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Table B.1.86. Percentage of 4th-grade students reaching the PIRLS international benchmarks in reading, by education system: 2011

Education system Percentage of students reaching each international benchmark
Advanced (625)   High (550)   Intermediate (475)   Low (400)
Percent s.e.   Percent s.e.   Percent s.e.   Percent s.e.
International median 8 0.0   44 0.0   80 0.0   95 0.0
Singapore1 24 1.6   62 1.8   87 1.1   97 0.4
Russian Federation 19 1.2   63 1.7   92 1.1   99 0.2
Northern Ireland-GBR2 19 1.2   58 1.4   87 0.9   97 0.6
Finland 18 0.9   63 1.3   92 0.7   99 0.2
England-GBR2 18 1.1   54 1.3   83 1.1   95 0.5
Hong Kong-CHN3 18 1.2   67 1.5   93 0.8   99 0.2
United States1 17 0.7   56 0.8   86 0.6   98 0.3
Ireland 16 0.9   53 1.4   85 0.8   97 0.5
Israel3 15 0.9   49 1.3   80 1.3   93 0.8
New Zealand 14 0.7   45 1.1   75 0.9   92 0.5
Canada1 13 0.7   51 1.1   86 0.6   98 0.2
Chinese Taipei-CHN 13 0.9   55 1.3   87 0.7   98 0.3
Denmark1 12 0.8   55 1.2   88 0.8   99 0.2
Hungary 12 0.9   48 1.5   81 1.2   95 0.7
Bulgaria 11 0.8   45 2.0   77 1.9   93 1.0
Croatia1 11 0.7   54 1.3   90 0.7   99 0.2
Australia 10 0.7   42 1.1   76 1.0   93 0.7
Italy 10 0.7   46 1.4   85 1.1   98 0.4
Germany 10 0.8   46 1.4   85 1.0   98 0.3
Portugal 9 1.1   47 1.8   84 1.2   98 0.5
Sweden 9 0.8   47 1.6   85 1.0   98 0.3
Czech Republic 8 0.9   50 1.4   87 0.9   98 0.5
Slovak Republic 8 0.6   44 1.5   82 1.3   96 0.8
Slovenia 8 0.7   42 1.2   79 0.9   95 0.6
Poland 7 0.6   39 1.2   77 0.9   95 0.5
Romania 7 0.7   32 1.6   65 2.1   86 1.5
Netherlands2 7 0.5   48 1.5   90 0.8   100 0.2
Lithuania1,4 6 0.5   39 1.4   80 1.2   97 0.4
France 5 0.5   35 1.6   75 1.5   95 0.8
Austria 5 0.5   39 1.5   80 0.9   97 0.3
Malta 4 0.4   24 0.7   55 0.8   78 0.6
Spain 4 0.5   31 1.3   72 1.2   94 0.7
Trinidad and Tobago 3 0.5   19 1.4   50 1.9   78 1.5
United Arab Emirates 3 0.3   14 0.6   38 1.0   64 0.9
Georgia4,5 2 0.3   21 1.2   60 1.6   86 1.4
Belgium (French)-BEL1,2 2 0.5   25 1.4   70 1.7   94 1.1
Qatar1 2 0.5   12 1.2   34 1.4   60 1.5
Norway6 2 0.4   25 1.5   71 1.3   95 0.7
Iran, Islamic Rep. of 1 0.2   13 0.9   45 1.6   76 1.1
Colombia 1 0.3   10 1.3   38 2.1   72 1.9
Saudi Arabia 1 0.2   8 1.0   34 2.0   65 1.9
Azerbaijan1,5 #   9 0.9   45 2.1   82 1.6
Oman7 #   5 0.4   21 0.9   47 1.2
Indonesia #   4 0.6   28 1.9   66 2.2
Morocco8 #   1 0.2   7 0.7   21 1.3
Benchmarking education systems                      
Florida-USA3,4 22 1.7   61 1.7   91 1.1   98 0.4
Ontario-CAN1 15 1.3   54 1.7   85 1.1   97 0.4
Alberta-CAN1 13 1.0   51 1.6   85 1.2   97 0.5
Quebec-CAN 7 0.7   43 1.9   85 1.0   98 0.3
Dubai-UAE 6 0.4   26 0.9   54 1.0   75 0.8
Andalusia-ESP 4 0.4   31 1.5   73 1.3   95 0.7
Abu Dhabi-UAE 2 0.6   10 1.2   32 1.9   60 1.9
Maltese-MLT 1 0.2   14 0.7   45 0.9   74 0.9
† Not applicable.
# Rounds to zero.
1National Defined Population covers 90 percent to 95 percent of National Target Population.
2Met guidelines for sample participation rates only after replacement schools were included.
3National Defined Population covers less than 90 percent of National Target Population.
4National Target Population does not include all of the International Target Population.
5Exclusion rates for Azerbaijan and Georgia are slightly underestimated as some conflict zones were not covered and no official statistics were available.
6Nearly satisfied guidelines for sample participation rates after replacement schools were included.
7The TIMSS & PIRLS International Study Center has reservations about the reliability of the average achievement score because the percentage of students with achievement too low for estimation exceeds 15 percent, though it is less than 25 percent.
8The TIMSS & PIRLS International Study Center has reservations about the reliability of the average achievement score because the percentage of students with achievement too low for estimation exceeds 25 percent.
NOTE: Education systems are ordered by percentage at the Advanced international benchmark. Italics indicate participants identified and counted in this report as an education system and not as a separate country. "Education system" is defined on page 1 of source publication. The PIRLS international median represents all participating PIRLS education systems, including the United States. The international median represents the percentage at which half of the participating education systems have that percentage of students at or above the median and half have that percentage of students below the median. 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. The Reading scale ranges from 0 to 1000. Standard error is noted by s.e.
SOURCE: Thompson, S., Provasnik, S., Kastberg, D., Ferraro, D., Lemanski, N., Roey, S., and Jenkins, F. (2012). Highlights From PIRLS 2011: Reading Achievement of U.S. Fourth-Grade Students in an International Context (NCES 2013–010), supplemental table E-3. National Center for Education Statistics, Institute of 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