Trends in International Mathematics and Science Study (TIMSS)

How can educators and policymakers get the information they need to understand differences in how mathematics and science education is delivered and use that data to create more equitable learning environments where students can achieve?

The Trends in International Mathematics and Science Study (TIMSS) is a longitudinal study focused on grades 4 and 8 that provides reliable and timely data on the mathematics and science achievement of U.S. students compared to that of students in other countries. The study is conducted by the International Association for the Evaluation of Educational Achievement, with each participating country responsible for its own data collection. The National Center for Education Statistics (NCES) has conducted this study in the United States every four years since 1995 to provide valuable trend data that helps improve education on the national, state, and local levels.

RTI is partnering with NCES to implement the 2023 iteration of TIMSS in the United States. The data from this study will help NCES gather information that will help educators and policymakers tie student and school characteristics to academic achievement and improve education in the United States and globally.

Digitizing the Survey

In previous iterations, TIMSS was conducted on paper. However, in 2019, a bridge study transitioned the study from paper to computer. Conducting the assessment electronically makes the assessment more engaging for students and flexible in its design.

In addition to a background questionnaire, students are asked to complete a computerized assessment that tests how students solve problems and demonstrate knowledge. We also collect data from school administrators and mathematics and science teachers to understand the context in which students are learning, as well as policies and practices in the classroom. This will supplement the data provided by the students and provide a deeper understanding of the level of resources schools have.

Equipping Educators with Actionable Data

Recruiting schools to participate in studies like TIMSS is a challenge at the state, district, and school levels. To help NCES solve this challenge, we conducted focus groups with schools, which helped inform our recruitment strategies and determine how best to get districts to participate.

Throughout the study, we are taking steps to ensure that schools get the most value out of TIMSS data. In addition to working with NCES to disseminate actionable data, we are offering topical webinars to schools during the data collection process. These events give school staff professional development opportunities while they are waiting for the study’s full results to become available.

In addition, we are providing a school-level report to show individual schools how they compare to other schools, both internationally and in the United States. This report gives educators resources they can use to create their own plans to improve student achievement.

Understanding the Future of Learning

Each year that TIMSS is conducted, the study provides essential data around trends in student achievement, which helps educators and policymakers alike learn from other countries.

Currently, we are also working with NCES to answer questions about the way students learn after COVID-19. The International Computer and Information Literacy Study, which is being conducted concurrently with TIMSS, is the first post-COVID computer literacy study. The study will provide data on students’ post-pandemic computer proficiency and help NCES understand whether students have the tools they need to learn and navigate the virtual world.

Together with NCES, we hope TIMSS can equip educators and policymakers to draw comparisons between countries and potentially illuminate potential learning gaps preventing student achievement.

Learn more about TIMSS.