Figure
2.
Percentage of 4th-grade students reaching the TIMSS international benchmarks in mathematics, by education system: 2011
Advanced benchmark
High benchmark
Intermediate benchmark
Low benchmark
# Rounds to zero.
*p<.05. Percentage is significantly different from the U.S. percentage at the
same benchmark. 1 National Defined Population covers 90 to 95 percent of National Target
Population (see appendix A). 2 Met guidelines for sample participation rates only after replacement
schools were included. 3 National Target Population does not include all of the International
Target Population (see appendix A). 4 Exclusion rates for Azerbaijan and Georgia are slightly underestimated
as some conflict zones were not covered and no official statistics were available. 5 Nearly satisfied guidelines for sample participation rates after replacement
schools were included. 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. 7 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 25 percent. 8 National Defined Population covers less than 90 percent, but at least 77 percent
of National Target Population (see appendix A).
NOTE: Education systems are ordered by percentage at Advanced international benchmark.
Italics indicate participants identified and counted in this report as an education
system and not as a separate country. The TIMSS international median represents
all participating TIMSS education systems, including the United States, shown in
the main part of the figure; benchmarking education systems are not included in
the median. 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. 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-7 available at
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2013009rev.
SOURCE: International Association for the Evaluation of Educational Achievement
(IEA), Trends in International Mathematics and Science Study (TIMSS), 2011.