Mathematics and Science Score Gaps Between 2011 and 2019

 

in the U.S. and Other Education Systems

In the United States, the score gaps between high- and low-performing students widened from 2011 to 2019 in mathematics and science at both the 4th and 8th grades. Based on data from the Trends in International Mathematics and Science Study (TIMSS), the United States was the only education system (of the 29 with data for both years and grades) that showed such consistent widening of score gaps.   These findings are available in a new NCES report, Changes Between 2011 and 2019 in Achievement Gaps Between High- and Low-Performing Students in Mathematics and Science: International Results From TIMSS. Achievement gaps, also known as score gaps, are defined as the differences in scores between students at the 90th percentile of performance (high-performing) and those at the 10th percentile of performance (low-performing). Key findings include— Widening score gaps in 4th grade in the United States were due to decreases in the scores of low-performing students, matching the prevailing international pattern. In 8th grade, U.S. widening score gaps were due to decreases in the scores of low-performing students combined with increases in the scores of high-performing students—a pattern of divergence. A narrowing score gap was commonly associated with an increased average score within an education system—a pattern indicating improving performance and equity. Among education systems where score gaps widened from 2011 to 2019, there was no clear relationship between changes in score gaps and changes in average scores. In the United States, the score gap widened in both grades and subjects, although average scores did not change across this time period. This Stats in Brief, offered both as a web-based and PDF report, uses data from the 2011 and 2019 administrations of the Trends in International Mathematics and Science Study (TIMSS). All education systems that participated in both years were included in the analyses. Forty-seven education systems participated in both years at 4th grade, 36 at 8th grade, and 29 of those participated at both grades. To view the full report on the web, please visit https://nces.ed.gov/timss/additional-products/statsinbrief/2022041.asp. The PDF version can be accessed at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022041.