An IERI – International Educational Research Institute Journal
Table 2 Descriptive statistics: mean and s.e. for mathematics achievement
From: Context factors and student achievement in the IEA studies: evidence from TIMSS
| Â | All students | Students from schools with low SES | Students from schools with high SES |
|---|---|---|---|
Armenia | 467 (2.8) | 442 (5.1) | 491 (5.9) |
Australia | 507 (5.5) | 455 (6.7) | 561 (11.6) |
Chile | 418 (2.7) | 381 (4.7) | 483 (6.3) |
Chinese Taipei | 610 (3.2) | 566 (4.9) | 656 (6.5) |
England | 506 (5.8) | 441 (6.6) | 564 (8.3) |
Finland | 514 (2.5) | 502 (3.6) | 531 (2.8) |
Georgia | 432 (4.0) | 403 (5.0) | 491 (5.7) |
Hong Kong, SAR | 585 (3.8) | 529 (9.2) | 637 (6.4) |
Hungary | 504 (3.5) | 462 (5.2) | 552 (4.3) |
Israel | 520 (4.1) | 460 (7.2) | 569 (5.4) |
Italy | 499 (2.5) | 476 (4.3) | 526 (3.9) |
Japan | 570 (2.6) | 545 (3.8) | 592 (5.0) |
Republic of Korea | 613 (2.9) | 590 (3.6) | 641 (4.3) |
Lebanon | 450 (3.7) | 407 (4.0) | 506 (5.8) |
Lithuania | 502 (2.5) | 475 (3.7) | 542 (4.1) |
Malaysia | 440 (5.4) | 373 (6.4) | 512 (5.9) |
New Zealand | 488 (5.5) | 434 (5.3) | 526 (7.2) |
Norway | 475 (2.4) | 459 (3.3) | 493 (3.4) |
Romania | 458 (4.1) | 425 (7.7) | 526 (6.1) |
Singapore | 611 (3.8) | 567 (8.0) | 660 (4.1) |
Slovenia | 505 (2.1) | 491 (3.3) | 517 (2.9) |
Sweden | 485 (2.2) | 467 (3.4) | 506 (3.2) |
Thailand | 429 (4.4) | 397 (5.0) | 493 (8.7) |
Tunisia | 425 (3.0) | 394 (3.5) | 457 (5.9) |
Turkey | 453 (4.2) | 401 (5.3) | 508 (8.0) |
Ukraine | 479 (3.9) | 449 (5.2) | 523 (6.5) |
United Arab Emirates | 455 (2.2) | 418 (3.1) | 497 (4.6) |
United States | 512 (3.2) | 467 (3.7) | 561 (5.1) |