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Table A-1. Average PIRLS scores of fourth-grade students on combined reading literacy scale, by jurisdiction: 2001 and 2006
  2001   2006
Jurisdiction Average score   s.e.   Average score   s.e.
PIRLS scale average 500   0.0   500   0.0
 
Argentina 420   5.9      
Austria         538   2.2
Belgium (Flemish)         547 1 2.0
Belgium (French)       500   2.6
Belize 327   4.7      
Bulgaria   550   3.8     547   4.4
Canada, Alberta       560   2.4
Canada, British Columbia       558   2.6
Canada, Nova Scotia         542   2.2
Canada, Ontario   548   3.3   555   2.7
Canada, Quebec   537   3.0     533   2.8
Chinese Taipei         535   2.0
Colombia 422   4.4      
Cyprus 494   3.0      
Czech Republic   537   2.3      
Denmark         546   2.3
England 553 1,2 3.4     539   2.6
France 525   2.4   522   2.1
Georgia       471   2.2
Germany   539   1.9     548   2.4
Greece 524 2 3.5      
Hong Kong, SAR3 528   3.1   564   2.4
Hungary   543   2.2   551   3.0
Iceland 512   1.2   511   1.3
Indonesia       405   4.1
Iran, Islamic Republic of 414   4.2   421   3.1
Israel 509 4 2.8   512   3.3
Italy   541   2.4   551   2.9
Kuwait   (5)     330   4.2
Latvia   545   2.3     541   2.3
Lithuania   543 6 2.6     537   1.6
Luxembourg       557   1.1
Macedonia, Republic of 442   4.6   442   4.1
Moldova, Republic of 492   4.0   500   3.0
Morocco 350 7 9.6   323   5.9
Netherlands 554 1 2.5     547 1 1.5
New Zealand 529   3.6   532   2.0
Norway 499   2.9   498 8 2.6
Poland       519   2.4
Qatar       353   1.1
Romania 512   4.6   489   5.0
Russian Federation 528   4.4   565   3.4
Scotland 528 1 3.6   527 1 2.8
Singapore 528   5.2   558   2.9
Slovak Republic 518   2.8   531   2.8
Slovenia 502   2.0   522   2.1
South Africa       302   5.6
Spain       513   2.5
Sweden 561   2.2   549   2.3
Trinidad and Tobago       436   4.9
Turkey 449   3.5      
United States   542 1 3.8     540 1 3.5
∆ Score is higher than U.S. score.
▼ Score is lower than U.S. score.
— Not available. (Data were not collected or not reported.)
† Not applicable.
1Met guidelines for sample participation rates only after substitute schools were included.
2National Defined Population covers less than 95 percent of National Target Population.
3Hong Kong is a Special Administrative Region (SAR) of the People’s Republic of China.
4National Defined Population covers less than 80 percent of National Target Population.
5Although Kuwait participated in 2001 and 2006, the International Association for the Evaluation of Educational Achievement (IEA) elected not to report the 2001 estimates for the country because of concerns about the quality of Kuwait’s data.
6National Target Population does not cover all of International Target Population because coverage falls below 65 percent.
7Nearly satisfied guidelines for sample participation rates after substitute schools were included.
8Did not meet guidelines for sample participation rates after substitute schools were included.
NOTE: Jurisdictions are ordered alphabetically. Combined reading literacy scores are reported on a scale from 0 to 1,000. The tests for significance take into account the standard error for the reported difference. Thus, a small difference between the United States and one country may be significant while a large difference between the United States and another country may not be significant. Standard error is noted by s.e.
SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Progress in International Reading Literacy Study (PIRLS), 2001 and 2006.
                   
                   
For more information: Baer, J., Baldi, S., Ayotte, K., and Green, P. (2007). The Reading Literacy of U.S. Fourth-Grade Students in an International Context: Results From the 2001 and 2006 Progress in International Reading Literacy Study (PIRLS) (NCES 2008-017), figure 3 and table R-1. National Center for Education Statistics, Institute for Education Sciences, U.S. Department of Education. Washington, DC; Ogle, L., Sen, A., Pahlke, E., Jocelyn, L., Kastberg, D., Roey, S., and Williams, T. (2003). International Comparisons in Fourth-Grade Reading Literacy: Findings from the Progress in International Reading Literacy Study (PIRLS) of 2001 (NCES 2003-073), figure 3 and table A1.1. National Center for Education Statistics, Institute for Education Sciences, U.S. Department of Education. Washington, DC.
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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education