Czechia vs France: Share of children achieving minimum proficiency in reading and math at each education level
Czechia
71.4%
in 2022
France
70.0%
in 2022
Czechia rank
17th
France rank
18th
Share of children achieving minimum proficiency in reading and math at each education level over time
- Czechia
- France
How they compare
Czechia currently reports 71.4% against 70.0% in France, a difference of 1.4%.
The two have swapped places 5 times across 7 shared years of data; in 2003 it was France ahead.
Czechia ranks 17th and France ranks 18th of 51 countries.
Across the 3 decades both report, Czechia averaged higher in 2 and France in 1.
Head to head by decade
| Decade | Czechia | France | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 77.4% | 76.7% | 0.7% | Czechia |
| 2010s | 75.7% | 75.8% | 0.1% | France |
| 2020s | 71.4% | 70.0% | 1.4% | Czechia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of children achieving minimum proficiency in reading and math at each education level, Czechia or France?
- Czechia, at 71.4% against 70.0% in France as of 2022.
- What is the difference in share of children achieving minimum proficiency in reading and math at each education level between Czechia and France?
- 1.4%, with Czechia ahead.
- How many years of comparable data are there for Czechia and France?
- 7 years are reported by both, from 2003 to 2022.
- How do Czechia and France rank globally for share of children achieving minimum proficiency in reading and math at each education level?
- Czechia ranks 17th and France ranks 18th of 51 countries.
- Where does this data come from?
- UNESCO Institute for Statistics (2026) – with minor processing by Our World in Data, published as Share of children achieving minimum proficiency in reading and math at each education level. Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Share of children who achieve minimum math proficiency by the end of lower secondary education. This data accounts for school completion rates to estimate skills for all children, not just those in school.