Arab Region | Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, very poor socioeconomic background (All Arab Countries, 2003–2015)
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, very poor socioeconomic background (All Arab Countries, 2003–2015)
Arab Region | Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, very poor socioeconomic background (All Arab Countries, 2003–2015)
| Location | Year | value |
|---|---|---|
| Bahrain | 2011 | 20.05 |
| Bahrain | 2015 | 26.37 |
| Kuwait | 2007 | 5.16 |
| Kuwait | 2011 | 9.05 |
| Kuwait | 2015 | 7.54 |
| Saudi Arabia | 2011 | 19.68 |
| Saudi Arabia | 2015 | 9.8 |
| Oman | 2011 | 17.21 |
| Oman | 2015 | 28.83 |
| Qatar | 2007 | 1.41 |
| Qatar | 2011 | 18.68 |
| Qatar | 2015 | 36.26 |
| United Arab Emirates | 2011 | 25.89 |
| United Arab Emirates | 2015 | 24.66 |
| Morocco | 2003 | 8.38 |
| Morocco | 2007 | 4.52 |
| Morocco | 2011 | 7.75 |
| Morocco | 2015 | 11.98 |
| Algeria | 2007 | 12.37 |
| Yemen | 2003 | 5.2 |
| Yemen | 2007 | 1.29 |
| Yemen | 2011 | 1.46 |
| Tunisia | 2003 | 5.08 |
| Tunisia | 2007 | 4.95 |
| Tunisia | 2011 | 6.82 |
Arab Region | Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, very poor socioeconomic background (All Arab Countries, 2003–2015)
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, very poor socioeconomic background (All Arab Countries, 2003–2015)