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Special Analysis 2006

U.S. Student and Adult Performance on International Assessments of Educational Achievement

Table 5. Average TIMSS mathematics scores of 4th- and 8th-graders, by country: 2003
Special Analysis-U.S. Student and Adult Performance on International Assessments of Educational Achievement: Table 5

1Hong Kong is a Special Administrative Region (SAR) of the People’s Republic of China.

2Met international guidelines for participation rates only after replacement schools were included.

3National defined population covers less than 95 percent of national desired population.

4National desired population does not cover all of the international desired population.

5The international average reported here differs from that reported in Mullis et al. (2004) due to the deletion of England. In Mullis et al., the reported international average is 467.

6Nearly satisfied guidelines for sample participation rates after replacement schools were included.

NOTE: The test for significance between the United States and the international average was adjusted to account for the U.S. contribution to the international average. Countries were required to sample students in the upper of the two grades that contained the largest number of 9-year-olds and 13-year-olds. In the United States and most countries, this corresponds to grades 4 and 8, respectively. Participants were scored on a 1,000-point scale. The international standard deviation is 100 points.

SOURCE: Gonzales, P., Guzman, J.C., Partelow, L., Pahlke, E., Jocelyn, L., Kastberg, D., and Williams, T. (2004). Highlights From the Trends in International Mathematics and Science Study (TIMSS) 2003 (NCES 2005–005), tables 2 and 3. Data from International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), 2003.

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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education