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Table B.1.13a. IEA: Percentage of fourth-grade students reaching the TIMSS international benchmarks in mathematics, by jurisdiction: 2007

Jurisdiction Advanced
(625)		   High
(550)		   Intermediate
(475)		   Low
(400)
Percent   s.e.   Percent   s.e.   Percent   s.e.   Percent   s.e.
Algeria   #   †   2   0.4   14   1.4   41   2.2
Armenia   8   1.5   28   1.8   60   1.8   87   1.2
Australia   9   0.8   35   1.9   71   1.7   91   1.0
Austria   3   0.3   26   1.0   69   1.4   93   0.8
Chinese Taipei   24   1.2   66   1.2   92   0.5   99   0.2
                               
Colombia   #   †   2   0.4   9   1.1   31   2.0
Czech Republic   2   0.4   19   1.4   59   1.6   88   1.1
Denmark1   7   0.7   36   1.5   76   1.2   95   0.8
El Salvador   #   †   1   0.2   6   0.5   22   1.6
England   16   1.2   48   1.4   79   1.2   94   0.7
                               
Georgia2   1 ! 0.4   10   1.0   35   1.8   67   2.0
Germany   6   0.5   37   1.3   78   1.2   96   0.5
Hong Kong SAR3   40   2.2   81   1.6   97   0.5   100   0.1
Hungary   9   0.8   35   1.4   67   1.7   88   1.2
Iran, Islamic Rep. of   #   †   3   0.5   20   1.5   53   2.0
                               
Italy   6   0.7   29   1.6   67   1.6   91   1.0
Japan   23   1.2   61   1.2   89   0.8   98   0.4
Kazakhstan2   19   2.1   52   3.5   81   2.9   95   1.5
Kuwait4   #   †   #   †   5   0.6   21   1.2
Latvia2   11   0.8   44   1.5   81   1.2   97   0.5
                               
Lithuania2   10   0.7   42   1.4   77   1.4   94   0.7
Morocco   #   †   2 ! 0.8   9   1.1   26   2.0
Netherlands5   7   0.7   42   1.6   84   1.3   98   0.4
New Zealand   5   0.5   26   1.0   61   1.1   85   1.0
Norway   2   0.3   15   1.0   52   1.6   83   1.1
                               
Qatar   #   †   #   †   2   0.2   13   0.4
Russian Federation   16   1.8   48   2.3   81   1.7   95   0.7
Scotland3   4   0.5   25   1.1   62   1.4   88   0.9
Singapore   41   2.1   74   1.7   92   0.9   98   0.3
Slovak Republic   5   0.7   26   1.4   63   1.8   88   1.5
                               
Slovenia   3   0.4   25   1.1   67   0.9   92   0.6
Sweden   3   0.3   24   1.4   68   1.4   93   0.7
Tunisia   #   †   1   0.2   9   0.7   28   1.6
Ukraine   2   0.5   17   1.1   50   1.5   79   1.2
United States1,6   10   0.8   40   1.3   77   1.2   95   0.5
Yemen   #   †   #   †   1 ! 0.4   6   0.8
                               
Benchmarking jurisdictions                                
Alberta, Canada6 3   0.6   25   1.8   69   1.9   94   1.0
British Columbia, Canada6 4   0.5   27   1.3   67   1.7   93   0.9
Dubai, UAE4,5 2   0.3   12   0.7   37   1.2   69   1.3
Massachusetts, US6 22   1.8   63   2.1   92   1.1   99   0.3
Minnesota, US1,6 18   2.1   55   3.2   85   2.2   97   1.2
                               
Ontario, Canada6 4   0.6   29   1.8   71   1.8   94   1.1
Quebec, Canada6 5   0.7   34   2.2   74   1.6   96   0.6
† Not applicable.
# Rounds to zero.
! Interpret data with caution. (Estimates are unstable.)
1 Met guidelines for sample participation rates only after substitute schools were included.
2 National Target Population does not include all of the International Target Population defined by the Trends in International Mathematics and Science Study (TIMSS).
3 Hong Kong is a Special Administrative Region (SAR) of the People's Republic of China.
4 Kuwait and Dubai, UAE tested the same cohort of students as other countries, but later in 2007, at the beginning of the next school year.
5 Nearly satisfied guidelines for sample participation rates only after substitute schools were included.
6 National Defined Population covers 90 percent to 95 percent of the National Target Population.
NOTE: TIMSS scores are reported on a scale from 0 to 1,000. Benchmarks refer to the percentage of students who reached each cutpoint score along the scale (400, 475, 550, 625). For benchmark definitions and methodology see Mullis, Martin, and Foy (2008). Benchmarking jurisdictions are subnational entities that followed the same international guidelines as countries to participate in TIMSS. Apparent differences may not be statistically significant. 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. Mullis, I.V.S., Martin, M.O., and Foy, P. (2008). TIMSS 2007 International Mathematics Report: Findings from IEA's Trends in International Mathematics and Science Study at the Fourth and Eighth Grades, exhibit 2.2. Chestnut Hill, MA: Boston College PDF File (15MB).
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