An IERI – International Educational Research Institute Journal
Table 8 Frequencies of relative subject-specific achievement patterns across all European countries overall patterns and in highest and lowest achieving profiles
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 |
