Trends in International Mathematics and Science Study 1999
Hong Kong SAR, China
Statistical Info. & Monitoring Prog. [hh/simpoc]
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.
Kind of Data
Sample survey data [ssd]
Unit of Analysis
Units of analysis in the study include documents, schools and individuals
v1: Edited, anonymised data for public distribution
TIMSS 1999 was the second assessment in the series of IEA studies to measure trends in students' mathematics and science achievement. TIMSS 1999 was conducted by the TIMSS & PIRLS International Study Center at Boston College and included 38 countries. The 1999 assessment measured the mathematics and science achievement of eighth-grade students (ages 13 and 14 years) and collected extensive information from students, teachers, and school principals about mathematics and science curricula, instruction, home contexts, and school characteristics and policies. Of the 38 participating countries, 26 also participated in the 1995 TIMSS assessment, which enabled these countries to measure trends in their children's mathematics and science achievement and in schools and home contexts for learning.
The TIMSS 1999 Benchmarking Study included 13 states and 14 districts or consortia of districts from all across the United States. The TIMSS 1999 assessments were administered to representative samples of eighth-grade students in the districts and states in the spring of 1999, at the same time and following the same guidelines as those established for the 38 participating countries. In addition to testing achievement in mathematics and science, the TIMSS 1999 Benchmarking Study collected extensive information from students, teachers, and school principals about mathematics and science curricula, instruction, home contexts, and school characteristics and policies.
The study covered curricula and text-books, teachers and pupils at selected schools in the country
Producers and sponsors
TIMSS International Study Center
National Center for Education Statistics, U.S. Department of Education
National Science Foundation, U.S.
Dates of Data Collection
Data Collection Mode
Data Collection Notes
IN ADDITION TO MEASURING TRENDS in mathematics and science achievement through analysis of curricula and text-books, TIMSS 1999 collected extensive information about the teaching and learning of mathematics and science around the world. Through a series of questionnaires, TIMSS gathered information about curriculum, instructional practices, policies, and student background and attitudes. Many of the questions also were asked in 1995, providing trends for countries that participated in both assessments.
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.
International Study Center. Trends in International Mathematics and Science Study 1999 [dataset]. Version 1. Chestnut Hill, MA: International Study Center [producer and distributor], 2000. Available from http://www.timss.bc.edu
The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses.
DDI Document ID
University of Cape Town
Date of Metadata Production
DDI Document version
Version 01: Adopted from "ddi-int-datafirst-timss-1999-v1" DDI that was done by metadata producer mentioned in "Metadata Production" section.