Share of 10-year-olds in low- and middle-income countries who are unable to read and understand a simple text. A combined measure of schooling deprivation (out-of-school) and learning deprivation (below minimum reading proficiency), introduced by the World Bank and the UNESCO Institute for Statistics in 2019.
How to read it
Lower is better — readings above the norm count as worse, so they plot downward here.
Measured value over time. Its norm (0.0 % of 10-year-olds) is far off this scale, so the series stays worse than norm throughout — the deviation badge shows the gap.
Each driver linked to this indicator, strongest pull first, on the same timeline above. Markers are the facts that moved that driver. These are modelled influences — treat them as correlational unless a documented causal edge is shown.
Teacher quality is the most proximate in-school driver of foundational reading; improvements reduce (weaken) learning poverty.
Higher, well-targeted public funding supports teachers and materials that improve foundational reading, reducing (weakening) the learning poverty rate over a multi-year lag.
Where present, digital access buffers learning loss (e.g. during closures), modestly reducing learning poverty; absence of access conversely deepens it, so the link is real but low-confidence.
Share of 10-year-olds in low- and middle-income countries who are unable to read and understand a simple text. A combined measure of schooling deprivation (out-of-school) and learning deprivation (below minimum reading proficiency), introduced by the World Bank and the UNESCO Institute for Statistics in 2019.
This indicator’s slice of Factrail’s verified causal web — the people, facts, drivers and welfare indicators it connects to. Select any node to trace a path.
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