Mexico vs Thailand: Share of students achieving minimum math proficiency by the end of lower-secondary education
Mexico
34.2%
in 2022
Thailand
31.7%
in 2022
Mexico rank
48th
Thailand rank
49th
Share of students achieving minimum math proficiency by the end of lower-secondary education over time
- Mexico
- Thailand
How they compare
Mexico currently reports 34.2% against 31.7% in Thailand, a difference of 2.5%.
That makes Mexico's figure about 1.1 times Thailand's.
The two have swapped places 3 times across 8 shared years of data; in 2000 it was Thailand ahead.
Mexico ranks 48th and Thailand ranks 49th of 63 countries.
Across the 3 decades both report, Mexico averaged higher in 1 and Thailand in 2.
Head to head by decade
| Decade | Mexico | Thailand | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 40.3% | 48.7% | 8.4% | Thailand |
| 2010s | 44.1% | 47.9% | 3.8% | Thailand |
| 2020s | 34.2% | 31.7% | 2.4% | Mexico |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of students achieving minimum math proficiency by the end of lower-secondary education, Mexico or Thailand?
- Mexico, at 34.2% against 31.7% in Thailand as of 2022.
- What is the difference in share of students achieving minimum math proficiency by the end of lower-secondary education between Mexico and Thailand?
- 2.5%, with Mexico ahead.
- How many years of comparable data are there for Mexico and Thailand?
- 8 years are reported by both, from 2000 to 2022.
- How do Mexico and Thailand rank globally for share of students achieving minimum math proficiency by the end of lower-secondary education?
- Mexico ranks 48th and Thailand ranks 49th of 63 countries.
- Where does this data come from?
- UNESCO Institute for Statistics – processed by Our World in Data, published as Share of students achieving minimum math proficiency by the end of lower-secondary education. Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%).