Reston, Va., December 9, 2008
-The results of the Trends in International Mathematics and Science Study (TIMSS), released today, provide evidence that the increased emphasis on mathematics in the United States is resulting in higher performance by American students, according to the National Council of Teachers of Mathematics (NCTM). In the international assessment, both U.S. fourth and eighth graders exceeded the international average in math achievement and improved their standing among their international peers.
The average mathematics scores for both fourth- and eighth-grade U.S. students were significantly higher than in the first international test in 1995. The 2007 average score of 529 for fourth graders is 11 points higher than the 1995 average of 518. The 2007 average score for eighth-grade students of 508 is 16 points higher than the 1995 average of 492.
Ten percent of U.S. fourth graders and 6 percent of U.S. eighth graders scored at or above the advanced international benchmark compared to the international median of 5 percent in grade 4 and 2 percent in grade 8.
The results of the TIMSS 2007 assessment showed that mean score for U.S. fourth graders was higher than the mean scores for their peers in 23 of the 35 countries and lower than mean performance for students in only eight countries. U.S. eighth graders scored higher than students in 37 of 47 countries and lower than those in only five countries.
In response to today's announcement, NCTM President Hank Kepner said, "The strides our students are making in mathematics are the result of the steps that local, state, and federal entities are taking to prepare our students to meet the challenges of a global economy. The steady improvement of our students since 1995 affirms that we are moving in the right direction in teaching our students the mathematics they need for the 21st century."
Moreover, TIMSS is closely linked to the curricula of the participating countries, providing an indication of the degree to which students have learned concepts in mathematics they have been taught in school.
The TIMSS report includes a number of encouraging findings:
- On average, American fourth graders scored above the international average in all content areas in 2007. They outscored their international peers in number, geometric shapes and measures, and data display by 22 to 43 points.
- American fourth graders, on average, scored higher than the average international fourth grader in knowing, applying, and reasoning, with scores between 23 and 41 points higher than their international peers.
- At the eighth-grade level, U.S. students, on average, outscored their international classmates in the content areas of number and data and chance by 10 and 31 points, respectively.
- On average, U.S. eighth graders outperformed students in 38 countries in data and chance and 35 countries in the number domain.
The lowest performance from U.S. eighth graders was in geometry, where they scored 20 points below the international average and were outperformed by students in 14 countries.
The average scores of U.S. males and females in the tested grades showed that fourth grade males scored 6 points higher than their female counterparts, while there was no measurable difference among eighth grade males and females.
- Both boys' and girl' scores were higher than in previous years. Boys' scores, on average, in fourth grade were 12 points higher in 2007 than in 1995; girls' scores were 10 points higher, on average. Eighth-grade females improved by 17 points, on average, whereas males scored 15 points higher.
Race and ethnicities continues to play a role in students' scores in mathematics, although the average scores of students of all races have improved since 1995, and the gap is closing for both black and Hispanic students in relation to their white and Asian peers. However, much remains to be done to eliminate the disparity.
- On average, U.S. black and Hispanic students continued to improve their mathematics scores in both fourth and eighth grades but the disparity remains as other races continue to improve as well.
- A reverse has occurred since 1995 between Asian and white students, with fourth-grade Asian students outperforming whites in 2007 by 32 points. In eighth grade, Asian students outscored whites by 16 points.
TIMSS 2007 test results showed that U.S. white and Asian fourth graders scored above the international average, while Hispanics' scores were average, and black students scores were below the international average.
In addition, U.S. students' performance continues to be related to their socioeconomic background, with more affluent students scoring higher.
"The results demonstrate an unacceptable disparity that must be closed if the United States is to remain competitive in a global marketplace," said Kepner. "The facts show that students in the highest poverty schools scored below the international average in both fourth and eighth grades. We need to give all students-not just students in affluent schools-the opportunity to experience challenging mathematics throughout their educational experience.
"The TIMSS report is a clear call for U.S. policymakers and educators to make changes that will lead to providing an equitable education for all students. It should be our highest priority to eliminate the achievement gap among our students," said Kepner.
The Council cautioned that evaluations of TIMSS 2007 should consider the 50 United States as 50 different countries, with some states performing on a par with the best countries in the world. It is important to note as well that responsibility for education decisions in the United States, including choosing curricula, are made at the state and local level.
The National Council of Teachers of Mathematics has 100,000 members and 230 Affiliates in the United States and Canada. It is the world's largest organization dedicated to improving mathematics education for all students from pre-K through grade 12. The Council's Principles and Standards for School Mathematics provides guidelines for excellence in mathematics education. Its Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics, released in 2006, identifies the most important mathematical topics for each grade level.
Contact:
Gay Dillin, Media Relations Manager, (703) 620-9840 ext. 2189, gdillin@nctm.org.