New TIMSS (Trends in International Mathematics and Science Study) 2019 findings reveal science and mathematics achievement is on the rise. The international results find most countries are reaching minimum proficiency, gender equity eroded in mathematics at fourth grade, and teachers requiring more professional development for integrating technology into their teaching.
Just released TIMSS 2019 findings reveal progress towards SDG 4 with students reaching minimum proficiency with 92% of fourth grade students and 87% of eighth grade students reached the TIMSS 2019 Low International Benchmark, among participating countries and territories. A growing gender gap favoring boys in fourth grade mathematics is seen, where boys achieved a higher score on average in almost half of the countries (27), compared to around a third of the countries (18) in 2015. Around one third of both fourth and eighth grade students reported experiencing bullying either ‘About Weekly’ or ‘About Monthly’ and these students’ achievement was lower than students who reported never or almost never experiencing bullying, as a key area to improve. Another area deserving attention is teacher professional development, with over 70% of students taught by eighth grade teachers already indicating a need for more future professional development towards integrating technology into mathematics and science instruction. Find out more key findings from TIMSS 2019 in IEA's press release. For an overview of all publications and material related to the TIMSS 2019 release, please visit our TIMSS 2019 Results page, link below.
TIMSS is directed by the TIMSS & PIRLS International Study Center in the Lynch School of Education at Boston College, working in close cooperation with IEA and the national center of the participating countries. The full TIMSS 2019 international report, providing detailed results across participating countries and territories, can be accessed here.