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Table B.1.15a. Average TIMSS mathematics scores of fourth-grade students, and cutpoint scores for bottom and top 10 percent of students in each jurisdiction, by jurisdiction: 2007

        Cutpoint score
Jurisdiction Average score s.e.   Bottom 10 percent s.e.   Top 10 percent s.e.  
International average 500 0.0 366 0.9 576 0.7
 
Algeria 378 5.2 261 8.0 493 6.2
Armenia 500 4.3 385 5.1 617 8.2  
Australia 516 3.5 408 6.5 620 2.9  
Austria 505 2.0 416 2.9 590 3.7
Chinese Taipei 576 1.7 488 2.3 663 2.3
                   
Colombia 355 5.0 238 4.7 470 5.2
Czech Republic 486 2.8 392 6.9 576 2.8
Denmark1 523 2.4   431 4.2   611 3.6
El Salvador 330 4.1 212 5.7 448 5.0
England 541 2.9 429 5.2   647 4.9
                   
Georgia2 438 4.2 322 5.7 549 4.1
Germany 525 2.3   440 3.8   607 3.2
Hong Kong SAR3 607 3.6 520 4.0 691 6.0
Hungary 510 3.5 389 8.4 620 2.9  
Iran, Islamic Republic of 402 4.1 290 4.4 508 2.9
                   
Italy 507 3.1 406 5.6 601 3.8
Japan 568 2.1 471 3.0 663 3.3
Kazakhstan2 549 7.1 435 9.1   653 7.3
Kuwait4 316 3.6 184 5.3 443 5.5
Latvia2 537 2.3 444 2.2 628 3.9  
                   
Lithuania2 530 2.4   430 3.3   624 3.6  
Morocco 341 4.7 223 6.3 466 6.3
Netherlands5 535 2.1   454 4.9 612 2.6
New Zealand 492 2.3 377 4.8 598 2.6
Norway 473 2.5 372 3.3 566 3.0
                   
Qatar 296 1.0 179 1.8 413 1.6
Russian Federation 544 4.9 436 4.7   647 6.9
Scotland1 494 2.2 389 3.9 592 2.7
Singapore 599 3.7 487 7.1 702 4.5
Slovak Republic 496 4.5 389 9.7 597 4.5
                   
Slovenia 502 1.8 408 3.0 589 3.2
Sweden 503 2.5 417 4.4 586 3.0
Tunisia 327 4.5 178 5.5 469 3.9
Ukraine 469 2.9 356 4.6 573 2.6
United States1,6 529 2.4   430 4.2   625 3.1  
                   
Yemen 224 6.0 81 7.1 371 6.8
∆ Score is higher than U.S. score (p <.05).
▼Score is lower than U.S. score (p <.05).
1 Met guidelines for sample participation rates only after substitute schools were included.
2 National Target Population did 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 tested the same cohort of students as other countries, but later in the year, 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 covered 90 percent to 95 percent of the National Target Population.
NOTE: Mathematics scores are reported on a scale from 0 to 1,000. A cutpoint score is the threshold score for an established level of performance.  The cutpoint scores for students in the top 10 percent is the 90th percentile score within the jurisdiction. The cutpoint score for students in the bottom 10 percent is the 10th percentile score within the jurisdiction. 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.
SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), 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 4 and table S-4. 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