IEA: Percentage distribution and average science achievement scores of eighth-grade students as reported in TIMSS, by the Index of principals' perception of school climate (PPSC) and country: 2007

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Table C.1.07b.

IEA: Percentage distribution and average science achievement scores of eighth-grade students as reported in TIMSS, by the Index of principals' perception of school climate (PPSC) and country: 2007

Country, ordered by high PPSC	High PPSC									Medium PPSC								Low PPSC
	2007 percent of students			Average achievement		Difference in percent from 2003				2007 percent of students		Average achievement		Difference in percent from 2003				2007 percent of students			Average achievement		Difference in percent from 2003
	Percent		s.e.	Score	s.e.	Percent		s.e.		Percent	s.e.	Score	s.e.	Percent		s.e.		Percent		s.e.	Score	s.e.	Percent		s.e.
International Avg.	16		0.4	484	1.6	—		†		68	0.5	465	0.6	—		†		16		0.4	445	1.6	—		†

Chinese Taipei	54		4.2	571	4.8	17	!	5.7	∆	42	4.2	552	5.3	-18	!	5.7	▼	4	!	1.6	518	11.5	‡		†
Scotland¹	35		4.1	512	6.7	‡		†		59	4.6	485	5.1	‡		†		6	!	2.4	497	30.3	#		†
Australia	33		3.5	557	8.1	‡		†		58	4.5	501	3.8	‡		†		9		2.4	465	10.3	‡		†
Indonesia	32		4.0	445	8.6	13	!	5.1	∆	58	4.4	428	5.6	-13	!	5.8	▼	11		3.1	424	10.7	#		†
United States	32		3.2	547	4.4	-11	!	4.6	▼	57	3.7	513	3.8	‡		†		12		2.2	485	10.6	‡		†

England¹	31		3.9	563	8.3	‡		†		65	3.9	536	5.9	‡		†		4	!	1.7	474	19.0	‡		†
Israel	26		3.4	493	10.2	‡		†		66	4.1	465	5.7	‡		†		7	!	2.3	441	16.3	‡		†
Egypt	25		3.4	427	7.6	‡		†		65	3.8	403	4.9	‡		†		10		2.9	386	12.5	‡		†
Korea, Rep. of	25		3.6	553	3.5	‡		†		66	3.6	553	2.6	‡		†		9		2.2	551	8.3	‡		†
Jordan	25		3.4	510	6.7	‡		†		67	4.1	477	4.7	‡		†		8		2.3	432	14.9	‡		†

Singapore	24		0.0	626	7.1	-6		#	▼	70	0.0	552	5.9	4		#	∆	6		#	502	17.1	2		#	∆
Malaysia	23		3.8	508	12.4	‡		†		70	3.7	459	6.3	#		†		6	!	1.8	469	16.8	‡		†
Qatar	23		0.1	298	3.4	—		†		70	0.1	322	1.6	—		†		7		0.1	341	4.5	—		†
El Salvador	23		3.4	405	6.6	—		†		62	4.3	387	4.3	—		†		15		3.3	365	7.8	—		†
Thailand	22		3.6	489	11.2	—		†		73	4.0	467	5.1	—		†		5	!	1.9	441	19.7	—		†

Malta	21		0.2	499	2.2	—		†		61	0.2	477	1.8	—		†		18		0.2	338	3.4	—		†
Hong Kong SAR	21		3.6	564	7.5	‡		†		67	4.4	523	6.3	‡		†		12	!	3.2	499	16.8	‡		†
Oman	20		3.6	434	7.6	—		†		69	4.0	422	4.2	—		†		11	!	2.6	403	13.0	—		†
Ghana	20		3.2	351	10.4	‡		†		59	4.2	295	8.3	‡		†		21		3.9	281	9.9	‡		†
Bahrain	18		0.2	492	5.0	7		0.2	∆	76	0.2	466	1.7	3		0.3	∆	6		0.1	422	4.8	-9		0.2	▼

Syrian Arab Republic	17		3.1	450	8.0	—		†		69	3.3	452	3.6	—		†		14		2.8	453	8.4	—		†
Lebanon	17		3.3	455	10.5	‡		†		66	4.3	417	6.5	‡		†		18		3.2	356	15.8	‡		†
Iran, Islamic Rep. of	16		2.6	512	10.0	‡		†		64	3.8	456	3.7	‡		†		20		3.1	425	5.8	‡		†
Saudi Arabia	16		3.3	411	8.2	—		†		63	4.6	405	3.6	—		†		21		3.9	389	8.2	—		†
Kuwait	15		2.7	429	8.8	—		†		70	3.8	418	3.6	—		†		15		3.1	406	10.7	—		†

Colombia	14		2.6	443	8.6	—		†		52	4.5	420	4.4	—		†		34		4.8	403	9.6	—		†
Sweden	13		2.5	532	7.3	‡		†		78	3.6	507	3.1	‡		†		8	!	2.6	513	10.3	‡		†
Palestinian Nat'l Auth.	11		2.6	422	7.2	‡		†		78	3.3	403	3.9	‡		†		11		2.4	392	14.8	‡		†
Cyprus	11		0.1	437	7.3	-10		0.2	▼	74	0.2	454	2.2	-2		0.3	▼	16		0.2	447	4.5	12		0.2	∆
Japan	10		2.3	598	10.3	-18		4.2	▼	77	3.2	552	2.2	‡		†		13		2.7	530	7.6	10	!	3.0	∆

Hungary	9	!	2.8	584	10.4	‡		†		79	4.0	537	3.7	‡		†		11		3.1	521	7.5	‡		†
Turkey	8		2.2	499	19.0	—		†		55	4.4	465	5.1	—		†		36		4.3	427	6.4	—		†
Romania	8		2.1	496	13.0	‡		†		61	4.2	464	4.8	‡		†		31		4.1	452	8.6	‡		†
Bosnia and Herzegovina	7		2.0	475	7.4	—		†		80	3.0	465	3.4	—		†		13		2.5	463	6.3	—		†
Algeria	7	!	2.2	412	7.5	—		†		60	4.0	408	2.1	—		†		33		3.9	408	3.0	—		†

Italy	7	!	2.2	503	11.1	‡		†		77	3.7	497	3.4	‡		†		16		3.1	480	6.9	‡		†
Slovenia	7		2.0	558	8.0	‡		†		85	3.0	537	2.4	‡		†		8		2.2	527	9.5	#		†
Serbia	7	!	2.3	464	16.4	‡		†		81	3.4	472	3.4	‡		†		13		2.9	462	8.9	-13	!	4.8	▼
Botswana	6	!	2.1	378	17.9	5	!	2.3	∆	58	4.6	357	4.4	27		6.2	∆	35		4.8	342	5.3	-32		6.4	▼
Bulgaria	5	!	2.1	500	36.7	—		†		65	4.2	475	7.6	—		†		31		4.2	458	11.1	—		†

Norway	5	!	2.0	504	8.3	-8	!	3.3	▼	89	2.9	486	2.5	‡		†		6	!	2.2	477	4.0	‡		†
Armenia²	4	!	1.7	461	15.6	‡		†		73	3.8	491	7.6	‡		†		23		3.5	482	8.1	‡		†
Ukraine	4	!	1.6	550	10.9	—		†		87	2.9	486	3.7	—		†		10		2.4	449	11.3	—		†
Tunisia	3	!	1.4	477	7.7	‡		†		44	3.6	451	3.3	14	!	5.2	∆	54		3.5	439	2.7	-15	!	5.1	▼
Czech Republic	‡		†	‡	†	—		†		58	4.0	548	2.9	—		†		40		4.2	526	3.2	—		†

Lithuania	‡		†	‡	†	‡		†		94	2.1	519	2.7	‡		†		4	!	1.6	495	7.4	#		†
Russian Federation	2	!	0.9	‡	†	‡		†		79	3.0	532	4.1	9	!	4.2	∆	19		3.1	514	6.1	-10	!	4.2	▼
Georgia	#		†	‡	†	—		†		72	4.3	422	5.9	—		†		28		4.3	414	5.8	—		†
Morocco	16	!	5.3	410	12.5	—		†		68	5.4	400	4.0	—		†		15		4.1	403	12.6	—		†
Benchmarking Participants
Dubai, UAE²	56		0.7	506	4.8	—		†		42	0.7	466	4.5	—		†		2		0.3	‡	†	—		†
Massachusetts, US	44		7.4	571	6.6	—		†		45	8.1	561	10.0	—		†		10	!	3.0	491	13.9	—		†
Minnesota, US	44		7.2	534	8.1	—		†		53	6.9	548	4.8	—		†		‡		†	429	6.0	—		†
British Columbia, Canada	35		4.9	539	5.2	—		†		62	5.0	521	4.0	—		†		‡		†	527	37.1	—		†
Ontario, Canada	34		4.7	545	5.1	‡		†		57	5.1	522	4.0	‡		†		9		2.5	509	10.4	‡		†

Basque Country, Spain	23		4.8	520	5.3	‡		†		65	4.9	495	3.4	-13	!	6.2	▼	12		2.1	468	8.1	‡		†
Quebec, Canada	18		3.5	545	9.2	‡		†		71	4.3	502	4.2	‡		†		12		3.1	478	6.0	‡		†
— Not available.
† Not applicable.
# Rounds to zero.
! Interpret data with caution, estimates are unstable. The coefficient of variation is greater than or equal to .3 but less than .5.
‡ Reporting standards not met. Either data are insufficient to report achievement or the coefficient of variation is greater than or equal to .5.
∆ 2007 percent significantly higher at the p<0.05 level.
▼ 2007 percent significantly lower at the p<0.05 level.
¹ Indicates data are available for at least 50 percent but less than 70 percent of the students.
² Indicates data are available for at least 70 percent but less than 85 percent of the students.
NOTE: Index of principals' perception of school climate (PPSC) based on principals’ responses to eight questions about their schools: teachers' job satisfaction; teachers' understanding of the school's curricular goals; teachers' degree of success in implementing the school's curriculum; teachers' expectations for student achievement; parental support for student achievement; parental involvement in school activities; students' regard for school property; and students' desire to do well in school. Average is computed based on a 5-point scale: 1 = very high; 2 = high; 3 = medium; 4 = low; and 5 = very low. High level indicates average is less than or equal to 2. Medium level indicates that average is greater than 2 and less or equal to .3. Low level indicates average is greater than 3. The primary education systems of the Russian Federation and Slovenia underwent structural changes. (In 2001, the Russian Federation sample contained both third- and fourth-grade students; in 2006, however, all students were in fourth grade. Slovenia is in transition towards having all children begin school at an earlier age so that instead of having three years of primary schooling, as was the case in 2001, they all will have four years. This transition was not complete in 2006, however.) Standard error is noted by s.e. Detail may not sum to total due to rounding.
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 8.12. Chestnut Hill, MA: Boston College.