World Bank · Education
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, very poor socioeconomic background, both sexes
Percentage of children in Grade 2 or 3 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/
- Coverage
- 54 of 238 countries
- Latest data
- 2017
- Series
- 54
- Unit
- percent
- Licence
- CC BY 4.0
- Retrieved
- 2026-11-07
- Indicator
- proportion-of-students-in-grade-2-or-3-lowses
- Interva ID
- worldbank-proportion-of-students-in-grade-2-or-3-lowses
Recency
stale
data to 2017; catalog to 2025
Provenance
2 steps
as the publisher declares it
Versions
1
catalog snapshots
Citation
BibTeX + CSL
versioned permalink
Quality profile
This profile describes what Interva can measure in the data. It does not claim the dataset is accurate, complete, or suitable for a particular use.
Recency
0%Latest observation is 2017; the catalog broadly reports to 2025, so this data is 8 year(s) behind (stale).
Method: Compares the dataset's latest non-projected period with the year most datasets in the catalog end in. Up to 2 years behind is current — annual data is routinely published a year or two late — and more than 5 is stale. Measured from the data, not from when Interva last crawled it.
Temporal completeness
40%31 of 54 series skip at least one year inside their own span; the median series reports 40% of its years.
Method: Per series, years present divided by years from its first to its last observation; the median across series is reported. Annual periods are assumed, which holds for every series in the catalog today.
Geographic coverage
MeasuredCovers 54 of the 238 countries in the catalog.
Method: Counts distinct geographies with at least one observation. Not scored: a regional dataset covering its region completely is not deficient for omitting the rest of the world.
History depth
MeasuredThe median series has 2 observations; the earliest begins in 2003.
Method: Counts non-projected observations per series. Not scored: a long history is useful for trend work and irrelevant for a cross-section.
Revisions
MeasuredNo observation has been restated in any vintage Interva has recorded.
Method: Counts values the publisher changed between Interva's publishes. Not scored: revising estimates is ordinary and often a sign of care, and the count is here so a reader citing a figure knows whether it moves.
Schema conformity
Not assessedNo declared schema or validation rules are attached to this dataset yet.
Validity
Not assessedNo field-level validation rules are attached to this dataset yet.
Consistency
Not assessedCross-series consistency rules are not defined yet. The obvious first one — whether two publishers measuring one concept agree within a stated tolerance — is a candidate.
2 scored from the data, 3 described without a score, 3 not assessed. Pipeline integrity: all 5 checks pass. Assessed 2026-11-07.
By country
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, very poor socioeconomic background, both sexes for each of the 54 countries it covers, with the full history.
- Algeria 2007–2007
- Australia 2003–2015
- Bahrain 2011–2015
- Benin 2014–2014
- Botswana 2011–2011
- Burkina Faso 2014–2014
- Burundi 2014–2014
- Cameroon 2014–2014
- Canada 2015–2015
- Chad 2014–2014
- Congo 2014–2014
- Côte d'Ivoire 2014–2014
- Cyprus 2003–2015
- Czechia 2007–2015
- Denmark 2007–2015
- Finland 2011–2015
- Georgia 2007–2015
- Hong Kong 2003–2015
- Indonesia 2015–2015
- Iran, Islamic Republic of 2003–2015
- Ireland 2011–2015
- Italy 2003–2015
- Korea, Republic of 2011–2015
- Kuwait 2007–2015
- Latvia 2003–2007
- Mali 2016–2016
- Malta 2011–2011
- Mongolia 2007–2007
- Morocco 2003–2015
- Netherlands 2003–2015
- New Zealand 2003–2015
- Niger 2014–2014
- Nigeria 2017–2017
- Norway 2011–2015
- Oman 2011–2015
- Pakistan 2016–2016
- Philippines 2003–2003
- Poland 2011–2015
- Portugal 2011–2015
- Qatar 2007–2015
- Romania 2011–2011
- Saudi Arabia 2011–2015
- Senegal 2014–2014
- Singapore 2003–2015
- Slovenia 2003–2015
- Spain 2011–2015
- Sweden 2007–2015
- Tanzania, United Republic of 2016–2016
- Thailand 2011–2011
- Togo 2014–2014
- Tunisia 2003–2011
- United Arab Emirates 2011–2015
- United States 2003–2015
- Yemen 2003–2011
Latest observations
| Country | Period | Value | Unit |
|---|---|---|---|
| Nigeria | 2017 | 10.41 | percent |
| Mali | 2016 | 1.30 | percent |
| Pakistan | 2016 | 8.60 | percent |
| Tanzania, United Republic of | 2016 | 25.33 | percent |
| Australia | 2015 | 46.67 | percent |
| Bahrain | 2015 | 26.37 | percent |
| Canada | 2015 | 55.17 | percent |
| Cyprus | 2015 | 64.58 | percent |
| Czechia | 2015 | 56.75 | percent |
| Denmark | 2015 | 56.31 | percent |
Provenance
Who produced these figures, as World Bank declares it — not inferred, and each line says which published field it was read from.
Produced by
UNESCO Institute for Statistics
UNESCO Institute for Statistics
declared by worldbank in sourceOrganization
Read from
World Bank
Education Statistics
declared by worldbank in source
Versions
A vintage is a dated publish of the catalog. The current entry is a catalog snapshot; checksums are not recorded yet and are shown as such.
- CurrentCurrent catalog snapshotchecksum not recorded
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Citation
Version: catalog snapshot 2026-11-07. The record labels this as a catalog snapshot because immutable dataset releases are not stored yet.
World Bank (2026). Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, very poor socioeconomic background, both sexes. Interva. https://interva.co/dataset/worldbank-proportion-of-students-in-grade-2-or-3-lowses (accessed 2026-11-07). catalog snapshot 2026-11-07.
@misc{interva-worldbank-proportion-of-students-in-grade-2-or-3-lowses,
title = {Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, very poor socioeconomic background, both sexes},
author = {World Bank},
year = {2026},
howpublished = {\url{https://interva.co/dataset/worldbank-proportion-of-students-in-grade-2-or-3-lowses}},
note = {Interva dataset worldbank-proportion-of-students-in-grade-2-or-3-lowses; catalog snapshot 2026-11-07},
urldate = {2026-11-07}
}DOI: not assigned (not assigned). The permalink is versioned by catalog snapshot; a stable dataset DOI is a later step.
API access
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curl https://interva-api.nq5kq4f69b5zj.eu-west-3.cs.amazonlightsail.com/datasets/worldbank-proportion-of-students-in-grade-2-or-3-lowsescurl -o worldbank-proportion-of-students-in-grade-2-or-3-lowses.csv https://interva-api.nq5kq4f69b5zj.eu-west-3.cs.amazonlightsail.com/datasets/worldbank-proportion-of-students-in-grade-2-or-3-lowses/downloadcurl "https://interva-api.nq5kq4f69b5zj.eu-west-3.cs.amazonlightsail.com/datasets/worldbank-proportion-of-students-in-grade-2-or-3-lowses/citation?accessed=YYYY-MM-DD"curl https://interva-api.nq5kq4f69b5zj.eu-west-3.cs.amazonlightsail.com/datasets/worldbank-proportion-of-students-in-grade-2-or-3-lowses/qualityFull schema: https://interva-api.nq5kq4f69b5zj.eu-west-3.cs.amazonlightsail.com/docs
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