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| Table B.1.87. | Difference in average PIRLS reading scores of 4th-grade students, by sex and education system: 2011 |
| Education system | Female | Male | Female-male difference | |||||
|---|---|---|---|---|---|---|---|---|
| Average score | s.e. | Average score | s.e. | Score difference | s.e. | |||
| International average | 520 | 0.5 | 504 | 0.5 | 16 | 0.5 | ||
| Colombia | 447 | 4.6 | 448 | 4.6 | -1 | 3.9 | ||
| Italy | 543 | 2.4 | 540 | 2.7 | 3 | 2.4 | ||
| France | 522 | 3.4 | 518 | 2.4 | 5 | 2.7 | ||
| Spain | 516 | 2.5 | 511 | 2.8 | 5 | 2.5 | ||
| Belgium (French)-BEL1,2 | 509 | 3.1 | 504 | 3.1 | 5 | 2.3 | ||
| Israel3 | 544 | 3.1 | 538 | 3.4 | 6 | 3.4 | ||
| Czech Republic | 549 | 2.5 | 542 | 2.5 | 6 | 2.6 | ||
| Netherlands2 | 549 | 2.1 | 543 | 2.2 | 7 | 2.0 | ||
| Austria | 533 | 2.2 | 525 | 2.3 | 8 | 2.3 | ||
| Germany | 545 | 2.3 | 537 | 2.7 | 8 | 2.5 | ||
| Slovak Republic | 540 | 3.1 | 530 | 2.8 | 10 | 2.1 | ||
| United States1 | 562 | 1.9 | 551 | 1.7 | 10 | 1.8 | ||
| Denmark1 | 560 | 1.9 | 548 | 2.1 | 12 | 2.2 | ||
| Canada1 | 555 | 1.7 | 542 | 2.1 | 12 | 2.0 | ||
| Poland | 533 | 2.5 | 519 | 2.7 | 14 | 3.1 | ||
| Azerbaijan1,4 | 470 | 3.6 | 456 | 3.5 | 14 | 2.3 | ||
| Croatia1 | 560 | 2.1 | 546 | 2.2 | 14 | 2.2 | ||
| Sweden | 549 | 2.4 | 535 | 2.5 | 14 | 2.7 | ||
| Portugal | 548 | 3.0 | 534 | 2.8 | 14 | 2.4 | ||
| Norway5 | 514 | 2.2 | 500 | 2.7 | 14 | 3.1 | ||
| Chinese Taipei-CHN | 561 | 2.1 | 546 | 2.1 | 15 | 2.1 | ||
| Bulgaria | 539 | 4.5 | 524 | 4.3 | 15 | 3.5 | ||
| Romania | 510 | 4.8 | 495 | 4.3 | 15 | 3.3 | ||
| Ireland | 559 | 2.9 | 544 | 3.0 | 15 | 3.9 | ||
| Hungary | 547 | 3.2 | 532 | 3.2 | 16 | 2.6 | ||
| Slovenia | 539 | 2.2 | 523 | 2.7 | 16 | 3.1 | ||
| Northern Ireland-GBR2 | 567 | 2.5 | 550 | 3.2 | 16 | 3.4 | ||
| Hong Kong-CHN3 | 579 | 2.3 | 563 | 2.5 | 16 | 2.2 | ||
| Australia | 536 | 2.7 | 519 | 2.7 | 17 | 3.1 | ||
| Singapore1 | 576 | 3.5 | 559 | 3.6 | 17 | 2.6 | ||
| Malta | 486 | 1.9 | 468 | 2.0 | 18 | 2.8 | ||
| Indonesia | 437 | 4.5 | 419 | 4.3 | 18 | 2.3 | ||
| Lithuania1,6 | 537 | 2.4 | 520 | 2.4 | 18 | 2.8 | ||
| Russian Federation | 578 | 2.8 | 559 | 3.1 | 18 | 2.3 | ||
| Iran, Islamic Rep. of | 467 | 4.3 | 448 | 4.3 | 20 | 6.4 | ||
| New Zealand | 541 | 2.2 | 521 | 2.7 | 20 | 3.1 | ||
| Finland | 578 | 2.3 | 558 | 2.2 | 21 | 2.3 | ||
| Georgia4,6 | 499 | 2.7 | 477 | 4.0 | 22 | 3.0 | ||
| England-GBR2 | 563 | 3.0 | 540 | 3.1 | 23 | 3.0 | ||
| United Arab Emirates | 452 | 3.0 | 425 | 3.5 | 27 | 4.8 | ||
| Morocco7 | 326 | 4.0 | 296 | 4.6 | 29 | 3.9 | ||
| Qatar1 | 441 | 4.7 | 411 | 4.2 | 30 | 6.0 | ||
| Trinidad and Tobago | 487 | 4.5 | 456 | 4.3 | 31 | 4.6 | ||
| Oman8 | 411 | 3.0 | 371 | 3.4 | 40 | 2.9 | ||
| Saudi Arabia | 456 | 3.1 | 402 | 8.2 | 54 | 8.8 | ||
| Benchmarking education systems | ||||||||
| Andalusia-ESP | 519 | 2.4 | 511 | 2.8 | 8 | 2.6 | ||
| Alberta-CAN1 | 553 | 3.1 | 543 | 3.1 | 10 | 2.2 | ||
| Ontario-CAN1 | 558 | 3.3 | 546 | 2.8 | 13 | 3.4 | ||
| Dubai-UAE | 483 | 3.9 | 470 | 3.5 | 13 | 6.3 | ||
| Quebec-CAN | 544 | 2.6 | 531 | 2.4 | 14 | 2.5 | ||
| Florida-USA3,6 | 576 | 3.4 | 561 | 3.0 | 15 | 2.9 | ||
| Maltese-MLT | 470 | 2.0 | 445 | 2.2 | 25 | 3.0 | ||
| Abu Dhabi-UAE | 442 | 5.5 | 406 | 6.3 | 36 | 8.0 | ||
| 1National Defined Population covers 90 percent to 95 percent of National Target Population. | ||||||||
| 2Met guidelines for sample participation rates only after replacement schools were included. | ||||||||
| 3National Defined Population covers less than 90 percent of National Target Population. | ||||||||
| 4Exclusion rates for Azerbaijan and Georgia are slightly underestimated as some conflict zones were not covered and no official statistics were available. | ||||||||
| 5Nearly satisfied guidelines for sample participation rates after replacement schools were included. | ||||||||
| 6National Target Population does not include all of the International Target Population. | ||||||||
| 7The 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. | ||||||||
| 8The 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 female-male difference in average score. Italics indicate participants identified and counted in this report as an education system and not as a separate country. "Education system" is defined on page 1 of source publication. 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. The Reading scale ranges from 0 to 1000. Standard error is noted by s.e. | ||||||||
| SOURCE: Thompson, S., Provasnik, S., Kastberg, D., Ferraro, D., Lemanski, N., Roey, S., and Jenkins, F. (2012). Highlights From PIRLS 2011: Reading Achievement of U.S. Fourth-Grade Students in an International Context (NCES 2013–010), supplemental table E-4. National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. |
