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Figure
6.
Percentage of 4th-grade students reaching the TIMSS international benchmarks in science, 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-28 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.
