Luxembourg vs Netherlands: Share of children achieving minimum proficiency in reading and math at each education level
Luxembourg
63.0%
in 2018
Netherlands
64.5%
in 2022
Luxembourg rank
29th
Netherlands rank
28th
Share of children achieving minimum proficiency in reading and math at each education level over time
- Luxembourg
- Netherlands
How they compare
Netherlands currently reports 64.5% against 63.0% in Luxembourg, a difference of 1.5%.
Across all 6 years both countries report, Netherlands has been ahead every year.
Luxembourg ranks 29th and Netherlands ranks 28th of 51 countries.
Netherlands has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Luxembourg | Netherlands | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 59.2% | 79.8% | 20.6% | Netherlands |
| 2010s | 63.4% | 75.6% | 12.2% | Netherlands |
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, Luxembourg or Netherlands?
- Netherlands, at 64.5% against 63.0% in Luxembourg as of 2022.
- What is the difference in share of children achieving minimum proficiency in reading and math at each education level between Luxembourg and Netherlands?
- 1.5%, with Netherlands ahead.
- How many years of comparable data are there for Luxembourg and Netherlands?
- 6 years are reported by both, from 2000 to 2018.
- How do Luxembourg and Netherlands rank globally for share of children achieving minimum proficiency in reading and math at each education level?
- Luxembourg ranks 29th and Netherlands ranks 28th 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.