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Status and Trends in the Education of Racial and Ethnic Minorities
NCES 2010-015
July 2010


Table 12c.

Average scores among 8th-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 States1,2,3 508   United States1,2,3 520
White 533   White 551
Black 457   Black 455
Hispanic 475   Hispanic 480
Asian 549   Asian 543
Two or more races 506   Two or more races 522
         
Countries whose scores were higher than the U.S. score     Countries whose scores were higher than the U.S. score  
Chinese Taipei 598   Singapore 567
Korea, Republic of 597   Chinese Taipei 561
Singapore 593   Japan 554
Hong Kong SAR1,4 572   Korea, Republic of 553
Japan 570   England1 542
      Hungary 539
Countries whose scores were not measurably different from the U.S. score   Czech Republic 539
  Slovenia 538
Hungary 517   Russian Federation 530
England1 513      
Russian Federation 512   Countries whose scores were not measurably different from the U.S. score
Lithuania5 506  
Czech Republic 504   Hong Kong SAR1,4 530
      Lithuania5 519
Countries whose scores were lower than the U.S. score     Australia 515
Slovenia 501      
Armenia 499   Countries whose scores were lower than the U.S. score  
Australia 496   Sweden 511
Sweden 491   Scotland1 496
Malta 488   Italy 495
Scotland1 487   Armenia 488
Serbia2,5 486   Norway 487
Italy 480   Ukraine 485
Malaysia 474   Jordan 482
Norway 469   Malaysia 471
Cyprus 465   Thailand 471
Bulgaria 464   Serbia2,5 470
Israel6 463   Bulgaria6 470
Ukraine 462   Israel6 468
Romania 461   Bahrain 467
Bosnia and Herzegovina 456   Bosnia and Herzegovina 466
Lebanon 449   Romania 462
Thailand 441   Iran, Islamic Republic of 459
Turkey 432   Malta 457
Jordan 427   Turkey 454
Tunisia 420   Syrian Arab Republic 452
Georgia5 410   Cyprus 452
Iran, Islamic Republic of 403   Tunisia 445
Bahrain 398   Indonesia 427
Indonesia 397   Oman 423
Syrian Arab Republic 395   Georgia5 421
Egypt 391   Kuwait7 418
Algeria 387   Colombia 417
Colombia 380   Lebanon 414
Oman 372   Egypt 408
Palestinian National Authority 367   Algeria 408
Botswana 364   Palestinian National Authority 404
Kuwait7 354   Saudi Arabia 403
El Salvador 340   El Salvador 387
Saudi Arabia 329   Botswana 355
Ghana 309   Qatar 319
Qatar 307   Ghana 303
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 National Defined Population covers less than 90 percent of National Target Population (but at least 77 percent).
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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