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68 chapter 2: performance at international benchmarks reaching the Advanced International Benchmark (indicated by the red dots, and shown in the column labeled “Advanced”). Although Exhibit 2.1 is organized to draw particular attention to the percentage of high-achieving students in each country and province, it also conveys information about the distribution of middle and low performers. Since students reaching a particular benchmark also reached lower benchmarks, the percentages illustrated graphically, and shown in the table, are cumulative. In general, the PIRLS 2006 countries with the highest average achievement had greater percentages of students reaching each benchmark, and lower achieving countries had smaller percentages. Among the countries with the highest average achievement, Singapore and the Russian Federation had nearly one fifth of their students (19%) reaching the Advanced International Benchmark, about three fifths (58–61%) reaching the High International Benchmark, 86 to 90 percent reaching the Intermediate International Benchmark, and nearly all (97–98%) reaching the Low International Benchmark. Bulgaria and England as well as three of the Canadian provinces (Alberta, British Columbia, and Ontario) had similar percentages of students (15–17%) reaching the Advanced International Benchmark, but slightly fewer students reaching one or another of the lower benchmarks. Luxembourg, Hong Kong SAR, Italy, and Hungary had somewhat smaller percentages of students reaching the Advanced International Benchmark (14–15%), but substantial percentages reaching all of the rest of the benchmarks. As a point of reference, Exhibit 2.1 provides the median for each of the international benchmarks. By definition, half the countries (not including the Canadian provinces) will have a percentage above the median percentage and half below. The median percentage of students reaching the Advanced International Benchmark was 7 percent. For students reaching the high benchmark, the median was 41 percent and for the intermediate benchmark, it was 76 percent. Quite impressively, the median for the low benchmark was 94 percent. That is, half the countries (23 after rounding) had more than 94 percent of their students reaching the low level (indicated graphically by
chapter 2: performance at international benchmarks Exhibit 2.1 Percentages of Students Reaching the PIRLS 2006 International Benchmarks PIRLS 2006 Exhibit 2.1: Percentages of Students Reaching PIRLS International Benchmarks of Reading Achievement4th Grade of Reading Achievement Countries Percentages of Students Reaching International Benchmarks Advanced (625) High (550) Intermediate (475) Singapore 19 (1.4) 58 (1.7) 86 (1.0) 97 (0.4) 2a Russian Federation 19 (1.5) 61 (2.0) 90 (1.1) 98 (0.5) 2a Canada, Alberta 17 (1.1) 57 (1.6) 89 (0.8) 99 (0.2) 2a Bulgaria 16 (1.4) 52 (2.3) 82 (1.8) 95 (1.0) 2a Canada, British Columbia 16 (1.3) 56 (1.6) 88 (1.0) 98 (0.3) 2a Canada, Ontario 16 (1.1) 54 (1.9) 87 (1.1) 98 (0.5) England 15 (0.9) 48 (1.3) 78 (1.1) 93 (0.7) Luxembourg 15 (0.6) 56 (0.8) 89 (0.5) 99 (0.2) Hong Kong SAR 15 (1.0) 62 (1.6) 92 (0.8) 99 (0.2) Hungary 14 (0.9) 53 (1.8) 86 (1.4) 97 (0.5) Italy 14 (1.4) 52 (1.8) 87 (1.3) 98 (0.4) New Zealand 13 (0.7) 45 (1.0) 76 (1.0) 92 (0.6) Canada, Nova Scotia 13 (1.0) 48 (1.2) 82 (1.0) 96 (0.4) †2a United States 12 (1.2) 47 (2.0) 82 (1.4) 96 (0.6) 2a Denmark 11 (0.8) 52 (1.4) 85 (1.0) 97 (0.4) Germany 11 (0.9) 52 (1.6) 87 (0.8) 97 (0.3) Sweden 11 (0.9) 53 (1.5) 88 (1.0) 98 (0.4) 2b Israel 10 (1.0) 40 (1.3) 70 (1.3) 85 (1.2) † Scotland 10 (0.8) 40 (1.4) 77 (1.4) 93 (0.8) Latvia 8 (0.8) 46 (1.5) 86 (1.2) 98 (0.4) Slovak Republic 8 (0.6) 43 (1.5) 80 (1.3) 94 (0.9) Austria 8 (0.9) 45 (1.5) 84 (1.1) 98 (0.4) †2a Belgium (Flemish) 7 (0.6) 49 (1.5) 90 (0.9) 99 (0.2) Chinese Taipei 7 (0.7) 43 (1.3) 84 (1.0) 97 (0.4) Poland 7 (0.5) 36 (1.2) 73 (1.1) 93 (0.7) † Netherlands 6 (0.5) 49 (1.2) 91 (0.8) 99 (0.2) Canada, Quebec 6 (0.8) 41 (1.9) 83 (1.3) 97 (0.4) Slovenia 6 (0.6) 37 (1.2) 76 (1.1) 94 (0.5) Lithuania 5 (0.8) 43 (1.3) 86 (0.9) 99 (0.3) France 5 (0.6) 35 (1.2) 76 (1.2) 96 (0.4) Spain 5 (0.5) 31 (1.3) 72 (1.3) 94 (0.8) Romania 4 (0.5) 27 (1.6) 61 (2.2) 84 (1.8) Iceland 3 (0.4) 29 (1.1) 72 (0.8) 93 (0.8) Belgium (French) 3 (0.4) 23 (1.3) 66 (1.6) 92 (0.7) Moldova, Rep. of 3 (0.4) 23 (1.5) 67 (1.9) 91 (0.9) Macedonia, Rep. of 2 (0.4) 15 (1.1) 40 (1.7) 66 (1.6) Trinidad and Tobago 2 (0.5) 13 (1.2) 38 (1.7) 64 (2.0) ‡ Norway 2 (0.3) 22 (1.1) 67 (1.6) 92 (0.8) South Africa 2 (0.4) 6 (0.9) 13 (1.4) 22 (1.6) 2a Georgia 1 (0.4) 15 (1.3) 50 (1.8) 82 (1.3) Iran, Islamic Rep. of 1 (0.2) 8 (0.7) 30 (1.3) 60 (1.6) Indonesia 0 (0.1) 2 (0.3) 19 (1.6) 54 (2.1) Morocco 0 (0.0) 1 (0.4) 9 (1.2) 26 (2.0) Kuwait 0 (0.1) 2 (0.3) 10 (0.8) 28 (1.2) Qatar 0 (0.0) 1 (0.2) 11 (0.4) 33 (0.7) International Median 7 41 76 94 0 25 50 75 100 k k k k Percentage of students at or above Advanced Benchmark Percentage of students at or above High Benchmark Percentage of students at or above Intermediate Benchmark † Met guidelines for sample participation rates only after replacement schools were included (see Exhibit A.7). ‡ Nearly satisfying guidelines for sample participation rates after replacement schools were included (see Exhibit A.7). 2a National Defined Population covers less than 95% of National Desired Population (see Exhibit A.4). Percentage of students at or above Low Benchmark Low (400) Advanced Benchmark = 625 High Benchmark = 550 Intermediate Benchmark = 475 Low Benchmark = 400 2b National Defined Population covers less than 80% of National Desired Population (see Exhibit A.4). ( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number, some totals may appear inconsistent. NOTE: The International Median does not include the results from the Canadian provinces. 69 SOURCE: IEA Progress in International Reading Literacy Study (PIRLS) 2006
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PIRLS 2006 International Report IEA
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Contents Executive Summary 1 Introd
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Chapter 3 105 Literacy-related Acti
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Exhibit 6.16 Students Answer Questi
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Appendix C 327 Percentiles and Stan
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executive summary Building on the P
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Changes in Reading Achievement: PIR
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executive summary percentages of st
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▶ ▶ ▶ ▶ ▶ executive summa
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1 executive summary ▶ ▶ ▶ ▶
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16 introduction The IEA (Internatio
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Appendix A Supplementary Informatio
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appendix a: overview of pirls 2006
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Appendix G Organizations and Indivi
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TIMSS & PIRLS International Study C
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