Albania Literacy Rate: Adult: % of People Aged 15 and Above data was reported at 98.500 % in 2022. This records a decrease from the previous number of 98.816 % for 2017. Albania Literacy Rate: Adult: % of People Aged 15 and Above data is updated yearly, averaging 97.750 % from Dec 2001 (Median) to 2022, with 6 observations. The data reached an all-time high of 99.000 % in 2001 and a record low of 96.000 % in 2008. Albania Literacy Rate: Adult: % of People Aged 15 and Above data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Albania – Table AL.World Bank.WDI: Social: Education Statistics. Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

99 (Percent) in 2009.

Albania Literacy Rate: Youth Male: % of Males Aged 15-24 data was reported at 99.100 % in 2022. This records an increase from the previous number of 98.590 % for 2017. Albania Literacy Rate: Youth Male: % of Males Aged 15-24 data is updated yearly, averaging 99.000 % from Dec 2001 (Median) to 2022, with 7 observations. The data reached an all-time high of 99.100 % in 2022 and a record low of 94.820 % in 2009. Albania Literacy Rate: Youth Male: % of Males Aged 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Albania – Table AL.World Bank.WDI: Social: Education Statistics. Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

99 (Percent) in 2009.

Financial overview and grant giving statistics of Literacy Council of Central Alabama

The Evaluation of the Effectiveness of the Alabama Mathematics, Science, and Technology Initiative (AMSTI Evaluation) is a study with data available since 2012 at . AMSTI Evaluation is a cross-sectional survey that determined the effect of the AMSTI program, which is designed as a whole-school reform initiative providing professional development, access to materials and technology, and in-school support for teachers. Specifically, this study examined the effects of the program on student achievement. The study was conducted using surveys and interviews of teachers and principal with administrative data being collected from the Alabama State Department of Education. Elementary and middle schools were sampled. The study's response rate is to be determined. Key statistics produced from AMSTI Evaluation are the effect of the program on student achievement in mathematics, reading, and science.

80.9 (Percent) in 2004.

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Washington County School District vs. Alabama

Albania Literacy Rate: Youth Female: % of Females Aged 15-24 data was reported at 99.900 % in 2022. This records an increase from the previous number of 99.526 % for 2017. Albania Literacy Rate: Youth Female: % of Females Aged 15-24 data is updated yearly, averaging 99.000 % from Dec 2001 (Median) to 2022, with 8 observations. The data reached an all-time high of 99.900 % in 2022 and a record low of 96.610 % in 2009. Albania Literacy Rate: Youth Female: % of Females Aged 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Albania – Table AL.World Bank.WDI: Social: Education Statistics. Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

90 (Percent) in 2009.

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Hale County High School vs. Alabama and Hale County School District

Financial overview and grant giving statistics of Northwest Alabama Reading Aides Inc.

Transitioning from learning to read to reading to learn is a central aim of primary school education (Chall, 1983). However, while this aim is shared across borders, countries differ with regard to conditions facilitating or hindering this aim. These conditions encompass extracurricular learning environments and resources, socio-economic backgrounds, home languages, migratory backgrounds and the parents’ reading appreciation (e.g. El-Khechen et al., 2016; Kieffer, 2012; Kigel et al., 2015). Those determinants are also relevant in explaining students’ school entry reading skills, which, in turn, predict students’ reading literacy in primary school (Cameron et al., 2023; Claessens et al., 2009; Duncan et al., 2007). However, it is unclear at which point in a students’ life these effects are most impactful, which is necessary in order to recommend interventions in a timely effective manner. Therefore, in this study we attempt to investigate to what extent factors that are primarily time-invariant for the students affect both the students’ reading skills at school entry and their reading literacy in fourth grade. At the core, we investigate to what extend differences due to time-invariant variables affect students’ rate of learning to reading throughout primary school, or if pre-school differences in reading competence accumulate during primary school. Put differently, we investigate if differences in reading competence start early and stay the same (accumulate) or if they start early and then widen (affecting the learning rate). Building upon Carroll’s (1963) concept of time-on-task within the model of school learning, we investigate the effects of students’ language at home (El-Khechen et al, 2016). Within this theory, spending time on learning a language, such as when students have the ability to practice the language at home, the language skills improve due to higher time investments. Since students whose home language is different from the test language have less time-on-task in learning the test language, we assume that the test language affects the reading competence at school entry. Furthermore, because the home language persists throughout primary school and thus the time-on-task effects persist, we also assume that the home language affects the reading literacy in fourth grade. We consider the parents’ reading appreciation within a social learning theory (SLT; Bandura, 1977) context. SLT posits that students learn by observing and imitating the behavior of adults. Children of parents that highly appreciate reading are more likely to observe their parents while reading and attempt to imitate that behavior. Hence, parents’ reading appreciation is a persistent factor for students, both before and during primary school, and may thus affect both the reading competence at school entry and the reading literacy in fourth grade. In addition, we investigate the effects of household possessions (see Avvisati, 2020) as a persistent environmental factor under the framework of resource deprivation. Students from family backgrounds with few household possessions may lack cultural resources for a home learning environment that is conductive for learning to read before entering primary school and the economic resources to provide support to struggling learners during primary school (see Kieffer, 2012).
We use structural equation modelling on secondary data from the Progress in International Reading Literacy Study (PIRLS) with N = 177,386 fourth grade students from 17 European countries, gathered in 2016 and 2021, to investigate whether effects differ between countries and if they are stable even in changing educational circumstances, such as the COVID-19 pandemic (see Gee et al., 2023; Werner & Woessmann, 2023).

This dataset tracks annual reading and language arts proficiency from 2018 to 2022 for Alabama Connections Academy vs. Alabama and Limestone County School District

Albania Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data was reported at 1.008 Ratio in 2022. This records a decrease from the previous number of 1.009 Ratio for 2017. Albania Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data is updated yearly, averaging 1.000 Ratio from Dec 2001 (Median) to 2022, with 7 observations. The data reached an all-time high of 1.019 Ratio in 2009 and a record low of 1.000 Ratio in 2012. Albania Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Albania – Table AL.World Bank.WDI: Social: Education Statistics. Gender parity index for youth literacy rate is the ratio of females to males ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Moody Elementary School vs. Alabama and St Clair County School District

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Selma High School vs. Alabama and Selma City School District

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Alabama

非文盲率：成年男性：15岁及以上男性百分比在12-01-2022达98.700%，相较于12-01-2017的98.572%有所增长。非文盲率：成年男性：15岁及以上男性百分比数据按年更新，12-01-2001至12-01-2022期间平均值为98.286%，共6份观测结果。该数据的历史最高值出现于12-01-2001，达99.000%，而历史最低值则出现于12-01-2008，为97.000%。CEIC提供的非文盲率：成年男性：15岁及以上男性百分比数据处于定期更新的状态，数据来源于World Bank，数据归类于全球数据库的阿尔巴尼亚 – Table AL.World Bank.WDI: Social: Education Statistics。

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Oakfield-Alabama Central School District vs. New York