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Table A-3. Average TIMSS mathematics scores of fourth-grade students on combined mathematics scale, by jurisdiction: 1995, 2003, and 2007
  1995   2003   2007
Jurisdiction Average score   s.e.   Average score   s.e.   Average score   s.e.
TIMSS scale average 500   0.0   500   0.0   500   0.0
 
Algeria             378   5.2
Armenia       456   3.5   500   4.3
Australia 495   3.4   499 2 3.9   516   3.5
Austria 531 1 2.9         505   2.0
Belgium (Flemish)       551   1.8      
Canada 506   3.4            
Chinese Taipei       564   1.8   576   1.7
Colombia             355   5.0
Cyprus 475   3.2   510   2.4      
Czech Republic 541   3.1         486   2.8
Denmark               523 2 2.4
El Salvador             330   4.1
England 484 2,3 3.3   531 2 3.7   541   2.9
Georgia             438 4 4.2
Germany               525   2.3
Greece 463   5.6            
Hong Kong SAR5 557   4.0   575 2 3.2   607   3.6
Hungary   521   3.6   529 6 3.1   510   3.5
Iceland 453   3.0            
Indonesia   (7)              
Iran, Islamic Republic of 387   5.0   389 6 4.2   402   4.1
Ireland   523   3.5            
Israel   (8)   4.48            
Italy   (7)     503   3.7   507   3.1
Japan 567   1.9   565   1.6   568   2.1
Kazakhstan             549 4 7.1
Korea 581   1.8            
Kuwait   (8)           316 9 3.6
Latvia (LSS)10 499 1,4 4.6   533 4 3.1   537 4 2.3
Lithuania       534 4 2.8     530 4 2.4
Mexico   (11)              
Moldova, Republic of       504   4.9      
Morocco       347   5.1   341   4.7
Netherlands 549 1 3.0   540 2 2.1     535 12 2.1
New Zealand13 469   4.4   496   2.1   492   2.3
Norway 476   3.0   451   2.3   473   2.5
Philippines       358   7.9      
Portugal 442   3.9            
Qatar             296   1.0
Russian Federation       532 6 4.7   544   4.9
Scotland 493 2,6 4.2     490 2 3.3   494 2 2.2
Singapore 590   4.5   594   5.6   599   3.7
Slovak Republic             496   4.5
Slovenia 462   3.1   479   2.6   502   1.8
Sweden             503   2.5
Thailand   (8)   4.8            
Tunisia       339   4.7   327   4.5
Ukraine             469   2.9
United States   518   3.0     518 2 2.4     529 2,6 2.4
Yemen             224   6.0
∆ Score is higher than U.S. score.
▼ Score is lower than U.S. score.
— Not available. (Data were not collected or not reported.)
† Not applicable.
1Did not satisfy sampling participation rates.
2Met guidelines for sample participation rates only after substitute schools were included.
3National Defined Population covers less than 90 percent of National Target Population (but at least 77 percent).
4National Target Population did not include all of the International Target Population defined by the Trends in International Mathematics and Science Study (TIMSS).
5Hong Kong is a Special Administrative Region (SAR) of the People's Republic of China.
6National Defined Population covers 90 percent to 95 percent of National Target Population.
7Indonesia and Italy were unable to complete the steps necessary for their data to appear in TIMSS 1995 report.
8Data not shown because of unapproved sampling procedures at classroom level and failure to meet other guidelines.
9Kuwait tested the same cohort of students as other countries, but later in 2007, at the beginning of the next school year.
10Only Latvian-speaking schools (LSS) are included.
11Mexico participated in the testing portion of TIMSS, but chose not to release its results at grades 3 and 4 in the international report.
12Nearly satisfied guidelines for sample participation rates only after substitute schools were included.
13Estimates for New Zealand have been computed for students taught in English only, which represents 98 to 99 percent of the student population.
NOTE: Jurisdictions are ordered alphabetically. Combined mathematics literacy scores are reported on a scale from 0 to 1,000. The TIMSS 1995 average scores were rescaled to allow for trend analysis. For more details, see appendix A. The tests for significance take into account the standard error for the reported difference. Thus, a small difference between the United States and one country may be significant while a large difference between the United States and another country may not be significant. Standard error is noted by s.e.
SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), 1995, 2003, and 2007.
                             
For more information: Gonzales, P., Williams, T., Jocelyn, L., Roey, S., Kastberg, D., and Brenwald, S. (2008). Highlights from TIMSS 2007 Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade in an International Context, table 3, table C1. National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC; Gonzales, P., Guzman, J.C., Partelow, L., Pahlke, E., Jocelyn, L., Kastberg, L., and Williams, T. (2004). Highlights from the Trends in International Mathematics and Science Study (TIMSS) 2003, table 2, table C1, and table C3. National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC; and previously unpublished 1995 data tabulations.
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National Center for Education Statistics - http://nces.ed.gov
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