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

International Activities Program

Return

Download Excel Excel format

(218 KB)

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.
¹Data are available for at least 70 but less than 85 percent of students.
²Data 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.