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Table B.1.30a. IEA: Percentage of fourth-grade students reaching the TIMSS international benchmarks in science, 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   0.5   11   1.3   33   2.1
Armenia   12   1.8   27   1.8   52   1.8   77   1.6
Australia   10   0.7   41   2.2   76   1.6   93   0.8
Austria   9   0.7   39   1.3   76   1.3   93   0.6
Chinese Taipei   19   1.0   55   1.2   86   0.7   97   0.4
                               
Colombia   1   0.2   6   0.8   22   1.7   51   2.4
Czech Republic   7   0.7   33   1.9   72   1.4   93   0.8
Denmark1   7   0.8   35   1.5   72   1.5   93   0.8
El Salvador   #     4   0.5   18   1.2   47   1.5
England   14   1.2   48   1.6   81   1.1   95   0.6
                               
Georgia2   1   0.2   5   0.8   26   2.0   59   2.1
Germany   10   0.7   41   1.3   76   1.2   94   0.6
Hong Kong SAR3   14   1.4   55   2.2   88   1.2   98   0.4
Hungary   13   1.0   47   1.8   78   1.6   93   0.8
Iran, Islamic Rep. of   2   0.3   12   1.0   36   1.7   65   1.9
                               
Italy   13   1.0   44   1.6   78   1.3   94   0.7
Japan   12   1.0   51   1.1   86   1.0   97   0.4
Kazakhstan2   10   1.3   44   3.1   79   2.6   95   1.0
Kuwait4   #     4   0.6   16   1.3   37   1.3
Latvia2   10   1.1   47   1.7   84   1.3   98   0.4
                               
Lithuania2   3   0.4   30   1.4   74   1.4   95   0.6
Morocco   #     2   0.5   9   1.4   21   1.9
Netherlands5   4   0.8   34   1.8   79   1.4   97   0.5
New Zealand   8   0.5   32   1.0   65   1.2   87   1.0
Norway   1 ! 0.4   17   1.4   54   2.0   84   1.4
                               
Qatar   #     2   0.2   8   0.3   23   0.7
Russian Federation   16   1.9   49   2.3   82   1.7   96   0.9
Scotland1   4   0.6   26   1.2   65   1.3   90   0.8
Singapore   36   1.9   68   1.9   88   1.1   96   0.5
Slovak Republic   11   0.8   42   2.0   75   1.8   92   1.3
                               
Slovenia   6   0.6   36   1.3   74   1.0   93   0.6
Sweden   8   0.6   37   1.6   76   1.5   95   0.6
Tunisia   #     3   0.6   14   1.1   32   1.7
Ukraine   2   0.3   17   1.1   52   1.5   82   1.3
United States1,6   15   0.9   47   1.4   78   1.1   94   0.6
Yemen   #     #     2   0.5   8   1.1
                               
Benchmarking jurisdictions                                
Alberta, Canada6 12   1.3   48   2.0   82   1.5   96   0.7
British Columbia, Canada6 11   0.8   44   1.7   81   1.5   96   0.6
Dubai, UAE5,4 4   0.5   21   1.0   48   1.3   72   1.4
Massachusetts, US6 22   2.2   64   2.4   92   1.1   99   0.4
Minnesota, US1,6 17   1.9   54   3.2   84   2.1   96   1.5
                               
Ontario, Canada6 12   1.2   45   2.2   79   1.7   95   1.0
Quebec, Canada6 5   0.6   32   1.9   74   1.9   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 of 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 Science 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 (14MB).
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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education