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Table A-7. Average TIMSS science scores of eighth-grade students on combined science scale, by jurisdiction: 1995, 1999, 2003, and 2007
  1995   1999   2003   2007
Jurisdiction Average score   s.e.   Average score   s.e.   Average score   s.e.   Average score   s.e.
TIMSS scale average 500   0.0   500   0.0   500   0.0   500   0.0
 
Algeria                   408   1.7
Argentina   (1)                    
Armenia             461   3.5   488   5.8
Australia   514   3.9   540 3 4.4     527   3.8     515   3.6
Austria 539 4 3.8                  
Bahrain             438   1.8   467   1.7
Belgium (Flemish) 533 5 6.4   535 5 3.1   516   2.5      
Belgium (French) 466 4 3.8                  
Bosnia and Herzegovina                   466   2.8
Botswana             365   2.8   355   3.1
Bulgaria 545 4 5.2     518   5.4   479   5.2   470 6 5.9
Canada   514   2.6   533   2.1            
Chile       420   3.7   413   2.9      
Chinese Taipei       569   4.4   571   3.5   561   3.7
Colombia 365   6.2               417   3.5
Cyprus 452   2.1   460   2.4   441   2.0   452   2.0
Czech Republic 555   4.5   539   4.2         539   1.9
Denmark   (7)                    
Egypt             421   3.9   408   3.6
El Salvador                   387   2.9
England 533 5,8   538 5 4.8     (9)     542 5 4.5
Estonia             552   2.5      
Finland       535   3.5            
France 488   3.2                  
Georgia                   421 10 4.8
Germany   518 4,5,10 5.5                  
Ghana             255   5.9   303   5.4
Greece   (7)                    
Hong Kong SAR11   510   5.8   530 5 3.7   556 5,12 3.0     530 5 4.9
Hungary 537   3.1   552   3.7   543   2.8   539   2.9
Iceland 484   5.8                  
Indonesia   (1)     435   4.5   420 10 4.1   427   3.4
Iran, Islamic Republic of 463   3.6   448   3.8   453 12 2.3   459   3.6
Ireland   518   5.1                  
Israel   (13)     468 8 4.9   488 8 3.1   468 8 4.3
Italy   (1)     493 12 3.9   491   3.1   495   2.8
Japan 554   1.8   550   2.2   552   1.7   554   1.9
Jordan       450   3.8   475   3.8   482   4.0
Korea, Republic of 546   2.0   549   2.6   558 14 1.6   553   2.0
Kuwait (13)                 418 14 2.8
Latvia (LSS)15 476 10 3.3     503 10 4.8   513   2.9      
Lebanon             393   4.3   414   5.9
Lithuania 464 10,12 4.0   488 10,14 4.1   519 10 2.1     519 10 2.6
Macedonia, Republic of       458   5.2   449 8 3.6      
Malaysia       492   4.4   510   3.7   471   6.0
Malta                   457   1.4
Mexico   (16)                    
Moldova, Republic of       459   4.0   472   3.4      
Morocco       323   4.3     396 2,6,10 2.5     (17)  
Netherlands 541 9 6.0   545 5 6.9     536 5 3.1      
New Zealand   511   4.9     510   4.9     520   5.0      
Norway   514   2.4         494   2.2   487   2.2
Oman                   423   3.0
Palestinian National Authority             435   3.2   404   3.5
Philippines   (18)     345   7.5   377   5.8      
Portugal 473   3.1                  
Qatar                   319   1.7
Romania 471   5.1   472   5.8   470   4.9   462   3.9
Russian Federation   523 12 4.5     529   6.4   514   3.7   530   3.9
Saudi Arabia             398   4.0   403 6 2.4
Scotland   501 2 5.6         512 5 3.4   496 5 3.4
Serbia             468 10 2.5   470 10,12 3.2
Singapore 580   5.5   568   8.0   578   4.3   567   4.4
Slovak Republic 532   3.3   535   3.3   517   3.2      
Slovenia   514   2.7     533 3 3.2     520   1.8   538   2.2
South Africa   (13)     243   7.9   244   6.7      
Spain   504   2.3                  
Sweden 553   4.4           524   2.7   511   2.6
Switzerland   509 10 2.8                  
Syrian Arab Republic                   452   2.9
Thailand   (7)     482   4.0         471   4.3
Tunisia       430   3.4   404   2.1   445   2.1
Turkey       433   4.3         454 6 3.7
Ukraine                   485   3.5
United States   513 5 5.6     515   4.6     527 2 3.1     520 5,12 2.9
∆ 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.
1Argentina, Italy, and Indonesia were unable to complete the steps necessary for their data to appear in TIMSS 1995 report.
2Nearly satisfied guidelines for sample participation rates only after substitute schools were included.
3Because of national-level changes in the starting age/date for school, data cannot be compared with other years.
4Sampling issue identified by the Trends in International Mathematics and Science Study (TIMSS). See TIMSS 1995 report for more details.
5Met guidelines for sample participation rates only after substitute schools were included.
6Data not comparable with previous cycles.
7Data not shown because of unapproved sampling procedures at classroom level.
8National Defined Population covers less than 90 percent of National Target Population (but at least 77 percent).
9England collected data in 2003, but due to problems with meeting the minimum sampling requirements its eighth-grade data are not reported.
10National Target Population did not include all of the International Target Population defined by TIMSS.
11Hong Kong is a Special Administrative Region (SAR) of the People's Republic of China.
12National Defined Population covers 90 percent to 95 percent of National Target Population.
13Data not shown because of unapproved sampling procedures at classroom level and failure to meet other guidelines.
14Tested the same cohort of students, but later, at the beginning of the next school year.
15Only Latvian-speaking schools (LSS) were included.
16Mexico participated in the testing portion of TIMSS, but chose not to release its results at grades 7 and 8 in the international report.
17Morocco failed to meet the required school participation rates in 2007 because of a procedural difficulty with some schools.
18Data for the Philippines are not shown because characteristics of its school sample are not completely known.
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), 1995,1999, 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 C21. 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. (2003). Highlights from the Trends in International Mathematics and Science Study (TIMSS) 2003, table 9 and table C14. National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC; Gonzales, P., Calsyn, C., Jocelyn, L., Mak, K., Kastberg, D., Arafeh, S., Williams, T., and Tsen, W. (2000). Pursuing Excellence: Comparisons of International Eighth-Grade Mathematics and Science Achievement from a U.S. Perspective 1995 and 1999, figure 2 and table A3.1. 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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