The aim of our study is to analyze conjointly two factors: quality of education and completion of primary education. For doing this, the authors propose to use international and regional achievement tests in order to obtain comparable benchmarks of pupils’ performance in mathematics, science and reading. By comparing these benchmarks with traditional measures of primary completion rates, the authors are able to present a global picture of overall performance in primary schools around the world and hence to better evaluate the global trend toward the Education for All Initiative. They obtain comparable data for approximately 70 countries in mathematics and reading, including more than 50 developing countries, and most sub-Saharan African countries. This new methodology permits to draw a new picture of marginalized population regarding to the quality of education, based on proportions from the international lowest quartile in each subject. Finally, the authors also propose comparable data for male and female, and for rural and urban locations.