This graph shows the estimated number of homeschooled students in the United States from 1999 to 2016. In 2016, there were an estimated 1.69 million students who received their education via homeschooling, an increase from 850,000 in 1999.

This graph shows the share of homeschooled students in the United States from 1999 to 2016. In 2016, about 3.3 percent of students in the United States ages five to 17 received their education via homeschooling, an increase from 1.7 percent in 1999.

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Abstract

The PIRLS 2011 aimed to generate a database of student achievement data in addition to information on student, parent, teacher, and school background data for the 57 areas that participated

Geographic coverage

The survey had international coverage

Analysis unit

Individuals and institutions

Universe

PIRLS is a study of student achievement in reading comprehension in primary school, and is targeted at the grade level in which students are at the transition from learning to read to reading to learn, which is the fourth grade in most countries. The formal definition of the PIRLS target population makes use of UNESCO's International Standard Classification of Education (ISCED) in identifying the appropriate target grade:

"…all students enrolled in the grade that represents four years of schooling, counting from the first year of ISCED Level 1, providing the mean age at the time of testing is at least 9.5 years. For most countries, the target grade should be the fourth grade, or its national equivalent."

As a new initiative in 2011, prePIRLS was developed as a less difficult version of PIRLS to provide more assessment options for developing countries where students may not be prepared for the demands of PIRLS. prePIRLS is based on the same view of reading comprehension as PIRLS but is designed to assess basic reading skills that are a prerequisite for success on PIRLS. Botswana, Colombia, and South Africa administered prePIRLS to their fourth grade students. Colombia also administered PIRLS to the same fourth grade students, providing the basis for a link between the PIRLS and prePIRLS scales.

Kind of data

Sample survey data

Sampling procedure

The basic sample design used in PIRLS 2011 was a two-stage stratified cluster design, with the first stage consisting of a sample of schools, and the second stage consisting of a sample of intact classrooms from the target grade in the sampled schools. Intact classes of students are sampled rather than individuals from across the grade level or of a certain age because PIRLS pays particular attention to students’ curricular and instructional experiences.

Each country participating in PIRLS 2011 needed a plan for defining its national target population and applying the TIMSS and PIRLS sampling methods to achieve a nationally representative sample of schools and students. The development and implementation of the national sampling plan is a collaborative exercise involving the country’s National Research Coordinator (NRC) and the PIRLS sampling experts.

Mode of data collection

Face-to-face [f2f]

Research instrument

PIRLS Background Questionnaires By gathering information about children’s experiences together with reading achievement on the PIRLS test, it is possible to identify the factors or combinations of factors that relate to high reading literacy. An important part of the PIRLS design is a set of questionnaires targeting factors related to reading literacy. PIRLS administered four questionnaires: to the tested students, to their parents, to their reading teachers, and to their school principals.

Student Questionnaire Each student taking the PIRLS reading assessment completes the student questionnaire. The questionnaire asks about aspects of students’ home and school experiences – including instructional experiences and reading for homework, selfperceptions and attitudes towards reading, out-of-school reading habits, computer use, home literacy resources, and basic demographic information.

Learning to Read (Home) Survey The learning to read survey is completed by the parents or primary caregivers of each student taking the PIRLS reading assessment. It addresses child-parent literacy interactions, home literacy resources, parents’ reading habits and attitudes, homeschool connections, and basic demographic and socioeconomic indicators.

Teacher Questionnaire The reading teacher of each fourth-grade class sampled for PIRLS completes a questionnaire designed to gather information about classroom contexts for developing reading literacy. This questionnaire asks teachers about characteristics of the class tested (such as size, reading levels of the students, and the language abilities of the students). It also asks about instructional time, materials and activities for teaching reading and promoting the development of their students’ reading literacy, and the grouping of students for reading instruction. Questions about classroom resources, assessment practices, and home-school connections also are included. The questionnaire also asks teachers for their views on opportunities for professional development and collaboration with other teachers, and for information about their education and training.

School Questionnaire The principal of each school sampled for PIRLS responds to the school questionnaire. It asks school principals about enrollment and school characteristics (such as where the school is located, resources available in the surrounding area, and indicators of the socioeconomic background of the student body), characteristics of reading education in the school, instructional time, school resources (such as the availability of instructional materials and staff), home-school connections, and the school climate.

Response rate

For a full table of school participation rates, which vary by country, please see Appendix C on page 262 of the PIRLS 2011 Report.

Finland had the highest quality of primary education in the world in 2017, with an index score of ***. The index runs on a scale of one (low quality) to seven (very good). Switzerland, Singapore, the Netherlands, and Estonia rounded out the top five for countries with the highest quality of primary education. A solid foundation Primary school age children are generally between the ages of six and eleven years old. Primary school is the first stage of formal education and consists of general knowledge and fundamental skills in areas like mathematics, reading, writing, and science, with student enrollment rates being particularly high in advanced economies. This helps young students to form a solid base for further study as they get older. Primary education in the United States Primary schools in the United States, where they are called elementary schools, can be either private or public institutions, with enrollment in public schools generally higher than in private schools. Education from the age of five is mandatory in the U.S., whether that be through the state-funded public school system, private schooling, or through an approved home school program. Depending on state law, students can leave school between the ages of 16 and 18.

This dataset provides information on 528 in United States as of June, 2025. It includes details such as email addresses (where publicly available), phone numbers (where publicly available), and geocoded addresses. Explore market trends, identify potential business partners, and gain valuable insights into the industry. Download a complimentary sample of 10 records to see what's included.