Share of students achieving minimum math proficiency by the end of lower-secondary education in Estonia
Estonia: Share of students achieving minimum math proficiency by the end of lower-secondary education was 85.0% in 2022. ▬ Flat
Share of students achieving minimum math proficiency by the end of lower-secondary education in Estonia, 2006–2022
Source: UNESCO Institute for Statistics – processed by Our World in Data. Measured in %.
Analysis
Estonia recorded 85.0% for share of students achieving minimum math proficiency by the end of lower-secondary education in 2022. That is the lowest value across all 6 years on record.
That represents a change of down 5.0% over ten years.
Over the whole period, share of students achieving minimum math proficiency by the end of lower-secondary education in Estonia peaked at 89.8% in 2018 and was at its lowest, 85.0%, in 2022.
That places Estonia 6th out of 63 countries with data for 2022, putting it in the top 10%.
Share of students achieving minimum math proficiency by the end of lower-secondary education in Estonia, year by year
| Year | % | Change |
|---|---|---|
| 2006 | 87.9% | — |
| 2009 | 87.4% | -0.6% |
| 2012 | 89.5% | +2.4% |
| 2015 | 88.8% | -0.8% |
| 2018 | 89.8% | +1.1% |
| 2022 | 85.0% | -5.3% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 87.6% | 87.4% | 87.9% | 2 |
| 2010s | 89.3% | 88.8% | 89.8% | 3 |
| 2020s | 85.0% | 85.0% | 85.0% | 1 |
Countries ranked near Estonia
- 3 Singapore 89.3% compare
- 4 Hong Kong 86.2% compare
- 5 Liechtenstein 85.9% compare
- 7 Republic of Korea 83.8% compare
- 8 Ireland 81.0% compare
- 9 Switzerland 80.5% compare
More education data for Estonia
- Enrolment in secondary education, both sexes (number), gaps filled 103,245 (2024)
- Enrolment in secondary education, both sexes (number), annual growth 3.79 % change on previous year (2024)
- Teachers in primary education, both sexes (number), gaps filled 8,627 (2024)
- Teachers in primary education, both sexes (number), annual growth rate 1.79 % change on previous year (2024)
- Enrolment in secondary education, female (number), gaps filled 51,490 (2024)
- Enrolment in secondary education, female (number), annual growth rate 4.17 % change on previous year (2024)
- Enrolment in secondary education, male (number), gaps filled 51,755 (2024)
- Enrolment in secondary education, male (number), annual growth rate 3.41 % change on previous year (2024)
- Enrolment in pre-primary education, both sexes (number), gaps filled 52,298 (2012)
- Enrolment in pre-primary education, both sexes (number), annual 4.85 % change on previous year (2012)
Frequently asked questions
- What is share of students achieving minimum math proficiency by the end of lower-secondary education in Estonia?
- Share of students achieving minimum math proficiency by the end of lower-secondary education in Estonia was 85.0% in 2022, according to UNESCO Institute for Statistics – processed by Our World in Data.
- What is the highest share of students achieving minimum math proficiency by the end of lower-secondary education recorded in Estonia?
- The highest recorded value was 89.8% in 2018.
- What is the lowest share of students achieving minimum math proficiency by the end of lower-secondary education recorded in Estonia?
- The lowest recorded value was 85.0% in 2022.
- How does Estonia rank for share of students achieving minimum math proficiency by the end of lower-secondary education?
- Estonia ranks 6th out of 63 countries with data for 2022.
- Is share of students achieving minimum math proficiency by the end of lower-secondary education rising or falling in Estonia?
- Over the last ten years it is down 5.0%. The long-run trend across the full record is flat.
- Where does this Estonia data come from?
- The figures come from UNESCO Institute for Statistics – processed by Our World in Data, published as part of Share of students achieving minimum math proficiency by the end of lower-secondary education. Statizoid updates them automatically from the source API.
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About this data
Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%).