Through its comparative research and assessment projects, IEA aims to:

• Provide international benchmarks that may assist policy-makers in identifying the  comparative strength and weaknesses of their educational systems
• Provide high-quality data that will increase policy-makers’ understanding of key school- and non-school-based factors that influence teaching and learning
• Provide high-quality data which will serve as a resource for identifying areas of concern and action, and for preparing and evaluating educational reforms
• Develop and improve educational systems’ capacity to engage in national strategies for educational monitoring and improvement
• Contribute to development of the world-wide community of researchers in educational evaluation

Since its inception in 1958, the IEA has conducted more than 23 research studies of cross-national achievement. The regular cycle of studies encompasses learning in basic school subjects. Examples are the Trends in Mathematics and Science Study (TIMSS 1995, TIMSS 1999, TIMSS 2003, TIMSS 2007, TIMSS 2011) and the Progress in International Reading Literacy Study (PIRLS 2001, PIRLS 2006, PIRLS 2011). IEA projects also include studies of particular interest to IEA members, such as the TIMSS-R Video Study of Classroom Practices, civic education (CIVED and ICCS), information technology in education (SITES-M1, SITES-M2, SITES 2006), and pre-primary education (PPP).  In 2005 IEA initiated also its first study in tertiary education:  Teachers Education and Development Study in Mathematics (TEDS-M).

IEA studies are an important data source for those working to enhance students’ learning at the international, national and local levels. By reporting on a wide range of topics and subject matters, the studies contribute to a deep understanding of educational processes within individual countries, and across a broad international context. In addition, the cycle of studies provides countries with an opportunity to measure progress in educational achievement in mathematics, science and reading comprehension. The cycle of studies also enables monitoring of changes in the implementation of educational policy and identification of new issues relevant to reform efforts.