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World Bank · Education

Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, did not speak the language of the test at home, 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
58 of 238 countries
Latest data
2015
Series
58
Unit
percent
Licence
CC BY 4.0
Retrieved
2026-11-07
Indicator
proportion-of-students-in-grade-2-or-3-nonlangtest
Interva ID
worldbank-proportion-of-students-in-grade-2-or-3-nonlangtest

Recency

stale

data to 2015; 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 2015; the catalog broadly reports to 2025, so this data is 10 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 58 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

Measured

Covers 58 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

Measured

The median series has 2 observations; the earliest begins in 1995.

Method: Counts non-projected observations per series. Not scored: a long history is useful for trend work and irrelevant for a cross-section.

Revisions

Measured

No 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 assessed

No declared schema or validation rules are attached to this dataset yet.

Validity

Not assessed

No field-level validation rules are attached to this dataset yet.

Consistency

Not assessed

Cross-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, did not speak the language of the test at home, both sexes for each of the 58 countries it covers, with the full history.

Latest observations

CountryPeriodValueUnit
Australia201564.68percent
Bahrain201536.51percent
Canada201552.61percent
Cyprus201559.11percent
Czechia201577.55percent
Denmark201568.70percent
Finland201568.26percent
Georgia201521.23percent
Hong Kong201586.42percent
Indonesia201513.72percent

Provenance

Who produced these figures, as World Bank declares it — not inferred, and each line says which published field it was read from.

  1. Produced by

    UNESCO Institute for Statistics

    UNESCO Institute for Statistics

    declared by worldbank in sourceOrganization

  2. 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, did not speak the language of the test at home, both sexes. Interva. https://interva.co/dataset/worldbank-proportion-of-students-in-grade-2-or-3-nonlangtest (accessed 2026-11-07). catalog snapshot 2026-11-07.

BibTeX
@misc{interva-worldbank-proportion-of-students-in-grade-2-or-3-nonlangtest,
  title        = {Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, did not speak the language of the test at home, both sexes},
  author       = {World Bank},
  year         = {2026},
  howpublished = {\url{https://interva.co/dataset/worldbank-proportion-of-students-in-grade-2-or-3-nonlangtest}},
  note         = {Interva dataset worldbank-proportion-of-students-in-grade-2-or-3-nonlangtest; 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-nonlangtest
curl -o worldbank-proportion-of-students-in-grade-2-or-3-nonlangtest.csv https://interva-api.nq5kq4f69b5zj.eu-west-3.cs.amazonlightsail.com/datasets/worldbank-proportion-of-students-in-grade-2-or-3-nonlangtest/download
curl "https://interva-api.nq5kq4f69b5zj.eu-west-3.cs.amazonlightsail.com/datasets/worldbank-proportion-of-students-in-grade-2-or-3-nonlangtest/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-nonlangtest/quality

Full schema: https://interva-api.nq5kq4f69b5zj.eu-west-3.cs.amazonlightsail.com/docs

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Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, did not speak the language of the test at home, both sexes · World Bank · Interva