Proportion of students at the end of lower secondary education in Latvia
Latvia: Proportion of students at the end of lower secondary education was 73.0% in 2018. ▲ Rising
Proportion of students at the end of lower secondary education in Latvia, 2000–2018
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
Latvia recorded 73.0% for proportion of students at the end of lower secondary education in 2018.
Compared with earlier readings it is down 0.0% over ten years.
Over the whole period, proportion of students at the end of lower secondary education in Latvia peaked at 76.4% in 2006 and was at its lowest, 57.1%, in 2000.
That places Latvia 15th out of 39 countries with data for 2018, putting it in the middle of the range.
Proportion of students at the end of lower secondary education in Latvia, year by year
| Year | % | Change |
|---|---|---|
| 2000 | 57.1% | — |
| 2003 | 70.2% | +22.8% |
| 2006 | 76.4% | +9.0% |
| 2009 | 73.0% | -4.4% |
| 2012 | 74.6% | +2.1% |
| 2018 | 73.0% | -2.1% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 69.2% | 57.1% | 76.4% | 4 |
| 2010s | 73.8% | 73.0% | 74.6% | 2 |
Countries ranked near Latvia
More reference data data for Latvia
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.128 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.0503 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 0.4657 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.0673 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 0.4657 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.4291 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.2986 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 0.2679 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 2.27 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.3666 (2050)
Frequently asked questions
- What is proportion of students at the end of lower secondary education in Latvia?
- Proportion of students at the end of lower secondary education in Latvia was 73.0% in 2018, according to UNESCO Institute for Statistics.
- What is the highest proportion of students at the end of lower secondary education recorded in Latvia?
- The highest recorded value was 76.4% in 2006.
- What is the lowest proportion of students at the end of lower secondary education recorded in Latvia?
- The lowest recorded value was 57.1% in 2000.
- How does Latvia rank for proportion of students at the end of lower secondary education?
- Latvia ranks 15th out of 39 countries with data for 2018.
- Is proportion of students at the end of lower secondary education rising or falling in Latvia?
- Over the last ten years it is down 0.0%. The long-run trend across the full record is rising.
- Where does this Latvia data come from?
- The figures come from UNESCO Institute for Statistics, published as part of Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, rural areas, both sexes (%). Statizoid updates them automatically from the source API.
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About this data
Percentage of children at the end of lower secondary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluación de la Calidad de la Educación (LLECE), Programme d’analyse des systèmes éducatifs de la confemen (PASEC), Southern and Eastern Africa Consortium for Monitoring Education Quality (SACMEQ), Pacific Islands Literacy and Numeracy Assessment (PILNA), national assessments data collected through the Catalogue of Learning Assessments (CLA) and/or available in national reports, and population-based assessments (Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA), UNICEF Multiple Indicator Cluster Surveys (MICS), People’s Action for Learning (PAL) NETWORK: e.g. Annual Status of Education Report (ASER), UWEZO, etc.)). For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/