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Table 12b. |
Average scores among 4th-graders on the Trends in International Mathematics and Science Study (TIMSS), by participating country and race/ethnicity in the United States: 2007 |
| Mathematics | Science | |||
|---|---|---|---|---|
| Country and race/ethnicity | Average score | Country and race/ethnicity | Average score | |
| TIMSS scale average | 500 | TIMSS scale average | 500 | |
| United States1,2,3 | 529 | United States1,2,3 | 539 | |
| White | 550 | White | 567 | |
| Black | 482 | Black | 488 | |
| Hispanic | 504 | Hispanic | 502 | |
| Asian | 582 | Asian | 573 | |
| Two or more races | 534 | Two or more races | 550 | |
| Countries whose scores were higher than the U.S. score | Countries whose scores were higher than the U.S. score | |||
| Hong Kong SAR4 | 607 | Singapore | 587 | |
| Singapore | 599 | Chinese Taipei | 557 | |
| Chinese Taipei | 576 | Hong Kong SAR4 | 554 | |
| Japan | 568 | Japan | 548 | |
| Kazakhstan5 | 549 | |||
| Russian Federation | 544 | Countries whose scores were not measurably different from the U.S. score | ||
| England | 541 | |||
| Latvia5 | 537 | Russian Federation | 546 | |
| Latvia5 | 542 | |||
| Countries whose scores were not measurably different from the U.S. score | England | 542 | ||
| Hungary | 536 | |||
| Netherlands6 | 535 | Italy | 535 | |
| Lithuania5 | 530 | Kazakhstan5 | 533 | |
| Germany | 525 | |||
| Denmark1 | 523 | Countries whose scores were lower than the U.S. score | ||
| Germany | 528 | |||
| Countries whose scores were lower than the U.S. score | Australia | 527 | ||
| Australia | 516 | Slovak Republic | 526 | |
| Hungary | 510 | Austria | 526 | |
| Italy | 507 | Sweden | 525 | |
| Austria | 505 | Netherlands6 | 523 | |
| Sweden | 503 | Slovenia | 518 | |
| Slovenia | 502 | Denmark1 | 517 | |
| Armenia | 500 | Czech Republic | 515 | |
| Slovak Republic | 496 | Lithuania5 | 514 | |
| Scotland1 | 494 | New Zealand | 504 | |
| New Zealand | 492 | Scotland1 | 500 | |
| Czech Republic | 486 | Armenia | 484 | |
| Norway | 473 | Norway | 477 | |
| Ukraine | 469 | Ukraine | 474 | |
| Georgia5 | 438 | Iran, Islamic Republic of | 436 | |
| Iran, Islamic Republic of | 402 | Georgia5 | 418 | |
| Algeria | 378 | Colombia | 400 | |
| Colombia | 355 | El Salvador | 390 | |
| Morocco | 341 | Algeria | 354 | |
| El Salvador | 330 | Kuwait7 | 348 | |
| Tunisia | 327 | Tunisia | 318 | |
| Kuwait7 | 316 | Morocco | 297 | |
| Qatar | 296 | Qatar | 294 | |
| Yemen | 224 | Yemen | 197 | |
| 1 Met guidelines for sample participation rates only after substitute schools were included. 2 National Defined Population covers 90 percent to 95 percent of National Target Population. 3 Includes other races/ethnicities not separately shown. 4 Hong Kong is a Special Administrative Region (SAR) of the People's Republic of China. 5 National Target Population does not include all of the International Target Population defined by TIMSS. 6 Nearly satisfied guidelines for sample participation rates only after substitute schools were included. 7 Kuwait tested the same cohort of students as other countries, but later in 2007, at the beginning of the next school year. NOTE: Scores are reported on a scale of 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 larger difference between the United States and another country may not be significant. For more information on the international requirements for sampling, data collection, and participation rates, see Highlights From TIMSS 2007: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context, Appendix A (Gonzales et al. 2008) for information. SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), 2007. |
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