Primary School Performance By Country - Math & Reading Proficiency
Which countries have the best primary school students? Russia leads with 98% of students proficient in both math and reading. Meanwhile, some countries struggle with less than 20% proficiency. This ranking reveals student performance across 94 countries, showing which education systems successfully prepare children for the future and which fall behind.
Student proficiency measures the percentage of primary school students (typically ages 6-11) who achieve at least a minimum level of competency in core subjects. This isn't about excellence—it's about basic skills: A country with 90% proficiency means 9 out of 10 students meet minimum standards. A country with 20% proficiency means 8 out of 10 students lack basic skills—a crisis. Some countries face severe challenges: These numbers represent educational emergencies. When 95%+ of children can't read or do basic math, entire generations lack skills for modern economies. Economic Future: Countries with low student proficiency struggle economically. Workers without basic math and reading skills can't participate in modern economies. This perpetuates poverty. Social Mobility: Education is the primary path out of poverty. When schools fail to teach basic skills, children inherit their parents' economic status. Social mobility collapses. Democratic Participation: Citizens who can't read struggle to understand political issues, evaluate candidates, or participate meaningfully in democracy. Health Outcomes: People with low literacy have worse health outcomes—they can't read medication instructions, understand health information, or navigate healthcare systems. European countries dominate the top rankings. Russia, Austria, Poland, and Finland show 90%+ proficiency rates. This reflects well-funded education systems, trained teachers, and strong educational traditions. South Korea shows strong math performance (93%) but limited reading data. Japan and Singapore (not in this dataset) typically rank high. However, data availability varies across the region. Many African countries show proficiency rates below 30%. This isn't about student ability—it's about resources. Overcrowded classrooms, untrained teachers, lack of materials, and poverty create impossible learning conditions. Countries like Argentina, Brazil, and Chile show moderate proficiency (30-60%). Better than crisis levels but far below developed countries. Investment in teacher training and resources could improve outcomes. Teacher Quality: Countries with high proficiency invest in teacher training, competitive salaries, and professional development. Countries with low proficiency often have untrained teachers managing 60+ student classrooms. Resources: Textbooks, materials, technology—these cost money. Poor countries can't afford them. Students share textbooks or have none. This makes learning nearly impossible. Class Size: A teacher with 20 students can provide individual attention. A teacher with 80 students can barely maintain order. Many low-performing countries have massive class sizes. Language of Instruction: When children are taught in a language they don't speak at home, learning suffers. Many African countries teach in colonial languages (French, English) that students don't understand. Poverty: Hungry children can't learn. Children working to support families can't attend school regularly. Poverty creates barriers that even good schools struggle to overcome. Assessment Culture: High-performing countries regularly test students and use results to improve teaching. Low-performing countries often lack assessment systems, so problems go unidentified. What We Measured: We analyzed primary school student proficiency in mathematics and reading across 94 countries. Proficiency means achieving at least a minimum level of competency appropriate for the grade level. Data Source: UNESCO Institute for Statistics (UIS) - SDG 4 Indicator 4.1.0 "Preparedness for the Future." This measures the proportion of children at primary education age who are prepared for the future in core subjects. Important Context About the Data: 2026 Projections Methodology: We calculated 2026 estimates using linear trend analysis on each country's historical assessment data. For countries with at least 3 assessment cycles, we performed linear regression to identify performance trends. The regression equation projects future proficiency based on past patterns. For countries with limited data, we used the most recent value as the 2026 estimate. Projections are constrained to 0-100% range (proficiency cannot exceed 100% or fall below 0%). This approach assumes current trends continue, which is reasonable for education systems as they change gradually. Why Years Vary: International assessments (TIMSS, PIRLS) occur every 4-5 years, not annually. Countries participate in different cycles. For example: Important Limitations:What Is Student Proficiency?
Primary School Performance By Country - Math & Reading Proficiency
1
98.22
2
97.39
3
95.72
4
94.99
5
93.66
6
92.98
7
92.9
8
92.6
9
92.36
10
92.04
11
91.82
12
91.66
13
91.48
14
91.3
15
90.48
16
90.3
17
89.63
18
88.78
19
88.46
20
88.2
21
87.6
22
87.54
23
86.66
24
85.6
25
85.46
26
84.78
27
84.76
28
84.35
29
84
30
83.92
31
83.44
32
82.65
33
82.26
34
81
35
80.26
36
79.46
37
79.44
38
79.26
39
77.42
40
75.6
41
71.61
42
65.65
43
65.09
44
64.3
45
63.38
46
63.18
47
57.71
48
55.05
49
52.3
50
49.92
51
49.46
52
48.81
53
42.32
54
38.71
55
37.51
56
36.17
57
31.87
58
31.8
59
31.45
60
30.66
61
30.56
62
30.32
63
29.82
64
27.18
65
26.07
66
25.3
67
23.11
68
22.95
69
22.02
70
19.74
71
17.9
72
15.18
73
15.09
74
15.01
75
14.59
76
12.87
77
12.3
78
11.02
79
10.8
80
10.46
81
9.36
82
8.5
83
8.46
84
8.41
85
6.5
86
5.48
87
5.29
88
4.65
89
4.62
90
3.99
91
2.28
92
2.27
93
1.31
94
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Top 10 Countries by Student Performance
Countries Struggling with Student Performance
Why Student Performance Matters
Regional Patterns
Europe - High Performance
East Asia - Mixed Results
Sub-Saharan Africa - Crisis Levels
Latin America - Moderate Performance
Why Performance Varies So Dramatically
Primary School Performance By Country - Math & Reading Proficiency
#
1
98.07 (2021)
98.07 (2021)
97.02
99.43
98.07 (2021)
98.22
2
97.39 (2006)
97.39 (2006)
97.39
97.39
97.39 (2006)
97.39
3
95.92 (2021)
95.92 (2021)
95.57
95.86
95.92 (2021)
95.72
4
89.98 (2006)
89.98 (2006)
100
89.98
89.98 (2006)
94.99
5
93.66 (2001)
93.66 (2001)
93.66
93.66
93.66 (2001)
93.66
6
93.42 (2023)
-
92.98
-
93.42 (2023)
92.98
7
97.78 (2021)
97.78 (2021)
88.01
97.78
97.78 (2021)
92.9
8
80.06 (2023)
96.93 (2021)
87.33
97.88
88.5 (2023)
92.6
9
82.63 (2023)
96.82 (2021)
85.42
99.3
89.72 (2023)
92.36
10
86.29 (2023)
96.72 (2021)
87.9
96.17
91.51 (2023)
92.04
11
70.45 (2023)
93.9 (2021)
87.26
96.37
82.18 (2023)
91.82
12
82.94 (2023)
96.25 (2021)
86.77
96.56
89.6 (2023)
91.66
13
87.96 (2021)
87.96 (2021)
91.48
91.48
87.96 (2021)
91.48
14
96.19 (2021)
96.19 (2021)
87.59
95.02
96.19 (2021)
91.3
15
77.7 (2023)
93.91 (2021)
86.06
94.9
85.8 (2023)
90.48
16
77.81 (2023)
95.92 (2021)
84.33
96.27
86.86 (2023)
90.3
17
89.63 (2021)
89.63 (2021)
89.63
89.63
89.63 (2021)
89.63
18
69.14 (2023)
97.09 (2021)
79.82
97.75
83.11 (2023)
88.78
19
67.84 (2023)
94.41 (2021)
80.87
96.05
81.13 (2023)
88.46
20
88.53 (2021)
88.53 (2021)
85.65
90.74
88.53 (2021)
88.2
21
73.56 (2023)
92.52 (2021)
82.68
92.52
83.04 (2023)
87.6
22
76.89 (2023)
95.18 (2021)
79.59
95.48
86.04 (2023)
87.54
23
72.26 (2023)
93.18 (2021)
80.67
92.64
82.72 (2023)
86.66
24
70.26 (2023)
93.29 (2021)
78.01
93.19
81.77 (2023)
85.6
25
64.62 (2023)
98.68 (2021)
72.96
97.95
81.65 (2023)
85.46
26
72.84 (2023)
93.46 (2021)
75.94
93.63
83.15 (2023)
84.78
27
74.88 (2023)
93.59 (2021)
76.04
93.48
84.23 (2023)
84.76
28
70.25 (2023)
90.87 (2021)
77.83
90.87
80.56 (2023)
84.35
29
73.58 (2023)
92.04 (2021)
75.8
92.19
82.81 (2023)
84
30
69.47 (2023)
93.71 (2021)
75.3
92.54
81.59 (2023)
83.92
31
46.18 (2023)
79.75 (2021)
70.37
96.51
62.97 (2023)
83.44
32
61.38 (2023)
93.9 (2021)
69.82
95.48
77.64 (2023)
82.65
33
56.43 (2023)
90.61 (2021)
73.92
90.61
73.52 (2023)
82.26
34
62.96 (2023)
86.9 (2021)
72.77
89.24
74.93 (2023)
81
35
76.91 (2023)
83.66 (2021)
76.87
83.66
80.28 (2023)
80.26
36
79.46 (2019)
79.46 (2019)
79.46
79.46
79.46 (2019)
79.46
37
52.66 (2023)
85.78 (2021)
73.11
85.78
69.22 (2023)
79.44
38
64.46 (2019)
-
79.26
-
64.46 (2019)
79.26
39
56.1 (2023)
93.39 (2021)
62.08
92.76
74.75 (2023)
77.42
40
77.76 (2023)
84.98 (2011)
70.8
80.41
81.37 (2023)
75.6
41
71.91 (2023)
-
71.61
-
71.91 (2023)
71.61
42
63.78 (2023)
-
65.65
-
63.78 (2023)
65.65
43
69.54 (2021)
69.54 (2021)
59.7
70.47
69.54 (2021)
65.09
44
54.97 (2013)
54.97 (2013)
73.62
54.97
54.97 (2013)
64.3
45
59.8 (2023)
66.29 (2021)
65.38
61.37
63.04 (2023)
63.38
46
16.98 (2015)
63.18 (2011)
0
63.18
40.08 (2015)
63.18
47
57.71 (2019)
57.71 (2019)
57.71
57.71
57.71 (2019)
57.71
48
30.04 (2023)
56.25 (2021)
45.96
64.14
43.15 (2023)
55.05
49
34.89 (2023)
69.7 (2021)
34.89
69.7
52.29 (2023)
52.3
50
49.92 (2007)
-
49.92
-
49.92 (2007)
49.92
51
57.41 (2013)
57.41 (2013)
41.5
57.41
57.41 (2013)
49.46
52
47.43 (2019)
47.43 (2019)
43.8
53.82
47.43 (2019)
48.81
53
42.32 (2011)
-
42.32
-
42.32 (2011)
42.32
54
31.62 (2023)
45.8 (2021)
31.62
45.8
38.71 (2023)
38.71
55
37.51 (2023)
-
37.51
-
37.51 (2023)
37.51
56
38.36 (2013)
38.36 (2013)
33.99
38.36
38.36 (2013)
36.17
57
31.87 (2007)
-
31.87
-
31.87 (2007)
31.87
58
17.93 (2023)
32.75 (2021)
26.36
37.24
25.34 (2023)
31.8
59
40.57 (2019)
40.57 (2019)
29.68
33.22
40.57 (2019)
31.45
60
39.37 (2019)
39.37 (2019)
25.94
35.38
39.37 (2019)
30.66
61
42.92 (2019)
42.92 (2019)
28.93
32.18
42.92 (2019)
30.56
62
52.76 (2019)
52.76 (2019)
18.38
42.25
52.76 (2019)
30.32
63
28.85 (2019)
28.85 (2019)
30.78
28.85
28.85 (2019)
29.82
64
20.0 (2019)
20.0 (2019)
34.36
20
20.0 (2019)
27.18
65
25.58 (2019)
25.58 (2019)
23.64
28.5
25.58 (2019)
26.07
66
47.51 (2013)
47.51 (2013)
3.09
47.51
47.51 (2013)
25.3
67
20.05 (2013)
20.05 (2013)
26.17
20.05
20.05 (2013)
23.11
68
35.06 (2019)
35.06 (2019)
15.99
29.91
35.06 (2019)
22.95
69
21.82 (2019)
21.82 (2019)
22.23
21.82
21.82 (2019)
22.02
70
26.61 (2019)
26.61 (2019)
12.88
26.61
26.61 (2019)
19.74
71
22.83 (2019)
22.83 (2019)
12.97
22.83
22.83 (2019)
17.9
72
15.52 (2019)
15.52 (2019)
14.83
15.52
15.52 (2019)
15.18
73
10.16 (2011)
-
15.09
-
10.16 (2011)
15.09
74
14.56 (2019)
14.56 (2019)
15.46
14.56
14.56 (2019)
15.01
75
30.72 (2019)
30.72 (2019)
6.81
22.37
30.72 (2019)
14.59
76
12.87 (2007)
-
12.87
-
12.87 (2007)
12.87
77
15.15 (2019)
15.15 (2019)
7.86
16.74
15.15 (2019)
12.3
78
22.01 (2023)
22.01 (2023)
0.03
22.01
22.01 (2023)
11.02
79
1.68 (2019)
10.8 (2014)
0
10.8
6.24 (2019)
10.8
80
13.05 (2019)
13.05 (2019)
7.08
13.84
13.05 (2019)
10.46
81
9.36 (2019)
9.36 (2019)
9.36
9.36
9.36 (2019)
9.36
82
17.47 (2019)
17.47 (2019)
4.19
12.8
17.47 (2019)
8.5
83
8.46 (2019)
8.46 (2019)
8.46
8.46
8.46 (2019)
8.46
84
6.72 (2023)
6.72 (2023)
9.77
7.05
6.72 (2023)
8.41
85
4.74 (2013)
7.14 (2006)
5.87
7.14
5.94 (2013)
6.5
86
16.5 (2019)
16.5 (2019)
1.19
9.76
16.5 (2019)
5.48
87
5.29 (2019)
5.29 (2019)
5.29
5.29
5.29 (2019)
5.29
88
4.65 (2019)
-
4.65
-
4.65 (2019)
4.65
89
9.59 (2019)
9.59 (2019)
0
4.62
9.59 (2019)
4.62
90
3.99 (2019)
-
3.99
-
3.99 (2019)
3.99
91
2.3 (2019)
2.3 (2019)
2.27
2.3
2.3 (2019)
2.28
92
2.27 (2019)
2.27 (2019)
0
2.27
2.27 (2019)
2.27
93
1.31 (2019)
1.31 (2019)
1.31
1.31
1.31 (2019)
1.31
94
1.43 (2011)
-
0
-
-
-
Data Methodology
Frequently Asked Questions
Q1: Why does Russia rank so high in student performance?
Russia's 98% proficiency rate reflects a strong emphasis on foundational skills in primary education. The Russian education system prioritizes math and reading in early grades, with structured curricula and well-trained teachers. However, context matters: this measures basic proficiency, not advanced skills. Russia excels at ensuring nearly all students meet minimum standards, but this doesn't necessarily translate to innovation or critical thinking at higher levels. The Soviet educational legacy emphasized universal literacy and numeracy, and modern Russia maintains this focus. Additionally, Russia participates regularly in international assessments (TIMSS, PIRLS), providing reliable data.
Q2: Why do some African countries have such low proficiency rates?
Low proficiency rates in countries like Burundi (2%), Chad (3%), and Niger (4%) reflect systemic challenges, not student ability. These countries face: massive class sizes (80+ students per teacher), untrained teachers, lack of textbooks and materials, teaching in colonial languages students don't speak at home, extreme poverty forcing children to work instead of attend school, and inadequate school infrastructure. When a teacher manages 100 students with no materials in a language children don't understand, learning becomes nearly impossible. These aren't education problems—they're poverty and resource problems. With investment in teacher training, materials, and infrastructure, proficiency rates could improve dramatically within a decade.
Data Disclaimer: Projected data (future years) are estimates based on mathematical models. Actual values may differ. Learn about our methodology →
Sources
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Updated: 28.12.2025https://databrowser.uis.unesco.org/browser/EDUCATION/UIS-SDG4Monitoring/t4.1/i4.1.0
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