Figure CL-S-1. Standard errors for Figure 1: Percentage of fourth-grade students reaching the PIRLS international benchmark on reading, by jurisdiction: 2006
| Jurisdiction | Advanced (625) |
High (550) |
Intermediate (475) |
Low (400) |
| Singapore | 1.4 | 1.7 | 1.0 | 0.4 |
| Russian Federation | 1.5 | 2.0 | 1.1 | 0.5 |
| Canada, Alberta | 1.1 | 1.6 | 0.8 | 0.2 |
| Bulgaria | 1.4 | 2.3 | 1.8 | 1.0 |
| Canada, British Columbia | 1.3 | 1.6 | 1.0 | 0.3 |
| Canada, Ontario | 1.1 | 1.9 | 1.1 | 0.5 |
| England | 0.9 | 1.3 | 1.1 | 0.7 |
| Luxembourg | 0.6 | 0.8 | 0.5 | 0.2 |
| Hong Kong SAR | 1.0 | 1.6 | 0.8 | 0.2 |
| Hungary | 0.9 | 1.8 | 1.4 | 0.5 |
| Italy | 1.4 | 1.8 | 1.3 | 0.4 |
| New Zealand | 0.7 | 1.0 | 1.0 | 0.6 |
| Canada, Nova Scotia | 1.0 | 1.2 | 1.0 | 0.4 |
| United States | 1.2 | 2.0 | 1.4 | 0.6 |
| Denmark | 0.8 | 1.4 | 1.0 | 0.4 |
| Germany | 0.9 | 1.6 | 0.8 | 0.3 |
| Sweden | 0.9 | 1.5 | 1.0 | 0.4 |
| Israel | 1.0 | 1.3 | 1.3 | 1.2 |
| Scotland | 0.8 | 1.4 | 1.4 | 0.8 |
| Latvia | 0.8 | 1.5 | 1.2 | 0.4 |
| Slovak Republic | 0.6 | 1.5 | 1.3 | 0.9 |
| Austria | 0.9 | 1.5 | 1.1 | 0.4 |
| Belgium (Flemish) | 0.6 | 1.5 | 0.9 | 0.2 |
| Chinese Taipei | 0.7 | 1.3 | 1.0 | 0.4 |
| Poland | 0.5 | 1.2 | 1.1 | 0.7 |
| Netherlands | 0.5 | 1.2 | 0.8 | 0.2 |
| Canada, Quebec | 0.8 | 1.9 | 1.3 | 0.4 |
| Slovenia | 0.6 | 1.2 | 1.1 | 0.5 |
| Lithuania | 0.8 | 1.3 | 0.9 | 0.3 |
| France | 0.6 | 1.2 | 1.2 | 0.4 |
| Spain | 0.5 | 1.3 | 1.3 | 0.8 |
| Romania | 0.5 | 1.6 | 2.2 | 1.8 |
| Iceland | 0.4 | 1.1 | 0.8 | 0.8 |
| Belgium (French) | 0.4 | 1.3 | 1.6 | 0.7 |
| Moldova, Republic of | 0.4 | 1.5 | 1.9 | 0.9 |
| Macedonia, Republic of | 0.4 | 1.1 | 1.7 | 1.6 |
| Trinidad and Tobago | 0.5 | 1.2 | 1.7 | 2.0 |
| Norway | 0.3 | 1.1 | 1.6 | 0.8 |
| South Africa | 0.4 | 0.9 | 1.4 | 1.6 |
| Georgia | 0.4 | 1.3 | 1.8 | 1.3 |
| Iran, Islamic Republic of | 0.2 | 0.7 | 1.3 | 1.6 |
| Indonesia | † | 0.3 | 1.6 | 2.1 |
| Morocco | † | 0.4 | 1.2 | 2.0 |
| Kuwait | † | 0.3 | 0.8 | 1.2 |
| Qatar | † | 0.2 | 0.4 | 0.7 |
| # Rounds to zero. | ||||
| † Not applicable. | ||||
SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Progress in International Reading Literacy Study (PIRLS), 2006. |
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