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Linking The National Assessment of Educational Progress (NAEP) and The Third International Math and Science Study (TIMSS): Eighth-Grade Results

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: West Virginia

If the public school students in West Virginia 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?

West Virginia

(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

Comparisons of averages tell how typical students perform, but they do not describe how well the best students perform. What is the estimated percentage of students in West Virginia that would perform above the TIMSS Top Ten Percent marker level? What is the estimated percentage that would perform above the Top Half marker level? (Below are estimates of the percentage of students expected to perform above the Top Ten Percent and Top Fifty Percent international marker levels. Each estimate is accompanied by a "Lower bound" and an "Upper bound" that reflect the range of possible values around the estimated percentage.)

West Virginia

SOURCE: Johnson, E.G.(1998)Linking the National Assessment of Educational Progress and the Third International Mathematics and Science Study for Eighth Grade: A Research Report.(Publication No. NCES 98-499). Washington, DC: GPO.

 

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: (Wisconsin)

If the public school students in Wisconsin 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?

Wisconsin

(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

Comparisons of averages tell how typical students perform, but they do not describe how well the best students perform. What is the estimated percentage of students in Wisconsin that would perform above the TIMSS Top Ten Percent marker level? What is the estimated percentage that would perform above the Top Half marker level? (Below are estimates of the percentage of students expected to perform above the Top Ten Percent and Top Fifty Percent international marker levels. Each estimate is accompanied by a "Lower bound" and an "Upper bound" that reflect the range of possible values around the estimated percentage.)

Wisconsin

SOURCE: Johnson, E.G.(1998)Linking the National Assessment of Educational Progress and the Third International Mathematics and Science Study for Eighth Grade: A Research Report.(Publication No. NCES 98-499). Washington, DC: GPO.

 

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: Wyoming

If the public school students in Wyoming 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?

Wyoming

(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

Comparisons of averages tell how typical students perform, but they do not describe how well the best students perform. What is the estimated percentage of students in Wyoming that would perform above the TIMSS Top Ten Percent marker level? What is the estimated percentage that would perform above the Top Half marker level? (Below are estimates of the percentage of students expected to perform above the Top Ten Percent and Top Fifty Percent international marker levels. Each estimate is accompanied by a "Lower bound" and an "Upper bound" that reflect the range of possible values around the estimated percentage.)

Wyoming

SOURCE: Johnson, E.G.(1998)Linking the National Assessment of Educational Progress and the Third International Mathematics and Science Study for Eighth Grade: A Research Report.(Publication No. NCES 98-499). Washington, DC: GPO.



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National Center for Education Statistics - http://nces.ed.gov
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