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Table B.1.04. IEA: Percentage of fourth-grade students reaching the PIRLS 2006 international benchmarks in reading literacy, by jursidiction: 2006

Jurisdiction Advanced
(625)
  High
(550)
  Intermediate
(475)
  Low
(400)
Percent   s.e.   Percent   s.e.   Percent   s.e.   Percent   s.e.
International average 9   0.2   40   0.3   74   0.3   90   0.2
                               
Austria 8   0.9   45   1.5   84   1.1   98   0.4
Belgium (Flemish)1,2 7   0.6   49   1.5   90   0.9   99   0.2
Belgium (French) 3   0.4   23   1.3   66   1.6   92   0.7
Bulgaria1 16   1.4   52   2.3   82   1.8   95   1.0
Canada, British Columbia1 16   1.3   56   1.6   88   1.0   98   0.3
                               
Canada, Nova Scotia 13   1.0   48   1.2   82   1.0   96   0.4
Canada, Ontario1 16   1.1   54   1.9   87   1.1   98   0.5
Canada, Quebec 6   0.8   41   1.9   83   1.3   97   0.4
Chinese Taipei 7   0.7   43   1.3   84   1.0   97   0.4
Denmark 11   0.8   52   1.4   85   1.0   97   0.4
                               
England 15   0.9   48   1.3   78   1.1   93   0.7
France 5   0.6   35   1.2   76   1.2   96   0.4
Georgia1 1 ! 0.4   15   1.3   50   1.8   82   1.3
Germany 11   0.9   52   1.6   87   0.8   97   0.3
Hong Kong SAR3 15   1.0   62   1.6   92   0.8   99   0.2
                               
Hungary 14   0.9   53   1.8   86   1.4   97   0.5
Iceland 3   0.4   29   1.1   72   0.8   93   0.8
Indonesia #     2   0.3   19   1.6   54   2.1
Iran, Islamic Rep. of 1   0.2   8   0.7   30   1.3   60   1.6
Israel4 10   1.0   40   1.3   70   1.3   85   1.2
                               
Italy 14   1.4   52   1.8   87   1.3   98   0.4
Kuwait #     2   0.3   10   0.8   28   1.2
Latvia 8   0.8   46   1.5   86   1.2   98   0.4
Lithuania 5   0.8   43   1.3   86   0.9   99   0.3
Luxembourg 15   0.6   56   0.8   89   0.5   99   0.2
                               
Macedonia, Rep. of 2   0.4   15   1.1   40   1.7   66   1.6
Moldova, Rep. of 3   0.4   23   1.5   67   1.9   91   0.9
Morocco #     1 ! 0.4   9   1.2   26   2.0
Netherlands2 6   0.5   49   1.2   91   0.8   99   0.2
New Zealand 13   0.7   45   1.0   76   1.0   92   0.6
                               
Norway5 2   0.3   22   1.1   67   1.6   92   0.8
Poland 7   0.5   36   1.2   73   1.1   93   0.7
Qatar #     1   0.2   11   0.4   33   0.7
Romania 4   0.5   27   1.6   61   2.2   84   1.8
Russian Federation1 19   1.5   61   2.0   90   1.1   98   0.5
                               
Scotland2 10   0.8   40   1.4   77   1.4   93   0.8
Singapore 19   1.4   58   1.7   86   1.0   97   0.4
Slovak Republic 8   0.6   43   1.5   80   1.3   94   0.9
Slovenia 6   0.6   37   1.2   76   1.1   94   0.5
South Africa 2   0.4   6   0.9   13   1.4   22   1.6
                               
Spain 5   0.5   31   1.3   72   1.3   94   0.8
Sweden 11   0.9   53   1.5   88   1.0   98   0.4
Trinidad and Tobago 2   0.5   13   1.2   38   1.7   64   2.0
United States1,2 12   1.2   47   2.0   82   1.4   96   0.6
† Not applicable.
# Rounds to zero.
! Interpret data with caution. (Estimates are unstable.)
1 National Defined Population covers less than 95 percent of the National Target Population.
2 Met guidelines for sample participation rates only after substitute schools were included.
3 Hong Kong is a Special Administrative Region (SAR) of the People's Republic of China.
4 National Defined Population covers less than 80 percent of the National Target Population.
5 Nearly satisfied guidelines for sample participation rates after replacement schools were included.
NOTE: The International average does not include the results from the Canadian provinces. Average reading literacy scores are reported on a scale of 0 to 1,000. Benchmarks refer to the percentage of students who reached each cutpoint score along the scale (400, 475, 550, 625). For benchmark definitions and methodology see Mullis et al. (2007). Apparent differences may not be statistically significant. Standard error is noted by s.e.
SOURCE: Data from the International Association for the Evaluation of Educational Achievement (IEA), Progress in International Reading Literacy Study (PIRLS), 2006. Mullis, I.V.S., Martin, M.O., Kennedy, A.M., and Foy, P. (2007). PIRLS 2006 International Report, exhibit 2.1. Chestnut Hill, MA: Boston College PDF File (42MB).
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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education