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PIRLS and ePIRLS Results

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Figure 3. Percentage of fourth-grade students reaching the ePIRLS international benchmarks in online informational reading, by education system: 2016


Education system Advanced
(625)
Adv.
▲▼
Adv.
s.e.
High
(550)
High
▲▼
High
s.e.
Inter-
mediate
(475)
Int.
▲▼
Int.
s.e.
Low
(400)
Low
▲▼
Low
s.e.
 
Singapore1 34 1.7 72 1.5 92 0.9 98 | 0.4 Visual/Graphic representation of Singapore's data
Ireland 20 | 1.3 63 1.6 90 0.9 98 | 0.4 Visual/Graphic representation of Ireland's data
Norway (5)2 18 | 1.2 63 1.6 92 0.8 99 0.3 Visual/Graphic representation of Norway's data
United States3 18 | 1.2 56 | 1.5 86 | 1.0 97 | 0.4 Visual/Graphic representation of United States's data
Denmark4 15 | 1.0 57 | 1.4 89 0.9 98 0.4 Visual/Graphic representation of Denmark's data
Sweden 14 1.0 59 | 1.7 89 0.8 98 0.3 Visual/Graphic representation of Sweden's data
Israel1 13 1.0 47 1.3 78 1.1 93 0.7 Visual/Graphic representation of Israel's data
Canada5,6 12 1.0 49 2.1 82 1.3 96 0.5 Visual/Graphic representation of Canada's data
Chinese Taipei-CHN 10 0.7 51 1.3 86 | 0.9 97 | 0.3 Visual/Graphic representation of Chinese Taipei-CHN's data
Italy 6 0.7 41 1.3 82 1.3 98 | 0.5 Visual/Graphic representation of Italy's data
Slovenia 5 0.5 39 1.3 78 1.0 95 0.6 Visual/Graphic representation of Slovenia's data
United Arab Emirates 5 0.3 22 0.8 50 1.1 75 0.9 Visual/Graphic representation of United Arab Emirates's data
Portugal6 5 0.6 35 1.4 77 1.3 97 | 0.5 Visual/Graphic representation of Portugal's data
Georgia5 1 0.4 16 1.3 54 2.1 85 1.4 Visual/Graphic representation of Georgia's data
International median 12 0.0 50 0.0 84   0.0 97   0.0 Visual/Graphic representation of the International Median's data
Benchmarking education systems | | | | | | | | | | | |
Dubai-UAE 12 0.5 44 0.9 75 0.8 91 0.4 Visual/Graphic representation of Dubai-UAE's data
Abu Dhabi-UAE 3 0.5 13 1.2 36 1.8 61 1.7 Visual/Graphic representation of Abu Dhabi-UAE's data
                          Visual/Graphic representation of the legend's data
| Blank Cell
▲ Percentage is higher than the U.S. percentage at the same benchmark.
▼ Percentage is lower than the U.S. percentage at the same benchmark.
1 National Defined Population covers less than 90 percent of National Target Population (but at least 77 percent).
2 The number in parentheses indicates the grade level. For ePIRLS 2016, Norway assessed students in the fifth grade to obtain better comparisons with Sweden.
3 Met guidelines for sample participation rates only after replacement schools were included.
4 Did not satisfy guidelines for sample participation rates.
5 National Target Population does not include all of the International Target Population.
6 National Defined Population covers 90 to 95 percent of the National Target Population.
NOTE: Education systems are ordered by the percentage of students reaching the Advanced international benchmark. Italics indicate participants identified as a non-national entity that represents a portion of a country. The international median represents all participating ePIRLS education systems, including the United States. The international median represents the percentage at which half of the participating education systems have that percentage of students at or above the median and half have that percentage of students below the median. Benchmarking participants are not included in the international median. All percentages reported as higher or lower than the U.S. percentage are different at the05 level of statistical significance. The tests for significance take into account the standard error for the reported difference. Thus, a small difference between the United States and one education system may be significant while a large apparent difference between the United States and another education system may not be significant. Standard error is abbreviated as s.e.
SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Progress in International Reading Literacy Study (PIRLS), 2016.