Latvia vs Poland: Share of children achieving minimum reading proficiency by the end of lower-secondary age
Latvia
76.0%
in 2022
Poland
76.7%
in 2022
Latvia rank
14th
Poland rank
12th
Share of children achieving minimum reading proficiency by the end of lower-secondary age over time
- Latvia
- Poland
How they compare
Poland currently reports 76.7% against 76.0% in Latvia, a difference of 0.7%.
The two have swapped places 2 times across 8 shared years of data; in 2000 it was Poland ahead.
Latvia ranks 14th and Poland ranks 12th of 53 countries.
Poland has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Latvia | Poland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 76.6% | 78.6% | 2.0% | Poland |
| 2010s | 79.5% | 85.0% | 5.5% | Poland |
| 2020s | 76.0% | 76.7% | 0.7% | Poland |
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, Latvia or Poland?
- Poland, at 76.7% against 76.0% in Latvia as of 2022.
- What is the difference in share of children achieving minimum reading proficiency by the end of lower-secondary age between Latvia and Poland?
- 0.7%, with Poland ahead.
- How many years of comparable data are there for Latvia and Poland?
- 8 years are reported by both, from 2000 to 2022.
- How do Latvia and Poland rank globally for share of children achieving minimum reading proficiency by the end of lower-secondary age?
- Latvia ranks 14th and Poland ranks 12th 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.