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.

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.

The number of children who have registered for and attend 9th through 12th grade at a Baltimore City Public School at any point in the school year. Source: Baltimore City Public School System Years Available: 2009-2010, 2010-2011, 2011-2012, 2012-2013, 2013-2014, 2014-2015, 2015-2016, 2016-2017, 2018-2019, 2019-2020, 2020-2021, 2021-2022, 2022-2023

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).

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.

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.

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".

All data refer to pupils in schools with grades according to the target and knowledge-related grading system.

Statistics as per cent from 2013. ‘Local municipality’ means pupils in both municipal and independent schools located in the municipality, regardless of where they are registered in the population register.

Source: The National Agency for Education (Siris).All data refer to pupils in schools with grades according to the target and knowledge-related grading system.

Statistics as per cent from 2013. ‘Local municipality’ means pupils in both municipal and independent schools located in the municipality, regardless of where they are registered in the population register.

Source: The National Agency for Education (Siris).

This table contains 9 series, with data for years 2001 - 2012 (not all combinations necessarily have data for all years), and is no longer being released. This table contains data described by the following dimensions (Not all combinations are available): Geography (1 item: United States and Canada); Livestock (9 items: All hogs and pigs;Hogs and pigs kept for breeding;Market hogs and pigs;Under 23 kilograms; ...).

All data refer to pupils in schools with grades according to the target and knowledge-related grading system.

Statistics as per cent from 2013.

‘Local municipality’ means pupils in both municipal and independent schools located in the municipality, regardless of where they are registered in the population register.

Source: The National Agency for Education (Siris)

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).

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.

Members from the U.S. Geological Survey (USGS) Patterns in the Landscape - Analyses of Cause and Effect (PLACE) team are releasing monthly surface water maps for the conterminous United States (U.S.) from 2003 through 2019 as 250-meter resolution geoTIFF files. The maps were produced using the Dynamic Surface Water Extent (DSWE) algorithm applied to daily Moderate Resolution Imaging Spectroradiometer (MODIS) imagery (DSWEmod) (Soulard et al., 2021) - see associated items. The DSWEmod model classifies the landscape (i.e., each MODIS pixel) into different classes of surface water based on quantified levels of confidence, including, i) high-confidence surface water (class 1), ii) moderate-confidence surface water (class 2), iii) potential wetland (class 3), and iv) low-confidence water/wetland (class 4), as well as a not-water class (class 0) and a no-data class (class 9). This data release consists of a Parent Directory and 18 Child Items. The Parent Directory includes a zipped folder housing the complete monthly DSWEmod surface water maps for the conterminous United States from 2003 through 2019 represented in 17 multiband images, equating to one image for each year from 2003 through 2019. Each annual image – available as separate Child Items (n = 17) – consists of 12 bands, where each band value from 1-12 represents sequential months from January (Band 1) to December (Band 12). Such a structure allows for a user to download either the full time-series of DSWEmod products or a user-specified set of years. The DSWEmod surface water maps were used for a study conducted by the PLACE team quantifying seasonal and annual surface water trends within Environmental Protection Agency (EPA) Level I and Level III Ecoregions (Omernik, 1987) across the U.S. from 2003 through 2019. The results from this study are also being released as a Child Item - Surface Water Trends for the Conterminous United States using monthly DSWEmod Surface Water Maps, 2003–2019. This portion of the data release includes a vector shapefile consisting of 85 polygons, delineating EPA Level III Ecoregions for the conterminous United States. For each Level III Ecoregion, we include attributes identifying, (i) their respective Level I Ecoregion name and identification number, (ii) quantified seasonal and overall mean water area, (iii) comparisons with U.S. Geological Survey (USGS) National Water Information System (NWIS) streamgage discharge trends, (iv) mean surface water extent statistics (mean, minimum, maximum, standard deviation, coefficient of variation, percent of ecoregion), and (v) seasonal and overall results from the Mann-Kendall statistical analysis. An associated manuscript describes the methodology, results, and conclusions from this study.

Statistics presented in this spreadsheet show by month the number of installations and capacity installed by technology type and tariff band that are confirmed on the Central Feed-in tariff Register (CFR) and eligible for FiT payments.

The Feed in Tarrif scheme closed to new entrants on 31 March 2019. As a result this is the last scheduled publication of this release.

For enquiries concerning this table email fitstatistics@beis.gov.uk

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