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Percentage of 4th-grade students reaching the TIMSS international benchmarks in mathematics, by education system: 2011

TIMSS Results 2003

Table 5. Average mathematics scale scores of eighth-grade students, by country: 2003

Country Average score
International average1 466
Singapore 605
Korea, Republic of 589
Hong Kong SAR2,3 586
Chinese Taipei 585
Japan 570
Belgium-Flemish 537
Netherlands2 536
Estonia 531
Hungary 529
Malaysia 508
Latvia 508
Russian Federation 508
Slovak Republic 508
Australia 505
(United States) 504
Lithuania4 502
Sweden 499
Scotland2 498
(Israel) 496
New Zealand 494
Slovenia 493
Italy 484
Armenia 478
Serbia4 477
Bulgaria 476
Romania 475
Norway 461
Moldova, Republic of 460
Cyprus 459
(Macedonia, Republic of ) 435
Lebanon 433
Jordan 424
Iran, Islamic Republic of 411
Indonesia4 411
Tunisia 410
Egypt 406
Bahrain 401
Palestinian National Authority 390
Chile 387
(Morocco) 387
Philippines 378
Botswana 366
Saudi Arabia 332
Ghana 276
South Africa 264
Singapore, Republic of Korea, Hong Kong, Chinese Taipei, Japan, Belgium-Flemish, Netherlands, Estonia, Hungary  Average is higher than the U.S. average
Malaysia, Latvia, Russian Federation, Slovak Republic, Australia, United States, Lithuania, Sweden, Scotland, Israel, New Zealand  Average is not measurably different from the U.S.
International average, Slovenia, Italy, Armenia, Serbia, Bulgaria, Romania, Norway, Republic of Moldova, Cyprus, Republic of Macedonia, Lebanon, Jordan, Islamic Republic of Iran, Indonesia, Tunisia, Egypt, Bahrain, Palestinian National Authority, Chile, Morocco, Philippines, Botswana, Saudi Arabia, Ghana, South Africa  Average is lower than the U.S. average
1 The international average reported here differs from that reported in Mullis et al. (2004) due to the deletion of England. In Mullis et al.,the reported international average is 467.
2 Met international guidelines for participation rates in 2003 only after replacement schools were included.
3 Hong Kong is a Special Administrative Region (SAR) of the People's Republic of China.
4 National desired population does not cover all of the international desired population.
NOTE: Countries are ordered by 2003 average score. The test for significance between the United States and the international average was adjusted to account for the U.S. contribution to the international average. The tests for significance take into account the standard error for the reported difference. Thus, a small difference between the United States and one country may be significant while a large difference between the United States and another country may not be significant. Parentheses indicate countries that did not meet international sampling or other guidelines in 2003. Countries were required to sample students in the upper of the two grades that contained the largest number of 13-year-olds. In the United States and most countries, this corresponds to grade 8. See table A1 in appendix A for details.
SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), 2003.

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