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Table 5. Average science scores of 8th-grade students, by education system: 2011

Grade 8
Education system   Average score
TIMSS scale average   500  
Singapore1   590
Chinese Taipei-CHN   564
Korea, Rep. of   560
Japan   558
Finland   552
Slovenia   543
Russian Federation1   542
Hong Kong-CHN   535
England-GBR2   533  
United States1   525  
Hungary   522  
Australia   519  
Israel3   516  
Lithuania4   514
New Zealand   512
Sweden   509
Italy   501
Ukraine   501
Norway   494
Kazakhstan   490
Turkey   483
Iran, Islamic Rep. of   474
Romania   465
United Arab Emirates   465
Chile   461
Bahrain   452
Thailand   451
Jordan   449
Tunisia   439
Armenia   437
Saudi Arabia   436
Malaysia   426
Syrian Arab Republic   426
Palestinian Nat'l Auth.   420
Georgia4,5   420
Oman   420
Qatar   419
Macedonia, Rep. of   407
Lebanon   406
Indonesia   406
Morocco   376
Ghana6   306
       
Benchmarking education systems      
Massachusetts-USA1,4   567
Minnesota-USA4   553
Alberta-CAN1   546
Colorado-USA4   542
Indiana-USA1,4   533  
Connecticut-USA1,4   532  
North Carolina-USA3,4   532  
Florida-USA1,4   530  
Ontario-CAN1   521  
Quebec-CAN   520  
California-USA1,4   499
Alabama-USA4   485
Dubai-UAE   485
Abu Dhabi-UAE   461
△ Average score is higher than U.S. average score.
▽ Average score is lower than U.S. average score.
1 National Defined Population covers 90 to 95 percent of National Target Population (see appendix A).
2 Nearly satisfied guidelines for sample participation rates after replacement schools were included.
3 National Defined Population covers less than 90 percent, but at least 77 percent of National Target Population (see appendix A).
4 National Target Population does not include all of the International Target Population (see appendix A).
5 Exclusion rates for Georgia are slightly underestimated as some conflict zones were not covered and no official statistics were available.
6 The TIMSS 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.
NOTE: Education systems are ordered by 2011 average score. Italics indicate participants identified and counted in this report as an education system and not as a separate country. 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. All average scores reported as higher or lower than the U.S. average score are different at the05 level of statistical significance. The tests for significance take into account the standard error for the reported difference. Thus, a small difference between the United States and one education system may be significant while a large difference between the United States and another education system may not be significant. The standard errors of the estimates are shown in table E-23 available at http://nces.ed.gov/pubsearch/pubsinfor.asp?pubid=2013009.
SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), 2011.


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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education