Nebraska, New York, North Dakota, Tennessee, Washing-
ton, West Virginia, and Wyoming) and the District of
Columbia and did not decrease for any states. At grade 8,
scores were higher in 2013 than in 2011 in five states (Flor-
ida, Hawaii, New Hampshire, Pennsylvania, and Tennes-
see), the District of Columbia, and the Department of
Defense dependents schools, and scores decreased in three
states (Montana, Oklahoma, and South Dakota).
Science
NAEP has assessed the science abilities of students in
grades 4, 8, and 12 in both public and private schools since
1996. As of 2009, however, NAEP science assessments are
based on a new framework, so results from these assessments
cannot be compared to results from earlier science assess-
ments. The average eighth-grade science score increased from
150 in 2009 to 152 in 2011 (table 223.10). Average scores for
both male and female students were higher in 2011 than in
2009. Male students scored 5 points higher on average than
female students in 2011, which was not significantly different
from the 4-point gap in 2009. Score gaps between White and
Black students and between White and Hispanic students nar-
rowed from 2009 to 2011. The 5-point gain from 2009 to 2011
for Hispanic students was larger than the 1-point gain for
White students, narrowing the score gap from 30 points to 27
points. Black students scored 3 points higher in 2011 than in
2009. The 35-point score gap between White and Black stu-
dents in 2011 was smaller than the 36-point gap in 2009. The
average scores of Asian/Pacific Islander and American
Indian/Alaska Native students were not significantly different
in 2011 from their scores in 2009.
International Comparisons
The 2011 Trends in International Mathematics and Sci-
ence Study (TIMSS) assessed students’ mathematics and
science performance at grade 4 in 45 countries and at grade
8 in 38 countries. In addition to countries, a number of sub-
national entities—including the public school systems in
several U.S. states—also participated in TIMSS as separate
education systems. Results for the participating states are
included in the discussion in chapter 6 of the Digest, while
this Introduction includes only results for the United States
and other countries. TIMSS assessments are curriculum
based and measure what students have actually learned
against the subject matter that is expected to be taught in the
participating countries by the end of grades 4 and 8. At both
grades, TIMSS scores are reported on a scale of 0 to 1,000,
with the scale average set at 500.
On the 2011 TIMSS, the average mathematics scores of
U.S. 4th-graders (541) and 8th-graders (509) were higher
than the scale average (tables 602.10 and 602.30). U.S. 4th-
graders scored higher in mathematics, on average, than their
counterparts in 37 countries and lower than those in 3 coun-
tries (table 602.20). Average mathematics scores in the other
4 countries were not measurably different from the U.S.
average. At grade 8, the average U.S. mathematics score was
higher than the average scores of students in 27 countries in
2011 and below the average scores of students in 4 countries
(table 602.30). Average 8th-grade mathematics scores in the
other 6 countries were not measurably different from the
U.S. average. The average science scores of both U.S. 4th-
graders (544) and U.S. 8th-graders (525) were higher than
the TIMSS scale average of 500 in 2011. The average U.S.
4th-grade science score was higher than the average scores
of students in 39 countries and lower than those of students
in 5 countries. At grade 8, the average U.S. science score
was higher than the average scores of students in 28 coun-
tries, lower than those in 6 countries, and not measurably
different from those in the other 3 countries.
The Program for International Student Assessment
(PISA), coordinated by the Organization for Economic
Cooperation and Development (OECD), has measured the
performance of 15-year-old students in reading, mathemat-
ics, and science literacy every 3 years since 2000. PISA
assesses 15-year-old students’ application of reading, math-
ematics, and science literacy to problems within a real-life
context. In 2012, PISA assessed students in the 34 OECD
countries as well as in a number of other education systems.
Some subnational entities participated as separate education
systems, including public school systems in the U.S. states
of Connecticut, Florida, and Massachusetts. Results for the
participating U.S. states are included in the discussion in
chapter 6, while this Introduction includes only results for
the United States in comparison with other OECD countries.
PISA scores are reported on a scale of 0 to 1,000.
On the 2012 PISA assessment, U.S. 15-year-olds’ aver-
age score in reading literacy was 498, which was not mea-
surably different from the OECD average of 496 (table
602.50). The average reading literacy score in the United
States was lower than the average score in 13 of the 33 other
OECD countries, higher than the average score in 10 of the
other OECD countries, and not measurably different from
the average score in 10 of the OECD countries. In all coun-
tries, females outperformed males in reading (table 602.40).
The U.S. gender gap in reading (31 points) was smaller than
the OECD average gap (38 points) and smaller than the gaps
in 14 of the OECD countries.
In mathematics literacy, U.S. 15-year-olds’ average score
of 481 on the 2012 PISA assessment was lower than the
OECD average score of 494 (table 602.60). The average
mathematics literacy score in the United States was lower
than the average in 21 of the 33 other OECD countries,
higher than the average in 5 OECD countries, and not mea-
surably different from the average in 7 OECD countries. In
25 of the OECD countries, males outperformed females in
mathematics literacy (table 602.40). In the United States,
however, the average score of males (484) was not measur-
ably different from that of females (479).
In science literacy, U.S. 15-year-olds’ average score of 497
was not measurably different from the OECD average score of
501 (table 602.70). The average science literacy score in the
United States was lower than the average in 15 OECD coun-
tries, higher than the average in 8 OECD countries, and not
measurably different from the average in 10 OECD countries.