## APPENDIX C

### (Part 2 of 3: Indiana—Montana)

This appendix presents one-page profiles for each state and jurisdiction participating in grade 8 mathematics in alphabetical order. Each page presents a table displaying how the state or jurisdiction would perform in comparison to the 41 nations that took TIMSS mathematics at grade 8. Each table indicates whether the actual scores of the participating TIMSS nations are significantly higher than, not significantly different from, or significantly lower than estimated average performance of the public school students in the state or jurisdiction. The significance of the difference of the estimated mean of the given jurisdiction and the actual means of the TIMSS countries are based on a Bonferroni multiple comparisons procedure that holds to 5 percent the probability of erroneously declaring any of the country means significantly different from the chosen jurisdiction's predicted mean.

A second profile is presented for the state of Minnesota in addition to the profile for the estimated average performance. Because actual TIMSS results for Minnesota's public school students are available, these are compared with the results of the 41 nations who participated in TIMSS for grade 8 mathematics.

Readers of these profiles are reminded that the state's or jurisdiction's TIMSS performance in grade 8 mathematics is estimated from its NAEP score, using the linking function, and must therefore be interpreted with caution. Furthermore, the calculations for the 1996 NAEP scores and 1995 TIMSS scores for the participating states, jurisdictions, and nations are based on samples of the student populations, not entire student populations. Hence, estimates are imprecise.

The SOLE purpose of these profiles is to allow the comparison of predicted TIMSS performances for individual states with the actual TIMSS performances of individual countries. It is NOT appropriate to use these profiles to compare performances between states or between countries. Accordingly, the profiles for the states and jurisdictions participating in NAEP grade 8 mathematics are arranged in alphabetical order. The proper between-state comparisons are provided in the NAEP mathematics report (Reese, et al., 1997), while the proper between country comparisons are provided in the TIMSS mathematics report (Beaton, Mullis, et al., 1997).

Comparison of Estimated TIMSS Scores from Public School NAEP Data for States and Jurisdictions with Actual TIMSS Scores for Nations: Grade 8 Mathematics States (1996), Nations (1995)

### State/Jurisdiction: Indiana

If the public school students in Indiana participated in TIMSS, how would their average performance in mathematics compare to that of students in the 41 nations that took TIMSS at grade 8?

Nations whose performance is expected to be:

 Higher than Indiana Not significantly different from Indiana Lower than Indiana (Austria) (Australia) (Colombia) Belgium—Flemish (Belgium—French) Cyprus Czech Republic (Bulgaria) (Greece) France Canada Iran, Islamic Republic Hong Kong (Denmark) (Kuwait) Hungary (England) (Lithuania) Japan (Germany) Portugal Korea Iceland (Romania) Singapore Ireland (South Africa) Slovak Republic (Israel) Spain (Slovenia) (Latvia—LSS) (Switzerland) (Netherlands) New Zealand Norway Russian Federation (Scotland) Sweden (Thailand) United States (average)

### State/Jurisdiction: (Iowa)

If the public school students in Iowa participated in TIMSS, how would their average performance in mathematics compare to that of students in the 41 nations that took TIMSS at grade 8?

Nations whose performance is expected to be:

 Higher than Iowa Not significantly different from Iowa Lower than Iowa Belgium—Flemish (Australia) (Colombia) Czech Republic (Austria) Cyprus Hong Kong (Belgium—French) (Denmark) Japan (Bulgaria) (England) Korea Canada (Greece) Singapore France Iceland (Germany) Iran, Islamic Republic Hungary (Kuwait) Ireland (Latvia—LSS) (Israel) (Lithuania) (Netherlands) Norway New Zealand Portugal Russian Federation (Romania) Slovak Republic (Scotland) (Slovenia) (South Africa) Sweden Spain (Switzerland) United States (average) (Thailand)

### State/Jurisdiction: Kentucky

If the public school students in Kentucky participated in TIMSS, how would their average performance in mathematics compare to that of students in the 41 nations that took TIMSS at grade 8?

Nations whose performance is expected to be:

 Higher than Kentucky Not significantly different from Kentucky Lower than Kentucky (Australia) Cyprus (Colombia) (Austria) (Denmark) Iran, Islamic Republic Belgium—Flemish (England) (Kuwait) (Belgium—French) (Germany) Portugal (Bulgaria) (Greece) (South Africa) Canada Iceland Czech Republic (Latvia-LSS) France (Lithuania) Hong Kong New Zealand Hungary Norway Ireland (Romania) (Israel) (Scotland) Japan Spain Korea United States (average) (Netherlands) Russian Federation Singapore Slovak Republic (Slovenia) Sweden (Switzerland) (Thailand)

### State/Jurisdiction: Louisiana

If the public school students in Louisiana participated in TIMSS, how would their average performance in mathematics compare to that of students in the 41 nations that took TIMSS at grade 8?

Nations whose performance is expected to be:

 Higher than Louisiana Not significantly different from Louisiana Lower than Louisiana (Australia) Cyprus (Colombia) (Austria) Iran, Islamic Republic (Kuwait) Belgium—Flemish (Lithuania) (South Africa) (Belgium—French) Portugal (Bulgaria) Canada Czech Republic (Denmark) (England) France (Germany) (Greece) Hong Kong Hungary Iceland Ireland (Israel) Japan Korea (Latvia-LSS) (Netherlands) New Zealand Norway (Romania) Russian Federation (Scotland) Singapore Slovak Republic (Slovenia) Spain Sweden (Switzerland) (Thailand) United States (average)

### State/Jurisdiction: Maine

If the public school students in Maine participated in TIMSS, how would their average performance in mathematics compare to that of students in the 41 nations that took TIMSS at grade 8?

Nations whose performance is expected to be:

 Higher than Maine Not significantly different from Maine Lower than Maine Belgium—Flemish (Australia) (Colombia) Czech Republic (Austria) Cyprus Hong Kong (Belgium - French) (Denmark) Japan (Bulgaria) (England) Korea Canada (Greece) Singapore France Iceland (Germany) Iran, Islamic Republic Hungary (Kuwait) Ireland (Latvia - LSS) (Israel) (Lithuania) (Netherlands) Norway New Zealand Portugal Russian Federation (Romania) Slovak Republic (Scotland) (Slovenia) (South Africa) Sweden Spain (Switzerland) United States (average) (Thailand)

### State/Jurisdiction: (Maryland)

If the public school students in Maryland participated in TIMSS, how would their average performance in mathematics compare to that of students in the 41 nations that took TIMSS at grade 8?

Nations whose performance is expected to be:

 Higher than Maryland Not significantly different from Maryland Lower than Maryland (Australia) Cyprus (Colombia) (Austria) (Denmark) Iran, Islamic Republic Belgium—Flemish (England) (Kuwait) (Belgium—French) (Germany) Portugal (Bulgaria) (Greece) (South Africa) Canada Iceland Czech Republic (Israel) France (Latvia-LSS) Hong Kong (Lithuania) Hungary New Zealand Ireland Norway Japan (Romania) Korea (Scotland) (Netherlands) Spain Russian Federation Sweden Singapore (Thailand) Slovak Republic United States (average) (Slovenia) (Switzerland)

### State/Jurisdiction: Massachusetts

If the public school students in Massachusetts participated in TIMSS, how would their average performance in mathematics compare to that of students in the 41 nations that took TIMSS at grade 8?

Nations whose performance is expected to be:

 Higher than Massachusetts Not significantly different from Massachusetts Lower than Massachusetts Belgium—Flemish (Australia) (Colombia) Czech Republic (Austria) Cyprus Hong Kong (Belgium—French) (Greece) Japan (Bulgaria) Iceland Korea Canada Iran, Islamic Republic Singapore (Denmark) (Kuwait) Slovak Republic (England) (Lithuania) (Switzerland) France Portugal (Germany) (Romania) Hungary (South Africa) Ireland Spain (Israel) (Latvia—LSS) (Netherlands) New Zealand Norway Russian Federation (Scotland) (Slovenia) Sweden (Thailand) United States (average)

### State/Jurisdiction: (Michigan)

If the public school students in Michigan participated in TIMSS, how would their average performance in mathematics compare to that of students in the 41 nations that took TIMSS at grade 8?

Nations whose performance is expected to be:

 Higher than Michigan Not significantly different from Michigan Lower than Michigan (Austria) (Australia) (Colombia) Belgium—Flemish (Belgium—French) Cyprus Czech Republic (Bulgaria) (Greece) Hong Kong Canada Iran, Islamic Republic Japan (Denmark) (Kuwait) Korea (England) (Lithuania) Singapore France Portugal Slovak Republic (Germany) (Romania) (Slovenia) Hungary (South Africa) (Switzerland) Iceland Spain Ireland (Israel) (Latvia—LSS) (Netherlands) New Zealand Norway Russian Federation (Scotland) Sweden (Thailand) United States (average)

### State/Jurisdiction: Minnesota

If the public school students in Minnesota participated in TIMSS, how would their average performance in mathematics compare to that of students in the 41 nations that took TIMSS at grade 8?

Nations whose performance is expected to be:

 Higher than Minnesota Not significantly different from Minnesota Lower than Minnesota Belgium—Flemish (Australia) (Colombia) Czech Republic (Austria) Cyprus Hong Kong (Belgium—French) (Denmark) Japan (Bulgaria) (England) Korea Canada (Greece) Singapore France Iceland (Germany) Iran, Islamic Republic Hungary (Kuwait) Ireland (Latvia—LSS) (Israel) (Lithuania) (Netherlands) Norway New Zealand Portugal Russian Federation (Romania) Slovak Republic (Scotland) (Slovenia) (South Africa) Sweden Spain (Switzerland) United States (average) (Thailand)

### State/Jurisdiction: Minnesota*

How did the students in Minnesota perform in grade 8 mathematics in comparison to the students in the 41 nations that participated in TIMSS?

Nations whose performance was:

 Higher than Minnesota Not significantly different from Minnesota Lower than Minnesota Belgium—Flemish (Australia) (Colombia) Czech Republic (Austria) Cyprus Hong Kong (Belgium—French) (Denmark) Japan (Bulgaria) (Greece) Korea Canada Iceland Singapore (England) Iran, Islamic Republic France (Kuwait) (Germany) (Latvia—LSS) Hungary (Lithuania) Ireland Norway (Israel) Portugal (Netherlands) (Romania) New Zealand (Scotland) Russian Federation (South Africa) Slovak Republic Spain (Slovenia) United States (average) Sweden (Switzerland) (Thailand)

### State/Jurisdiction: Mississippi

If the public school students in Mississippi participated in TIMSS, how would their average performance in mathematics compare to that of students in the 41 nations that took TIMSS at grade 8?

Nations whose performance is expected to be:

 Higher than Mississippi Not significantly different from Mississippi Lower than Mississippi (Australia) Iran, Islamic Republic (Colombia) (Austria) Portugal (Kuwait) Belgium—Flemish (South Africa) (Belgium—French) (Bulgaria) Canada Cyprus Czech Republic (Denmark) (England) France (Germany) (Greece) Hong Kong Hungary Iceland Ireland (Israel) Japan Korea (Latvia-LSS) (Lithuania) (Netherlands) New Zealand Norway (Romania) Russian Federation (Scotland) Singapore Slovak Republic (Slovenia) Spain Sweden (Switzerland) (Thailand) United States (average)

### State/Jurisdiction: Missouri

If the public school students in Missouri participated in TIMSS, how would their average performance in mathematics compare to that of students in the 41 nations that took TIMSS at grade 8?

Nations whose performance is expected to be:

 Higher than Missouri Not significantly different from Missouri Lower than Missouri (Austria) (Australia) (Colombia) Belgium—Flemish (Belgium—French) Cyprus (Bulgaria) Canada Iran, Islamic Republic Czech Republic (Denmark) (Kuwait) France (England) (Lithuania) Hong Kong (Germany) Portugal Hungary (Greece) (South Africa) Japan Iceland Korea Ireland (Netherlands) (Israel) Russian Federation (Latvia—LSS) Singapore New Zealand Slovak Republic Norway (Slovenia) (Romania) (Switzerland) (Scotland) Spain Sweden (Thailand) United States (average)

### State/Jurisdiction: (Montana)

If the public school students in Montana participated in TIMSS, how would their average performance in mathematics compare to that of students in the 41 nations that took TIMSS at grade 8?

Nations whose performance is expected to be:

 Higher than Montana Not significantly different from Montana Lower than Montana Belgium—Flemish (Australia) (Colombia) Czech Republic (Austria) Cyprus Hong Kong (Belgium—French) (Denmark) Japan (Bulgaria) (England) Korea Canada (Greece) Singapore France Iceland (Germany) Iran, Islamic Republic Hungary (Kuwait) Ireland (Latvia—LSS) (Israel) (Lithuania) (Netherlands) Norway New Zealand Portugal Russian Federation (Romania) Slovak Republic (Scotland) (Slovenia) (South Africa) Sweden Spain (Switzerland) United States (average) (Thailand)

(Jurisdiction) indicates that the nation, state, or jurisdiction did not satisfy one or more of the sample participation guidelines.
Latvia-LSS: Latvian-speaking schools only
SOURCE: IEA Third International Mathematics and Science Study (TIMSS), 1994-1995, and the National Assessment of Educational Progress (NAEP), 1996.