TIMSS at a Glance
TIMSS is the Trends in International Mathematics and Science Study, 2003. This is the third comparison of math and science achievement carried out since 1995 by the International Association for the Evaluation of Educational Achievement.
In 2003, 49 countries participated in TIMSS at either the fourth- or eighth-grade level or both.
Comparisons in TIMSS are made at two grade levels. At grade four, comparisons are made among students in the 15 countries that participated in TIMSS in 2003 and 1995. At grade eight, comparisons are made among students in the 32 countries that participated in TIMSS 2003 and at least one earlier data collection, either TIMSS 1995, 1999, or both.
U.S. estimates are based on students from both public and private schools.
TIMSS Science, Grade Four
Between 1999 and 2003, fourth graders in 9 of the 15 countries studied demonstrated an improvement in scores. U.S. fourth graders were not among this group.
In 1995, American fourth graders scored 542 on TIMSS; in 2003 that score fell to 536 (-6 points), an average score not measurably different from the 1995 average.
No measurable difference occurred in the average science performance of U.S. fourth graders between 1995 and 2003. The data suggest the standing of U.S. fourth graders in science relative to their peers in 14 other countries appears lower in 2003 than in 1995.
In 2003, U.S. fourth graders were outperformed by students in two countries (Singapore and Japan), and they scored higher than students in eight countries (the Netherlands, New Zealand, Australia, Scotland, Slovenia, Cyprus, Norway, and Iran). In 1995, only fourth graders in Japan outperformed U.S. fourth graders, and U.S. fourth graders scored higher than their peers in 13 countries.
Population Groups
White students' scores dropped from 572 to 565 (-7 points).
U.S. fourth-grade boys turned in a lower average science performance in 2003 than in 1995 (539 in 2003, down from 548 in 1995; -9 points).
Fourth-grade girls scored 533 on average in 2003, not measurably different from their average score of 536 in 1995.
The gap in science achievement between boys and girls narrowed between 1995 and 2003, from 12 points in 1995 to 5 points in 2003.
African American fourth graders showed a significant increase in scores from 1995 to 2003 (from 462 to 487; +25 points).
Hispanic students' scores remained flat: 503 in 1995 to 498 in 2003 (-5 points).
The achievement gap between white and African- American students narrowed, from 110 points to 78 points. No measurable difference occurred in the achievement gap between white and Hispanic students during this time.
TIMSS Science, Grade Eight
In 2003, U.S. eighth graders showed a significant improvement compared to their performance in 1995 and 1999. U.S. students scored 527 on average, 12 points higher than in 1999 and 15 points higher than in 1995.
The United States was one of 13 countries that demonstrated a major increase in science achievement at the eighth-grade level. It was 1 of 8 countries to show significant increases in both the average math and science performances of its students in 2003.
The United States was the sole nation of participating G-8 countries that showed a significant increase in science achievement.
U.S. eighth graders were outperformed by students in 5 countries, and they scored higher than students in 11 countries. (In 1995, eighth graders were outperformed in science by 9 countries, and they performed better than students in 5 countries.)
In content areas between 1999 and 2003, an increase occurred in the number of U.S. eighth graders who could correctly answer items in two of the five content areas in science: Earth science and physics. No measurable difference was apparent in the percentage of eighth graders who could correctly answer item in chemistry, environmental science, and life science between 1999 and 2003.
Population Groups
U.S. eighth-grade boys and girls both showed improvement in science performance compared to their 1995 scores. Boys scored 16 points higher (536 in 2003, up from 520 in 1995); girls, 14 points higher (519 in 2003, up from 490 in 1995).
Both U.S. African American and Hispanic eighth graders demonstrated increases in science achievement between 1995 and 2003. African American student scores rose from 422 in 1995 to 462 in 2003 (+40 points). Hispanic scores climbed from 446 in 1995 to 482 in 2003 (+36 points).
Over eight years, the achievement gaps between white and African- American students and between white and Hispanic students narrowed.
TIMSS Mathematics, Grade Four
Between 1995 and 2003, fourth graders in 6 of 15 participating countries demonstrated an improvement in math. The United States is not among those countries. In both 2003 and 1995, fourth graders scored 518 on average in mathematics.
Population Groups
Between 1995 and 2003, no measurable change occurred in the average math achievement of boys and girls.
African American fourth graders demonstrated an improvement in math between 1995 and 2003. The average score for these students in 2003 was 472, up from 457 in 1995.
Scores for Hispanic fourth graders were flat (493 in 1995; 492 in 2003).
TIMSS Mathematics, Grade Eight
U.S. eighth graders showed a significant improvement in mathematics performance between 1995 and 2003. In 2003, U.S. eighth graders scored 504, up 12 points from their 1995 average score of 492.
The U.S. was among eight countries in which eighth graders demonstrated improvement in mathematics performance. Eleven countries showed significant declines in the average math achievement of their eighth graders. Seventeen countries showed no measurable difference in mathematics scores between 1995 and 2003 or between 1999 and 2003.
The United States was the only G-8 country to show a significant increase in math performance in eighth graders.
U.S. eighth graders outperformed students in more countries in mathematics in 2003 than in 1995. In 2003, U.S. eighth graders were outperformed by their peers in 7 countries and scored higher than eighth graders in 6 countries in mathematics. (In 1995, U.S. eighth graders were outperformed by their peers in 12 countries and scored higher than eighth graders in 4 countries.)
U.S. eighth graders showed significant improvement in correctly answering items in two of five content areas: algebra and data. No measurable differences were detected in the ability to answer items correctly in the other three math content areas.
Population Groups
U.S. eighth-grade boys and girls both showed improvements in mathematics compared to 1995. U.S. boys scored 12 points higher (507 in 2003; 495 in 1995), and girls also scored 12 points higher in 2003 than in 1995 (502 versus 490 in 1995).
The United States is one of five countries in which eighth-grade boys and girls improved their math performance in 2003.
Both African American and Hispanic eighth graders showed higher math achievement between 1995 and 2003. U.S. African American eighth graders scored 448 on average in 2003, up from 419 in 1995 (+29 points). Hispanic students scored 465 in 2003, up from 443 in 1995 (+22 points).
The achievement gap in average scores of white and African American students narrowed from 97 points in 1995 to 77 points in 2003.