Mexico vs Uruguay: Share of children achieving minimum proficiency in reading and math at each education level
Mexico
30.1%
in 2022
Uruguay
34.2%
in 2018
Mexico rank
40th
Uruguay rank
39th
Share of children achieving minimum proficiency in reading and math at each education level over time
- Mexico
- Uruguay
How they compare
Uruguay currently reports 34.2% against 30.1% in Mexico, a difference of 4.1%.
That makes Uruguay's figure about 1.1 times Mexico's.
The two have swapped places 1 time across 5 shared years of data; in 2003 it was Uruguay ahead.
Mexico ranks 40th and Uruguay ranks 39th of 51 countries.
Across the 2 decades both report, Mexico averaged higher in 1 and Uruguay in 1.
Head to head by decade
| Decade | Mexico | Uruguay | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 33.3% | 37.2% | 4.0% | Uruguay |
| 2010s | 37.4% | 33.4% | 4.0% | Mexico |
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, Mexico or Uruguay?
- Uruguay, at 34.2% against 30.1% in Mexico as of 2018.
- What is the difference in share of children achieving minimum proficiency in reading and math at each education level between Mexico and Uruguay?
- 4.1%, with Uruguay ahead.
- How many years of comparable data are there for Mexico and Uruguay?
- 5 years are reported by both, from 2003 to 2018.
- How do Mexico and Uruguay rank globally for share of children achieving minimum proficiency in reading and math at each education level?
- Mexico ranks 40th and Uruguay ranks 39th 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.