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Table B.1.85. Average PIRLS reading scores of 4th-grade students, by education system: 2001, 2006, and 2011

Education system 2001   2006   2011
Average score s.e.     Average score s.e.     Average score s.e.  
PIRLS scale average 500 0.0   500 0.0   500 0.0
Argentina 420 5.9        
Australia         527 2.2
Austria     538 2.2     529 2.0
Azerbaijan         462 3.3
Belgium (Flemish)-BEL     547 2.0      
Belgium (French)-BEL     500 2.6   506 2.9
Belize 327 4.7        
Bulgaria 550 3.8     547 4.4     532 4.1
Canada         548 1.6
Chinese Taipei-CHN     535 2.0     553 1.9  
Colombia 422 4.4       448 4.1
Croatia         553 1.9  
Cyprus 494 3.0        
Czech Republic 537 2.3         545 2.2
Denmark     546 2.3     554 1.7  
England-GBR 553 3.4   539 2.6     552 2.6  
Finland         568 1.9
France 525 2.4   522 2.1   520 2.6
Georgia     471 3.1   488 3.1
Germany 539 1.9     548 2.2     541 2.2
Greece 524 3.5        
Hong Kong-CHN 528 3.1   564 2.4   571 2.3
Hungary 543 2.2     551 3.0   539 2.9
Iceland 512 1.2   511 1.3    
Indonesia     405 4.1   428 4.2
Iran, Islamic Rep. of 414 4.2   421 3.1   457 2.8
Ireland         552 2.3  
Israel 509 2.8   512 3.3   541 2.7
Italy 541 2.4     551 2.9   541 2.2
Latvia 545 2.3     541 2.3      
Lithuania 543 2.6     537 1.6     528 2.0
Luxembourg     557 1.1    
Macedonia, Rep. of 442 4.6   442 4.1    
Malta         477 1.4
Moldova, Rep. of 492 4.0   500 3.0    
Morocco 350 9.6   323 5.9   310 3.9
Netherlands 554 2.5   547 1.5     546 1.9
New Zealand 529 3.6   532 2.0   531 1.9
Northern Ireland-GBR         558 2.4  
Norway 499 2.9   498 2.6   507 1.9
Oman         391 2.8
Poland     519 2.4   526 2.1
Portugal         541 2.6
Qatar     353 1.1   425 3.5
Romania 512 4.6   489 5.0   502 4.3
Russian Federation 528 4.4   565 3.4   568 2.7
Saudi Arabia         430 4.4
Scotland-GBR 528 3.6   527 2.8    
Singapore 528 5.2   558 2.9   567 3.3
Slovak Republic 518 2.8   531 2.8   535 2.8
Slovenia 502 2.0   522 2.1   530 2.0
South Africa     302 5.6    
Spain     513 2.5   513 2.3
Sweden 561 2.2   549 2.3   542 2.1
Trinidad and Tobago     436 4.9   471 3.8
Turkey 449 3.5        
United Arab Emirates         439 2.2
United States 542 3.8     540 3.5     556 1.5  
Benchmarking education systems                      
Abu Dhabi-UAE         424 4.7
Alberta-CAN     560 2.4   548 2.9
Andalusia-ESP         515 2.3
British Columbia-CAN     558 2.6    
Dubai-UAE         476 2.0
Florida-USA         569 2.9
Maltese-MLT         457 1.5
Nova Scotia-CAN     542 2.2      
Ontario-CAN 548 3.3     555 2.7   552 2.6  
Quebec-CAN 537 3.0     533 2.8     538 2.1
∆ Score is higher than U.S. score (p <05).
▼ Score is lower than U.S. score (p <05).
— Not available.
† Not applicable.
NOTE: Italics indicate participants identified and counted in this report as an education system and not as a separate country. "Education system" is defined at http://nces.ed.gov/surveys/pirls/countries.asp. Population coverage, participation rates, or sampling procedures deviated from international standards in the following education systems (years in parentheses): Alberta-CAN (11), Azerbaijan (11), Belgium (Flemish)-BEL (06), Belgium (French)-BEL (11), Bulgaria (06), Canada (11), Croatia (11), Denmark (11, 06), England-GBR (11, 01), Florida-USA (11), Georgia (11, 06), Greece (01), Hong Kong-CHN (11), Israel (11, 06, 01), Lithuania (11, 01), Morocco (11, 01), Netherlands (11, 06, 01), Northern Ireland-GBR (11), Norway (11, 06), Oman (11), Ontario-CAN (11), Qatar (11), Russian Federation (06, 01), Scotland-GBR (06, 01), Singapore (11), and the United States (11, 06, 01). Data from Israel, Qatar, and Morocco are not comparable for measuring trends to 2011, due to education systems improving translations, increasing population coverage, or percentage of students with achievement too low for estimation exceeded 25 percent. Details are available in the International Data Explorer Help Guide. Results for Ontario-CAN in 2006 may differ slightly from the IEA PIRLS 2006 International Report because the 2006 data shown include public and private schools, whereas the IEA report excluded private schools from trend analysis for Ontario-CAN in 2006 to match its 2001 sample. The Reading scale ranges from 0 to 1000. Some apparent differences between estimates may not be statistically significant. Standard error is noted by s.e.
SOURCE: National Center for Education Statistics (NCES), Progress in International Reading Literacy Study (PIRLS) International Data Explorer, retrieved March 12, 2013, from http://nces.ed.gov/surveys/international/ide. (This table was prepared March 2013.)
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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education