Learning Deprivation Severity;TIMSS 2007 for grade 8 using MPL Low (400 points) for math, Fifth Quintile


Learning Deprivation Severity;TIMSS 2007 for grade 8 using MPL Low (400 points) for math


Learning Deprivation Severity;TIMSS 2007 for grade 8 using MPL Low (400 points) for math, Female


Learning Deprivation Severity;TIMSS 2007 for grade 8 using MPL Low (400 points) for math, Male


Learning Deprivation Severity;TIMSS 2007 for grade 8 using MPL Low (400 points) for math, Rural


Learning Deprivation Severity;TIMSS 2007 for grade 8 using MPL Low (400 points) for math, Urban


Learning Deprivation Severity;TIMSS 2011 for grade 8 using MPL Low (400 points) for math, First Quintile


Learning Deprivation Severity;TIMSS 2011 for grade 8 using MPL Low (400 points) for math, Second Quintile


Learning Deprivation Severity;TIMSS 2011 for grade 8 using MPL Low (400 points) for math, Third Quintile


Learning Deprivation Severity;TIMSS 2011 for grade 8 using MPL Low (400 points) for math, Fourth Quintile


Learning Deprivation Severity;TIMSS 2011 for grade 8 using MPL Low (400 points) for math, Fifth Quintile


Learning Deprivation Severity;TIMSS 2011 for grade 8 using MPL Low (400 points) for math


Learning Deprivation Severity;TIMSS 2011 for grade 8 using MPL Low (400 points) for math, Female


Learning Deprivation Severity;TIMSS 2011 for grade 8 using MPL Low (400 points) for math, Male


Learning Deprivation Severity;TIMSS 2011 for grade 8 using MPL Low (400 points) for math, Rural


Learning Deprivation Severity;TIMSS 2011 for grade 8 using MPL Low (400 points) for math, Urban


Learning Deprivation Severity;TIMSS 2015 for grade 8 using MPL Low (400 points) for math, First Quintile


Learning Deprivation Severity;TIMSS 2015 for grade 8 using MPL Low (400 points) for math, Second Quintile


Learning Deprivation Severity;TIMSS 2015 for grade 8 using MPL Low (400 points) for math, Third Quintile


Learning Deprivation Severity;TIMSS 2015 for grade 8 using MPL Low (400 points) for math, Fourth Quintile


Learning Deprivation Severity;TIMSS 2015 for grade 8 using MPL Low (400 points) for math, Fifth Quintile


Learning Deprivation Severity;TIMSS 2015 for grade 8 using MPL Low (400 points) for math


Learning Deprivation Severity;TIMSS 2015 for grade 8 using MPL Low (400 points) for math, Female


Learning Deprivation Severity;TIMSS 2015 for grade 8 using MPL Low (400 points) for math, Male


Learning Deprivation Severity;TIMSS 2015 for grade 8 using MPL Low (400 points) for math, Rural


Learning Deprivation Severity;TIMSS 2015 for grade 8 using MPL Low (400 points) for math, Urban


Learning Deprivation Severity;TIMSS 2019 for grade 8 using MPL Low (400 points) for math, First Quintile


Learning Deprivation Severity;TIMSS 2019 for grade 8 using MPL Low (400 points) for math, Second Quintile


Learning Deprivation Severity;TIMSS 2019 for grade 8 using MPL Low (400 points) for math, Third Quintile


Learning Deprivation Severity;TIMSS 2019 for grade 8 using MPL Low (400 points) for math, Fourth Quintile


Learning Deprivation Severity;TIMSS 2019 for grade 8 using MPL Low (400 points) for math, Fifth Quintile


Learning Deprivation Severity;TIMSS 2019 for grade 8 using MPL Low (400 points) for math


Learning Deprivation Severity;TIMSS 2019 for grade 8 using MPL Low (400 points) for math, Female


Learning Deprivation Severity;TIMSS 2019 for grade 8 using MPL Low (400 points) for math, Male


Learning Deprivation Severity;TIMSS 2019 for grade 8 using MPL Low (400 points) for math, Rural


Learning Deprivation Severity;TIMSS 2019 for grade 8 using MPL Low (400 points) for math, Urban


Learning Deprivation Severity;TIMSS 2003 for grade 8 using MPL Low (400 points) for science, First Quintile


Learning Deprivation Severity;TIMSS 2003 for grade 8 using MPL Low (400 points) for science, Second Quintile


Learning Deprivation Severity;TIMSS 2003 for grade 8 using MPL Low (400 points) for science, Third Quintile


Learning Deprivation Severity;TIMSS 2003 for grade 8 using MPL Low (400 points) for science, Fourth Quintile


Learning Deprivation Severity;TIMSS 2003 for grade 8 using MPL Low (400 points) for science, Fifth Quintile


Learning Deprivation Severity;TIMSS 2003 for grade 8 using MPL Low (400 points) for science


Learning Deprivation Severity;TIMSS 2003 for grade 8 using MPL Low (400 points) for science, Female


Learning Deprivation Severity;TIMSS 2003 for grade 8 using MPL Low (400 points) for science, Male


Learning Deprivation Severity;TIMSS 2003 for grade 8 using MPL Low (400 points) for science, Rural


Learning Deprivation Severity;TIMSS 2003 for grade 8 using MPL Low (400 points) for science, Urban


Learning Deprivation Severity;TIMSS 2007 for grade 8 using MPL Low (400 points) for science, First Quintile


Learning Deprivation Severity;TIMSS 2007 for grade 8 using MPL Low (400 points) for science, Second Quintile


Learning Deprivation Severity;TIMSS 2007 for grade 8 using MPL Low (400 points) for science, Third Quintile


Learning Deprivation Severity;TIMSS 2007 for grade 8 using MPL Low (400 points) for science, Fourth Quintile


Learning Deprivation Severity;TIMSS 2007 for grade 8 using MPL Low (400 points) for science, Fifth Quintile


Learning Deprivation Severity;TIMSS 2007 for grade 8 using MPL Low (400 points) for science


Learning Deprivation Severity;TIMSS 2007 for grade 8 using MPL Low (400 points) for science, Female


Learning Deprivation Severity;TIMSS 2007 for grade 8 using MPL Low (400 points) for science, Male


Learning Deprivation Severity;TIMSS 2007 for grade 8 using MPL Low (400 points) for science, Rural


Learning Deprivation Severity;TIMSS 2007 for grade 8 using MPL Low (400 points) for science, Urban


Learning Deprivation Severity;TIMSS 2011 for grade 8 using MPL Low (400 points) for science, First Quintile


Learning Deprivation Severity;TIMSS 2011 for grade 8 using MPL Low (400 points) for science, Second Quintile


Learning Deprivation Severity;TIMSS 2011 for grade 8 using MPL Low (400 points) for science, Third Quintile


Learning Deprivation Severity;TIMSS 2011 for grade 8 using MPL Low (400 points) for science, Fourth Quintile


Learning Deprivation Severity;TIMSS 2011 for grade 8 using MPL Low (400 points) for science, Fifth Quintile


Learning Deprivation Severity;TIMSS 2011 for grade 8 using MPL Low (400 points) for science


Learning Deprivation Severity;TIMSS 2011 for grade 8 using MPL Low (400 points) for science, Female


Learning Deprivation Severity;TIMSS 2011 for grade 8 using MPL Low (400 points) for science, Male


Learning Deprivation Severity;TIMSS 2011 for grade 8 using MPL Low (400 points) for science, Rural


Learning Deprivation Severity;TIMSS 2011 for grade 8 using MPL Low (400 points) for science, Urban


Learning Deprivation Severity;TIMSS 2015 for grade 8 using MPL Low (400 points) for science, First Quintile


Learning Deprivation Severity;TIMSS 2015 for grade 8 using MPL Low (400 points) for science, Second Quintile


Learning Deprivation Severity;TIMSS 2015 for grade 8 using MPL Low (400 points) for science, Third Quintile


Learning Deprivation Severity;TIMSS 2015 for grade 8 using MPL Low (400 points) for science, Fourth Quintile


Learning Deprivation Severity;TIMSS 2015 for grade 8 using MPL Low (400 points) for science, Fifth Quintile


Learning Deprivation Severity;TIMSS 2015 for grade 8 using MPL Low (400 points) for science


Learning Deprivation Severity;TIMSS 2015 for grade 8 using MPL Low (400 points) for science, Female


Learning Deprivation Severity;TIMSS 2015 for grade 8 using MPL Low (400 points) for science, Male


Learning Deprivation Severity;TIMSS 2015 for grade 8 using MPL Low (400 points) for science, Rural


Learning Deprivation Severity;TIMSS 2015 for grade 8 using MPL Low (400 points) for science, Urban


Learning Deprivation Severity;TIMSS 2019 for grade 8 using MPL Low (400 points) for science, First Quintile


Learning Deprivation Severity;TIMSS 2019 for grade 8 using MPL Low (400 points) for science, Second Quintile


Learning Deprivation Severity;TIMSS 2019 for grade 8 using MPL Low (400 points) for science, Third Quintile


Learning Deprivation Severity;TIMSS 2019 for grade 8 using MPL Low (400 points) for science, Fourth Quintile


Learning Deprivation Severity;TIMSS 2019 for grade 8 using MPL Low (400 points) for science, Fifth Quintile


Learning Deprivation Severity;TIMSS 2019 for grade 8 using MPL Low (400 points) for science


Learning Deprivation Severity;TIMSS 2019 for grade 8 using MPL Low (400 points) for science, Female


Learning Deprivation Severity;TIMSS 2019 for grade 8 using MPL Low (400 points) for science, Male


Learning Deprivation Severity;TIMSS 2019 for grade 8 using MPL Low (400 points) for science, Rural


Learning Deprivation Severity;TIMSS 2019 for grade 8 using MPL Low (400 points) for science, Urban


Above Proficiency;TIMSS 2003 for grade 8 using MPL Low (400 points) for math, First Quintile


Above Proficiency;TIMSS 2003 for grade 8 using MPL Low (400 points) for math, Second Quintile


Above Proficiency;TIMSS 2003 for grade 8 using MPL Low (400 points) for math, Third Quintile


Above Proficiency;TIMSS 2003 for grade 8 using MPL Low (400 points) for math, Fourth Quintile


Above Proficiency;TIMSS 2003 for grade 8 using MPL Low (400 points) for math, Fifth Quintile


Above Proficiency;TIMSS 2003 for grade 8 using MPL Low (400 points) for math


Above Proficiency;TIMSS 2003 for grade 8 using MPL Low (400 points) for math, Female


Above Proficiency;TIMSS 2003 for grade 8 using MPL Low (400 points) for math, Male


Above Proficiency;TIMSS 2003 for grade 8 using MPL Low (400 points) for math, Rural


Above Proficiency;TIMSS 2003 for grade 8 using MPL Low (400 points) for math, Urban


Above Proficiency;TIMSS 2007 for grade 8 using MPL Low (400 points) for math, First Quintile


Above Proficiency;TIMSS 2007 for grade 8 using MPL Low (400 points) for math, Second Quintile


Above Proficiency;TIMSS 2007 for grade 8 using MPL Low (400 points) for math, Third Quintile


Above Proficiency;TIMSS 2007 for grade 8 using MPL Low (400 points) for math, Fourth Quintile


Above Proficiency;TIMSS 2007 for grade 8 using MPL Low (400 points) for math, Fifth Quintile


Above Proficiency;TIMSS 2007 for grade 8 using MPL Low (400 points) for math


Above Proficiency;TIMSS 2007 for grade 8 using MPL Low (400 points) for math, Female


Above Proficiency;TIMSS 2007 for grade 8 using MPL Low (400 points) for math, Male


Above Proficiency;TIMSS 2007 for grade 8 using MPL Low (400 points) for math, Rural


Above Proficiency;TIMSS 2007 for grade 8 using MPL Low (400 points) for math, Urban


Above Proficiency;TIMSS 2011 for grade 8 using MPL Low (400 points) for math, First Quintile


Above Proficiency;TIMSS 2011 for grade 8 using MPL Low (400 points) for math, Second Quintile


Above Proficiency;TIMSS 2011 for grade 8 using MPL Low (400 points) for math, Third Quintile


Above Proficiency;TIMSS 2011 for grade 8 using MPL Low (400 points) for math, Fourth Quintile


Above Proficiency;TIMSS 2011 for grade 8 using MPL Low (400 points) for math, Fifth Quintile


Above Proficiency;TIMSS 2011 for grade 8 using MPL Low (400 points) for math


Above Proficiency;TIMSS 2011 for grade 8 using MPL Low (400 points) for math, Female


Above Proficiency;TIMSS 2011 for grade 8 using MPL Low (400 points) for math, Male


Above Proficiency;TIMSS 2011 for grade 8 using MPL Low (400 points) for math, Rural


Above Proficiency;TIMSS 2011 for grade 8 using MPL Low (400 points) for math, Urban


Above Proficiency;TIMSS 2015 for grade 8 using MPL Low (400 points) for math, First Quintile


Above Proficiency;TIMSS 2015 for grade 8 using MPL Low (400 points) for math, Second Quintile


Above Proficiency;TIMSS 2015 for grade 8 using MPL Low (400 points) for math, Third Quintile


Above Proficiency;TIMSS 2015 for grade 8 using MPL Low (400 points) for math, Fourth Quintile


Above Proficiency;TIMSS 2015 for grade 8 using MPL Low (400 points) for math, Fifth Quintile


Above Proficiency;TIMSS 2015 for grade 8 using MPL Low (400 points) for math


Above Proficiency;TIMSS 2015 for grade 8 using MPL Low (400 points) for math, Female


Above Proficiency;TIMSS 2015 for grade 8 using MPL Low (400 points) for math, Male


Above Proficiency;TIMSS 2015 for grade 8 using MPL Low (400 points) for math, Rural


Above Proficiency;TIMSS 2015 for grade 8 using MPL Low (400 points) for math, Urban


Above Proficiency;TIMSS 2019 for grade 8 using MPL Low (400 points) for math, First Quintile


Above Proficiency;TIMSS 2019 for grade 8 using MPL Low (400 points) for math, Second Quintile


Above Proficiency;TIMSS 2019 for grade 8 using MPL Low (400 points) for math, Third Quintile


Above Proficiency;TIMSS 2019 for grade 8 using MPL Low (400 points) for math, Fourth Quintile


Above Proficiency;TIMSS 2019 for grade 8 using MPL Low (400 points) for math, Fifth Quintile


Above Proficiency;TIMSS 2019 for grade 8 using MPL Low (400 points) for math


Above Proficiency;TIMSS 2019 for grade 8 using MPL Low (400 points) for math, Female


Above Proficiency;TIMSS 2019 for grade 8 using MPL Low (400 points) for math, Male


Above Proficiency;TIMSS 2019 for grade 8 using MPL Low (400 points) for math, Rural


Above Proficiency;TIMSS 2019 for grade 8 using MPL Low (400 points) for math, Urban


Above Proficiency;TIMSS 2003 for grade 8 using MPL Low (400 points) for science, First Quintile


Above Proficiency;TIMSS 2003 for grade 8 using MPL Low (400 points) for science, Second Quintile


Above Proficiency;TIMSS 2003 for grade 8 using MPL Low (400 points) for science, Third Quintile


Above Proficiency;TIMSS 2003 for grade 8 using MPL Low (400 points) for science, Fourth Quintile


Above Proficiency;TIMSS 2003 for grade 8 using MPL Low (400 points) for science, Fifth Quintile


Above Proficiency;TIMSS 2003 for grade 8 using MPL Low (400 points) for science


Above Proficiency;TIMSS 2003 for grade 8 using MPL Low (400 points) for science, Female


Above Proficiency;TIMSS 2003 for grade 8 using MPL Low (400 points) for science, Male


Above Proficiency;TIMSS 2003 for grade 8 using MPL Low (400 points) for science, Rural


Above Proficiency;TIMSS 2003 for grade 8 using MPL Low (400 points) for science, Urban


Above Proficiency;TIMSS 2007 for grade 8 using MPL Low (400 points) for science, First Quintile


Above Proficiency;TIMSS 2007 for grade 8 using MPL Low (400 points) for science, Second Quintile


Above Proficiency;TIMSS 2007 for grade 8 using MPL Low (400 points) for science, Third Quintile


Above Proficiency;TIMSS 2007 for grade 8 using MPL Low (400 points) for science, Fourth Quintile


Above Proficiency;TIMSS 2007 for grade 8 using MPL Low (400 points) for science, Fifth Quintile


Above Proficiency;TIMSS 2007 for grade 8 using MPL Low (400 points) for science


Above Proficiency;TIMSS 2007 for grade 8 using MPL Low (400 points) for science, Female


Above Proficiency;TIMSS 2007 for grade 8 using MPL Low (400 points) for science, Male


Above Proficiency;TIMSS 2007 for grade 8 using MPL Low (400 points) for science, Rural


Above Proficiency;TIMSS 2007 for grade 8 using MPL Low (400 points) for science, Urban


Above Proficiency;TIMSS 2011 for grade 8 using MPL Low (400 points) for science, First Quintile


Above Proficiency;TIMSS 2011 for grade 8 using MPL Low (400 points) for science, Second Quintile


Above Proficiency;TIMSS 2011 for grade 8 using MPL Low (400 points) for science, Third Quintile


Above Proficiency;TIMSS 2011 for grade 8 using MPL Low (400 points) for science, Fourth Quintile


Above Proficiency;TIMSS 2011 for grade 8 using MPL Low (400 points) for science, Fifth Quintile


Above Proficiency;TIMSS 2011 for grade 8 using MPL Low (400 points) for science


Above Proficiency;TIMSS 2011 for grade 8 using MPL Low (400 points) for science, Female


Above Proficiency;TIMSS 2011 for grade 8 using MPL Low (400 points) for science, Male


Above Proficiency;TIMSS 2011 for grade 8 using MPL Low (400 points) for science, Rural


Above Proficiency;TIMSS 2011 for grade 8 using MPL Low (400 points) for science, Urban


Above Proficiency;TIMSS 2015 for grade 8 using MPL Low (400 points) for science, First Quintile


Above Proficiency;TIMSS 2015 for grade 8 using MPL Low (400 points) for science, Second Quintile


Above Proficiency;TIMSS 2015 for grade 8 using MPL Low (400 points) for science, Third Quintile


Above Proficiency;TIMSS 2015 for grade 8 using MPL Low (400 points) for science, Fourth Quintile


Above Proficiency;TIMSS 2015 for grade 8 using MPL Low (400 points) for science, Fifth Quintile


Above Proficiency;TIMSS 2015 for grade 8 using MPL Low (400 points) for science


Above Proficiency;TIMSS 2015 for grade 8 using MPL Low (400 points) for science, Female


Above Proficiency;TIMSS 2015 for grade 8 using MPL Low (400 points) for science, Male


Above Proficiency;TIMSS 2015 for grade 8 using MPL Low (400 points) for science, Rural


Above Proficiency;TIMSS 2015 for grade 8 using MPL Low (400 points) for science, Urban


Above Proficiency;TIMSS 2019 for grade 8 using MPL Low (400 points) for science, First Quintile


Above Proficiency;TIMSS 2019 for grade 8 using MPL Low (400 points) for science, Second Quintile


Above Proficiency;TIMSS 2019 for grade 8 using MPL Low (400 points) for science, Third Quintile


Above Proficiency;TIMSS 2019 for grade 8 using MPL Low (400 points) for science, Fourth Quintile


Above Proficiency;TIMSS 2019 for grade 8 using MPL Low (400 points) for science, Fifth Quintile


Above Proficiency;TIMSS 2019 for grade 8 using MPL Low (400 points) for science


Above Proficiency;TIMSS 2019 for grade 8 using MPL Low (400 points) for science, Female


Above Proficiency;TIMSS 2019 for grade 8 using MPL Low (400 points) for science, Male


Above Proficiency;TIMSS 2019 for grade 8 using MPL Low (400 points) for science, Rural


Above Proficiency;TIMSS 2019 for grade 8 using MPL Low (400 points) for science, Urban


Learning Deprivation Gap;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, First Quintile


Learning Deprivation Gap;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, Second Quintile


Learning Deprivation Gap;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, Third Quintile


Learning Deprivation Gap;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, Fourth Quintile


Learning Deprivation Gap;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, Fifth Quintile


Learning Deprivation Gap;TIMSS 2007 for grade 9 using MPL Low (400 points) for math


Learning Deprivation Gap;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, Female


Learning Deprivation Gap;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, Male


Learning Deprivation Gap;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, Rural


Learning Deprivation Gap;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, Urban


Learning Deprivation Gap;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, First Quintile


Learning Deprivation Gap;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, Second Quintile


Learning Deprivation Gap;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, Third Quintile


Learning Deprivation Gap;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, Fourth Quintile


Learning Deprivation Gap;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, Fifth Quintile


Learning Deprivation Gap;TIMSS 2011 for grade 9 using MPL Low (400 points) for math


Learning Deprivation Gap;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, Female


Learning Deprivation Gap;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, Male


Learning Deprivation Gap;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, Rural


Learning Deprivation Gap;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, Urban


Learning Deprivation Gap;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, First Quintile


Learning Deprivation Gap;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, Second Quintile


Learning Deprivation Gap;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, Third Quintile


Learning Deprivation Gap;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, Fourth Quintile


Learning Deprivation Gap;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, Fifth Quintile


Learning Deprivation Gap;TIMSS 2015 for grade 9 using MPL Low (400 points) for math


Learning Deprivation Gap;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, Female


Learning Deprivation Gap;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, Male


Learning Deprivation Gap;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, Rural


Learning Deprivation Gap;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, Urban


Learning Deprivation Gap;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, First Quintile


Learning Deprivation Gap;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, Second Quintile


Learning Deprivation Gap;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, Third Quintile


Learning Deprivation Gap;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, Fourth Quintile


Learning Deprivation Gap;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, Fifth Quintile


Learning Deprivation Gap;TIMSS 2019 for grade 9 using MPL Low (400 points) for math


Learning Deprivation Gap;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, Female


Learning Deprivation Gap;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, Male


Learning Deprivation Gap;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, Rural


Learning Deprivation Gap;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, Urban


Learning Deprivation Gap;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, First Quintile


Learning Deprivation Gap;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, Second Quintile


Learning Deprivation Gap;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, Third Quintile


Learning Deprivation Gap;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, Fourth Quintile


Learning Deprivation Gap;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, Fifth Quintile


Learning Deprivation Gap;TIMSS 2007 for grade 9 using MPL Low (400 points) for science


Learning Deprivation Gap;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, Female


Learning Deprivation Gap;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, Male


Learning Deprivation Gap;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, Rural


Learning Deprivation Gap;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, Urban


Learning Deprivation Gap;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, First Quintile


Learning Deprivation Gap;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, Second Quintile


Learning Deprivation Gap;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, Third Quintile


Learning Deprivation Gap;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, Fourth Quintile


Learning Deprivation Gap;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, Fifth Quintile


Learning Deprivation Gap;TIMSS 2011 for grade 9 using MPL Low (400 points) for science


Learning Deprivation Gap;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, Female


Learning Deprivation Gap;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, Male


Learning Deprivation Gap;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, Rural


Learning Deprivation Gap;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, Urban


Learning Deprivation Gap;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, First Quintile


Learning Deprivation Gap;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, Second Quintile


Learning Deprivation Gap;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, Third Quintile


Learning Deprivation Gap;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, Fourth Quintile


Learning Deprivation Gap;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, Fifth Quintile


Learning Deprivation Gap;TIMSS 2015 for grade 9 using MPL Low (400 points) for science


Learning Deprivation Gap;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, Female


Learning Deprivation Gap;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, Male


Learning Deprivation Gap;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, Rural


Learning Deprivation Gap;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, Urban


Learning Deprivation Gap;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, First Quintile


Learning Deprivation Gap;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, Second Quintile


Learning Deprivation Gap;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, Third Quintile


Learning Deprivation Gap;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, Fourth Quintile


Learning Deprivation Gap;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, Fifth Quintile


Learning Deprivation Gap;TIMSS 2019 for grade 9 using MPL Low (400 points) for science


Learning Deprivation Gap;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, Female


Learning Deprivation Gap;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, Male


Learning Deprivation Gap;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, Rural


Learning Deprivation Gap;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, Urban


Learning Deprivation Severity;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, First Quintile


Learning Deprivation Severity;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, Second Quintile


Learning Deprivation Severity;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, Third Quintile


Learning Deprivation Severity;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, Fourth Quintile


Learning Deprivation Severity;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, Fifth Quintile


Learning Deprivation Severity;TIMSS 2007 for grade 9 using MPL Low (400 points) for math


Learning Deprivation Severity;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, Female


Learning Deprivation Severity;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, Male


Learning Deprivation Severity;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, Rural


Learning Deprivation Severity;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, Urban


Learning Deprivation Severity;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, First Quintile


Learning Deprivation Severity;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, Second Quintile


Learning Deprivation Severity;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, Third Quintile


Learning Deprivation Severity;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, Fourth Quintile


Learning Deprivation Severity;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, Fifth Quintile


Learning Deprivation Severity;TIMSS 2011 for grade 9 using MPL Low (400 points) for math


Learning Deprivation Severity;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, Female


Learning Deprivation Severity;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, Male


Learning Deprivation Severity;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, Rural


Learning Deprivation Severity;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, Urban


Learning Deprivation Severity;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, First Quintile


Learning Deprivation Severity;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, Second Quintile


Learning Deprivation Severity;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, Third Quintile


Learning Deprivation Severity;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, Fourth Quintile


Learning Deprivation Severity;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, Fifth Quintile


Learning Deprivation Severity;TIMSS 2015 for grade 9 using MPL Low (400 points) for math


Learning Deprivation Severity;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, Female


Learning Deprivation Severity;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, Male


Learning Deprivation Severity;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, Rural


Learning Deprivation Severity;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, Urban


Learning Deprivation Severity;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, First Quintile


Learning Deprivation Severity;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, Second Quintile


Learning Deprivation Severity;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, Third Quintile


Learning Deprivation Severity;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, Fourth Quintile


Learning Deprivation Severity;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, Fifth Quintile


Learning Deprivation Severity;TIMSS 2019 for grade 9 using MPL Low (400 points) for math


Learning Deprivation Severity;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, Female


Learning Deprivation Severity;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, Male


Learning Deprivation Severity;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, Rural


Learning Deprivation Severity;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, Urban


Learning Deprivation Severity;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, First Quintile


Learning Deprivation Severity;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, Second Quintile


Learning Deprivation Severity;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, Third Quintile


Learning Deprivation Severity;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, Fourth Quintile


Learning Deprivation Severity;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, Fifth Quintile


Learning Deprivation Severity;TIMSS 2007 for grade 9 using MPL Low (400 points) for science


Learning Deprivation Severity;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, Female


Learning Deprivation Severity;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, Male


Learning Deprivation Severity;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, Rural


Learning Deprivation Severity;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, Urban


Learning Deprivation Severity;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, First Quintile


Learning Deprivation Severity;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, Second Quintile


Learning Deprivation Severity;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, Third Quintile


Learning Deprivation Severity;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, Fourth Quintile


Learning Deprivation Severity;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, Fifth Quintile


Learning Deprivation Severity;TIMSS 2011 for grade 9 using MPL Low (400 points) for science


Learning Deprivation Severity;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, Female


Learning Deprivation Severity;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, Male


Learning Deprivation Severity;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, Rural


Learning Deprivation Severity;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, Urban


Learning Deprivation Severity;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, First Quintile


Learning Deprivation Severity;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, Second Quintile


Learning Deprivation Severity;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, Third Quintile


Learning Deprivation Severity;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, Fourth Quintile


Learning Deprivation Severity;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, Fifth Quintile


Learning Deprivation Severity;TIMSS 2015 for grade 9 using MPL Low (400 points) for science


Learning Deprivation Severity;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, Female


Learning Deprivation Severity;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, Male


Learning Deprivation Severity;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, Rural


Learning Deprivation Severity;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, Urban


Learning Deprivation Severity;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, First Quintile


Learning Deprivation Severity;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, Second Quintile


Learning Deprivation Severity;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, Third Quintile


Learning Deprivation Severity;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, Fourth Quintile


Learning Deprivation Severity;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, Fifth Quintile


Learning Deprivation Severity;TIMSS 2019 for grade 9 using MPL Low (400 points) for science


Learning Deprivation Severity;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, Female


Learning Deprivation Severity;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, Male


Learning Deprivation Severity;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, Rural


Learning Deprivation Severity;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, Urban


Above Proficiency;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, First Quintile


Above Proficiency;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, Second Quintile


Above Proficiency;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, Third Quintile


Above Proficiency;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, Fourth Quintile


Above Proficiency;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, Fifth Quintile


Above Proficiency;TIMSS 2007 for grade 9 using MPL Low (400 points) for math


Above Proficiency;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, Female


Above Proficiency;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, Male


Above Proficiency;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, Rural


Above Proficiency;TIMSS 2007 for grade 9 using MPL Low (400 points) for math, Urban


Above Proficiency;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, First Quintile


Above Proficiency;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, Second Quintile


Above Proficiency;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, Third Quintile


Above Proficiency;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, Fourth Quintile


Above Proficiency;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, Fifth Quintile


Above Proficiency;TIMSS 2011 for grade 9 using MPL Low (400 points) for math


Above Proficiency;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, Female


Above Proficiency;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, Male


Above Proficiency;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, Rural


Above Proficiency;TIMSS 2011 for grade 9 using MPL Low (400 points) for math, Urban


Above Proficiency;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, First Quintile


Above Proficiency;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, Second Quintile


Above Proficiency;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, Third Quintile


Above Proficiency;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, Fourth Quintile


Above Proficiency;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, Fifth Quintile


Above Proficiency;TIMSS 2015 for grade 9 using MPL Low (400 points) for math


Above Proficiency;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, Female


Above Proficiency;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, Male


Above Proficiency;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, Rural


Above Proficiency;TIMSS 2015 for grade 9 using MPL Low (400 points) for math, Urban


Above Proficiency;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, First Quintile


Above Proficiency;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, Second Quintile


Above Proficiency;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, Third Quintile


Above Proficiency;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, Fourth Quintile


Above Proficiency;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, Fifth Quintile


Above Proficiency;TIMSS 2019 for grade 9 using MPL Low (400 points) for math


Above Proficiency;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, Female


Above Proficiency;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, Male


Above Proficiency;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, Rural


Above Proficiency;TIMSS 2019 for grade 9 using MPL Low (400 points) for math, Urban


Above Proficiency;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, First Quintile


Above Proficiency;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, Second Quintile


Above Proficiency;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, Third Quintile


Above Proficiency;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, Fourth Quintile


Above Proficiency;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, Fifth Quintile


Above Proficiency;TIMSS 2007 for grade 9 using MPL Low (400 points) for science


Above Proficiency;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, Female


Above Proficiency;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, Male


Above Proficiency;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, Rural


Above Proficiency;TIMSS 2007 for grade 9 using MPL Low (400 points) for science, Urban


Above Proficiency;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, First Quintile


Above Proficiency;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, Second Quintile


Above Proficiency;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, Third Quintile


Above Proficiency;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, Fourth Quintile


Above Proficiency;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, Fifth Quintile


Above Proficiency;TIMSS 2011 for grade 9 using MPL Low (400 points) for science


Above Proficiency;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, Female


Above Proficiency;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, Male


Above Proficiency;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, Rural


Above Proficiency;TIMSS 2011 for grade 9 using MPL Low (400 points) for science, Urban


Above Proficiency;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, First Quintile


Above Proficiency;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, Second Quintile


Above Proficiency;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, Third Quintile


Above Proficiency;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, Fourth Quintile


Above Proficiency;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, Fifth Quintile


Above Proficiency;TIMSS 2015 for grade 9 using MPL Low (400 points) for science


Above Proficiency;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, Female


Above Proficiency;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, Male


Above Proficiency;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, Rural


Above Proficiency;TIMSS 2015 for grade 9 using MPL Low (400 points) for science, Urban


Above Proficiency;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, First Quintile


Above Proficiency;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, Second Quintile


Above Proficiency;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, Third Quintile


Above Proficiency;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, Fourth Quintile


Above Proficiency;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, Fifth Quintile


Above Proficiency;TIMSS 2019 for grade 9 using MPL Low (400 points) for science


Above Proficiency;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, Female


Above Proficiency;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, Male


Above Proficiency;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, Rural


Above Proficiency;TIMSS 2019 for grade 9 using MPL Low (400 points) for science, Urban


Compulsory education, duration (years)

Duration of compulsory education is the number of years that children are legally obliged to attend school.

UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.


Ratio of school attendance of orphans to school attendance of non-orphans ages 10-14

Health Nutrition and Population Statistics

Ratio of school attendance of orphans to school attendance of non orphans is the ratio of school attendance of orphans to school attendance of non orphans ages 10-14.

Household surveys such as Demographic and Health Surveys (DHS) , Multiple Indicator Cluster Surveys (MICS), Reproductive Health Surveys (RHS) and AIDS Indicator Surveys (AIS), maintained in UNICEF Global Databases.


School enrollment, primary (gross), gender parity index (GPI)

Gender parity index for gross enrollment ratio in primary education is the ratio of girls to boys enrolled at primary level in public and private schools.

UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed October 24, 2022. https://apiportal.uis.unesco.org/bdds.


School Enroll. Ratio, primary school (%)


School enrollment, primary and secondary (gross), gender parity index (GPI)

Gender parity index for gross enrollment ratio in primary and secondary education is the ratio of girls to boys enrolled at primary and secondary levels in public and private schools.


School enrollment, secondary (gross), gender parity index (GPI)

Gender parity index for gross enrollment ratio in secondary education is the ratio of girls to boys enrolled at secondary level in public and private schools.


School Enroll. Ratio, secondary school (%)


School enrollment, tertiary (gross), gender parity index (GPI)

Gender parity index for gross enrollment ratio in tertiary education is the ratio of women to men enrolled at tertiary level in public and private schools.


Learning Poverty Rate

World Bank, Global Education Policy Dashboard


(De Facto) Percent of 10 year old children who are out-of-school or in-school and not achieving basic proficiency on reading.


(De Facto) Percent of children proficient in literacy and numeracy by end of primary, as reported by UIS


Net Enrollment Ratio: Junior Secondary (in %)

Indonesia Database for Policy and Economic Research

The primary net enrolment ratio is a comparative figure for the number of primary school students to the number of population aged 7-12, expressed as a percentage.

BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)


Literacy Rate for Population age 15 and over (in % of total population)

Literacy Rate is the population aged 15 years and over who are able to read and write latin, arabic or other scripts, presented in percentage terms.


Population Age 0516 for Reference Year 2019;

World Bank staff estimates using the World Bank's total population and age sex distributions of the United Nations Population Division's as of June, 2022.


Population Age 0516 for Reference Year 2019; Female


Population Age 0516 for Reference Year 2019; Male


Population Age 10 for Reference Year 2019;


Population Age 10 for Reference Year 2019; Female


Population Age 10 for Reference Year 2019; Male


Population Age 1014 for Reference Year 2019;


Population Age 1014 for Reference Year 2019; Female


Population Age 1014 for Reference Year 2019; Male


Population Age 9plus for Reference Year 2019;


Population Age 9plus for Reference Year 2019; Female


Population Age 9plus for Reference Year 2019; Male


Population Age primary for Reference Year 2019;


Population Age primary for Reference Year 2019; Female


Population Age primary for Reference Year 2019; Male


Learning poverty: Share of Children at the End-of-Primary age below minimum reading proficiency adjusted by Out-of-School Children (%)

The share of 10-year-olds who cannot read and understand a short passage of age-appropriate material—in other words, those who are below the “minimum proficiency” threshold for reading. This measure is defined as the union of two deprivations: 1) schooling deprivation and 2) learning deprivation. A child is considered schooling-deprived (SD) if he or she is of primary school age and out-of-school. The dimension of learning deprivation (LD) applies only for children in school, and identifies those pupils who are below the minimum proficiency level (MPL) for reading, as defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. This “union approach” to measurement reflects the choice that, as presented in the SDGs, all age 10 children must be both in school and learning. The final learning poverty measure combines the two dimensions in a single indicator using the following formula: LP = SD + [(1-SD) x LD]


(De Facto) Share of Children at the End-of-Primary age below minimum reading proficiency adjusted by Out-of-School Children (%)


Pupils below minimum reading proficiency at end of primary (%). Low GAML threshold

This indicator uses on Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments.


Female pupils below minimum reading proficiency at end of primary (%). Low GAML threshold


Male pupils below minimum reading proficiency at end of primary (%). Low GAML threshold


Learning poverty: Share of Female Children at the End-of-Primary age below minimum reading proficiency adjusted by Out-of-School Children (%)

The share of female 10-year-olds who cannot read and understand a short passage of age-appropriate material—in other words, those who are below the “minimum proficiency” threshold for reading. This measure is defined as the union of two deprivations: 1) schooling deprivation and 2) learning deprivation. A child is considered schooling-deprived (SD) if he or she is of primary school age and out-of-school. The dimension of learning deprivation (LD) applies only for children in school, and identifies those pupils who are below the minimum proficiency level (MPL) for reading, as defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. This “union approach” to measurement reflects the choice that, as presented in the SDGs, all age 10 children must be both in school and learning. The final learning poverty measure combines the two dimensions in a single indicator using the following formula: LP = SD + [(1-SD) x LD]


The share of pupils at the end of primary schooling who are below the minimum proficiency level (MPL) for reading or learning deprived. The MPL in reading at the end of primary is defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. It is “Students independently and fluently read simple, short narrative and expository texts. They locate explicitly-stated information. They interpret and give some explanations about the key ideas in these texts. They provide simple, personal opinions or judgements about the information, events and characters in a text.” (UIS and GAML 2019). In other words, a child “attaining” minimum proficiency has the ability to read and understand a short passage of age-appropriate material, whether a simple story or non-fiction narrative of a few paragraphs. In addition to this nutshell statement, the GAML has also proposed a common terminology to describe classifications in the context of the MPL. This is a critical first step toward linking cross-national and national learning assessments with a common benchmark.


The share of female pupils at the end of primary schooling who are below the minimum proficiency level (MPL) for reading or learning deprived. The MPL in reading at the end of primary is defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. It is “Students independently and fluently read simple, short narrative and expository texts. They locate explicitly-stated information. They interpret and give some explanations about the key ideas in these texts. They provide simple, personal opinions or judgements about the information, events and characters in a text.” (UIS and GAML 2019). In other words, a child “attaining” minimum proficiency has the ability to read and understand a short passage of age-appropriate material, whether a simple story or non-fiction narrative of a few paragraphs. In addition to this nutshell statement, the GAML has also proposed a common terminology to describe classifications in the context of the MPL. This is a critical first step toward linking cross-national and national learning assessments with a common benchmark.


The share of male pupils at the end of primary schooling who are below the minimum proficiency level (MPL) for reading or learning deprived. The MPL in reading at the end of primary is defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. It is “Students independently and fluently read simple, short narrative and expository texts. They locate explicitly-stated information. They interpret and give some explanations about the key ideas in these texts. They provide simple, personal opinions or judgements about the information, events and characters in a text.” (UIS and GAML 2019). In other words, a child “attaining” minimum proficiency has the ability to read and understand a short passage of age-appropriate material, whether a simple story or non-fiction narrative of a few paragraphs. In addition to this nutshell statement, the GAML has also proposed a common terminology to describe classifications in the context of the MPL. This is a critical first step toward linking cross-national and national learning assessments with a common benchmark.


LDGAP: TIMSS 2019 for grade 4 using MPL Low (400 points) for scie;

This indicator uses the Minimum Proficiency Levels (MPLs) defined by the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS) in the context of the SDG 4.1.1 monitoring, which established learning benchmarks across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro. 2020. Learning Poverty: Measures and Simulations. Policy Research Working Paper;No. 9446. World Bank, Washington, DC. https://openknowledge.worldbank.org/handle/10986/34654


LDGAP: PIRLS 2011 for grade 4 using MPL Low (400 points) for reading; Female


LDGAP: PIRLS 2011 for grade 4 using MPL Low (400 points) for reading; Male


LDSEV: TIMSS 2019 for grade 4 using MPL Low (400 points) for scie;


LDSEV: PIRLS 2011 for grade 4 using MPL Low (400 points) for reading; Female


LDSEV: PIRLS 2011 for grade 4 using MPL Low (400 points) for reading; Male


LPGAP = SD: ANER; LD: TIMSS 2019 for grade 4 using MPL Low (400 points) for scie;


LPGAP = SD: ANER; LD: PIRLS 2011 for grade 4 using MPL Low (400 points) for reading; Female


LPGAP = SD: ANER; LD: PIRLS 2011 for grade 4 using MPL Low (400 points) for reading; Male


LPSEV = SD: ANER; LD: TIMSS 2019 for grade 4 using MPL Low (400 points) for scie;


LPSEV = SD: ANER; LD: PIRLS 2011 for grade 4 using MPL Low (400 points) for reading; Female


LPSEV = SD: ANER; LD: PIRLS 2011 for grade 4 using MPL Low (400 points) for reading; Male


Learning poverty: Share of Male Children at the End-of-Primary age below minimum reading proficiency adjusted by Out-of-School Children (%)

The share of male 10-year-olds who cannot read and understand a short passage of age-appropriate material—in other words, those who are below the “minimum proficiency” threshold for reading. This measure is defined as the union of two deprivations: 1) schooling deprivation and 2) learning deprivation. A child is considered schooling-deprived (SD) if he or she is of primary school age and out-of-school. The dimension of learning deprivation (LD) applies only for children in school, and identifies those pupils who are below the minimum proficiency level (MPL) for reading, as defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. This “union approach” to measurement reflects the choice that, as presented in the SDGs, all age 10 children must be both in school and learning. The final learning poverty measure combines the two dimensions in a single indicator using the following formula: LP = SD + [(1-SD) x LD]


Primary school age children out-of-school (%)

The Out-of-School adjustment in our Learning Poverty indicator relies on enrollment data. Our preferred definition is the adjusted net primary enrollment as reported by UIS.


Female primary school age children out-of-school (%)


Male primary school age children out-of-school (%)


The share of children of primary-school age who are out of school or schooling deprived. This dimension is linked to the indicator 4.1.4 from the SDG 4 thematic framework. This element reflects the belief that all primary-age children should be learning in schools of some type, a belief that every country has enshrined in law and that is enshrined in the SDGs. In addition to fulfilling a universal right and serving as a necessary condition for sustained learning, schooling offers many benefits beyond learning. It contributes to children’s health and well-being such as promoting safety, nutrition, and socialization, and facilitating parents' labor market participation and, at the macro level, schooling can help build social cohesion, democracy, and peace. All those complementary functions mean that schooling has value over and above the measured cognitive learning that it leads to, and they justify including schooling deprivation in the concept of learning poverty.


The share of female children of primary-school age who are out of school or schooling deprived. This dimension is linked to the indicator 4.1.4 from the SDG 4 thematic framework. This element reflects the belief that all primary-age children should be learning in schools of some type, a belief that every country has enshrined in law and that is enshrined in the SDGs. In addition to fulfilling a universal right and serving as a necessary condition for sustained learning, schooling offers many benefits beyond learning. It contributes to children’s health and well-being such as promoting safety, nutrition, and socialization, and facilitating parents' labor market participation and, at the macro level, schooling can help build social cohesion, democracy, and peace. All those complementary functions mean that schooling has value over and above the measured cognitive learning that it leads to, and they justify including schooling deprivation in the concept of learning poverty.


The share of male children of primary-school age who are out of school or schooling deprived. This dimension is linked to the indicator 4.1.4 from the SDG 4 thematic framework. This element reflects the belief that all primary-age children should be learning in schools of some type, a belief that every country has enshrined in law and that is enshrined in the SDGs. In addition to fulfilling a universal right and serving as a necessary condition for sustained learning, schooling offers many benefits beyond learning. It contributes to children’s health and well-being such as promoting safety, nutrition, and socialization, and facilitating parents' labor market participation and, at the macro level, schooling can help build social cohesion, democracy, and peace. All those complementary functions mean that schooling has value over and above the measured cognitive learning that it leads to, and they justify including schooling deprivation in the concept of learning poverty.


Average National Exam Score: Junior Secondary Level (out of 100, available only at district level)


Average National Exam Score: Primary Level (out of 100, available only at district level)


Average National Exam Score: Senior Secondary Level (out of 100, available only at district level)


Preprimary education, duration (years)

Preprimary duration refers to the number of grades (years) in preprimary school.


Enrolment in pre-primary education, both sexes (number)

Total number of students enrolled in public and private pre-primary education institutions (ISCED 0.2) regardless of age. Within ISCED 0, early childhood educational development programmes are targeted at children aged 0 to 2 years; and pre-primary education programmes are targeted at children aged 3 years until the age to start ISCED 1.


Enrolment in pre-primary education, female (number)

Total number of female students enrolled in public and private pre-primary education institutions (ISCED 0.2) regardless of age. Within ISCED 0, early childhood educational development programmes are targeted at children aged 0 to 2 years; and pre-primary education programmes are targeted at children aged 3 years until the age to start ISCED 1.


Pupil-teacher ratio, preprimary

Preprimary school pupil-teacher ratio is the average number of pupils per teacher in preprimary school.

UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.


School enrollment, preprimary (% gross)

Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Preprimary education refers to programs at the initial stage of organized instruction, designed primarily to introduce very young children to a school-type environment and to provide a bridge between home and school.


School enrollment, preprimary, female (% gross)


School enrollment, preprimary, male (% gross)


Percentage of enrolment in pre-primary education in private institutions (%)

Total number of students in pre-primary education enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body (e.g., non-governmental organisation, religious body, special interest group, foundation or business enterprise), expressed as a percentage of total number of students enrolled in pre-primary education. Within ISCED 0, early childhood educational development programmes are targeted at children aged 0 to 2 years; and pre-primary education programmes are targeted at children aged 3 years until the age to start ISCED 1.


Trained teachers in preprimary education, female (% of female teachers)

Trained teachers in preprimary education are the percentage of preprimary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.


Trained teachers in preprimary education, male (% of male teachers)


Trained teachers in preprimary education (% of total teachers)


Teachers in pre-primary education, both sexes (number)

Total number of teachers in public and private pre-primary education institutions. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.


Teachers in pre-primary education, female (number)

Total number of female teachers in public and private pre-primary education institutions. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.


Percentage of teachers in pre-primary education who are female (%)

Number of female teachers at the pre-primary level expressed as a percentage of the total number of teachers (male and female) at the pre-primary level in a given school year. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.


Age efficiency, primary (net enrollment as % of gross)


Primary school starting age (years)

Primary school starting age is the age at which students would enter primary education, assuming they had started at the official entrance age for the lowest level of education, had studied full-time throughout and had progressed through the system without repeating or skipping a grade.


Student Attendance

School Survey.  Percent of 4th grade students who are present during an unannounced visit.


(De Facto) Percent of 4th grade students present during an unannounced visit


(De Facto) Percent of 4th grade students present during an unannounced visit - Female


(De Facto) Percent of 4th grade students present during an unannounced visit - Male


(De Facto) Percent of 4th grade students present during an unannounced visit - Rural


(De Facto) Percent of 4th grade students present during an unannounced visit - Urban


Politics & Bureaucratic Capacity - Financing


Financing score; where a score of 1 indicates low effectiveness and 5 indicates high effectiveness in terms of adequacy, efficiency, and equity.


(Financing) - Adequacy expressed by the per child spending


(Financing) Efficiency - Expressed by the score from the Public Expenditure and Financial Accountability (PEFA) assessment; where 0 is the lowest possible efficiency and 1 is the highest


(Financing) Efficiency - Expressed by the relationship between financing and outcomes; where 0 is the lowest possible efficiency and 1 is the highest


(Financing) - Does the country spend 4-5%  of GDP or 15-20% of public expenditures on education spending?


Politics & Bureaucratic Capacity - Impartial Decision-Making


Average score for Impartial Decision-Making; where a score of 1 indicates low effectiveness and 5 indicates high effectiveness


(Impartial Decision-Making) average score for politicized personnel management


(Impartial Decision-Making) average score for politicized policy-making


(Impartial Decision-Making) average score for politicized policy implementation


(Impartial Decision-Making) average score for employee unions as facilitators


Politics & Bureaucratic Capacity - Mandates & Accountability


Average score for Mandates & Accountability; where a score of 1 indicates low effectiveness and 5 indicates high effectiveness


(Mandates & Accountability) Average score for coherence


(Mandates & Accountability) Average score for transparency


(Mandates & Accountability) Average score for accountability of public officials


Politics & Bureaucratic Capacity - National Learning Goals


Average score for National Learning Goals; where a score of 1 indicates low effectiveness and 5 indicates high effectiveness


(National Learning Goals) Average score for targeting


(National Learning Goals) Average score for monitoring


(National Learning Goals) Average score for incentives


(National Learning Goals) Average score for community engagement


Politics & Bureaucratic Capacity - Characteristics of Bureaucracy


Average score for Characteristics of Bureaucracy; where a score of 1 indicates low effectiveness and 5 indicates high effectiveness


(Characteristics of Bureaucracy) average score for knowledge and skills


(Characteristics of Bureaucracy) average score for work environment


(Characteristics of Bureaucracy) average score for merit


(Characteristics of Bureaucracy) average score for motivation and attitudes


Gross graduation ratio, primary, female (%)

Primary completion rate is the percentage of students completing the last year of primary school. The rate based on completers is calculated by taking the total number of completers in the last grade of primary school divided by the total number of children of official graduation age.

UNESCO Institute for Statistics (http://uis.unesco.org/)


Gross graduation ratio, primary, male (%)


Gross graduation ratio, primary, total (%)


Primary completion rate, female (% of relevant age group, DHS/MICS)

Primary completion rate. Female is the total number of female students of any age in the last grade of primary school, minus the number of female repeaters in that grade, divided by the number of female children of official graduation age.

World Bank EdStats database (http://datatopics.worldbank.org/education/)


Primary completion rate, male (% of relevant age group, DHS/MICS)

Primary completion rate. Male is the total number of male students of any age in the last grade of primary school, minus the number of male repeaters in that grade, divided by the number of male children of official graduation age.


Primary completion rate, poorest quintile (% of relevant age group, DHS/MICS)

Primary completion rate. Quintile 1 (lowest) is the total number of quintile 1 students of any age in the last grade of primary school, minus the number of quintile 1 repeaters in that grade, divided by the number of quintile 1 children of official graduation age.


Primary completion rate, richest quintile (% of relevant age group, DHS/MICS)

Primary completion rate. Quintile 5 (highest) is the total number of quintile 5 students of any age in the last grade of primary school, minus the number of quintile 5 repeaters in that grade, divided by the number of quintile 5 children of official graduation age.


Primary completion rate, rural (% of relevant age group, DHS/MICS)

Primary completion rate. Rural is the total number of rural students of any age in the last grade of primary school, minus the number of rural repeaters in that grade, divided by the number of rural children of official graduation age.


Primary completion rate, urban (% of relevant age group, DHS/MICS)

Primary completion rate. Urban is the total number of urban students of any age in the last grade of primary school, minus the number of urban repeaters in that grade, divided by the number of urban children of official graduation age.


Primary completion rate, female (% of relevant age group)

Primary completion rate, or gross intake ratio to the last grade of primary education, is the number of new entrants (enrollments minus repeaters) in the last grade of primary education, regardless of age, divided by the population at the entrance age for the last grade of primary education. Data limitations preclude adjusting for students who drop out during the final year of primary education.


Primary completion rate, male (% of relevant age group)


Primary completion rate, total (% of relevant age group)


Teacher Content Knowledge

School survey.  Fraction correct on teacher assessment.  In the future, we will align with SDG criteria for minimum proficiency.  We have dropped the "correct the letter" exercise from the teacher assessment, due to cross,country comparability issues.


(De Facto) Percent of teachers proficient in the subjects they teach


(De Facto) Percent of teachers proficient in the subjects they teach - Female


(De Facto) Percent of teachers proficient in the subjects they teach - Male


(De Facto) Percent of teachers proficient in the subjects they teach - Rural


(De Facto) Percent of teachers proficient in the subjects they teach - Urban


(De Facto) Percent of teachers proficient in the subject of language


(De Facto) Percent of teachers proficient in the subject of language - Female


(De Facto) Percent of teachers proficient in the subject of language - Male


(De Facto) Percent of teachers proficient in the subject of language - Rural


(De Facto) Percent of teachers proficient in the subject of language - Urban


(De Facto) Percent of teachers proficient in the subject of mathematics


(De Facto) Percent of teachers proficient in the subject of mathematics - Female


(De Facto) Percent of teachers proficient in the subject of mathematics - Male


(De Facto) Percent of teachers proficient in the subject of mathematics - Rural


(De Facto) Percent of teachers proficient in the subject of mathematics - Urban


Educational attainment, at least completed primary, population 25+ years, female (%) (cumulative)

The percentage of population ages 25 and over that attained or completed primary education.


Educational attainment, at least completed primary, population 25+ years, male (%) (cumulative)


Educational attainment, at least completed primary, population 25+ years, total (%) (cumulative)


Primary education, duration (years)

Primary duration refers to the number of grades (years) in primary school.


Teacher Presence

School survey.  Percent of teachers absent.  Teacher is coded absent if they are:   , not in school   - in school but absent from the class.


(De Facto) Percent of teachers present in their classrooms, when they are scheduled to be teaching, during an announced visit


(De Facto) Percent of teachers present in their classrooms, when they are scheduled to be teaching, during an announced visit - Female


(De Facto) Percent of teachers present in their classrooms, when they are scheduled to be teaching, during an announced visit - Male


(De Facto) Percent of teachers present in their classrooms, when they are scheduled to be teaching, during an announced visit - Rural


(De Facto) Percent of teachers present in their classrooms, when they are scheduled to be teaching, during an announced visit - Urban


(De Facto) Percent of teachers present in their schools during an announced visit


(De Facto) Percent of teachers present in their schools during an announced visit - Female


(De Facto) Percent of teachers present in their schools during an announced visit - Male


(De Facto) Percent of teachers present in their schools during an announced visit - Rural


(De Facto) Percent of teachers present in their schools during an announced visit - Urban


Primary education, pupils

Primary education pupils is the total number of pupils enrolled at primary level in public and private schools.


Enrolment in primary education, female (number)

Total number of female students enrolled in public and private primary education institutions regardless of age.


Primary education, pupils (% female)

Female pupils as a percentage of total pupils at primary level include enrollments in public and private schools.


Pupil-teacher ratio, primary

Primary school pupil-teacher ratio is the average number of pupils per teacher in primary school.


School enrollment, primary (% gross)

Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.


School enrollment, primary, female (% gross)


School enrollment, primary, male (% gross)


Gross intake ratio in first grade of primary education, female (% of relevant age group)

Gross intake ratio in first grade of primary education is the number of new entrants in the first grade of primary education regardless of age, expressed as a percentage of the population of the official primary entrance age.


Gross intake ratio in first grade of primary education, male (% of relevant age group)


Gross intake ratio in first grade of primary education, total (% of relevant age group)


Instructional Leadership

School survey.  Total score starts at 1 and points added are the sum  of whether a teacher has:   , Had a classroom observation in past year   - Had a discussion based on that observation that lasted longer than 10 min   - Received actionable feedback from that observation   - Teacher had a lesson plan and discussed it with another person


(De Facto) Average score for the presence and quality of instructional leadership


(De Facto) Average score for the presence and quality of instructional leadership - Female


(De Facto) Average score for the presence and quality of instructional leadership - Male


(De Facto) Average score for the presence and quality of instructional leadership - Rural


(De Facto) Average score for the presence and quality of instructional leadership - Urban


(De Facto) Percent of teachers reporting having had their class observed


(De Facto) Percent of teachers reporting having had their class observed - Female


(De Facto) Percent of teachers reporting having had their class observed - Male


(De Facto) Percent of teachers reporting having had their class observed - Rural


(De Facto) Percent of teachers reporting having had their class observed - Urban


(De Facto) Percent of teachers reporting that the classroom observation happened recently


(De Facto) Percent of teachers reporting that the classroom observation happened recently - Female


(De Facto) Percent of teachers reporting that the classroom observation happened recently - Male


(De Facto) Percent of teachers reporting that the classroom observation happened recently - Rural


(De Facto) Percent of teachers reporting that the classroom observation happened recently - Urban


(De Facto) Percent of teachers reporting having discussed the results of the classroom observation


(De Facto) Percent of teachers reporting having discussed the results of the classroom observation - Female


(De Facto) Percent of teachers reporting having discussed the results of the classroom observation - Male


(De Facto) Percent of teachers reporting having discussed the results of the classroom observation - Rural


(De Facto) Percent of teachers reporting having discussed the results of the classroom observation - Urban


(De Facto) Percent of teachers reporting that the discussion was over 30 minutes


(De Facto) Percent of teachers reporting that the discussion was over 30 minutes - Female


(De Facto) Percent of teachers reporting that the discussion was over 30 minutes - Male


(De Facto) Percent of teachers reporting that the discussion was over 30 minutes - Rural


(De Facto) Percent of teachers reporting that the discussion was over 30 minutes - Urban


(De Facto) Percent of teachers reporting that they were provided with feedback in that discussion


(De Facto) Percent of teachers reporting that they were provided with feedback in that discussion - Female


(De Facto) Percent of teachers reporting that they were provided with feedback in that discussion - Male


(De Facto) Percent of teachers reporting that they were provided with feedback in that discussion - Rural


(De Facto) Percent of teachers reporting that they were provided with feedback in that discussion - Urban


(De Facto) Percent of teachers reporting having lesson plans


(De Facto) Percent of teachers reporting having lesson plans - Female


(De Facto) Percent of teachers reporting having lesson plans - Male


(De Facto) Percent of teachers reporting having lesson plans - Rural


(De Facto) Percent of teachers reporting having lesson plans - Urban


(De Facto) Percent of teachers reporting that they had discussed their lesson plans with someone else (pricinpal, pedagogical coordinator, another teacher)


(De Facto) Percent of teachers reporting that they had discussed their lesson plans with someone else (pricinpal, pedagogical coordinator, another teacher) - Female


(De Facto) Percent of teachers reporting that they had discussed their lesson plans with someone else (pricinpal, pedagogical coordinator, another teacher) - Male


(De Facto) Percent of teachers reporting that they had discussed their lesson plans with someone else (pricinpal, pedagogical coordinator, another teacher) - Rural


(De Facto) Percent of teachers reporting that they had discussed their lesson plans with someone else (pricinpal, pedagogical coordinator, another teacher) - Urban


Policy Lever (Inputs & Infrastructure) - Monitoring


(De Facto) Percent of schools that report there is someone monitoring that basic inputs are available to students


(De Jure) Number of basic infrastructure features clearly articulated as needing to be monitored


(De Facto) Percent of schools that report that parents or community members are involved in the monitoring of availability of basic inputs


(De Facto) Percent of schools that report that there is an inventory to monitor availability of basic inputs


(De Facto) Percent of schools that report there is someone monitoring that basic infrastructure is available


(De Facto) Percent of schools that report that parents or community members are involved in the monitoring of availability of basic infrastructure


(De Facto) Percent of schools that report that there is an inventory to monitor availability of basic infrastructure


(De Jure) Is the responsibility of monitoring basic inputs clearly articulated in the policies?


(De Jure) Number of basic inputs clearly articulated as needing to be monitored


(De Jure) Is the responsibility of monitoring basic infrastructure clearly articulated in the policies?


(De Facto) Policy Lever (Inputs & Infrastructure) - Monitoring


(De Jure) Policy Lever (Inputs & Infrastructure) - Monitoring


Basic Infrastructure

School survey.  Total score is the sum  of whether a school has:   , Access to adequate drinking water   -Functional toilets that are separate for boys/girls, private, useable, and have hand washing facilities   - Electricity   - Visibility in the classroom   - School is accessible for those with disabilities (road access, a school ramp for wheelchairs, an entrance wide enough for wheelchairs, ramps to classrooms where needed, accessible toilets, and disability screening for seeing, hearing, and learning disabilities with partial credit for having 1 or 2 or the 3).)


(De Facto) Average number of infrastructure aspects present in schools


(De Facto) Average number of infrastructure aspects present in schools - Rural


(De Facto) Average number of infrastructure aspects present in schools - Urban


(De Facto) Percent of schools with drinking water


(De Facto) Percent of schools with drinking water - Rural


(De Facto) Percent of schools with drinking water - Urban


(De Facto) Percent of schools with functioning toilets


(De Facto) Percent of schools with functioning toilets - Rural


(De Facto) Percent of schools with functioning toilets - Urban


(De Facto) Percent of schools with access to electricity


(De Facto) Percent of schools with access to electricity - Rural


(De Facto) Percent of schools with access to electricity - Urban


(De Facto) Percent of schools with access to internet


(De Facto) Percent of schools with access to internet - Rural


(De Facto) Percent of schools with access to internet - Urban


(De Facto) Percent of schools accessible to children with special needs


(De Facto) Percent of schools accessible to children with special needs - Rural


(De Facto) Percent of schools accessible to children with special needs - Urban


Basic Inputs

School survey.  Total score is the sum of whether a school has:   , Functional blackboard    - Pens, pencils, exercise books </br> - Textbooks   - Fraction of students in class with a desk    - Used ICT in class and have access to ICT in the school.


(De Facto) Average number of classroom inputs in classrooms


(De Facto) Average number of classroom inputs in classrooms - Rural


(De Facto) Average number of classroom inputs in classrooms - Urban


(De Facto) Percent of classrooms with a functional blackboard and chalk


(De Facto) Percent of classrooms with a functional blackboard and chalk - Rural


(De Facto) Percent of classrooms with a functional blackboard and chalk - Urban


(De facto) Percent of classrooms equipped with pens/pencils, textbooks, and exercise books


(De facto) Percent of classrooms equipped with pens/pencils, textbooks, and exercise books - Rural


(De facto) Percent of classrooms equipped with pens/pencils, textbooks, and exercise books - Urban


(De Facto) Percent of classrooms with basic classroom furniture


(De Facto) Percent of classrooms with basic classroom furniture - Rural


(De Facto) Percent of classrooms with basic classroom furniture - Urban


(De Facto) Percent of schools with access to EdTech


(De Facto) Percent of schools with access to EdTech - Rural


(De Facto) Percent of schools with access to EdTech - Urban


Policy Lever (Inputs & Infrastructure) - Standards


(De Jure) Is there a policy in place to require that students have access to the prescribed textbooks?


(De Facto) Do you know if there is a policy in place to require that schools have access to drinking water?


(De Jure) Is there a policy in place to require that schools have functioning toilets?


(De Facto) Do you know if there is a policy in place to require that schools have functioning toilets?


(De Jure) Is there a policy in place to require that schools are accessible to children with special needs?


(De Facto) Do you know if there is there a policy in place to require that schools are accessible to children with special needs?


(De Facto) Do you know if there is a policy in place to require that students have access to the prescribed textbooks?


(De Jure) Is there a national connectivity program?


(De Facto) Do you know if there is a national connectivity program?


(De Jure) Is there a policy in place to require that students have access to PCs, laptops, tablets, and/or other computing devices?


(De Facto) Do you know if there is a policy in place to require that students have access to PCs, laptops, tablets, and/or other computing devices?


(De Jure) Is there a policy in place to require that schools have access to electricity?


(De Facto) Do you know if there is a policy in place to require that schools have access to electricity?


(De Jure) Is there a policy in place to require that schools have access to drinking water?


(De Facto) Policy Lever (Inputs & Infrastructure) - Standards


(De Jure) Policy Lever (Inputs & Infrastructure) - Standards


Student Readiness

School survey.  Fraction correct on the Early Childhood Assessment given to students in school.


(De Facto) Average developmental score for 1st Graders


(De Facto) Average developmental score for 1st Graders - Female


(De Facto) Average developmental score for 1st Graders - Male


(De Facto) Average developmental score for 1st Graders - Rural


(De Facto) Average developmental score for 1st Graders - Urban


(De Facto) Average numeracy score for 1st Graders


(De Facto) Average numeracy score for 1st Graders - Female


(De Facto) Average numeracy score for 1st Graders - Male


(De Facto) Average numeracy score for 1st Graders - Rural


(De Facto) Average numeracy score for 1st Graders - Urban


(De Facto) Average literacy score for 1st Graders


(De Facto) Average literacy score for 1st Graders - Female


(De Facto) Average literacy score for 1st Graders - Male


(De Facto) Average literacy score for 1st Graders - Rural


(De Facto) Average literacy score for 1st Graders - Urban


(De Facto) Average executive funcion score for 1st Graders


(De Facto) Average executive funcion score for 1st Graders - Female


(De Facto) Average executive funcion score for 1st Graders - Male


(De Facto) Average executive funcion score for 1st Graders - Rural


(De Facto) Average executive funcion score for 1st Graders - Urban


(De Facto) Average socioemotional score for 1st Graders


(De Facto) Average socioemotional score for 1st Graders - Female


(De Facto) Average socioemotional score for 1st Graders - Male


(De Facto) Average socioemotional score for 1st Graders - Rural


(De Facto) Average socioemotional score for 1st Graders - Urban


Policy Lever (Learners) - Center-Based Care


(De Jure) Is there a policy that guarantees free education for some or all grades and ages included in pre-primary education (for children age 0-83 months)?


(De Facto) Percent of children age 36-59 months who are attending an early childhood education programme


(De Jure) Are there developmental standards established for early childhood care and education?


(De Jure) According to laws and regulations, are there requirement to become an early childhood educator, pre-primary teacher?


(De Jure) According to policy, are ECCE professionals working at public or private centers required to complete in-service training in ECCE service delivery?


(De Facto) Policy Lever (Learners) - Center-Based Care


(De Jure) Policy Lever (Learners) - Center-Based Care


Proficiency on GEPD Assessment

The fraction correct on 4th grade student assessment.


(De Facto) Percent of children proficient in literacy and numeracy according to GEPD School Survey


(De Facto) Percent of children proficient in literacy and numeracy according to GEPD School Survey - Female


(De Facto) Percent of children proficient in literacy and numeracy according to GEPD School Survey - Male


(De Facto) Percent of children proficient in literacy and numeracy according to GEPD School Survey - Rural


(De Facto) Percent of children proficient in literacy and numeracy according to GEPD School Survey - Urban


(De Facto) Percent of children proficient in literacy according to GEPD School Survey


(De Facto) Percent of children proficient in literacy according to GEPD School Survey - Female


(De Facto) Percent of children proficient in literacy according to GEPD School Survey - Male


(De Facto) Percent of children proficient in literacy according to GEPD School Survey - Rural


(De Facto) Percent of children proficient in literacy according to GEPD School Survey - Urban


(De Facto) Percent of children proficient in numeracy according to GEPD School Survey


(De Facto) Percent of children proficient in numeracy according to GEPD School Survey - Female


(De Facto) Percent of children proficient in numeracy according to GEPD School Survey - Male


(De Facto) Percent of children proficient in numeracy according to GEPD School Survey - Rural


(De Facto) Percent of children proficient in numeracy according to GEPD School Survey - Urban


Policy Lever (Learners) - Caregiver Capacity – Financial Capacity


(De Jure) Are anti poverty interventions that focus on ECD publicly supported?


(De Jure) Are cash transfers conditional on ECD services/enrollment publicly supported?


(De Jure) Are cash transfers focused partially on ECD publicly supported?


(De Facto) Coverage of social protection programs


(De Facto) Policy Lever (Learners) - Caregiver Capacity – Financial Capacity


(De Jure) Policy Lever (Learners) - Caregiver Capacity – Financial Capacity


(De Jure) Are young children required to receive a complete course of childhood immunizations?


(De Facto) Percent of children who at age 24-35 months had received all vaccinations recommended in the national immunization schedule


(De Jure) Is there a policy that assures access to healthcare for young children? Either by offering these services free or by subsidizing them


(De Facto) Percent of  children under 5 covered by health insurance


(De Jure) Are deworming pills funded and distributed by the government?


(De Facto) Percent of children age 6-59 months who received deworming medication


(De Jure) Is there a policy that guarantees pregnant women free antenatal visits and skilled delivery?


(De Facto) Percent of women age 15-49 years with a live birth in the last 2 years whose most recent live birth was delivered in a health facility


(De Facto) Policy Lever (Learners) - Health


(De Jure) Policy Lever (Learners) - Health


Policy Lever (Learners) - Nutrition Programs


(De Jure) Does a national policy to encourage salt iodization exist?


(De Facto) Percent of households with salt testing positive for any iodide among households


(De Jure) Does a national policy exist to encourage iron fortification of staples like wheat, maize, or rice?


(De Facto) Percent of children age 6–23 months who had at least the minimum dietary diversity and the minimum meal frequency during the previous day


(De Jure) Does a national policy exist to encourage breastfeeding?


(De Facto) Percent of children born in the five (three) years preceding the survey who were ever breastfed


(De Jure) Is there a publicly funded school feeding program?


(De Facto) Percent of schools reporting having publicly funded school feeding program


(De Facto) Policy Lever (Learners) - Nutrition Programs


(De Jure) Policy Lever (Learners) - Nutrition Programs


Policy Lever (Learners) - Caregiver Capacity – Skills Capacity


(De Jure) Does the government offer programs that aim to share good parenting practices with caregivers?


(De Jure) Are any of the following publicly-supported delivery channels used to reach families in order to promote early childhood stimulation? Home visits, Group sessions, Community health programs, Health center waiting rooms, School-based groups, Mass media/Information campaigns


(De Facto) Percent of children under age 5 who have three or more children’s books


(De Facto) Percent of children age 24-59 months engaged in four or more activities to provide early stimulation and responsive care in the last 3 days with any adult in the household


(De Facto) Policy Lever (Learners) - Caregiver Capacity – Skills Capacity


(De Jure) Policy Lever (Learners) - Caregiver Capacity – Skills Capacity


School enrollment, primary (% net)

Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.


School enrollment, primary, female (% net)


School enrollment, primary, male (% net)


Net Enrollment Ratio: Primary (in %)

The senior secondary net enrolment ratio is a comparative figure for the number of senior secondary school students to the number of population aged 16-18, expressed as a percentage.


Net intake rate in grade 1, female (% of official school-age population)

Net intake rate in grade 1 is the number of new entrants in the first grade of primary education who are of official primary school entrance age, expressed as a percentage of the population of the corresponding age.


Net intake rate in grade 1, male (% of official school-age population)


Net intake rate in grade 1 (% of official school-age population)


Over-age students, primary, female (% of female enrollment)

Over-age students are the percentage of those enrolled who are older than the official school-age range for primary education.


Over-age students, primary, male (% of male enrollment)


Over-age students, primary (% of enrollment)


Operational Management

School Survey.  Principals/head teachers are given two vignettes:   , One on solving the problem of a hypothetical leaky roof   - One on solving a problem of inadequate numbers of textbooks.    Each vignette is worth 2 points.      The indicator will measure two things: presence of functions and quality of functions. In each vignette:   - 0.5 points are awarded for someone specific having the responsibility to fix   - 0.5 point is awarded if the school can fully fund the repair, 0.25 points is awarded if the school must get partial help from the community, and 0 points are awarded if the full cost must be born by the community   - 1 point is awarded if the problem is fully resolved in a timely manner, with partial credit given if problem can only be partly resolved.


(De Facto) Average score for the presence and quality of core operational management functions


(De Facto) Average score for the presence and quality of core operational management functions - Female


(De Facto) Average score for the presence and quality of core operational management functions - Male


(De Facto) Average score for the presence and quality of core operational management functions - Rural


(De Facto) Average score for the presence and quality of core operational management functions - Urban


(De Facto) Average score for infrastructure repair/maintenance


(De Facto) Average score for infrastructure repair/maintenance - Female


(De Facto) Average score for infrastructure repair/maintenance - Male


(De Facto) Average score for infrastructure repair/maintenance - Rural


(De Facto) Average score for infrastructure repair/maintenance - Urban


(De Facto) Average score for ensuring  availability of school inputs


(De Facto) Average score for ensuring  availability of school inputs - Female


(De Facto) Average score for ensuring  availability of school inputs - Male


(De Facto) Average score for ensuring  availability of school inputs - Rural


(De Facto) Average score for ensuring  availability of school inputs - Urban


Teacher Pedagogical Skills

School survey.  Based on TEACH ratings from classroom observations


(De Facto) Percent of teachers with good pedagogical skills (3 or above on Teach overall score)


(De Facto) Percent of teachers with good pedagogical skills (3 or above on Teach overall score) - Female


(De Facto) Percent of teachers with good pedagogical skills (3 or above on Teach overall score) - Male


(De Facto) Percent of teachers with good pedagogical skills (3 or above on Teach overall score) - Rural


(De Facto) Percent of teachers with good pedagogical skills (3 or above on Teach overall score) - Urban


(De Facto) Percent of teachers with good classroom culture practices (3 or above on Teach Classroom Culture score)


(De Facto) Percent of teachers with good classroom culture practices (3 or above on Teach Classroom Culture score) - Female


(De Facto) Percent of teachers with good classroom culture practices (3 or above on Teach Classroom Culture score) - Male


(De Facto) Percent of teachers with good classroom culture practices (3 or above on Teach Classroom Culture score) - Rural


(De Facto) Percent of teachers with good classroom culture practices (3 or above on Teach Classroom Culture score) - Urban


(De Facto) Percent of teachers with good instruction practices (3 or above on Teach Instruction score)


(De Facto) Percent of teachers with good instruction practices (3 or above on Teach Instruction score) - Female


(De Facto) Percent of teachers with good instruction practices (3 or above on Teach Instruction score) - Male


(De Facto) Percent of teachers with good instruction practices (3 or above on Teach Instruction score) - Rural


(De Facto) Percent of teachers with good instruction practices (3 or above on Teach Instruction score) - Urban


(De Facto) Percent of teachers with good practices on socioemotional skills (3 or above on Teach Socioemotional Skills score)


(De Facto) Percent of teachers with good practices on socioemotional skills (3 or above on Teach Socioemotional Skills score) - Female


(De Facto) Percent of teachers with good practices on socioemotional skills (3 or above on Teach Socioemotional Skills score) - Male


(De Facto) Percent of teachers with good practices on socioemotional skills (3 or above on Teach Socioemotional Skills score) - Rural


(De Facto) Percent of teachers with good practices on socioemotional skills (3 or above on Teach Socioemotional Skills score) - Urban


(De Facto) Average score for the extent to which principals are familiar with certain key aspects of the day-to-day workings of the school


(De Facto) Average score for the extent to which principals are familiar with certain key aspects of the day-to-day workings of the school - Female


(De Facto) Average score for the extent to which principals are familiar with certain key aspects of the day-to-day workings of the school - Male


(De Facto) Average score for the extent to which principals are familiar with certain key aspects of the day-to-day workings of the school - Rural


(De Facto) Average score for the extent to which principals are familiar with certain key aspects of the day-to-day workings of the school - Urban


(De Facto) Percent of principals familiar with teachers' content knowledge


(De Facto) Percent of principals familiar with teachers' content knowledge - Female


(De Facto) Percent of principals familiar with teachers' content knowledge - Male


(De Facto) Percent of principals familiar with teachers' content knowledge - Rural


(De Facto) Percent of principals familiar with teachers' content knowledge - Urban


(De Facto) Percent of principals familiar with teachers' experience


(De Facto) Percent of principals familiar with teachers' experience - Female


(De Facto) Percent of principals familiar with teachers' experience - Male


(De Facto) Percent of principals familiar with teachers' experience - Rural


(De Facto) Percent of principals familiar with teachers' experience - Urban


(De Facto) Percent of principals familiar with availability of classroom inputs


(De Facto) Percent of principals familiar with availability of classroom inputs - Female


(De Facto) Percent of principals familiar with availability of classroom inputs - Male


(De Facto) Percent of principals familiar with availability of classroom inputs - Rural