{"id":"uis.uis-math-lowersec-nonlangtest.gtm.annual","dataset_id":"uis-math-lowersec-nonlangtest","indicator":"uis-math-lowersec-nonlangtest","geography":"GTM","frequency":"annual","unit":"percent","start_period":"2017","end_period":"2022","org":"UIS","original_indicator":"MATH.LOWERSEC.NONLANGTEST","url":"https://databrowser.uis.unesco.org/indicators/MATH.LOWERSEC.NONLANGTEST","retrieved_at":"2026-11-07T23:22:27+00:00","version":"1","geography_name":"Guatemala","region":"Latin America & Caribbean ","observations":[{"period":"2017","value":1.988978934335876,"flags":""},{"period":"2022","value":5.12,"flags":""}],"indicator_name":"Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, did not speak the language of the test at home, both sexes","topic":"Education","source":"uis","provenance":{"organization":"UIS","original_indicator":"MATH.LOWERSEC.NONLANGTEST","url":"https://databrowser.uis.unesco.org/indicators/MATH.LOWERSEC.NONLANGTEST","retrieved_at":"2026-11-07T23:22:27+00:00","version":"1","license":"see source"}}