- Surveys & Programs
- Data & Tools
- Fast Facts
- News & Events
- Publications & Products
- About Us
Chapter 6: International Comparisons of Education
This chapter offers a broad perspective on education across the nations of the world. It also provides an international context for examining the condition of education in the United States. Insights into the educational practices and outcomes of the United States are obtained by comparing them with those of other education systems. Most of the education systems represent countries; however, some of the tables in this chapter also include data for subnational entities with separate education systems, such as Hong Kong. The National Center for Education Statistics (NCES) carries out a variety of activities in order to provide statistical data for international comparisons of education.
This chapter presents data drawn from materials prepared by the United Nations Educational, Scientific, and Cultural Organization (UNESCO); the Organization for Economic Cooperation and Development (OECD); and the International Association for the Evaluation of Educational Achievement (IEA). Basic summary data on enrollments and enrollment ratios, teachers, educational attainment, and finances were synthesized from data published by the OECD in the Online Education Database and the annual Education at a Glance report, as well as from data collected by UNESCO. Even though these tabulations are carefully prepared, international data users should be cautioned about the many problems of definition and reporting involved in the collection of data about the education systems of the world, which vary greatly in structure from country to country (see the UNESCO entry at the end of Appendix A: Guide to Sources).
Also presented in this chapter are data from two international assessments of student achievement that are carried out under the aegis of IEA and supported by NCES. The Trends in International Mathematics and Science Study (TIMSS), formerly known as the Third International Mathematics and Science Study, assesses the mathematics and science knowledge and skills of fourth- and eighth-graders every 4 years. The Progress in International Reading Literacy Study (PIRLS) measures the reading knowledge and skills of fourth-graders every 5 years.
This chapter includes additional information from two OECD assessments supported by NCES. The Program for International Student Assessment (PISA) provides performance scores of 15-year-olds in the areas of reading, mathematics, and science literacy; it also measures general, or cross-curricular, competencies such as learning strategies. The Program for the International Assessment of Adult Competencies (PIAAC) assesses the cognitive skills of adults in the areas of literacy, numeracy, and problem solving in technology-rich environments. PIAAC measures relationships between adults' skills in these areas and their educational background, workplace experiences, occupational attainment, and use of information and communication technology. While PISA and PIAAC focus on OECD countries, data from some non-OECD education systems are also provided.
Further information on survey methodologies is in Appendix A: Guide to Sources and in the publications cited in the table source notes.
Population
Among the reporting OECD countries, Mexico had the largest percentage of its population made up of young people ages 5 to 14 (20 percent) in 2012, followed by Israel (18 percent) and Turkey (17 percent) (table 601.30). OECD countries with small percentages of people in this age group included the Czech Republic, Germany, Greece, Italy, Japan, and Slovenia (all at 9 percent), and Austria, Estonia, Hungary, the Republic of Korea, Poland, Portugal, the Slovak Republic, Spain, and Switzerland (all at 10 percent). In the United States, the proportion of 5- to 14-year-olds was 13 percent, which was higher than in most of the other OECD countries.
Enrollments
In 2013, about 1.5 billion students were enrolled in schools around the world (table 601.10). Of these students, 714 million were in elementary-level programs, 569 million were in secondary programs, and 199 million were in postsecondary programs.
From 2000 to 2013, enrollment changes varied from region to region. Changes in elementary enrollment ranged from increases of 59 percent in Africa, 36 percent in Oceania, and less than 1 percent in Asia to decreases of 10 percent in Europe, 7 percent in Central and South America (including Latin America and the Caribbean), and 3 percent in Northern America (including Bermuda, Canada, Greenland, St. Pierre and Miquelon, and the United States) (table F, table 601.10, and figure 27). Over the same period, secondary enrollment increased by 83 percent in Africa, 34 percent in Asia, 17 percent in Central and South America, 7 percent in Northern America, and 4 percent in Oceania but decreased by 17 percent in Europe. At the postsecondary level, enrollments increased in all major areas of the world from 2000 to 2013. Postsecondary enrollment rose by 164 percent in Asia, 105 percent in Central and South America, 99 percent in Africa, 61 percent in Oceania, 48 percent in Northern America, and 23 percent in Europe.
Across OECD countries in 2013, an average enrollment rate of 98 percent was reported for the 5- to 14-year-old population, and the enrollment rate was at least 94 percent in all 31 of the OECD countries that reported data for this age group (table 601.35). For 15-year-olds in 2013, the OECD average enrollment rate was 97 percent, with only 2 out of 33 reporting countries having a rate of less than 90 percent (Mexico, at 71 percent, and Turkey, at 88 percent) (table 601.40). The OECD average enrollment rate for youth decreased with each additional year of age, from 94 percent for 16-year-olds to 51 percent for 20-year-olds. Although the U.S. enrollment rates for 15-year-olds (99 percent) and 19-year-olds (60 percent) were higher than the OECD average, the U.S. enrollment rates at ages 16 through 18 were lower than the OECD average.
In all reporting OECD countries, the majority of enrollment was still at the secondary level for 17-year-olds. For older students, however, patterns of enrollment at the secondary and postsecondary levels varied across OECD countries. For example, of the 32 countries that reported separate secondary and postsecondary enrollment rates, 14 countries had a higher percentage of their 19-year-olds enrolled at the secondary level, while 18 countries had a higher percentage enrolled at the postsecondary level. The percentage of 19-year-olds enrolled at the secondary level was at least 5 times higher than the percentage enrolled at the postsecondary level in 3 countries: Iceland (70 percent of 19-year-olds enrolled at the secondary level vs. 4 percent enrolled at the postsecondary level), Italy (22 percent vs. 2 percent), and Denmark (58 percent vs. 8 percent). At the other end of the spectrum, 5 countries reported a percentage of 19-year-olds enrolled at the postsecondary level that was at least 5 times higher than the percentage enrolled at the secondary level: the Republic of Korea (74 percent of 19-year-olds enrolled at the postsecondary level vs. less than 1 percent enrolled at the secondary level), Ireland (57 percent vs. 4 percent), the United States (52 percent vs. 6 percent), Israel (13 percent vs. 2 percent), and Turkey (40 percent vs. 7 percent).
Achievement
Mathematics and Science at Grades 4 and 8
The 2011 Trends in International Mathematics and Science Study (TIMSS) assessed students' mathematics and science performance at grade 4 in 45 countries and at grade 8 in 38 countries. A number of subnational entities also participated in TIMSS as separate education systems. Examples of subnational participants include the cities of Hong Kong and Taipei, several U.S. states and Canadian provinces, Northern Ireland and England within the United Kingdom, and the Flemish community in Belgium. Results for individual U.S. states are based on public school students only, while U.S. national results are based on both public and private school students. TIMSS assessments are curriculum based and measure what students have actually learned against the subject matter that is expected to be taught by the end of grades 4 and 8, as described in the TIMSS mathematics and science frameworks, which guide assessment development. At both grades, TIMSS scores are reported on a scale of 0 to 1, 000, with the scale average set at 500.
In 2011, the average mathematics scores of U.S. fourth-graders (541) and eighth-graders (509) were higher than the TIMSS scale average of 500 (tables 602.20 and 602.30). The average U.S. fourth-grade mathematics score was higher than the average score in 37 of the 44 other countries participating at grade 4, lower than the average score in 3 countries, and not measurably different from the average score in the remaining 4 countries (table 602.20). The 3 countries that outperformed the United States in fourth-grade mathematics were Singapore, the Republic of Korea, and Japan. At grade 8, the average U.S. mathematics score was higher than the average score in 27 of the 37 other participating countries, lower than the average score in 4 countries, and not measurably different from the average score in the remaining 6 countries (table 602.30). The 4 countries that outperformed the United States in eighth-grade mathematics were the Republic of Korea, Singapore, Japan, and the Russian Federation.
Of the two U.S. states that participated in the 2011 TIMSS as separate education systems at grade 4, one state—North Carolina—had an average score for public schools that was higher than both the TIMSS scale average and the U.S. national average in mathematics (table 602.20). Public schools in the other state, Florida, had an average fourth-grade mathematics score that was higher than the TIMSS scale average but not measurably different from the U.S. national average. Of the nine U.S. states that participated separately at grade 8, four states—Massachusetts, Minnesota, North Carolina, and Indiana—had public school average scores that were higher than both the TIMSS scale average and the U.S. national average in mathematics (table 602.30). The public schools in three states—Colorado, Connecticut, and Florida—had average eighth-grade mathematics scores that were higher than the TIMSS scale average but not measurably different from the U.S. national average. The average eighth-grade score for public schools in California was not measurably different from the TIMSS scale average but was lower than the U.S. national average, while Alabama's public school average was lower than both the TIMSS scale average and the U.S. national average in mathematics.
The average science scores of both U.S. fourth-graders (544) and U.S. eighth-graders (525) were higher than the TIMSS scale average of 500 in 2011 (tables 602.20 and 602.30). The average U.S. fourth-grade science score was higher than the average score in 39 of the 44 other countries participating at grade 4 and lower than the average score in 5 countries (table 602.20). The 5 countries that outperformed the United States in fourth-grade science were the Republic of Korea, Singapore, Finland, Japan, and the Russian Federation. At grade 8, the average U.S. science score was higher than the average score in 28 of the 37 other participating countries in 2011, lower than the average score in 6 countries, and not measurably different from the average score in the remaining 3 countries (table 602.30). The 6 countries that outperformed the United States in eighth-grade science were Singapore, the Republic of Korea, Japan, Finland, Slovenia, and the Russian Federation.
Public schools in both Florida and North Carolina, which were the two U.S. states participating in the 2011 TIMSS at grade 4, had average fourth-grade science scores that were higher than the TIMSS scale average but not measurably different from the U.S. national average (table 602.20). Of the nine U.S. states that participated at grade 8, three states—Massachusetts, Minnesota, and Colorado—had public school average scores that were higher than both the TIMSS scale average and the U.S. national average in science (table 602.30). Public schools in four states—Indiana, Connecticut, North Carolina, and Florida—had average eighth-grade science scores that were higher than the TIMSS scale average but not measurably different from the U.S. national average. The average eighth-grade score for public schools in California was not measurably different from the TIMSS scale average but was lower than the U.S. national average, while Alabama's public school average was lower than both the TIMSS scale average and the U.S. national average in science.
Reading Literacy at Grade 4
The Progress in International Reading Literacy Study (PIRLS) has conducted international assessments of fourth-grade reading literacy in 2001, 2006, and 2011. In 2011, PIRLS participants consisted of 40 countries as well as a number of subnational education systems. Examples of subnational participants include the cities of Hong Kong and Taipei, the public school system of the U.S. state of Florida, several Canadian provinces, Northern Ireland and England within the United Kingdom, and the Flemish community in Belgium. PIRLS scores are reported on a scale from 0 to 1, 000, with the scale average set at 500.
On the 2011 PIRLS, U.S. fourth-graders had an average reading literacy score of 556 (table 602.10). The U.S. average score in 2011 was 14 points higher than in 2001 and 16 points higher than in 2006. In all 3 assessment years, the U.S. average score was higher than the PIRLS scale average.
In 2011, the average reading literacy score of fourth-graders in the United States was higher than the average score in 33 of the 39 other participating countries, lower than the average score in 3 countries, and not measurably different from the average in the remaining 3 countries. The 3 countries that outperformed the United States on the 2011 PIRLS were the Russian Federation, Finland, and Singapore. Public school students in Florida scored higher than both the PIRLS scale average and the U.S. national average.
In the United States, the 2011 average reading literacy score for females (562) was higher than the average score for males (551). In 34 of the 39 other participating countries, the average score for females was also higher than the average score for males, while there was no measurable difference between females' and males' average scores in the remaining 5 countries.
Reading, Mathematics, and Science Literacy at Age 15
The Program for International Student Assessment (PISA) assesses 15-year-old students' application of reading, mathematics, and science literacy to problems within a real-life context. In 2012, PISA assessed students in the 34 OECD countries as well as in a number of other education systems. Some subnational entities participated as separate education systems, including the U.S. states of Connecticut, Florida, and Massachusetts. Results for individual U.S. states are based on public school students only, while U.S. national results are based on both public and private school students. PISA scores are reported on a scale of 0 to 1, 000.
On the 2012 PISA assessment, U.S. 15-year-olds' average score in reading literacy was 498, which was not measurably different from the OECD average of 496 (table 602.50). The average reading literacy score in the United States was lower than the average score in 13 of the 33 other OECD countries, higher than the average score in 10 of the other OECD countries, and not measurably different from the average score in 10 of the OECD countries. The average reading literacy scores of public school students in Massachusetts (527) and Connecticut (521) were higher than both the U.S. average and the OECD average, while the average score in Florida (492) was not measurably different from either the U.S. average or the OECD average. In all participating education systems, females outperformed males in reading (table 602.40). The U.S. gender gap in reading (31 points) was smaller than the OECD average gap (38 points) and smaller than the gaps in 14 of the OECD countries.
In mathematics literacy, U.S. 15-year-olds' average score of 481 on the 2012 PISA assessment was lower than the OECD average score of 494 (table 602.60). The average mathematics literacy score in the United States was lower than the average in 21 of the 33 other OECD countries, higher than the average in 5 OECD countries, and not measurably different from the average in 7 OECD countries. The average mathematics literacy score of public school students in Massachusetts (514) was higher than both the U.S. average and the OECD average, while the average score in Connecticut (506) was higher than the U.S. average but not measurably different from the OECD average. The average score in Florida (467) was lower than both the U.S. average and the OECD average. In 25 of the OECD countries, males outperformed females in mathematics literacy (table 602.40). In the United States, however, the average score of males (484) was not measurably different from that of females (479).
In science literacy, U.S. 15-year-olds' average score of 497 was not measurably different from the OECD average score of 501 (table 602.70). The average science literacy score in the United States was lower than the average in 15 OECD countries, higher than the average in 8 OECD countries, and not measurably different from the average in 10 OECD countries. The average science literacy scores of public school students in Massachusetts (527) and Connecticut (521) were higher than both the U.S. average and the OECD average. The average score in Florida (485) was not measurably different from the U.S. average but was lower than the OECD average.
Educational Attainment
In 2014, the percentage of 25- to 64-year-olds who had completed high school varied among reporting OECD countries (table 603.10). The OECD country reporting the highest percentage of 25- to 64-year-olds who had completed high school was the Czech Republic (93 percent), followed by Estonia, the Slovak Republic, and Poland (all at 91 percent). High school completers made up 90 percent of 25- to 64-year-olds in 2 OECD countries (Canada and the United States), and 12 OECD countries reported percentages between 80 and 88 percent. The OECD country reporting the lowest percentage of high school completers among 25- to 64-year-olds was Mexico (34 percent), followed by Turkey (36 percent) and then Portugal (43 percent).
In 2014, the OECD country reporting the highest percentage of 25- to 64-year-olds with a postsecondary degree (i.e., any degree at the associate's level or above) was Canada (54 percent), followed by Israel (49 percent), Luxembourg (46 percent), the Republic of Korea (45 percent), and the United States (44 percent) (table 603.20). An additional 6 OECD countries reported that at least 40 percent of their 25- to 64-year-olds had a postsecondary degree. The OECD countries reporting the lowest percentages of 25- to 64-year-olds with a postsecondary degree were Italy and Turkey (both at 17 percent), followed by Mexico (19 percent).
Among younger adults (those 25 to 34 years old) in OECD countries, the percentage with a postsecondary degree also varied in 2014 (table 603.20 and figure 28). The OECD country reporting the highest percentage of younger adults with a postsecondary degree was the Republic of Korea (68 percent), followed by Canada (58 percent) and then Luxembourg (53 percent). At least 40 percent of younger adults had a postsecondary degree in 18 additional countries, including the United States (46 percent). The OECD country reporting the lowest percentage of younger adults with a degree in 2014 was Italy (24 percent), followed by Mexico and Turkey (both at 25 percent).
Degrees
In 27 of the 30 reporting OECD countries, more than half of all postsecondary degrees (i.e., all degrees at the associate's level or above) were awarded to women in 2013 (table 603.60). However, the proportion of degrees awarded to women varied by field. For example, 29 of the 30 countries reported that at least 70 percent of education degrees were awarded to women. In contrast, 18 of the countries reported that less than 25 percent of degrees in the combined field of engineering, manufacturing, and construction were awarded to women.
The percentages of bachelor's degrees that were awarded in mathematics and science fields—including natural sciences, mathematics and computer science, and engineering—varied across the 32 OECD countries that reported these data in 2013 (table 603.70). Three of the reporting OECD countries awarded 30 percent or more of their bachelor's degrees in mathematics and science fields: Germany (36 percent), the Republic of Korea (33 percent), and Greece (30 percent). Two countries awarded less than 15 percent of their bachelor's degrees in mathematics and science fields: Norway (13 percent) and the Netherlands (14 percent). In 2013, the United States awarded 17 percent of its bachelor's degrees in mathematics and science fields, a lower percentage than most other reporting countries.
The percentages of graduate degrees awarded in mathematics and science fields—including natural sciences, mathematics and computer science, and engineering—varied widely across OECD countries in 2013 (table 603.80). In most of the countries, a higher percentage of degrees were awarded in mathematics and science fields at the doctoral level than at the master's level. In 2013, data at the master's level were reported by 32 OECD countries. Five of the reporting OECD countries awarded 30 percent or more of their master's degrees in mathematics and science fields: Japan (42 percent), Greece and Sweden (both at 32 percent), Germany (31 percent), and Estonia (30 percent). Six OECD countries awarded less than 15 percent of their master's degrees in mathematics and science fields: Chile (6 percent), Mexico (11 percent), Israel and the United States (both at 12 percent), and Ireland and the Netherlands (both at 14 percent). Data at the doctoral level were reported by 31 OECD countries in 2013. Six of the reporting OECD countries awarded more than half of their doctor's degrees in mathematics and science fields: France (62 percent), Chile (59 percent), Canada (56 percent), Israel (52 percent), and Estonia and Sweden (both at 51 percent). Only 2 OECD countries reported awarding less than 30 percent of their doctor's degrees in mathematics and science fields: Turkey (20 percent) and Mexico (28 percent). The United States awarded 41 percent of its doctor's degrees in mathematics and science fields.
Skills of Adults
The Program for the International Assessment of Adult Competencies (PIAAC) assesses the cognitive skills of adults in three areas—literacy, numeracy, and problem solving in technology-rich environments—that are seen as key to facilitating the social and economic participation of adults in advanced economies. The discussion below focuses on the areas of literacy and numeracy. PIAAC 2012 results are available for adults in 24 participating countries and regions, including 22 that belong to the OECD. Participating countries and regions are referred to collectively as "education systems" in the Digest. The education systems that participated in the 2012 assessment were primarily countries, but also included three subnational education systems: Northern Ireland and England within the United Kingdom, and the Flemish community in Belgium. PIAAC literacy and numeracy scores are reported on a scale of 0 to 500.
In 2012, average scores on the PIAAC literacy scale for adults ages 25 to 65 ranged from 249 in Italy and 250 in Spain to 296 in Japan (table 604.10). U.S. 25- to 65-year-olds had an average PIAAC literacy score of 269, which was not measurably different from the OECD average score of 271. Across education systems, adults' average literacy scores generally increased with higher levels of educational attainment. In the United States, for example, 25- to 65-year-olds whose highest level of attainment was high school completion had an average literacy score of 259, compared with an average score of 302 for those who had a bachelor's or higher degree. The literacy score for U.S. high school completers in the 25- to 65-year-old age group was lower than the OECD average of 268 for high school completers in this age group, while the literacy score for U.S. 25- to 65-year-olds with a bachelor's or higher degree was not measurably different from the OECD average of 302 for those with a bachelor's or higher degree.
On the PIAAC numeracy scale, 2012 average scores for adults ages 25 to 65 ranged from 245 in Spain and 246 in Italy to 289 in Japan. U.S. 25- to 65-year-olds had an average PIAAC numeracy score of 254, which was lower than the OECD average score of 268. Across education systems, adults' average numeracy scores generally increased with higher levels of educational attainment. In the United States, for example, 25- to 65-year-olds whose highest level of attainment was high school completion had an average numeracy score of 241, compared with an average score of 293 for those who had a bachelor's or higher degree. The numeracy score for U.S. 25- to 65-year-olds who had completed only high school was lower than the OECD average of 265 for those with the same level of educational attainment. Likewise, the average numeracy score of U.S. 25- to 65-year-olds with a bachelor's or higher degree was lower than the OECD average of 303 for those with a bachelor's or higher degree.
Finances
In 2012, expenditures per full-time-equivalent (FTE) student at the combined elementary and secondary level of education were at least $11, 000 (in current U.S. dollars) in 6 of the 32 OECD countries that reported finance data for this level of education (table 605.10). Specifically, Luxembourg spent $20, 200 per elementary/secondary student; Switzerland spent $15, 500; Norway spent $13, 600; Austria spent $12, 200; the United States spent $11, 700; and Belgium spent $11, 000. At the higher education level, 9 of 31 reporting countries had expenditures of over $17, 000 per FTE student in 2012: Luxembourg ($32, 900), the United States ($26, 600), Switzerland ($25, 300), the United Kingdom ($24, 300), Sweden ($22, 500), Norway ($20, 000), the Netherlands ($19, 300), Finland ($17, 900), and Germany ($17, 200). These expenditures were adjusted to U.S. dollars using the purchasing-power-parity (PPP) index. This index is considered more stable and comparable than indexes using currency exchange rates; for more information, see appendix B.
A comparison of public direct expenditures on all education levels as a percentage of gross domestic product (GDP) in reporting OECD countries shows that public investment in education in 2012 ranged from 3.5 percent in Japan and the Slovak Republic to 6.5 percent in Norway (table 605.20 and figure 29). Among reporting OECD countries, the average public direct expenditure on education in 2012 was 4.7 percent of GDP. In the United States, the public direct expenditure on education as a percentage of GDP was 4.7 percent.
