Summary and Conclusion

The main findings from analyzing students’ scores in TIMSS, PIRLS, and PISA in reading mathematics and science are presented for both fourth and eighth graders. Summary statistics are computed for TIMSS results in 2011 and 2019 followed by policy recommendations. The factors that were found to be significantly related to students’ achievement in mathematics and science are identified separately for fourth and eighth graders. Middle Eastern countries and entities are then distributed according to: (a) the percentage of students who had an attribute in 2019 that was associated with lower scores in mathematics and science, and (b) the extent of change (percentage difference) in this attribute between 2011 and 2019. The 2019 percentage was compared to the international average (higher, lower, or equal), and the percentage difference between 2011 and 2019 was broken down into three levels: increased, declined, or no change. Based on the findings from this analysis, policy recommendations were provided to parents, teachers, school administrators, and governments of each country. The recommendations focus on two types of action: (a) addressing certain issues because ignoring them may result in a decline in academic achievement, and (b) continuing specific good practices or strengthening seemingly successful policies regarding specified issues. The chapter ends with concluding remarks.