Data are based on indicators 4-1-1, 4-2-1, 4-2-2, 4-3-1, 4-4-1, 4-6-1, 4-7-1. Description of indicators are contained in meta data for those indicators.

Sub-categories

Choose categories from the dropdowns below to see different breakdowns of the data. Some will not be available until a higher level is chosen.

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Download source data for disaggregations (.csv)

Headline data

US Reading literacy among 4th graders
Year Value
2007 92.39
2008 90.98
2009 91.533
2010 92.377
2011 92.576
2012 89.798
2013 90.26
2014 90.714
2015 90.955

Source: National Center for Education Statistics

Geographical Area:

Unit of Measurement:

Footnote:

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

Indicator

Data are based on indicators 4-1-1, 4-2-1, 4-2-2, 4-3-1, 4-4-1, 4-6-1, 4-7-1. Description of indicators are contained in meta data for those indicators.
Organisation

National Center for Education Statistics
Unit of measure

Percentages or scores
Data sources

National Center for Education Statistics
Data providers

Tom Snyder
Comment and limitations

Refer to metadata for specific indicators. Note that parity measures suggested above are highly sensitive to small differences and do not account for differences strictly due to standard errors of the samples. The problem with the suggested metric is compounded when comparing relatively small percentages. So, if 10 percent of males and 12 percent of females were enrolled at a particular level, and there was a standard error of .75 on each metric, there would be no significant difference yet the parity ratio as specified above would be .83 which might suggest a substantial difference. The two point difference flipping the perspective to 88 and 90 percent enrolled would yield a metric of 98, which would be more in line with the non-significant difference. As a result of these concerns with the specified metrics and the nonlinear aspect of the metric, we strongly recommend a different approach be used to compare across countries when the differences from country to country in the raw metrics may be assumed to be very large.
Method of computation

Refer to metadata for specific indicators.
Actual indicator available - description

Descriptions of indicators are based on information in other metaprovided in indicators 4-1-1, 4-2-1, 4-2-2, 4-3-1, 4-4-1, 4-6-1, 4-7-1. Variable lists provided under other indicator metadata. Raw data are provided since there it would seem to be inappropriate to have some groups in the numerator on some metrics and in the denominator on others.
Date of national source publication

Varies
Periodicity

Varies
Scheduled update by national source

Varies
Date metadata updated

11/2016
Disaggregation geography

National
Disaggregation categories

National and gender for most indicators.
International and national references

https://nces.ed.gov/surveys/annualreports/
Time period

2003 to 2015

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

Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
Target

Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
Organisation

UNESCO Institute for Statistics (UIS)
Definition and concepts

Definition:

Parity indices require data for the specific groups of interest. They represent the ratio of the indicator value for one group to that of the other. Typically, the likely more disadvantaged group is placed in the numerator. A value of exactly 1 indicates parity between the two groups.

Concepts:

See metadata for relevant underlying indicator.
Unit of measure

Ratio. This indicator is expressed as the ratio of the value of the indicator for the likely more disadvantaged group to that of the likely more advantaged group.

Data sources

The sources are the same as for the underlying indicators for this goal.
Data providers

The same as the underlying indicator.
Comment and limitations

The indicator is not symmetrical about 1 but a simple transformation can make it so (by inverting ratios that exceed 1 and subtracting them from 2). This will make interpretation easier.
Method of computation

The indicator value of the likely more disadvantaged group is divided by the indicator value of the other sub-population of interest.

D P I   =   l n d i d l n d i a

where:

DPI = the Dimension (Gender, Wealth, Location, etc.) Parity Index

Indi = the Education 2030 Indicator i for which an equity measure is needed.

d = the likely disadvantaged group (e.g. female, poorest, etc.)

a = the likely advantaged group (e.g. male, richest, etc.)
Metadata update

2024-07-29
International organisations(s) responsible for global monitoring

UNESCO Institute for Statistics (UIS)
Related indicators

All equity targets and targets associated with the underlying indicators.
UN designated tier

1, 2 or 3 depending on index
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