Proportion of students at the end of lower secondary education in United States of America
United States of America: Proportion of students at the end of lower secondary education was 80.7% in 2018. ▬ Flat
Proportion of students at the end of lower secondary education in United States of America, 2000–2018
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
United States of America recorded 80.7% for proportion of students at the end of lower secondary education in 2018.
The figure is down 0.3% on the previous year and down 2.0% over ten years.
Over the whole period, proportion of students at the end of lower secondary education in United States of America peaked at 83.4% in 2012 and was at its lowest, 80.6%, in 2003.
That places United States of America 16th out of 53 countries with data for 2018, putting it in the middle of the range.
Proportion of students at the end of lower secondary education in United States of America, year by year
| Year | % | Change |
|---|---|---|
| 2000 | 82.1% | — |
| 2003 | 80.6% | -1.8% |
| 2009 | 82.4% | +2.2% |
| 2012 | 83.4% | +1.2% |
| 2015 | 81.0% | -2.9% |
| 2018 | 80.7% | -0.3% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 81.7% | 80.6% | 82.4% | 3 |
| 2010s | 81.7% | 80.7% | 83.4% | 3 |
Countries ranked near United States of America
More reference data data for United States of America
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 19.34 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 24.55 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 119.42 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 20.7 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 119.42 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 64.85 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 52.14 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 133.45 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 589.96 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 112.69 (2050)
Frequently asked questions
- What is proportion of students at the end of lower secondary education in United States of America?
- Proportion of students at the end of lower secondary education in United States of America was 80.7% in 2018, according to UNESCO Institute for Statistics.
- What is the highest proportion of students at the end of lower secondary education recorded in United States of America?
- The highest recorded value was 83.4% in 2012.
- What is the lowest proportion of students at the end of lower secondary education recorded in United States of America?
- The lowest recorded value was 80.6% in 2003.
- How does United States of America rank for proportion of students at the end of lower secondary education?
- United States of America ranks 16th out of 53 countries with data for 2018.
- Is proportion of students at the end of lower secondary education rising or falling in United States of America?
- Over the last ten years it is down 2.0%. The long-run trend across the full record is flat.
- Where does this United States of America 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 reading, 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 reading. 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/