Table 5 Actual and potential percentage of students into PISA proficiency levels
From: Measuring the efficiency of public schools in Uruguay: main drivers and policy implications
Description | 2009 | 2012 | ||
|---|---|---|---|---|
Actual % | Potential % | Actual % | Potential % | |
Students under the minimum “competence threshold” in mathematics | 54.7 | 41.5 | 67.2 | 48.5 |
Top-performing students in mathematics | 20.7 | 30.7 | 12.6 | 24.5 |
Students under the minimum “competence threshold” in reading | 49.7 | 38.2 | 58.8 | 42.9 |
Top-performing students in reading | 21.9 | 31.3 | 13.6 | 26.9 |
Students under the minimum “competence threshold” in at least one area | 63.9 | 52.4 | 73.5 | 57.4 |
Top-performing students in at least one area | 29.8 | 42.9 | 19.0 | 35.0 |