Exhibit 1.3 graphs the differences in average mathematics achievement between assessment cycles for TIMSS 2019 countries that have comparable data from previous assessments, while Exhibit 1.4 provides more detail. The countries are presented in alphabetical order in both exhibits. The trends in mathematics achievement at the fourth grade signal more improvements than downturns across the assessment cycles internationally. However, since 1995, most countries have had some periods of increases and decreases in average achievement as well as periods of stability.

Most recently, for the 45 countries that participated in both TIMSS 2015 and 2019, 14 had increases in average achievement, and 8 had declines. The trends in average achievement between 2007 and 2019, as well as between 1995 and 2019, show considerably more progress than declines in average mathematics achievement at the fourth grade over the long term. In 2019, compared with 2007, the 21 countries in both assessments had 14 increases and no decreases. In 2019, compared with 1995, the 16 countries in both assessments had 13 increases and 1 decrease.