Available Data

The following studies have made their entire databases available to the public. Click on the links above to download the corresponding user guide and data set. Please note that we do not maintain these datasets. We only facilitate their access by pointing you in the right direction. More information about the specific study is available in the corresponding website.

About TIMSS

The Trends in International Mathematics and Science Study (TIMSS), is designed to help countries all over the world improve student learning in mathematics and science. It collects educational achievement data at the fourth and eighth grades to provide information about trends in performance over time together with extensive background information to address concerns about the quantity, quality, and content of instruction.  TIMSS provides important information for policy development, to foster public accountability, to allow areas of progress or decline in achievement to be identified and monitored, and to address concerns for equity. Approximately 50 countries from all over the world have participated in TIMSS. A project of the IEA headquartered in Amsterdam, it is directed by the TIMSS International Study Center at Boston College in collaboration with a worldwide network of organizations and representatives from the participating countries. To obtain the complete TIMSS data, click on the links below:

TIMSS Data

About PIRLS

Internationally, how well do fourth-grade students read? How do their reading habits and attitudes compare from one country to another?
Thirty-five countries participated in PIRLS 2001, IEA's new state-of-the-art Progress in International Reading Literacy Study at the fourth grade (9- and 10-year-olds). With 150,000 students tested, PIRLS 2001 is the first in a planned 5-year cycle of international trend studies in reading literacy.
Directed by the International Study Center at Boston College, PIRLS consists of a carefully-constructed test assessing a range of reading comprehension strategies for two major reading purposes - literary and informational. PIRLS collected extensive information about home, school, and national influences on how well students learn to read. Of special interest, parents and caregivers completed questionnaires about their children's early literacy activities.
Countries' reading achievement results are in the PIRLS 2001 International Report, together with data on students' home and school experiences in learning to read. The PIRLS 2001 Encyclopedia contains information provided by each participating country about its reading education. To obtain the complete PIRLS data, click on the link below:

PIRLS Data

About PISA

The Programme for International Student Assessment (PISA) is an internationally standardized assessment that was jointly developed by participating countries and administered to15-year-olds in schools.  The survey was implemented in 43 countries in the 1st assessment in 2000, in 41 countries in the 2nd assessment in 2003, in 57 countries in the 3rd assessment in 2006 and 62 countries have signed up to participate in the 4th assessment in 2009. Tests are typically administered to between 4,500 and 10,000 students in each country.

PISA assesses how far students near the end of compulsory education have acquired some of the knowledge and skills that are essential for full participation in society. In all cycles, the domains of reading, mathematical and scientific literacy are covered not merely in terms of mastery of the school curriculum, but in terms of important knowledge and skills needed in adult life.

In the PISA 2003 cycle, an additional domain of problem solving was introduced to continue the examination of cross-curriculum competencies. To obtain the complete PISA data, click on the links below:

PISA 2000 Data
PISA 2003 Data
PISA 2006 Data

PISA 2009 Data

CIVED

The Civics Education (CivED) surveyed students’ knowledge of fundamental principles of democracy; their skills in interpreting political communication; their concepts of democracy and citizenship; their attitudes related to trust in institutions, their nation, opportunities for immigrants, the political rights of women; and their expectations for future participation in civic-related activities. CivED was carried out in two phases. In the first phase, researchers in several countries conducted qualitative case studies that examined the context and meaning of civic education. The observations from the case studies were then used to develop an instrument for gathering information about students’ civic knowledge and their civic attitudes and engagement. The content domains covered democracy and citizenship, national identity, and social cohesion and diversity. The instrument consisted of five types of items measuring the students’ knowledge in the five key areas mentioned above. Questionnaires were also administered to teachers and school principals of the standard population of students.  The standard population included all students enrolled on a full-time basis in the grade in which most students aged 14 were found at the time of testing (Grade 8 in the majority of countries). An additional survey of upper secondary school students (mean age 16.6–19.4) was conducted in some countries (optional population). To obtain the complete CivED data, click on the link below:

CivEd Data

ICCS

The IEA International Civic and Citizenship Education Study (ICCS) 2009 investigates the ways in which young people are prepared to undertake their roles as citizens in the 21st century in a range of countries.

ICCS 2009 builds on two studies in this area conducted by IEA in 1971 in 9 countries and 18 years later in 1999 in 28 countries. It reports on student achievement in a test of knowledge, conceptual understanding, and competencies in civic and citizenship education. It also provides evidence on student dispositions and attitudes relating to civics and citizenship. 

Teacher and school questionnaires gathered information about the context in which students learn about civics and citizenship, including teaching and classroom management practices, and school governance and climate. A national context survey collected information about the provision of civic and citizenship education in each participating country. 

Three regional modules for countries in Asia, Europe, and Latin America address issues of civic and citizenship education of special interest in these parts of the world.

ICCS Data

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