Sustainable Development Goals - 17 Goals to Transform our World
Quality Education - Goal 4

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

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Percentage 4th grade students at or above "basic" proficiency in reading

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Headline data

Year Value
2000 0
2001 59
2002 0
2003 63
2004 0
2005 64
2006 0
2007 67
2008 0
2009 67
2010 0
2011 67
2012 0
2013 68
2014 0
2015 69

This table provides metadata for the actual indicator available from US statistics closest to the corresponding global SDG indicator. Please note that even when the global SDG indicator is fully available from US statistics, this table should be consulted for information on national methodology and other US-specific metadata information.

Actual indicator available Percentage of 4th and 8th grade students at or above "Basic" proficiency in reading and mathematics National Assessment of Educational Progress (NAEP) assessments
Actual indicator available - description Percentage of public and private 4th and 8th grade students at or above "Basic" proficiency in reading and mathematics National Assessment of Educational Progress (NAEP) assessments. Variable name Label read4_total Reading grade 4, total read4_male Reading, grade 4, male read4_female Reading, grade 4, female read8_total Reading grade 8, total read8_male Reading, grade 8, male read8_female Reading, grade 8, female math4_total Mathematics grade 4, total math4_male Mathematics, grade 4, male math4_female Mathematics, grade 4, female math8_total Mathematics grade 8, total math8_male Mathematics, grade 8, male math8_female Mathematics, grade 8, female
Date of national source publication October 2015
Method of computation
Periodicity Biennial
Scheduled update by national source October 2018
U.S. method of computation The main NAEP reports current information for the nation and specific geographic regions of the country. The assessment program includes students drawn from a sample from both public and private schools and reports results for student achievement at grades 4, 8, and 12. The main NAEP assessments follow the frameworks developed by the National Assessment Governing Board and use the latest advances in assessment methodology. Because the assessment items reflect curricula associated with specific grade levels, the main NAEP uses samples of students at those grade levels.
Comments and limitations Includes students tested with accommodations (1 to 12 percent of all students, depending on grade level and year); excludes only those students with disabilities and English language learners who were unable to be tested even with accommodations (2 to 6 percent of all students).
Date metadata updated 2017-10-13
Disaggregation geography State available
Unit of measurement Percentage
Disaggregation categories Sex
International and national references
Time period 2000 to 2015 data provided; prior years are available
Scheduled update by SDG team

This table provides information on metadata for SDG indicators as defined by the UN Statistical Commission. Complete global metadata is provided by the UN Statistics Division.

Indicator name Proportion of children and young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
Target name By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
Global indicator description Percentage of children and young people at the end of primary and lower secondary levels of education achieving at least a minimum proficiency level in (a) reading and (b) mathematics. The minimum proficiency level will be measured relative to new common reading and numeracy scales currently in development. The indicator is calculated as the number of children and young people at the end of primary or lower secondary education achieving or exceeding the minimum proficiency level in the given subject, expressed as a percentage of all children and young people at the end of primary or lower secondary education.
UN designated tier 3 (a) 2 (b,c)
UN custodial agency UNESCO-UIS (Partnering Agencies: OECD)
Link to UN metadata Link opens in a new window
Organisation U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP)
Agency Staff Name Tom Snyder
Agency Survey Dataset U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP)
Notes
Title
Link to data source http://nces.ed.gov/programs/digest/d16/tables/dt16_221.20.asp?current=yes opens in a new window

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