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Table A-6. Average TIMSS science scores of fourth-grade students on combined science 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             354   6.0
Armenia       437   4.3   484   5.7
Australia   541 1 3.6   521 2 4.2   527   3.3
Austria   538 1 3.6         526   2.5
Belgium (Flemish)       518   1.8      
Canada 525   3.1            
Chinese Taipei       551   1.7   557   2.0
Colombia             400   5.4
Cyprus 450   3.2   480   2.4      
Czech Republic 532   3.0         515   3.1
Denmark             517 2 2.9
El Salvador             390   3.4
England 528 2,3 3.1     540 2 3.6     542   2.9
Georgia             418 4 4.6
Germany             528   2.4
Greece 473   5.3            
Hong Kong SAR5 508   3.3     542 2 3.1   554   3.5
Hungary 508   3.4     530 6 3.0     536   3.3
Iceland 479   4.3            
Indonesia   (7)              
Iran, Islamic Republic of 380   4.6   414 6 4.1   436   4.3
Ireland 515   3.5            
Israel (8)   4.95            
Italy   (7)     516   3.8     535   3.2
Japan 553   1.8   543   1.5   548   2.1
Kazakhstan               533 4 5.6
Korea 576   2.1            
Kuwait   (8)   4.54         348 9 4.4
Latvia (LSS)10 486 1,4 4.9     530 4 2.8     542 4 2.3
Lithuania       512 4 2.6   514 4 2.4
Mexico   (11)              
Moldova, Republic of       496   4.6      
Morocco       304   6.7   297   5.9
Netherlands 530 1 3.2   525 2 2.0   523 12 2.6
New Zealand13 505   5.3   523   2.3   504   2.6
Norway 504   3.7   466   2.6   477   3.5
Philippines       332   9.4      
Portugal 452   4.1            
Qatar             294   2.6
Russian Federation         526 6 5.2     546   4.8
Scotland 514 2,6 4.5   502 2 2.9   500 2 2.3
Singapore 523   4.8   565   5.5   587   4.1
Slovak Republic             526   4.8
Slovenia 464   3.1   490   2.5   518   1.9
Sweden             525   2.9
Thailand (8)   5.6            
Tunisia       314   5.7   318   5.9
Ukraine             474   3.1
United States   542   3.3     536 2 2.5     539 2,6 2.7
Yemen             197   7.2
∆ 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 guidelines for sample 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) were 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 11, table C20. 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 8, table C1, and table C13. 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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