Skip Navigation
small NCES header image

Figure 1. Change in average reading scale scores of 4th-grade students, by education system: 2006 to 2011 and 2001 to 2011

Change in average reading scale scores of 4th-grade students, by education system: 2006 to 2011 and 2001 to 2011

higher Score is higher than U.S. average score.
lower Score is lower than U.S. average score.
Change Change from 2006 to 2011.
Change Change from 2001 to 2011.
# Rounds to zero.
*p<.05. Change in average scores is statistically significant.
1 Differences are calculated by subtracting the 2006 from the 2011 estimate and the 2001 from the 2011 estimate, using unrounded numbers.
2 National Defined Population covers less than 90 percent of National Target Population for 2011 (see appendix A).
3 National Defined Population covers 90 percent to 95 percent of National Target Population for 2011 (see appendix A).
4 Met guidelines for sample participation rates only after replacement schools were included for 2011.
5 National Target Population does not include all of the International Target Population for 2011 (see appendix A).
6 Nearly satisfied guidelines for sample participation rates after replacement schools were included for 2011.
7 Exclusion rates for Georgia are slightly underestimated as some conflict zones were not covered and no official statistics were available for 2011.
NOTE: Education systems are ordered by 2011 average scores. All education systems at all years of assessment met international sampling and other guidelines in 2011, except as noted. Data are not shown for some education systems because comparable data from previous cycles are not available. 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.
For 2001, Lithuania had a National Target Population that did not include all of the International Target Population; England-GBR, the Russian Federation, and the United States had a National Defined Population that covered 90 percent to 95 percent of the National Target Population; England-GBR, the Netherlands, and the United States met guidelines for sample participation rates only after replacement schools were included. For 2006, Georgia and Lithuania had a National Target Population that did not include all of the International Target Population; Georgia, the Russian Federation, Alberta-CAN, and Ontario-CAN had a National Defined Population that covered 90 percent to 95 percent of the National Target Population; the Netherlands and the United States met guidelines for sample participation rates only after replacement schools were included; Norway nearly satisfied guidelines for sample participation rates after replacement schools were included. All average scores reported as higher or lower than the U.S. average score are different at the .05 level of statistical significance. 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. Detail may not sum to totals because of rounding. The standard errors of the estimates are shown in table E-2 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), 2001, 2006, and 2011.


Would you like to help us improve our products and website by taking a short survey?

YES, I would like to take the survey

or

No Thanks

The survey consists of a few short questions and takes less than one minute to complete.
National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education