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TIMSS 2003 Tables


Table 7. Differences in average mathematics scale scores of eighth-grade students, by country: 1995, 1999, and 2003


        Difference1
Country
1995 1999 2003 (2003-1995) 2003-1999
Singapore
609
604
605
-3
1
Korea, Republic of
581
587
589
8^
2
Hong Kong SAR2,3
569
582
586
17^
4
Chinese Taipei
585
585
+
#
Japan
581
579
570
-11~
-9~
Belgium-Flemish
550
558
537
-13~
-21~
(Netherlands)2
529
540
536
7
-4
Hungary
527
532
529
3
-2
Malaysia
519
508
+
-11
Russian Federation
524
526
508
-16~
-18~
Slovak Republic
534
534
508
-26~
-26~
(Latvia-LSS)4
488
505
505
17^
#
(Australia)5
509
505
-4
+
(United States)
492
502
504
12^
3
Lithuania6
472
482
502
30^
20^
Sweden
540
499
-41~
+
(Scotland)2
493
498
4
+
(Israel)7
466
496
+
29^
New Zealand
501
491
494
-7
3
(Slovenia)5
494
493
-2
+
Italy7
479
484
+
4
(Bulgaria)
527
511
476
-51~
-34~
(Romania)
474
472
475
2
3
Norway
498
461
-37~
+
Moldova, Republic of
469
460
+
-9
Cyprus
468
476
459
-8~
-17~
(Macedonia, Republic of)
447
435
+
-12~
Jordan
428
424
+
-3
Iran, Islamic Republic of
418
422
411
-7
-11~
Indonesia6
403
411
+
8
Tunisia
448
410
+
-38~
Chile
392
387
+
-6
Philippines
345
378
+
33^
South Africa8
275
264
+
-11
—Not available.
+Not applicable.
#Rounds to zero.
^p<.05, denotes a significant increase.
~p<.05, denotes a significant decrease.

1 Difference calculated by subtracting 1995 or 1999 from 2003 estimate using unrounded numbers.
2 Met international guidelines for participation rates in 2003 only after replacement schools were included.
3 Hong Kong is a Special Administrative Region (SAR) of the People's Republic of China.
4 Designated LSS because only Latvian-speaking schools were included in 1995 and 1999. For this analysis, only Latvian-speaking schools are included in the 2003 average.
5 Because of national-level changes in the starting age/date for school, 1999 data for Australia and Slovenia cannot be compared to 2003.
6 National desired population does not cover all of the international desired population in all years for Lithuania, and in 2003 for Indonesia.
7 Because of changes in the population tested, 1995 data for Israel and Italy are not shown.
8 Because within classroom sampling was not accounted for, 1995 data are not shown for South Africa.
NOTE: Countries are sorted by 2003 average scores. The tests for significance take into account the standard error for the reported difference. Thus, a small difference between averages for one country may be significant while a large difference for another country may not be significant. Parentheses indicate countries that did not meet international sampling or other guidelines in 1995, 1999, or 2003. See appendix A for details regarding 2003 data. See Gonzales et al. (2000) for details regarding 1995 and 1999 data. Countries were required to sample students in the upper of the two grades that contained the most number of 13-year-olds. In the United States and most countries this corresponds to grade 8. See table A1 in appendix A for details. Detail may not sum to totals because of rounding.
SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), 1995, 1999, and 2003.

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