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Table D.2.11. IEA: Percentage distribution and average achievement scores of fourth-grade students as reported in PIRLS, by the index of home educational resources (HER) and country: 2006

  High HER   Medium HER   Low HER
  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
Countries 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 average 11   0.1   563 1.0         80 0.2   503 0.5         9   0.1   426 1.9      
                                                                     
Norway 26   1.2   531 2.5   -7   1.8   74 1.2   493 2.9   7   1.8   #       #    
Denmark 24   1.3   576 3.4         75 1.3   540 2.3         1   0.2        
Iceland1 24   0.8   550 2.9   4   1.1   76 0.8   507 1.6   -4   1.1   #       #    
Sweden 22   1.4   578 3.5         78 1.4   546 2.1         #       #    
Scotland2 21   1.6   589 6.7         77 1.6   531 3.1         1 ! 0.4     #    
                                                                     
Canada, British Columbia1 20   1.2   597 3.6         79 1.3   556 2.9         #          
Netherlands2 20   1.1   584 2.9   13   1.3   79 1.1   550 1.4   -12   1.3   1 ! 0.3     #    
Canada, Alberta1 19   1.2   598 3.9         80 1.2   559 2.6         #          
Canada, Nova Scotia 19   1.1   590 3.5         81 1.1   539 1.8         #          
Canada, Ontario1 18   1.5   591 4.2   #       81 1.4   550 2.6   #       1   0.2     #    
                                                                     
New Zealand2 18   1.0   591 3.6         81 1.0   541 2.0         1   0.1     -1 ! 0.3  
Israel 16   1.3   587 4.9         82 1.4   526 3.8         2   0.4        
Hungary 15   1.1   607 2.9   -5 ! 1.7   80 1.3   548 2.8   4 ! 1.7   5   0.9   467 8.8      
France 15   1.1   570 3.1         82 1.1   520 1.9         4   0.4   463 5.7   -3   0.6
Luxembourg 14   0.5   601 2.6         82 0.5   555 1.1         3   0.3   499 5.2      
                                                                     
Canada, Quebec1 14   0.9   571 4.8   #       84 0.9   534 2.6   -1   1.5     2   0.3     #    
Belgium (Flemish) 14   1.0   580 2.5         84 1.0   545 1.8         2   0.3        
Spain2 13   1.3   560 4.4         82 1.2   520 2.4         5   0.7   458 9.0      
Germany1 12   0.9   592 2.9   -4 ! 1.2   85 0.9   553 2.1   3 ! 1.2   3   0.3   483 6.0   #    
Russian Federation 12   1.0   610 4.8   4 ! 1.2   86 1.0   560 3.4   -4 ! 1.2   2   0.3     #    
                                                                     
Singapore 11   0.5   613 4.0   #       86 0.5   556 2.8   #       2   0.3     #    
Bulgaria 11   1.1   608 5.8   #       74 1.8   549 4.0         15   1.9   514 11.1      
Lithuania 11   0.7   577 2.9   #       88 0.8   533 1.6         1   0.2     #    
Slovak Republic 10   0.7   585 3.1         86 1.0   533 2.2         4   0.8   407 14.5   #    
Chinese Taipei 10   0.8   585 3.9         86 0.8   534 1.9         3   0.3   473 6.5      
                                                                     
Latvia 9   0.8   571 3.9   -5   1.2   90 0.8   540 2.4   6   1.2   1   0.2     -1 ! 0.4  
Hong Kong SAR3 9   0.9   589 2.9   5   1.0   85 0.7   565 2.2   3 ! 1.1   6   0.5   531 7.2   -8   1.1
Georgia 9   0.8   510 4.9         87 1.1   470 3.1         4   0.9   453 23.7      
Slovenia 9   0.5   578 3.4   -2 ! 0.9   90 0.6   519 2.0   3 ! 0.9   2   0.2     -1 ! 0.4  
Poland 9   0.7   583 4.5         82 0.8   522 2.2         9   0.7   458 5.9      
                                                                     
Italy 8   0.7   598 4.4         84 1.0   553 2.9         8   0.9   517 7.7      
Qatar2 7   0.3   402 5.4         85 0.4   363 1.7         8   0.3   321 6.3      
Austria 7   0.7   592 4.2         92 0.7   538 1.8         1   0.2        
Trinidad and Tobago1 5   0.5   510 8.3         89 0.9   443 4.8         7   0.8   375 9.2      
Belgium (French)1 5   0.5   553 5.8         91 0.6   502 2.5         4   0.5   440 5.9      
                                                                     
Macedonia, Rep. of2 5   0.5   523 9.0   3   0.6   85 1.1   457 3.7         11   1.1   373 6.3   -6   1.7
Kuwait2 4   0.4   401 12.4         90 0.6   348 4.4         6   0.5   308 13.3      
Romania 4   0.6   578 5.7         77 1.6   504 4.1         19   1.7   429 10.0      
Moldova, Rep. of 4   0.6   554 9.8   #       74 1.1   506 2.9   -16   1.6   22   1.1   477 5.2   16   1.4
South Africa1 3   0.5   528 15.0         70 1.0   324 6.2         26   1.1   264 4.6      
                                                                     
Iran, Islamic Rep. of 3   0.4   537 7.7   1 ! 0.4     47 1.7   457 2.8         51   1.9   387 3.9      
Morocco 1 ! 0.3           38 1.8   348 5.7         61   1.9   313 8.8      
Indonesia #             62 1.7   418 4.1         37   1.7   386 4.4      
England                                
United States                                
— 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.
▼ 2006 percent significantly lower.
1 Data are available for at least 70 but less than 85 percent of students.
2 Data are available for at least 50 but less than 70 percent of students.
3 Hong Kong is a Special Administrative Region (SAR) of the People's Republic of China.
NOTE: The data are based on students' responses to two questions about home educational resources: number of books in the home, and educational aids in the home (computer, study desk/table for own use, books of their own, access to a daily newspaper); and parents' responses to two questions: number of children’s books in the home, and parents’ education. High level indicates more than 100 books in the home; more than 25 children's books; at least 3 of 4 educational aids; and at least one parent finished university. Low level indicates 25 or fewer books in the home; 25 or fewer children's books; no more than 2 educational aids; and parents that have not completed secondary education. Medium level includes all other combinations of responses. The international average does not include the Canadian provinces. The primary education systems of the Russian Federation and Slovenia underwent structural changes. (In 2001, the Russian 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.) Data for Canada, Ontario include only public schools. Differences are significant at the p<0.05 level. 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 3.2. Chestnut Hill, MA: Boston College.

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