Average TIMSS mathematics content and cognitive domain scores of fourth-grade students, by jurisdiction: 2007

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Table B.1.11a.

Average TIMSS mathematics content and cognitive domain scores of fourth-grade students, by jurisdiction: 2007

Jurisdiction	Content domain									Cognitive domain
	Number			Geometric shapes and measures			Data display			Knowing			Applying			Reasoning
	Average score		s.e.	Average score		s.e.	Average score		s.e.	Average score		s.e.	Average score		s.e.	Average score		s.e.
TIMSS scale average	500	*	0.0	500	*	0.0	500	*	0.0	500	*	0.0	500	*	0.0	500	*	0.0

Algeria	391	*	5.0	383	*	4.5	361	*	5.2	384	*	5.4	376	*	5.2	387	*	4.8
Armenia	522		4.0	483	*	4.7	458	*	4.3	518	*	4.8	493	*	4.1	489	*	4.7
Australia	496	*	3.7	536	*	3.1	534	*	3.1	509	*	4.2	523		3.5	516		3.4
Austria	502	*	2.2	509	*	2.4	508	*	2.6	505	*	2.0	507	*	1.8	506	*	2.1
Chinese Taipei	581	*	1.9	556	*	2.2	567	*	2.0	584	*	1.7	569	*	1.7	566	*	1.9

Colombia	360	*	4.3	361	*	4.8	363	*	5.9	360	*	5.2	357	*	5.1	372	*	4.9
Czech Republic	482	*	2.8	494	*	2.8	493	*	3.3	473	*	2.4	496	*	2.7	493	*	3.4
Denmark¹	509	*	2.9	544	*	2.6	529	*	3.4	513	*	2.7	528		2.5	524		2.1
El Salvador	317	*	3.9	333	*	4.3	367	*	3.5	312	*	4.1	339	*	3.7	356	*	4.0
England	531		3.2	548	*	2.7	547		2.5	544		3.6	540	*	3.1	537	*	3.1

Georgia²	464	*	3.8	415	*	4.8	414	*	4.6	450	*	4.0	433	*	4.5	437	*	4.2
Germany	521		2.2	528		2.0	534	*	3.1	514	*	2.0	531	*	2.2	528		2.5
Hong Kong SAR³	606	*	3.8	599	*	3.1	585	*	2.7	617	*	3.5	599	*	3.4	589	*	3.5
Hungary	510	*	3.7	510	*	3.3	504	*	3.5	511	*	3.4	507	*	3.5	509	*	3.8
Iran, Islamic Rep. of	398	*	3.6	429	*	3.3	400	*	4.0	410	*	3.6	405	*	3.7	410	*	3.8

Italy	505	*	3.2	509	*	3.0	506	*	3.4	514	*	3.2	501	*	2.9	509	*	3.1
Japan	561	*	2.2	566	*	2.2	578	*	2.8	565	*	2.1	566	*	2.0	563	*	2.1
Kazakhstan²	556	*	6.6	542	*	7.4	522	*	5.8	559	*	7.3	547	*	7.2	539	*	6.1
Kuwait⁴	321	*	3.5	316	*	3.6	318	*	4.7	326	*	4.6	305	*	4.1	—		†
Latvia²	536	*	2.1	532	*	2.6	536	*	3.0	530	*	2.2	540	*	2.5	537	*	2.5

Lithuania²	533	*	2.3	518		2.4	530	*	2.9	520	*	2.8	539	*	2.4	526		2.5
Morocco	353	*	4.7	365	*	4.3	316	*	6.1	354	*	4.8	346	*	4.7	—		†
Netherlands⁵	535	*	2.2	522		2.3	543		2.3	525	*	2.2	540	*	2.0	534	*	2.4
New Zealand	478	*	2.7	502	*	2.3	513	*	2.6	482	*	2.5	495	*	2.3	503	*	2.8
Norway	461	*	2.8	490	*	3.0	487	*	2.6	461	*	2.9	479	*	2.8	489	*	2.7

Qatar	292	*	1.2	296	*	1.4	326	*	1.6	293	*	1.3	296	*	1.2	—		†
Russian Federation	546	*	4.4	538	*	5.1	530	*	4.9	538		4.5	547	*	4.8	540	*	4.8
Scotland¹	481	*	2.6	503	*	2.6	516	*	2.2	489	*	2.6	500	*	2.4	497	*	2.2
Singapore	611	*	4.3	570	*	3.7	583	*	3.2	620	*	4.0	590	*	3.7	578	*	3.8
Slovak Republic	495	*	3.9	499	*	4.3	492	*	4.2	492	*	3.9	498	*	4.0	499	*	4.0

Slovenia	485	*	1.9	522		1.8	518	*	2.5	497	*	1.8	504	*	1.9	505	*	2.1
Sweden	490	*	2.5	508	*	2.3	529	*	2.7	482	*	2.5	508	*	2.2	519		2.5
Tunisia	352	*	4.5	334	*	4.5	307	*	4.8	343	*	4.9	329	*	4.8	—		†
Ukraine	480	*	2.9	457	*	2.8	462	*	3.2	472	*	3.0	466	*	3.1	474	*	3.2
United States^1,6	524		*2.7*	522		*2.5*	543		*2.4*	541		*2.6*	524		*2.6*	523		*2.2*

Yemen	—		†	—		†	—		†	—		†	—		†	—		†

— Not available. Average achievement could not be estimated.
† Not applicable.
* Average score is significantly different from U.S. average score (p <.05).
¹Met guidelines for sample participation rates only after substitute schools were included.
²National Target Population did not include all of the International Target Population defined by the Trends in International Mathematics and Science Study (TIMSS).
³Hong Kong is a Special Administrative Region (SAR) of the People's Republic of China.
⁴Kuwait tested the same cohort of students as other countries, but later in 2007, at the beginning of the next school year.
⁵Nearly satisfied guidelines for sample participation rates only after substitute schools were included.
⁶National Defined Population covered 90 percent to 95 percent of the National Target Population.
NOTE: Mathematics scores are reported on a scale from 0 to 1,000. 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. For details on footnotes see Appendix A of Gonzales et al. (2008). Standard error is noted by s.e.
SOURCE: Data from the International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), 2007. Gonzales, P., Williams, T., Jocelyn, L., Roey, S., Kastberg, D., and Brenwald, S. (2008). Highlights From TIMSS 2007: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context (NCES 2009—001 Revised), table E-3. National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.