Palestine","2007","15.18515","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","275","State of Palestine","2007","18.37731","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","275","State of Palestine","2011","27.9013","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","275","State of Palestine","2011","25.27581","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","275","State of Palestine","2011","22.47941","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","275","State of Palestine","2022","16.82","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","275","State of Palestine","2022","20.06","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","275","State of Palestine","2022","22.64","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","275","State of Palestine","2022","30.87","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","275","State of Palestine","2022","22.9","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","275","State of Palestine","2022","12.9","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","275","State of Palestine","2023","16","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2000","72.86","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2000","73.74596","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2000","73.42","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2000","81.82","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2000","77.3","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2000","74.81","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2001","97.45722","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2001","96.65567","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2001","97.03419","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2003","78.59","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2003","77.6628","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2003","83.72","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2003","71.94","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2003","78.39567","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2003","78.61","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2006","85.82","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2006","97.40809","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2006","97.36738","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2006","97.85017","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2006","79.97516","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2006","82.21","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2006","77.92","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2006","80.13083","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2006","74.49","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2007","78.48816","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2007","81.70604","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2007","76.79329","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2009","81.53328","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2009","87.32","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2009","75.99","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2009","81.3819","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2009","79.85","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2009","82.85","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2011","98.12445","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2011","97.32029","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2011","97.61059","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2011","79.34368","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2011","82.06358","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2011","80.72361","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2012","85.50899","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2012","83.2","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2012","81.29","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2012","82.26133","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2012","79.87","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2012","91.35","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2015","81.21955","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2015","76.73478","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2015","76.02794","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2015","77.33704","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2015","82.80903","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2015","80.67615","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2015","84.86765","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2015","83.77371","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2015","86.41999","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2016","94.50745","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2016","94.80321","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2016","96.17979","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2018","78.82264","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2018","78.99732","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2018","78.90338","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2018","75.61141","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2018","83.62351","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2018","79.31491","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2019","73.54794","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2019","74.64573","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2019","78.36313","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2021","94.4253","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2021","92.78169","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2021","93.58737","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2022","70.5","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2022","69.28","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2022","71.68","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2022","74.5","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2022","71.27","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2022","77.83","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","276","Germany","2023","75","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","288","Ghana","2003","2.02202","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","288","Ghana","2003","1.58956","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","288","Ghana","2003","1.07074","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","288","Ghana","2007","3.69591","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","288","Ghana","2007","4.68596","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","288","Ghana","2007","2.51101","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","288","Ghana","2011","5.87009","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","288","Ghana","2011","4.84779","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","288","Ghana","2011","3.71337","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","296","Kiribati","2021","53.12","2021",null,null,null,null,"Pacific Islands Literacy and Numeracy Assessment (PILNA). MPL conditional to revision by the UIS and Education Data and Statistics Commission (EDSC). Students achieving at least proficiency level 6. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","296","Kiribati","2021","13.75","2021",null,null,null,null,"Pacific Islands Literacy and Numeracy Assessment (PILNA). MPL conditional to revision by the UIS and Education Data and Statistics Commission (EDSC). Students achieving at least proficiency level 6. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2000","69.14","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2000","61.3","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2000","61.16936","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2000","61.63","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2000","82.31","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2000","75.7","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2001","94.50704","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2001","92.07542","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2001","97.1434","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2003","58.09","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2003","67.46","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2003","74.73981","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2003","81.53","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2003","64.25","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2003","61.05708","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2006","68.07","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2006","67.66031","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2006","67.26","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2006","72.31361","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2006","61.4","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2006","83.34","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2009","86.78","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2009","71.52","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2009","69.68157","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2009","67.91","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2009","70.28","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2009","78.67834","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2012","86.73","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2012","63.12","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2012","64.31079","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2012","65.52","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2012","77.37254","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2012","67.84","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2015","80.43881","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2015","65.53277","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2015","72.68283","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2015","63.14876","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2015","64.24347","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2015","65.43095","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2018","62.97993","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2018","69.4842","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2018","60.83468","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2018","78.38315","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2018","65.37629","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2018","64.16108","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2022","51.76","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2022","68.48","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2022","56.43","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2022","62.37","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2022","53.8","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","300","Greece","2022","52.79","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2006","20.57787","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2006","21.49666","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2006","20.72","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2006","21.48","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2006","23.55758","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2006","19.78887","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2013","8.7","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2013","19.4","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2017","27.55319","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2017","9.65206","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2017","10.63765","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2017","11.53258","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2017","32.58363","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2017","29.94714","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2019","7.64133","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2019","5.65436","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2019","16.3417","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2019","15.9","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2019","15.54559","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2019","6.7","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2022","32.84","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2022","30.24","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2022","31.57","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2022","15.5","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2022","13.08","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","320","Guatemala","2022","10.78","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","324","Guinea","2019","21.9","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","324","Guinea","2019","22.2","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","324","Guinea","2019","6.2","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","324","Guinea","2019","7.9","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","324","Guinea","2019","6.8","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","324","Guinea","2019","22.6","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","340","Honduras","2013","6.7","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","340","Honduras","2013","15.8","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","340","Honduras","2017","15.43761","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","340","Honduras","2017","18.85566","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","340","Honduras","2017","29.69789","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","340","Honduras","2017","31.29932","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","340","Honduras","2017","27.89363","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","340","Honduras","2017","12.40379","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","340","Honduras","2019","18.26355","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","340","Honduras","2019","16.2","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","340","Honduras","2019","14.12974","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","340","Honduras","2019","11.2","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","340","Honduras","2019","11.9885","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","340","Honduras","2019","10.42503","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2000","92.23","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2000","91.71","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2000","91.96777","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2000","91","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2000","93.66","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2000","88.15","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2001","96.62419","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2001","98.41163","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2001","95.09018","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2003","92.98","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2003","82.96","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2003","92.49035","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2003","94.80121","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2003","87.95027","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2003","89.59563","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2003","88.18","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2003","91.02","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2003","93.57886","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2006","89.73","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2006","91.24","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2006","99.14615","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2006","99.61177","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2006","90.47355","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2006","92.85144","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2006","89.93","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2006","98.78193","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2006","95.69","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2007","97.58308","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2007","96.06547","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2007","96.82045","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2009","91.64","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2009","90.78","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2009","95.08","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2009","88.71","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2009","91.71064","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2009","91.23585","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2011","98.90722","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2011","99.18508","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2011","96.16563","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2011","95.71475","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2011","96.69915","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2011","99.57378","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2012","90.85","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2012","91.52","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2012","91.45","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2012","91.48302","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2012","95.95","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2012","93.21001","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2015","91.80083","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2015","87.44048","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2015","94.05826","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2015","97.73315","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2015","90.7034","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2015","91.01389","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2015","90.24593","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2015","97.85341","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2015","97.79839","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2016","98.5961","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2016","98.04642","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2016","99.19437","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2018","82.96813","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2018","92.07989","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2018","92.27739","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2018","89.45798","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2018","90.82994","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2018","87.40203","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2019","96.14653","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2019","95.55637","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2019","95.02882","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2021","98.78748","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2021","98.27992","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2021","97.75772","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2022","87.7","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2022","79.13","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2022","86.43","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2022","82.54","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2022","86.16","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2022","84.8","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","344","China, Hong Kong Special Administrative Region","2023","91","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2000","82.08","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2000","72.8","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2000","77.4","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2001","96.51043","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2001","98.55017","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2001","97.54714","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2003","75.59392","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2003","75.3206","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2003","74.98353","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2003","76.19501","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2003","85.07","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2003","74.46","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2003","79.47239","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2003","75.75478","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2003","75.9732","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2006","86.78","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2006","97.69919","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2006","97.43173","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2006","79.4421","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2006","72.68","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2006","97.15555","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2007","70.03138","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2007","69.26851","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2007","68.54831","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2007","67.1362","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2007","68.0535","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2007","66.32261","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2009","82.44745","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2009","88.64","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2009","76.36","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2011","93.6272","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2011","70.64845","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2011","70.13925","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2011","70.38942","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2011","95.94409","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2011","94.641","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2011","66.15227","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2011","65.44757","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2011","64.71118","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2012","80.27892","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2012","86.97","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2012","73.1","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2015","65.03739","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2015","66.86111","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2015","68.63867","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2015","74.9124","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2015","68.11464","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2015","76.95121","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2015","72.52249","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2015","75.25922","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2015","74.55678","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2016","97.744","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2016","97.13811","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2016","96.54117","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2018","69.90336","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2018","79.45977","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2018","74.72606","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2019","69.59356","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2019","67.82932","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2019","65.97526","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2019","71.66305","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2019","75.46547","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2019","73.6384","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2021","95.49054","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2021","94.13249","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2021","92.7717","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2022","70.45","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2022","77.74","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2022","69.23","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2022","70.49","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2022","71.76","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2022","74.1","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2023","65","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","348","Hungary","2023","71","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2000","87.19275","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2000","86.66","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2000","88.78","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2000","85.5","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2000","91.96","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2000","79.94","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2003","90.48","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2003","81.50275","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2003","88.47","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2003","81.74","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2003","73.09","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2003","84.99814","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2006","87.48","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2006","71.72","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2006","83.1817","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2006","81.65","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2006","84.74","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2006","79.53711","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2009","76.17","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2009","90.11","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2009","83.17969","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2009","83.96","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2009","82.12","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2009","83.04626","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2012","80.31","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2012","76.78","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2012","79.00457","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2012","87.99","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2012","78.52381","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2012","70.23","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2015","77.17102","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2015","76.38493","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2015","71.10767","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2015","84.32385","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2015","77.91121","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2015","75.55092","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2018","79.3108","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2018","81.99391","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2018","76.59233","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2018","73.6441","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2018","81.3266","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2018","65.86033","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2022","67.64","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2022","60.29","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2022","65.37","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2022","66.42","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2022","53.22","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","352","Iceland","2022","65.88","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2000","25.48","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2000","25.76","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2000","26.47185","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2000","27.21","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2000","31.3","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2000","36.93","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2003","21.73","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2003","30.62","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2003","42.79","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2003","36.7496","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2003","21.99","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2003","21.86334","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2006","38.63","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2006","41.70181","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2006","46.2","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2006","59.20857","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2006","34.23572","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2006","53.97708","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2006","37.43","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2006","48.97889","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2006","29.61","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2009","34.52","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2009","58.41","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2009","46.5781","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2009","22.9","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2009","23.76","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2009","23.33033","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2011","70.90413","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2011","66.2271","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2011","61.53024","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2012","23.14","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2012","52.31","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2012","24.30606","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2012","25.44","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2012","37.42","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2012","44.75408","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2015","32.297","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2015","38.03552","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2015","17.53671","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2015","17.24821","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2015","44.62093","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2015","30.40704","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2015","31.35022","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2015","51.23329","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2015","17.84914","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2018","26.12333","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2018","30.09174","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2018","24.39845","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2018","30.08602","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2018","35.60614","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2018","28.1363","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2022","25.46","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2022","17.25","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2022","18.34","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2022","29.73","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2022","19.4","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","360","Indonesia","2022","20.97","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2001","62.02778","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2001","56.19722","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2001","49.18841","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2003","21.73981","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2003","19.89741","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2003","18.61871","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2003","17.18027","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2003","16.17133","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2003","16.56551","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2006","59.83531","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2006","62.4097","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2006","57.64378","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2007","20.21288","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2007","19.28709","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2007","19.70065","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2007","19.99405","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2007","18.92989","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2007","21.12335","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2011","33.87305","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2011","33.21682","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2011","25.5313","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2011","27.2957","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2011","32.54022","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2011","23.47808","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2011","71.90662","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2011","79.74817","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2011","75.74361","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2015","34.03043","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2015","34.14569","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2015","32.73412","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2015","32.02934","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2015","34.25908","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2015","33.46153","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2016","57.23471","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2016","65.98964","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2016","76.33801","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2019","37.1363","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2019","35.0127","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2019","36.77985","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2019","40.78939","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2019","39.5593","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2019","38.87119","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2021","55.13523","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2021","62.60574","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2021","58.59795","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2023","31","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","364","Iran (Islamic Republic of)","2023","29","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2000","84.4622","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2000","85.37","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2000","88.9","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2000","91.74","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2000","86.52","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2000","84.1","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2003","92.31","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2003","88.96812","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2003","85.04","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2003","83.19022","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2003","81.31","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2003","85.68","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2006","82.64","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2006","83.58447","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2006","84.55","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2006","87.86356","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2006","92.28","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2006","83.34","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2009","78.96","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2009","76.88","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2009","88.78","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2009","82.75082","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2009","79.41","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2009","79.18692","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2012","90.4097","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2012","93.95","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2012","86.99","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2012","81.33","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2012","83.1033","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2012","84.81","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2015","85.02273","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2015","84.15029","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2015","87.74001","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2015","91.98825","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2015","89.80892","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2015","85.85097","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2018","84.31306","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2018","84.32777","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2018","88.20065","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2018","91.46423","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2018","84.89959","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2018","84.29853","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2022","91.75","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2022","88.56","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2022","81.48","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2022","80.97","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2022","80.44","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","372","Ireland","2022","85.52","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2000","55.38","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2000","55.99248","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2000","57.58","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2000","66.9","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2000","69.44","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2000","63.53","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2001","84.1746","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2001","89.32321","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2001","86.61473","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2006","85.48654","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2006","61.11377","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2006","59.84","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2006","58.02477","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2006","68.85","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2006","87.84751","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2006","53.26","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2006","84.35879","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2006","56.24","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2009","60.54676","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2009","60.66","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2009","73.45302","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2009","60.44","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2009","65.93","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2009","80.71","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2011","94.45377","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2011","93.1645","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2011","91.85591","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2012","67.7","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2012","66.62","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2012","84.86","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2012","76.4157","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2012","66.37","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2012","66.49783","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2015","67.8728","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2015","67.76418","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2015","73.40928","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2015","78.23513","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2015","67.97719","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2015","68.38799","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2016","88.75941","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2016","93.44715","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2016","91.02271","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2018","77.10271","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2018","59.85542","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2018","68.68107","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2018","68.93789","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2018","62.81645","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2018","65.90478","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2021","86.89716","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2021","89.03887","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2021","87.95789","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2022","75.31","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2022","65.54","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2022","62.82","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2022","62.75","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2022","62.68","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","376","Israel","2022","70.36","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2000","81","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2000","75.39","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2000","87.44","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2001","96.72008","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2001","96.55672","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2001","96.40666","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2003","68.95","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2003","64.64686","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2003","67.08085","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2003","62.03671","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2003","54.66861","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2003","82.78","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2003","76.12858","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2003","56.9533","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2003","55.81757","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2006","73.60957","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2006","80.07","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2006","98.57317","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2006","98.19328","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2006","97.83497","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2006","67.03","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2007","53.66197","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2007","55.01251","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2007","63.25041","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2007","71.12001","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2007","52.20647","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2007","67.27251","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2009","78.97688","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2009","71.1","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2009","87.31","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2011","97.66477","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2011","97.31897","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2011","60.97164","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2011","66.44586","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2011","98.0691","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2011","63.78437","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2011","68.73338","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2011","71.02982","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2011","66.44058","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2012","74.05","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2012","87.42","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2012","80.49904","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2015","82.087","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2015","75.93918","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2015","72.81792","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2015","68.67885","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2015","60.89349","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2015","79.03289","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2015","62.35678","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2015","63.60064","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2015","64.41415","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2016","97.0243","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2016","98.73246","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2016","97.8608","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2018","81.436","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2018","72.34571","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2018","76.73283","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2019","59.74339","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2019","72.9611","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2019","75.35483","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2019","70.58978","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2019","65.17217","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2019","62.43361","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2021","96.94084","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2021","97.42964","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2021","97.18266","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2022","70.4","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2022","72.53","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2022","78.61","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2022","82.84","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2022","74.23","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2022","68.33","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2023","61","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","380","Italy","2023","69","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","384","Côte d'Ivoire","2014","20.82","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","384","Côte d'Ivoire","2014","24.47","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","384","Côte d'Ivoire","2014","22.4","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","384","Côte d'Ivoire","2014","2.05","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","384","Côte d'Ivoire","2014","3.1","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","384","Côte d'Ivoire","2014","2.87","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","384","Côte d'Ivoire","2019","2.1","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","384","Côte d'Ivoire","2019","3.4","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","384","Côte d'Ivoire","2019","22","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","384","Côte d'Ivoire","2019","23.4","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","384","Côte d'Ivoire","2019","21.3","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","384","Côte d'Ivoire","2019","2.6","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","384","Côte d'Ivoire","2023","1","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8. Achievement could not be reliably estimated for Cote d'Ivoire. Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","388","Jamaica","2022","41.38","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","388","Jamaica","2022","57.22","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","388","Jamaica","2022","26.17","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","388","Jamaica","2022","23.01","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","388","Jamaica","2022","49.95","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","388","Jamaica","2022","28.85","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","392","Japan","2022","89.38","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","392","Japan","2022","83.09","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","392","Japan","2022","89.15","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","392","Japan","2022","86.25","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","392","Japan","2022","86.91","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","392","Japan","2022","88.04","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2007","81.08918","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2007","79.18092","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2007","82.88892","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2009","41.01","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2009","32.54","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2009","50.32","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2009","40.862","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2009","40.72","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2009","41.30291","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2011","60.40226","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2011","63.03072","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2011","61.76096","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2012","42.9451","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2012","54.48","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2012","54.75641","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2012","52.6","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2012","33.22","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2012","55.03","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2015","58.71644","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2015","79.67441","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2015","79.02236","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2015","80.36014","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2016","97.73644","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2016","98.46843","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2016","98.09229","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2018","29.33509","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2018","50.8497","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2018","35.81029","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2018","50.89998","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2018","50.94751","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2018","42.66023","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2019","71.21622","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2019","70.52626","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2019","70.81778","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2021","87.63803","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2021","90.69796","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2021","93.71487","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2022","30.08","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2022","51.06","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2022","49.81","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2022","50.42","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2022","36.28","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2022","42.76","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","398","Kazakhstan","2023","56","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2006","33.73","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2006","50.41184","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2006","33.57","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2006","38.55","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2006","33.64848","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2006","62.16","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2009","35.07","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2009","34.73094","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2009","65.74","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2009","38.4","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2009","34.39","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2009","51.96816","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2012","31.43781","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2012","27.54","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2012","49.28516","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2012","35.24","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2012","30.84","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2012","67.29","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2015","37.17089","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2015","34.05123","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2015","53.70073","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2015","30.85933","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2015","69.91679","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2015","32.47077","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2018","46.22618","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2018","70.885","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2018","40.67431","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2018","40.41124","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2018","58.7746","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2018","40.92819","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2021","40.69224","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2021","52.43433","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2021","46.63631","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2022","17.15","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2022","28.07","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2022","12.24","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2022","19.61","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2022","20.43","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2022","14.54","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","400","Jordan","2023","32","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","404","Kenya","2019","79.7","2019",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","404","Kenya","2019","82.8","2019",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","404","Kenya","2019","78.4","2019",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","404","Kenya","2021","74.6","2021",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","404","Kenya","2021","73.5","2021",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","404","Kenya","2021","74.1","2021",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","404","Kenya","2021","44.9","2021",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","404","Kenya","2021","48.4","2021",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","404","Kenya","2021","46.7","2021",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","404","Kenya","2023","23.9","2023",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","404","Kenya","2023","36.9","2023",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","404","Kenya","2023","36","2023",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","404","Kenya","2023","37.9","2023",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","404","Kenya","2023","25.5","2023",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","404","Kenya","2023","27.2","2023",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2000","94.19","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2000","92.77147","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2000","94.2","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2000","91.01","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2000","92.66","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2000","96.25","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2003","95.56","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2003","91.64","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2003","89.01","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2003","93.22865","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2003","90.48053","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2003","91.48","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2006","91.38","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2006","91.8","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2006","96.71","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2006","91.14494","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2006","90.92","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2006","94.2216","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2009","97.58","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2009","91.19","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2009","92.99","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2009","94.20598","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2009","91.87464","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2009","90.88","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2011","96.69994","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2011","96.55576","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2011","96.62506","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2012","90.86689","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2012","90.82","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2012","92.35237","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2012","90.92","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2012","89.61","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2012","95.5","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2015","92.3635","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2015","80.83565","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2015","87.04182","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2015","86.34297","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2015","84.53711","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2015","82.24592","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2015","96.85166","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2015","96.60618","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2015","97.11494","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2018","84.43435","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2018","85.00147","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2018","84.89173","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2018","85.62636","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2018","81.3","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2018","88.84923","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2019","95.66386","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2019","94.74737","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2019","95.1819","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2022","90","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2022","81.06","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2022","85.43","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2022","85.32","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2022","83.78","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2022","82.29","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","410","Republic of Korea","2023","93","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2001","50.59034","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2001","61.45977","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2001","40.51808","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2006","38.17012","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2006","28.16162","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2006","19.05804","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2007","6.08261","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2007","6.00692","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2007","5.93661","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2007","4.55669","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2007","4.89885","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2007","5.25503","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2011","7.57803","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2011","47.79819","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2011","58.37115","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2011","69.26694","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2011","10.26955","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2011","9.02964","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2015","16.44063","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2015","19.65522","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2015","18.26237","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2015","11.60693","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2015","11.73821","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2015","11.94816","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2019","20.71893","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2019","21.46562","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2019","22.32446","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2019","21.17531","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2019","21.72761","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2019","20.88651","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2023","21","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","414","Kuwait","2023","22","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","417","Kyrgyzstan","2006","10.58832","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","417","Kyrgyzstan","2006","11.75808","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","417","Kyrgyzstan","2009","16.77862","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","417","Kyrgyzstan","2009","13.36897","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","418","Lao People's Democratic Republic","2019","2","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","418","Lao People's Democratic Republic","2019","3","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","418","Lao People's Democratic Republic","2019","2","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","418","Lao People's Democratic Republic","2019","7.9","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","418","Lao People's Democratic Republic","2019","7.9","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","418","Lao People's Democratic Republic","2019","8.6","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2000","27.08696","2000",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2000","46.82714","2000",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2000","51.24175","2000",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2000","49.76757","2000",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2001","47.11169","2001",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2001","27.57967","2001",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2001","49.38866","2001",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2001","50.41825","2001",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2002","49.59475","2002",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2002","49.00975","2002",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2002","28.07238","2002",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2002","47.39625","2002",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2003","48.63084","2003",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2003","48.77124","2003",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2003","47.6808","2003",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2003","28.56509","2003",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2004","47.94774","2004",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2004","48.25193","2004",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2004","29.0578","2004",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2004","47.96535","2004",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2005","48.24991","2005",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2005","29.55051","2005",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2005","47.87302","2005",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2005","47.12424","2005",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2006","30.04322","2006",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2006","48.53447","2006",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2006","46.30074","2006",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2006","47.49411","2006",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2007","48.81902","2007",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2007","30.53593","2007",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2007","47.1152","2007",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2007","45.47723","2007",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2008","44.65373","2008",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2008","46.73629","2008",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2008","31.02864","2008",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2008","49.10358","2008",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2009","46.35738","2009",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2009","43.83023","2009",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2009","49.38813","2009",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2009","31.52135","2009",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2010","43.00673","2010",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2010","45.97846","2010",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2010","32.01406","2010",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2010","49.67268","2010",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2011","49.95724","2011",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2011","32.50676","2011",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2011","45.59955","2011",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2011","42.18322","2011",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2012","32.99947","2012",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2012","50.24179","2012",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2012","41.35972","2012",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2012","45.22064","2012",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2013","50.52635","2013",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2013","33.49218","2013",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2013","44.84173","2013",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2013","40.53622","2013",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2014","39.71272","2014",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2014","44.46282","2014",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2014","33.98489","2014",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2014","50.81091","2014",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2015","44.08391","2015",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2015","38.88922","2015",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2015","51.09546","2015",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2015","34.4776","2015",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2016","38.06571","2016",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2016","43.705","2016",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2016","34.97031","2016",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2016","51.38001","2016",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2017","51.66457","2017",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2017","35.46302","2017",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2017","43.32609","2017",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2017","37.24221","2017",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2018","35.95573","2018",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2018","51.94912","2018",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2018","36.41871","2018",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2018","42.94718","2018",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2019","52.23368","2019",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2019","36.44844","2019",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2019","42.56827","2019",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","419","Latin America and the Caribbean","2019","35.59521","2019",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","422","Lebanon","2003","26.94505","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","422","Lebanon","2003","29.47258","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","422","Lebanon","2003","25.03889","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","422","Lebanon","2007","32.94093","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","422","Lebanon","2007","41.5331","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","422","Lebanon","2007","36.49661","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","422","Lebanon","2011","37.729","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","422","Lebanon","2011","41.60324","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","422","Lebanon","2011","34.54276","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","422","Lebanon","2015","34.05804","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","422","Lebanon","2015","27.86157","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","422","Lebanon","2015","31.16547","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","422","Lebanon","2015","34.78746","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","422","Lebanon","2015","35.7041","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","422","Lebanon","2015","29.62933","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","422","Lebanon","2018","32.23049","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","422","Lebanon","2018","35.81368","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","422","Lebanon","2018","28.05637","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","422","Lebanon","2019","26.23354","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","422","Lebanon","2019","26.78791","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","422","Lebanon","2019","27.37192","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","426","Lesotho","2006","22","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","426","Lesotho","2006","5.3","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","426","Lesotho","2013","45.4","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","426","Lesotho","2013","9.5","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","426","Lesotho","2013","10.9","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","426","Lesotho","2013","8.3","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","426","Lesotho","2013","48.5","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","426","Lesotho","2013","51","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","426","Lesotho","2023","9.4","2023",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","426","Lesotho","2023","12","2023",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","426","Lesotho","2023","10.8","2023",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","426","Lesotho","2023","21.8","2023",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","426","Lesotho","2023","17.1","2023",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","426","Lesotho","2023","19.7","2023",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2000","69.4","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2000","80.31","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2000","59.69","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2000","66.47","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2000","66.42425","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2000","66.98","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2001","98.05384","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2001","99.07478","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2001","98.54787","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2003","76.27051","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2003","80.84263","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2003","80.23951","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2003","81.46834","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2003","88.4","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2003","74.95","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2003","76.86","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2003","81.95388","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2003","75.63","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2006","97.19613","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2006","87.22","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2006","99.2907","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2006","98.21378","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2006","79.29995","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2006","79.98","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2006","78.78249","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2006","78.66","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2006","69.88","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2007","82.06929","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2007","79.50692","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2007","80.67361","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2009","82.42108","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2009","76.88","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2009","77.44045","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2009","91.2","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2009","73.4","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2009","77.99","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2012","80.05716","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2012","78.47","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2012","83.0206","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2012","81.68","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2012","74.35","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2012","91.85","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2015","89.03702","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2015","75.62509","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2015","80.13888","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2015","82.32084","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2015","77.00004","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2015","78.56707","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2016","99.0031","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2016","99.3776","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2016","99.19672","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2018","84.28859","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2018","70.61331","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2018","82.63053","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2018","82.68327","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2018","82.73768","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2018","77.55712","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2019","84.50321","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2019","85.13125","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2019","84.03535","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2021","92.55663","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2021","96.08063","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2021","94.2879","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2022","82.44","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2022","71.8","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2022","77.67","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2022","77.18","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2022","78.02","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2022","77.84","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","428","Latvia","2023","78","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","438","Liechtenstein","2000","83.11609","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","438","Liechtenstein","2000","77.9","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","438","Liechtenstein","2003","89.61079","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","438","Liechtenstein","2003","87.72895","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","438","Liechtenstein","2006","86.82367","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","438","Liechtenstein","2006","85.69982","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","438","Liechtenstein","2009","84.31891","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","438","Liechtenstein","2009","90.51124","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","438","Liechtenstein","2012","85.92207","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","438","Liechtenstein","2012","87.62445","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2001","98.0103","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2001","98.86648","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2001","97.1686","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2003","78.93038","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2003","78.72044","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2003","79.55207","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2006","98.30083","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2006","65.56","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2006","77.04669","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2006","77.09","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2006","77","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2006","99.12515","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2006","83.43","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2006","98.70484","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2006","74.33325","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2007","78.00221","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2007","76.67615","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2007","77.32814","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2009","75.55","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2009","64.55","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2009","71.84","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2009","73.6674","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2009","75.63682","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2009","87.04","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2011","95.69792","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2011","97.42801","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2011","96.53329","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2011","79.07955","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2011","79.03446","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2011","79.12909","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2012","75.66","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2012","78.80032","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2012","73.98169","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2012","72.33","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2012","89.65","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2012","68.12","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2015","82.19042","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2015","81.89937","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2015","79.40758","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2015","80.65363","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2015","74.59097","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2015","73.3412","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2015","74.89369","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2015","75.87877","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2015","67.81595","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2016","97.94287","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2016","97.26508","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2016","96.64123","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2018","75.6367","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2018","72.59561","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2018","74.36356","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2018","68.24674","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2018","76.21067","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2018","83.35755","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2019","81.42223","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2019","81.88493","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2019","80.69737","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2021","98.27623","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2021","97.11048","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2021","95.95087","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2022","72.37","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2022","81.23","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2022","72.16","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2022","71.94","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2022","68.9","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2022","75.13","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","440","Lithuania","2023","87","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2000","70.94","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2000","61.27","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2000","59.88","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2000","65","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2000","66.84","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2000","63.29323","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2003","71.46","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2003","76.63","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2003","82.87","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2003","78.28699","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2003","80","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2003","77.25525","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2006","77.14608","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2006","78.88","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2006","77.20813","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2006","82.63","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2006","98.77215","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2006","75.49","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2006","71.8","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2006","98.42614","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2006","99.14536","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2009","67.16","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2009","74.29","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2009","80.94","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2009","76.07777","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2009","77.81","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2009","73.9592","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2012","82.42","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2012","71.29","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2012","73.38","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2012","77.83019","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2012","79.92","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2012","75.66862","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2015","70.68004","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2015","73.27398","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2015","77.98638","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2015","74.18055","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2015","75.09964","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2015","74.35827","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2018","70.70858","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2018","73.70429","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2018","72.78241","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2018","75.82555","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2018","71.83455","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","442","Luxembourg","2018","65.73183","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2003","88.82256","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2003","90.30145","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2006","87.01973","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2006","89.06144","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2009","89.03736","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2009","85.12116","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2012","88.54337","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2012","89.21858","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2015","93.35388","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2015","88.33162","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2016","97.59759","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2016","97.4435","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2016","97.75488","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2018","92.10213","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2018","89.19676","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2018","94.99872","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2018","94.84473","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2018","86.36815","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2018","95.15688","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2021","96.47142","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2021","95.918","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2021","95.36333","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2022","90.19","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2022","91.48","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2022","91.56","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2022","87.36","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2022","84.66","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","446","China, Macao Special Administrative Region","2022","91.61","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","450","Madagascar","2015","4.2","2015",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","450","Madagascar","2015","4.7","2015",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","450","Madagascar","2019","5.9","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","450","Madagascar","2019","6.7","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","450","Madagascar","2019","6.3","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","450","Madagascar","2019","7.1","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","450","Madagascar","2019","5.4","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","450","Madagascar","2019","6.3","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","454","Malawi","2006","1.7","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","454","Malawi","2006","8.6","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","454","Malawi","2006","5.1","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","454","Malawi","2006","6.8","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","454","Malawi","2006","1.3","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","454","Malawi","2006","2.2","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","454","Malawi","2013","4.1","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","454","Malawi","2013","5.3","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","454","Malawi","2013","2.9","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","454","Malawi","2013","15.3","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","454","Malawi","2013","12.7","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","454","Malawi","2013","17.7","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","458","Malaysia","2009","40.67198","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","458","Malaysia","2009","56.03299","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","458","Malaysia","2012","48.24566","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","458","Malaysia","2012","47.27839","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","458","Malaysia","2015","62.75743","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","458","Malaysia","2018","54.1672","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","458","Malaysia","2018","58.50222","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","458","Malaysia","2018","56.44509","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","458","Malaysia","2018","46.92655","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","458","Malaysia","2018","60.45583","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","458","Malaysia","2018","61.04351","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","458","Malaysia","2019","58","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","458","Malaysia","2019","50.4","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","458","Malaysia","2019","67.8","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","458","Malaysia","2019","60.8","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","458","Malaysia","2019","64","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","458","Malaysia","2019","65.9","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","458","Malaysia","2022","41.88","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","458","Malaysia","2022","33.85","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","458","Malaysia","2022","44.54","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","458","Malaysia","2022","49.87","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","458","Malaysia","2022","37.49","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","458","Malaysia","2022","41.02","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2009","63.68741","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2009","75.65","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2009","51.55","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2011","78.2012","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2011","81.63849","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2011","75.36774","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2011","63.12836","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2011","63.90364","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2011","62.31324","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2015","72.14767","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2015","56.97728","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2015","64.44506","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2015","70.86299","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2016","73.16581","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2016","77.80421","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2016","69.14823","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2018","69.75253","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2018","64.1141","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2018","73.98434","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2018","55.05872","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2019","68.02743","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2019","70.06548","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2019","69.07995","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2021","90.243","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2021","91.0097","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2021","89.58403","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2022","56.76","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2022","63.68","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2022","67.4","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2022","65.41","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2022","69.51","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","470","Malta","2022","71.02","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","480","Mauritius","2006","55.3","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","480","Mauritius","2006","52.8","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","480","Mauritius","2006","58.2","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","480","Mauritius","2006","66.8","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","480","Mauritius","2006","60.6","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","480","Mauritius","2006","73.2","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","480","Mauritius","2009","61.04","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","480","Mauritius","2009","45.2","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","480","Mauritius","2009","49.29","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","480","Mauritius","2009","53.31871","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","480","Mauritius","2009","50.41","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","480","Mauritius","2009","49.83653","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","480","Mauritius","2013","75.4","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","480","Mauritius","2013","70","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","480","Mauritius","2013","80.8","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","480","Mauritius","2013","61.8","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","480","Mauritius","2013","56.1","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","480","Mauritius","2013","59","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2000","34.3895","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2000","36.97","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2000","56","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2000","61.06","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2000","50.17","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2000","32.08","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2003","47.97991","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2003","36.88","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2003","34.0773","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2003","31.48","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2003","43.01","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2003","52.6","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2006","59.65","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2006","57.39618","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2006","45.81","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2006","54.14","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2006","58.7","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2006","57.02907","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2006","60.57994","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2006","51.06777","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2006","41.23","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2006","43.50042","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2006","45.95","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2006","52.9892","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2009","59.90857","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2009","52.51","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2009","49.20351","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2009","45.98","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2009","53.77","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2009","65.9","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2012","65","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2012","52.61","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2012","41.47","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2012","45.2878","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2012","49.25","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2012","58.9231","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2013","42.6","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2013","44.7","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2015","63.04206","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2015","41.02721","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2015","58.25517","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2015","45.62584","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2015","53.60011","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2015","43.35862","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2018","58.30066","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2018","52.05603","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2018","43.75356","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2018","46.7353","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2018","55.306","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2018","41.00605","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2019","41.7","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2019","38.0676","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2019","45.17329","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2019","38","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2019","37.06964","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2019","39.02947","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2022","30.52","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2022","53.02","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2022","38.34","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2022","34.18","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2022","54.88","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","484","Mexico","2022","50.91","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","496","Mongolia","2007","34.00846","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","496","Mongolia","2007","33.98016","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","496","Mongolia","2007","33.93747","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","496","Mongolia","2007","29.62581","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","496","Mongolia","2007","31.1654","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","496","Mongolia","2007","33.21387","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","496","Mongolia","2022","47.06","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","496","Mongolia","2022","48.9","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","496","Mongolia","2022","35.91","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","496","Mongolia","2022","50.78","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","496","Mongolia","2022","30.08","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","496","Mongolia","2022","41.82","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2001","84.33527","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2001","92.66856","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2001","88.49659","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2003","65.75611","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2003","63.65184","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2003","67.92466","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2006","91.26234","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2006","93.04891","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2006","89.54619","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2009","33.36","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2009","40.54","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2009","39.33646","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2009","42.76967","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2009","38.07","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2009","52.71","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2015","50.34488","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2015","54.21192","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2015","49.73857","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2015","49.13737","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2015","43.44065","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2015","65.07829","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2018","50.05962","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2018","65.85467","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2018","48.62072","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2018","49.29516","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2018","49.66686","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2018","57.00025","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2022","45.39","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2022","44.31","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2022","58.91","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2022","42.97","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2022","51.24","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","498","Republic of Moldova","2022","44.24","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2006","43.65372","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2006","39.9497","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2009","41.58381","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2009","50.45033","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2012","56.70178","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2012","43.35334","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2015","65.5884","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2015","50.97577","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2015","47.87792","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2015","48.10564","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2015","48.32335","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2015","58.11399","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2018","52.13279","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2018","48.31694","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2018","63.49065","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2018","55.5806","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2018","55.40638","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2018","53.83931","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2019","42.99141","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2019","44.34892","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2019","41.57225","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2021","90.47856","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2021","86.90814","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2021","83.58095","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2022","39.61","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2022","47.13","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2022","41.43","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2022","38.84","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2022","55.87","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2022","40.5","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","499","Montenegro","2023","53","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2001","37.23238","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2001","33.36832","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2001","30.80688","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2003","8.12926","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2003","8.84115","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2003","7.37614","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2006","25.74281","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2006","28.39175","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2006","23.49949","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2007","7.77146","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2007","9.41001","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2007","8.55755","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2011","21.01226","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2011","9.59717","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2011","9.61091","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2011","9.58691","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2011","24.72406","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2011","17.67655","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2015","15.7447","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2015","15.63435","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2015","15.68735","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2016","33.12013","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2018","31.909","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2018","21.92446","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2018","26.69041","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2018","24.36806","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2019","17.89228","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2019","19.09111","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2019","18.4639","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2021","47.08424","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2021","40.58303","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2021","34.47981","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2022","18.92","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2022","18.29","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2022","22.08","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2022","15.83","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2022","18.43","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2022","18.57","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","504","Morocco","2023","22","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","508","Mozambique","2006","5.1","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","508","Mozambique","2006","5","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","508","Mozambique","2006","4.9","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","508","Mozambique","2006","29.9","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","508","Mozambique","2006","32.8","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","508","Mozambique","2006","31.6","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","508","Mozambique","2013","37.9","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","508","Mozambique","2013","14.6","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","508","Mozambique","2013","16.2","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","508","Mozambique","2013","15.2","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","508","Mozambique","2013","36.3","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","508","Mozambique","2013","36.5","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2007","18.56838","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2007","9.69158","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2007","14.26084","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2011","56.02774","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2011","22.56289","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2011","18.07741","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2011","20.28379","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2011","16.40903","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2011","11.6528","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2011","20.96883","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2011","39.11159","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2011","47.42159","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2015","32.1164","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2015","29.02122","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2015","35.2698","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2015","27.25279","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2015","19.79972","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2015","23.38475","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2016","59.06262","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2016","50.0589","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2016","68.15518","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2019","34.42945","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2019","27.42965","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2019","20.92298","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2019","34.40724","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2019","31.74374","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2019","33.09714","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2021","62.20409","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2021","68.84522","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2021","55.46358","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2023","24","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","512","Oman","2023","29","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2000","72.49844","2000",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2000","71.70074","2000",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2000","95.22197","2000",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2000","77.45248","2000",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2001","71.99553","2001",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2001","72.61276","2001",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2001","77.62986","2001",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2001","95.30968","2001",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2002","95.39738","2002",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2002","77.80724","2002",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2002","72.72709","2002",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2002","72.29032","2002",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2003","95.48508","2003",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2003","72.58511","2003",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2003","72.84142","2003",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2003","77.98462","2003",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2004","95.57279","2004",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2004","78.162","2004",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2004","72.95574","2004",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2004","72.87991","2004",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2005","73.17471","2005",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2005","73.07007","2005",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2005","78.33938","2005",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2005","95.6605","2005",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2006","95.74821","2006",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2006","78.51676","2006",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2006","73.18439","2006",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2006","73.4695","2006",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2007","73.76429","2007",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2007","73.29871","2007",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2007","78.69414","2007",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2007","95.83591","2007",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2008","95.92361","2008",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2008","78.87152","2008",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2008","73.41304","2008",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2008","74.05909","2008",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2009","74.35388","2009",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2009","73.52737","2009",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2009","79.0489","2009",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2009","96.01132","2009",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2010","79.22628","2010",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2010","74.64867","2010",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2010","73.64169","2010",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2010","96.09903","2010",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2011","73.75602","2011",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2011","74.94347","2011",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2011","79.40366","2011",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2011","96.18673","2011",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2012","96.27444","2012",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2012","79.58104","2012",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2012","75.23827","2012",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2012","73.87035","2012",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2013","79.75842","2013",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2013","96.36214","2013",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2013","73.98467","2013",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2013","75.53306","2013",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2014","96.44984","2014",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2014","79.93579","2014",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2014","75.82785","2014",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2014","74.099","2014",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2015","74.21333","2015",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2015","76.12265","2015",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2015","80.11317","2015",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2015","96.53755","2015",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2016","74.32765","2016",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2016","96.62526","2016",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2016","80.29055","2016",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2016","76.41744","2016",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2017","74.44198","2017",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2017","76.71223","2017",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2017","80.46793","2017",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2017","96.71297","2017",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2018","96.80067","2018",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2018","80.64531","2018",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2018","77.00703","2018",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2018","74.5563","2018",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2019","74.67063","2019",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2019","77.30183","2019",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2019","80.82269","2019",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","513","Europe and Northern America","2019","96.88837","2019",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","516","Namibia","2006","39.6","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","516","Namibia","2006","31.6","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","516","Namibia","2006","35.7","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","516","Namibia","2006","6.2","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","516","Namibia","2006","5.7","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","516","Namibia","2006","6.9","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","516","Namibia","2013","56.9","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","516","Namibia","2013","65.8","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","516","Namibia","2013","17.1","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","516","Namibia","2013","17.6","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","516","Namibia","2013","17.4","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","516","Namibia","2013","61.2","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2000","94.17","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2000","86.84","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2000","93.57","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2000","90.47414","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2000","93.89","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2000","93.77527","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2001","99.2274","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2001","99.56111","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2001","98.88949","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2003","91.43","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2003","85.73","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2003","87.54818","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2003","89.84334","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2003","88.33","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2003","89.09377","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2003","89.83","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2003","88.5208","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2003","88.71705","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2006","84.88453","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2006","89.99","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2006","88.32","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2006","99.5927","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2006","88.47191","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2006","86.89","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2006","99.44051","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2006","99.27775","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2006","81.57","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2007","83.7802","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2007","85.66002","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2007","81.57077","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2009","82.09","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2009","84.43","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2009","85.68504","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2009","86.58382","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2009","88.77","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2009","89.24","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2011","99.46544","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2011","99.55017","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2011","99.68333","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2011","88.4268","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2011","87.24342","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2011","89.85986","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2012","86.15","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2012","85.20645","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2012","89.39","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2012","82.78","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2012","86.01116","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2012","84.22","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2015","82.77701","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2015","81.93602","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2015","82.9822","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2015","84.36688","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2015","83.75581","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2015","78.34129","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2015","85.50705","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2015","83.26803","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2015","81.57301","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2016","98.69016","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2016","97.99961","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2016","99.40024","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2018","81.22141","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2018","70.63255","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2018","75.91339","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2018","83.59709","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2018","84.90501","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2018","84.24937","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2019","84.10748","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2019","83.08361","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2019","85.28467","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2021","95.48982","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2021","96.44555","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2021","97.38344","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2022","72.1","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2022","70.41","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2022","60.71","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2022","65.42","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2022","72.65","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2022","73.15","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","528","Netherlands (Kingdom of the)","2023","83","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2000","86.3","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2000","86.36","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2000","87.40651","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2000","81.54","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2000","91.68","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2000","89.17","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2001","89.98398","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2001","87.39819","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2001","93.09188","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2003","88.89","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2003","82.1","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2003","84.37","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2003","84.93099","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2003","85.48","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2003","85.49576","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2003","60.99409","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2003","61.05067","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2003","60.93798","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2006","85.4714","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2006","86.05","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2006","85.96488","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2006","85.89","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2006","89.24339","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2006","92.07288","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2006","80.45","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2006","90.18","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2006","94.96978","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2007","60.52023","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2007","60.6774","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2007","60.54641","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2009","85.65371","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2009","84.59078","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2009","84.28","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2009","92.18","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2009","79.39","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2009","84.91","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2011","91.69386","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2011","89.96699","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2011","93.55056","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2011","58.03128","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2011","57.68736","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2011","58.3882","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2012","79","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2012","76.44","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2012","83.7299","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2012","78.23","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2012","77.35592","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2012","88.67","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2015","78.42305","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2015","77.82634","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2015","58.3714","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2015","58.91403","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2015","87.64062","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2015","78.3672","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2015","78.31205","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2015","82.70245","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2015","58.64666","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2016","87.80289","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2016","92.519","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2016","89.97345","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2018","78.59706","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2018","78.22116","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2018","77.83929","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2018","85.6099","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2018","76.53444","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2018","81.03644","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2019","55.89094","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2019","57.23539","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2019","55.05406","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2021","89.87755","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2021","91.98949","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2021","87.85937","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2022","83.67","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2022","79.27","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2022","71.25","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2022","70.92","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2022","71.57","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2022","74.94","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","554","New Zealand","2023","57","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","558","Nicaragua","2006","18.90859","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","558","Nicaragua","2006","23.86264","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","558","Nicaragua","2006","21.17","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","558","Nicaragua","2006","25.99013","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","558","Nicaragua","2006","26.52048","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","558","Nicaragua","2006","26.32","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","558","Nicaragua","2013","14.6","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","558","Nicaragua","2013","2.9","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","558","Nicaragua","2019","3.1","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","558","Nicaragua","2019","13","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","558","Nicaragua","2019","11.80638","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","558","Nicaragua","2019","14.11299","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","558","Nicaragua","2019","3.86464","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","558","Nicaragua","2019","2.34796","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","562","Niger","2014","0.89","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","562","Niger","2014","1.25","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","562","Niger","2014","2.07","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","562","Niger","2014","1.73","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","562","Niger","2014","2.1","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","562","Niger","2014","1.4","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","562","Niger","2019","8.1","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","562","Niger","2019","7.2","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","562","Niger","2019","7.9","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","562","Niger","2019","14.4","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","562","Niger","2019","13.1","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","562","Niger","2019","15.9","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","570","Niue","2021","80.97","2021",null,null,null,null,"Pacific Islands Literacy and Numeracy Assessment (PILNA). MPL conditional to revision by the UIS and Education Data and Statistics Commission (EDSC). Students achieving at least proficiency level 6. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","570","Niue","2021","81.95","2021",null,null,null,null,"Pacific Islands Literacy and Numeracy Assessment (PILNA). MPL conditional to revision by the UIS and Education Data and Statistics Commission (EDSC). Students achieving at least proficiency level 6. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2000","80.93","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2000","82.5","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2000","81.71","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2000","80.85547","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2000","76.84","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2000","89.56","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2003","78.92","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2003","88.69","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2003","75.17","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2003","44.76164","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2003","79.15894","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2003","79.39","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2003","81.87787","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2003","43.99862","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2003","43.41319","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2006","77.57219","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2006","77.88","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2006","77.76227","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2006","70.56","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2006","85.08","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2006","77.64","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2007","47.48047","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2007","48.33252","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2007","49.9059","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2009","84.99968","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2009","81.82223","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2009","82.02","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2009","81.62","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2009","91.67","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2009","78.62","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2011","52.38219","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2011","51.35732","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2011","50.35759","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2012","83.77932","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2012","77.41","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2012","77.69096","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2012","77.48","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2012","90.41","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2012","77.98","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2015","79.48477","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2015","82.92348","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2015","81.20733","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2015","85.08596","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2015","84.68419","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2015","90.83261","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2015","70.3647","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2015","70.34596","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2015","70.76894","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2018","81.13407","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2018","73.71956","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2018","87.84848","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2018","83.3919","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2018","80.70702","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2018","78.92493","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2019","64.65546","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2019","65.98046","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2019","64.55377","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2022","66.91","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2022","70.21","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2022","79.71","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2022","65.71","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2022","72.53","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2022","68.5","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","578","Norway","2023","63","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","583","Micronesia (Federated States of)","2021","44.55","2021",null,null,null,null,"Pacific Islands Literacy and Numeracy Assessment (PILNA). MPL conditional to revision by the UIS and Education Data and Statistics Commission (EDSC). Students achieving at least proficiency level 6. Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","583","Micronesia (Federated States of)","2021","39.19","2021",null,null,null,null,"Pacific Islands Literacy and Numeracy Assessment (PILNA). MPL conditional to revision by the UIS and Education Data and Statistics Commission (EDSC). Students achieving at least proficiency level 6. Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","584","Marshall Islands","2021","38.13","2021",null,null,null,null,"Pacific Islands Literacy and Numeracy Assessment (PILNA). MPL conditional to revision by the UIS and Education Data and Statistics Commission (EDSC). Students achieving at least proficiency level 6. Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","584","Marshall Islands","2021","39.66","2021",null,null,null,null,"Pacific Islands Literacy and Numeracy Assessment (PILNA). MPL conditional to revision by the UIS and Education Data and Statistics Commission (EDSC). Students achieving at least proficiency level 6. Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","585","Palau","2021","91.73","2021",null,null,null,null,"Pacific Islands Literacy and Numeracy Assessment (PILNA). MPL conditional to revision by the UIS and Education Data and Statistics Commission (EDSC). Students achieving at least proficiency level 6. Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","585","Palau","2021","93.54","2021",null,null,null,null,"Pacific Islands Literacy and Numeracy Assessment (PILNA). MPL conditional to revision by the UIS and Education Data and Statistics Commission (EDSC). Students achieving at least proficiency level 6. Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","586","Pakistan","2019","7.5636","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","586","Pakistan","2019","7.54092","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","586","Pakistan","2019","7.5087","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2006","27.01006","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2006","33.88933","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2006","19.97","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2006","21.14658","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2006","30.32","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2006","19.24836","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2009","41.01","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2009","28.39","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2009","34.74442","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2009","20.81","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2009","21.24352","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2009","21.67","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2013","21.2","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2013","4.3","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2018","38.68273","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2018","35.68967","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2018","18.81942","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2018","20.67644","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2018","16.99053","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2018","32.65057","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2019","17.5","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2019","19.54284","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2019","15.41494","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2019","3.3","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2019","3.37003","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2019","3.23153","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2022","14.57","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2022","46.29","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2022","38.21","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2022","42.25","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2022","17.71","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","591","Panama","2022","16.14","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","598","Papua New Guinea","2021","48.41","2021",null,null,null,null,"Pacific Islands Literacy and Numeracy Assessment (PILNA). MPL conditional to revision by the UIS and Education Data and Statistics Commission (EDSC). Students achieving at least proficiency level 6. Grade 5 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","598","Papua New Guinea","2021","55.35","2021",null,null,null,null,"Pacific Islands Literacy and Numeracy Assessment (PILNA). MPL conditional to revision by the UIS and Education Data and Statistics Commission (EDSC). Students achieving at least proficiency level 6. Grade 5 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2006","28.32718","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2006","30.0765","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2006","28.65","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2006","25.83","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2006","27.34398","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2006","24.2457","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2013","15.8","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2013","5.9","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2017","30.04168","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2017","32.16781","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2017","8.34693","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2017","10.69176","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2017","6.00628","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2017","34.29014","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2019","15.93885","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2019","18.8","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2019","21.56292","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2019","5.6","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2019","5.8784","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2019","5.33019","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2022","14.54","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2022","12.27","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2022","37.16","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2022","30.21","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2022","33.76","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","600","Paraguay","2022","16.92","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","604","Peru","2006","33.15483","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","604","Peru","2006","30.8802","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","604","Peru","2006","32.03","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","604","Peru","2006","38.19","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","604","Peru","2006","42.92313","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","604","Peru","2006","34.04985","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","604","Peru","2013","22.7","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","604","Peru","2013","31.3","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","604","Peru","2019","49","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","604","Peru","2019","53.4995","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","604","Peru","2019","44.84717","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","604","Peru","2019","38.9","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","604","Peru","2019","38.49269","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","604","Peru","2019","39.39118","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","604","Peru","2022","37.81","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","604","Peru","2022","51.47","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","604","Peru","2022","47.73","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","604","Peru","2022","29.85","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","604","Peru","2022","49.59","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","604","Peru","2022","33.84","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","608","Philippines","2018","15.17372","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","608","Philippines","2018","23.09896","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","608","Philippines","2018","19.27944","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","608","Philippines","2018","19.37729","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","608","Philippines","2019","8.3","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","608","Philippines","2019","10.8","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","608","Philippines","2019","10","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","608","Philippines","2019","16.2","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","608","Philippines","2019","17.6","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","608","Philippines","2019","17","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","608","Philippines","2022","13.72","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","608","Philippines","2022","18.13","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","608","Philippines","2022","29.35","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","608","Philippines","2022","17.83","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","608","Philippines","2022","23.68","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","608","Philippines","2022","15.96","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2000","67.98","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2000","69.47312","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2000","76.8","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2000","69.65","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2000","84.12","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2000","71","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2003","76.59","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2003","83.18808","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2003","77.95335","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2003","77.31","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2003","78.59","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2003","89.75","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2006","91.36287","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2006","79.45","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2006","93.03615","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2006","94.62572","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2006","80.87","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2006","80.15566","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2006","83.76092","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2006","77.62","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2006","89.81","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2009","78.86","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2009","80.16","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2009","92.57","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2009","77.37","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2009","84.96794","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2009","79.5126","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2011","55.64512","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2011","58.4342","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2011","95.96727","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2011","93.31193","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2011","94.58391","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2011","52.65047","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2012","89.42314","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2012","85.01","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2012","85.6134","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2012","86.19","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2012","94.81","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2012","83.77","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2015","82.80602","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2015","90.52325","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2015","81.54872","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2015","80.57959","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2015","84.01923","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2015","85.58769","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2015","79.07163","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2015","79.82846","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2015","80.82941","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2016","98.00746","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2016","97.60906","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2016","98.412","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2018","85.32439","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2018","84.62368","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2018","85.28033","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2018","80.26974","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2018","90.37353","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2018","85.93626","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2019","73.21523","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2019","73.81197","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2019","72.53243","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2021","97.21017","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2021","98.0585","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2021","96.45743","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2022","83.16","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2022","77.81","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2022","77.77","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2022","77","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2022","72.53","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2022","76.2","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","616","Poland","2023","83","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2000","62.71","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2000","78.79","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2000","68.68","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2000","73.8","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2000","69.03","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2000","65.38315","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2003","70.52","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2003","84.89","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2003","68.71","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2003","69.93223","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2003","71.28","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2003","78.0547","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2006","75.07483","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2006","71.43","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2006","69.28377","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2006","67.28","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2006","80.46","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2006","69.32","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2009","76.28292","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2009","77.36","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2009","82.38027","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2009","75.27","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2009","89.18","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2009","75.25","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2011","80.46899","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2011","80.86781","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2011","97.5937","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2011","98.68301","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2011","96.59396","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2011","80.05438","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2012","75.02","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2012","74.12","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2012","76.05","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2012","81.18643","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2012","87.49","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2012","75.09392","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2015","76.62306","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2015","75.84014","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2015","79.65221","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2015","85.94165","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2015","76.23528","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2015","82.76737","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2015","81.76297","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2015","83.09715","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2015","80.37509","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2016","96.76062","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2016","97.25408","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2016","97.00729","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2018","76.6597","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2018","84.1161","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2018","75.56373","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2018","79.77813","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2018","76.77979","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2018","76.71888","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2019","73.79874","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2019","76.86626","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2019","70.56647","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2021","94.17758","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2021","95.58593","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2021","92.86514","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2022","71.12","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2022","69.41","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2022","81.11","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2022","72.7","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2022","76.85","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2022","70.29","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","620","Portugal","2023","70","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2006","18.43269","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2006","12.2","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2006","24.82","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2006","26.1791","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2006","39.73697","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2006","32.79137","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2007","3.66729","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2007","2.07102","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2007","3.92119","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2007","3.43348","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2007","2.04049","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2007","2.01365","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2009","36.54102","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2009","27.83","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2009","45.58","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2011","65.92674","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2011","28.85225","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2011","28.18535","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2011","29.11703","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2011","54.09618","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2011","27.75632","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2011","30.50407","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2011","59.6696","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2011","29.59105","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2012","42.85175","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2012","31.55","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2012","54.9","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2015","58.12433","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2015","36.6009","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2015","35.57852","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2015","48.42609","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2015","39.17803","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2015","36.38834","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2015","36.63486","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2015","36.0433","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2015","36.14892","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2016","66.18013","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2016","59.67659","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2016","72.69684","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2018","62.14618","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2018","36.43688","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2018","49.10497","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2019","36.86052","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2019","39.22786","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2019","39.82294","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2019","40.48796","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2019","36.73306","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2019","36.58458","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2021","80.39262","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2021","83.5311","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2021","77.0682","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2022","52.68","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2022","61.44","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2022","44.05","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2022","46.07","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2022","40.99","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2022","43.51","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2023","46","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","634","Qatar","2023","40","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2000","58.74397","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2000","53.82","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2000","50.06","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2000","61.41","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2000","55.78","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2000","52.04889","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2001","86.23988","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2001","88.39766","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2001","90.6131","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2006","86.09788","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2006","36.43","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2006","46.49353","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2006","47.25622","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2006","83.9475","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2006","48.98","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2006","45.55","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2006","82.29343","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2006","56.48","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2009","52.98107","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2009","59.60026","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2009","49.26","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2009","69.56","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2009","52.79","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2009","53.18","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2011","85.92942","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2011","88.28197","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2011","84.29373","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2011","57.02513","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2011","56.56091","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2011","57.52126","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2012","59.56","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2012","58.8","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2012","62.73607","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2012","59.1757","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2012","71.9","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2012","53.18","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2015","59.95977","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2015","60.14826","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2015","58.19721","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2015","64.34413","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2015","60.05357","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2015","61.28519","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2018","53.44872","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2018","66.56719","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2018","52.18981","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2018","53.96049","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2018","59.16165","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2018","52.90511","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2022","51.44","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2022","58.28","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2022","51.44","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2022","51.46","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2022","52.61","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2022","64","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","642","Romania","2023","78","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2000","72.6","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2000","71.0237","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2000","80.36","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2000","64.92","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2000","70.28","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2000","71.9","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2001","97.04408","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2001","96.19926","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2001","95.38008","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2003","72.54","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2003","76.48347","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2003","77.31207","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2003","75.64719","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2003","59.28","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2003","69.41","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2003","70.15","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2003","69.7769","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2003","65.95643","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2006","64.74978","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2006","56.45","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2006","72.39","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2006","98.16115","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2006","73.37067","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2006","73.68","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2006","73.08","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2006","98.4393","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2006","98.70915","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2007","80.52884","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2007","78.89894","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2007","82.14563","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2009","63.71","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2009","71.1","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2009","71.75","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2009","72.63055","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2009","71.42569","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2009","81.39","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2011","99.4643","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2011","99.04935","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2011","98.65186","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2011","81.82249","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2011","80.98639","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2011","82.69935","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2012","77.7007","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2012","76.04776","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2012","84.95","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2012","70.45","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2012","75.36","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2012","76.73","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2015","88.03356","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2015","81.06867","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2015","83.76177","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2015","88.9408","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2015","80.56102","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2015","81.59203","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2015","79.35773","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2015","88.89845","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2015","88.98466","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2016","98.80993","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2016","99.10516","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2016","99.4102","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2018","78.2296","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2018","78.48266","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2018","82.9185","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2018","72.81203","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2018","77.90664","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2018","78.35717","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2019","90.89231","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2019","91.50313","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2019","90.29703","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2021","97.9789","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2021","98.7608","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","643","Russian Federation","2021","98.36209","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2011","64.98645","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2011","78.09803","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2011","51.09471","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2011","24.09193","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2011","24.39449","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2011","24.67706","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2015","16.21137","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2015","12.52547","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2015","20.06341","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2016","50.65632","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2016","77.13205","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2016","63.33069","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2018","61.66969","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2018","34.47409","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2018","47.64466","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2018","27.27618","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2019","23.1094","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2019","21.31697","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2019","25.06196","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2021","62.66936","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2021","71.07144","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2021","77.21828","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2022","37.4","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2022","29.98","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2022","28.64","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2022","31.4","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2022","45.39","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2022","29.05","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","682","Saudi Arabia","2023","29","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","686","Senegal","2014","29.1","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","686","Senegal","2014","33.33","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","686","Senegal","2014","35.2","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","686","Senegal","2014","34.23","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","686","Senegal","2014","34.8","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","686","Senegal","2014","25","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","686","Senegal","2017","7.1677","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","686","Senegal","2017","9.12506","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","686","Senegal","2017","8.11354","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","686","Senegal","2017","8.65679","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","686","Senegal","2017","8.33534","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","686","Senegal","2017","7.70825","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","686","Senegal","2019","43.5","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","686","Senegal","2019","28","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","686","Senegal","2019","27.2","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","686","Senegal","2019","28.5","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","686","Senegal","2019","38.2","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","686","Senegal","2019","41.1","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2003","59.11","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2003","56.69","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2003","64.61","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2003","41.79","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2003","53.32641","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2003","57.91254","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2006","48.28135","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2006","38.7","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2006","58.16","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2006","57.24","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2006","57.4","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2006","57.57","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2009","67.1834","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2009","59.41725","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2009","58.05","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2009","60.77","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2009","77.05","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2009","57.4","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2011","69.72544","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2011","70.48847","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2011","68.89888","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2012","62.63","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2012","59.56","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2012","66.87244","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2012","61.0901","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2012","57.15","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2012","76.5","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2015","71.64543","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2015","71.17573","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2015","72.14512","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2018","70.05864","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2018","54.82221","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2018","62.29588","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2018","60.25027","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2018","60.69807","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2018","59.81915","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2019","67.94843","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2019","67.00178","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2019","69.03775","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2021","91.79662","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2021","93.86388","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2021","92.80259","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2022","70.19","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2022","57.25","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2022","63.6","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2022","56.94","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2022","58.19","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2022","55.63","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","688","Serbia","2023","74","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","690","Seychelles","2006","37.4","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","690","Seychelles","2006","31.3","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","690","Seychelles","2006","25.4","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","690","Seychelles","2006","55.8","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","690","Seychelles","2006","67.8","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","690","Seychelles","2006","80.3","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","690","Seychelles","2013","60.3","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","690","Seychelles","2013","89.9","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","690","Seychelles","2013","79.9","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","690","Seychelles","2013","70.6","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","690","Seychelles","2013","44.5","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","690","Seychelles","2013","52.4","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2001","87.55229","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2001","90.20896","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2001","93.07265","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2003","94.28926","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2003","91.53326","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2003","91.20443","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2003","89.81303","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2003","92.85376","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2003","92.65489","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2006","97.98235","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2006","96.6549","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2006","95.54095","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2007","85.78512","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2007","90.78545","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2007","88.17274","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2007","90.38409","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2007","91.75431","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2007","93.21965","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2009","87.51895","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2009","83.83","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2009","91.34","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2011","95.74864","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2011","96.79117","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2011","94.60746","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2011","90.40822","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2011","97.9022","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2011","93.87353","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2011","92.94261","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2011","92.47683","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2011","94.84574","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2012","90.1335","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2012","86.58","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2012","93.84","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2015","91.53263","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2015","92.73057","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2015","93.5535","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2015","94.09742","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2015","86.34148","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2015","92.26624","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2015","94.95814","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2015","88.85071","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2015","93.39194","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2016","98.16394","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2016","96.40106","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2016","97.25273","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2018","85.7653","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2018","91.85846","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2018","88.75278","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2019","95.06952","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2019","91.8171","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2019","93.2277","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2019","90.46614","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2019","95.50691","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2019","95.97707","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2021","97.92744","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2021","95.45713","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2021","96.65976","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2022","86.32","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2022","91.53","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2022","92.44","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2022","91.98","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2022","91.44","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2022","88.83","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2023","93","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","702","Singapore","2023","89","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2001","93.93099","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2001","95.29398","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2001","92.62425","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2003","69.06","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2003","81.43","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2003","78.04","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2003","81.97","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2003","80.05287","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2003","75.09752","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2006","81.03","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2006","77.12","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2006","79.82","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2006","93.70073","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2006","72.18384","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2006","79.13115","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2006","64.97","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2006","95.04555","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2006","94.36112","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2007","63.16605","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2009","78.97377","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2009","67.97","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2009","87.47","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2009","79.36","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2009","77.80547","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2009","78.58","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2011","95.34381","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2011","96.20293","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2011","95.75281","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2011","68.79612","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2012","71.7821","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2012","72.53614","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2012","64.65","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2012","79.62","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2012","72.37","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2012","72.72","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2015","61.47381","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2015","72.28644","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2015","67.89871","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2015","65.03988","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2015","72.11909","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2015","72.44392","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2015","74.72657","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2016","94.13853","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2016","93.44578","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2016","92.7874","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2018","74.6297","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2018","75.18963","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2018","68.58998","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2018","74.91159","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2018","75.45137","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2018","61.63365","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2019","71.20036","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2019","72.97602","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2019","69.30982","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2021","93.65218","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2021","94.30765","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2021","92.95261","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2022","70.87","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2022","58.93","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2022","67.86","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2022","65.84","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2022","64.56","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2022","66.79","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","703","Slovakia","2023","73","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","704","Viet Nam","2012","90.58469","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","704","Viet Nam","2012","85.75126","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","704","Viet Nam","2015","86.15665","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","704","Viet Nam","2015","79.21141","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","704","Viet Nam","2015","82.50528","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","704","Viet Nam","2015","80.92297","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","704","Viet Nam","2015","80.89702","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","704","Viet Nam","2015","91.15019","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","704","Viet Nam","2018","90.49039","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","704","Viet Nam","2018","84.28668","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","704","Viet Nam","2019","84.2","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","704","Viet Nam","2019","82","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","704","Viet Nam","2019","91.7","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","704","Viet Nam","2019","91","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","704","Viet Nam","2019","91.4","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","704","Viet Nam","2019","79.7","2019",null,null,null,null,"Southeast Asia Primary Learning Metrics (SEA-PLM); Grade 5; Minimum proficiency level: Level 6 and above Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","704","Viet Nam","2022","70.79","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","704","Viet Nam","2022","72.97","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","704","Viet Nam","2022","72.58","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","704","Viet Nam","2022","81.24","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","704","Viet Nam","2022","77.05","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","704","Viet Nam","2022","71.84","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2001","88.59247","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2001","91.14447","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2001","93.77707","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2003","54.66024","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2003","55.70163","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2003","54.03467","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2006","83.47207","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2006","94.43296","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2006","82.92","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2006","81.75","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2006","82.33539","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2006","92.69048","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2006","92.14","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2006","74.74","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2006","96.32642","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2007","66.63962","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2007","67.30571","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2007","66.03646","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2009","79.12","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2009","68.73","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2009","89.27","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2009","78.7996","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2009","79.6543","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2009","80.21","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2011","94.29355","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2011","96.87088","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2011","95.47443","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2011","72.0448","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2011","73.71674","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2011","70.21014","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2012","79.91342","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2012","79.64","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2012","80.21","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2012","69.53","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2012","78.8567","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2012","88.87","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2015","83.88622","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2015","84.86019","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2015","75.48252","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2015","75.48761","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2015","91.08612","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2015","79.03505","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2015","83.91303","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2015","83.86114","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2015","75.47718","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2016","96.3191","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2016","97.42834","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2016","95.27285","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2018","82.9713","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2018","84.19055","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2018","82.11901","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2018","83.56619","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2018","89.2163","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2018","75.3566","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2021","94.37638","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2021","96.46436","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2021","92.38454","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2022","77.33","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2022","73.59","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2022","75.41","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2022","73.91","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2022","82.95","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2022","65.37","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","705","Slovenia","2023","71","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","710","South Africa","2006","37","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","710","South Africa","2006","15.5","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","710","South Africa","2006","41.4","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","710","South Africa","2006","32.4","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","710","South Africa","2013","29.7","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","710","South Africa","2013","29.1","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","710","South Africa","2013","57.2","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","710","South Africa","2013","52.8","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","710","South Africa","2013","61.7","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","710","South Africa","2013","30.3","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","716","Zimbabwe","2006","39.9","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","716","Zimbabwe","2006","20.1","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","716","Zimbabwe","2006","19.1","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","716","Zimbabwe","2006","21.7","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","716","Zimbabwe","2006","42.2","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","716","Zimbabwe","2006","43.8","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","716","Zimbabwe","2013","24.3","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","716","Zimbabwe","2013","23.4","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","716","Zimbabwe","2013","40.9","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","716","Zimbabwe","2013","50","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","716","Zimbabwe","2013","45.4","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","716","Zimbabwe","2013","22.5","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2000","76.27","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2000","72.56","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2000","83.8","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2000","73.83024","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2000","79.64","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2000","88.53","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2003","72.11","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2003","77.03344","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2003","78.89377","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2003","76.57","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2003","77.51","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2003","85.46","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2006","67.72","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2006","93.74605","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2006","81.09","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2006","75.30781","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2006","93.35227","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2006","75.63","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2006","74.98","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2006","93.53761","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2006","74.33111","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2009","80.4406","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2009","76.26852","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2009","73.89","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2009","78.57","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2009","85.45","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2009","75.6","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2011","93.87192","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2011","59.15174","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2011","53.18413","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2011","56.22464","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2011","94.82209","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2011","93.07435","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2012","76.59","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2012","81.65702","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2012","76.3946","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2012","77.86","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2012","74.89","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2012","86.88","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2015","80.36473","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2015","87.15583","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2015","76.02105","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2015","64.85658","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2015","79.59299","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2015","83.76361","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2015","69.94062","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2015","77.80463","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2015","67.4336","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2016","96.56866","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2016","97.57467","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2016","95.67968","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2018","75.43301","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2018","75.17277","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2018","75.30453","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2019","68.10876","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2019","62.61563","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2019","65.364","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2021","95.23061","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2021","95.54765","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2021","94.94782","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2022","80.19","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2022","71.05","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2022","71.91","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2022","73.45","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2022","72.7","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2022","75.58","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","724","Spain","2023","62","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2000","24.79222","2000",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2000","56.41456","2000",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2000","22.66576","2000",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2001","23.12768","2001",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2001","56.74067","2001",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2001","25.18984","2001",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2002","57.06678","2002",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2002","23.58961","2002",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2002","25.58747","2002",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2003","24.05153","2003",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2003","57.39289","2003",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2003","25.9851","2003",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2004","26.38273","2004",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2004","57.71899","2004",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2004","24.51345","2004",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2005","24.97538","2005",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2005","58.0451","2005",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2005","26.78036","2005",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2006","58.37121","2006",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2006","25.4373","2006",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2006","27.17799","2006",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2007","25.89922","2007",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2007","58.69732","2007",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2007","27.57561","2007",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2008","27.97324","2008",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2008","59.02343","2008",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2008","26.36115","2008",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2009","26.82307","2009",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2009","59.34954","2009",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2009","28.37087","2009",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2010","59.67565","2010",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2010","27.28499","2010",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2010","28.7685","2010",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2011","27.74692","2011",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2011","60.00175","2011",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2011","29.16613","2011",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2012","29.56376","2012",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2012","60.32787","2012",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2012","28.20884","2012",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2013","28.67076","2013",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2013","60.65397","2013",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2013","29.96139","2013",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2014","60.98008","2014",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2014","29.13268","2014",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2014","30.35902","2014",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2015","29.59461","2015",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2015","61.30619","2015",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2015","30.75664","2015",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2016","31.15427","2016",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2016","61.6323","2016",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2016","30.05653","2016",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2017","30.51846","2017",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2017","61.95841","2017",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2017","31.5519","2017",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2018","62.28452","2018",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2018","30.98038","2018",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2018","31.94953","2018",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2019","31.4423","2019",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2019","62.61062","2019",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","747","Northern Africa and Western Asia","2019","32.34716","2019",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"PRIMAR","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","748","Eswatini","2006","16.9","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","748","Eswatini","2006","18.6","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","748","Eswatini","2006","72.1","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","748","Eswatini","2006","74.8","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","748","Eswatini","2006","69.6","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","748","Eswatini","2006","20.6","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","748","Eswatini","2013","37.4","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","748","Eswatini","2013","32.9","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","748","Eswatini","2013","42.2","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","748","Eswatini","2013","83","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","748","Eswatini","2013","85.5","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","748","Eswatini","2013","84.3","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2000","92.21","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2000","84","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2000","83.08","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2000","83.29255","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2000","83.17","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2000","87.5","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2001","98.45308","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2001","97.7662","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2001","99.13985","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2003","91.21","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2003","82.11","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2003","83.34","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2003","86.73371","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2003","82.27","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2003","82.72571","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2006","98.18682","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2006","90.37","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2006","97.77716","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2006","98.75543","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2006","79.38","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2006","81.6871","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2006","84.73502","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2006","82.05","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2006","81.3","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2007","68.84503","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2007","67.58782","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2007","66.33029","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2009","75.82","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2009","89.51","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2009","79.23","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2009","78.63","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2009","78.9245","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2009","82.5607","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2011","97.59201","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2011","97.15359","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2011","98.00391","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2011","69.37282","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2011","67.62857","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2011","68.51664","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2012","72.92808","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2012","77.28123","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2012","68.67","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2012","86.05","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2012","71.83","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2012","74.04","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2015","75.51089","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2015","81.57055","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2015","79.16255","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2015","74.86004","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2015","80.36239","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2015","77.98433","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2015","87.74147","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2015","74.90516","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2015","74.98715","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2016","98.71241","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2016","97.48444","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2016","98.07445","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2018","81.88307","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2018","86.42238","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2018","76.79597","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2018","81.19206","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2018","80.50168","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2018","81.60696","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2019","76.39254","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2019","72.68949","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2019","74.37926","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2021","95.27646","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2021","96.37763","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2021","94.18755","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2022","73.87","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2022","71.72","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2022","81.88","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2022","69.78","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2022","72.78","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2022","75.74","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","752","Sweden","2023","77","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2000","59.02894","2000",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2000","49.20278","2000",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2001","58.80444","2001",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2001","49.09422","2001",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2002","58.57993","2002",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2002","48.98565","2002",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2003","48.87709","2003",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2003","58.35542","2003",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2004","58.13091","2004",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2004","48.76853","2004",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2005","48.65997","2005",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2005","57.9064","2005",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2006","57.68189","2006",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2006","48.5514","2006",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2007","57.45738","2007",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2007","48.44284","2007",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2008","57.23288","2008",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2008","48.33427","2008",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2009","48.22571","2009",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2009","57.00837","2009",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2010","56.78386","2010",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2010","48.11715","2010",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2011","48.00859","2011",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2011","56.55935","2011",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2012","56.33484","2012",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2012","47.90002","2012",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2013","56.11033","2013",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2013","47.79146","2013",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2014","55.88582","2014",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2014","47.6829","2014",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2015","47.57433","2015",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2015","55.66132","2015",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2016","55.43681","2016",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2016","47.46577","2016",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2017","47.35721","2017",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2017","55.2123","2017",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2018","54.98779","2018",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2018","47.24864","2018",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2019","54.76328","2019",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","753","Eastern and South-Eastern Asia","2019","47.14008","2019",null,null,null,null,"UNESCO Institute for Statistics.  Data extracted on 25 February 2025.",null,null,"LOWSEC","N","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2000","86.3056","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2000","79.6","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2003","85.4675","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2003","83.32419","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2006","83.55357","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2006","86.47398","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2009","86.52938","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2009","83.19383","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2012","86.30588","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2012","87.55722","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2015","84.21991","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2015","80.0227","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2015","75.57881","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2015","84.85701","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2015","84.47787","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2015","83.93947","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2018","71.69719","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2018","76.36594","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2018","83.17198","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2018","82.53235","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2018","83.74712","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2018","81.55817","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2022","80.55","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2022","75.38","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2022","71.07","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2022","79.81","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2022","81.06","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","756","Switzerland","2022","80.02","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","760","Syrian Arab Republic","2003","5.70325","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","760","Syrian Arab Republic","2003","6.58026","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","760","Syrian Arab Republic","2003","7.2342","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","760","Syrian Arab Republic","2007","17.07197","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","760","Syrian Arab Republic","2007","20.05059","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","760","Syrian Arab Republic","2007","14.45804","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","760","Syrian Arab Republic","2011","15.76695","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","760","Syrian Arab Republic","2011","18.81409","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","760","Syrian Arab Republic","2011","17.28322","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2000","62.9","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2000","54.41623","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2000","52.27","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2000","55.97","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2000","72.73","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2000","48.9","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2003","45.02","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2003","56.00164","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2003","46.03648","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2003","42.81","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2003","66.82","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2003","46.87","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2006","55.38226","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2006","47.00267","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2006","44.75","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2006","48.67","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2006","67.52","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2006","39.01","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2009","44.51","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2009","66.75","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2009","46.58","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2009","48.65","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2009","47.47285","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2009","57.13054","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2011","40.09511","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2011","43.40572","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2011","46.78774","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2012","67.03059","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2012","50.26261","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2012","45.94","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2012","53.66","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2012","79.32","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2012","51.4","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2015","45.3218","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2015","46.21988","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2015","50.02106","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2015","40.88204","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2015","57.01291","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2015","46.90696","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2018","40.45525","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2018","47.30025","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2018","43.04447","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2018","51.04525","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2018","49.18103","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2018","30.53937","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2022","28.38","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2022","32.81","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2022","30.53","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2022","31.73","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2022","34.57","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","764","Thailand","2022","40.31","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","768","Togo","2014","17.34","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","768","Togo","2014","19.7","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","768","Togo","2014","19.85","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","768","Togo","2014","15.8","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","768","Togo","2014","16.05","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","768","Togo","2014","13.81","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","768","Togo","2019","15.9","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","768","Togo","2019","15.9","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","768","Togo","2019","18.5","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","768","Togo","2019","20.2","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","768","Togo","2019","19.4","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","768","Togo","2019","15.8","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","772","Tokelau","2021","71.79","2021",null,null,null,null,"Pacific Islands Literacy and Numeracy Assessment (PILNA). MPL conditional to revision by the UIS and Education Data and Statistics Commission (EDSC). Students achieving at least proficiency level 6. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","772","Tokelau","2021","66.65","2021",null,null,null,null,"Pacific Islands Literacy and Numeracy Assessment (PILNA). MPL conditional to revision by the UIS and Education Data and Statistics Commission (EDSC). Students achieving at least proficiency level 6. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","776","Tonga","2021","75.26","2021",null,null,null,null,"Pacific Islands Literacy and Numeracy Assessment (PILNA). MPL conditional to revision by the UIS and Education Data and Statistics Commission (EDSC). Students achieving at least proficiency level 6. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","776","Tonga","2021","20.1","2021",null,null,null,null,"Pacific Islands Literacy and Numeracy Assessment (PILNA). MPL conditional to revision by the UIS and Education Data and Statistics Commission (EDSC). Students achieving at least proficiency level 6. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","780","Trinidad and Tobago","2006","64.3844","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","780","Trinidad and Tobago","2006","70.46654","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","780","Trinidad and Tobago","2006","58.94116","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","780","Trinidad and Tobago","2009","46.81377","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","780","Trinidad and Tobago","2009","65.56","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","780","Trinidad and Tobago","2009","44.63","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","780","Trinidad and Tobago","2009","44.82","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","780","Trinidad and Tobago","2009","48.77","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","780","Trinidad and Tobago","2009","55.19443","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","780","Trinidad and Tobago","2011","77.99835","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","780","Trinidad and Tobago","2011","83.99753","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","780","Trinidad and Tobago","2011","72.60115","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","780","Trinidad and Tobago","2015","57.51771","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","780","Trinidad and Tobago","2015","66.78274","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","780","Trinidad and Tobago","2015","48.01852","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","780","Trinidad and Tobago","2015","51.92717","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","780","Trinidad and Tobago","2015","43.45967","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","780","Trinidad and Tobago","2015","47.74702","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","780","Trinidad and Tobago","2016","80.33565","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","780","Trinidad and Tobago","2016","84.517","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","780","Trinidad and Tobago","2016","75.40936","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2009","60.17111","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2009","47.12","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2009","73.19","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2011","35.08758","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2011","42.47908","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2011","35.00931","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2011","34.93074","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2011","58.05858","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2011","70.01603","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2011","44.98287","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2011","39.99188","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2011","63.98231","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2012","64.47188","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2012","51.41","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2012","77","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2015","44.79534","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2015","48.28089","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2015","59.59487","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2015","42.3955","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2015","70.49645","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2015","48.38833","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2015","46.44213","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2015","42.58305","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2015","42.4798","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2016","61.63219","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2016","67.57123","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2016","73.96694","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2018","68.0858","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2018","45.72908","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2018","57.05975","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2019","51.89699","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2019","55.40924","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2019","50.15137","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2019","51.34818","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2019","49.76982","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2019","53.41598","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2021","75.02675","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2021","79.63421","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2021","70.19566","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2022","52","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2022","44","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2022","60.42","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2022","48.76","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2022","53.36","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2022","51","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2023","55","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","784","United Arab Emirates","2023","60","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2003","37.28912","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2003","8.87297","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2003","22.00931","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2003","8.93846","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2003","42.55","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2003","31.87","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2003","23.67","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2003","20.4","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2003","9.01648","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2006","33.32","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2006","47.99","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2006","27.53053","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2006","40.9802","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2006","24.79","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2006","30.53","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2007","8.56069","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2007","9.08675","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2007","8.80206","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2009","30.64","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2009","22.62","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2009","26.43368","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2009","49.84326","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2009","56.56","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2009","42.44","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2011","11.77208","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2011","11.28824","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2011","10.75149","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2012","43.01","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2012","57.41","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2012","32.25001","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2012","50.6955","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2012","28.67","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2012","36.34","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2015","32.67876","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2015","23.48737","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2015","27.01861","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2015","23.61881","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2015","28.4194","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","788","Tunisia","2015","25.1943","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2001","76.5403","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2001","68.24938","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2001","72.3131","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2003","55.89","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2003","72.15","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2003","63.20619","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2006","67.82651","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2006","78.49","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2006","58.99","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2007","32.67366","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2007","32.86918","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2007","33.14527","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2009","75.49418","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2009","66.56","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2009","85.02","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2011","50.77845","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2011","51.02146","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2011","39.27701","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2011","41.54577","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2011","40.399","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2011","51.24732","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2012","78.36575","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2012","87.83","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2012","69.1","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2015","60.02242","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2015","57.78831","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2015","42.38519","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2015","57.09063","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2015","53.92574","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2015","66.1306","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2015","43.49122","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2015","41.47502","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2015","56.37688","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2018","73.86775","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2018","79.40006","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2018","68.42978","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2019","58.9857","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2019","56.35906","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2019","70.62877","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2019","70.35872","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2019","53.67237","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2019","70.42284","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2021","85.89121","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2021","88.20815","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2021","83.64383","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2022","60.61","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2022","62.02","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2022","61.32","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2022","70.74","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2022","76.51","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2022","64.93","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2023","59","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. TIMSS over PISA was chosen by the country. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","792","Türkiye","2023","79","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","798","Tuvalu","2021","54.67","2021",null,null,null,null,"Pacific Islands Literacy and Numeracy Assessment (PILNA). MPL conditional to revision by the UIS and Education Data and Statistics Commission (EDSC). Students achieving at least proficiency level 6. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","798","Tuvalu","2021","32.09","2021",null,null,null,null,"Pacific Islands Literacy and Numeracy Assessment (PILNA). MPL conditional to revision by the UIS and Education Data and Statistics Commission (EDSC). Students achieving at least proficiency level 6. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","800","Uganda","2006","7.1","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","800","Uganda","2006","30.5","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","800","Uganda","2013","20.7","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","800","Uganda","2013","16.8","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","800","Uganda","2013","50.5","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","800","Uganda","2013","48.3","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","800","Uganda","2013","53.5","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","800","Uganda","2013","24.8","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","804","Ukraine","2007","50.8602","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","804","Ukraine","2007","49.43601","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","804","Ukraine","2007","50.17306","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","804","Ukraine","2018","64.07934","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","804","Ukraine","2018","74.09387","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","804","Ukraine","2018","81.13622","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","804","Ukraine","2018","67.75424","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","804","Ukraine","2022","57.6","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Ukrainian regions evaluated (18 of 27). Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","804","Ukraine","2022","53.53","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Ukrainian regions evaluated (18 of 27). Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","804","Ukraine","2022","64.56","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Ukrainian regions evaluated (18 of 27). Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","804","Ukraine","2022","58.66","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Ukrainian regions evaluated (18 of 27). Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","804","Ukraine","2022","56.54","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Ukrainian regions evaluated (18 of 27). Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","804","Ukraine","2022","59.05","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Ukrainian regions evaluated (18 of 27). Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2000","27.64","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2000","37.4","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2000","35.38036","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2000","35.65","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2000","35.58","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2000","47.85","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2001","70.07234","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2001","63.70254","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2001","66.67203","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2006","65.76236","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2006","62.02567","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2006","69.755","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2015","28.90183","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2015","29.77354","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2015","29.32317","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2015","21.88222","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2015","37.62161","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2015","30.7457","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2018","44.86345","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2018","38.96393","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2018","37.27554","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2018","40.82972","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2018","56.99418","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2018","33.88619","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2019","50.32626","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2019","53.05907","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2019","51.53475","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2021","73.83008","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2021","65.8895","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2021","69.95942","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2022","21.62","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2022","33.76","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2022","26.35","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2022","31.53","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2022","35.37","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2022","32.29","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","807","North Macedonia","2023","51","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","818","Egypt","2003","23.44653","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","818","Egypt","2003","23.99398","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","818","Egypt","2003","23.69188","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","818","Egypt","2007","21.10257","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","818","Egypt","2007","19.62962","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","818","Egypt","2007","22.63125","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","818","Egypt","2015","21.31782","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","818","Egypt","2015","22.66674","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","818","Egypt","2015","19.80306","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","818","Egypt","2019","26.83767","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","818","Egypt","2019","24.7568","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","818","Egypt","2019","28.56425","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 8 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","818","Egypt","2021","44.56804","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","818","Egypt","2021","41.85862","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","818","Egypt","2021","47.33321","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2000","88.42466","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2000","87.1","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2001","94.48417","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4.  The results correspond only to England Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2003","74.58884","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4. The results correspond only to England Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2003","85.10261","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2003","82.23685","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2006","80.24634","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2006","80.97995","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2006","93.24992","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4.  The results correspond only to England Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2007","78.87907","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4. The results correspond only to England Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2009","81.55949","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2009","79.81603","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2011","77.63048","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4. The results correspond only to England Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2011","95.36606","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4.  The results correspond only to England Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2012","78.18722","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2012","83.37536","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2015","76.80491","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2015","80.0189","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4. The results correspond only to England Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2015","82.11846","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2015","78.13294","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2015","79.42005","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2015","79.14677","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2015","85.18869","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2016","96.83345","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4.  The results correspond only to England Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2018","82.6969","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2018","79.42708","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2018","79.74229","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2018","85.78263","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2018","81.86035","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2018","80.77064","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2019","82.55884","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4. The results correspond only to England Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2019","82.76577","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4. The results correspond only to England Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2019","82.8358","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4. The results correspond only to England Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2021","97.78468","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4.  The results correspond only to England Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2021","97.03106","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4.  The results correspond only to England Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2021","96.23339","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4.  The results correspond only to England Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2022","83.16","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2022","74.41","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2022","79.86","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2022","75.67","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2022","76.67","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2022","76.87","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","826","United Kingdom of Great Britain and Northern Ireland","2023","80","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4. The results correspond only to England Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","834","United Republic of Tanzania","2006","74.6","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","834","United Republic of Tanzania","2006","81.4","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","834","United Republic of Tanzania","2006","77.9","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","834","United Republic of Tanzania","2006","31.5","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","834","United Republic of Tanzania","2006","24","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","834","United Republic of Tanzania","2006","39.3","2006",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Students achieving at least proficiency Level 5. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","834","United Republic of Tanzania","2013","60.6","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6. Tanzania (Zanzibar) Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","834","United Republic of Tanzania","2013","59.7","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6. Tanzania (Zanzibar) Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","834","United Republic of Tanzania","2013","61.3","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6. Tanzania (Zanzibar) Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","834","United Republic of Tanzania","2013","9.1","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6. Tanzania (Zanzibar) Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","834","United Republic of Tanzania","2013","7.3","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6. Tanzania (Zanzibar) Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","834","United Republic of Tanzania","2013","8.1","2013",null,null,null,null,"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) IV. Students achieving at least proficiency Level 5. Grade 6. Tanzania (Zanzibar) Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2000","82.1","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2000","77.02","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2000","76.93842","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2000","77","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2000","76.86","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2000","86.85","2000",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2001","96.24107","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2001","93.9863","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2001","91.81443","2001",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2003","75.69","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2003","85.61","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2003","73.73","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2003","74.28755","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2003","74.83","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2003","80.61218","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2003","72.97442","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2003","71.65906","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2003","70.33067","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2006","72.67","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2006","71.86413","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2006","71.09","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2006","97.10953","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2006","94.76647","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2006","95.96241","2006",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2007","77.55476","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2007","76.04373","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2007","76.74422","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2009","82.38171","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2009","76.60612","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2009","79.38","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2009","78.6","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2009","73.68","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2009","86.37","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2011","81.94931","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2011","80.97028","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2011","80.01777","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2011","98.11876","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2011","96.90501","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2011","97.51736","2011",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2012","83.39592","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2012","73.5","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2012","74.15411","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2012","77.83","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2012","89.18","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2012","74.84","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2015","69.8669","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2015","84.66523","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2015","77.35621","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2015","70.62118","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2015","71.37497","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2015","81.00955","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2015","79.52396","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2015","77.79763","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2015","78.64847","2015",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2016","96.83184","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2016","96.09408","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2016","95.43481","2016",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2018","77.1016","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2018","84.52669","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2018","72.09605","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2018","80.73416","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2018","73.6535","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2018","72.89155","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2019","78.22793","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2019","76.57601","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2019","74.98512","2019",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2021","95.26391","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2021","93.74126","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2021","94.50664","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2022","79.87","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2022","66.08","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2022","67.41","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2022","76.03","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2022","64.68","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2022","83.69","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","840","United States of America","2023","68","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","854","Burkina Faso","2014","21.9","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","854","Burkina Faso","2014","17.9","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","854","Burkina Faso","2014","24.12","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","854","Burkina Faso","2014","19.58","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","854","Burkina Faso","2014","22.13","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","854","Burkina Faso","2014","21.4","2014",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","854","Burkina Faso","2019","33","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","854","Burkina Faso","2019","32.6","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","854","Burkina Faso","2019","33.3","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 4. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","854","Burkina Faso","2019","26.7","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","854","Burkina Faso","2019","24.1","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","854","Burkina Faso","2019","25","2019",null,null,null,null,"CONFEMEN Programme for the Analysis of Education Systems (PASEC). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2003","53.73","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2003","54.43","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2003","51.91718","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2003","60.20771","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2003","66.37","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2003","49.52","2003",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2006","45.26","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2006","63.28694","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2006","54.85918","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2006","55.87","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2006","72.72","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2006","73.38844","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2006","59.13","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2006","52","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2006","61.09","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2006","53.36259","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2006","73.88289","2006",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2006","53.88632","2006",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2009","48.69","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2009","55.41","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2009","52.42888","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2009","58.0923","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2009","66.44","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2009","49.78","2009",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2012","45.12","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2012","41.54","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2012","59.86","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2012","52.95381","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2012","44.21559","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2012","47.25","2012",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2013","43.5","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2013","37.5","2013",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2015","55.32376","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2015","66.13142","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2015","45.04314","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2015","50.35569","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2015","47.57152","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2015","60.98629","2015",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2018","47.5992","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2018","63.22533","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2018","52.55123","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2018","58.11645","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2018","49.29437","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2018","51.14096","2018",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2019","46.87768","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2019","43.8","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2019","40.56818","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2019","38.32168","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2019","38","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2019","37.68771","2019",null,null,null,null,"Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion (LLECE). Students achieving at least proficiency Level 3. Grade 6 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2022","46.29","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2022","43.49","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2022","55.98","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2022","61.88","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2022","58.89","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","858","Uruguay","2022","40.62","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","860","Uzbekistan","2021","75.83859","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","860","Uzbekistan","2021","64.19754","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","860","Uzbekistan","2021","69.83822","2021",null,null,null,null,"Progress in International Reading Literacy Study (PIRLS). Students achieving at least low International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","860","Uzbekistan","2022","16.59","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","860","Uzbekistan","2022","16.23","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","860","Uzbekistan","2022","19.31","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","860","Uzbekistan","2022","21.94","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","860","Uzbekistan","2022","11.99","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","860","Uzbekistan","2022","14.07","2022",null,null,null,null,"Programme for International Student Assessment (PISA). Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","860","Uzbekistan","2023","35","2023",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","887","Yemen","2003","5.66698","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","887","Yemen","2003","4.81833","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","887","Yemen","2003","3.80905","2003",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","887","Yemen","2007","1.22781","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","887","Yemen","2007","1.28928","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","887","Yemen","2007","1.33942","2007",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","887","Yemen","2011","2.5247","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","887","Yemen","2011","2.32531","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","887","Yemen","2011","2.03141","2011",null,null,null,null,"Trends in International Mathematics and Science Study (TIMSS). Students achieving at least Intermediate International Benchmark. Grade 4 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","894","Zambia","2016","1.8","2016",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 5 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","894","Zambia","2016","3.4","2016",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 5 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","894","Zambia","2016","3.5","2016",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 5 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","894","Zambia","2016","3.7","2016",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 5 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","894","Zambia","2016","2.1","2016",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 5 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","894","Zambia","2016","1.5","2016",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 5 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","894","Zambia","2017","3.52139","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","894","Zambia","2017","6.48076","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","894","Zambia","2017","2.63456","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","894","Zambia","2017","5.0435","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","894","Zambia","2017","2.29846","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","894","Zambia","2017","1.94251","2017",null,null,null,null,"Programme for International Student Assessment (PISA) for Development. Students achieving at least proficiency Level 2. Modal grade for PISA: http://dx.doi.org/10.1787/888934038799 Data extracted on 25 February 2025.",null,null,"LOWSEC","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","894","Zambia","2021","2.4","2021",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 5 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","894","Zambia","2021","2.1","2021",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 5 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","894","Zambia","2021","2.1","2021",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 5 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","894","Zambia","2021","2","2021",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 5 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","894","Zambia","2021","2.2","2021",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 5 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","894","Zambia","2021","2.3","2021",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 5 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","894","Zambia","2023","15.9","2023",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","894","Zambia","2023","16","2023",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_MATH","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","894","Zambia","2023","9.7","2023",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","BOTHSEX","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","894","Zambia","2023","11","2023",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","FEMALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","894","Zambia","2023","8.3","2023",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_READ","PERCENT"]
["4","4.1","4.1.1","SE_TOT_PRFL","Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)","894","Zambia","2023","16.2","2023",null,null,null,null,"Assessments for Minimum Proficiency Levels (AMPL). Grade 7 Data extracted on 25 February 2025.",null,null,"PRIMAR","C","G","MALE","SKILL_MATH","PERCENT"]