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Table 3. |
Overall reading average scale score and purposes of reading subscale scores of 4th-grade students, by education system: 2011 |
Education system | Overall reading average scale score | Purposes of reading | Education system | Overall reading average scale score | Purposes of reading | |||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Literacy experience | Acquire and use information |
Literacy experience | Acquire and use information |
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PIRLS scale average | 500 | 500 | 500 | PIRLS scale average | 500 | 500 | 500 | |||||||
Hong Kong-CHN1 | 571 | △ | 565 | 578 | △ | France | 520 | ▼ | 521 | ▼ | 519 | ▼ | ||
Russian | 568 | △ | 567 | 570 | △ | Spain | 513 | ▼ | 516 | ▼ | 512 | ▼ | ||
Finland | 568 | △ | 568 | △ | 568 | △ | Norway5 | 507 | ▼ | 508 | ▼ | 505 | ▼ | |
Singapore2 | 567 | △ | 567 | 569 | △ | Belgium (French)-BEL2,3 | 506 | ▼ | 508 | ▼ | 504 | ▼ | ||
Northern Ireland-GBR3 | 558 | 564 | 555 | Romania | 502 | ▼ | 504 | ▼ | 500 | ▼ | ||||
United States2 | 556 | 563 | 553 | Georgia4,6 | 488 | ▼ | 491 | ▼ | 482 | ▼ | ||||
Denmark2 | 554 | 555 | ▼ | 553 | Malta | 477 | ▼ | 470 | ▼ | 485 | ▼ | |||
Croatia2 | 553 | 555 | ▼ | 552 | Trinidad and Tobago | 471 | ▼ | 467 | ▼ | 474 | ▼ | |||
Chinese Taipei-CHN | 553 | 542 | ▼ | 565 | △ | Azerbaijan2,6 | 462 | ▼ | 461 | ▼ | 460 | ▼ | ||
Ireland | 552 | 557 | 549 | Iran, Islamic Rep. of | 457 | ▼ | 459 | ▼ | 455 | ▼ | ||||
England-GBR3 | 552 | 553 | ▼ | 549 | Colombia | 448 | ▼ | 453 | ▼ | 440 | ▼ | |||
Canada2 | 548 | ▼ | 553 | ▼ | 545 | ▼ | United Arab Emirates | 439 | ▼ | 427 | ▼ | 452 | ▼ | |
Netherlands3 | 546 | ▼ | 545 | ▼ | 547 | ▼ | Saudi Arabia | 430 | ▼ | 422 | ▼ | 440 | ▼ | |
Czech Republic | 545 | ▼ | 545 | ▼ | 545 | ▼ | Indonesia | 428 | ▼ | 418 | ▼ | 439 | ▼ | |
Sweden | 542 | ▼ | 547 | ▼ | 537 | ▼ | Qatar2 | 425 | ▼ | 415 | ▼ | 436 | ▼ | |
Italy | 541 | ▼ | 539 | ▼ | 545 | ▼ | Oman7 | 391 | ▼ | 379 | ▼ | 404 | ▼ | |
Germany | 541 | ▼ | 545 | ▼ | 538 | ▼ | Morocco8 | 310 | ▼ | 299 | ▼ | 321 | ▼ | |
Israel1 | 541 | ▼ | 542 | ▼ | 541 | ▼ | ||||||||
Portugal | 541 | ▼ | 538 | ▼ | 544 | ▼ | ||||||||
Hungary | 539 | ▼ | 542 | ▼ | 536 | ▼ | Benchmarking education systems | |||||||
Slovak Republic | 535 | ▼ | 540 | ▼ | 530 | ▼ | Florida-USA1,4 | 569 | △ | 577 | △ | 564 | △ | |
Bulgaria | 532 | ▼ | 532 | ▼ | 533 | ▼ | Ontario-CAN2 | 552 | 558 | 549 | ||||
New Zealand | 531 | ▼ | 533 | ▼ | 530 | ▼ | Alberta-CAN2 | 548 | ▼ | 552 | ▼ | 545 | ▼ | |
Slovenia | 530 | ▼ | 532 | ▼ | 528 | ▼ | Quebec-CAN | 538 | ▼ | 539 | ▼ | 536 | ▼ | |
Austria | 529 | ▼ | 533 | ▼ | 526 | ▼ | Andalusia-ESP | 515 | ▼ | 518 | ▼ | 512 | ▼ | |
Lithuania2,4 | 528 | ▼ | 529 | ▼ | 527 | ▼ | Dubai-UAE | 476 | ▼ | 466 | ▼ | 488 | ▼ | |
Australia | 527 | ▼ | 527 | ▼ | 528 | ▼ | Maltese-MLT | 457 | ▼ | 458 | ▼ | 455 | ▼ | |
Poland | 526 | ▼ | 531 | ▼ | 519 | ▼ | Dhabi-UAE | 424 | ▼ | 414 | ▼ | 437 | ▼ | |
△ Score is higher than the U.S. average score. | ||||||||||||||
▼ Score is lower than the U.S. average score. | ||||||||||||||
1National Defined Population covers less than 90 percent of National Target Population. | ||||||||||||||
2National Defined Population covers 90 percent to 95 percent of National Target Population. | ||||||||||||||
3Met guidelines for sample participation rates only after replacement schools were included. | ||||||||||||||
4National Target Population does not include all of the International Target Population. | ||||||||||||||
5Nearly satisfied guidelines for sample participation rates after replacement schools were included. | ||||||||||||||
6Exclusion rates for Azerbaijan and Georgia are slightly underestimated as some conflict zones were not covered and no official statistics were available. | ||||||||||||||
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 15 percent, though it is less than 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 25 percent. | ||||||||||||||
NOTE: Education systems are ordered by 2011 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. All average scores reported as higher or lower than the U.S. average score are different 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 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. The standard errors of the estimates are shown in table E-1 available at http://nces.ed.gov/pubs2013/2013010_suptables.pdf. | ||||||||||||||
SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Progress in International Reading Literacy Study (PIRLS), 2011. |