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TABLE OF CONTENTS

• Published Commissioner's Statement

• Executive Summary

• Preface
  • Overview
    
  • Study design
    
  • The TIMSS research team
    
  • Organization of this report

• Chapter 1: Achievement

• Chapter 2: Contexts of Learning
  • What factors might contribute to the finding that U.S. fourth graders score above the international average in both mathematics and science?

  • What factors might contribute to the finding that the international standing of U.S. fourth graders is stronger than that of U.S. eighth graders?

  • What factors might contribute to the finding that the international standing of U.S. students is stronger in science than in mathematics?

• List of Figures

• Conclusion, Works Cited and Appendices 1-4

• Chapter 1: Achievement

  • Key points

  • How well do U.S. fourth graders do in mathematics and science?

  • Some special notes on the test scores

  • Which countries outperform U.S. fourth graders in both subjects?

  • Which countries do U.S. fourth graders outperform in both subjects?

  • How do our fourth graders compare with our major economic partners?

  • How do our best fourth graders compare with others' best?

  • How do our fourth graders score in the different content areas of mathematics and science?

  • Is there a gender gap in mathematics and science at fourth grade?

  • Has U.S. fourth-grade international standing improved over time?

  • How does the performance of U.S. fourth graders compare with that of U.S. eighth graders in mathematics and science?

  • How does the performance of U.S. fourth graders compare with that of U.S. eighth graders in mathematics and science content areas?

  • Summary

• Chapter 2: Contexts of Learning

  • Key points

  • WHAT FACTORS MIGHT CONTRIBUTE TO THE FINDING THAT U.S. FOURTH GRADERS SCORE ABOVE THE INTERNATIONAL AVERAGE IN BOTH MATHEMATICS AND SCIENCE?

    • How does the U.S. fourth-grade mathematics and science curriculum differ from the international average?

    • Do U.S. fourth graders spend more time in class studying mathematics and science?

    • Is homework more common in the U.S. than in other countries?

    • How does the structure of U.S. mathematics and science instruction differ from that in other TIMSS nations?

    • Is U.S. classroom organization different from that of other countries?

    • Are calculators and computers more common in U.S. fourth-grade classrooms than in other TIMSS countries?

    • Are U.S. fourth-grade teachers better trained than their colleagues in other TIMSS countries?

    • Do U.S. teachers experience fewer professional challenges than do teachers in other TIMSS countries?

    • Do U.S. students have more educational resources in their homes than do typical students in other TIMSS countries?

    • Do U.S. fourth graders have more positive attitudes toward mathematics and science than do students in other countries?

    • Is heavy television watching less common among U.S. fourth graders than among students in other countries?

    • Summary

  • WHAT FACTORS MIGHT CONTRIBUTE TO THE FINDING THAT THE INTERNATIONAL STANDING OF U.S. FOURTH GRADERS IS STRONGER THAN THAT OF U.S. EIGHTH GRADERS?

    • Is the U.S. fourth-grade curriculum more focused than that of the eighth grade?

    • Are U.S. fourth graders assigned relatively more mathematics homework than are U.S. eighth graders?

    • Is U.S. fourth-grade mathematics and science instruction different from that in the eighth grade?

    • Is U.S. fourth-grade mathematics classroom organization different from that in the eighth grade?

    • Are calculators used more commonly in U.S. fourth-grade mathematics classes than in eighth-grade classes?

    • Are U.S. fourth-grade teachers more experienced than eighth-grade teachers?

    • Do U.S. fourth-grade students have more educational resources in their homes than do eighth graders?

    • Do U.S. fourth-grade students watch relatively less TV than eighth-grade students?

    • Do U.S. fourth graders like mathematics and science more than do U.S. eighth graders?

    • Summary

  • WHAT FACTORS MIGHT CONTRIBUTE TO THE FINDING THAT THE INTERNATIONAL STANDING OF U.S. STUDENTS IS STRONGER IN SCIENCE THAN IN MATHEMATICS?

    • Is the U.S. curriculum more focused in science than in mathematics?

    • Do U.S. students spend relatively more time in class studying science than mathematics?

    • Are class sizes different in science than in mathematics?

    • Are U.S. science teachers more experienced than mathematics teachers?

    • Are U.S. student attitudes more positive toward science than they are toward mathematics?

    • Summary

• Conclusions

• Works Cited

• Appendix 1: Additional TIMSS Reports

• Appendix 2: Advisors to the U.S. TIMSS Study

• Appendix 3: National Average Scores and Standard Errors

• Appendix 4: Summary of National Deviations from International Study Guidelines

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