Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, male (%) by country
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...
What the numbers show
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, male (%) is currently reported for 50 countries. The highest value is 92.3% in Singapore; the lowest is 13.6% in Morocco.
The median across all reporting countries is 74.2%, and the mean is 65.4%.
The gap between the highest and lowest reporting country is a factor of about 7.
Over the past decade 24 countries rose and 26 fell. The largest increase was in Iran (up 82.8%), and the largest decrease in Greece (down 11.9%).
Proportion of students at the end of lower secondary education: full country ranking
| # | Country | Latest | Year | 10-year change | Trend |
|---|---|---|---|---|---|
| 1 | Singapore | 92.3% | 2015 | up 0.8% | flat |
| 2 | Hong Kong | 89.5% | 2018 | down 2.4% | flat |
| 3 | Denmark | 85.1% | 2018 | down 0.3% | flat |
| 4 | Poland | 84.6% | 2018 | up 7.3% | rising |
| 5 | South Korea | 84.4% | 2018 | down 7.1% | falling |
| 6 | Ireland | 84.3% | 2018 | up 6.2% | flat |
| 7 | Canada | 83.6% | 2018 | down 6.2% | falling |
| 8 | Netherlands | 83.6% | 2018 | down 5.8% | falling |
| 9 | Finland | 83.2% | 2018 | down 9.4% | falling |
| 10 | Slovenia | 83.0% | 2018 | up 4.9% | flat |
| 11 | Latvia | 82.7% | 2018 | up 7.6% | rising |
| 12 | Belgium | 81.7% | 2018 | down 1.8% | flat |
| 13 | Sweden | 80.5% | 2018 | up 2.4% | falling |
| 14 | Austria | 79.5% | 2018 | up 1.1% | falling |
| 15 | Czechia | 79.2% | 2018 | up 1.1% | flat |
| 16 | Norway | 78.9% | 2018 | down 3.8% | flat |
| 17 | Germany | 78.8% | 2018 | down 4.9% | rising |
| 18 | France | 78.8% | 2018 | up 0.5% | falling |
| 19 | New Zealand | 78.6% | 2018 | down 6.7% | falling |
| 20 | Russia | 78.2% | 2018 | up 9.0% | rising |
| 21 | Australia | 77.8% | 2018 | down 8.0% | falling |
| 22 | Portugal | 76.7% | 2018 | down 0.9% | rising |
| 23 | Iceland | 76.6% | 2018 | down 6.7% | falling |
| 24 | Spain | 75.4% | 2018 | down 4.0% | flat |
| 25 | Slovakia | 74.6% | 2018 | down 5.0% | falling |
| 26 | Luxembourg | 73.7% | 2018 | down 5.3% | flat |
| 27 | United States | 73.7% | 2018 | down 7.2% | flat |
| 28 | Lithuania | 72.6% | 2018 | up 1.1% | flat |
| 29 | Croatia | 69.6% | 2018 | up 2.1% | flat |
| 30 | Hungary | 68.6% | 2015 | down 9.2% | falling |
| 31 | Italy | 63.6% | 2015 | up 11.7% | rising |
| 32 | Greece | 63.0% | 2018 | down 11.9% | flat |
| 33 | Israel | 62.8% | 2018 | up 3.6% | rising |
| 34 | Serbia | 59.8% | 2018 | down 1.6% | rising |
| 35 | Albania | 55.9% | 2018 | up 80.7% | rising |
| 36 | Bulgaria | 54.8% | 2018 | up 5.9% | rising |
| 37 | Romania | 54.0% | 2018 | up 1.5% | rising |
| 38 | Uruguay | 51.1% | 2018 | down 7.7% | falling |
| 39 | Mexico | 46.7% | 2018 | down 11.0% | rising |
| 40 | Thailand | 43.0% | 2018 | down 11.5% | falling |
| 41 | Turkey | 41.5% | 2015 | up 26.9% | rising |
| 42 | Jordan | 40.4% | 2018 | up 15.2% | rising |
| 43 | Colombia | 39.7% | 2018 | up 5.7% | rising |
| 44 | Argentina | 35.0% | 2018 | down 9.9% | falling |
| 45 | Iran | 34.0% | 2015 | up 82.8% | rising |
| 46 | Brazil | 34.0% | 2018 | down 0.7% | rising |
| 47 | Chile | 32.0% | 2015 | up 81.4% | rising |
| 48 | Tunisia | 27.0% | 2015 | down 11.5% | rising |
| 49 | Indonesia | 26.1% | 2018 | up 14.1% | flat |
| 50 | Morocco | 13.6% | 2015 | up 12.7% | rising |
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/