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Table B.1.74b. Percentage of 8th-grade students reaching the TIMSS international benchmarks in mathematics, by education system: 2011

Education system Advanced (625)   High (550)   Intermediate (475)   Low (400)
Percent s.e.   Percent s.e.   Percent s.e.   Percent s.e.
Chinese Taipei-CHN 49 1.5   73 1.0   88 0.7   96 0.4
Singapore1 48 2.0   78 1.8   92 1.1   99 0.3
Korea, Rep. of 47 1.6   77 0.9   93 0.6   99 0.2
Hong Kong-CHN 34 2.0   71 1.7   89 1.4   97 0.8
Japan 27 1.3   61 1.3   87 0.7   97 0.3
Russian Federation1 14 1.2   47 2.0   78 1.4   95 0.7
Israel2 12 1.2   40 1.7   68 1.8   87 1.2
Australia 9 1.7   29 2.6   63 2.4   89 1.1
England-GBR3 8 1.4   32 2.9   65 2.7   88 1.6
Hungary 8 0.7   32 1.4   65 1.6   88 1.2
Turkey 7 0.9   20 1.2   40 1.5   67 1.3
United States1 7 0.8   30 1.4   68 1.3   92 0.7
Romania 5 0.8   19 1.3   44 1.7   71 1.5
Lithuania4 5 0.6   29 1.3   64 1.4   90 0.7
New Zealand 5 0.8   24 2.6   57 2.8   84 1.6
Ukraine 5 0.6   22 1.6   53 2.0   81 1.4
Slovenia 4 0.4   27 1.2   67 1.4   93 0.7
Finland 4 0.5   30 1.5   73 1.5   96 0.6
Italy 3 0.5   24 1.1   64 1.4   90 1.1
Armenia 3 0.4   18 0.9   49 1.4   76 1.2
Kazakhstan 3 0.7   23 1.8   57 2.1   85 1.3
Macedonia, Rep. of5 3 0.6   12 1.3   35 1.9   61 1.9
Georgia4,6 3 0.3   13 1.0   36 1.5   62 1.6
United Arab Emirates 2 0.2   14 0.7   42 1.1   73 0.9
Qatar5 2 0.3   10 0.8   29 1.2   54 1.4
Iran, Islamic Rep. of5 2 0.5   8 1.1   26 1.6   55 1.8
Malaysia 2 0.4   12 1.5   36 2.4   65 2.5
Thailand 2 0.4   8 1.3   28 1.9   62 2.1
Bahrain5 1 0.2   8 0.7   26 0.7   53 0.8
Sweden 1 0.3   16 0.9   57 1.1   89 0.7
Palestinian Nat'l Auth.5 1 0.3   7 0.7   25 1.3   52 1.5
Lebanon 1 0.2   9 1.0   38 2.2   73 1.9
Norway 1 0.2   12 0.9   51 1.6   87 1.3
Saudi Arabia5 1 0.2   5 0.8   20 1.7   47 2.0
Chile 1 0.2   5 0.6   23 1.1   57 1.6
Jordan5 #   6 0.5   26 1.2   55 1.7
Oman5 #   4 0.3   16 0.6   39 1.1
Tunisia #   5 0.9   25 1.4   61 1.3
Syrian Arab Republic5 #   3 0.5   17 1.4   43 1.9
Indonesia5 #   2 0.5   15 1.2   43 2.1
Morocco7 #   2 0.2   12 0.5   36 1.0
Ghana7 #   1 0.2   5 0.8   21 1.8
International median 3 0.0   17 0.0   46 0.0   75 0.0
Benchmarking education systems                      
Massachusetts-USA1,4 19 3.0   57 3.2   88 1.4   98 0.3
North Carolina-USA2,4 14 2.6   44 3.6   78 2.5   95 1.3
Minnesota-USA4 13 2.3   49 2.8   83 1.9   97 0.7
Connecticut-USA1,4 10 1.3   37 2.9   69 2.5   91 1.4
Florida-USA1,4 8 1.6   31 3.2   68 3.3   94 1.3
Colorado-USA4 8 1.1   35 2.7   71 2.5   93 1.1
Indiana-USA1,4 7 1.2   35 3.3   74 2.3   95 1.0
Quebec-CAN 6 0.6   40 1.8   82 1.3   98 0.4
Dubai-UAE 5 0.7   23 1.2   53 1.0   79 0.8
California-USA1,4 5 0.9   24 2.5   59 2.8   87 1.7
Ontario-CAN1 4 0.6   31 1.4   71 1.4   94 0.7
Alberta-CAN1 3 0.5   24 1.3   69 1.6   95 0.7
Alabama-USA4 2 0.8   15 2.5   46 3.1   79 2.2
Abu Dhabi-UAE 2 0.5   12 1.2   39 1.8   71 1.5
† Not applicable.
# Rounds to zero.
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 (see appendix A of source publication).
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).
5The 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.
6Exclusion rates for Georgia are slightly underestimated as some conflict zones were not covered and no official statistics were available.
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 percentage at Advanced international benchmark. 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. The TIMSS international median represents all participating TIMSS education systems, including the United States, shown in the main part of the figure; benchmarking education systems are not included in the median. 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-8. National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
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