With data on half a million students from 41 countries, the Third International Mathematics and Science Study (TIMSS) in 1995 was the largest, most comprehensive, and most rigorous international study ever of schools and students. It included assessments of students at three stages in their education: fourth grade, eighth grade, and at the end of secondary school, as well as surveys administered to students, teachers, and schools. TIMSS also included a view of grade eight mathematics classrooms in three countries: Germany, Japan and the U.S.
In 1999, TIMSS-Repeat (TIMSS-R) collected data in 38 countries at the eighth-grade level to provide information about change in the mathematics and science achievement of U.S. students compared to those in other nations over the four year period. An accompanying video study examined both mathematics and science classrooms in seven countries and five countries, respectively. TIMSS-R Benchmarking results allowed 27 states, districts, and consortia of districts to assess their mathematics and science programs in comparison to the 38 TIMSS-R countries.
As the U.S. and 45 other countries participated in TIMSS 2003, with assessments at grades four and eight. it has evolved to now be called the Trends in International Mathematics and Science Study.
The TIMSS, TIMSS-R, and TIMSS 2003 reports and publications provide a wealth of useful data and information on curriculum, instruction, teacher and student lives, and student achievement. Pursuing Excellence and other TIMSS resources can serve as a starting point for efforts to define and attain a "world-class" education in mathematics and science.
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