Israel vs Luxembourg: Share of children achieving minimum proficiency in reading and math at each education level
Israel
61.8%
in 2022
Luxembourg
63.0%
in 2018
Israel rank
31st
Luxembourg rank
29th
Share of children achieving minimum proficiency in reading and math at each education level over time
- Israel
- Luxembourg
How they compare
Luxembourg currently reports 63.0% against 61.8% in Israel, a difference of 1.2%.
The two have swapped places 2 times across 5 shared years of data; in 2000 it was Israel ahead.
Israel ranks 31st and Luxembourg ranks 29th of 51 countries.
Across the 2 decades both report, Israel averaged higher in 1 and Luxembourg in 1.
Head to head by decade
| Decade | Israel | Luxembourg | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 56.7% | 58.3% | 1.6% | Luxembourg |
| 2010s | 64.9% | 63.4% | 1.5% | Israel |
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, Israel or Luxembourg?
- Luxembourg, at 63.0% against 61.8% in Israel as of 2018.
- What is the difference in share of children achieving minimum proficiency in reading and math at each education level between Israel and Luxembourg?
- 1.2%, with Luxembourg ahead.
- How many years of comparable data are there for Israel and Luxembourg?
- 5 years are reported by both, from 2000 to 2018.
- How do Israel and Luxembourg rank globally for share of children achieving minimum proficiency in reading and math at each education level?
- Israel ranks 31st and Luxembourg ranks 29th 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.