Percentage of 4th-grade students reaching the PIRLS international benchmarks in reading, by education system: 2011
# Rounds to zero.
*p<.05. Percentage is significantly different from the U.S. percentage at the same benchmark. 1 National Defined Population covers 90 percent to 95 percent of National Target Population. 2 Met guidelines for sample participation rates only after replacement schools were included. 3 National Defined Population covers less than 90 percent of National Target Population. 4 National Target Population does not include all of the International Target Population. 5 Exclusion rates for Azerbaijan and Georgia are slightly underestimated as some conflict zones were not covered and no official statistics were available. 6 Nearly satisfied guidelines for sample participation rates after replacement schools were included. 7 The TIMSS & PIRLS International Study Center has reservations about the reliability of the average achievement score because the percentage of students with achievement too low for estimation exceeds 15 percent, though it is less than 25 percent. 8 The TIMSS & PIRLS International Study Center has reservations about the reliability of the average achievement score because the percentage of students with achievement too low for estimation exceeds 25 percent.
NOTE: Education systems are ordered by percentage at Advanced international benchmark. Italics indicate participants identified and counted in this report as an education system and not as a separate country. The PIRLS international median represents all participating PIRLS education systems, including the United States.
The international median represents the percentage at which half of the participating education systems have that percentage of students at or above the median and half have that percentage of students below the median. Participants that did not administer PIRLS at the target grade are not shown; see the international report for their results. All Florida-USA data are based on public school students only. The tests for significance take into account the standard error for the reported difference.
Thus, a small difference between the United States and one education system may be significant while a large difference between the United States and another education system may not be significant. The standard errors of the estimates are shown in table E-3 available at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2013010.
SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Progress in International Reading Literacy Study (PIRLS), 2011.