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Table 8 Frequencies of relative subject-specific achievement patterns across all European countries overall patterns and in highest and lowest achieving profiles

From: Subject-specific strength and weaknesses of fourth-grade students in Europe: a comparative latent profile analysis of multidimensional proficiency patterns based on PIRLS/TIMSS combined 2011

  Code Observed subject-specific achievement patterns within profiles Frequencies across European countries
Total High achievers profiles 6–7 Low achievers profiles 1–3
  OOO No relative subject-specific weakness or strength 11 1 5
R Relative strength in Reading 9 2 7
RM Relative strength in Reading and Mathematics 7 1 5
RMS Relative strength in Reading, then in Mathematics and then in Science 3 1 0
RS Relative strength in Reading and Science 32 7 12
RSM Relative strength in Reading, then in Science and then in Mathematics 1 0 1
S Relative strength in Science 11 5 3
SRM Relative strength in Science, then in Reading and then in Mathematics 16 11 1
SMR Relative strength in Science, then in Mathematics and then in Reading 1 1 0
M Relative strength in Mathematics 15 2 11
MS Relative strength in Mathematics and Science 2 1 1
MSR Relative strength in Mathematics, then in Science and then in Reading 0 0 0
MRS Relative strength in Mathematics, then in Reading and then in Science 11 2 5