International Achievement in Mathematics, Science, and Reading

Abstract

inimum proficiency is an indicator used to monitor progress toward UN Sustainable Development Goal 4 (SDG 4). Using the TIMSS and PIRLS Low International Benchmarks as measures of minimum proficiency at the fourth grade, nearly all of the about 50 TIMSS 2015 and PIRLS 2016 countries are educating the majority of their students to this level in mathematics, science, and reading. However, in a few countries with emerging economies, only about one-third of students demonstrated this level of rudimentary learning. This is concerning because it is likely that countries with emerging economies that did not participate in TIMSS 2015 and PIRLS 2016 would likely also struggle to educate their students to the minimum proficiency level. At the eighth grade, it appears that students’ knowledge in mathematics and science at the low level may not be appreciably improved compared to fourth grade. Most of the nearly 40 TIMSS 2015 countries had the majority of their students reaching a level of minimum proficiency, but 4–7 countries had far fewer. Using the TIMSS High International Benchmarks as measures of proficiency that indicate readiness for secondary school, the five East Asian countries had substantial percentages of students reaching this level in mathematics and to a lesser extent in science. Unfortunately, most of the other participating countries had less than half their students demonstrating proficiency in mathematics and science. This may indicate few students globally with future prospects for careers in STEM fields. In summary, using achievement at the TIMSS 2015 and PIRLS 2016 International Benchmarks as indicators of quality education leads to some concern about the quality of education internationally.