Indicator 4.1.1 Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

Indicator 4.1.1: Proportion of children and young people (a) in Grade 4; and (c) aged 15 years achieving at least a minimum proficiency level in (i) reading and (ii) mathematics

Percentage of children and young people achieving at least a minimum proficiency level in (i) reading and (ii) mathematics during primary education (Grade 4) and at the end of lower secondary education (15 years old). The minimum proficiency level will be measured relative to new common reading and mathematics scales currently in development.

This is a proxy indicator. The UN Global indicator states: Proportion of children and young people: (a) in grades 2/3; (b) at the end of primary; education and (c) at the end of lower secondary education achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex”.

Series (a): Data for this series are reported for Grade 4, rather than Grade 2 or 3 as specified by the UN metadata.

Series (b): Data are not available for Canada.

Series (c): Data for this series are reported for young people aged 15 years, rather than at the end of lower secondary education as specified by the UN metadata.

The data for Canada obtained from the Trends in International Mathematics and Science Study (TIMSS) includes only the provinces of Alberta, Manitoba, Newfoundland and Labrador, Ontario, and Quebec.

Data were readily available to report on this indicator as specified by the metadata. Please refer to the sources to access additional information on the metadata or source.

Data for the series “Children in Grade 4 achieving at least a minimum proficiency level in mathematics” can be accessed at the following sources: Source 2, Source 3, and Source 4 in the Sources tab. Data for all other series can be accessed at Source 1.

Data for the year 2015 for the series “Children in Grade 4 achieving at least a minimum proficiency level in mathematics” is derived by aggregating the percentages ranging from the Low benchmark to the Advanced benchmark.