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TIMSS 2003 Tables


Table 8. Differences in average science scale scores of eighth-grade students, by country: 1995, 1999, and 2003


        Difference1
Country
1995 1999
2003
(2003-1995) (2003-1999)
Singapore
580
568
578
-3
10
Chinese Taipei
569
571
+
2
Korea, Republic of
546
549
558
13^
10^
Hong Kong SAR2,3
510
530
556
46^
27^
Japan
554
550
552
-2
3
Hungary
537
552
543
6
-10~
(Netherlands)2
541
545
536
-6
-9
(United States)
513
515
527
15^
12^
(Australia)4
514
527
13^
+
Sweden
553
524
-28~
+
(Slovenia)4
514
520
7^
+
New Zealand
511
510
520
9
10
(Lithuania)5
464
488
519
56^
31^
Slovak Republic
532
535
517
-15~
-18~
Belgium-Flemish
533
535
516
-17~
-19~
Russian Federation
523
529
514
-9
-16~
(Latvia-LSS)6
476
503
513
37^
11
(Scotland)2
501
512
10
+
Malaysia
492
510
+
18^
Norway
514
494
-21~
+
Italy7
493
491
+
-2
(Israel)7
468
488
+
20^
Bulgaria
545
518
479
-66~
-39~
Jordan
450
475
+
25^
Moldova, Republic of
459
472
+
13^
(Romania)
471
472
470
-1
-2
Iran, Islamic Republic of
463
448
453
-9~
5
(Macedonia, Republic of)
458
449
+
-9
Cyprus
452
460
441
-11~
-19~
Indonesia5
435
420
+
-15~
Chile
420
413
+
-8
Tunisia
430
404
+
-26
Philippines
345
377
+
32^
South Africa8
243
244
+
1
—Not Available.
+Not applicable.
^p<.05, denotes a significant increase.
~p<.05, denotes a significant decrease.

1 Difference calculated by subtracting 1995 or 1999 from 2003 estimate using unrounded numbers.
2 Met international guidelines for participation rates in 2003 only after replacement schools were included.
3 Hong Kong is a Special Administrative Region (SAR) of the People's Republic of China.
4 Because of national-level changes in the starting age/date for school, 1999 data for Australia and Slovenia cannot be compared to 2003.
5 National desired population does not cover all of the international desired population in all years for Lithuania, and in 2003 for Indonesia.
6 Designated LSS because only Latvian-speaking schools were included in 1995 and 1999. For this analysis, only Latvian-speaking schools are included in the 2003 average.
7 Because of changes in the population tested, 1995 data for Israel and Italy are not shown.
8 Because within classroom sampling was not accounted for, 1995 data are not shown for South Africa.
NOTE: Countries are sorted by 2003 average scores. The tests for significance take into account the standard error for the reported difference. Thus, a small difference between averages for one country may be significant while a large difference for another country may not be significant. Parentheses indicate countries that did not meet international sampling and/or other guidelines in 1995, 1999, and/or 2003. See appendix A for details regarding 2003 data. See Gonzales et al. (2000) for details regarding 1995 and 1999 data. Countries were required to sample students in the upper of the two grades that contained the largest number of 13-year-olds. In the United States and most countries, this corresponds to grade 8. See table A1 in appendix A for details. Detail may not sum to totals because of rounding.
SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), 1995, 1999, and 2003.

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