RAMA
State of Israel
The National Authority for Measurement
& Evaluation in Education
Ministry of Education
Abstract
Main findings from the TIMSS 2011 study
Mathematics and science achievements among eighth graders
in Israel
The National Authority for Measurement and Evaluation in Education (RAMA) is
pleased to present the main findings in Israel1 from the TIMSS 2011 study for 8th
graders.
The TIMSS study

TIMSS – Trends in International Mathematics and Science Study – is an
international study in mathematics and science conducted by the IEA (International
Association for the Evaluation of Educational Achievement). The study is
conducted once every four years, beginning from 1995. Israel has fully
participated in the study since 1999, and on a regular basis since then in 2003, 2007,
and 2011.

The TIMSS 2011 study was carried out in Israel by the National Authority for
Measurement and Evaluation in Education (RAMA), and accompanied by a
steering committee, which included academic experts from in the fields of
mathematics and sciences and their teaching, experts in measurement and
evaluation, and representatives of the Ministry of Education.

The TIMSS study examines students’ mathematical and scientific knowledge in
fourth and eighth grades, and the educational context of teaching these subjects in
various countries. In Israel, the study is only carried out in the eighth grade, and this
abstract therefore discusses the TIMSS 2011 study results only for that grade.

The study enables reliable information to be obtained about Israel’s education
system as compared to other education systems around the world. The study
provides important information to the participating countries, regarding their
students’ strengths and weaknesses in mathematics and science on a systematic
level, and the educational context in which these subjects are studied. Likewise,
1
The complete international report of the study can be found on the TIMSS study website, at the following
link: http://timss.bc.edu/TIMSS2011/index.html
1
Government Complex, 5 Jabotinsky Street., Tel Aviv 67012 Tel: 03, Fax: 03Email:rama@education.gov.il Website:http://rama.education.gov.il
changing trends over the years may be identified and these may then be examined
in light of the curricula for the tested subjects, accepted teaching methods, and
various intervention programs operated by the education system.2

The conceptual framework of the TIMMS tests revolves around two dimensions:
the content dimension – which includes the various fields within each subject, and
the cognitive dimension – which lists the cognitive skills which 8th grade students
are expected to have mastered in these fields. Content domains in mathematics:
numbers (29% of the questions), algebra (33% of the questions), geometry (19% of
the questions), and data and chance (19% of the questions). Content domains in
science: biology (37% of the questions), chemistry (20% of the questions), physics
(25% of the questions), and earth sciences (18% of the questions) The questions in
the two knowledge domains also test the following cognitive skills: knowing – in
mathematics, 36% of the questions, and in science 32% of the questions; applying –
in mathematics, 39% of the questions, and in science 44% of the questions;
reasoning – in mathematics, 25% of the questions, and in science, 24% of the
questions.

The conceptual framework, according to which the contents of the mathematics and
science tests were determined, was constructed based on the mathematics and
science curricula in the countries participating in the study, with an attempt made to
create the broadest possible common denominator among the participating
countries.

The study included 14 versions of the test, with a total of 217 mathematics
questions and 217 science questions. This large number of questions allowed a
broad coverage of knowledge domains including all their topics and required
reasoning skills.

The study was accompanied by background questionnaires with the goal of
collecting information about the educational context in which these knowledge
domains were studied. The questionnaires were distributed to the students,
mathematics and science teachers, and school principals.

In each of the participating countries, approximately 5000 eighth graders from
approximately 150 schools, sampled by the IEA, participated in the study. The
sampling method used in the study ensured that a representative sample of the target
population participate in each country3. In total, around 240,000 eighth grade
students from 42 countries around the world participated in the TIMSS 2011 study.
In addition to these participating countries, eight independent regional educational
authorities also participated in the study, such as several Canadian provinces and
USA states, as well as three states in which students from a different age group
(ninth grade) participated in the study. These states and provinces are reported in
2
Read more about the trends for change, and ability to compare the different studies in note 6.
For further information on the sampling procedure, see: http://timssandpirls.bc.edu/methods/t-sampledesign.html
3
2
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the TIMSS 2011 report using separate tables, and will not be surveyed in this
abstract.

The composition of participating countries varies slightly from one study to the
next, and is different from the composition of countries participating in the PISA
study4.
The TIMSS 2011 study in Israel

4699 eighth graders from 151 schools, representative of all those studying in the
regular education system (Hebrew speaking students under the State and StateReligious inspectorate and Arabic speaking students) participated in the study in
Israel. As in previous TIMSS studies, the sampling framework did not include
schools under the ultra-Orthodox inspectorate, nor special education students in
their various learning frameworks.5

In each of the schools sampled for the study, one or two of the eighth grade classes
in the school were randomly chosen to participate in the study.

The tests were translated and adapted for Israel from English into the two accepted
languages for teaching – Hebrew and Arabic. The translation and adaptation for
these languages in Israel was carried out and administered by the RAMA, using
designated translation teams and in coordination with, and under the supervision of
the IEA. There was an improvement in the translation process for the TIMSS 2011
study, in comparison with the previous studies, and some of the repeated items were
retranslated6.
4
The PISA study is conducted by the OECD, and takes place in all member countries, as well as in an
additional 30 non-member countries. The study tests reading literacy, mathematical literacy, and scientific
literacy among 15 year old students (in Israel, most are 10th graders, and some are 9th graders).
5
The rate of diminution in the study population in Israel stood at approximately 23%. This rate is similar to
the rate of diminution in the previous TIMSS studies. The study does not include students from the ultraOrthodox sector (14.9%), students in special education schools (around 1.5%), and special education
students integrated into regular schools, as well as students with special needs in regular schools
(approximately 6%). In light of these high rates of diminution, an asterisked note was added to the
international report of the current and previous TIMSS study reports alongside the data for Israel, regarding
incomplete coverage of the population of 8th graders in Israel. To read more about the sampling process,
the creation of the sampling framework, and the rates of diminution and Israeli participation, see the
National Authority for Measurement and Evaluation in Education (RAMA), at the “International Studies”
tab, at the following link: http://rama.education.gov.il.
6
The new translation of some of the repeated items in 2011 was necessary after it became apparent to the
RAMA (and with the agreement of the IEA), that translation quality in the previous studies had not always
been sufficiently ensured. The decision to improve the translation emanated first and foremost from
educational considerations (the need to present the students with questions worded in fluent and up-to-date
Hebrew or Arabic) and from the need to ensure a wording of the questions which corresponded as closely
as possible to the original, both in their content, and their level of register and clarity. As a result of this
change in some of the details, the international report chose not to present the performance gap data
between the current study and those of previous years. At the same time, the IEA did not disqualify the data
from previous years, and continues to claim that they are valid. In addition, the National Authority for
Measurement and Evaluation in Education (RAMA) conducted an empirical test regarding the questions
which were given in both studies (2007 and 2011). In accordance with this test, the National Authority for
Measurement and Evaluation in Education (RAMA) concluded that the influence of the improvement in the
3
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
The conceptual framework for the test was in complete congruence with the current
mathematics and science and technology curricula in Israel for junior high schools7.
In mathematics – the new curriculum for junior high schools implemented in the
education system since the 2009/10 school year; in science – the science and
technology curriculum for junior high schools which was originally written in
1995/6 and which had its content and teaching order reprocessed and reorganized in
2009/10.

In each class, the tests and questionnaires were administered by two RAMA testers,
aided by a contact person from the school staff. The tests lasted for an hour and a
half (45 minutes for each of the knowledge domains) with another half an hour for
completion of the students’ questionnaires.

While the students were being tested, quality control staff from RAMA and the IEA
visited some of the classes. There were no special incidents recorded while the tests
and questionnaires were being completed.

The questionnaires for the teachers and principals were completed online.
How the findings are reported

The achievements in mathematics and science are each reported individually on the
TIMSS score ranking. This ranking was determined by the IEA in 1995, so that the
average score for participating countries in this study cycle would be 500, and the
standard deviation would be 1008. It should be emphasized that the “average for
participating countries” has changed over the years, due both to variations in the
composition and number of participating countries, and changes in the knowledge
level of the students in the various countries.

Results are reported by giving both a general score and scores according to content
domains and cognitive skills.

The score rankings for mathematics and science are divided into five proficiency
levels which were determined and defined by the IEA, and which provide meaning
to the reported scores. The proficiency levels were determined according to four
threshold points on the score ranking: the threshold for “outstanding students”
(score of 625 and over), the threshold for “high achievers” (score of 550 and over),
the threshold for “intermediate students” (score of 475 and over), and the threshold
for “low achievers” (score of 400 and above). A score under 400 is defined as
“below the threshold”.
translation on the 2011 achievements was minimal, and therefore the data for the performance gap between
the current and previous study are valid and can be published.
7
Information on the curricula in Israel in the context of the conceptual framework of the 2011 TIMSS
study
can
be
found
in
the
TIMSS
encyclopedia,
using
the
following
link:
http://timssandpirls.bc.edu/timss2011/encyclopedia-timss.html
8
The scores usually range between 200 and 800.
4
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Israel’s achievements in the TIMSS 2011 study – A description of
the main findings.
The data for Israel is presented below –
o From an international perspective – in comparison with the average for the
42 participating countries9, (hereinafter “the average for participating
countries”) and countries selected for comparison.
o The perspective of within Israel – according to language sector, gender, and
socioeconomic background, and in comparison with the results of previous
TIMSS studies.
9
In this abstract, the average for participating countries is calculated as a simple average of the scores of
the 42 participating countries, with each country having equal weight.
5
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Mathematics
Israel from an international perspective

The average result in mathematics in Israel for 2011 is 516 score points. This
average is higher than the “average for participating countries” (467), and ranks
Israel in 7th place out of the 42 countries which participated in the study.

This average is lower than the results for Korea, Singapore, Taiwan, Hong Kong,
Japan, and Russia which are ranked in positions 1-6.

Israel’s results in mathematics place it in the same group as Finland, the USA,
England, Hungary, and Australia, which are ranked in positions 8-12
(hereinafter “countries with similar results to Israel”).

The average result in Israel is statistically significantly higher than the average
results for the countries ranked in positions 13-42 in the ranking of participating
countries.

This achievement reflects a marked rise of 53 score points in Israel’s average
score for mathematics, when compared to the TIMSS 2007 study10. Israel’s
improvement in its results between 2007 and 2011 is the third highest among the
countries which participated in the last two studies, and the greatest among the
countries with achievements which are high or similar to those of Israel.11

The distribution12 in student achievements in mathematics in Israel (325 score
points) is the greatest among the countries with achievements which are high or
similar to those of Israel (excluding Taiwan). For example, the average score in
Finland (514) is very similar to that of Israel, but the distribution is far smaller (212
score points).

Distribution according to proficiency levels:
o The percentage of students in Israel at the two highest proficiency levels
(“high achievers” and “outstanding students”) is 39%, higher than their
percentage among countries with similar results to Israel.
o The percentage of students in Israel at the two lowest proficiency levels (“low
achievers” and “below the threshold”) is 32%.
o The percentage of students whose achievements are below the threshold
(13%) is higher than their percentage among countries with similar results to
Israel.

The scores in the various content domains in mathematics: In Israel, the score
averages in the three content domains: numbers, algebra, and geometry, are high
and fairly similar to one another, and similar to the general score for
mathematics – numbers (518), algebra (521) and data and chance (515). The scores
10
For more on the subject of presenting the improvement in scores, see note 6 above, which discusses the
improvement in the translation and the trends for change in the long-term.
11
36 countries participated in these two study cycles (2007 and 2011).
12
The distribution is calculated here as the range between student scores in the 5th and 95th percentiles.
6
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for geometry (496) are lower. In each of the areas, the average score in Israel is
higher than the “average for participating countries” (466, 470, 458, and 463,
respectively).

7
The scores in the cognitive dimensions (reasoning skills) in mathematics: the
average score of students in Israel is similar for questions which examined
“applying” (513), “knowing” (516), and “reasoning” (520). For the three reasoning
skills, the scores in Israel are higher than the average for participating countries
(465, 467, and 464, respectively).
Government Complex, 5 Jabotinsky Street., Tel Aviv 67012 Tel: 03, Fax: 03Email:rama@education.gov.il Website:http://rama.education.gov.il
The perspective within Israel
Changing trends over the years13

In 2011, there was a marked rise of 53 score points in the average score of the
students from Israel in mathematics, as compared with 2007.

The last decade has been characterized by a rise in the achievements of the students
of Israel in mathematics in the TIMSS study, with the exception of one study in
2007 in which there was a sharp drop in scores as compared with the results of the
TIMSS 2003 study. It should be noted, that a long teachers’ strike took place in
Israel in 2007, and studies in junior high schools were interrupted. In total, since
1999, there has been a rise of 50 score points (approximately half a standard
deviation) in the average of Israeli students in mathematics in the TIMSS studies.

Between 2007 and 2011, the rate of students in Israel positioned in the two highest
proficiency levels rose sharply (“high achievers” and “outstanding students”)
from 19% to 39%, and the percentage of students in the lowest two proficiency
levels (“low achievers” and “below the threshold”) dropped from 52% to 32%.

The rise in the average scores from 2007 to 2011 is expressed in all content
domains. The rise in the average scores in the areas of numbers, algebra, and data
and chance is similar to the rise in the general score (around 50 score points). The
greatest improvement in student achievements out of all the four domains was in
geometry (a rise of approximately 60 score points). However, similarly to the
TIMSS 2007 study, the Israeli students’ scores in geometry also remained the
lowest of the four content domains in mathematics in the current study.

For reasoning skills, there was a marked rise in the average scores for questions
which examined “reasoning” and “knowing” (58 and 60 score points, respectively),
and a more moderate rise in the questions which tested “applying” (40 score
points).
Language sector, socioeconomic background and gender
Achievements according to language sector

The average score in mathematics among Hebrew speakers is 536, and among
Arabic speakers is 465 (a gap of 71 score points in favor of the Hebrew speakers).

The average score in mathematics among Hebrew speakers corresponds to the
achievement level for the 7th position in the ranking of the countries participating
in the TIMSS 2011 study, and the average score in mathematics among Arabic
speakers corresponds to the achievement level of the 22nd position in the ranking
of the countries participating in the study.
13
The presentation of the changing trends in the various parameters over the years, in this chapter and the
following ones (comparing language sectors, gender groups, socioeconomic background, and more) is
based on the premise that the data for previous studies (2007, 2003, and 1999) are valid, and can be
compared with the current study. For more information, see note 6 above.
8
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
Between 1999 and 2011, there was a rise of 54 score points among Hebrew
speakers, and a rise of 68 score points among Arabic speakers.

The gap in mathematics between Hebrew speakers and Arabic speakers (71 score
points) was slightly reduced as compared with the parallel gap in the TIMSS study
2007 (76 score points). This finding expresses the fact that the two language
sectors improved to a similar extent between 2007 and 2011 (an improvement of
52 score points among Hebrew speakers and 57 score points among Arabic
speakers).

Among Hebrew speakers, 15% of students are above the “outstanding
students” threshold, and the rate of students at the two highest proficiency levels
(“high achievers” and “outstanding students”) is 46%. Among Arabic speakers,
5% of students are above the “outstanding students” threshold, and 22% of
students are at the two highest proficiency levels.

Among Hebrew speakers, 7% of students are below the lowest threshold, and
the rate of students at the two lowest proficiency levels (“low achievers” and
“below the threshold”) is 24%. Among Arabic speakers, 29% of students are
below the lowest threshold, and 52% of students are at the two lowest
proficiency levels.

In light of the above, it is clear that there has been a rise in the percentage of
outstanding students and high achievers in both language sectors, alongside a
drop in the percentage of students in the two lowest proficiency levels as
compared with 2007.
Achievements according to socioeconomic background:

The average scores for Hebrew speakers studying in schools of a high, middle and
low socioeconomic background are 565, 521, and 493, respectively. In other words,
there is a gap of 72 score points between the scores of students from schools of a
high socioeconomic background, and those of a low one.

The average scores for Arabic speakers studying in schools of a middle or low
socioeconomic background are 507 and 454, respectively. In other words, there is a
gap of 53 score points between the scores of students from schools of a middle
socioeconomic background, and those of a low one.14

Performance gaps between the language sectors, after controlling of
socioeconomic background: The performance gap between the language sectors
(71 score points in favor of Hebrew speakers) is small when achievements are
examined separately for each socioeconomic background: a performance gap of
14 score points (in favor of Hebrew speakers) between the students in both
14
There are almost no schools of high socioeconomic background in the Arab sector, and there are
relatively few schools of a middle socioeconomic background.
9
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language sectors in schools of a middle socioeconomic background, and a
performance gap of 39 score points (in favor of Hebrew speakers) between students
from both language sectors in schools of low socioeconomic background. It would
seem, therefore, that the general performance gap in scores between Hebrew
speakers and Arabic speakers can be partially explained by the socioeconomic
background of students in the two sectors.
Achievements according to gender:
10

Between 2007 and 2011, there was a large rise in scores for both boys and girls
in Israel (50 score points among boys, and 55 score points among girls).

Among Hebrew speakers, the boys’ and girls’ scores are high and identical
(536). Between 2007 and 2011, there was a similar rise in the boys’ and girls’
scores (50 score points and 54 score points, respectively).

Among Arabic speakers, girls’ scores are clearly higher than those of boys (482
and 447, respectively – a performance gap of 35 score points in favor of girls). This
performance gap grew between 2007 and 2011 due to the greater improvement in
scores of Arabic speaking girls (66 score points as opposed to 48 score points,
respectively).
Government Complex, 5 Jabotinsky Street., Tel Aviv 67012 Tel: 03, Fax: 03Email:rama@education.gov.il Website:http://rama.education.gov.il
Science
Israel from an international perspective

The average result in science in Israel for 2011 is 516 score points. This average is
higher than the “average for participating countries” (477), and ranks Israel in 13th
place out of the 42 countries which participated in the study.

This average is lower than the results for Singapore, Taiwan, Korea, Japan,
Finland, Slovenia, Russia, Hong Kong, and England which are ranked in
positions 1-9.

Israel’s results in science place it in the same group as the USA, Hungary,
Australia, Lithuania, New Zealand, and Sweden, which are ranked in positions
10-16, countries with a similar average score to Israel (hereinafter “countries with
similar results to Israel”).

The average result in Israel is higher than the average results for the countries
ranked in positions 17-42 in the ranking of participating countries.

This achievement reflects a marked rise of 48 score points in the average score for
science, when compared to the TIMSS 2007 study15. Israel’s improvement in its
results between 2007 and 2011 is the second highest among the countries which
participated in the last two studies, and the greatest among Western countries16.

The distribution17 in student achievements in science in Israel (309 score points) is
the greatest among the countries with achievements which are high or similar
to those of Israel (excluding Singapore). For example, the average score in
Australia (519) is very similar to that of Israel, but the distribution is smaller (277).

Distribution according to proficiency levels:
o The percentage of students in Israel at the two highest proficiency levels
(“high achievers” and “outstanding students”) is 39% – higher or similar to
their percentage among countries with similar results to Israel.
o The percentage of students in Israel at the two lowest proficiency levels (“low
achievers” and “below the threshold”) is 31%.
o The percentage of students whose achievements are below the threshold
(12%) is higher than their percentage among countries with similar results
to Israel.

The scores in the various content domains in science: in Israel, the average
scores in the content domains were slightly higher for biology (523), similar to
one another for chemistry and physics (514 in both areas), and similar to the
general score for science, and lower for earth sciences (504). In all four areas,
15
For more on the subject of presenting the improvement in scores, see note 6 above, which discusses the
improvement in the translation and omitting the performance gap data between 2007 and 2011 in the
international report.
16
36 countries participated in these two study cycles.
17
The distribution is calculated here as the range between student scores in the 5th and 95th percentiles.
11
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the average score in Israel is higher than the “average for participating
countries” (475, 477, 474, and 474, respectively).

The scores in the cognitive dimensions (reasoning skills) in science: the students
in Israel achieved similar scores on average for questions which tested “knowing”
(518) and “reasoning” (519), and were slightly lower for questions which tested
“applying” (512). In the three reasoning skills, the scores in Israel are higher than
the “average for participating countries” (477, 474, and 475, respectively).
The perspective within Israel18
Changing trends over the years

Between 2007 and 2011, there was a marked rise of 48 score points in the average
score of students of Israel in science in the TIMSS study.

During the last decade, there has been a marked rise in the achievements of the
students of Israel in science in the TIMSS study, with the exception of the 2007
study, in which there was a sharp drop in scores as compared with the results of the
TIMSS 2003 study. It should be noted that a long teachers’ strike took place in
Israel in 2007, and studies in junior high schools were interrupted. In total, since
1999, there has been a rise of 48 score points (approximately half a standard
deviation) in the average of Israeli students in science in the TIMSS studies.

Between 2007 and 2011, the rate of students in Israel positioned in the two highest
proficiency levels rose sharply (“high achievers” and “outstanding students”)
from 21% to 39%, and the percentage of students in the lowest two proficiency
levels (“low achievers” and “below the threshold”) dropped from 49% to 31%.

The rise in the average scores from 2007 to 2011 is expressed in all content
domains. The rise in the average scores is the greatest for biology (51 score points),
followed by chemistry (47 score points), and lastly physics and earth sciences (42
score points in both fields). From all the domains, the scores are lowest for earth
sciences in both 2007 and 2011.

There was a substantial rise in the average score for reasoning skills, in questions
which tested “applying” (56 score points), followed by “knowing” (46 score
points), and “reasoning” (38 score points). The great improvement in 2011 for
questions which tested “applying” narrowed the performance gap between the
scores for the “applying” questions and those for the questions testing “knowing”
and “reasoning” as compared to 2007.
18
The presentation of the changing trends in the various parameters over the years, in this chapter and the
following ones (comparing language sectors, gender groups, socioeconomic background, and more) is
based on the premise that the data for previous studies (2007, 2003, and 1999) are valid, and can be
compared with the current study. For more information, see note 6 above.
12
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Language sector, socioeconomic background and gender
Achievements according to language sector:

The average score in science among Hebrew speakers is 530, and among Arabic
speakers is 481 (a performance gap of 49 score points in favor of the Hebrew
speakers).

The average score in science among the Hebrew speakers corresponds to the
achievement level for the 10th position in the ranking of the countries
participating in the TIMSS 2011 study, and the average score in science among
Arabic speakers corresponds to the achievement level of the 22nd position in the
ranking of the countries participating in the study.

Since 1999, there has been a rise of 46 score points among Hebrew speakers, and
an even greater rise of 87 score points among Arabic speakers.

The performance gap in science between Hebrew and Arabic speaking students (49
score points) was slightly reduced as compared with the parallel performance gap
in the 2007 TIMSS study (63 score points). This finding expresses the fact that the
two language sectors improved by varying degrees between 2007 and 2011 (an
improvement of 45 score points among the Hebrew speakers and 59 score points
among the Arabic speakers).

Among the Hebrew speakers, 13% of the students are above the “outstanding
students” threshold, and the rate of students at the two highest proficiency levels
(“high achievers” and “outstanding students”) is 43%. Among the Arabic
speakers, 7% of the students are above the “outstanding students” threshold,
and 28% of the students are at the two highest proficiency levels.

Among the Hebrew speakers, 8% of the students are below the lowest
threshold, and the rate of students at the two lowest proficiency levels (“low
achievers” and “below the threshold”) is 25%. Among the Arabic speakers, 23%
of the students are below the threshold, and 46% of the students are at the two
lowest proficiency levels.

In light of the above, it is clear that there has been a rise in the percentage of
outstanding students and high achievers in both language sectors, alongside a
drop in the percentage of students in the two lowest categories as compared with
2007.
Achievements according to socioeconomic background:

13
The average scores for Hebrew speaking students studying in schools of a high,
middle and low socioeconomic background are 555, 516, and 491, respectively. In
other words, there is a performance gap of 64 score points between the scores of
students from schools of a high socioeconomic background, and those of a low one.
Government Complex, 5 Jabotinsky Street., Tel Aviv 67012 Tel: 03, Fax: 03Email:rama@education.gov.il Website:http://rama.education.gov.il

The average scores for Arabic speaking students studying in schools of a middle or
low socioeconomic background are 523 and 471, respectively. In other words, there
is a performance gap of 52 score points between the scores of students from
schools of a middle socioeconomic background, and those of a low one.19

Performance gaps between the language sectors, after controlling for
socioeconomic background: The performance gap between the language sectors
(49 score points) becomes small and even reverses when achievements are
examined separately for each socioeconomic background: a performance gap of
7 score points (in favor of Arabic speakers) between students from both sectors in
schools of a middle socioeconomic background, and a performance gap of 20 score
points (in favor of Hebrew speakers) between students from both sectors in schools
of low socioeconomic background.
Achievements according to gender:

Between 2007 and 2011, there was a large rise in scores for both boys and girls
in Israel (49 score points among boys, and 47 score points among girls).

Among the Hebrew speakers, the boys’ and girls’ scores are similar to each
other (531 and 528, respectively). Between 2007 and 2011, there was a similar rise
in the boys’ and girls’ scores (46 score points and 43 score points, respectively).

Among Arabic speakers, girls’ scores are clearly higher than those of boys (498
and 463, respectively – a performance gap of 35 score points in favor of girls). This
performance gap is similar to that observed in 2007 (30 score points). We can see
from here that the improvement in the scores of Arabic-speaking girls is somewhat
greater in comparison to the Arabic-speaking boys (62 score points as opposed to
57 score points, respectively).
Summary
The data for Israel in the TIMSS 2011 study in mathematics and science indicates a
marked improvement in the achievements of the Israeli students. The data indicates a
rise of around 50 score points (around half a standard deviation) between the parallel
scores from the TIMSS 2007 study and those from the current study20. After this rise, the
Israeli average for the two knowledge domains which were tested – mathematics and
science – is at a markedly higher value than the “average for participating
countries” (516 for mathematics and 516 for science in Israel, as compared with 467 for
mathematics and 477 in science in the “average for participating countries”). These
19
There are almost no schools with socioeconomically advantaged backgrounds in the Arab sector, and
relatively few schools with a medium socioeconomic background.
20
The presentation of the changing trends over the years in this abstract is based, as already noted, on the
premise that the data for previous studies (2007, 2003, and 1999) are valid, and can be compared with the
current study. For more information, see note 6 above.
14
Government Complex, 5 Jabotinsky Street., Tel Aviv 67012 Tel: 03, Fax: 03Email:rama@education.gov.il Website:http://rama.education.gov.il
scores place Israel in a high position in the ranking of the participating countries: at 7th
place in mathematics, and 13th in science (although still lower than the countries
heading the list, which are mostly Far Eastern countries, such as Korea, Hong Kong,
Japan, and Singapore). These increases in the average scores are accompanied by a rise
in the rate of students in the two highest proficiency levels (“high achievers” and
“outstanding students”), as well as a real decline in the number of students in the
lowest proficiency levels (“low achievers” and “below the threshold”).
The improvement in scores is evident in both language sectors (Hebrew speakers and
Arabic speakers), and for all three socioeconomic backgrounds. However, there is still a
relatively high distribution (variance) characterizing Israel’s achievements: a
performance gap of around two-thirds of a standard deviation for mathematics, and a
smaller performance gap of around half a standard deviation for science. Likewise,
performance gaps have remained between students from different socioeconomic
backgrounds. These gaps stand at about two-thirds of a standard deviation in the Hebrew
speaking sector (among students from schools with a high socioeconomic background,
and students from schools with a low socioeconomic background) and at about half a
standard deviation among Arabic speaking students from schools with a medium
socioeconomic background, as opposed to low socioeconomic background which
characterizes the majority of this Arabic language sector. The differences in the scores
due to socioeconomic background can explain some of the performance gaps between the
two language sectors.
A multi-year (since 1999) follow-up on the Israeli TIMSS study scores demonstrates that
the last decade has been characterized by a rise in the scores of Israel’s students for
mathematics and science, with the exception of 2007 when there was a decline in scores.
In that year, it would seem that Israel’s achievements were negatively affected by an
extended teachers’ strike in junior high schools. The rise in scores for 2011 may be
explained by the introduction of the program for promoting achievements two years
prior to the TIMSS 2011 study. As part of the program, the Ministry of Education
invested additional resources (teaching hours, training, new and updated curricula) with
the aim of raising achievement in language, mathematics and science in elementary and
secondary schools. The TIMSS 2011 results support the view that the investment in
educational resources contributes to raising both the level of knowledge and the mastery
of cognitive skills for students in Israel.
15
Government Complex, 5 Jabotinsky Street., Tel Aviv 67012 Tel: 03, Fax: 03Email:rama@education.gov.il Website:http://rama.education.gov.il
TIMSS 2011
Mathematics
Posi Country
tion
1
2
3
4
5
6
Science
Score
7
8
Korea
Singapore
Taiwan
Hong Kong
Japan
Russia
Israel – Hebrew speaking
Israel
Finland
613
611
609
586
570
539
536
516
514
9
USA
509
10
11
12
13
14
15
16
17
18
19
20
England
Hungary
Australia
Slovenia
Lithuania
Italy
New Zealand
Kazakhstan
Sweden
Ukraine
Norway
Average for participating
countries
507
505
505
505
502
498
488
487
484
479
475
467
Armenia
467
Israel – Arabic speakers
546
Romania
United Arab Emirates
Turkey
Lebanon
Malaysia
Georgia
Thailand
Macedonia
Tunisia
Chile
Iran
Qatar
Bahrain
Jordan
Palestinian Authority
458
456
452
449
440
431
427
426
425
416
415
410
409
406
404
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
16
Posi Country
tion
1
2
3
4
5
6
7
8
9
Score
590
564
560
558
552
543
542
535
533
10
11
12
13
14
15
16
17
18
19
20
Singapore
Taiwan
Korea
Japan
Finland
Slovenia
Russia
Hong Kong
England
Israel – Hebrew
speaking
USA
Hungary
Australia
Israel
Lithuania
New Zealand
Sweden
Italy
Ukraine
Norway
Kazakhstan
21
Turkey
483
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
Israel – Arabic
speakers
Average for participating
countries
Iran
Romania
United Arab Emirates
Chile
Bahrain
Thailand
Jordan
Tunisia
Armenia
Saudi Arabia
Malaysia
Syria
Palestinian Authority
Georgia
Oman
Government Complex, 5 Jabotinsky Street., Tel Aviv 67012 Tel: 03, Fax: 03Email:rama@education.gov.il Website:http://rama.education.gov.il
530
525
522
519
516
514
512
509
501
501
494
490
481
477
474
465
465
461
452
451
449
439
437
436
426
426
420
420
420
37
38
39
40
41
42
17
Saudi Arabia
Indonesia
Syria
Morocco
Oman
Ghana
394
386
380
371
366
331
37
38
39
40
41
42
Qatar
Macedonia
Lebanon
Indonesia
Morocco
Ghana
Government Complex, 5 Jabotinsky Street., Tel Aviv 67012 Tel: 03, Fax: 03Email:rama@education.gov.il Website:http://rama.education.gov.il
419
407
406
406
376
306