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World Development Report 2018 Data

WDR 2018 Data

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Figure O.1Shortfalls in learning start earlyhttps://bit.do/WDR2018-Fig_O-1
Figure O.2In several countries the 75th percentile on PISA performs below the 25th percentile of the OECD averagehttps://bit.do/WDR2018-Fig_O-2
Figure O.3Children from poor households in Africa typically learn much lesshttps://bit.do/WDR2018-Fig_O-3
Figure O.4Students often learn little from year to year, and early learning deficits are magnified over timehttps://bit.do/WDR2018-Fig_O-4
Figure O.5The percentage of primary school students who pass a minimum proficiency threshold is often lowhttps://bit.do/WDR2018-Fig_O-5
Figure O.6School completion is always higher for children from wealthier families and urban settings, whereas gender gaps are more mixedhttps://bit.do/WDR2018-Fig_O-6
Figure O.8Socioeconomic gaps in cognitive achievement grow with age--even in preschool yearshttps://bit.do/WDR2018-Fig_O-8
Figure O.9In Africa, teachers are often absent from school or from classrooms while at schoolhttps://bit.do/WDR2018-Fig_O-9
Figure O.10Management capacity is low in schools in low- and middle-income countrieshttps://bit.do/WDR2018-Fig_O-10
Figure O.12Many countries lack information on learning outcomeshttps://bit.do/WDR2018-Fig_O-12
Figure 1.1More schooling is systematically associated with higher wageshttps://bit.do/WDR2018-Fig_1-1
Figure 1.2Mortality rates are lower for adults with more educationhttps://bit.do/WDR2018-Fig_1-2
Figure 1.3People with higher education hold stronger beliefs about the importance of democracyhttps://bit.do/WDR2018-Fig_1-3
Figure 1.4Learning varies widely across countries; in 6 of the 10 countries assessed only half or less of primary completers can readhttps://bit.do/WDR2018-Fig_1-4
Figure 1.5What matters for growth is learninghttps://bit.do/WDR2018-Fig_1-5
Figure 1.6Increasing learning would yield major economic benefitshttps://bit.do/WDR2018-Fig_1-6
Figure 2.1School enrollments have shot up in developing countrieshttps://bit.do/WDR2018-Fig_2-1
Figure 2.2Most of the world's population with less than a primary education is in South Asia, but rates are similar in Sub-Saharan Africahttps://bit.do/WDR2018-Fig_2-2
Figure 2.3National income is correlated with the gap between primary and lower secondary completion rateshttps://bit.do/WDR2018-Fig_2-3
Figure 2.4Low-income countries are bypassing the historical pattern among high-income countries in which most people were educated at the primary level before coverage extended to secondaryhttps://bit.do/WDR2018-Fig_2-4
Figure 2.5School completion is always higher for children from wealthier families and urban settings, whereas gender gaps are more mixedhttps://bit.do/WDR2018-Fig_2-5
Figure 2.6Multiple exclusions: Girls from poor households often have the lowest rates of education attainmenthttps://bit.do/WDR2018-Fig_2-6
Figure 3.1Most grade 6 students in West and Central Africa are not sufficiently competent in reading or mathematics
Figure 3.2Most grade 6 students in southern and East Africa are not sufficiently competent in mathematics, and several countries score poorly in reading as wellhttps://bit.do/WDR2018-Fig_3-2
Figure 3.3Learning outcomes are substantially lower for poor children in Latin Americahttps://bit.do/WDR2018-Fig_3-3
Figure 3.4Learning outcomes vary greatly across countries and economiesin several countries, the 75th percentile on PISA performs below the 25th percentile of the OECD averagehttps://bit.do/WDR2018-Fig_3-4
Figure 3.5High-income countries (HICs) tend to have greater rates of literacy proficiency than middle-income countrieshttps://bit.do/WDR2018-Fig_3-5
Figure 3.6Reading proficiency is low in many parts of the developing worldhttps://bit.do/WDR2018-Fig_3-6
Figure 3.7Family socioeconomic status significantly affects students' average PISA scoreshttps://bit.do/WDR2018-Fig_3-7
Figure 3.9Socioeconomic gaps in cognitive achievement grow with age--even in preschool yearshttps://bit.do/WDR2018-Fig_3-9
Figure 3.10A lot of official teaching time is losthttps://bit.do/WDR2018-Fig_3-10
Figure 3.11Staff compensation consumes the vast majority of resources available for public educationhttps://bit.do/WDR2018-Fig_3-11
Figure 3.12Management capacity is low in schools in low- and middle-income countrieshttps://bit.do/WDR2018-Fig_3-12
Figure 4.1No internationally comparable data on learning are available for most children outside of high-income countrieshttps://bit.do/WDR2018-Fig_4-1
Figure 5.4What happens when school fees are eliminated? Evidence from eight countrieshttps://bit.do/WDR2018-Fig_5-4
Figure 5.5Not all education systems are equally productive, but even the least productive deliver some learning to some learnershttps://bit.do/WDR2018-Fig_5-5
Figure 5.6Young people follow different paths in their educationhttps://bit.do/WDR2018-Fig_5-6
Figure 5.7Workers with higher literacy proficiency are more likely to enter white-collar jobshttps://bit.do/WDR2018-Fig_5-7
Figure 6.1Only a small fraction of learners keep up with the curriculumhttps://bit.do/WDR2018-Fig_6-1
Figure 6.2Prospective engineers typically score higher than prospective teachers on PISA testshttps://bit.do/WDR2018-Fig_6-2
Figure 7.1Information and communication technology has had a mixed impact on learninghttps://bit.do/WDR2018-Fig_7-1
Figure 7.2Schools vary significantly in management qualityhttps://bit.do/WDR2018-Fig_7-2
Figure 8.1Few benefit from workplace training, and those that do tend to already have better literacy or educationhttps://bit.do/WDR2018-Fig_8-1
Figure 8.2Most vocational training students enroll during upper secondaryhttps://bit.do/WDR2018-Fig_8-2
Figure 9.2Simple associations between education spending and learning are weakhttps://bit.do/WDR2018-Fig_9-2
Figure 11.1Primary school numeracy has increased dramatically in Englandhttps://bit.do/WDR2018-Fig_11-1
Figure 11.3Trends in public education spending in the Philippines are associated with changes in the broader political and economic contexthttps://bit.do/WDR2018-Fig_11-3
Figure 11.4Most funding for education comes from domestic sources, but international finance is important for low-income countrieshttps://bit.do/WDR2018-Fig_11-4
Figure S2.1Severe deprivation affects brain structure and function from early on in lifehttps://bit.do/WDR2018-Fig_S2-1
Figure S4.1Experimental and quasi-experimental studies of interventions to improve learning have mushroomed in recent decadeshttps://bit.do/WDR2018-Fig_S4-1
Figure S5.1Technology use has increased dramatically over the last decade--but remains low in many countrieshttps://bit.do/WDR2018-Fig_S5-1
Figure S6.1Governments devote a large share of their budgets to educationhttps://bit.do/WDR2018-Fig_S6-1
Figure S6.2The relationship between changes in public education spending and student learning is weakhttps://bit.do/WDR2018-Fig_S6-2
Box Figure 1.3.1There can be a large gap between learning-adjusted and unadjusted years of schoolinghttps://bit.do/WDR2018-Fig_1-3_1
Box Figure 3.2.1Girls outperform boys on reading in all countries, but boys typically do better in mathematics and sciencehttps://bit.do/WDR2018-Fig_3-2_1
Box Figure 3.3.1Teachers may think a less than full effort is justifiedhttps://bit.do/WDR2018-Fig_3-3_1
Box Figure 6.3.1Mother-tongue instruction could be useful in much of the developing worldhttps://bit.do/WDR2018-Fig_6-3_1
Box Figure 9.3.1In Bangladesh, there are 11 different kinds of nonstate providers of presecondary educationhttps://bit.do/WDR2018-Fig_9-3_1
Box Figure 10.1.1Teacher unionization varies across countrieshttps://bit.do/WDR2018-Fig_10-1_1
Box Figure 11.5.1Reading scores have improved in Chilehttps://bit.do/WDR2018-Fig_11-5_1