United States Educational Achievement On International Assessments
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| Author | : Ben Dalton |
| Publisher | : RTI Press |
| Total Pages | : 22 |
| Release | : 2011-05-23 |
| Genre | : Education |
| ISBN | : |
The debate about the performance of US students on international assessments of educational achievement routinely fails to account for one consistently stark result: US achievement is bifurcated between a group of high-performing Asian and white students and an exceptionally low-performing group of black and Hispanic students. By summarizing results across 20 major international tests conducted since 1995, this research paper shows that when US racial and ethnic groups are separately compared with other countries, Asian and white students regularly perform at or near the top of international rankings, while black and Hispanic students typically rank at or near the bottom. Furthermore, the United States has a substantially larger minority population than all other developed countries, and minority status is not synonymous with internationally comparable factors such as socioeconomic level or immigrant status. The fact that overall US scores are disproportionately influenced by race and ethnicity suggests that researchers and reformers must reconsider how they use and interpret the results of international achievement tests. The research paper recommends providing and analyzing cross-national data separately by ethnic groups to inform approaches to improving education for all students.
| Author | : |
| Publisher | : National Academies |
| Total Pages | : 132 |
| Release | : 1995 |
| Genre | : Comparative education |
| ISBN | : |
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 384 |
| Release | : 2002-05-14 |
| Genre | : Education |
| ISBN | : 030916981X |
In November 2000, the Board on International Comparative Studies in Education (BICSE) held a symposium to draw on the wealth of experience gathered over a four-decade period, to evaluate improvement in the quality of the methodologies used in international studies, and to identify the most pressing methodological issues that remain to be solved. Since 1960, the United States has participated in 15 large-scale cross-national education surveys. The most assessed subjects have been science and mathematics through reading comprehension, geography, nonverbal reasoning, literature, French, English as a foreign language, civic education, history, computers in education, primary education, and second-language acquisition. The papers prepared for this symposium and discussions of those papers make up the volume, representing the most up-to-date and comprehensive assessment of methodological strengths and weaknesses of international comparative studies of student achievement. These papers answer the following questions: (1) What is the methodological quality of the most recent international surveys of student achievement? How authoritative are the results? (2) Has the methodological quality of international achievement studies improved over the past 40 years? and (3) What are promising opportunities for future improvement?
| Author | : Ben Dalton |
| Publisher | : |
| Total Pages | : 22 |
| Release | : 2011 |
| Genre | : |
| ISBN | : |
The debate about the performance of US students on international assessments of educational achievement routinely fails to account for one consistently stark result: US achievement is bifurcated between a group of high-performing Asian and white students and an exceptionally low-performing group of black and Hispanic students. By summarizing results across 20 major international tests conducted since 1995, this research paper shows that when US racial and ethnic groups are separately compared with other countries, Asian and white students regularly perform at or near the top of international rankings, while black and Hispanic students typically rank at or near the bottom. Furthermore, the United States has a substantially larger minority population than all other developed countries, and minority status is not synonymous with internationally comparable factors such as socioeconomic level or immigrant status. The fact that overall US scores are disproportionately influenced by race and ethnicity suggests that researchers and reformers must reconsider how they use and interpret the results of international achievement tests. The research paper recommends providing and analyzing cross-national data separately by ethnic groups to inform approaches to improving education for all students. (Contains 1 figure, 3 tables, and 8 footnotes.).
| Author | : Stephen Provasnik |
| Publisher | : |
| Total Pages | : 88 |
| Release | : 2009 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : Education Department |
| Publisher | : |
| Total Pages | : 346 |
| Release | : 2021-04-30 |
| Genre | : |
| ISBN | : 9781636710129 |
The Condition of Education 2020 summarizes important developments and trends in education using the latest available data. The report presentsnumerous indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The Condition of Education includes an "At a Glance" section, which allows readers to quickly make comparisons across indicators, and a "Highlights" section, which captures key findings from each indicator. In addition, The Condition of Education contains a Reader's Guide, a Glossary, and a Guide to Sources that provide additional background information. Each indicator provides links to the source data tables used to produce the analyses.
| Author | : Mariann Lemke |
| Publisher | : |
| Total Pages | : 35 |
| Release | : 2006 |
| Genre | : |
| ISBN | : |
Currently, the United States participates in four international assessments: the Progress in International Reading Literacy Study (PIRLS), which assesses reading performance in grade 4; the Program for International Student Assessment (PISA), which assesses the reading, mathematics, and science literacy of 15-year-olds; the Trends in International Mathematics and Science Study (TIMSS), which assesses mathematics and science performance in grades 4 and 8; and the Adult Literacy and Lifeskills Survey (ALL), which assesses the adult literacy and numeracy skills of 16- to 65-year-olds. Each international assessment measures one or more dimensions of the performance or ability of U.S. students or adults. Combined with data from national assessments, these international assessment data provide educators and policymakers with a more complete picture of educational achievement in the United States. This special analysis will present major findings from each of these assessments. The purpose of this special analysis is three-fold: (1) to discuss the similarities and differences in the countries participating in the assessments; (2) to report the most recent findings of these assessments; and (3) to compare the overall performance of students and adults in the United States with their peers in other countries. (Contains 10 tables, 2 figures, and 4 notes.) [For "The Condition of Education, 2006," see ED491909.].
| Author | : Rolf Strietholt |
| Publisher | : |
| Total Pages | : 248 |
| Release | : 2016-01-20 |
| Genre | : Aufsatzsammlung |
| ISBN | : 9783830930914 |
One of the most salient findings from the field of education is that there are huge national differences in student achievement as shown in international comparative studies like PISA and TIMSS. The shockingly large gap between the highest performing countries (mostly in East Asia) and many European countries corresponds to a difference in attainment of two years of schooling. Although this finding has been replicated in several studies, the reasons for and consequences of such differences are currently not well understood. This book is a collection of essays and studies by leading experts in international comparative education who demonstrate how international comparative assessments can be used to evaluate educational policies. The volume is organized into two parts that address, first, theoretical foundations and methodological developments in the field of international assessments, and, second, innovative substantive studies that utilize international data for policy evaluation studies. The intention of this book is to revisit the idea of 'using the world as an educational laboratory', both to inform policy and to facilitate theory development.
| Author | : |
| Publisher | : |
| Total Pages | : 710 |
| Release | : 1994 |
| Genre | : Literacy |
| ISBN | : |
| Author | : National Academies of Sciences, Engineering, and Medicine |
| Publisher | : National Academies Press |
| Total Pages | : 289 |
| Release | : 2017-05-12 |
| Genre | : Education |
| ISBN | : 0309438179 |
Since 1969, the National Assessment of Educational Progress (NAEP) has been providing policymakers, educators, and the public with reports on academic performance and progress of the nation's students. The assessment is given periodically in a variety of subjects: mathematics, reading, writing, science, the arts, civics, economics, geography, U.S. history, and technology and engineering literacy. NAEP is given to representative samples of students across the U.S. to assess the educational progress of the nation as a whole. Since 1992, NAEP results have been reported in relation to three achievement levels: basic, proficient, and advanced. However, the use of achievement levels has provoked controversy and disagreement, and evaluators have identified numerous concerns. This publication evaluates the NAEP student achievement levels in reading and mathematics in grades 4, 8, and 12 to determine whether the achievement levels are reasonable, reliable, valid, and informative to the public, and recommends ways that the setting and use of achievement levels can be improved.
