Enda Kenny (Mayo, Fine Gael)
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Question 648: To ask the Minister for Education and Science the average literacy level of all third class primary children; and if she will make a statement on the matter. [21949/05]

Enda Kenny (Mayo, Fine Gael)
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Question 649: To ask the Minister for Education and Science the average literacy level of all sixth class primary children; and if she will make a statement on the matter. [21950/05]

Enda Kenny (Mayo, Fine Gael)
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Question 650: To ask the Minister for Education and Science the average literacy level of all junior certificate secondary children; and if she will make a statement on the matter. [21951/05]

Enda Kenny (Mayo, Fine Gael)
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Question 651: To ask the Minister for Education and Science the average numeracy level of all third class primary children; and if she will make a statement on the matter. [21952/05]

Enda Kenny (Mayo, Fine Gael)
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Question 652: To ask the Minister for Education and Science the average numeracy level of all sixth class primary children; and if she will make a statement on the matter. [21953/05]

Enda Kenny (Mayo, Fine Gael)
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Question 653: To ask the Minister for Education and Science the average numeracy level of all junior certificate secondary children; and if she will make a statement on the matter. [21954/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I propose to take Questions Nos. 648 to 653, inclusive, together.

Proficiency in literacy and numeracy tests is usually expressed in terms of a standard score. This standard score, which can be any number, but is usually 100 or a multiple of 100, is derived from the number of test items answered correctly by all of the pupils tested. The average score for all pupils is, therefore, an arbitrary artefact of the test design and is only meaningful when compared with something else, for example, the results of an assessment conducted previously or with the results obtained for a similar population elsewhere. In the case of national assessments, average scores can be compared over time using baseline data or, in the case of international assessments, the average score for Irish children can be compared with children of a similar age in other countries.

National assessments of literacy standards at primary school level are conducted by means of a national reading survey of pupils in fifth class every five years. There are no national assessment data available for either third or sixth class but Ireland participated in the IEA international survey of reading literacy in 1991 which mainly involved nine year old children who were mainly in third class. The overall average score for Irish children was 509 which was above the international mean of 500. Ireland was ranked in 12th place of the 27 participating countries. Trends in literacy achievement measured by national assessments since, in 1993 and 1998, suggest that overall standards have changed only slightly since 1991.

Ireland also participates in the OECD programme for international student assessment, PISA, of 15 year olds, 64% of whom were at junior certificate level when the most recent PISA survey was conducted in 2003. Ireland achieved a mean score of 515 on the reading literacy scale, considerably higher than the OECD average. Ireland's ranking in reading literacy was seventh out of 40 countries. Just three countries, Finland, Korea and Canada, had mean scores significantly higher than Ireland's.

At primary level, surveys of achievement in mathematics at fourth class have been conducted on behalf of the Department of Education and Science by the Educational Research Centre, but not at either third or sixth class level. The 1999 survey of mathematics found that pupils performed best on items dealing with data and chance, number and algebra and were weakest on items dealing with measures and shape and space. Performance on mathematical processes was strongest on understanding and recalling terminology, facts and definitions and implementing mathematical procedures. Pupils were less successful when dealing with mathematical reasoning, analysing and problem solving, evaluating solutions and understanding and making connections between mathematical processes and concepts. The overall achievement of boys and girls was not statistically significantly different, although more boys than girls were at the highest levels of achievement, at or above the 90th percentile, and also at lowest levels of achievement, at or below the tenth percentile.

At second level, in the 2003 PISA where mathematics was the major domain, Ireland ranked 17th of 29 OECD countries on mathematics. The Irish mean score was not significantly different from the OECD mean, indicating average levels of performance in mathematics overall. However, the closer analysis that is afforded by the subscales shows that students in Ireland achieved scores that were significantly higher than the corresponding OECD mean score in two mathematics sub-domains, uncertainty and change and relationships, at the OECD average in one, quantity, and below the OECD average in one, space and shape.

These results give a fuller picture of our students' performance and point to strengths that are not obvious from the data on overall scores alone. A noteworthy aspect of Ireland's performance when compared with OECD countries is that fewer students performed at the lowest proficiency levels, level one or below. The figure here was 16.8% as against the OECD mean of 21.4%. This provides evidence of comparatively good standards among low achievers. Promotion of the achievement of highest education standards in literacy and numeracy among all learners will continue to be a priority for my Department.