Highlights from TIMMS

NATIONALCENTERFOREDUCATIONSTATISTICS Overall Comparative Findings

N ATIONAL N ATIONAL N A C ENTER FOR TIONAL Overview C ENTER FOR C ENTER FOR EDUCA EDUCA TION E TION S DUCA S TATISTICS TION TATISTICS STATISTICS FIGURE10–OVERALLCOMPARATIVEFINDINGS and Key Findings U.S.PERFORMANCERELATIVETOTHEINTERNATIONALAVERAGEATAGLANCE Pursuing Excellence Pursuing Excellence Pursuing Excellence

A S A STUDY A S TUDY M OF TUDY MATHEMA OF U.S. F ATHEMA U.S. E MATHEMA OF U.S. TICS AND OUR LEARNING TICS AND IGHTH-G TICS AND TWELFTH S TH-G , C SCIENCE RADE -G Content Fourth Eighth Final Year of Advanced Math & IN INTERNA CIENCE RADE URRICULUM IN I SCIENCE RADE A TEACHING, NTERNA A TIONAL CHIEVEMENT IN INTERNA , AND TIONAL CHIEVEMENT CONTEXT TIONAL ACHIEVEMENT CONTEXT CONTEXT Across Grade Levels Area Grade Grade Secondary School Science Students

THIRD THIRD I INITIAL I INITIAL NTERNA FINDINGS FROM THE THIRD INITIAL NTERNA FINDINGS FROM THE TIONAL INTERNA F TIONAL TIONAL INDINGS FROM THE M MATHEMA ATHEMA TICS AND MATHEMA TICS AND TICS AND SCIENCE SCIENCE S STUDY CIENCE STUDY STUDY O O FFICE OF Mathematics Above Below Below ____ FFICE OF EDUCA OFFICE OF U.S. D U.S. D EDUCA EP TIONAL EDUCA TIONAL ARTMENT OF R U.S. D TIONAL EPARTMENT OF R ESEARCH AND EPAR ESEARCH AND EDUCA TMENT OF RESEARCH AND With information on a half-million students worldwide,including EDUCA TION IMPROVEMENT EDUCA TION IMPROVEMENT TION IMPROVEMENT NCES 97-198 Overall NCES 97-225 NCES 98-049 more than 33,000 U.S.students in more than 500 U.S.public and Science Above Above Below ____ private schools,the Third International Mathematics and Science Overall Study (TIMSS) is the largest,most comprehensive,and most rigorous international study ofschools and students ever conducted.During the 1995 school Advanced ______Below year,students from 41 nations,including our country's major trading partners, Mathematics were assessed at three different grade levels (fourth,eighth,and in the final year ofsecondary school) to compare their mathematics and science achievement. Physics ______Below

SOURCES: TIMSS researchers also looked at schools,curricula,instruction,lessons,text- National Center for Education Statistics.(1997).Pursuing Excellence:A Study of U.S.Fourth-Grade Mathematics and Science Achievement in International

TUDY books,policy issues,and the lives ofteachers and students to understand the Context.Figure 1,Figure 2.Washington,D.C.:NCES. National Center for Education Statistics.(1996).Pursuing Excellence:A Study of U.S.Eighth-Grade Mathematics and Science Teaching,Learning, S educational context in which mathematics and science learning take place.By Curriculum,and Achievement in International Context.Figure 1,Figure 2.Washington,D.C.:NCES. combining multiple methodologies and scientific sampling procedures that go

National Center for Education Statistics.(1998).Pursuing Excellence:A Study of U.S.Twelfth-Grade Mathematics and Science Achievement in International TIMSS Context.Figure 1,Figure 5,Figure 9,Figure 16.Washington,D.C.:NCES. beyond simple student achievement score comparisons and questionnaires,

CIENCE TIMSS created a fair and comprehensive portrait ofhow U.S.mathematics and

S science education differs from that ofother nations.The richness ofTIMSS For more information you can visit us on the World Wide Web: includes a videotape study ofeighth grade mathematics teaching,which OM http://nces.ed.gov/timss AND observed 231 classrooms in Japan,Germany,and the United States,and an analysis ofover 1,100 textbooks and curriculum frameworks from about 50 countries. TICS You can also contact the TIMSS customer service number: FR At the fourth grade,U.S.students were above the international average in both (202) 219-1333 science and mathematics.In the eighth grade,U.S.students scored above the

THEMA international average in science and below the international average in mathe- A matics.At the end ofsecondary schooling (twelfth grade in the U.S.),U.S.per- or send e-mail to: M formance was among the lowest in both science and mathematics,including [email protected] among our most advanced students.

TIONAL Because precise scores cannot be determined with perfect accuracy,it is not appropriate to compare U.S.scores to other countries by rank alone.Therefore, NT OF E nations have been grouped into bands in the figures that follow,according to E DU M C T A whether their performance is significantly higher than,not significantly different

R NTERNA T A I I P O from,or significantly lower than the U.S. E

HIRD Key findings from the Pursuing Excellenceseries ofreports for each grade level, U IGHLIGHTS

N A T I IC T R as well as overall comparative findings,are detailed inside. ED E S M TAT OF A ES HE

FEBRUARY1999 H T OFFICEOFEDUCATIONALRESEARCHANDIMPROVEMENT,U.S.DEPARTMENTOFEDUCATION NCES 1999-081 Fourth Grade Overall Comparative Findings

FIGURE 1–GRADE 4 chievement chievement ontexts of Learning NATIONS’ AVERAGE MATHEMATICS A PERFORMANCE COMPARED WITH THE U.S. A C ■ Among the 26 participating nations ■ Our students' performance was ■ The amount of homework does not NATION AVERAGE at this grade level, U.S. students stronger in science than in mathe- appear to be related to U.S. perfor- scored above the international aver- SINGAPORE 625 matics in fourth grade, in eighth mance compared to other nations. U.S. age in mathematics,and were outper- KOREA 611 grade, and in the twelfth-grade gen- fourth graders are assigned about as formed by 7 countries (Figure 1). JAPAN 597 eral knowledge assessment relative much homework as students in other HONG KONG 587 to the other countries participating countries, U.S. eighth graders spend ■ In science, U.S. students were out- (NETHERLANDS) 577 in TIMSS. about as must time outside of school performed by one country, Korea CZECH REPUBLIC 567 studying as students in Japan and (Figure 2). (AUSTRIA) 559 ■ U.S. students' international standing Germany, all U.S. twelfth graders spend was stronger at the fourth grade than ■ In mathematics,U.S.students’perfor- less time on homework, and U.S. at the eighth grade in both mathe- mance exceeded the international advanced twelfth graders were assigned matics and science relative to the 25 average in Whole Numbers; Fractions (SLOVENIA) 552 homework more often. other countries that participated in and Proportionality; Data Represen- IRELAND 550 TIMSS at both grade levels. ■ The amount of instructional time does tation, Analysis and Probability; (HUNGARY) 548 not appear to be related to U.S. perfor- Geometry; and Patterns, Relations (AUSTRALIA) 546 ■ U.S. students' international standing UNITED STATES 545 mance compared to other TIMSS and Functions. Our students were was stronger at the eighth grade than CANADA 532 nations. U.S. fourth graders spend below the international average in at the twelfth grade in both mathe- (ISRAEL) 531 more class time on mathematics and Measurement, Estimation, and matics and science relative to the science than do their average interna- Number Sense. international averages for the 19 tional counterparts. U.S.eighth graders other countries that participated in ■ In science,U.S.fourth-grade students (LATVIA (LSS)) 525 spend more time in mathematics class- TIMSS at both levels. were outperformed by one or two SCOTLAND 520 es per year than students in Germany other nations in Earth Science; Life ENGLAND 513 ■ There was no significant gender gap CYPRUS 502 and Japan. Science; and Environmental Issues in fourth-grade or eighth-grade NORWAY 502 ■ The amount of television watching also and the Nature of Science. In Physical mathematics achievement or eighth- NEW ZEALAND 499 does not appear to be strongly related Science, U.S. students were outper- GREECE 492 grade science achievement in the to U.S. performance compared to other formed by 5 other nations. (THAILAND) 490 U.S. The U.S. was one of ten coun- nations. Heavy television watching is as PORTUGAL 475 tries, out of 26, with a gender gap ■ If an international talent search were ICELAND 474 common among U.S. eighth graders as favoring males in fourth-grade sci- to select the top 10 percent of all IRAN, ISLAMIC REPUBLIC 429 it is among their Japanese counter- ence achievement. fourth graders, 9 percent of U.S. (KUWAIT) 400 parts, and U.S. twelfth graders spend, fourth graders would be included in ■ There was no significant gender gap on average, the same amount of time mathematics, and 16 percent would among U.S. twelfth-grade students watching television or videos as the INTERNATIONAL AVERAGE = 529 be included in science. on the mathematics general knowl- international average. Grade Mathematics and Science Achievement in International Context. edge assessment. There was a gender ■ Although U.S. twelfth-grade students SOURCE: National Center for Education Statistics. (1997). Pursuing Excellence: A Study of U.S. Fourth- gap favoring males among U.S. Figure 1. Washington, D.C.: NCES. are more likely to have jobs outside of twelfth graders in science general NOTES: school than their international counter- 1. Nations not meeting international guidelines are shown in parentheses. knowledge, physics, and advanced parts and work longer hours, this does 2. Latvia is designated LSS because only Latvian-speaking schools were tested. mathematics. 3. The international average is the average of the national averages of the 26 nations. not appear to be related to the relatively Nations with average scores significantly higher than the U.S. poor U.S. performance on the final year of secondary school general knowledge Nations with average scores not significantly different from the U.S. assessments in comparison to their 2 Nations with average scores significantly lower than the U.S. international counterparts. 11 Final Year of Secondary School Fourth Grade

FIGURE 9–FINAL YEAR OF SECONDARY SCHOOL FIGURE 2–GRADE 4 urriculum AVERAGE PHYSICS PERFORMANCE NATIONS’ AVERAGE SCIENCE OF ADVANCED SCIENCE STUDENTS IN ALL COUNTRIES PERFORMANCE COMPARED WITH THE U.S. C ■ When one compares just U.S. ■ The number of topics included in NATION AVERAGE NATION AVERAGE twelfth graders with Advanced U.S. textbooks and curriculum Placement physics instruction to guides was above the international all advanced science students in NORWAY 581 KOREA 597 average in fourth-grade mathemat- other nations, their performance SWEDEN 573 ics and somewhat below the inter- (RUSSIAN FEDERATION) 545 was below the international aver- (DENMARK) 534 national average in fourth-grade age and significantly higher than (SLOVENIA) 523 science. only 1 other country. (GERMANY) 522 JAPAN 574 (AUSTRALIA) 518 UNITED STATES 565 ■ More countries outperformed U.S. (CYPRUS) 494 (AUSTRIA) 565 students in physics than in (LATVIA) 488 (AUSTRALIA) 562 SWITZERLAND 488 advanced mathematics (Figures 8 (NETHERLANDS) 557 GREECE 486 CZECH REPUBLIC 557 and 9). This differs from results for (CANADA) 485 mathematics and science general FRANCE 466 knowledge, where more countries CZECH REPUBLIC 451 outperformed the U.S. in mathe- ENGLAND 551 matics than in science. CANADA 549 SINGAPORE 547 (SLOVENIA) 546 IRELAND 539 (AUSTRIA) 435 SCOTLAND 536 (UNITED STATES) 423 HONG KONG 533 (HUNGARY) 532 NEW ZEALAND 531 NORWAY 530 (LATVIA (LSS)) 512 (ISRAEL) 505 ICELAND 505 GREECE 497 NONE PORTUGAL 480 CYPRUS 475 (THAILAND) 473 IRAN, ISLAMIC REPUBLIC 416 (KUWAIT) 401 INTERNATIONAL AVERAGE = 501 INTERNATIONAL AVERAGE = 524 Grade Mathematics and Science Achievement in International Context. Grade Mathematics and Science Achievement in International Context. SOURCE: National Center for Education Statistics. (1998). Pursuing Excellence: A Study of U.S. Twelfth- SOURCE: National Center for Education Statistics. (1997). Pursuing Excellence: A Study of U.S. Fourth- Figure 16. Washington, D.C.: NCES. Figure 2. Washington, D.C.: NCES.

NOTES: NOTES: 1. Nations not meeting international guidelines are shown in parentheses. 1. Nations not meeting international guidelines are shown in parentheses. 2. The international average is the average of the national averages of the 16 nations. 2. Latvia is designated LSS because only Latvian-speaking schools were tested. 3. The international average is the average of the national averages of the 26 nations. Nations with average scores significantly higher than the U.S. Nations with average scores significantly higher than the U.S. Nations with average scores not significantly different from the U.S. Nations with average scores not significantly different from the U.S. Nations with average scores significantly lower than the U.S. 10 Nations with average scores significantly lower than the U.S. 3 Eighth Grade Final Year of Secondary School

FIGURE 3–GRADE 8 FIGURE 8–FINAL YEAR OF SECONDARY SCHOOL chievement chievement of Advanced NATIONS’ AVERAGE MATHEMATICS Students AVERAGE MATHEMATICS A PERFORMANCE COMPARED WITH THE U.S. A PERFORMANCE OF ADVANCED ■ MATHEMATICS STUDENTS IN ALL COUNTRIES U.S. students scored below the NATION AVERAGE ■ The advanced mathematics and the international average of 41 nations SINGAPORE 643 physics assessments were adminis- in mathematics (Figure 3). KOREA 607 tered to a sample of the top 10-20 NATION AVERAGE JAPAN 605 ■ U.S. students scored above the HONG KONG 588 percent of students in each of the 16 BELGIUM-FLEMISH 565 nations participating in these por- FRANCE 557 international average in science CZECH REPUBLIC 564 (RUSSIAN FEDERATION) 542 (Figure 4). SLOVAK REPUBLIC 547 tions of TIMSS. In the advanced SWITZERLAND 533 SWITZERLAND 545 mathematics assessment, U.S. stu- (AUSTRALIA) 525 ■ (NETHERLANDS) 541 In mathematics, U.S. students (SLOVENIA) 541 dents who had taken or were taking (DENMARK) 522 scored at about the international (BULGARIA) 540 pre-calculus, calculus, or AP calculus (CYPRUS) 518 (AUSTRIA) 539 (LITHUANIA) 516 average in Data Representation, FRANCE 538 were compared to advanced mathe- GREECE 513 Analysis and Probability; Algebra; HUNGARY 537 matics students in other countries. In SWEDEN 512 RUSSIAN FEDERATION 535 CANADA 509 and Fractions and Number (AUSTRALIA) 530 the physics assessment, U.S. students (SLOVENIA) 475 Sense; and below the international IRELAND 527 who had taken or were taking physics CANADA 527 average in Geometry; Measure- (BELGIUM-FRENCH) 526 or AP physics were compared to ment; and Proportionality. SWEDEN 519 advanced science students in other ■ countries. In science, U.S. students scored (THAILAND) 522 above the international average in (ISRAEL) 522 ■ The average scores of U.S.physics and (ITALY) 474 (GERMANY) 509 CZECH REPUBLIC 469 Earth Science; Life Science; and NEW ZEALAND 508 advanced mathematics students were (GERMANY) 465 Environmental Issues and the ENGLAND 506 below the international average and NORWAY 503 (UNITED STATES) 442 Nature of Science. They scored at (DENMARK) 502 among the lowest of the 16 countries (AUSTRIA) 436 the international average in Chem- UNITED STATES 500 that administered the physics and the (SCOTLAND) 498 istry and in Physics. LATVIA(LSS) 493 advanced mathematics assessments ■ SPAIN 487 (Figures 8 and 9). The U.S. outper- If an international talent search ICELAND 487 were to select the top 10 percent of (GREECE) 484 formed no other country on either all eighth graders, 5 percent of U.S. (ROMANIA) 482 assessment. eighth graders would be included ■ When one compares just U.S. twelfth LITHUANIA 477 in mathematics, and 13 percent CYPRUS 474 graders with Advanced Placement NONE would be included in science. PORTUGAL 454 calculus instruction to all advanced IRAN, ISLAMIC REPUBLIC 428 (KUWAIT) 392 mathematics students in other (COLOMBIA) 385 nations, their performance was at (SOUTH AFRICA) 354 the international average and signif- INTERNATIONAL AVERAGE = 513 icantly higher than 5 other countries. INTERNATIONAL AVERAGE = 501 and Science Teaching, Learning, Curriculum, and Achievement in International Context. SOURCE: National Center for Education Statistics. (1996). Pursuing Excellence: A Study of U.S. Eighth-Grade Mathematics Grade Mathematics and Science Achievement in International Context. Figure 1. Washington, D.C.: NCES. SOURCE: National Center for Education Statistics. (1998). Pursuing Excellence: A Study of U.S. Twelfth- NOTES: Figure 9. Washington, D.C.: NCES. 1. Nations not meeting international guidelines are shown in parentheses. NOTES: 2. Latvia is designated LSS because only Latvian-speaking schools were tested. 1. Nations not meeting international guidelines are shown in parentheses. 3. The international average is the average of the national averages of the 41 nations. 2. The international average is the average of the national averages of the 16 nations. 4. The country average for Sweden may appear to be out of place; however, statistically, its placement is correct.

Nations with average scores significantly higher than the U.S. Nations with average scores significantly higher than the U.S. Nations with average scores not significantly different from the U.S. Nations with average scores not significantly different from the U.S. Nations with average scores significantly lower than the U.S. 49Nations with average scores significantly lower than the U.S. Final Year of Secondary School Eighth Grade

FIGURE 7–FINAL YEAR OF SECONDARY SCHOOL FIGURE 4–GRADE 8 urriculum NATIONS’ AVERAGE SCIENCE GENERAL NATIONS’ AVERAGE SCIENCE KNOWLEDGE PERFORMANCE COMPARED WITH THE U.S. PERFORMANCE COMPARED WITH THE U.S. C ■ U.S. students in their final year of sec- ■ NATION AVERAGE NATION AVERAGE The U.S. eighth-grade mathematics cur- ondary school were less likely to be taking riculum is less focused than other coun- mathematics or science than were their SINGAPORE 607 CZECH REPUBLIC 574 tries based on an analysis of the intend- SWEDEN 559 counterparts in other countries. While 66 JAPAN 571 (NETHERLANDS) 558 ed curriculum in each of the 41 TIMSS percent of graduating students in the U.S. KOREA 565 countries. The U.S. eighth-grade science were currently taking mathematics, the (ICELAND) 549 (BULGARIA) 565 (NORWAY) 544 (NETHERLANDS) 560 curriculum more closely reflects interna- average in all the countries participating in (CANADA) 532 (SLOVENIA) 560 tional practices. NEW ZEALAND 529 (AUSTRIA) 558 the general knowledge assessments was 79 HUNGARY 554 percent. The same pattern was also true for (AUSTRALIA) 527 ■ Compared to Germany and Japan, the SWITZERLAND 523 science (53 percent for the United States (AUSTRIA) 520 ENGLAND 552 U.S. eighth-grade mathematics curricu- BELGIUM-FLEMISH 550 (SLOVENIA) 517 lum appears less advanced based on the and 67 percent for all the TIMSS countries). (AUSTRALIA) 545 (DENMARK) 509 SLOVAK REPUBLIC 544 topics covered and the time devoted to RUSSIAN FEDERATION 538 each topic. The content being taught in IRELAND 538 SWEDEN 535 U.S. eighth-grade mathematics class- UNITED STATES 534 rooms is at about a seventh-grade level (GERMANY) 531 in comparison to other countries. (GERMANY) 497 CANADA 531 NORWAY 527 (FRANCE) 487 However, the TIMSS study did not assess NEW ZEALAND 525 CZECH REPUBLIC 487 (THAILAND) 525 the level of advancement in the U.S. (RUSSIAN FEDERATION) 481 (ISRAEL) 524 eighth-grade science curriculum. (UNITED STATES) 480 HONG KONG 522 (ITALY) 475 SWITZERLAND 522 ■ In the TIMSS videotapes of instructional HUNGARY 471 (SCOTLAND) 517 practices,40 percent of U.S.eighth-grade (LITHUANIA) 461 SPAIN 517 mathematics lessons included arith- FRANCE 498 metic topics such as whole number oper- (GREECE) 497 ICELAND 494 ations, fractions, and decimals, whereas (ROMANIA) 486 these topics were much less common in LATVIA (LSS) 485 Germany and Japan. In contrast, (CYPRUS) 448 PORTUGAL 480 (DENMARK) 478 German and Japanese eighth-grade (SOUTH AFRICA) 349 LITHUANIA 476 (BELGIUM-FRENCH) 471 lessons were more likely to cover algebra IRAN, ISLAMIC REPUBLIC 470 and geometry. CYPRUS 463 (KUWAIT) 430 (COLOMBIA) 411 INTERNATIONAL AVERAGE = 500 (SOUTH AFRICA) 326 eaching

INTERNATIONAL AVERAGE = 516 Grade Mathematics and Science Achievement in International Context. and Science Teaching, Learning, Curriculum, and Achievement in International Context. T SOURCE: National Center for Education Statistics. (1998). Pursuing Excellence: A Study of U.S. Twelfth- SOURCE: National Center for Education Statistics. (1996). Pursuing Excellence: A Study of U.S. Eighth-Grade Mathematics Figure 5. Washington, D.C.: NCES. Figure 2. Washington, D.C.: NCES. ■ Eighth-grade U.S. mathematics teachers' NOTES: NOTES: typical goal is to teach students how to 1. Nations not meeting international guidelines are shown in parentheses. 1. Nations not meeting international guidelines are shown in parentheses. 2. The international average is the average of the national averages of the 21 nations. 2. Latvia is designated LSS because only Latvian-speaking schools were tested. do something, while Japanese teachers' 3. The international average is the average of the national averages of the 41 nations. 4. The country average for Scotland (or Spain) may appear to be out of place; however, statistically, its placement is correct. goal is to help students learn how to do Nations with average scores significantly higher than the U.S. something and also understand mathe- Nations with average scores significantly higher than the U.S. matical concepts so that they can solve Nations with average scores not significantly different from the U.S. Nations with average scores not significantly different from the U.S. future problems. Nations with average scores significantly lower than the U.S. 8 Nations with average scores significantly lower than the U.S. 5 Eighth Grade Final Year of Secondary School

FIGURE 6–FINAL YEAR OF SECONDARY SCHOOL ■ Ninety-five percent of U.S. teachers stated U.S. teachers rarely developed mathemati- chievement of All Students that they were either "very aware" or "some- cal concepts, in contrast to German and NATIONS’ AVERAGE MATHEMATICS GENERAL what aware" about current ideas in the Japanese teachers who usually did. The A KNOWLEDGE PERFORMANCE COMPARED WITH THE U.S. teaching and learning of mathematics. average percentage of topics that were ■ A sample of all students at the end of However, in the videotape study only a few developed was 22 percent in the U.S., secondary school (twelfth grade in NATION AVERAGE teachers were observed to apply the key whereas the average was 77 percent in the U.S.) was assessed in mathematics concepts of current reform measures in Germany and 83 percent in Japan. and science general knowledge. The (NETHERLANDS) 560 their classrooms. The TIMSS findings sug- SWEDEN 552 ■ In the judgment of independent mathemat- mathematics and science general gest that Japanese rather than U.S. or (DENMARK) 547 ics and mathematics education experts, knowledge assessments were a test of SWITZERLAND 540 German lessons more often resembled the none of the U.S. lessons evaluated in the the mathematics and science needed (ICELAND) 534 recommendations of experts and the U.S. (NORWAY) 528 TIMSS videotape study was considered to to function effectively in society as reform movement. U.S. lessons typically (FRANCE) 523 contain a high-quality sequence of mathe- adults. NEW ZEALAND 522 focused on acquiring mathematical skills matical ideas, compared to 39 percent of (AUSTRALIA) 522 rather than conceptual understanding, and ■ The content of the mathematics gen- Japanese lessons,and 28 percent of German (CANADA) 519 were less coherently presented. eral knowledge assessment represent- (AUSTRIA) 518 lessons (Figure 5). ed about a seventh-grade level of cur- (SLOVENIA) 512 ■ Developing mathematical concepts – that is (GERMANY) 495 ■ New teachers in the U.S.receive less on-the- riculum for most TIMSS nations, but proving, deriving, or explaining in some HUNGARY 483 job training and mentoring than do new was most equivalent to the ninth- detail – is rare among U.S.teachers in com- teachers in Japan and Germany. grade curriculum in the United States. parison to German and Japanese teachers. The science general knowledge content was most equivalent to ninth- grade curriculum internationally, and (ITALY) 476 FIGURE 5–GRADE 8 (RUSSIAN FEDERATION) 471 to eleventh-grade curriculum in the (LITHUANIA) 469 PERCENTAGE OF LESSONS RATED AS HAVING LOW, United States. CZECH REPUBLIC 466 (UNITED STATES) 461 MEDIUM, AND HIGH QUALITY OF MATHEMATICAL CONTENT ■ U.S. twelfth graders scored below the 100 international average and among the 89 Low lowest of the 21 participating nations in both mathematics and science gen- 80 Medium eral knowledge (Figures 6 and 7). The U.S. outperformed only South Africa (CYPRUS) 446 High and Cyprus on both assessments. (SOUTH AFRICA) 356 60 ■ The U.S.international standing on the 51 general knowledge assessments of TIMSS was stronger in science than in 40 38 39 mathematics. INTERNATIONAL AVERAGE = 500 34 28 ■ Grade Mathematics and Science Achievement in International Context. Percentage of Lessons Percentage TIMSS is a fair and accurate comparison of mathematics and science SOURCE: National Center for Education Statistics. (1998). Pursuing Excellence: A Study of U.S. Twelfth- Figure 1. Washington, D.C.: NCES. 20 achievement at the end of secondary 11 11 NOTES: schooling in the participating nations. 1. Nations not meeting international guidelines are shown in parentheses. 2. The international average is the average of the national averages of the 21 nations. 0 The enrollment rate for secondary 0 Germany Japan United States education in the U.S. is typical of Nations with average scores significantly higher than the U.S. Mathematics Instruction in Germany, Japan, and the United States. other TIMSS countries, so our general SOURCE: National Center for Education Statistics. (1999). The TIMSS Videotape Classroom Study: Methods and Findings from an Exploratory Research Project on Eighth-Grade Nations with average scores not significantly different from the U.S. Figure 34. Washington, D.C.: NCES. population is not being compared to 6 more select groups in other countries. Nations with average scores significantly lower than the U.S. 7 Eighth Grade Final Year of Secondary School

FIGURE 6–FINAL YEAR OF SECONDARY SCHOOL ■ Ninety-five percent of U.S. teachers stated U.S. teachers rarely developed mathemati- chievement of All Students that they were either "very aware" or "some- cal concepts, in contrast to German and NATIONS’ AVERAGE MATHEMATICS GENERAL what aware" about current ideas in the Japanese teachers who usually did. The A KNOWLEDGE PERFORMANCE COMPARED WITH THE U.S. teaching and learning of mathematics. average percentage of topics that were ■ A sample of all students at the end of However, in the videotape study only a few developed was 22 percent in the U.S., secondary school (twelfth grade in NATION AVERAGE teachers were observed to apply the key whereas the average was 77 percent in the U.S.) was assessed in mathematics concepts of current reform measures in Germany and 83 percent in Japan. and science general knowledge. The (NETHERLANDS) 560 their classrooms. The TIMSS findings sug- SWEDEN 552 ■ In the judgment of independent mathemat- mathematics and science general gest that Japanese rather than U.S. or (DENMARK) 547 ics and mathematics education experts, knowledge assessments were a test of SWITZERLAND 540 German lessons more often resembled the none of the U.S. lessons evaluated in the the mathematics and science needed (ICELAND) 534 recommendations of experts and the U.S. (NORWAY) 528 TIMSS videotape study was considered to to function effectively in society as reform movement. U.S. lessons typically (FRANCE) 523 contain a high-quality sequence of mathe- adults. NEW ZEALAND 522 focused on acquiring mathematical skills matical ideas, compared to 39 percent of (AUSTRALIA) 522 rather than conceptual understanding, and ■ The content of the mathematics gen- Japanese lessons,and 28 percent of German (CANADA) 519 were less coherently presented. eral knowledge assessment represent- (AUSTRIA) 518 lessons (Figure 5). ed about a seventh-grade level of cur- (SLOVENIA) 512 ■ Developing mathematical concepts – that is (GERMANY) 495 ■ New teachers in the U.S.receive less on-the- riculum for most TIMSS nations, but proving, deriving, or explaining in some HUNGARY 483 job training and mentoring than do new was most equivalent to the ninth- detail – is rare among U.S.teachers in com- teachers in Japan and Germany. grade curriculum in the United States. parison to German and Japanese teachers. The science general knowledge content was most equivalent to ninth- grade curriculum internationally, and (ITALY) 476 FIGURE 5–GRADE 8 (RUSSIAN FEDERATION) 471 to eleventh-grade curriculum in the (LITHUANIA) 469 PERCENTAGE OF LESSONS RATED AS HAVING LOW, United States. CZECH REPUBLIC 466 (UNITED STATES) 461 MEDIUM, AND HIGH QUALITY OF MATHEMATICAL CONTENT ■ U.S. twelfth graders scored below the 100 international average and among the 89 Low lowest of the 21 participating nations in both mathematics and science gen- 80 Medium eral knowledge (Figures 6 and 7). The U.S. outperformed only South Africa (CYPRUS) 446 High and Cyprus on both assessments. (SOUTH AFRICA) 356 60 ■ The U.S.international standing on the 51 general knowledge assessments of TIMSS was stronger in science than in 40 38 39 mathematics. INTERNATIONAL AVERAGE = 500 34 28 ■ Grade Mathematics and Science Achievement in International Context. Percentage of Lessons TIMSS is a fair and accurate comparison of mathematics and science SOURCE: National Center for Education Statistics. (1998). Pursuing Excellence: A Study of U.S. Twelfth- Figure 1. Washington, D.C.: NCES. 20 achievement at the end of secondary 11 11 NOTES: schooling in the participating nations. 1. Nations not meeting international guidelines are shown in parentheses. 2. The international average is the average of the national averages of the 21 nations. 0 The enrollment rate for secondary 0 Germany Japan United States education in the U.S. is typical of Nations with average scores significantly higher than the U.S. Mathematics Instruction in Germany, Japan, and the United States. other TIMSS countries, so our general SOURCE: National Center for Education Statistics. (1999). The TIMSS Videotape Classroom Study: Methods and Findings from an Exploratory Research Project on Eighth-Grade Nations with average scores not significantly different from the U.S. Figure 34. Washington, D.C.: NCES. population is not being compared to 6 more select groups in other countries. Nations with average scores significantly lower than the U.S. 7 Final Year of Secondary School Eighth Grade

FIGURE 1–GRADE 4 chievement chievement ontexts of Learning NATIONS’ AVERAGE MATHEMATICS A PERFORMANCE COMPARED WITH THE U.S. A C ■ Among the 26 participating nations ■ Our students' performance was ■ The amount of homework does not NATION AVERAGE at this grade level, U.S. students stronger in science than in mathe- appear to be related to U.S. perfor- scored above the international aver- SINGAPORE 625 matics in fourth grade, in eighth mance compared to other nations. U.S. age in mathematics,and were outper- KOREA 611 grade, and in the twelfth-grade gen- fourth graders are assigned about as formed by 7 countries (Figure 1). JAPAN 597 eral knowledge assessment relative much homework as students in other HONG KONG 587 to the other countries participating countries, U.S. eighth graders spend ■ In science, U.S. students were out- (NETHERLANDS) 577 in TIMSS. about as much time outside of school performed by one country, Korea CZECH REPUBLIC 567 studying as students in Japan and (Figure 2). (AUSTRIA) 559 ■ U.S. students' international standing Germany, all U.S. twelfth graders spend was stronger at the fourth grade than ■ In mathematics,U.S.students’perfor- less time on homework, and U.S. at the eighth grade in both mathe- mance exceeded the international advanced twelfth graders were assigned matics and science relative to the 25 average in Whole Numbers; Fractions (SLOVENIA) 552 homework more often. other countries that participated in and Proportionality; Data Represen- IRELAND 550 TIMSS at both grade levels. ■ The amount of instructional time does tation, Analysis and Probability; (HUNGARY) 548 not appear to be related to U.S. perfor- Geometry; and Patterns, Relations (AUSTRALIA) 546 ■ U.S. students' international standing UNITED STATES 545 mance compared to other TIMSS and Functions. Our students were was stronger at the eighth grade than CANADA 532 nations. U.S. fourth graders spend below the international average in at the twelfth grade in both mathe- (ISRAEL) 531 more class time on mathematics and Measurement, Estimation, and matics and science relative to the science than do their average interna- Number Sense. international averages for the 19 tional counterparts. U.S.eighth graders other countries that participated in ■ In science,U.S.fourth-grade students (LATVIA (LSS)) 525 spend more time in mathematics class- TIMSS at both levels. were outperformed by one or two SCOTLAND 520 es per year than students in Germany other nations in Earth Science; Life ENGLAND 513 ■ There was no significant gender gap CYPRUS 502 and Japan. Science; and Environmental Issues in fourth-grade or eighth-grade NORWAY 502 ■ The amount of television watching also and the Nature of Science. In Physical mathematics achievement or eighth- NEW ZEALAND 499 does not appear to be strongly related Science, U.S. students were outper- GREECE 492 grade science achievement in the to U.S. performance compared to other formed by 5 other nations. (THAILAND) 490 U.S. The U.S. was one of ten coun- nations. Heavy television watching is as PORTUGAL 475 tries, out of 26, with a gender gap ■ If an international talent search were ICELAND 474 common among U.S. eighth graders as favoring males in fourth-grade sci- to select the top 10 percent of all IRAN, ISLAMIC REPUBLIC 429 it is among their Japanese counter- ence achievement. fourth graders, 9 percent of U.S. (KUWAIT) 400 parts, and U.S. twelfth graders spend, fourth graders would be included in ■ There was no significant gender gap on average, the same amount of time mathematics, and 16 percent would among U.S. twelfth-grade students watching television or videos as the INTERNATIONAL AVERAGE = 529 be included in science. on the mathematics general knowl- international average. Grade Mathematics and Science Achievement in International Context. edge assessment. There was a gender ■ Although U.S. twelfth-grade students SOURCE: National Center for Education Statistics. (1997). Pursuing Excellence: A Study of U.S. Fourth- gap favoring males among U.S. Figure 1. Washington, D.C.: NCES. are more likely to have jobs outside of twelfth graders in science general NOTES: school than their international counter- 1. Nations not meeting international guidelines are shown in parentheses. knowledge, physics, and advanced parts and work longer hours, this does 2. Latvia is designated LSS because only Latvian-speaking schools were tested. mathematics. 3. The international average is the average of the national averages of the 26 nations. not appear to be related to the relatively Nations with average scores significantly higher than the U.S. poor U.S. performance on the final year of secondary school general knowledge Nations with average scores not significantly different from the U.S. assessments in comparison to their 2 Nations with average scores significantly lower than the U.S. international counterparts. 11 Overall Comparative Findings ..P U.S. F Context (1998). National Center for Education Statistics. and in International Context Achievement Curriculum, (1996). National Center for Education Statistics. Context (1997). National Center for Education Statistics. SOURCES: IGURE Mathematics ahmtc bv eo eo ____ Below Below Above Mathematics dacd______Below ______Advanced otn orhEgt ia ero Advanced Math & Final Year of Eighth Fourth Content cec bv bv eo ____ Below Above Above Science Overall iue1 iue5 iue9 iue1.Wsigo,DC:NCES. D.C.: Washington, Figure 16. Figure 9, Figure 5, Figure 1, . NCES. D.C.: Washington, Figure 2. Figure 1, . hsc ______Below ______Physics Overall raGaeGaeScnaySho Science Students School Secondary Grade Grade Area ERFORMANCE 10–O VERALL R LTV OTHE TO ELATIVE C OMPARATIVE For more information you us on can visit the World Wide Web: I usigEclec:A Study of U.S.Twelfth-Grade Mathematics and Science in International Achievement Excellence: Pursuing Eighth-Grade Mathematics and Science Learning, Teaching, A Study of U.S. Excellence: Pursuing Mathematics and Science Fourth-Grade in International Achievement A Study of U.S. Excellence: Pursuing iue1 iue2 ahntn .. NCES. D.C.: Washington, Figure 2. Figure 1, . NTERNATIONAL F http://nces.ed.gov/timss INDINGS

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