The linking functions developed in previous sections of this report can be applied to the data from the states that participated in the 1996 NAEP state assessment to enable approximate comparisons between those states and the countries that participated in TIMSS. State-level results are presented both for predicted TIMSS means and for predicted percentages above the TIMSS marker levels.

Table 17 provides the state-level predicted TIMSS mathematics and science means, based on the state-level NAEP data, for grade 8 public school data. The rows of the table correspond to the states and jurisdictions (henceforth called jurisdictions), arranged in alphabetic order. Adjacent to the jurisdiction names are the predicted TIMSS means, along with their standard errors, which take into account all components of variance discussed in this report. Table 18 provides the mathematics and science TIMSS means for the countries that participated in TIMSS. These countries are also arranged in alphabetic order. Adjacent to the country names are the values of the TIMSS means, accompanied by their standard errors, which take into account variability due to sampling and measurement error. Note that the means for the TIMSS countries reported in this table differ somewhat from those in the published TIMSS reports. This is because the means presented in the TIMSS reports are based on the first plausible value only. In contrast, the means presented in Table 18 and their standard errors use all five plausible values.

Note that the SOLE purpose of the data in these tables is to allow the comparison of predicted TIMSS means for individual jurisdictions with the actual TIMSS means of individual countries. It is NOT recommended that data in these tables be used to compare performance between jurisdictions or between countries (this is why the data for the jurisdictions and nations are arranged in alphabetical order). The proper between jurisdiction comparisons are provided in the NAEP reports (O'Sullivan, Reese, and Mazzeo, 1997; Reese, Miller, Mazzeo, and Dossey, 1997); while the proper between country comparisons are provided in the TIMSS reports (Beaton, Mullis, Martin, Gonzalez, Kelly, and Smith, 1996; Beaton, Martin, Mullis, Gonzalez, Smith, and Kelly, 1996).

Appendices C and D (abstracted from Johnson and Siegendorf, 1998) provide the comparisons of the estimated TIMSS scores for each jurisdiction with the actual TIMSS scores for the countries that participated in TIMSS. Appendix C presents one-page profiles for each jurisdiction participating in NAEP grade 8 mathematics while Appendix D provides profiles for grade 8 science. Each page displays a table showing how a particular jurisdiction would perform in comparison to the 41 countries that participated in TIMSS at grade 8. Each table indicates whether the ACTUAL mean scores of each participating TIMSS country are significantly higher than, not significantly different than, or significantly lower than the ESTIMATED mean performance of grade 8 public school students in that particular jurisdiction. The significance of the difference of the estimated mean of the given jurisdiction and the actual means of the TIMSS countries are based on a Bonferroni multiple comparisons procedure that holds to 5 percent the probability of erroneously declaring any of the country means significantly different from the chosen jurisdiction's predicted mean.

Table 17.—Estimated TIMSS scores from public school, 1996 NAEP data for states and jurisdictions: Grade 8 mathematics and science

Mathematics			Science
State/Jurisdiction	Mean	Standard Error	State/Jurisdiction	Mean	Standard Error
Alabama	463	7.7	Alabama	502	7.7
(Alaska)	516	7.1	(Alaska)	545	7.1
Arizona	491	6.8	Arizona	521	7.6
(Arkansas)	476	6.7	(Arkansas)	519	7.1
California	479	7.3	California	500	7.9
Colorado	511	6.2	Colorado	551	6.4
Connecticut	521	6.2	Connecticut	553	7.1
DDESS	494	8.0	DDESS	545	6.7
Delaware	488	6.0	Delaware	511	6.3
District of Columbia	404	6.8	District of Columbia	422	6.7
DoDDS	509	6.0	DoDDS	553	6.2
Florida	481	7.1	Florida	512	7.6
Georgia	478	6.8	Georgia	511	7.3
Guam	418	7.2	Guam	444	7.0
Hawaii	477	6.1	Hawaii	490	6.3
Indiana	510	6.5	Indiana	546	7.2
(Iowa)	532	6.4	(Iowa)	562	6.9
Kentucky	488	6.2	Kentucky	528	6.9
Louisiana	453	6.9	Louisiana	482	7.7
Maine	532	6.4	Maine	577	6.6
(Maryland)	496	7.6	(Maryland)	522	7.4
Massachusetts	516	7.0	Massachusetts	558	7.3
(Michigan)	514	7.1	(Michigan)	547	7.2
Minnesota	532	6.4	Minnesota	563	7.1
Mississippi	447	6.4	Mississippi	484	7.3
Missouri	505	6.5	Missouri	540	6.9
(Montana)	529	6.4	(Montana)	574	6.9
Nebraska	529	6.1	Nebraska	559	6.6
New Mexico	477	6.3	New Mexico	509	6.6
(New York)	497	7.0	(New York)	523	7.6
North Carolina	491	6.5	North Carolina	526	6.9
North Dakota	532	6.0	North Dakota	575	6.4
Oregon	512	6.7	Oregon	552	7.6
Rhode Island	494	6.0	Rhode Island	533	6.3
(South Carolina)	474	6.7	(South Carolina)	501	7.4
Tennessee	479	6.6	Tennessee	515	8.0
Texas	497	6.5	Texas	522	8.0
Utah	514	6.1	Utah	555	6.3
(Vermont)	520	6.1	(Vermont)	559	6.6
Virginia	496	6.8	Virginia	535	7.6
Washington	512	6.4	Washington	536	7.1
West Virginia	484	6.1	West Virginia	528	6.4
(Wisconsin)	529	6.7	(Wisconsin)	567	7.9
Wyoming	509	6.0	Wyoming	560	6.1

(Jurisdiction) indicates that the state or jurisdiction did not satisfy one or more of the sample participation guidelines. See Appendix B.
DDESS: Department of Defense Domestic Dependent Elementary and Secondary Schools
DoDDS: Department of Defense Dependents Schools (Overseas)
SOURCE: Tabulations based on data from the IEA Third International Mathematics and Science Study (TIMSS), 1994-1995, and the National Assessment of Educational Progress (NAEP), 1996.

Mathematics			Science
Country	Mean	Standard Error	Country	Mean	Standard Error
(Australia)	529	4.1	(Australia)	545	3.9
(Austria)	540	3.1	(Austria)	558	3.9
Belgium—Flemish	565	5.7	Belgium-Flemish	549	4.3
(Belgium—French)	526	3.6	(Belgium—French)	472	3.2
(Bulgaria)	539	6.3	(Bulgaria)	565	5.3
Canada	527	2.5	Canada	531	2.6
(Colombia)	385	3.5	(Colombia)	411	4.3
Cyprus	474	2.0	Cyprus	463	2.1
Czech Republic	564	5.0	Czech Republic	575	4.6
(Denmark)	503	2.9	(Denmark)	479	3.4
(England)	505	2.7	(England)	553	3.5
France	538	2.9	France	497	2.8
(Germany)	508	4.6	(Germany)	532	5.0
(Greece)	484	3.1	(Greece)	497	2.4
Hong Kong	588	6.5	Hong Kong	522	4.7
Hungary	538	3.3	Hungary	553	2.9
Iceland	488	4.8	Iceland	494	4.3
Iran, Islamic Republic	430	2.4	Iran, Islamic Republic	469	2.5
Ireland	527	5.2	Ireland	537	4.7
(Israel)	521	6.4	(Israel)	525	5.8
Japan	605	2.0	Japan	571	1.7
Korea	608	2.6	Korea	565	2.3
(Kuwait)	391	2.6	(Kuwait)	428	3.9
(Latvia-LSS)	494	3.3	(Latvia-LSS)	485	2.8
(Lithuania)	478	3.6	(Lithuania)	476	3.5
(Netherlands)	541	6.7	(Netherlands)	561	5.1
New Zealand	508	4.5	New Zealand	526	4.4
Norway	503	2.3	Norway	527	2.0
Portugal	455	2.5	Portugal	481	2.5
(Romania)	481	4.1	(Romania)	485	4.8
Russian Federation	536	5.3	Russian Federation	538	4.0
Singapore	642	5.0	Singapore	607	5.6
(Scotland)	498	5.5	(Scotland)	515	5.2
Slovak Republic	547	3.3	Slovak Republic	545	3.4
(Slovenia)	540	3.2	(Slovenia)	560	2.9
(South Africa)	354	4.5	(South Africa)	326	6.8
Spain	488	2.1	Spain	517	2.0
Sweden	519	3.1	Sweden	535	3.0
(Switzerland)	546	2.9	(Switzerland)	522	2.7
(Thailand)	522	5.8	(Thailand)	526	3.8
United States	499	4.7	United States	534	4.8

(Jurisdiction) indicates that the country did not satisfy one or more of the sample participation guidelines. See Appendix B.
Latvia-LSS: Latvian-speaking schools only
Average scores for the nations may differ from IEA reports because of the way averages were computed.
SOURCE: Tabulations based on data from the IEA Third International Mathematics and Science Study (TIMSS), 1994-1995.

Generally speaking, the state-level predicted TIMSS means have a somewhat smaller range than do the country-level TIMSS means and are distributed about the U.S. TIMSS mean. There is considerable variability in the results: The highest performing states have predicted means significantly higher than the TIMSS means of at least one-half of the countries, while the lowest performing states have predicted means significantly lower than the TIMSS means of at least half of the countries.

Tables 19 and 20 provide, in alphabetical order, the state-level predicted results in terms of the TIMSS international marker levels for mathematics and science, respectively. The predicted 95 percent confidence intervals for the percentages above the marker levels were computed for each jurisdiction using Equation (19). Also included in the tables is a point estimate of the percentages above each marker level for each jurisdiction, where the point estimate is computed as the midpoint of the 95 percent confidence interval. Tables 21 and 22 provide the actual percentages above the international marker levels, along with 95 percent confidence intervals, for the countries that participated in TIMSS. As was the case for the country means in Table 18, the percentages reported in Tables 21 and 22 differ somewhat from those published in the TIMSS reports. This is because Tables 21 and 22 are based on all five plausible values, while the TIMSS reports are based only on the first plausible value.

As was the case with the predicted means, there is a considerable spread across the jurisdictions in terms of the percentages above each of the marker levels. It is interesting to note that the position of a given state relative to the countries changes somewhat from that based on the means to that based on the percentage above a given marker level. This change in position is due to different distributions from state to state and from country to country. Some states and countries have more diffuse distributions while others have less. Thus, a state with roughly the same predicted TIMSS mean as a given country might have noticeably different predicted percentages above the various marker levels if the state has a markedly more or less diffuse predicted TIMSS distribution than the actual TIMSS distribution of the country. For example, if the state has a larger predicted TIMSS standard deviation than the country, the state will have a higher predicted percentage above the Top 10 Percent level.

Table 19.—Ninety-five percent confidence intervals and estimates for percent of students reaching TIMSS International Marker Levels in mathematics at grade 8 based on estimates from 1996 NAEP public school data for states and jurisdictions

Estimates indicated in gray shading

	TIMSS International Marker Levels
State/Jurisdiction	International Top Ten Percent			International Top Quarter			International Top Half
Alabama	0.1	1.4	2.7	3.9	8.9	13.8	22.5	32.0	41.5
(Alaska)	3.0	6.9	10.7	16.3	23.5	30.6	46.0	54.9	63.8
Arizona	0.5	2.1	3.6	7.8	13.1	18.4	33.6	42.7	51.7
(Arkansas)	0.4	1.8	3.1	5.0	9.2	13.3	27.7	36.7	45.6
California	1.1	3.2	5.2	7.3	13.0	18.6	29.6	38.0	46.3
Colorado	0.9	3.5	6.1	12.0	18.7	25.3	43.9	52.1	60.3
Connecticut	2.0	5.4	8.7	16.7	23.7	30.7	48.8	56.4	64.0
DDESS	1.6	5.0	8.3	11.0	17.0	23.0	33.1	43.4	53.6
Delaware	1.1	3.0	4.9	9.2	14.0	18.8	33.0	40.8	48.5
District of Columbia	0.3	1.3	2.2	2.1	4.2	6.2	8.7	12.8	16.9
DoDDS	0.7	3.2	5.6	11.9	17.3	22.7	41.6	49.6	57.5
Florida	0.1	1.8	3.4	7.2	12.5	17.7	30.9	39.8	48.6
Georgia	0.5	2.4	4.3	6.3	11.8	17.3	29.6	38.0	46.4
Guam	0.0	0.9	1.8	1.5	4.1	6.7	13.3	19.1	24.8
Hawaii	0.8	2.5	4.2	7.5	12.0	16.4	30.4	37.4	44.4
Indiana	0.9	3.2	5.5	10.9	17.8	24.6	42.4	52.0	61.5
(Iowa)	1.4	4.2	7.0	15.2	23.3	31.4	54.0	63.1	72.1
Kentucky	0.1	1.5	2.9	6.4	11.4	16.3	31.4	39.8	48.2
Louisiana	0.1	0.7	1.3	1.9	5.2	8.5	17.1	25.2	33.3
Maine	2.3	5.6	8.8	16.1	23.8	31.5	53.7	62.4	71.0
(Maryland)	2.1	5.6	9.1	12.4	19.8	27.2	36.6	45.2	53.8
Massachusetts	1.7	5.1	8.4	13.3	21.0	28.6	45.1	54.6	64.1
(Michigan)	1.4	4.8	8.1	14.0	21.7	29.3	44.1	53.7	63.2
Minnesota	2.7	6.4	10.0	18.6	27.0	35.4	53.5	62.0	70.5
Mississippi	0.0	0.6	1.1	2.3	5.1	7.8	16.6	23.1	29.6
Missouri	0.5	2.5	4.5	9.3	15.6	21.9	38.9	48.5	58.1
(Montana)	2.3	5.5	8.6	17.5	25.0	32.5	53.3	61.8	70.3
Nebraska	1.8	5.2	8.6	16.4	23.4	30.4	52.1	60.7	69.2
New Mexico	0.4	1.6	2.8	5.9	10.3	14.6	28.1	36.4	44.7
(New York)	1.2	3.4	5.5	10.5	16.5	22.4	38.1	47.0	55.9
North Carolina	0.9	3.3	5.6	9.9	15.3	20.6	33.9	42.4	50.8
North Dakota	1.8	5.0	8.2	17.2	25.0	32.8	55.5	63.5	71.4
Oregon	1.4	4.4	7.3	13.1	19.9	26.7	44.3	52.7	61.0
Rhode Island	1.0	2.8	4.6	10.0	15.4	20.7	38.0	45.7	53.4
(South Carolina)	0.5	2.0	3.5	5.8	10.2	14.6	25.9	33.9	41.9
Tennessee	0.4	1.9	3.3	5.5	10.5	15.5	30.4	38.4	46.4
Texas	0.7	2.7	4.7	9.7	15.7	21.6	37.1	45.8	54.5
Utah	0.8	2.8	4.7	11.3	17.6	23.9	45.4	54.1	62.8
(Vermont)	1.5	4.0	6.5	13.5	20.6	27.6	48.5	57.3	66.1
Virginia	1.2	3.2	5.1	9.7	15.6	21.4	35.6	44.7	53.7
Washington	1.7	4.4	7.1	13.4	19.8	26.1	44.9	53.2	61.4
West Virginia	0.3	1.6	2.8	5.5	9.9	14.3	29.5	37.6	45.7
(Wisconsin)	2.1	5.5	8.9	16.3	24.3	32.3	52.0	61.2	70.4
Wyoming	0.6	2.6	4.6	10.1	15.6	21.0	42.3	51.5	60.7

(Jurisdiction) indicates that the state or jurisdiction did not satisfy one or more of the sample participation guidelines. See Appendix B.
DDESS: Department of Defense Domestic Dependent Elementary and Secondary Schools
DoDDS: Department of Defense Dependents Schools (Overseas)
SOURCE: Tabulations based on data from the IEA Third International Mathematics and Science Study (TIMSS), 1994-1995, and the National Assessment of Educational Progress (NAEP), 1996.

Table 20.—Ninety-five percent confidence intervals and estimates for percent of students reaching TIMSS International Marker Levels in science at grade 8 based on estimates from 1996 NAEP public school data for states and jurisdictions

Estimates indicated in gray shading

	TIMSS International Marker Levels
State/Jurisdiction	International Top Ten Percent			International Top Quarter			International Top Half
Alabama	2.4	6.2	10.0	13.2	20.2	27.2	36.6	44.7	52.8
(Alaska)	7.9	13.0	18.0	25.8	33.9	41.9	54.9	62.4	69.9
Arizona	3.8	8.2	12.6	17.3	24.7	32.0	43.3	51.8	60.3
(Arkansas)	3.5	7.9	12.2	17.2	24.9	32.6	44.3	52.2	60.0
California	3.9	7.6	11.3	15.0	21.7	28.4	36.0	44.4	52.7
Colorado	8.2	13.2	18.2	27.9	35.6	43.2	57.5	64.7	71.9
Connecticut	10.4	16.2	22.0	30.6	38.7	46.8	57.8	65.1	72.3
DDESS	5.0	10.3	15.6	20.8	29.8	38.7	52.6	62.4	72.2
Delaware	3.8	7.3	10.7	17.1	22.7	28.2	41.6	48.4	55.2
District of Columbia	0.7	1.8	2.8	2.7	5.5	8.3	12.5	17.3	22.0
DoDDS	6.7	12.1	17.4	26.5	34.3	42.0	58.4	65.1	71.8
Florida	3.8	8.1	12.3	16.3	23.4	30.5	39.5	48.3	57.0
Georgia	4.2	8.4	12.6	16.1	23.1	30.1	38.6	46.9	55.1
Guam	0.7	2.3	3.9	4.9	8.7	12.4	19.1	25.7	32.2
Hawaii	2.0	4.5	7.0	11.3	16.5	21.6	33.0	39.8	46.5
Indiana	5.9	11.9	17.9	23.9	32.6	41.2	53.2	61.4	69.6
(Iowa)	8.8	14.6	20.3	30.6	39.3	48.0	61.4	68.7	76.0
Kentucky	4.4	8.5	12.6	18.8	26.1	33.3	46.2	54.4	62.6
Louisiana	1.9	4.7	7.5	10.2	15.7	21.2	29.6	37.6	45.6
Maine	11.5	18.0	24.4	35.8	44.9	54.0	67.6	74.8	81.9
(Maryland)	5.6	10.6	15.6	20.1	27.5	34.9	44.7	52.6	60.4
Massachusetts	10.2	16.2	22.1	31.2	39.6	47.9	58.9	66.7	74.4
(Michigan)	7.6	13.4	19.2	26.6	35.2	43.7	54.3	62.3	70.2
Minnesota	8.9	15.8	22.7	31.3	39.9	48.5	62.0	69.3	76.6
Mississippi	1.7	4.2	6.6	9.4	14.4	19.3	28.5	36.6	44.6
Missouri	6.1	10.9	15.7	23.3	31.2	39.1	52.9	60.8	68.7
(Montana)	9.5	16.0	22.5	33.7	43.8	53.8	67.8	75.0	82.1
Nebraska	9.1	15.2	21.2	29.9	38.4	46.8	61.4	68.3	75.2
New Mexico	3.6	6.7	9.8	16.5	21.9	27.2	39.7	46.9	54.1
(New York)	6.9	12.0	17.1	21.9	29.5	37.0	46.3	54.1	61.9
North Carolina	5.7	9.7	13.7	19.6	26.6	33.5	45.8	53.6	61.3
North Dakota	10.3	16.9	23.5	35.5	44.0	52.5	68.4	75.3	82.2
Oregon	7.7	13.3	18.9	26.2	34.8	43.3	56.8	65.1	73.4
Rhode Island	6.3	10.4	14.4	21.5	28.4	35.3	49.1	56.5	63.9
(South Carolina)	3.2	6.5	9.7	13.4	19.5	25.5	34.1	42.5	50.9
Tennessee	4.7	9.0	13.2	17.0	24.7	32.3	41.5	50.5	59.5
Texas	4.5	8.5	12.5	18.4	25.9	33.4	44.0	52.7	61.3
Utah	7.2	12.1	16.9	27.1	35.2	43.2	60.3	67.3	74.3
(Vermont)	7.9	14.1	20.2	28.8	36.5	44.1	59.6	67.4	75.1
Virginia	6.3	11.4	16.4	21.6	30.0	38.3	48.1	56.4	64.7
Washington	6.6	11.2	15.7	21.9	29.3	36.7	50.0	58.2	66.4
West Virginia	3.5	6.7	9.9	17.2	23.8	30.3	45.5	53.4	61.3
(Wisconsin)	10.3	17.1	23.9	32.9	42.4	51.8	63.0	70.9	78.8
Wyoming	8.0	13.4	18.8	29.1	36.8	44.4	61.5	68.5	75.4

(Jurisdiction) indicates that the state or jurisdiction did not satisfy one or more of the sample participation guidelines. See Appendix B.
DDESS: Department of Defense Domestic Dependent Elementary and Secondary Schools
DoDDS: Department of Defense Dependents Schools (Overseas)
SOURCE: Tabulations based on data from the IEA Third International Mathematics and Science Study (TIMSS), 1994-1995, and the National Assessment of Educational Progress (NAEP), 1996.


Table 21.—Ninety-five percent confidence intervals and estimates for percent of students reaching TIMSS International Marker Levels in mathematics at grade 8 based on actual 1995 TIMSS data for countries

Estimates indicated in gray shading

	TIMSS International Marker Levels
State/Jurisdiction	International Top Ten Percent			International Top Quarter			International Top Half
Alabama	2.4	6.2	10.0	13.2	20.2	27.2	36.6	44.7	52.8
(Alaska)	7.9	13.0	18.0	25.8	33.9	41.9	54.9	62.4	69.9
Arizona	3.8	8.2	12.6	17.3	24.7	32.0	43.3	51.8	60.3
(Arkansas)	3.5	7.9	12.2	17.2	24.9	32.6	44.3	52.2	60.0
California	3.9	7.6	11.3	15.0	21.7	28.4	36.0	44.4	52.7
Colorado	8.2	13.2	18.2	27.9	35.6	43.2	57.5	64.7	71.9
Connecticut	10.4	16.2	22.0	30.6	38.7	46.8	57.8	65.1	72.3
DDESS	5.0	10.3	15.6	20.8	29.8	38.7	52.6	62.4	72.2
Delaware	3.8	7.3	10.7	17.1	22.7	28.2	41.6	48.4	55.2
District of Columbia	0.7	1.8	2.8	2.7	5.5	8.3	12.5	17.3	22.0
DoDDS	6.7	12.1	17.4	26.5	34.3	42.0	58.4	65.1	71.8
Florida	3.8	8.1	12.3	16.3	23.4	30.5	39.5	48.3	57.0
Georgia	4.2	8.4	12.6	16.1	23.1	30.1	38.6	46.9	55.1
Guam	0.7	2.3	3.9	4.9	8.7	12.4	19.1	25.7	32.2
Hawaii	2.0	4.5	7.0	11.3	16.5	21.6	33.0	39.8	46.5
Indiana	5.9	11.9	17.9	23.9	32.6	41.2	53.2	61.4	69.6
(Iowa)	8.8	14.6	20.3	30.6	39.3	48.0	61.4	68.7	76.0
Kentucky	4.4	8.5	12.6	18.8	26.1	33.3	46.2	54.4	62.6
Louisiana	1.9	4.7	7.5	10.2	15.7	21.2	29.6	37.6	45.6
Maine	11.5	18.0	24.4	35.8	44.9	54.0	67.6	74.8	81.9
(Maryland)	5.6	10.6	15.6	20.1	27.5	34.9	44.7	52.6	60.4
Massachusetts	10.2	16.2	22.1	31.2	39.6	47.9	58.9	66.7	74.4
(Michigan)	7.6	13.4	19.2	26.6	35.2	43.7	54.3	62.3	70.2
Minnesota	8.9	15.8	22.7	31.3	39.9	48.5	62.0	69.3	76.6
Mississippi	1.7	4.2	6.6	9.4	14.4	19.3	28.5	36.6	44.6
Missouri	6.1	10.9	15.7	23.3	31.2	39.1	52.9	60.8	68.7
(Montana)	9.5	16.0	22.5	33.7	43.8	53.8	67.8	75.0	82.1
Nebraska	9.1	15.2	21.2	29.9	38.4	46.8	61.4	68.3	75.2
New Mexico	3.6	6.7	9.8	16.5	21.9	27.2	39.7	46.9	54.1
(New York)	6.9	12.0	17.1	21.9	29.5	37.0	46.3	54.1	61.9
North Carolina	5.7	9.7	13.7	19.6	26.6	33.5	45.8	53.6	61.3
North Dakota	10.3	16.9	23.5	35.5	44.0	52.5	68.4	75.3	82.2
Oregon	7.7	13.3	18.9	26.2	34.8	43.3	56.8	65.1	73.4
Rhode Island	6.3	10.4	14.4	21.5	28.4	35.3	49.1	56.5	63.9
(South Carolina)	3.2	6.5	9.7	13.4	19.5	25.5	34.1	42.5	50.9
Tennessee	4.7	9.0	13.2	17.0	24.7	32.3	41.5	50.5	59.5
Texas	4.5	8.5	12.5	18.4	25.9	33.4	44.0	52.7	61.3
Utah	7.2	12.1	16.9	27.1	35.2	43.2	60.3	67.3	74.3
(Vermont)	7.9	14.1	20.2	28.8	36.5	44.1	59.6	67.4	75.1
Virginia	6.3	11.4	16.4	21.6	30.0	38.3	48.1	56.4	64.7
Washington	6.6	11.2	15.7	21.9	29.3	36.7	50.0	58.2	66.4
West Virginia	3.5	6.7	9.9	17.2	23.8	30.3	45.5	53.4	61.3
(Wisconsin)	10.3	17.1	23.9	32.9	42.4	51.8	63.0	70.9	78.8
Wyoming	8.0	13.4	18.8	29.1	36.8	44.4	61.5	68.5	75.4

(Jurisdiction) indicates that the country or jurisdiction did not satisfy one or more of the sample participation guidelines. See Appendix B.
Latvia-LSS: Latvian-speaking schools only
Results for the nations may differ from IEA reports because of the way averages were computed.
SOURCE: Tabulations based on data from the IEA Third International Mathematics and Science Study (TIMSS), 1994-1995, and the National Assessment of Educational Progress (NAEP), 1996.


Table 22.—Ninety-five percent confidence intervals and estimates for percent of students reaching TIMSS International Marker Levels in science at grade 8 based on actual 1995 TIMSS data for countries

Estimates indicated in gray shading

	TIMSS International Marker Levels
Country	International Top Ten Percent			International Top Quarter			International Top Half
(Australia)	13.6	15.6	17.5	30.4	33.2	35.9	55.4	58.7	61.9
(Austria)	13.8	16.1	18.3	32.3	35.4	38.4	60.4	63.9	67.4
Belgium-Flemish	8.1	10.0	11.9	27.0	30.8	34.5	59.2	63.7	68.1
(Belgium-French)	0.6	1.2	1.8	6.0	7.5	9.0	25.6	28.7	31.7
(Bulgaria)	18.4	21.4	24.3	35.1	40.0	44.8	58.9	63.6	68.3
Canada	7.9	9.3	10.6	23.2	25.3	27.3	50.9	53.5	56.1
(Colombia)	0.0	0.2	0.3	0.3	0.9	1.4	5.4	7.5	9.6
Cyprus	0.6	1.2	1.8	5.3	7.0	8.6	24.3	26.5	28.6
Czech Republic	15.8	19.2	22.5	36.4	40.7	44.9	68.1	72.5	76.9
(Denmark)	1.5	2.4	3.2	7.4	9.2	10.9	29.4	32.1	34.8
England	14.6	17.0	19.4	30.8	34.2	37.5	57.0	60.5	63.9
France	0.6	1.3	1.9	9.5	11.2	12.9	34.3	37.4	40.4
(Germany)	9.2	11.4	13.5	25.2	28.6	32.0	50.1	54.4	58.6
(Greece)	2.9	3.9	4.8	12.6	14.2	15.8	34.7	37.8	40.8
Hong Kong	5.2	7.0	8.8	18.5	21.9	25.2	46.1	50.8	55.5
Hungary	11.7	13.6	15.5	30.7	33.6	36.5	60.2	63.4	66.6
Iceland	0.8	2.2	3.5	6.2	9.7	13.1	31.5	36.4	41.2
Iran, Islamic Republic	0.2	0.6	0.9	3.7	5.0	6.3	21.1	24.2	27.3
Ireland	9.4	11.7	14.0	25.7	29.2	32.6	52.4	56.5	60.6
(Israel)	7.9	10.8	13.7	19.8	24.7	29.6	45.8	51.2	56.5
Japan	16.5	18.2	19.8	39.3	41.1	42.8	69.8	71.3	72.7
Korea	16.3	18.1	19.9	36.5	38.6	40.7	65.5	67.6	69.7
(Kuwait)	0.0	0.1	0.2	0.6	1.6	2.5	8.0	10.6	13.1
Latvia-LSS	0.9	1.7	2.4	8.0	9.7	11.4	29.8	33.0	36.2
Lithuania	0.7	1.3	1.9	6.7	8.4	10.0	25.7	29.2	32.7
(Netherlands)	9.4	12.5	15.6	30.1	34.8	39.5	62.1	67.1	72.0
New Zealand	8.6	10.6	12.5	22.5	25.7	28.9	46.8	50.9	54.9
Norway	6.3	7.4	8.5	21.3	24.0	26.6	49.7	51.9	54.1
Portugal	0.1	0.7	1.2	5.4	6.8	8.1	25.2	28.1	31.0
(Romania)	3.5	4.7	5.9	13.3	16.1	18.9	31.6	35.6	39.5
Russian Federation	9.4	11.2	12.9	25.9	28.7	31.5	52.0	55.9	59.7
(Scotland)	6.3	8.6	10.9	18.9	22.7	26.5	43.6	48.1	52.6
Singapore	26.8	31.5	36.1	50.5	55.9	61.2	78.4	81.7	84.9
Slovak Republic	10.1	12.1	14.1	26.5	29.5	32.5	56.1	59.3	62.5
(Slovenia)	11.7	13.7	15.6	31.3	34.4	37.5	62.2	65.1	68.0
(South Africa)	0.1	0.6	1.0	0.3	1.0	1.7	2.6	5.4	8.1
Spain	3.2	4.2	5.2	16.3	18.1	19.8	44.7	46.9	49.0
Sweden	8.1	9.5	10.8	24.0	26.7	29.3	52.8	56.0	59.1
Switzerland	5.9	7.2	8.4	20.8	23.0	25.2	48.2	50.7	53.2
(Thailand)	2.5	3.7	4.8	14.7	18.5	22.3	46.7	51.4	56.0
United States	11.0	12.8	14.5	26.5	29.7	32.9	51.4	55.2	59.0

 
(Jurisdiction) indicates that the country or jurisdiction did not satisfy one or more of the sample participation guidelines. See Appendix B.
Latvia-LSS: Latvian-speaking schools only
Results for the nations may differ from IEA reports because of the way averages were computed.
SOURCE: Tabulations based on data from the IEA Third International Mathematics and Science Study (TIMSS), 1994-1995, and the National Assessment of Educational Progress (NAEP), 1996.