Chile vs Luxembourg: Share of children achieving minimum reading proficiency by the end of lower-secondary age
Chile
64.7%
in 2022
Luxembourg
61.2%
in 2018
Chile rank
30th
Luxembourg rank
33rd
Share of children achieving minimum reading proficiency by the end of lower-secondary age over time
- Chile
- Luxembourg
How they compare
Chile currently reports 64.7% against 61.2% in Luxembourg, a difference of 3.5%.
That makes Chile's figure about 1.1 times Luxembourg's.
The two have swapped places 3 times across 6 shared years of data; in 2000 it was Luxembourg ahead.
Chile ranks 30th and Luxembourg ranks 33rd of 53 countries.
Chile has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Chile | Luxembourg | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 58.9% | 58.1% | 0.8% | Chile |
| 2010s | 66.9% | 63.5% | 3.4% | Chile |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of children achieving minimum reading proficiency by the end of lower-secondary age, Chile or Luxembourg?
- Chile, at 64.7% against 61.2% in Luxembourg as of 2022.
- What is the difference in share of children achieving minimum reading proficiency by the end of lower-secondary age between Chile and Luxembourg?
- 3.5%, with Chile ahead.
- How many years of comparable data are there for Chile and Luxembourg?
- 6 years are reported by both, from 2000 to 2018.
- How do Chile and Luxembourg rank globally for share of children achieving minimum reading proficiency by the end of lower-secondary age?
- Chile ranks 30th and Luxembourg ranks 33rd of 53 countries.
- Where does this data come from?
- UNESCO Institute for Statistics (2026) – with minor processing by Our World in Data, published as Share of children achieving minimum reading proficiency by the end of lower-secondary age. Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Share of children who achieve minimum reading proficiency by the end of lower secondary education. This data accounts for school completion rates to estimate skills for all children, not just those in school.