Table CNT5.1 shows the distribution of grade five overall numeracy scores in Federated States of Micronesia against the PILNA numeracy proficiency scale. This scale converts a student’s overall numeracy score into a level ranking from zero to eight. The expected minimum overall numeracy performance for grade five students is proficiency level three. Pacific stakeholders expect these students to reach or exceed this proficiency level.

The average overall numeracy score for grade five students in Federated States of Micronesia was 456.78 (SD = 76.81) in 2021. This corresponds to the lower threshold of proficiency level three in the PILNA numeracy proficiency scale (level three is assigned to scores 450–475) as shown in the common proficiency scale ‘meter’ of numeracy for year four students in the Federated States of Micronesia (Figure CNF5.6). On average, grade five students in Federated States of Micronesia are achieving the minimum expected standard in numeracy.

The average numeracy score does not tell us the whole story. The proportion of students who are meeting the minimum expected standard is also important.  Approximately 55% of the grade five students in Federated States of Micronesia, over half, performed at or above this expected level (levels 3–8) in PILNA 2021. Conversely, approximately 45% of the students performed below the expected proficiency level (levels 0–2). In other words, the majority of grade five students are meeting the minimum expected level for numeracy, but there is a significant proportion (45%) who are yet to meet that level.

Table CNT5.2 compares the numeracy performance of grade five students in Federated States of Micronesia with that of students. While 55% of grade five students performed at or above the expected level (levels 3–8) for numeracy in Federated States of Micronesia, this figure was higher in the region (67%).

When looking at Federated States of Micronesia’s distribution of grade five numeracy proficiency scores in 2021 by gender (Table CNT5.3), the results are similar for girls and boys. Approximately 57% of girls performed at or above the minimum expected proficiency level (levels 3–8) compared to approximately 55% of boys. Additionally, similar proportions of boys and girls were performing at each proficiency level.