Abstract

The Trends in International Mathematics and Science Study (TIMSS) is an international assessment of the mathematics and science knowledge of 9–10 and 13–14 year old (Year 5 and Year 9 or fourth grade and eighth grade) students around the world. TIMSS was developed by the International Association for the Evaluation of Educational Achievement (IEA) to allow participating nations to compare students' educational achievement across borders. TIMSS was first administered in 1995, and every 4 years thereafter. In 1995, forty-one nations participated in the study. TIMSS consists of an assessment of mathematics and science, as well as student, teacher, and school questionnaires. The current assessment includes those topics in mathematics and science that students are likely to have been exposed to up to and including grade 4 and grade 8.

Geographic coverage

The survey had international coverage

Analysis unit

Units of analysis in the study include documents, schools and individuals

Universe

The study covered curricula and text-books, teachers and pupils at selected schools in the country

Kind of data

Sample survey data [ssd]

Mode of data collection

Face-to-face [f2f]

Research instrument

Data for the study was gathered through assessments of curricular documentation, and with questionnaires, including student, teacher (mathematics and science teachers), and school background questionnaires. Data Almanac files from the survey contain weighted summary statistics for each participating country on each variable in each of the questionnaires.

In 2020, students who were in grade nine in Thailand scored an average of close to **** percent in mathematics. The figures showed a downward trend in numeracy scores in recent years, with the highest average score in 2016 for this subject.

Hazard Class 9: Class 9 hazards are classified as miscellaneous dangerous goods, which include lithium batteries, asbestos, dry ice and other consumer commodities. These products are identified by a half-white and half-black-and-white-striped sign, with the hazard class No. 9 located on the bottom, white portion.

Public and Catholic board-level course enrolment in Grade 9 Math by course type (academic, applied and locally developed) for each academic year. School boards report this data using the Ontario School Information System (OnSIS). Includes: * academic year * board number * board name * course grade * course type * number of students * percentage of students Data excludes private schools, school authorities, publicly funded hospital and provincial schools, Education and Community Partnership Program (ECPP) facilities, summer, night and adult continuing education day schools. Enrolment totals include withdrawn and dropped courses. Students enrolled in more than one course are counted for each course. Cells are suppressed in categories with less than 10 students. Enrolment totals are rounded to the nearest five.

Citywide Class Size Report, including Region, Program, Grade or Service Category. SOURCES: 10/31/06 Official Register (K-9) and 12/15/06 Register/Schedule (9-12) Grade 9 not in high schools Indicates how special class is delivered For schools with students in any grades between Kindergarten and 9th grade (where 9th grade is the termination grade for the school), class size is reported by four program areas: general education, special education self-contained class, collaborative team teaching and gifted and talented self-contained class. Within each program area class size is reported by grade or service category, which indicates how a special education self-contained class is delivered. Class size is calculated by dividing the number of students in a program and grade by the number of official classes in that program and grade. The following data is excluded from all the reports: District 75 schools, bridge classes which span more than one grade, classes with fewer than five students (for other than special education self-contained classes) and classes with one student (for special education self-contained classes). On the summary reports programs and grades with three or fewer classes are excluded from the citywide, borough and region reports and programs and grades with one class are excluded from the district report. For schools with students in any grades between 9th and 12th grade (where 9th grade is not the termination grade for the school), class size is reported by two program areas: general education and special education. For general education students class size is reported by grade for each core subject area: English, Math, Science and Social Studies. For special education students with a self-contained program recommendation, class size is reported by service category (self-contained or mainstream) for each core subject area. Since high school classes may contain students in multiple grades and programs, class size is calculated by taking a weighted average of all the classes in a core subject area with students in a particular grade or program. For example, there are 75 ninth graders enrolled at a high school. 25 ninth graders attend a Math class with 28 students, a second group of 25 ninth graders attend a Math class with 25 students, and a third group of 25 ninth graders attend a Math class with 30 students. Average class size for ninth grade Math equals: (25x28 + 25x25 + 25x30)/75 = 27.7. The Pupil Teacher Ratio is also provided on the school level report. Pupil Teacher Ratio is another means to evaluate the instructional resources provided at a school. Pupil Teacher Ratio for All Students is calculated by dividing the number of students at a school by the number of full-time equivalent teachers, including both teachers in classes taught by two teachers, “cluster” teachers providing instruction in specialized topics like art or science, and teachers providing special education instruction. Pupil Teacher Ratio Excluding Special Education is calculated by dividing the number of non-special education students at a school by the number of full-time equivalent non-special education teachers.

The total merit value of the students divided by the number of students who received grades in at least one subject according to the target and knowledge-related grading system in grade 9.

Statistics from 2015. * The grades are measured before testing.

• The data refer to pupils in the municipality’s own schools or independent schools in the municipality, regardless of the place of registration.
  • The assignment refers to academic years.

In 2016, students with unknown backgrounds were excluded.

The merit value of a student is the sum of the 17 best grades in the student’s final grade (E=10, D=12.5, C=15, B=17.5 and A=20). The maximum possible value is 340 points.

Source: The National Agency for Education (Siris).

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This file shows average class sizes and size of smallest and largest class for each school, broken out by grade and program type (General Education, Self-Contained Special Education, Collaborative Team Teaching (CTT)) for grades K-9 (where grade 9 is not reported by subject area), and for grades 5-9 (where available) and 9-12, aggregated by program type (General Education, CTT, and Self-Contained Special Education) and core course (e.g. English 9, Math A, US History, etc.). Official class size data for grades K-9 is based on October 31, 2008 Audited Registers; Core course class size data for MS CORE and grades 9-12 is based on January 23, 2009 active registers. Where ninth grade data is not reported by core course - For middle schools using MSPA (ATS) or HSST to program, average class size is reported by core course, as well as by official class. - For high schools, sections with matching day, period, room and core subject, and combined enrollment less than 34 are assumed to be co-teaching situations. In the report, duplicated sections are subtracted as "MATCHED SECTIONS" and paired sections are added back as "ASSUMED TEAM TEACHING".

Analysis of ‘2008-09 Class Size - School-level Detail’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/b5b2fe76-c9ca-4a66-be65-0683a4d68fbb on 28 January 2022.

--- Dataset description provided by original source is as follows ---

This file shows average class sizes and size of smallest and largest class for each school, broken out by grade and program type (General Education, Self-Contained Special Education, Collaborative Team Teaching (CTT)) for grades K-9 (where grade 9 is not reported by subject area), and for grades 5-9 (where available) and 9-12, aggregated by program type (General Education, CTT, and Self-Contained Special Education) and core course (e.g. English 9, Math A, US History, etc.).

Official class size data for grades K-9* is based on October 31, 2008 Audited Registers; Core course class size data for MS CORE and grades 9-12 is based on January 23, 2009 active registers. *Where ninth grade data is not reported by core course - For middle schools using MSPA (ATS) or HSST to program, average class size is reported by core course, as well as by official class.
- For high schools, sections with matching day, period, room and core subject, and combined enrollment less than 34 are assumed to be co-teaching situations. In the report, duplicated sections are subtracted as "MATCHED SECTIONS" and paired sections are added back as "ASSUMED TEAM TEACHING".

--- Original source retains full ownership of the source dataset ---

Historical Dataset of Carver 9th Grade Academy is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2022-2023),Total Classroom Teachers Trends Over Years (2022-2023),Student-Teacher Ratio Comparison Over Years (2022-2023),Asian Student Percentage Comparison Over Years (2022-2023),Hispanic Student Percentage Comparison Over Years (2022-2023),Black Student Percentage Comparison Over Years (2022-2023),White Student Percentage Comparison Over Years (2022-2023),Diversity Score Comparison Over Years (2022-2023),Free Lunch Eligibility Comparison Over Years (2022-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2022-2023)

Average class sizes for each school, by grade and program type (General Education, Self-Contained Special Education, Collaborative Team Teaching (CTT)) for grades K-9 (where grade 9 is not reported by subject area), and for grades 5-9 (where available) and 9-12, aggregated by program type (General Education, CTT, and Self-Contained Special Education) and core course (e.g. English 9, Integrated Algebra, US History, etc.).

Class size data is based on January 28, 2011 data.

*Grade 9 Official Class data is included for 0K-09 schools. Core Course information for these sections is not reported.

The total merit value of the students divided by the number of students who received grades in at least one subject according to the target and knowledge-related grading system in grade 9. The grades are measured before testing.

Statistics from 2015.

The data refer to pupils registered in the municipality (home municipality), regardless of where they go to school. * Students with unknown background are not included. * The assignment refers to academic years.

The merit value of a student is the sum of the 17 best grades in the student’s final grade (E=10, D=12.5, C=15, B=17.5 and A=20). The maximum possible value is 340 points.

Source: SCB and the National Agency for Education.

Analysis of ‘2006-07 Class Size - By Region’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/653b15e9-035c-4e65-b70b-dd55b0689d1d on 26 January 2022.

--- Dataset description provided by original source is as follows ---

Citywide Class Size Report, including Region, Program, Grade or Service Category.

SOURCES: 10/31/06 Official Register (K-9) and 12/15/06 Register/Schedule (9-12)

Grade 9 not in high schools

Indicates how special class is delivered

For schools with students in any grades between Kindergarten and 9th grade (where 9th grade is the termination grade for the school), class size is reported by four program areas: general education, special education self-contained class, collaborative team teaching and gifted and talented self-contained class. Within each program area class size is reported by grade or service category, which indicates how a special education self-contained class is delivered. Class size is calculated by dividing the number of students in a program and grade by the number of official classes in that program and grade.

The following data is excluded from all the reports: District 75 schools, bridge classes which span more than one grade, classes with fewer than five students (for other than special education self-contained classes) and classes with one student (for special education self-contained classes). On the summary reports programs and grades with three or fewer classes are excluded from the citywide, borough and region reports and programs and grades with one class are excluded from the district report. For schools with students in any grades between 9th and 12th grade (where 9th grade is not the termination grade for the school), class size is reported by two program areas: general education and special education. For general education students class size is reported by grade for each core subject area: English, Math, Science and Social Studies. For special education students with a self-contained program recommendation, class size is reported by service category (self-contained or mainstream) for each core subject area. Since high school classes may contain students in multiple grades and programs, class size is calculated by taking a weighted average of all the classes in a core subject area with students in a particular grade or program. For example, there are 75 ninth graders enrolled at a high school. 25 ninth graders attend a Math class with 28 students, a second group of 25 ninth graders attend a Math class with 25 students, and a third group of 25 ninth graders attend a Math class with 30 students. Average class size for ninth grade Math equals: (25x28 + 25x25 + 25x30)/75 = 27.7.

The Pupil Teacher Ratio is also provided on the school level report. Pupil Teacher Ratio is another means to evaluate the instructional resources provided at a school. Pupil Teacher Ratio for All Students is calculated by dividing the number of students at a school by the number of full-time equivalent teachers, including both teachers in classes taught by two teachers, “cluster” teachers providing instruction in specialized topics like art or science, and teachers providing special education instruction. Pupil Teacher Ratio Excluding Special Education is calculated by dividing the number of non-special education students at a school by the number of full-time equivalent non-special education teachers.

--- Original source retains full ownership of the source dataset ---

This Statistic describes the proportion of Grade 9 students in Alberta who achieved the acceptable standards in language arts and mathematics. Grade 9 Provincial Achievement Tests (PAT) in language arts and mathematics are used as proxy measures of literacy and numeracy because adult literacy assessments are undertaken infrequently.

Historical Dataset of Frayser 9th Grade Academy is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2014-2023),Total Classroom Teachers Trends Over Years (2014-2023),Student-Teacher Ratio Comparison Over Years (2014-2023),Hispanic Student Percentage Comparison Over Years (2014-2023),Black Student Percentage Comparison Over Years (2014-2023),White Student Percentage Comparison Over Years (2014-2023),Diversity Score Comparison Over Years (2014-2023),Free Lunch Eligibility Comparison Over Years (2014-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2014-2023)

Analysis of ‘2009 - 2010 Class Size - School-level Detail’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/fd7a843a-a7f9-42cc-a36d-b6a2c7ae92a4 on 28 January 2022.

--- Dataset description provided by original source is as follows ---

This file shows average class sizes, pupil-teacher ratio, and size of largest and smallest classes for each school, broken out by grade and program type (General Education, Self-Contained Special Education, Collaborative Team Teaching (CTT)) for grades K-9 (where grade 9 is not reported by subject area), and for grades 5-9 (where available) and 9-12, aggregated by program type (General Education, CTT, and Self-Contained Special Education) and core course (e.g. English 9, Math A, US History, etc.)

Based on January 27, 2010 data. * Grade 9 Official Class data is included for 0K-09 schools. Core Course information for these sections is not reported.

--- Original source retains full ownership of the source dataset ---

Historical Dataset of 9th Grade Academy - Hhs is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (1987-2011),Total Classroom Teachers Trends Over Years (1991-2011),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (1991-2011),Asian Student Percentage Comparison Over Years (1995-2009),Hispanic Student Percentage Comparison Over Years (2000-2011),Black Student Percentage Comparison Over Years (1991-2011),White Student Percentage Comparison Over Years (1991-2011),Diversity Score Comparison Over Years (1991-2011),Free Lunch Eligibility Comparison Over Years (1993-2011),Reduced-Price Lunch Eligibility Comparison Over Years (2001-2011),Math Proficiency Comparison Over Years (2010-2011)

Number of pupils in grade 9 who are eligible for a vocational programme divided by the number of pupils who received or would have received grades in at least one subject according to the target and knowledge-related grading system in grade 9. Percentage of statistics from 1998. In order to have upper secondary school eligibility for a professional programme, passing grades in Swedish or Swedish as a second language, English and mathematics and in at least 5 other subjects from elementary school are required. Up to and including 2011, passed grades in Swedish or Swedish as a second language, English and mathematics were required to achieve the lowest entry requirements to upper secondary school. ‘Local municipality’ means pupils in schools located in the municipality regardless of the place of registration. The task refers to academic years. If the total number of students is 40 or more and the number of non-qualified students is 1-4 students, the percentage of eligible students is shown as 95 percent. In 2016, students with unknown backgrounds were excluded. Source: The National Agency for Education (Siris).