Proportion of students at the end of lower secondary achieving at in Mexico
Mexico: Proportion of students at the end of lower secondary achieving at was 0.4405 WPIA in 2018. ▲ Rising
Proportion of students at the end of lower secondary achieving at in Mexico, 2000–2018
Source: UNESCO Institute for Statistics. Measured in WPIA.
Analysis
In 2018, proportion of students at the end of lower secondary achieving at in Mexico stood at 0.4405 WPIA.
Compared with earlier readings it is down 7.6% on the previous year and up 15.7% over ten years.
Over the whole period, proportion of students at the end of lower secondary achieving at in Mexico peaked at 0.4769 WPIA in 2015 and was at its lowest, 0.216 WPIA, in 2003.
That places Mexico 34th out of 41 countries with data for 2018, putting it in the bottom quarter.
Proportion of students at the end of lower secondary achieving at in Mexico, year by year
| Year | WPIA | Change |
|---|---|---|
| 2000 | 0.2346 WPIA | — |
| 2003 | 0.216 WPIA | -7.9% |
| 2006 | 0.3276 WPIA | +51.6% |
| 2009 | 0.3807 WPIA | +16.2% |
| 2012 | 0.4277 WPIA | +12.4% |
| 2015 | 0.4769 WPIA | +11.5% |
| 2018 | 0.4405 WPIA | -7.6% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 0.2897 WPIA | 0.216 WPIA | 0.3807 WPIA | 4 |
| 2010s | 0.4483 WPIA | 0.4277 WPIA | 0.4769 WPIA | 3 |
Countries ranked near Mexico
More reference data data for Mexico
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 4.11 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 16.66 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 32.65 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 1.75 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 32.65 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 13.78 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 7.36 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 84.69 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 157.18 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 9.55 (2050)
Frequently asked questions
- What is proportion of students at the end of lower secondary achieving at in Mexico?
- Proportion of students at the end of lower secondary achieving at in Mexico was 0.4405 WPIA in 2018, according to UNESCO Institute for Statistics.
- What is the highest proportion of students at the end of lower secondary achieving at recorded in Mexico?
- The highest recorded value was 0.4769 WPIA in 2015.
- What is the lowest proportion of students at the end of lower secondary achieving at recorded in Mexico?
- The lowest recorded value was 0.216 WPIA in 2003.
- How does Mexico rank for proportion of students at the end of lower secondary achieving at?
- Mexico ranks 34th out of 41 countries with data for 2018.
- Is proportion of students at the end of lower secondary achieving at rising or falling in Mexico?
- Over the last ten years it is up 15.7%. The long-run trend across the full record is rising.
- Where does this Mexico data come from?
- The figures come from UNESCO Institute for Statistics, published as part of Proportion of students at the end of lower secondary achieving at least a minimum proficiency level in mathematics, adjusted wealth parity index (WPIA). Statizoid updates them automatically from the source API.
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About this data
The Adjusted Wealth Parity Index (WPIA) is calculated by dividing the poorest quintile value for the indicator by the richest quintile value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted wealth parity index is symmetrical around 1 and lies in the range 0-2. An adjusted WPI equal to 1 indicates parity between the richest and poorest quintiles. In general, a value less than 1 indicates disparity in favor of the richest quintile and a value greater than 1 indicates disparity in favor of the poorest quintile. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/