Mexico MX: Literacy Rate: Adult Male: % of Males Aged 15 and Above data was reported at 95.845 % in 2016. This records an increase from the previous number of 95.549 % for 2015. Mexico MX: Literacy Rate: Adult Male: % of Males Aged 15 and Above data is updated yearly, averaging 94.442 % from Dec 1980 (Median) to 2016, with 17 observations. The data reached an all-time high of 95.845 % in 2016 and a record low of 86.243 % in 1980. Mexico MX: Literacy Rate: Adult Male: % of Males Aged 15 and Above data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Mexico – Table MX.World Bank.WDI: 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 (http://uis.unesco.org/); Weighted average;

About this dataset

Context

The dataset tabulates the Reading town Hispanic or Latino population. It includes the distribution of the Hispanic or Latino population, of Reading town, by their ancestries, as identified by the Census Bureau. The dataset can be utilized to understand the origin of the Hispanic or Latino population of Reading town.

Key observations

Among the Hispanic population in Reading town, regardless of the race, the largest group is of other Hispanic or Latino origin, with a population of 69 (75.99% of the total Hispanic population).

https://i.neilsberg.com/ch/reading-ma-population-by-race-and-ethnicity.jpeg" alt="Reading town Non-Hispanic population by race">

Content

When available, the data consists of estimates from the U.S. Census Bureau American Community Survey (ACS) 2017-2021 5-Year Estimates.

Origin for Hispanic or Latino population include:

• Mexican
• Black or African American
• Puerto Rican
• Cuban
• Other Hispanic or Latino

Variables / Data Columns

• Origin: This column displays the origin for Hispanic or Latino population for the Reading town
• Population: The population of the specific origin for Hispanic or Latino population in the Reading town is shown in this column.
• % of Total Hispanic Population: This column displays the percentage distribution of each Hispanic origin as a proportion of Reading town total Hispanic or Latino population. Please note that the sum of all percentages may not equal one due to rounding of values.

Good to know

Margin of Error

Data in the dataset are based on the estimates and are subject to sampling variability and thus a margin of error. Neilsberg Research recommends using caution when presening these estimates in your research.

Custom data

If you do need custom data for any of your research project, report or presentation, you can contact our research staff at research@neilsberg.com for a feasibility of a custom tabulation on a fee-for-service basis.

Inspiration

Neilsberg Research Team curates, analyze and publishes demographics and economic data from a variety of public and proprietary sources, each of which often includes multiple surveys and programs. The large majority of Neilsberg Research aggregated datasets and insights is made available for free download at https://www.neilsberg.com/research/.

Recommended for further research

This dataset is a part of the main dataset for Reading town Population by Race & Ethnicity. You can refer the same here

Mexico MX: Literacy Rate: Youth: % of People Age 15-24 data was reported at 99.116 % in 2016. This records an increase from the previous number of 98.945 % for 2015. Mexico MX: Literacy Rate: Youth: % of People Age 15-24 data is updated yearly, averaging 98.382 % from Dec 1980 (Median) to 2016, with 17 observations. The data reached an all-time high of 99.116 % in 2016 and a record low of 91.947 % in 1980. Mexico MX: Literacy Rate: Youth: % of People Age 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Mexico – Table MX.World Bank.WDI: 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 (http://uis.unesco.org/); Weighted average;

Mexico MX: Literacy Rate: Adult: % of People Aged 15 and Above data was reported at 94.860 % in 2016. This records an increase from the previous number of 94.472 % for 2015. Mexico MX: Literacy Rate: Adult: % of People Aged 15 and Above data is updated yearly, averaging 92.926 % from Dec 1980 (Median) to 2016, with 17 observations. The data reached an all-time high of 94.860 % in 2016 and a record low of 82.989 % in 1980. Mexico MX: 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 Mexico – Table MX.World Bank.WDI: 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 (http://uis.unesco.org/); Weighted average;

Abstract

To educate consumers about responsible use of financial products, many governments, non-profit organizations and financial institutions have started to provide financial literacy courses. However, participation rates for non-compulsory financial education programs are typically extremely low.

Researchers from the World Bank conducted randomized experiments around a large-scale financial literacy course in Mexico City to understand the reasons for low take-up among a general population, and to measure the impact of this financial education course. The free, 4-hour financial literacy course was offered by a major financial institution and covered savings, retirement, and credit use. Motivated by different theoretical and logistics reasons why individuals may not attend training, researchers randomized the treatment group into different subgroups, which received incentives designed to provide evidence on some key barriers to take-up. These incentives included monetary payments for attendance equivalent to $36 or $72 USD, a one-month deferred payment of $36 USD, free cost transportation to the training location, and a video CD with positive testimonials about the training.

A follow-up survey conducted on clients of financial institutions six months after the course was used to measure the impacts of the training on financial knowledge, behaviors and outcomes, all relating to topics covered in the course.

The baseline dataset documented here is administrative data received from a screener that was used to get people to enroll in the financial course. The follow-up dataset contains data from the follow-up questionnaire.

Geographic coverage

Mexico City

Analysis unit

-Individuals

Universe

Participants in a financial education evaluation

Kind of data

Sample survey data [ssd]

Sampling procedure

Researchers used three different approaches to obtain a sample for the experiment.

The first one was to send 40,000 invitation letters from a collaborating financial institution asking about interest in participating. However, only 42 clients (0.1 percent) expressed interest.

The second approach was to advertise through Facebook, with an ad displayed 16 million times to individuals residing in Mexico City, receiving 119 responses.

The third approach was to conduct screener surveys on streets in Mexico City and outside branches of the partner institution. Together this yielded a total sample of 3,503 people. Researchers divided this sample into a control group of 1,752 individuals, and a treatment group of 1,751 individuals, using stratified randomization. A key variable used in stratification was whether or not individuals were financial institution clients. The analysis of treatment impacts is based on the sample of 2,178 individuals who were financial institution clients.

The treatment group received an invitation to participate in the financial education course and the control group did not receive this invitation. Those who were selected for treatment were given a reminder call the day before their training session, which was at a day and time of their choosing.

Mode of data collection

Face-to-face [f2f]

Research instrument

The follow-up survey was conducted between February and July 2012 to measure post-training financial knowledge, behavior and outcomes. The questionnaire was relatively short (about 15 minutes) to encourage participation.

Interviewers first attempted to conduct the follow-up survey over the phone. If the person did not respond to the survey during the first attempt, researchers offered one a 500 pesos (US$36) Walmart gift card for completing the survey during the second attempt. If the person was still unavailable for the phone interview, a surveyor visited his/her house to conduct a face-to-face interview. If the participant was not at home, the surveyor delivered a letter with information about the study and instructions for how to participate in the survey and to receive the Walmart gift card. Surveyors made two more attempts (three attempts in total) to conduct a face-to-face interview if a respondent was not at home.

Response rate

72.8 percent of the sample was interviewed in the follow-up survey. The attrition rate was slightly higher in the treatment group (29 percent) than in the control group (25.3 percent).

README

Authors

César E. Corona-González, Claudia Rebeca De Stefano-Ramos, Juan Pablo Rosado-Aíza, Fabiola R Gómez-Velázquez, David I. Ibarra-Zarate, Luz María Alonso-Valerdi

Contact person

César E. Corona-González

https://orcid.org/0000-0002-7680-2953

a00833959@tec.mx

Project name

Psychophysiological data from Mexican children with learning difficulties who strengthen reading and math skills by assistive technology

Year that the project ran

2023

Brief overview of the tasks in the experiment

The current dataset consists of psychometric and electrophysiological data from children with reading or math learning difficulties. These data were collected to evaluate improvements in reading or math skills resulting from using an online learning method called Smartick.

The psychometric evaluations from children with reading difficulties encompassed: spelling tests, where 1) orthographic and 2) phonological errors were considered, 3) reading speed, expressed in words read per minute, and 4) reading comprehension, where multiple-choice questions were given to the children. The last 2 parameters were determined according to the standards from the Ministry of Public Education (Secretaría de Educación Pública in Spanish) in Mexico. On the other hand, group 2 assessments embraced: 1) an assessment of general mathematical knowledge, as well as 2) the hits percentage, and 3) reaction time from an arithmetical task. Additionally, selective attention and intelligence quotient (IQ) were also evaluated.

Then, individuals underwent an EEG experimental paradigm where two conditions were recorded: 1) a 3-minute eyes-open resting state and 2) performing either reading or mathematical activities. EEG recordings from the reading experiment consisted of reading a text aloud and then answering questions about the text. Alternatively, EEG recordings from the math experiment involved the solution of two blocks with 20 arithmetic operations (addition and subtraction). Subsequently, each child was randomly subcategorized as 1) the experimental group, who were asked to engage with Smartick for three months, and 2) the control group, who were not involved with the intervention. Once the 3-month period was over, every child was reassessed as described before.

Description of the contents of the dataset

The dataset contains a total of 76 subjects (sub-), where two study groups were assessed: 1) reading difficulties (R) and 2) math difficulties (M). Then, each individual was subcategorized as experimental subgroup (e), where children were compromised to engage with Smartick, or control subgroup (c), where they did not get involved with any intervention.

Every subject was followed up on for three months. During this period, each subject underwent two EEG sessions, representing the PRE-intervention (ses-1) and the POST-intervention (ses-2).

The EEG recordings from the reading difficulties group consisted of a resting state condition (run-1) and while performing active reading and reading comprehension activities (run-2). On the other hand, EEG data from the math difficulties group was collected from a resting state condition (run-1) and when solving two blocks of 20 arithmetic operations (run-2 and run-3). All EEG files were stored in .set format. The nomenclature and description from filenames are shown below:

Example: the file sub-Rc11_ses-1_task-SmartickDataset_run-2_eeg.set is related to: - The 11th subject from the reading difficulties group, control subgroup (sub-Rc11). - EEG recording from the PRE-intervention (ses-1) while performing the reading activity (run-2)

Independent variables

• Study groups:
  • Reading difficulties
    • Control: children did not follow any intervention
    • Experimental: Children used the reading program of Smartick for 3 months
  • Math difficulties
    • Control: children did not follow any intervention
    • Experimental: Children used the math program of Smartick for 3 months
• Condition:
  • PRE-intervention: first psychological and electroencephalographic evaluation
  • POST-intervention: second psychological and electroencephalographic evaluation

Dependent variables

• Psychometric data from the reading difficulties group:

  • Orthographic_ERR: number of orthographic errors.
  • Phonological_ERR: number of phonological errors.
  • Selective_Attention: score from the selective attention test.
  • Reading_Speed: reading speed in words per minute.
  • Comprehension: score on a reading comprehension task.
  • GROUP: C for the control group, E for the experimental group.
  • GENDER: M for male, F for Female.
  • AGE: age at the beginning of the study.
  • IQ: intelligence quotient.

• Psychometric data from the math difficulties group:

  • WRAT4: score from the WRAT-4 test.
  • hits: hits during the EEG acquisition [%].
  • RT: reaction time during the EEG acquisition [s].
  • Selective_Attention: score from the selective attention test.
  • GROUP: C for the control Group, E for the experimental group.
  • GENDER: M for male, F for female.
  • AGE: age at the beginning of the study.
  • IQ: intelligence quotient.

Psychometric data can be found in the 01_Psychometric_Data.xlsx file

• Engagement percentage within Smartick (only for experimental group)
  • These values represent the engagement percentage through Smartick.
  • Students were asked to get involved with the online method for learning for 3 months, 5 days a week.
  • Greater values than 100% denote participants who regularly logged in more than 5 days weekly.

Engagement percentage be found in the 05_SessionEngagement.xlsx file

Methods

Subjects

Seventy-six Mexican children between 7 and 13 years old were enrolled in this study.

Information about the recruitment procedure

The sample was recruited through non-profit foundations that support learning and foster care programs.

Apparatus

g.USBamp RESEARCH amplifier

Initial setup

1. Explain the task to the participant.
2. Sign informed consent.
3. Set up electrodes.

Task details

The stimuli nested folder contains all stimuli employed in the EEG experiments.

Level 1 - Math: Images used in the math experiment.​​​​​​​ - Reading: Images used in the reading experiment.

Level 2 - Math * POST_Operations: arithmetic operations from the POST-intervention.
* PRE_Operations: arithmetic operations from the PRE-intervention. - Reading * POST_Reading1: text 1 and text-related comprehension questions from the POST-intervention. * POST_Reading2: text 2 and text-related comprehension questions from the POST-intervention. * POST_Reading3: text 3 and text-related comprehension questions from the POST-intervention. * PRE_Reading1: text 1 and text-related comprehension questions from the PRE-intervention. * PRE_Reading2: text 2 and text-related comprehension questions from the PRE-intervention. * PRE_Reading3: text 3 and text-related comprehension questions from the PRE-intervention.

Level 3 - Math * Operation01.jpg to Operation20.jpg: arithmetical operations solved during the first block of the math

Mexico MX: Literacy Rate: Adult Female: % of Females Aged 15 and Above data was reported at 93.969 % in 2016. This records an increase from the previous number of 93.485 % for 2015. Mexico MX: Literacy Rate: Adult Female: % of Females Aged 15 and Above data is updated yearly, averaging 91.454 % from Dec 1980 (Median) to 2016, with 17 observations. The data reached an all-time high of 93.969 % in 2016 and a record low of 79.891 % in 1980. Mexico MX: Literacy Rate: Adult Female: % of Females Aged 15 and Above data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Mexico – Table MX.World Bank.WDI: 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 (http://uis.unesco.org/); Weighted average;

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

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Mexico 59 School District vs. Missouri

Mexico MX: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data was reported at 1.002 Ratio in 2016. This records an increase from the previous number of 1.001 Ratio for 2015. Mexico MX: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data is updated yearly, averaging 1.000 Ratio from Dec 1980 (Median) to 2016, with 17 observations. The data reached an all-time high of 1.003 Ratio in 2012 and a record low of 0.976 Ratio in 1980. Mexico MX: 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 Mexico – Table MX.World Bank.WDI: 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 (http://uis.unesco.org/); Weighted average;

This dataset tracks annual reading and language arts proficiency from 2010 to 2018 for Republica De Mexico vs. Puerto Rico and Puerto Rico Department Of Education School District

Mexico Literacy: Chiapas data was reported at 3,745,908.000 Person in 2020. This records an increase from the previous number of 3,095,133.000 Person for 2010. Mexico Literacy: Chiapas data is updated yearly, averaging 2,182,469.500 Person from Dec 1980 (Median) to 2020, with 6 observations. The data reached an all-time high of 3,745,908.000 Person in 2020 and a record low of 1,128,973.000 Person in 1980. Mexico Literacy: Chiapas data remains active status in CEIC and is reported by National Institute of Statistics and Geography. The data is categorized under Global Database’s Mexico – Table MX.G017: Literacy: Age 15 and Above.

Mexico Literacy: Literate: Hidalgo data was reported at 2,133,850.000 Person in 2020. This records an increase from the previous number of 1,652,706.000 Person for 2010. Mexico Literacy: Literate: Hidalgo data is updated yearly, averaging 1,153,098.500 Person from Dec 1980 (Median) to 2020, with 6 observations. The data reached an all-time high of 2,133,850.000 Person in 2020 and a record low of 596,005.000 Person in 1980. Mexico Literacy: Literate: Hidalgo data remains active status in CEIC and is reported by National Institute of Statistics and Geography. The data is categorized under Global Database’s Mexico – Table MX.G017: Literacy: Age 15 and Above.

Literacy: Literate: Mexico City data was reported at 7,408,113.000 Person in 2020. This records an increase from the previous number of 6,515,192.000 Person for 2010. Literacy: Literate: Mexico City data is updated yearly, averaging 5,986,646.000 Person from Dec 1980 (Median) to 2020, with 6 observations. The data reached an all-time high of 7,408,113.000 Person in 2020 and a record low of 5,230,018.000 Person in 1980. Literacy: Literate: Mexico City data remains active status in CEIC and is reported by National Institute of Statistics and Geography. The data is categorized under Global Database’s Mexico – Table MX.G017: Literacy: Age 15 and Above.

Mexico Literacy: Iliterate: Baja California Sur data was reported at 13,926.000 Person in 2020. This records a decrease from the previous number of 14,425.000 Person for 2010. Mexico Literacy: Iliterate: Baja California Sur data is updated yearly, averaging 12,069.000 Person from Dec 1980 (Median) to 2020, with 6 observations. The data reached an all-time high of 14,425.000 Person in 2010 and a record low of 9,191.000 Person in 1980. Mexico Literacy: Iliterate: Baja California Sur data remains active status in CEIC and is reported by National Institute of Statistics and Geography. The data is categorized under Global Database’s Mexico – Table MX.G017: Literacy: Age 15 and Above.

Mexico Literacy: Literate data was reported at 89,320,723.000 Person in 2020. This records an increase from the previous number of 72,425,081.000 Person for 2010. Mexico Literacy: Literate data is updated yearly, averaging 54,609,917.000 Person from Dec 1980 (Median) to 2020, with 6 observations. The data reached an all-time high of 89,320,723.000 Person in 2020 and a record low of 31,475,670.000 Person in 1980. Mexico Literacy: Literate data remains active status in CEIC and is reported by National Institute of Statistics and Geography. The data is categorized under Global Database’s Mexico – Table MX.G017: Literacy: Age 15 and Above.

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Palermo Elementary School vs. New York and Mexico Central School District

Mexico Literacy: Tlaxcala data was reported at 974,136.000 Person in 2020. This records an increase from the previous number of 806,459.000 Person for 2010. Mexico Literacy: Tlaxcala data is updated yearly, averaging 588,419.500 Person from Dec 1980 (Median) to 2020, with 6 observations. The data reached an all-time high of 974,136.000 Person in 2020 and a record low of 306,107.000 Person in 1980. Mexico Literacy: Tlaxcala data remains active status in CEIC and is reported by National Institute of Statistics and Geography. The data is categorized under Global Database’s Mexico – Table MX.G017: Literacy: Age 15 and Above.

This dataset tracks annual reading and language arts proficiency from 2010 to 2019 for Mcmillan Early Learning Center vs. Missouri and Mexico 59 School District

Mexico Literacy: Literate: Tabasco data was reported at 1,657,434.000 Person in 2020. This records an increase from the previous number of 1,425,690.000 Person for 2010. Mexico Literacy: Literate: Tabasco data is updated yearly, averaging 1,024,308.500 Person from Dec 1980 (Median) to 2020, with 6 observations. The data reached an all-time high of 1,657,434.000 Person in 2020 and a record low of 468,950.000 Person in 1980. Mexico Literacy: Literate: Tabasco data remains active status in CEIC and is reported by National Institute of Statistics and Geography. The data is categorized under Global Database’s Mexico – Table MX.G017: Literacy: Age 15 and Above.