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TIMSS data reveal that setting high standards for the overall mathematics curriculum and ensuring teachers adhere to these standards may not necessarily lead to better learning outcomes for students. There are significant gaps between the intended and implemented grade 8 mathematics curricula in many TIMSS education systems, regardless of performance.
Education systems should foster conditions that enable teachers to better enact the intended mathematics curriculum, taking into account students' previous knowledge and current needs. Policies regarding teacher supervision, mentoring, accountability, and evaluation should support teacher enactment of the curriculum.

IEA Research for Education Volume 6 uses TIMSS data (1995-2015) to examine the interrelationship of national policy, teacher effectiveness, and student outcomes with a specific emphasis on educational equity.

IEA Research for Education Volume 5. This study addresses an important research and policy question by examining changes in the inequality of educational outcomes due to family socioeconomic status over a 20-year period using TIMSS data from 1995-2015.

Assessment Framework for the IEA International Computer and Information Literacy Study 2018