Suggested Citation: Provasnik, S., Kastberg, D., Ferraro, D., Lemanski, N., Roey, S., and Jenkins, F. (2012). Highlights From TIMSS 2011: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context (NCES 2013-009). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
|Table 1. Average mathematics scores of 8th-grade students in California public schools compared with other participating education systems: 2011|
|Education systems higher than California|
|Korea, Rep. of||Colorado-USA|
|Education systems not measurably different from California|
|Education systems lower than California|
|Norway||Iran, Islamic Rep. of|
|United Arab Emirates||Palestinian Nat'l Auth.|
|Abu Dhabi-UAE||Syrian Arab Republic|
|Macedonia, Rep. of|
|SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), 2011.|
|Table 2. Average mathematics scores in grade for selected student groups in public schools in California: 2011|
|Reporting groups||Average score|
|TIMSS scale average||500|
|Percentage of public school students eligible for free or reduced-price lunch|
|Less than 10 percent||524|
|10 to 24.9 percent||540||*|
|25 to 49.9 percent||530||*|
|50 to 74.9 percent||489|
|75 percent or more||455||*|
|*p<.05. Difference between score and TIMSS scale average is significant. |
NOTE: Black includes African American and Hispanic includes Latino. Racial categories exclude Hispanic origin. Not all race/ethnicity categories are shown, but they are all included in the U.S. and state totals shown throughout the report. The standard errors of the estimates are shown in table E-13 available at http://nces.ed.gov/pubsearch/pubsinfor.asp?pubid=2013009.
SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), 2011.