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Percentage of 4th-grade students reaching the TIMSS international benchmarks in mathematics, by education system: 2011
| TIMSS Results 2003 |
Table 7. Differences in average mathematics scale scores of eighth-grade students, by country: 1995, 1999, and 2003
| Difference1 | |||||
|
Country
|
1995 | 1999 | 2003 | (2003-1995) | 2003-1999 |
|---|---|---|---|---|---|
| Singapore |
609
|
604
|
605
|
-3
|
1
|
| Korea, Republic of |
581
|
587
|
589
|
8^
|
2
|
| Hong Kong SAR2,3 |
569
|
582
|
586
|
17^
|
4
|
| Chinese Taipei |
—
|
585
|
585
|
+
|
#
|
| Japan |
581
|
579
|
570
|
-11~
|
-9~
|
| Belgium-Flemish |
550
|
558
|
537
|
-13~
|
-21~
|
| (Netherlands)2 |
529
|
540
|
536
|
7
|
-4
|
| Hungary |
527
|
532
|
529
|
3
|
-2
|
| Malaysia |
—
|
519
|
508
|
+
|
-11
|
| Russian Federation |
524
|
526
|
508
|
-16~
|
-18~
|
| Slovak Republic |
534
|
534
|
508
|
-26~
|
-26~
|
| (Latvia-LSS)4 |
488
|
505
|
505
|
17^
|
#
|
| (Australia)5 |
509
|
—
|
505
|
-4
|
+
|
| (United States) |
492
|
502
|
504
|
12^
|
3
|
| Lithuania6 |
472
|
482
|
502
|
30^
|
20^
|
| Sweden |
540
|
—
|
499
|
-41~
|
+
|
| (Scotland)2 |
493
|
—
|
498
|
4
|
+
|
| (Israel)7 |
—
|
466
|
496
|
+
|
29^
|
| New Zealand |
501
|
491
|
494
|
-7
|
3
|
| (Slovenia)5 |
494
|
—
|
493
|
-2
|
+
|
| Italy7 |
—
|
479
|
484
|
+
|
4
|
| (Bulgaria) |
527
|
511
|
476
|
-51~
|
-34~
|
| (Romania) |
474
|
472
|
475
|
2
|
3
|
| Norway |
498
|
—
|
461
|
-37~
|
+
|
| Moldova, Republic of |
—
|
469
|
460
|
+
|
-9
|
| Cyprus |
468
|
476
|
459
|
-8~
|
-17~
|
| (Macedonia, Republic of) |
—
|
447
|
435
|
+
|
-12~
|
| Jordan |
—
|
428
|
424
|
+
|
-3
|
| Iran, Islamic Republic of |
418
|
422
|
411
|
-7
|
-11~
|
| Indonesia6 |
—
|
403
|
411
|
+
|
8
|
| Tunisia |
—
|
448
|
410
|
+
|
-38~
|
| Chile |
—
|
392
|
387
|
+
|
-6
|
| Philippines |
—
|
345
|
378
|
+
|
33^
|
| South Africa8 |
—
|
275
|
264
|
+
|
-11
|
| —Not available. +Not applicable. #Rounds to zero. ^p<.05, denotes a significant increase. ~p<.05, denotes a significant decrease. |
|||||
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 Designated LSS because only Latvian-speaking schools were included in 1995 and 1999. For this analysis, only Latvian-speaking schools are included in the 2003 average.
5 Because of national-level changes in the starting age/date for school, 1999 data for Australia and Slovenia cannot be compared to 2003.
6 National desired population does not cover all of the international desired population in all years for Lithuania, and in 2003 for Indonesia.
7 Because of changes in the population tested, 1995 data for Israel and Italy are not shown.
8 Because within classroom sampling was not accounted for, 1995 data are not shown for South Africa.
NOTE: Countries are sorted by 2003 average scores. The tests for significance take into account the standard error for the reported difference. Thus, a small difference between averages for one country may be significant while a large difference for another country may not be significant. Parentheses indicate countries that did not meet international sampling or other guidelines in 1995, 1999, or 2003. See appendix A for details regarding 2003 data. See Gonzales et al. (2000) for details regarding 1995 and 1999 data. Countries were required to sample students in the upper of the two grades that contained the most 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. Detail may not sum to totals because of rounding.
SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), 1995, 1999, and 2003.
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