Indicador 4.1.1 - Proporción de niños, niñas y adolescentes: a) en los grados 2/3; b) al final de la enseñanza primaria; y c) al final de la enseñanza secundaria inferior, que han alcanzado al menos un nivel mínimo de competencia en i) lectura y ii) matemáticas, desglosada por sexo
Percentage 4th grade students at or above "basic" proficiency in reading
Percentage 4th grade students at or above "basic" proficiency in reading
Global Metadata
Esta tabla proporciona información sobre los metadatos para los indicadores SDG definidos por el UNSC. Completa 4es proporcionada por la División de Estadística de las Naciones Unidas.
| SDG 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 |
|---|---|
| SDG Target Addressed | By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes. |
| Definition of SDG Indicator | 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) |
EE.UU Metadatos
This table provides metadata for the actual indicator available from U.S. statistics closest to the corresponding global SDG indicator. Please note that even when the global SDG indicator is fully available from U.S. statistics, this table should be consulted for information on national methodology and other US-specific metadata information
| Method of computation for global SDG indicator | |
|---|---|
| Graph Title | Percentage 4th grade students at or above "basic" proficiency in reading |
| 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 |
| Description of actual indicator available | 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 |
| 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). |
| Periodicity | Biennial |
| Time Period | 2000 to 2015 data provided; prior years are available |
| Unit of measure | Percentage |
| Disaggregation #1 (Industry or social categories) | Sex |
| Disaggregation #2 (Geographical coverage) | State available |
| Date of public data release from National source | October 2015 |
| Date of last Update of This Page | 2017-10-13 |
| Scheduled Update by National source | October 2018 |
| Scheduled Update by SDG Team | |
| Data Source1 (Agency STAFF NAME) | Tom Snyder |
| Data Source2 (Staff E-MAIL) | tom.snyder@ed.gov |
| Data Source3 (Agency/Survey/Dataset name) | U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP) |
| Indicator web address (closest to data provided) | http://nces.ed.gov/programs/digest/d16/tables/dt16_221.20.asp?current=yes |
| International and National References |