Pupils in years 5 and 9 in England have maintained or improved scores in maths and science compared to pre-pandemic results, report UCL researchers who analysed findings in the latest Trends in International Mathematics and Science Study (TIMSS).
The scores go against predictions around the continuing negative impact of the Covid-19 pandemic on pupils' achievements. Compared to the 2019 TIMSS report, published in 2020, pupils in both year groups maintained high maths scores and improved their science scores.
For the 2023 report, written by UCL researchers and published by the Department for Education (DfE), over 12,000 schools in 59 countries were assessed in year 5 and over 8,700 schools in 44 countries in year 9 were tested. Global lifelong learning company Pearson carried out testing across 267 schools in England.
Pupils in the highest-performing countries achieved average scores in the 600s, with most countries scoring between 400 and 600. Year 5 pupils in England scored an average of 552 in maths, which the researchers say is stable compared to 2019's score of 556. Year 9 pupils scored an average of 525 in maths, representing a slight increase from 515 in 2019.
Maths scores for both year groups have improved significantly over the last 20 years, rising from 531 for year 5 and 498 in year 9 in 2003.
In science, year 5 pupils scored an average of 556, representing a significant increase from 537 in 2019. Year 9 pupils scored an average of 531, another significant increase from 517 in 2019. Year 5 scores over the last 20 years have maintained a broadly stable trend. Year 9 scores have also been broadly stable over that time, though with an unexpectedly low average score of 517 in 2019. However, the average score in 2023 was 531, much closer to the year 9 2015 score of 537.
Principal Investigator (PI) Dr Jennie Golding (IOE, UCL's Faculty of Education & Society) said: "Given that pupils in this cycle were tested just three years after the pandemic lockdowns started, we expected to see lower scores in England and indeed across most participating countries.
"The fact that pupils in England have maintained and even improved their scores is down to their hard work over the last few years and the determination and dedication of their teachers in supporting learning through prolonged, incredibly difficult circumstances."
Internationally, countries in east Asia again achieved the highest scores, with Singapore, Chinese Taipei, South Korea, Hong Kong and Japan typically taking the top spots. England's year 5 pupils were 9th for maths and 5th for science. Year 9 pupils were 6th for maths and 5th for science. These rankings depend on which other countries take part, but broadly, England's pupils maintained their high relative performance in maths and improved their rankings in science.
Globally, the results showed a growing attainment gap between boys and girls in both year groups, which the researchers say had nearly closed in 2019. In year 5, boys scored higher in maths in 40 countries, with 17 reporting no difference and girls significantly outperforming boys only in South Africa. In year 9, boys scored higher in 21 countries, with 17 reporting no difference and girls scoring higher in four.
In science, year 5 boys scored higher in 20 countries. A total of 26 reported no difference and girls scored higher in 12. Year 9 boys scored higher in 12 countries, with no difference reported in 19 and girls scoring higher in 11 countries.
Co-PI Professor Mary Richardson said: "Whilst the results are positive overall, the data are showing that the attainment gap between boys and girls has increased again and this needs to be investigated further and addressed in order to ensure that girls are reaching their full potential."
The National Research Coordinator for TIMSS 2023, Dr Grace Grima (Director of International Assessment at Pearson), said: "Pearson was proud to be chosen by the Department for Education to deliver this important international assessment in mathematics and science across hundreds of primary and secondary schools in England.
"This trends study provides policy makers with rich, internationally comparable data and information on student attainment and attitudes that will inform policies and support the teaching and learning of mathematics and science."
The TIMSS study, run by the Evaluation of International Achievement (IEA) takes place every four years. England has participated in every cycle since its inception in 1995.
