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Table A-5. Average PISA scores of 15-year-old students on combined mathematics literacy scale, by jurisdiction: 2000, 2003, and 2006
  20001,2   2003   2006
Jurisdiction Average score   s.e. Average score s.e.   Average score s.e.
OECD average   500   0.7 500 0.6   498 0.5
 
OECD                        
Australia 533 3.5 524 2.1 520 2.2
Austria 515 2.5 506 3.3 505 3.7
Belgium 520 3.9 529 2.3 520 3.0
Canada 533 1.4 532 1.8 527 2.0
Czech Republic   498 2.8 516 3.5 510 3.6
Denmark 514 2.4 514 2.7 513 2.6
Finland 536 2.2 544 1.9 548 2.3
France 517 2.7 511 2.5 496 3.2
Germany   490 2.5 503 3.3 504 3.9
Greece 447 5.6 445 3.9 459 3.0
Hungary   488 4.0   490 2.8 491 2.9
Iceland 514 2.3 515 1.4 506 1.8
Ireland   503 2.7 503 2.4 501 2.8
Italy 457 2.9 466 3.1 462 2.3
Japan 557 5.5 534 4.0 523 3.3
Korea, Republic of 547 2.8 542 3.2 547 3.8
Luxembourg 446 2.0 493 1.0 490 1.1
Mexico 387 3.4 385 3.6 406 2.9
Netherlands   (3) 538 3.1 531 2.6
New Zealand 537 3.1 523 2.3 522 2.4
Norway   499 2.8 495 2.4 490 2.6
Poland 470 5.5   490 2.5 495 2.4
Portugal 454 4.1 466 3.4   466 3.1
Slovak Republic   498 3.3 492 2.8
Spain 476 3.1   485 2.4   480 2.3
Sweden 510 2.5 509 2.6 502 2.4
Switzerland 529 4.4 527 3.4 530 3.2
Turkey   423 6.7 424 4.9
United Kingdom 529 2.5   (4) 495 2.1
United States   493 7.6   483 2.9   474 4.0
 
Non-OECD                        
Albania 381 5 3.1    
Argentina 388 5 9.4   381 6.2
Azerbaijan         476 2.3
Brazil 334   3.7 356 4.8 370 2.9
Bulgaria 430 5 5.7   413 6.1
Chile 384 5 3.7   411 4.6
Chinese Taipei       549 4.1
Colombia       370 3.8
Croatia         467 2.4
Estonia       515 2.7
Hong Kong-China 560 5 3.3 550 4.5 547 2.7
Indonesia 367 5 4.5 360 3.9 391 5.6
Israel 433 5 9.3   442 4.3
Jordan       384 3.3
Kyrgyz Republic       311 3.4
Latvia 463   4.5   483 3.7 486 3.0
Liechtenstein 514   7.0 536 4.1 525 4.2
Lithuania       486 2.9
Macao-China     527 2.9 525 1.3
Macedonia, FYR 381   2.7    
Montenegro, Republic of6       399 1.4
Peru 292   4.4    
Qatar       318 1.0
Romania 426   4.3   415 4.2
Russian Federation   478   5.5 468 4.2   476 3.9
Serbia, Republic of6     437 3.8 435 3.5
Slovenia       504 1.0
Thailand 432 5 3.6 417 3.0 417 2.3
Tunisia     359 2.5 365 4.0
Uruguay     422 3.3 427 2.6
∆ 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.
1Tests for significance have been updated from what was presented in the Program for International Student Assessment 2000 U.S. report (Lemke et al. 2001). Some country differences reported here were not reported as statistically significant in the PISA 2000 U.S. report. In that report, a Bonferroni adjustment was used in all multiple comparisons of countries. This was not the case when PISA 2003 and 2006 data were analyzed and reported, thus PISA 2000 tests have been updated in this report to keep consistency across years. For more details, see appendix A.
2The PISA mathematics framework was revised in 2003. Because of changes in the framework, it is not possible to compare mathematics learning outcomes from PISA 2000 with those from PISA 2003 and PISA 2006. The line dividing PISA 2000 results from those of PISA 2003 and PISA 2006 indicates that these data are not comparable. For more details, see OECD 2007 (available at http://www.oecd.org/dataoecd/30/17/39703267.pdf).
3Because of technical problems with its sample, 2000 data for the Netherlands have been omitted from PISA reports.
4Because of low response rates, 2003 data for the United Kingdom have been omitted from PISA reports.
5Did not participate with other jurisdictions in PISA in 2000; administered PISA in 2001.
6The Republics of Montenegro and Serbia were a united jurisdiction for the PISA 2003 assessment.
NOTE: The OECD average is the average of the national averages of the OECD member jurisdictions. Because PISA is principally an OECD study, the results for non-OECD jurisdictions are displayed separately from those of the OECD jurisdictions and are not included in the OECD average. Jurisdictions are ordered alphabetically. Combined mathematics literacy scores are reported on a scale from 0 to 1,000. 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: Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA), 2000, 2003, and 2006.
                         
For more information: Baldi, S., Jin, Y., Skemer, M., Green, P.J., and Herget, D. (2007). Highlights From PISA 2006: Performance of U.S. 15-Year-Old Students in Science and Mathematics Literacy in an International Context (NCES 2008–016), table 3 and table C-7. National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC; Lemke, M., Sen, A., Pahlke, E., Partelow, L., Miller, D., Williams, T., Kastberg, D., Jocelyn, L. (2004). International Outcomes of Learning in Mathematics Literacy and Problem Solving: PISA 2003 Results From the U.S. Perspective (NCES 2005–003), table 2 and table B-3. National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC; Organization for Economic Cooperation and Development (OECD). (2003). Literacy Skills for the World of Tomorrow: Further Results from PISA 2000, figure 3.2. Paris: Author.
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