The most recent U.S. results on international assessments of reading, mathematics, and science are those from the 2011 PIRLS (Progress in International Reading Literacy Study), the 2011 TIMSS (Trends in International Mathematics and Science Study), and the 2012 PISA (Program for International Student Assessment).

NCES used the International Data Explorer to compare the average scores of students in the United States and other participating nations (and sub-national or non-national education systems) in reading, mathematics, and science at grades 4 and 8 and age 15. The results below are based on comparisons of the average scores of different nations with the international average on each assessment. For more information about the calculation of the international averages, see About This Analysis.

Results:
At grade 4, U.S. students performed above the international average in all three subjects, and at grade 8, U.S. students performed above the international average in both mathematics and science (reading is not assessed internationally at grade 8). However, at age 15, U.S. students performed below the international average in mathematics literacy and not measurably different from the international average in reading and science literacy.

>Other education systems with average scores above the international average in at least one subject at grade 4 but below the international average at age 15 in the same subject included Austria, Bulgaria, Croatia, Florida, Hungary, Israel, Italy, Lithuania, Portugal, the Russian Federation, Serbia, Slovak Republic, Slovenia, Spain, and Sweden.

Education systems that scored above the international average in all subjects and age/grade levels included Chinese Taipei, Finland, Hong Kong-China, and Singapore, as well as Japan and Korea, each of which administered all assessments except grade 4 reading.

Several U.S. states participated in the 2011 and 2012 international assessments:

>Florida participated in all assessments, and was above the international average in reading, mathematics, and science at grade 4, and mathematics and science at grade 8. At age 15, Florida was not measurably different from the OECD average in reading, and below the OECD average in mathematics and science.
>Massachusetts participated in all assessments except those at grade 4, and was above the international average in each one.
>Connecticut participated in all assessments except those at grade 4, and was above the international average in both mathematics and science at grade 8 and above the OECD average in reading and science at age 15. It was not measurably different from the OECD average in mathematics at age 15.
>North Carolina was above average in mathematics and science at grades 4 and 8 (and did not participate in grade 4 reading or at age 15 in any subject).
>Colorado, Indiana, and Minnesota were all above the international average in both mathematics and science at grade 8, the only grade and subjects in which they particpated.
>California's average scores were not measurably different from the international average in mathematics and science at grade 8, the only grade and subjects in which it participated.
>Alabama's average scores were below the international average in both mathematics and science at grade 8, the only grade and subjects in which it participated.

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To download the International Data Explorer output on which this page is based, please use the links below:

• mathematics age 15
• mathematics age 15 tests
• science age 15
• science age 15 tests
• reading age 15
• reading age 15 tests
• reading grade 4
• reading grade 4 tests
• math grade 4
• math grade 4 tests
• science grade 4
• science grade 4 tests
• math grade 8
• math grade 8 tests
• science grade 8
• science grade 8 tests

This analysis was produced using the NCES International Data Explorer, a web-based data tool that allows users to quickly and easily produce tables, charts, and maps comparing the performance and educational contexts of students in the United States and nations (and sub-national or non-national education systems) around the world. The International Data Explorer is available at:

http://nces.ed.gov/surveys/international/IDE

This analysis compares the average scores of participating education systems (in most cases countries, but in some cases sub-national or non-national entities) with the international average score.

• For reading at grade 4, the international average is the PIRLS Scale Average, set originally as the mean score of the participating countries in the first round of PIRLS (2001). Successive PIRLS assessments since then have scaled the achievement data so that scores are equivalent from assessment to assessment.

• For mathematics and science at grades 4 and 8, the international average is the TIMSS Scale Average, set originally as the mean score of participating countries in the first round of TIMSS (1995). Successive TIMSS assessments since then have scaled the achievement data so that scores are equivalent from assessment to assessment.

• For mathematics, reading, and science literacy at age 15, the international average is the PISA 2012 mean score of the OECD (Organization for Economic Cooperation and Development) countries, which is a group of 34 industrialized countries.

Suggested citation: Scheller, C. & Malley, L. (2014). Average Performance of U.S. Students Relative to International Peers on the Most Recent International Assessments in Reading, Mathematics, and Science: Results from PIRLS 2011, TIMSS 2011 and PISA 2012. U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date], from http://nces.ed.gov/surveys/international/report-library.asp

PIRLS: The Progress in International Reading Literacy Study is an international comparative study of the reading literacy of fourth-grade students. The most recent PIRLS data are from 2011, when 53 education systems (including 8 benchmarking systems) participated. For more information on PIRLS, please visit: http://nces.ed.gov/surveys/PIRLS

TIMSS: The Trends in International Mathematics and Science Study is an international comparative study of the mathematics and science achievement of fourth- and eighth-grade students. The most recent TIMSS data are from 2011, when 57 education systems (including 7 benchmarking systems) participated at grade 4 and 56 education systems (including 14 benchmarking systems) participated at grade 8. For more information on TIMSS, please visit: http://nces.ed.gov/TIMSS

PISA: The Program for International Student Assessment is an international comparative study of the capabilities of 15-year-old students in reading, mathematics, and science literacy. The most recent PISA data are from 2012, when 65 education systems participated. For more information on PISA, please visit: http://nces.ed.gov/surveys/PISA