Massachusetts was one of two states (Minnesota being the other) that participated in the most recently released Trends in International Mathematics and Science Study (TIMSS) in 2007.
The following analysis used the International Data Explorer, a web-based data tool on the NCES website which allows users to produce their own statistical analyses online, to compare the results of Massachusetts students with those of their peers around the world in mathematics and science at grades 4 and 8. Results are presented for average scores and percentage of students reaching the highest TIMSS international benchmark (the Advanced International Benchmark) for all students, as well as for the following subgroups of students: boys, girls, language minority students, and immigrant students. For more information about this analysis, see About This Analysis.
Results:
In mathematics at grade 4, two education systems (Hong Kong-China and Singapore)
had average scores higher than Massachusetts; they also had higher percentages of
students reaching the Advanced International Benchmark. Two education systems (Chinese
Taipei and Japan) had average scores not measurably different from Massachusetts;
the same two, in addition to Kazakhstan and Minnesota, had percentages of students
reaching the Advanced International Benchmark not measurably different from Massachusetts.
Among other grade 4 mathematics results:
-The grade 4 mathematics average score for language minority students was higher in Kazakhstan than in Massachusetts, though Kazakhstan's overall average was lower than in Massachusetts.
In mathematics at grade 8, five education systems (Chinese Taipei, Rep. of Korea, Singapore, Hong Kong-China, and Japan) had higher average scores than Massachusetts; the same set of education systems had higher percentages of 8th-graders reaching the Advanced International Benchmark. All other education systems had lower average scores and lower percentages of students reaching the Advanced International Benchmark. Among other grade 8 mathematics results:
-The grade 8 mathematics average scores for language minority students and immigrant students were higher in British Columbia-Ca. than in Massachusetts, though British Columbia's overall average was lower than in Massachusetts.
In science at grade 4, Singapore was the only education system with a higher average score or with a higher percentage of students reaching the Advanced benchmark than Massachusetts (Singapore was higher on both measures). Among other grade 4 science results:
-In addition to Singapore, only Kazakhstan had a higher average score than Massachusetts among language minority students and only Hong Kong-China had a higher average score among immigrant students.
In science at grade 8, no countries had measurably higher average scores than Massachusetts. Singapore, Chinese Taipei, Japan, and the Republic of Korea had average scores not measurably different from Massachusetts. Among other grade 8 science results:
-Singapore and Chinese Taipei had higher percentages of 8th-graders reaching the Advanced International Benchmark in science than Massachusetts.
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use the links below:
This analysis was produced using the NCES International Data Explorer, a web-based data tool that allows users to quickly and easily produced tables, charts, and maps comparing the performance and educational contexts of students in the United States and countries around the world. The International Data Explorer is available at: http://nces.ed.gov/surveys/international/IDE
This analysis compares the TIMSS performance of Massachusetts students in grades 4 and 8 with the performance of the United States as a whole, other countries and sub-national or non-national education systems that participated in TIMSS 2007, and the TIMSS Scale Average.
Comparisons are made on average scores in mathematics and science at grades 4 and 8 and on the percentage reaching the TIMSS Advanced International Benchmark. Those students reaching the Advanced International Benchmark achieved a TIMSS score of 625 or higher.
Comparisons are made for all students, boys, girls, language minority students (students who reported they spoke the language of the test at home "sometimes" or "never," as opposed to those students who reported speaking the test language at home "always" or "almost always"), and immigrant students (students who reported they were born outside of the country).
The TIMSS Scale Average is the mean score of participating countries in the first round of TIMSS (1995). TIMSS anchored its scale average in its first round in order to facilitate comparisons over time.
The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of the mathematics and science achievement of fourth- and eighth-grade students. For more information on TIMSS, please visit: http://nces.ed.gov/TIMSS
Education systems participating in TIMSS 2007 included:
Grade 4: Alberta-Ca., Algeria, Armenia, Australia, Austria, Br. Columbia-Ca., Chinese Taipei, Colombia, Czech Rep., Denmark, Dubai-UAE, El Salvador, England-UK, Georgia, Germany, Hong Kong-China, Hungary, Islamic Rep. of Iran, Italy, Japan, Kazakhstan, Kuwait, Latvia, Lithuania, Massachusetts-USA, Minnesota-USA, Morocco, Netherlands, New Zealand, Norway, Ontario-Ca., Qatar, Quebec-Ca., Russian Fed., Scotland-UK, Singapore, Slovak Rep., Slovenia, Sweden, Tunisia, Ukraine, USA, Yemen
Grade 8: Algeria, Armenia, Australia, Bahrain, Basque Co.-Sp., Bosnia and Herzegovina, Botswana, Br. Columbia-Ca., Bulgaria, Chinese Taipei, Colombia, Cyprus, Czech Rep., Dubai-UAE, Egypt, El Salvador, England-UK, Georgia, Ghana, Hong Kong-China, Hungary, Indonesia, Islamic Rep. of Iran, Israel, Italy, Japan, Jordan, Rep. of Korea, Kuwait, Lebanon, Lithuania, Malaysia, Malta, Massachusetts-USA, Minnesota-USA, Morocco, Norway, Oman, Ontario-Ca., Palestinian Nat'l Auth., Qatar, Quebec-Ca., Romania, Russian Fed., Saudi Arabia, Scotland-UK, Serbia, Singapore, Slovenia, Sweden, Syrian Arab Rep., Thailand, Tunisia, Turkey, Ukraine, USA
Excel Version
| All students | Boys (49%) | Girls (51%) | Students who speak the test language at home sometimes or never (7%)1 | Students not born in the country (11%)1 |
|---|---|---|---|---|
| Massachusetts average scores | ||||
| 572 | 578 | 567 | 530 | 535 |
| Education systems higher than Massachusetts | ||||
| Hong Kong-Ch., Singapore | Hong Kong-Ch., Singapore | Hong Kong-Ch., Singapore | Singapore, Hong Kong-Ch., Kazakhstan | Singapore, Hong Kong-Ch. |
| Education systems not measurably different from Massachusetts | ||||
| Ch. Taipei, Japan | Ch. Taipei, Japan | Ch. Taipei, Japan, Kazakhstan | Ch. Taipei, Russian Fed., Latvia, Netherlands, Quebec-Ca., Lithuania, Minnesota-USA | Kazakhstan, Ch. Taipei |
| Education systems lower than Massachusetts | ||||
| Minnesota-USA, Kazakhstan, Russian Fed., England-UK, Latvia, Netherlands, Lithuania, USA, Germany, Denmark, Quebec-Ca., Australia, Ontario-Ca., Hungary, Italy, Austria, Alberta-Ca., Br. Columbia-Ca., Sweden, Slovenia, Armenia, Slovak Rep., Scotland-UK, New Zealand, Czech Rep., Norway, Ukraine, Dubai-UAE, Georgia, Islamic Rep. of Iran, Algeria, Colombia, Morocco, El Salvador, Tunisia, Kuwait, Qatar, Yemen | Minnesota-USA, Kazakhstan, England-UK, Russian Fed., Netherlands, Latvia, USA, Germany, Lithuania, Denmark, Quebec-Ca., Australia, Ontario-Ca., Italy, Austria, Hungary, Alberta-Ca., Br. Columbia-Ca., Sweden, Slovenia, Slovak Rep., Scotland-UK, Armenia, New Zealand, Czech Rep., Norway, Ukraine, Dubai-UAE, Georgia, Islamic Rep. of Iran, Algeria, Colombia, Morocco, El Salvador, Tunisia, Kuwait, Qatar, Yemen | Minnesota-USA, Russian Fed., England-UK, Latvia, Netherlands, Lithuania, USA, Denmark, Germany, Quebec-Ca., Australia, Ontario-Ca., Hungary, Armenia, Br. Columbia-Ca., Alberta-Ca., Sweden, Slovenia, Italy, Austria, Slovak Rep., New Zealand, Scotland-UK, Czech Rep., Norway, Ukraine, Dubai-UAE, Georgia, Islamic Rep. of Iran, Algeria, Colombia, Morocco, Tunisia, Kuwait, El Salvador, Qatar, Yemen | Ontario-Ca., Br. Columbia-Ca., Alberta-Ca., England-UK, USA, Australia, Germany, Armenia, Italy, Ukraine, Denmark, Slovenia, Austria, Sweden, Czech Rep., Scotland-UK, New Zealand, Slovak Rep., Norway, Dubai-UAE, Hungary, Georgia, Algeria, Islamic Rep. of Iran, Morocco, Tunisia, Kuwait, Colombia, El Salvador, Qatar, Yemen | Netherlands, Armenia, Russian Fed., Ontario-Ca., Minnesota-USA, Br. Columbia-Ca., Alberta-Ca., Denmark, Quebec-Ca., England-UK, Australia, Germany, Latvia, Italy, USA, Sweden, New Zealand, Austria, Slovenia, Lithuania, Dubai-UAE, Norway, Czech Rep., Scotland-UK, Hungary, Ukraine, Slovak Rep., Islamic Rep. of Iran, Georgia, Algeria, Colombia, Morocco, El Salvador, Tunisia, Kuwait, Qatar, Yemen |
| Percentage of Massachusetts students reaching the Advanced International Benchmark | ||||
| 22% | 25% | 20% | 8% | 12% |
| Singapore, Hong Kong-Ch. | Singapore, Hong Kong-Ch. | Hong Kong-Ch., Singapore | Singapore, Hong Kong-Ch. | Singapore, Hong Kong-Ch. |
| Education systems not measurably different from Massachusetts | ||||
| Ch. Taipei, Japan, Kazakhstan, Minnesota-USA | Ch. Taipei, Japan, Minnesota-USA, Kazakhstan | Ch. Taipei, Japan, Kazhakstan, Minnesota-USA, Russian Fed., England-UK | Kazakhstan, Russian Fed., Ch. Taipei, Australia, Armenia, England-UK, Lithuania, Latvia, Italy, Br. Columbia-Ca., Minnesota-USA, Quebec-Ca., Ontario-Ca., New Zealand, Netherlands, USA , Alberta-Ca., Germany, Hungary, Ukraine, Slovak Rep., Denmark, Sweden, Dubai-UAE, Austria, Czech Rep., Norway, Georgia, Scotland-UK, Slovenia, Algeria, Columbia, El Salvador, Islamic Rep. of Iran, Kuwait, Morocco, Qatar, Tunisia, Yemen | Kazakhstan, Armenia, Ch. Taipei, Australia, Minnesota-USA, England-UK, Br. Columbia-Ca., New Zealand, Russian Fed., Italy, Latvia, Ontario-Ca., USA, Alberta-Ca., Quebec-Ca., Dubai-UAE, Netherlands, Denmark, Hungary, Lithuania, Germany, Slovak Rep., Sweden |
| Education systems lower than Massachusetts | ||||
| England-UK, Russian Fed., Latvia, USA, Lithuania, Hungary, Australia, Armenia, Denmark, Netherlands, Germany, Italy, Quebec-Ca., New Zealand, Slovak Rep., Br. Columbia-Ca., Ontario-Ca., Scotland-UK, Alberta-Ca., Slovenia, Austria, Sweden, Ukraine, Czech Rep., Dubai-UAE, Norway, Georgia, Algeria, Colombia, El Salvador, Islamic Rep. of Iran, Kuwait, Morocco, Qatar, Tunisia, Yemen | England-UK, Russian Fed., USA, Latvia, Lithuania, Australia, Hungary, Denmark, Netherlands, Armenia, Germany, Italy, Quebec-Ca., New Zealand, Slovak Rep., Scotland-UK, Ontario-Ca., Br. Columbia-Ca., Slovenia, Alberta-Ca., Austria, Sweden, Czech Rep., Ukraine, Norway, Dubai-UAE, Georgia, Colombia, Algeria, El Salvador, Islamic Rep. of Iran, Kuwait, Morocco, Qatar, Tunisia, Yemen | Latvia, Armenia, Lithuania, USA, Hungary, Australia, Denmark, Netherlands, Germany, Quebec-Ca., Italy, New Zealand, Slovak Rep., Br. Columbia-Ca., Ontario-Ca., Scotland-UK, Alberta-Ca., Slovenia, Austria, Ukraine, Sweden, Dubai-UAE, Norway, Georgia, Czech Rep., Algeria, Colombia, El Salvador, Islamic Rep. of Iran, Kuwait, Morocco, Qatar, Tunisia, Yemen | † | Norway, Ukraine, Scotland-UK, Austria, Czech Rep., Algeria, Colombia, El Salvador, Georgia, Islamic Rep. of Iran, Kuwait, Morocco, Qatar, Slovenia, Tunisia, Yemen |
† Not applicable. No countries in this category.
1 Scores were not reported for Japan, as reporting standards were not met.
NOTE: The TIMSS scale average score is 500 with a standard deviation of 100. In the table, countries' education systems are in order of their respective scores. Countries' education systems participating in TIMSS 2007 at grade 4 include Alberta-Ca., Algeria, Armenia, Australia, Austria, Br. Columbia-Ca., Ch. Taipei, Colombia, Czech Rep., Denmark, Dubai-UAE, El Salvador, England, Georgia, Germany, Hong Kong-Ch., Hungary, Islamic Rep. of Iran, Italy, Japan, Kazakhstan, Kuwait, Latvia, Lithuania, Massachusetts-USA, Minnesota-USA, Morocco, Netherlands, New Zealand, Norway, Ontario-Ca., Qatar, Quebec-Ca., Russian Fed., Scotland, Singapore, Slovak Rep., Slovenia, Sweden, Tunisia, Ukraine, USA, Yemen.
SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), 2007.
Excel Version
| All students | Boys (50%) | Girls (50%) | Students who speak the test language at home sometimes or never (8%)1 | Students not born in the country (9%)2 |
|---|---|---|---|---|
| Massachusetts average scores | ||||
| 547 | 550 | 544 | 494 | 497 |
| Education systems higher than Massachusetts | ||||
| Ch. Taipei, Rep. of Korea, Singapore, Hong Kong-Ch., Japan | Rep. of Korea, Ch. Taipei, Singapore, Japan, Hong Kong-Ch. | Singapore, Ch. Taipei, Rep. of Korea, Hong Kong-Ch., Japan | Singapore, Rep. of Korea, Ch. Taipei, Br. Columbia-Ca., Quebec-Ca. | Singapore, Hong Kong-Ch., Br. Columbia-Ca., Ontario-Ca. |
| Education systems not measurably different from Massachusetts | ||||
| † | † | † | England-UK, Ontario-Ca., Japan, Hong Kong-Ch., Basque Co.-Sp., Russian Fed., Malaysia, Minnesota-USA, Lithuania, Czech Rep., Armenia, Australia, Malta | Quebec-Ca., Armenia, Russian Fed., Australia, Ch. Taipei, England-UK, Dubai-UAE, Czech Rep., Minnesota-USA, Hungary |
| Education systems lower than Massachusetts | ||||
| Minnesota-USA, Quebec-Ca., Ontario-Ca., Hungary, England-UK, Russian Fed., Br. Columbia-Ca., USA, Lithuania, Czech Rep., Slovenia, Armenia, Basque Co.-Sp., Australia, Sweden, Malta, Scotland-UK, Serbia, Italy, Malaysia, Norway, Cyprus, Bulgaria, Israel, Ukraine, Romania, Dubai-UAE, Bosnia and Herzegovina, Lebanon, Thailand, Turkey, Jordan, Tunisia, Georgia, Islamic Rep. of Iran, Bahrain, Indonesia, Syrian Arab Rep., Egypt, Algeria, Morocco, Colombia, Oman, Palestinian Nat'l Auth., Botswana, Kuwait, El Salvador, Saudi Arabia, Ghana, Qatar | Minnesota-USA, Quebec-Ca., Ontario-Ca., Hungary, England, Br. Columbia-Ca., USA, Russian Fed., Australia, Slovenia, Czech Rep., Lithuania, Basque Co.-Sp., Armenia, Sweden, Scotland-UK, Malta, Serbia, Italy, Malaysia, Norway, Israel, Dubai-UAE, Ukraine, Bulgaria, Lebanon, Bosnia and Herzegovina, Cyprus, Romania, Turkey, Tunisia, Thailand, Jordan, Georgia, Syrian Arab Rep., Islamic Rep. of Iran, Colombia, Indonesia, Algeria, Morocco, Egypt, Bahrain, Botswana, El Salvador, Palestinian Nat'l Auth., Oman, Kuwait, Ghana, Saudi Arabia, Qatar | Minnesota-USA, Quebec-Ca., Hungary, Russian Fed., Ontario-Ca., England-UK, Lithuania, USA, Br. Columbia-Ca., Czech Rep., Armenia, Slovenia, Basque Co.-Sp., Sweden, Serbia, Australia, Malta, Scotland-UK, Malaysia, Italy, Cyprus, Norway, Bulgaria, Romania, Ukraine, Israel, Dubai-UAE, Bosnia and Herzegovina, Thailand, Lebanon, Jordan, Turkey, Bahrain, Georgia, Tunisia, Islamic Rep. of Iran, Indonesia, Oman, Egypt, Syrian Arab Rep., Palestinian Nat'l Auth., Algeria, Morocco, Botswana, Colombia, Kuwait, Saudi Arabia, El Salvador, Qatar, Ghana | USA, Ukraine, Dubai-UAE, Slovenia, Sweden, Scotland-UK, Lebanon, Israel, Norway, Bosnia and Herzegovina, Cyprus, Tunisia, Serbia, Jordan, Thailand, Romania, Bahrain, Bulgaria, Egypt, Indonesia, Georgia, Morocco, Algeria, Syrian Arab Rep., Oman, Islamic Rep. of Iran, Turkey, Palestinian Nat'l Auth., Botswana, Kuwait, Colombia, Saudi Arabia, Ghana, Qatar, El Salvador | USA, Sweden, Serbia, Bosnia and Herzegovina, Italy, Scotland-UK, Basque Co.-Sp., Slovenia, Lithuania, Norway, Israel, Malta, Malaysia, Cyprus, Lebanon, Bulgaria, Tunisia, Turkey, Ukraine, Jordan, Romania, Bahrain, Georgia, Syrian Arab Rep., Egypt, Indonesia, Botswana, Palestinian Nat'l Auth., Kuwait, Morocco, Colombia, Oman, Saudi Arabia, El Salvador, Qatar, Ghana |
| Percentage of Massachusetts students reaching the Advanced International Benchmark | ||||
| 16% | 17% | 15% | 6% | 7% |
| Education systems higher than Massachusetts | ||||
| Ch. Taipei, Rep. of Korea, Singapore, Hong Kong-Ch., Japan | Ch. Taipei, Rep. of Korea, Singapore, Hong Kong-Ch., Japan | Ch. Taipei, Singapore, Rep. of Korea, Hong Kong-Ch., Japan | Singapore, Ch. Taipei, Rep. of Korea, Hong Kong-Ch. | Singapore, Hong Kong-Ch., Ch. Taipei |
| Education systems not measurably different from Massachusetts | ||||
| † | † | † | Japan, England-UK, Australia, Ontario-Ca., Quebec-Ca., Br. Columbia-Ca., Armenia, Lithuania, Malaysia, Malta, Russian Fed., Czech Rep., Ukraine, Dubai-UAE, USA, Minnesota-USA, Scotland-UK, Basque Co.-Sp., Israel, Jordan, Cyprus, Sweden, Bulgaria | Br. Columbia-Ca., Ontario-Ca., Armenia, England-UK, Australia, Quebec-Ca., Dubai-UAE, Hungary, Turkey, Russian Fed., Minnesota-USA, Malta, USA, Lithuania, Scotland-UK, Israel, Czech Rep. |
| Education systems lower than Massachusetts | ||||
| Hungary, England-UK, Russian Fed., Quebec-Ca., Minnesota-USA, Lithuania, USA, Australia, Ontario-Ca., Armenia, Czech Rep., Turkey, Serbia, Br. Columbia-Ca., Malta, Bulgaria, Slovenia, Israel, Romania, Scotland-UK, Dubai-UAE, Thailand, Ukraine, Italy, Malaysia, Cyprus, Sweden, Basque Co.-Sp., Jordan, Bosnia and Herzegovina, Islamic Rep. of Iran, Lebanon, Georgia, Egypt, Algeria, Bahrain, Botswana, Colombia, El Salvador, Ghana, Indonesia, Kuwait, Morocco, Norway, Oman, Palestinian Nat'l Auth., Qatar, Saudi Arabia, Syrian Arab Rep., Tunisia | Hungary, England-UK, Quebec-Ca., Russian Fed., Minnesota-USA, Australia, Ontario-Ca., USA, Lithuania, Br. Columbia-Ca., Malta, Czech Rep., Serbia, Armenia, Turkey, Slovenia, Israel, Scotland-UK, Bulgaria, Dubai-UAE, Romania, Ukraine, Basque Co.-Sp., Italy, Thailand, Sweden, Cyprus, Malaysia, Bosnia and Herzegovina, Jordan, Lebanon, Islamic Rep. of Iran, Georgia, Colombia, Egypt, Algeria, Bahrain, Botswana, El Salvador, Ghana, Indonesia, Kuwait, Morocco, Norway, Oman, Palestinian Nat'l Auth., Qatar, Saudi Arabia, Syrian Arab Rep., Tunisia | Hungary, Russian Fed., Minnesota-USA, Quebec-Ca., England-UK, Lithuania, Armenia, Czech Rep., USA, Turkey, Serbia, Romania, Ontario-Ca., Bulgaria, Br. Columbia-Ca., Australia, Malta, Slovenia, Dubai-UAE, Scotland-UK, Thailand, Israel, Malaysia, Cyprus, Ukraine, Italy, Sweden, Jordan, Basque Co.-Sp., Bosnia and Herzegovina , Islamic Rep. of Iran, Egypt, Georgia, Palestinian Nat'l Auth., Lebanon, Algeria, Bahrain, Botswana, Colombia, El Salvador, Ghana, Indonesia, Kuwait, Morocco, Norway, Oman, Qatar, Saudi Arabia, Syrian Arab Rep., Tunisia | Romania, Serbia, Turkey, Slovenia, Egypt, Lebanon, Thailand, Bahrain, Algeria, Bosnia and Herzegovina, Botswana, Colombia, El Salvador, Georgia, Ghana, Indonesia, Islamic Rep. of Iran, Kuwait, Morocco, Norway, Oman, Palestinian Nat'l Auth., Qatar, Saudi Arabia, Syrian Arab Rep., Tunisia | Serbia, Sweden, Bosnia and Herzegovina, Slovenia, Jordan, Cyprus, Basque Co.-Sp., Bulgaria, Italy, Lebanon, Ukraine, Bahrain, Botswana, Colombia, Egypt, El Salvador, Georgia, Ghana, Indonesia, Kuwait, Malaysia, Morocco, Norway, Oman, Palestinian Nat'l Auth., Qatar, Romania, Saudi Arabia, Syrian Arab Rep., Tunisia |
† Not applicable. No countries in this category.
1 Scores were not reported for Hungary and Italy, as reporting standards were not met.
2 Scores were not reported for Algeria, Islamic Rep. of Iran, Japan, Rep. of Korea, and Thailand, as reporting standards were not met.
NOTE: The TIMSS scale average score is 500 with a standard deviation of 100. In the table, countries' education systems are in order of their respective scores. Countries' education systems participating in TIMSS 2007 at grade 8 include Algeria, Armenia, Australia, Bahrain, Basque Co.-Sp., Bosnia and Herzegovina, Br. Columbia-Ca., Botswana, Bulgaria, Ch. Taipei, Colombia, Cyprus, Czech Rep., Dubai-UAE, Egypt, El Salvador, England, Georgia, Ghana, Hong Kong-Ch., Hungary, Indonesia, Islamic Rep. of Iran, Israel, Italy, Japan, Jordan, Rep. of Rep. of Korea, Kuwait, Lebanon, Lithuania, Malaysia, Malta, Massachusetts-USA, Minnesota-USA, Morocco, Norway, Oman, Ontario-Ca., Palestinian Nat'l Auth., Qatar, Quebec-Ca., Romania, Russian Fed., Saudi Arabia, Scotland, Serbia, Singapore, Slovenia, Sweden, Syrian Arab Republic, Thailand, Tunisia, Turkey, Ukraine, USA.
SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), 2007.
Excel Version
| All students | Boys (49%) | Girls (51%) | Students who speak the test language at home sometimes or never (7%)1 | Students not born in the country (11%)1 |
|---|---|---|---|---|
| Massachusetts average scores | ||||
| 571 | 576 | 566 | 516 | 521 |
| Education systems higher than Massachusetts | ||||
| Singapore | † | Singapore | Singapore, Kazakhstan | Singapore, Hong Kong-Ch. |
| Education systems not measurably different from Massachusetts | ||||
| † | Singapore | † | Hong Kong-Ch., Ch. Taipei, Russian Fed., Ontario-Ca., Latvia, Alberta-Ca., Br. Columbia-Ca., Lithuania, Quebec-Ca., Netherlands, Italy, England-UK, Minnesota-USA, Armenia | Kazakhstan, Ontario-Ca., Br. Columbia-Ca., Alberta-Ca., Ch. Taipei, Russian Fed., Italy, Armenia |
| Education systems lower than Massachusetts | ||||
| Ch. Taipei, Hong Kong-Ch., Minnesota-USA, Japan, Russian Fed., Alberta-Ca., Latvia, England-UK, USA, Br. Columbia-Ca., Hungary, Ontario-Ca., Italy, Kazakhstan, Germany, Australia, Slovak Rep., Austria, Sweden, Netherlands, Slovenia, Quebec-Ca., Denmark, Czech Rep., Lithuania, New Zealand, Scotland-UK, Armenia, Norway, Ukraine, Dubai-UAE, Islamic Rep. of Iran, Georgia, Colombia, El Salvador, Algeria, Kuwait, Tunisia, Morocco, Qatar, Yemen | Ch. Taipei, Hong Kong-Ch., Minnesota-USA, Japan, Alberta-Ca., Russian Fed., Italy, USA, England-UK, Ontario-Ca., Latvia, Hungary, Br. Columbia-Ca., Germany, Kazakhstan, Austria, Slovak Rep., Australia, Netherlands, Sweden, Denmark, Slovenia, Czech Rep., Quebec-Ca., Lithuania, New Zealand, Scotland-UK, Norway, Armenia, Ukraine, Dubai-UAE, Islamic Rep. of Iran, Georgia, Colombia, El Salvador, Algeria, Kuwait, Tunisia, Morocco, Qatar, Yemen | Ch. Taipei, Hong Kong-Ch., Minnesota-USA, Japan, Russian Fed., Latvia, England-UK, Alberta-Ca., Br. Columbia-Ca., USA, Hungary, Kazakhstan, Ontario-Ca., Italy, Sweden, Australia, Slovak Rep., Germany, Austria, Slovenia, Netherlands, Lithuania, Quebec-Ca., Denmark, Czech Rep., New Zealand, Scotland-UK, Armenia, Norway, Ukraine, Dubai-UAE, Islamic Rep. of Iran, Georgia, Colombia, El Salvador, Kuwait, Algeria, Tunisia, Qatar, Morocco, Yemen | Ukraine, Czech Rep., Australia, USA, Slovenia, Hungary, Sweden, Slovak Rep., Austria, Scotland-UK, Germany, New Zealand, Denmark, Dubai-UAE, Norway, Islamic Rep. of Iran, Georgia, Colombia, Kuwait, Algeria, El Salvador, Tunisia, Morocco, Qatar, Yemen | Australia, England-UK, Netherlands, Quebec-Ca., Denmark, Sweden, Minnesota-USA, USA, Latvia, New Zealand, Austria, Germany, Dubai-UAE, Slovenia, Czech Rep., Hungary, Lithuania, Slovak Rep., Islamic Rep. of Iran, Scotland-UK, Norway, Ukraine, Colombia, Georgia, El Salvador, Algeria, Kuwait, Tunisia, Qatar, Morocco, Yemen |
| Percentage of Massachusetts students reaching the Advanced International Benchmark | ||||
| 22% | 25% | 19% | 7% | 9% |
| Education systems higher than Massachusetts | ||||
| Singapore | Singapore | Singapore | Singapore | Singapore |
| Education systems not measurably different from Massachusetts | ||||
| Ch. Taipei, Minnesota-USA | Ch. Taipei, Minnesota-USA | Ch. Taipei, Minnesota-USA, Russian Fed., England-UK, Armenia | Kazakhstan, Armenia, Russian Fed., Ontario-Ca., Ch. Taipei, Italy, Br. Columbia-Ca., Hong Kong-Ch., Alberta-Ca., Australia, Minnesota-USA, Latvia, England-UK, USA, Slovak Rep., Hungary, New Zealand, Quebec-Ca., Lithuania, Ukraine, Dubai-UAE, Czech Rep., Germany, Sweden, Netherlands, Slovenia, Austria, Denmark, Norway, Algeria, Colombia, El Salvador, Georgia, Islamic Rep. of Iran, Kuwait, Morocco, Qatar, Scotland-UK, Tunisia, Yemen | Armenia, Hong Kong-Ch., Br. Columbia-Ca., Ontario-Ca., Australia, Russian Fed., England-UK, Alberta-Ca., New Zealand, Ch. Taipei, Italy, Kazakhstan, Dubai-UAE, Minnesota-USA, USA, Sweden, Slovak Republic, Hungary, Latvia, Czech Rep., Denmark, Quebec-Ca., Austria, Islamic Rep. of Iran, Germany, Slovenia, Lithuania, Netherlands, Scotland-UK |
| Education systems lower than Massachusetts | ||||
| Russian Fed., USA, England-UK, Hong Kong-Ch., Hungary, Italy, Japan, Alberta-Ca., Armenia, Ontario-Ca., Slovak Rep., Br. Columbia-Ca., Australia, Latvia, Germany, Kazakhstan, Austria, Sweden, New Zealand, Czech Rep., Denmark, Slovenia, Quebec-Ca., Dubai-UAE, Scotland-UK, Netherlands, Lithuania, Ukraine, Islamic Rep. of Iran, Norway, Colombia, Georgia, Algeria, El Salvador, Kuwait, Morocco, Qatar, Tunisia, Yemen | Russian Fed., USA, Hong Kong-Ch., Italy, Hungary, England-UK, Alberta-Ca., Ontario-Ca., Japan, Australia, Slovak Rep., Germany, Austria, Armenia, Br. Columbia-Ca., Latvia, Kazakhstan, New Zealand, Czech Rep., Sweden, Denmark, Slovenia, Quebec-Ca., Scotland-UK, Netherlands, Dubai-UAE, Lithuania, Ukraine, Islamic Rep. of Iran, Colombia, Norway, Georgia, El Salvador, Algeria, Kuwait, Morocco, Qatar, Tunisia, Yemen | USA, Hong Kong-Ch., Hungary, Japan, Italy, Alberta-Ca., Br. Columbia-Ca., Ontario-Ca., Latvia, Slovak Rep., Kazakhstan, Australia, Sweden, Germany, New Zealand, Austria, Denmark, Slovenia, Czech Rep., Dubai-UAE, Quebec-Ca., Lithuania, Scotland-UK, Netherlands, Ukraine, Islamic Rep. of Iran, Norway, Algeria, Colombia, El Salvador, Georgia, Kuwait, Morocco, Qatar, Tunisia, Yemen | † | Ukraine, Norway, Algeria, Colombia, El Salvador, Georgia, Kuwait, Morocco, Qatar, Tunisia, Yemen |
† Not applicable. No countries in this category.
1 Scores were not reported for Japan, as reporting standards were not met.
NOTE: The TIMSS scale average score is 500 with a standard deviation of 100. In the table, countries' education systems are in order of their respective scores. Countries' education systems participating in TIMSS 2007 at grade 4 include Alberta-Ca., Algeria, Armenia, Australia, Austria, Br. Columbia-Ca., Ch. Taipei, Colombia, Czech Rep., Denmark, Dubai-UAE, El Salvador, England, Georgia, Germany, Hong Kong-Ch., Hungary, Islamic Rep. of Iran, Italy, Japan, Kazakhstan, Kuwait, Latvia, Lithuania, Massachusetts-USA, Minnesota-USA, Morocco, Netherlands, New Zealand, Norway, Ontario-Ca., Qatar, Quebec-Ca., Russian Fed., Scotland, Singapore, Slovak Rep., Slovenia, Sweden, Tunisia, Ukraine, USA, Yemen.
SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), 2007.
Excel Version
| All students | Boys (50%) | Girls (50%) | Students who speak the test language at home sometimes or never (8%)1 | Students not born in the country (9%)2 |
|---|---|---|---|---|
| Massachusetts average scores | ||||
| 556 | 561 | 551 | 497 | 495 |
| Education systems higher than Massachusetts | ||||
| † | † | Singapore | Singapore | Singapore, Br. Columbia-Ca., Ontario-Ca., Hong Kong-Ch. |
| Education systems not measurably different from Massachusetts | ||||
| Singapore, Ch. Taipei, Japan, Rep. of Korea | Singapore, Ch. Taipei, Rep. of Korea, Japan | Ch. Taipei, Japan, Rep. of Korea, England-UK | England-UK, Czech Rep., Ch. Taipei, Br. Columbia-Ca., Rep. of Korea, Japan, Russian Fed., Ontario-Ca., Basque Co.-Sp., Lithuania, Quebec-Ca., Slovenia, Ukraine, Dubai-UAE, Australia, Hong Kong-Ch., Minnesota-USA | Russian Fed., England-UK, Dubai-UAE, Czech Rep., Australia, Armenia, Quebec-Ca., Hungary, Slovenia, Minnesota-USA, Ch. Taipei |
| Education systems lower than Massachusetts | ||||
| England-UK, Hungary, Czech Rep., Minnesota-USA, Slovenia, Hong Kong-Ch., Russian Fed., Ontario-Ca., Br. Columbia-Ca., USA, Lithuania, Australia, Sweden, Quebec-Ca., Basque Co.-Sp., Scotland-UK, Italy, Dubai-UAE, Armenia, Norway, Ukraine, Jordan, Malaysia, Thailand, Serbia, Bulgaria, Israel, Bahrain, Bosnia and Herzegovina, Romania, Islamic Rep. of Iran, Malta, Turkey, Syrian Arab Rep., Cyprus, Tunisia, Indonesia, Oman, Georgia, Kuwait, Colombia, Lebanon, Egypt, Algeria, Palestinian Nat'l Auth., Saudi Arabia, Morocco, El Salvador, Botswana, Qatar, Ghana | England-UK, Hungary, Czech Rep., Minnesota-USA, Slovenia, Russian Fed., Ontario-Ca., Br. Columbia-Ca., Hong Kong-Ch., USA, Australia, Lithuania, Quebec-Ca., Sweden, Basque Co.-Sp., Italy, Scotland-UK, Ukraine, Norway, Armenia, Dubai-UAE, Serbia, Bosnia and Herzegovina, Malaysia, Jordan, Bulgaria, Israel, Thailand, Malta, Romania, Syrian Arab Rep., Tunisia, Islamic Rep. of Iran, Turkey, Cyprus, Bahrain, Colombia, Indonesia, Lebanon, Georgia, Algeria, Morroco, Egypt, El Salvador, Kuwait, Oman, Palestinian Nat'l Auth., Saudi Arabia, Botswana, Ghana, Qatar | Slovenia, Minnesota-USA, Czech Rep., Hungary, Hong Kong-Ch., Russian Fed., Br. Columbia-Ca., Ontario-Ca., Lithuania, USA, Sweden, Australia, Quebec-Ca., Jordan, Bahrain, Dubai-UAE, Scotland-UK, Armenia, Italy, Basque Co.-Sp., Norway, Ukraine, Thailand, Bulgaria, Malaysia, Israel, Serbia, Romania, Islamic Rep. of Iran, Bosnia and Herzegovina, Cyprus, Turkey, Malta, Oman, Syrian Arab Rep., Kuwait, Tunisia, Georgia, Indonesia, Saudi Arabia, Palestinian Nat'l Auth., Egypt, Lebanon, Algeria, Morocco, Colombia, El Salvador, Botswana, Qatar, Ghana | USA, Jordan, Bahrain, Sweden, Malaysia, Israel, Tunisia, Armenia, Scotland-UK, Malta, Syrian Arab Rep., Bosnia and Herzegovina, Thailand, Oman, Norway, Indonesia, Islamic Rep. of Iran, Kuwait, Cyprus, Egypt, Bulgaria, Romania, Lebanon, Serbia, Morocco, Algeria, Saudi Arabia, Palestinian Nat'l Auth., Georgia, Turkey, Colombia, Botswana, El Salvador, Ghana, Qatar | USA, Sweden, Bosnia and Herzegovina, Italy, Lithuania, Scotland-UK, Basque Co.-Sp., Norway, Israel, Serbia, Bahrain, Jordan, Turkey, Cyprus, Bulgaria, Tunisia, Ukraine, Syrian Arab Rep., Malta, Romania, Malaysia, Lebanon, Kuwait, Indonesia, Georgia, Egypt, Oman, Saudi Arabia, Palestinian Nat'l Auth., Colombia, Morocco, El Salvador, Botswana, Qatar, Ghana |
| Percentage of Massachusetts students reaching the Advanced International Benchmark | ||||
| 20% | 22% | 17% | 10% | 8% |
| Education systems higher than Massachusetts | ||||
| Singapore, Ch. Taipei | Singapore, Ch. Taipei | Singapore | Singapore | Singapore |
| Education systems not measurably different from Massachusetts | ||||
| Japan, England-UK, Rep. of Korea | Rep. of Korea, England-UK, Japan | Ch. Taipei, Japan, England-UK, Rep. of Korea | England-UK, Ch. Taipei, Australia, Ontario-Ca., Rep. of Korea, Japan, Russian Fed., Czech Rep., Malaysia, Br. Columbia-Ca., Quebec-Ca., Israel, Armenia, Jordan, Dubai-UAE, Malta, Lithuania, Hong Kong-Ch., Sweden, Ukraine, Basque Co.-Sp., Romania | Armenia, England-UK, Australia, Hungary, Br. Columbia-Ca., Dubai-UAE, Ontario-Ca., Ch. Taipei, Hong Kong-Ch., Russian Fed., Slovenia, Minnesota-USA, Scotland-UK, Czech Rep., Malta, USA, Quebec-Ca., Turkey, Lithuania, Sweden, Jordan, Bahrain |
| Education systems lower than Massachusetts | ||||
| Hungary, Czech Rep., Slovenia, Russian Fed., Minnesota-USA, Hong Kong-Ch., USA, Armenia, Australia, Lithuania, Ontario-Ca., Br. Columbia-Ca., Sweden, Dubai-UAE, Jordan, Malta, Bulgaria, Scotland-UK, Israel, Quebec-Ca., Italy, Turkey, Ukraine, Thailand, Malaysia, Basque Co.-Sp., Islamic Rep. of Iran, Bahrain, Serbia, Romania, Norway, Bosnia and Herzegovina, Cyprus, Palestinian Nat'l Auth., Lebanon, Syrian Arab Rep., Egypt, Oman, Colombia, Tunisia, Indonesia, Georgia, Kuwait, Algeria, Saudi Arabia, Morocco, El Salvador, Botswana, Qatar, Ghana | Hungary, Czech Rep., Minnesota-USA, Slovenia, Russian Fed., Hong Kong-Ch., USA, Australia, Ontario-Ca., Lithuania, Br. Columbia-Ca., Armenia, Sweden, Dubai-UAE, Malta, Scotland-UK, Quebec-Ca., Israel, Bulgaria, Ukraine, Italy, Basque Co.-Sp., Turkey, Jordan, Malaysia, Thailand, Serbia, Norway, Romania, Islamic Rep. of Iran, Bosnia and Herzegovina, Bahrain, Cyprus, Lebanon, Colombia, Syrian Arab Rep., Palestinian Nat'l Auth., Egypt, Tunisia, Indonesia, Georgia, Algeria, Morocco, El Salvador, Kuwait, Oman, Saudi Arabia, Botswana, Ghana, Qatar | Czech Rep., Hungary, Slovenia, Russian Fed., Minnesota-USA, Armenia, Hong Kong-Ch., USA, Lithuania, Jordan, Dubai-UAE, Sweden, Ontario-Ca., Australia, Br. Columbia-Ca., Bulgaria, Malta, Israel, Scotland-UK, Thailand, Bahrain, Italy, Turkey, Malaysia, Islamic Rep. of Iran, Ukraine, Quebec-Ca., Serbia, Romania, Palestinian Nat'l Auth., Basque Co.-Sp., Norway, Cyprus, Bosnia and Herzegovina, Lebanon, Oman, Egypt, Kuwait, Syrian Arab Rep., Tunisia, Georgia, Indonesia, Saudi Arabia, Algeria, Morocco, Colombia, El Salvador, Botswana, Qatar, Ghana | Scotland-UK, USA, Slovenia, Bahrain, Minnesota-USA, Palestinian Nat'l Auth., Bosnia and Herzegovina, Bulgaria, Thailand, Lebanon, Oman, Egypt, Islamic Rep. of Iran, Turkey, Tunisia, Syrian Arab Rep., Norway, Indonesia, Kuwait, Cyprus, Serbia, Morocco, Algeria, Saudi Arabia, Georgia, Colombia, Botswana, El Salvador, Ghana, Qatar | Israel, Italy, Bosnia and Herzegovina, Bulgaria, Basque Co.-Sp., Palestinian Nat'l Auth., Oman, Norway, Cyprus, Ukraine, Serbia, Romania, Lebanon, Botswana, Colombia, Egypt, El Salvador, Georgia, Ghana, Indonesia, Kuwait, Malaysia, Morocco, Qatar, Saudi Arabia, Syrian Arab Rep., Tunisia |
† Not applicable. No countries in this category.
1 Scores were not reported for Hungary and Italy, as reporting standards were not met.
2 Scores were not reported for Algeria, Islamic Rep. of Iran, Japan, Rep. of Korea, and Thailand, as reporting standards were not met.
NOTE: The TIMSS scale average score is 500 with a standard deviation of 100. In the table, countries' education systems are in order of their respective scores. Countries' education systems participating in TIMSS 2007 at grade 8 include Algeria, Armenia, Australia, Bahrain, Basque Co.-Sp., Bosnia and Herzegovina, Br. Columbia-Ca., Botswana, Bulgaria, Ch. Taipei, Colombia, Cyprus, Czech Rep., Dubai-UAE, Egypt, El Salvador, England, Georgia, Ghana, Hong Kong-Ch., Hungary, Indonesia, Islamic Rep. of Iran, Israel, Italy, Japan, Jordan, Rep. of Rep. of Korea, Kuwait, Lebanon, Lithuania, Malaysia, Malta, Massachusetts-USA, Minnesota-USA, Morocco, Norway, Oman, Ontario-Ca., Palestinian Nat'l Auth., Qatar, Quebec-Ca., Romania, Russian Fed., Saudi Arabia, Scotland, Serbia, Singapore, Slovenia, Sweden, Syrian Arab Republic, Thailand, Tunisia, Turkey, Ukraine, USA.
SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), 2007.
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