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Table B.1.75b. Difference in average TIMSS mathematics scores of 8th-grade students, by sex and education system: 2011

Education system Female   Male   Male-female difference
Average score s.e.   Average score s.e.   Score difference s.e.
Ghana1 318 4.8   342 4.3   23 2.9
New Zealand 478 5.5   496 6.2   18 4.7
Tunisia 417 3.1   433 3.1   17 2.5
Chile 409 3.2   424 3.0   14 3.6
Lebanon 444 4.2   456 4.7   12 4.7
Italy 493 2.9   504 2.8   11 2.9
Syrian Arab Republic2 375 5.3   385 5.3   11 5.7
Australia 500 4.7   509 7.3   9 6.9
Japan 566 3.1   574 3.5   8 4.1
Iran, Islamic Rep. of2 411 5.9   418 5.9   7 8.1
Korea, Rep. of 610 3.5   616 3.1   6 3.1
Hungary 502 3.9   508 3.9   6 3.5
Slovenia 502 2.4   507 2.8   5 2.8
United States3 508 2.9   511 2.8   4 2.2
Ukraine 478 4.0   481 4.9   3 4.4
Georgia4,5 430 4.1   432 4.4   3 4.0
Kazakhstan 486 4.1   488 4.5   2 3.3
Russian Federation3 539 3.8   539 3.9   1 2.9
Morocco1 371 2.3   371 2.7   #
Norway 476 2.9   473 2.9   -3 3.1
England-GBR6 508 5.7   505 6.6   -3 5.6
Sweden 486 2.1   482 2.4   -4 2.4
Finland 516 2.7   512 2.7   -4 2.3
Hong Kong-CHN 588 5.0   583 4.3   -6 5.5
Chinese Taipei-CHN 613 3.7   606 3.8   -6 4.1
Macedonia, Rep. of2 430 5.8   423 5.6   -7 4.7
Israel7 520 3.9   512 5.2   -8 4.4
Singapore3 615 3.7   607 4.5   -9 3.5
Turkey 457 3.8   448 4.7   -9 3.5
Lithuania4 507 2.6   498 3.2   -9 3.0
Armenia 472 3.1   462 3.2   -10 3.1
Romania 464 4.6   453 4.2   -11 3.6
Qatar2 415 5.8   404 5.5   -11 9.5
Indonesia2 392 4.9   379 4.5   -13 4.0
Saudi Arabia2 401 4.1   387 8.0   -15 8.9
United Arab Emirates 464 2.7   447 3.1   -17 4.2
Thailand 435 4.2   417 5.3   -18 4.4
Malaysia 449 5.2   430 6.2   -19 4.4
Palestinian Nat'l Auth.2 415 4.2   392 5.6   -23 7.0
Jordan2 420 4.3   392 5.9   -28 7.4
Bahrain2 431 2.5   388 3.1   -43 4.0
Oman2 397 3.1   334 3.8   -63 4.6
Benchmarking education systems                
Indiana-USA3,4 518 5.1   526 5.9   8 4.0
Florida-USA3,4 509 6.6   517 7.3   8 5.5
Massachusetts-USA3,4 558 6.0   563 5.5   5 4.5
Colorado-USA4 516 5.4   520 5.0   4 3.4
California-USA3,4 491 5.6   494 5.0   3 4.1
North Carolina-USA4,7 535 6.2   539 8.3   3 5.1
Alberta-CAN3 504 3.3   506 2.7   2 3.0
Minnesota-USA4 545 4.9   545 5.1   #
Quebec-CAN 531 2.9   532 2.5   #
Ontario-CAN3 512 2.7   512 3.1   #
Alabama-USA4 467 6.3   465 6.2   -2 3.9
Abu Dhabi-UAE 450 3.9   448 5.7   -2 6.4
Connecticut-USA3,4 520 5.2   516 5.4   -4 4.5
Dubai-UAE 486 4.3   470 5.4   -16 8.9
† Not applicable.
# Rounds to zero.
1The 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.
2The 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.
3National Defined Population covers 90 percent to 95 percent of National Target Population (see appendix A in source publication).
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.
6Nearly satisfied guidelines for sample participation rates after replacement schools were included.
7National Defined Population covers less than 90 percent, but at least 77 percent, of the National Target Population (see appendix A of source publication).
NOTE:Education systems are ordered by male-female difference in average score. 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-10. National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
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