Trends in International Mathematics and Science Study TIMSS

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Date:         Tue, 14 Dec 2004 19:38:59 EST
Subject: Trends in International Mathematics and Science Study TIMSS

Today the National Center for Education Statistics is releasing
results on the performance of U.S. students from the Trends in
International Mathematics and Science Study (TIMSS). TIMSS, conducted
every four years, is an assessment of fourth- and eighth-graders in
mathematics and science. TIMSS first collected data in 1995, and then
again from eighth-graders in 1999. With the 2003 data collection, TIMSS
offers the first international trend comparisons in mathematics and
science at grades four and eight.

In 2003, some 46 countries participated in TIMSS, at either the
fourth- or eighth-grade level, or both. This summary highlights initial
findings on the performance of U.S. fourth- and eighth-grade students
relative to their peers in other countries on the TIMSS assessment.
      Findings include:

1. In 2003, U.S. eighth-graders improved their average mathematics and
science performances compared to 1995. The growth in achievement occurred
primarily between 1995 and 1999 in mathematics, and between 1999 and 2003
in science. Moreover, the available data suggest that the performance of
U.S. eighth-graders in both mathematics and science was higher in 2003
than in 1995 relative to the 21 other countries that participated in the
studies.

2. No measurable changes were detected in the average mathematics and
science scores of U.S. fourth-graders between 1995 and 2003. Moreover, the
available data suggest that the performance of U.S. fourth-graders in both
mathematics and science was lower in 2003 than in 1995 relative to the 14
other countries that participated in the studies.

3. U.S. fourth-grade girls showed no measurable change in their average
performance in mathematics and science between 1995 and 2003. U.S.
fourth-grade boys also showed no measurable change in their average
mathematics performance, but showed a measurable decline in science
performance over the same period.

4. U.S. African American fourth-graders and eighth-graders and Hispanic
American eighth-graders improved markedly in both mathematics and science
between 1995 and 2003. Hispanic fourth-graders showed no measurable
changes in either subject. As a result, the gap in achievement between
White and Black fourth-and eighth-grade students in the United States
narrowed between 1995 and 2003 in both mathematics and science. The gap in
achievement between Black and Hispanic fourth-graders also narrowed in
science over the same period.

To view this publication, please visit:
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005005


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