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Table B.1.73b. Average TIMSS mathematics content domain scores of 8th grade students, by education system: 2011

  Number   Algebra   Geometry   Data and chance
Education system Average score s.e.   Average score s.e.   Average score s.e.   Average score s.e.
Korea, Rep. of 618 2.6   617 3.2   612 2.7   616 2.5
Singapore1 611 3.6   614 4.1   609 3.9   607 4.4
Chinese Taipei-CHN 598 3.1   628 3.8   625 3.7   584 3.0
Hong Kong-CHN 588 3.7   583 3.9   597 4.3   581 4.1
Japan 557 3.0   570 3.0   586 3.5   579 3.0
Russian Federation1 534 3.2   556 3.7   533 4.0   511 3.9
Finland 527 2.4   492 2.9   502 2.9   542 3.1
Israel2 518 4.0   521 4.7   496 4.6   515 4.8
United States1 514 3.0   512 2.6   485 2.7   527 3.3
Australia 513 5.4   489 5.3   499 5.4   534 5.9
England-GBR3 512 5.8   489 5.7   498 5.7   543 6.8
Slovenia 511 2.5   493 2.6   504 3.1   518 3.3
Hungary 510 3.9   496 4.0   501 4.1   517 4.3
Sweden 504 1.8   459 2.2   456 2.3   504 2.7
Lithuania4 501 2.5   492 2.8   500 3.1   515 2.8
Italy 496 2.9   491 2.7   512 3.5   499 3.2
Norway 492 2.8   432 2.7   461 3.5   513 3.6
New Zealand 492 5.9   472 5.5   483 5.5   513 6.7
Kazakhstan 479 4.0   506 4.4   491 4.4   444 4.5
Armenia 474 2.4   496 2.8   450 3.3   376 3.7
Ukraine 472 4.1   487 4.4   476 4.3   471 4.0
United Arab Emirates 459 2.2   468 2.2   431 2.4   440 2.4
Lebanon 451 3.8   471 3.8   447 3.8   393 5.2
Malaysia 451 5.8   430 5.2   432 6.4   429 5.3
Romania 448 4.1   477 4.3   453 4.5   429 4.0
Georgia4,5 435 3.5   450 3.8   406 4.2   392 4.5
Turkey 435 3.9   455 4.2   454 4.3   467 4.0
Tunisia 431 2.8   419 2.9   426 3.2   398 3.3
Thailand 425 4.6   425 4.3   415 5.4   431 4.1
Macedonia, Rep. of6 418 5.1   448 5.3   419 6.0   389 5.9
Chile 413 2.9   403 3.6   419 3.1   426 3.1
Qatar6 408 3.4   425 2.8   387 3.6   390 3.6
Iran, Islamic Rep. of6 402 4.9   422 4.3   437 4.8   393 4.9
Palestinian Nat'l Auth.6 400 3.4   419 3.3   416 3.6   368 3.6
Bahrain6 397 1.7   424 1.7   398 2.6   407 2.6
Saudi Arabia6 393 4.8   399 4.9   364 5.3   387 5.1
Jordan6 390 3.8   432 3.9   407 3.7   379 3.7
Morocco7 379 2.6   357 2.7   390 2.5   332 2.0
Indonesia6 375 4.8   392 3.8   377 5.3   376 4.8
Syrian Arab Republic6 373 4.0   391 4.9   386 5.0   343 4.7
Oman6 351 3.0   383 2.8   377 2.7   342 3.1
Ghana7 321 4.5   358 4.0   315 4.3   296 4.5
Benchmarking education systems                      
Massachusetts-USA1,4 567 5.9   559 5.6   548 5.5   584 7.3
Minnesota-USA4 556 5.3   543 4.9   515 6.2   571 6.2
North Carolina-USA2,4 547 7.3   537 6.8   515 8.1   548 8.3
Quebec-CAN 543 2.5   516 2.9   529 2.7   549 2.8
Indiana-USA1,4 528 5.4   520 5.3   498 5.3   545 6.0
Connecticut-USA1,4 527 4.9   510 5.4   490 5.1   546 6.3
Alberta-CAN1 523 3.0   485 2.7   485 3.0   529 3.8
Colorado-USA4 521 5.1   512 5.1   505 5.7   540 5.7
Ontario-CAN1 519 2.6   497 2.4   512 2.7   531 4.1
Florida-USA1,4 517 7.0   513 6.4   499 6.8   528 9.0
California-USA1,4 492 5.2   509 5.2   454 5.0   495 6.0
Dubai-UAE 479 2.3   489 2.4   453 3.0   468 2.8
Alabama-USA4 463 7.1   471 5.3   443 6.0   480 7.9
Abu Dhabi-UAE 452 3.8   459 3.8   424 4.4   434 4.3
1National Defined Population covers 90 percent to 95 percent of National Target Population (see appendix A of source publication).
2National Defined Population covers less than 90 percent, but at least 77 percent, of the National Target Population.
3Nearly satisfied guidelines for sample participation rates after replacement schools were included.
4National Target Population does not include all of the International Target Population (see appendix A of source publication).
5Exclusion rates for Georgia are slightly underestimated as some conflict zones were not covered and no official statistics were available.
6The TIMSS & PIRLS International Study Center has reservations about the reliability of the average achievement score because the percentage of students with achievement too low for estimation exceeds 15 percent, though it is less than 25 percent.
7The TIMSS & PIRLS International Study Center has reservations about the reliability of the average achievement score because the percentage of students with achievement too low for estimation exceeds 25 percent.
NOTE: Education systems are ordered by 2011 average score in number domain. Italics indicate participants identified and counted in this report as an education system and not as a separate country. "Education system" is defined on page 1 of source publication. Participants that did not administer TIMSS at the target grade are not shown; see the international report for their results. All U.S. state data are based on public school students only. The Mathematics scale ranges from 0 to 1000. Standard error is noted by s.e.
SOURCE: Provasnik, S., Kastberg, D., Ferraro, D., Lemanski, N., Roey, S., and Jenkins, F. (2012). Highlights From TIMSS 2011: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context (NCES 2013–009), supplemental table E-6. National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
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