Arab Region | Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, very affluent socioeconomic background (All Arab Countries, 2003–2018)
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, very affluent socioeconomic background (All Arab Countries, 2003–2018)
Arab Region | Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, very affluent socioeconomic background (All Arab Countries, 2003–2018)
| Location | Year | value |
|---|---|---|
| Algeria | 2015 | 28.47 |
| Bahrain | 2003 | 43.34 |
| Bahrain | 2007 | 29.89 |
| Bahrain | 2011 | 38.88 |
| Bahrain | 2015 | 59.21 |
| Jordan | 2006 | 57.3 |
| Jordan | 2009 | 55.15 |
| Jordan | 2012 | 52.26 |
| Jordan | 2015 | 49.41 |
| Jordan | 2018 | 57.3 |
| Kuwait | 2007 | 6.68 |
| Kuwait | 2015 | 33.79 |
| Lebanon | 2003 | 34.61 |
| Lebanon | 2007 | 44.94 |
| Lebanon | 2011 | 46.55 |
| Lebanon | 2015 | 45.87 |
| Morocco | 2003 | 12.51 |
| Morocco | 2007 | 37.6 |
| Morocco | 2011 | 53.86 |
| Morocco | 2015 | 38.05 |
| Palestine | 2003 | 23.97 |
| Palestine | 2007 | 26.43 |
| Palestine | 2011 | 29.5 |
| Oman | 2007 | 14.6 |
| Oman | 2011 | 23.04 |
| Oman | 2015 | 34.14 |
| Qatar | 2007 | 4.77 |
| Qatar | 2011 | 29.26 |
| Qatar | 2015 | 42.05 |
| Syria | 2003 | 14.9 |
| Syria | 2007 | 23.99 |
| Syria | 2011 | 24.22 |
| United Arab Emirates | 2011 | 46.68 |
| United Arab Emirates | 2015 | 54.8 |
| Egypt | 2003 | 51.19 |
| Egypt | 2007 | 41.59 |
| Egypt | 2015 | 27.1 |
| Saudi Arabia | 2003 | 3.98 |
| Saudi Arabia | 2007 | 3.69 |
| Saudi Arabia | 2011 | 26.62 |
| Saudi Arabia | 2015 | 24.01 |
| Tunisia | 2003 | 46.79 |
| Tunisia | 2006 | 56.72 |
| Tunisia | 2009 | 50.05 |
| Tunisia | 2012 | 55.59 |
| Tunisia | 2015 | 46.12 |
Arab Region | Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, very affluent socioeconomic background (All Arab Countries, 2003–2018)
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, very affluent socioeconomic background (All Arab Countries, 2003–2018)