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| Table B.1.28b. | Average TIMSS science scores of eighth-grade students, and cutpoint scores for bottom and top 10 percent of students in each jurisdiction, by jurisdiction: 2007 |
| Jurisdiction | Average score | s.e. | Cutpoint score | ||||||
|---|---|---|---|---|---|---|---|---|---|
| Bottom 10 percent | s.e. | Top 10 percent | s.e. | ||||||
| International average | 500 | 0.0 | ▼ | 352 | 0.9 | ▼ | 573 | 0.6 | ▼ |
| Algeria | 408 | 1.7 | ▼ | 327 | 2.6 | ▼ | 488 | 1.5 | ▼ |
| Armenia | 488 | 5.8 | ▼ | 366 | 7.0 | ▼ | 612 | 13.7 | |
| Australia | 515 | 3.6 | 410 | 6.0 | 617 | 6.2 | |||
| Bahrain | 467 | 1.7 | ▼ | 351 | 3.8 | ▼ | 575 | 2.4 | ▼ |
| Bosnia and Herzegovina | 466 | 2.8 | ▼ | 359 | 5.5 | ▼ | 565 | 3.8 | ▼ |
| Botswana | 355 | 3.1 | ▼ | 220 | 4.9 | ▼ | 478 | 3.0 | ▼ |
| Bulgaria1 | 470 | 5.9 | ▼ | 330 | 16.9 | ▼ | 595 | 6.8 | ▼ |
| Chinese Taipei | 561 | 3.7 | ∆ | 439 | 6.4 | ∆ | 665 | 3.3 | ∆ |
| Colombia | 417 | 3.5 | ▼ | 319 | 4.7 | ▼ | 514 | 3.9 | ▼ |
| Cyprus | 452 | 2.0 | ▼ | 339 | 3.7 | ▼ | 556 | 3.1 | ▼ |
| Czech Republic | 539 | 1.9 | ∆ | 447 | 2.3 | ∆ | 630 | 3.4 | |
| Egypt | 408 | 3.6 | ▼ | 275 | 5.6 | ▼ | 537 | 4.3 | ▼ |
| El Salvador | 387 | 2.9 | ▼ | 298 | 4.9 | ▼ | 477 | 3.4 | ▼ |
| England2 | 542 | 4.5 | ∆ | 427 | 6.9 | ∆ | 649 | 4.9 | ∆ |
| Georgia3 | 421 | 4.8 | ▼ | 309 | 7.3 | ▼ | 527 | 4.4 | ▼ |
| Ghana | 303 | 5.4 | ▼ | 163 | 8.0 | ▼ | 445 | 8.6 | ▼ |
| Hong Kong SAR2,4 | 530 | 4.9 | 419 | 11.2 | 625 | 4.4 | |||
| Hungary | 539 | 2.9 | ∆ | 437 | 5.2 | ∆ | 635 | 3.5 | ∆ |
| Indonesia | 427 | 3.4 | ▼ | 330 | 4.8 | ▼ | 520 | 3.9 | ▼ |
| Iran, Islamic Republic of | 459 | 3.6 | ▼ | 355 | 4.0 | ▼ | 566 | 5.2 | ▼ |
| Israel1 | 468 | 4.3 | ▼ | 329 | 6.0 | ▼ | 591 | 4.3 | ▼ |
| Italy | 495 | 2.8 | ▼ | 393 | 5.3 | ▼ | 590 | 3.4 | ▼ |
| Japan | 554 | 1.9 | ∆ | 454 | 4.3 | ∆ | 648 | 3.1 | ∆ |
| Jordan | 482 | 4.0 | ▼ | 349 | 5.3 | ▼ | 601 | 5.0 | ▼ |
| Korea, Republic of | 553 | 2.0 | ∆ | 452 | 4.2 | ∆ | 646 | 2.1 | ∆ |
| Kuwait5 | 418 | 2.8 | ▼ | 298 | 4.8 | ▼ | 530 | 3.2 | ▼ |
| Lebanon | 414 | 5.9 | ▼ | 284 | 7.2 | ▼ | 539 | 5.7 | ▼ |
| Lithuania3 | 519 | 2.6 | 414 | 6.8 | 616 | 3.9 | |||
| Malaysia | 471 | 6.0 | ▼ | 357 | 9.9 | ▼ | 581 | 7.6 | ▼ |
| Malta | 457 | 1.4 | ▼ | 298 | 2.9 | ▼ | 595 | 2.3 | ▼ |
| Norway | 487 | 2.2 | ▼ | 389 | 5.6 | ▼ | 578 | 1.7 | ▼ |
| Oman | 423 | 3.0 | ▼ | 293 | 5.3 | ▼ | 541 | 3.3 | ▼ |
| Palestinian National Authority | 404 | 3.5 | ▼ | 255 | 8.1 | ▼ | 543 | 4.4 | ▼ |
| Qatar | 319 | 1.7 | ▼ | 146 | 4.5 | ▼ | 480 | 2.3 | ▼ |
| Romania | 462 | 3.9 | ▼ | 345 | 6.3 | ▼ | 572 | 4.5 | ▼ |
| Russian Federation | 530 | 3.9 | ∆ | 427 | 6.6 | ∆ | 627 | 5.1 | |
| Saudi Arabia | 403 | 2.4 | ▼ | 300 | 5.6 | ▼ | 503 | 3.4 | ▼ |
| Scotland2 | 496 | 3.4 | ▼ | 388 | 5.4 | ▼ | 597 | 5.1 | ▼ |
| Serbia3,6 | 470 | 3.2 | ▼ | 359 | 6.6 | ▼ | 571 | 2.5 | ▼ |
| Singapore | 567 | 4.4 | ∆ | 421 | 7.9 | 694 | 3.0 | ∆ | |
| Slovenia | 538 | 2.2 | ∆ | 442 | 3.2 | ∆ | 628 | 3.3 | |
| Sweden | 511 | 2.6 | ▼ | 405 | 4.1 | 608 | 2.6 | ▼ | |
| Syrian Arab Republic | 452 | 2.9 | ▼ | 355 | 5.1 | ▼ | 546 | 3.0 | ▼ |
| Thailand | 471 | 4.3 | ▼ | 363 | 5.7 | ▼ | 578 | 5.6 | ▼ |
| Tunisia | 445 | 2.1 | ▼ | 367 | 2.2 | ▼ | 524 | 2.3 | ▼ |
| Turkey | 454 | 3.7 | ▼ | 336 | 4.3 | ▼ | 577 | 4.0 | ▼ |
| Ukraine | 485 | 3.5 | ▼ | 374 | 7.3 | ▼ | 588 | 3.3 | ▼ |
| United States2,6 | 520 | 2.9 | 410 | 3.5 | 623 | 2.6 | |||
| ∆ Score is higher than U.S. score (p <.05). | |||||||||
| ▼ Score is lower than U.S. score (p <.05). | |||||||||
| 1 National Defined Population covers less than 90 percent of the National Target Population (but at least 77 percent). | |||||||||
| 2 Met guidelines for sample participation rates only after substitute schools were included. | |||||||||
| 3 National Target Population does not include all of the International Target Population defined by the Trends in International Mathematics and Science Study (TIMSS). | |||||||||
| 4 Hong Kong is a Special Administrative Region (SAR) of the People's Republic of China. | |||||||||
| 5 Kuwait tested the same cohort of students as other countries, but later in 2007, at the beginning of the next school year. | |||||||||
| 6 National Defined Population covers 90 percent to 95 percent of the National Target Population. | |||||||||
| NOTE: Science 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 8 and table S-8. National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. |
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