Difference in average reading scores of 4th-grade students, by sex and education system: 2011
Male-female difference in average reading scores is statistically significant.
Male-female difference in average reading scores is not measurably different. 1 National Defined Population covers 90 percent to 95 percent of National Target Population. 2 Met guidelines for sample participation rates only after replacement schools were included. 3 National Defined Population covers less than 90 percent of National Target Population. 4 Exclusion rates for Azerbaijan and Georgia are slightly underestimated as some conflict zones were not covered and no official statistics were available. 5 Nearly satisfied guidelines for sample participation rates after replacement schools were included. 6 National Target Population does not include all of the International Target Population. 7 The 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. 8 The 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.
NOTE: Education systems are ordered by male-female difference in average score. Italics indicate participants identified and counted in this report as an education system and not as a separate country. 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 International Average includes all education systems. Differences in average scores reported as statistically significant at the .05 level of statistical significance. The tests for significance take into account the standard error for the reported difference. Thus, a small difference for one education system may be significant while a larger difference for another education system may not be significant. The standard errors of the estimates are shown in table E-4 available at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2013010.
SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Progress in International Reading Literacy Study (PIRLS), 2011.