|
| |
| Table 3. Average mathematics scale scores of eighth-grade students, by country: 2003 |
| – 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 |
| |
|
+ Average is higher than the U.S. average |
|
|
• Average is not measurably different from the U.S. average |
|
|
–
Average is lower than the U.S. average |
|
| 1The 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. |
| 2Met international
guidelines for participation rates in 2003 only after replacement schools were included. |
| 3Hong Kong is a
Special Administrative Region (SAR) of the People’s Republic of China. |
| 4National 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. |
| Table 2. Average mathematics scale scores of fourth-grade students, by country: 2003 |
| International average |
495 |
|
| + Singapore |
594 |
| + Hong Kong SAR1,2 |
575 |
| + Japan |
565 |
| + Chinese Taipei |
564 |
| + Belgium-Flemish |
551 |
| + Netherlands2 |
540 |
| + Latvia |
536 |
| + Lithuania3 |
534 |
| + Russian Federation |
532 |
| + England2 |
531 |
| + Hungary |
529 |
| • United States2 |
518 |
| – Cyprus |
510 |
| – Moldova, Republic of |
504 |
| – Italy |
503 |
| – Australia2
|
499 |
| – New Zealand |
493 |
| – Scotland2
|
490 |
| – Slovenia |
479 |
| – Armenia |
456 |
| – Norway |
451 |
| – Iran, Islamic Republic of |
389 |
| – Philippines |
358 |
| – Morocco |
347 |
| – Tunisia |
339 |
|
|
+ Average is higher than the U.S. average |
|
|
• Average is not measurably different from the U.S. average |
|
|
–
Average is lower than the U.S. average |
|
| 1Hong Kong is a
Special Administrative Region (SAR) of the People's Republic of China. |
| 2Met international
guidelines for participation rates in 2003 only after replacement schools were included. |
| 3National 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. Countries were required to
sample students in the upper of the two grades that contained the largest number of
9-year-olds. In the United States and most countries, this corresponds to grade 4. 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. |
| |
|
