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Czechia: Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, adjusted native parity index

0.74parity index (1 = parity) · 2022

Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, adjusted native parity index (NPIA). UNESCO Institute for Statistics indicator MATH.LOWERSEC.NPIA. Annual figures for Czechia from 2000 to 2022.

20002022

Every year

YearValue (parity index (1 = parity))Note
20220.741
20180.741
20150.851
20120.877
20090.858
20060.759
20030.915
20000.974

Source

Published by UIS, produced by UNESCO Institute for Statistics. Licence: CC BY-SA 3.0 IGO. Retrieved 2026-11-07.

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Cite or download

UIS (2026). Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, adjusted native parity index. Interva. https://interva.co/dataset/uis-math-lowersec-npia (accessed 2026-11-08). catalog snapshot 2026-11-07.

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Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, adjusted native parity index in other countries

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Czechia: Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, adjusted native parity index (2000–2022) · Interva