Average TIMSS mathematics scores of fourth-grade students, by jurisdiction: 1995, 2003, and 2007

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Table B.1.10a.

Average TIMSS mathematics scores of fourth-grade students, by jurisdiction: 1995, 2003, and 2007

	1995					2003					2007
Jurisdiction	Average score			s.e.		Average score			s.e.		Average score			s.e.
TIMSS scale average		500		0.0	▼		500		0.0	▼		500		0.0	▼

Algeria		—		†			—		†			378		5.2	▼
Armenia		—		†			456		3.5	▼		500		4.3	▼
Australia		495		3.4	▼		499	²	3.9	▼		516		3.5	▼
Austria		531	¹	2.9	∆		—		†			505		2.0	▼
Belgium (Flemish)		—		†			551		1.8	∆		—		†

Canada		506		3.4	▼		—		†			—		†
Chinese Taipei		—		†			564		1.8	∆		576		1.7	∆
Colombia		—		†			—		†			355		5.0	▼
Cyprus		475		3.2	▼		510		2.4	▼		—		†
Czech Republic		541		3.1	∆		—		†			486		2.8	▼

Denmark		—		†			—		†			523	²	2.4
El Salvador		—		†			—		†			330		4.1	▼
England		484	^2,3	3.3	▼		531	²	3.7	∆		541		2.9	∆
Georgia		—		†			—		†			438	⁴	4.2	▼
Germany		—		†			—		†			525		2.3

Greece		463		5.6	▼		—		†			—		†
Hong Kong SAR⁵		557		4.0	∆		575	²	3.2	∆		607		3.6	∆
Hungary		521		3.6			529	⁶	3.1	∆		510		3.5	▼
Iceland		453		3.0	▼		—		†			—		†
Indonesia		(7)		†			—		†			—		†

Iran, Islamic Republic of		387		5.0	▼		389	⁶	4.2	▼		402		4.1	▼
Ireland		523		3.5			—		†			—		†
Israel		(8)		†			—		†			—		†
Italy		(7)		†			503		3.7	▼		507		3.1	▼
Japan		567		1.9	∆		565		1.6	∆		568		2.1	∆

Kazakhstan		—		†			—		†			549	⁴	7.1	∆
Korea		581		1.8	∆		—		†			—		†
Kuwait		(8)		†			—		†			316	⁹	3.6	▼
Latvia (LSS)¹⁰		499	^1,4	4.6	▼		533	⁴	3.1	∆		537	⁴	2.3	∆
Lithuania		—		†			534	⁴	2.8	∆		530	⁴	2.4

Mexico		(11)		†			—		†			—		†
Moldova, Republic of		—		†			504		4.9	▼		—		†
Morocco		—		†			347		5.1	▼		341		4.7	▼
Netherlands		549	¹	3.0	∆		540	²	2.1	∆		535	¹²	2.1
New Zealand¹³		469		4.4	▼		496		2.1	▼		492		2.3	▼

Norway		476		3.0	▼		451		2.3	▼		473		2.5	▼
Philippines		—		†			358		7.9	▼		—		†
Portugal		442		3.9	▼		—		†			—		†
Qatar		—		†			—		†			296		1.0	▼
Russian Federation		—		†			532	⁶	4.7	∆		544		4.9	∆

Scotland		493	^2,6	4.2	▼		490	²	3.3			494	²	2.2	▼
Singapore		590		4.5	∆		594		5.6	∆		599		3.7	∆
Slovak Republic		—		†			—		†			496		4.5	▼
Slovenia		462		3.1	▼		479		2.6	▼		502		1.8	▼
Sweden		—		†			—		†			503		2.5	▼

Thailand		(8)		†			—		†			—		†
Tunisia		—		†			339		4.7	▼		327		4.5	▼
Ukraine		—		†			—		†			469		2.9	▼
United States		518		*3.0*			518	²	*2.4*			529	^2,6	*2.4*
Yemen		—		†			—		†			224		6.0	▼

∆ Score is higher than U.S. score (p <.05).

▼ Score is lower than U.S. score (p <.05).

— Not available. (Data were not collected or not reported.)

† Not applicable.

¹Did not satisfy sampling participation rates.

²Met guidelines for sample participation rates only after substitute schools were included.

³National Defined Population covers less than 90 percent of the National Target Population (but at least 77 percent).

⁴National Target Population did not include all of the International Target Population defined by the Trends in International Mathematics and Science Study (TIMSS).

⁵Hong Kong is a Special Administrative Region (SAR) of the People's Republic of China.

⁶National Defined Population covers 90 percent to 95 percent of the National Target Population.

⁷Indonesia and Italy were unable to complete the steps necessary for their data to appear in TIMSS 1995 report.

⁸Data not shown because of unapproved sampling procedures at classroom level and failure to meet other guidelines.

⁹Kuwait tested the same cohort of students as other countries, but later in 2007, at the beginning of the next school year.

¹⁰Only Latvian-speaking schools (LSS) are included.

¹¹Mexico participated in the testing portion of TIMSS, but chose not to release its results at grades 3 and 4 in the international report.

¹²Nearly satisfied guidelines for sample participation rates only after substitute schools were included.

¹³Estimates for New Zealand have been computed for students taught in English only, which represents 98 to 99 percent of the student population.

NOTE: Mathematics scores are reported on a scale from 0 to 1,000. The TIMSS 1995 average scores were rescaled to allow for trend analysis. For more details, see appendix A of Provasnik, Gonzales, and Miller (2009). The tests for significance take into account the standard error for the reported difference. Thus, a small difference between the United States and one jurisdiction may be significant while a large difference between the United States and another jurisdiction may not be significant. Standard error is noted by s.e.

SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), 1995, 2003, and 2007. Provasnik, S., Gonzales, P., and Miller, D. (2009). U.S. Performance Across International Assessments of Student Achievement: Special Supplement to The Condition of Education 2009 (NCES 2009-083), table A-3. National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education

U.S. Department of Education
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National Center for Education Statistics