IEA: Percentage distribution and average reading achievement scores of fourth-grade students as reported in PIRLS, by the Index of principals' perception of school climate (PPSC) and country: 2006

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Table C.1.06.

IEA: Percentage distribution and average reading achievement scores of fourth-grade students as reported in PIRLS, by the Index of principals' perception of school climate (PPSC) and country: 2006

Country, ordered by high PPSC	High PPSC								Medium PPSC								Low PPSC
	2006 percent of students		Average achievement		Difference in percent from 2001				2006 percent of students		Average achievement		Difference in percent from 2001				2006 percent of students			Average achievement		Difference in percent from 2001
	Percent	s.e.	Score	s.e.	Percent		s.e.		Percent	s.e.	Score	s.e.	Percent		s.e.		Percent		s.e.	Score	s.e.	Percent		s.e.
International Avg.	37	0.6	513	1.1	—		†		62	0.6	493	0.7	—		†		1		0.1	‡	†	—		†

Iceland¹	81	0.3	512	1.5	5		0.4	∆	19	0.3	510	2.7	-5		0.4	▼	#		†	‡	†	#		†
Scotland¹	74	4.0	534	4.0	‡		†		26	4.0	512	6.0	‡		†		#		†	‡	†	#		†
New Zealand	71	3.1	541	2.5	‡		†		29	3.1	512	5.6	‡		†		#		†	‡	†	#		†
Canada, Alberta	70	3.5	569	2.6	—		†		30	3.5	540	5.3	—		†		#		†	‡	†	—		†
United States	70	3.9	549	3.4	‡		†		30	3.9	520	5.5	‡		†		#		†	‡	†	‡		†

England	70	3.7	551	4.1	—		†		30	3.7	521	5.7	—		†		#		†	‡	†	—		†
Chinese Taipei	67	3.9	536	2.5	—		†		33	3.9	533	3.8	—		†		#		†	‡	†	—		†
Canada, Nova Scotia	67	3.8	547	2.5	—		†		33	3.8	531	4.5	—		†		#		†	‡	†	—		†
Singapore	66	#	562	3.5	‡		†		34	#	552	5.8	‡		†		#		†	‡	†	#		†
Belgium (French)	66	4.7	506	3.6	—		†		34	4.7	489	5.1	—		†		1		#	‡	†	—		†

Canada, British Columbia	62	4.5	566	3.1	—		†		37	4.5	547	4.7	—		†		1		#	‡	†	—		†
Sweden	59	4.4	553	2.8	‡		†		41	4.4	543	3.5	‡		†		#		†	‡	†	#		†
Israel	53	4.1	519	6.7	—		†		47	4.1	506	7.0	—		†		#		†	‡	†	—		†
Norway	51	5.1	500	3.6	-21	!	6.2	▼	49	5.1	495	3.6	21	!	6.2	∆	#		†	‡	†	#		†
Canada, Ontario	50	5.5	558	3.8	‡		†		50	5.5	550	3.7	‡		†		#		†	‡	†	‡		†

Indonesia	48	4.2	409	7.1	—		†		52	4.2	401	4.8	—		†		#		†	‡	†	—		†
Denmark	48	4.4	555	3.3	—		†		52	4.4	539	3.6	—		†		#		†	‡	†	—		†
Iran, Islamic Rep. of	47	4.0	429	5.6	‡		†		53	4.0	414	5.3	‡		†		‡		†	‡	†	‡		†
Canada, Quebec	46	4.8	543	3.9	-14	!	6.3	▼	54	4.8	526	3.8	14	!	6.3	∆	#		†	‡	†	#		†
Austria	45	4.3	545	3.0	—		†		54	4.4	534	3.2	—		†		1		#	‡	†	—		†

Hong Kong SAR	42	3.8	566	3.6	‡		†		57	3.7	563	2.8	‡		†		‡		†	‡	†	‡		†
Georgia	36	4.4	473	5.4	—		†		63	4.4	471	4.5	—		†		‡		†	‡	†	—		†
Spain	32	4.2	532	3.6	—		†		67	4.0	505	3.5	—		†		‡		†	‡	†	—		†
Italy	32	3.8	561	5.5	12	!	4.7	∆	68	3.8	547	3.4	-12	!	4.7	▼	#		†	‡	†	-1		#
Qatar	31	0.2	373	2.4	—		†		67	0.2	345	1.3	—		†		2		0.1	‡	†	—		†

France	30	4.0	534	3.5	‡		†		69	4.2	517	3.0	‡		†		‡		†	‡	†	‡		†
Kuwait	30	4.2	349	7.9	—		†		70	4.2	318	5.6	—		†		1		#	‡	†	—		†
Germany	28	3.1	557	3.2	‡		†		71	3.1	546	2.7	‡		†		1		0.2	‡	†	1		0.2
Slovenia	27	3.6	521	4.4	‡		†		72	3.7	522	2.4	‡		†		1		#	‡	†	1		#
Morocco¹	26	3.8	356	11.8	14	!	4.5	∆	64	4.2	312	8.7	-14	!	5.7	▼	10		2.6	333	30.8	‡		†

Belgium (Flemish)	26	4.0	553	3.1	—		†		74	4.0	544	2.5	—		†		#		†	‡	†	—		†
Netherlands¹	24	4.0	544	4.2	‡		†		76	4.0	548	2.4	‡		†		#		†	‡	†	#		†
Russian Federation	22	2.8	577	5.9	‡		†		78	2.8	561	3.6	‡		†		#		†	‡	†	#		†
Macedonia, Rep. of¹	22	3.7	479	12.1	‡		†		78	3.7	437	6.2	‡		†		#		†	‡	†	‡		†
Romania	21	3.9	510	9.6	-12	!	5.8	▼	74	3.9	491	4.6	‡		†		5	!	2.2	382	16.3	5	!	2.2	∆

South Africa	20	2.5	370	17.7	—		†		76	2.7	284	5.5	—		†		5		1.1	283	20.8	—		†
Trinidad and Tobago	17	3.1	505	9.5	—		†		80	3.4	423	5.8	—		†		‡		†	401	40.0	—		†
Poland	16	3.2	522	5.9	—		†		84	3.2	519	2.6	—		†		#		†	‡	†	—		†
Bulgaria	15	2.9	563	8.3	#		†		80	3.5	547	4.9	‡		†		5	!	1.9	509	23.1	-7	!	3.3	▼
Hungary	11	2.0	573	9.7	-8	!	3.8	▼	88	2.3	549	3.0	‡		†		‡		†	‡	†	‡		†

Lithuania	10	2.6	547	6.8	‡		†		90	2.7	536	1.7	‡		†		‡		†	‡	†	‡		†
Latvia	9	2.4	562	8.4	#		†		91	2.5	539	2.6	#		†		‡		†	‡	†	‡		†
Slovak Republic	6	1.8	548	9.4	‡		†		91	2.2	532	2.9	‡		†		3	!	1.4	468	40.8	‡		†
Moldova, Rep. of	‡	†	518	13.4	‡		†		96	1.6	499	3.2	23		3.9	∆	1		#	‡	†	1		#
Luxembourg²	—	†	—	†	—		†		—	†	—	†	—		†		—		†	—	†	—		†
— Not available.
† Not applicable.
# Rounds to zero.
! Interpret data with caution, estimates are unstable. The coefficient of variation is greater than or equal to .3 but less than .5.
‡ Reporting standards not met. Either data are insufficient to report achievement or the coefficient of variation is greater than or equal to .5.
∆ 2006 percent significantly higher at the p<0.05 level.
▼ 2006 percent significantly lower at the p<0.05 level.
¹ Indicates data are available for at least 70 percent but less than 85 percent of the students.
²Primary schools in Luxembourg do not have principals.
NOTE: Index of principals' perception of school climate (PPSC) based on principals’ responses to six questions about their schools: teachers’ job satisfaction, teachers’ expectations for student achievement, parental support for student achievement, students’ regard for school property, students’ desire to do well in school, and students’ regard for each other’s welfare. Average is computed on a 5-point scale: Very low = 1, Low = 2, Medium = 3, High = 4, and Very High = 5. Responses for each activity were averaged across each principal. High level indicates an average of greater than 3.67 through 5. Medium level indicates an average of 2.33 through 3.67. Low level indicates an average of 1 to less than 2.33. “Students’ regard for each other’s welfare” was added to the index in PIRLS 2006 and is not included in the 2001 index calculations. The International Average does not include the results from the Canadian provinces. The primary education systems of the Russian Federation and Slovenia underwent structural changes. (In 2001, the Russian Federation sample contained both third- and fourth-grade students; in 2006, however, all students were in fourth grade. Slovenia is in transition towards having all children begin school at an earlier age so that instead of having three years of primary schooling, as was the case in 2001, they all will have four years. This transition was not complete in 2006, however.) Standard error is noted by s.e. Detail may not sum to total due to rounding.
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 7.12. Chestnut Hill, MA: Boston College.

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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education

U.S. Department of Education
Institute of Education Sciences
National Center for Education Statistics