Proportion of students at the end of lower secondary education in Mexico
Mexico: Proportion of students at the end of lower secondary education was 44.7% in 2018. ▲ Rising
Proportion of students at the end of lower secondary education in Mexico, 2000–2018
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
The most recent figure for proportion of students at the end of lower secondary education in Mexico is 44.7%, measured in 2018.
Compared with earlier readings it is up 0.1% on the previous year and down 11.7% over ten years.
Over the whole period, proportion of students at the end of lower secondary education in Mexico peaked at 50.6% in 2009 and was at its lowest, 35.1%, in 2000.
Mexico ranks 39th of 47 countries on this measure, in the bottom quarter.
Proportion of students at the end of lower secondary education in Mexico, year by year
| Year | % | Change |
|---|---|---|
| 2000 | 35.1% | — |
| 2003 | 36.1% | +2.9% |
| 2006 | 44.7% | +23.8% |
| 2009 | 50.6% | +13.3% |
| 2012 | 46.5% | -8.1% |
| 2015 | 44.7% | -3.9% |
| 2018 | 44.7% | +0.1% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 41.6% | 35.1% | 50.6% | 4 |
| 2010s | 45.3% | 44.7% | 46.5% | 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 education in Mexico?
- Proportion of students at the end of lower secondary education in Mexico was 44.7% in 2018, according to UNESCO Institute for Statistics.
- What is the highest proportion of students at the end of lower secondary education recorded in Mexico?
- The highest recorded value was 50.6% in 2009.
- What is the lowest proportion of students at the end of lower secondary education recorded in Mexico?
- The lowest recorded value was 35.1% in 2000.
- How does Mexico rank for proportion of students at the end of lower secondary education?
- Mexico ranks 39th out of 47 countries with data for 2018.
- Is proportion of students at the end of lower secondary education rising or falling in Mexico?
- Over the last ten years it is down 11.7%. 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 education achieving at least a minimum proficiency level in mathematics, spoke the language of the test at home, 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/