Where Are We in the Horse Race?
The new results of the 2007 Trends in International Mathematics and Science Study (TIMSS) seem at first blush very encouraging. U.S. 4th and 8th graders improved in mathematics, though their science performance remained essentially flat. In fact, improvement in U.S. 8th-graders' mathematics scores outpaced that of students in most other participating countries.
In 8th-grade science, apparently only Singapore and Taiwan outperformed Massachusetts.
Cause for celebration? Not so fast, says Mark Schneider from the American Institutes for Research. He points to yawning achievement gaps laid bare by the TIMSS results. He also notes that some high-performing OECD countries that bested the U.S. in the 2007 Programme for International Assessment did not participate in TIMSS, possibly skewing the results.
Still, American 4th and 8th graders who took the TIMSS assessment outperformed students in countries such as Germany, Australia, Sweden, Austria, New Zealand and Norway. All of these nations performed better than the U.S. in the 2007 PISA, which assesses 15-year-olds.
So, do American students lose that much ground between the ages of 13 and 15? Or do TIMSS and PISA measure different things? Perhaps a bit of both.
Creators of PISA purport to measure how well students can apply academic concepts. (On this point, see our interview with PISA director Andreas Schleicher.) Critics of PISA contend that the test is inferior to TIMSS, because (they claim) it emphasizes lower-level skills. (Stanford mathematician Jim Milgram sent us his version of this argument a couple of months ago.) These critics point to PISA superstar Finland's relatively disappointing showing in the 1999 TIMSS as evidence of Finland's unexamined shortcomings and PISA's weakness. (Finland has not participated in TIMSS since 1999.)
I don't have a horse in this particular race. But the dissonance between the PISA and TIMSS results should remind us to review international assessments with a critical eye before making final pronouncements on their meaning.
We report. You decide.
Click here to browse dozens of Public School Insights interviews with extraordinary education advocates, including:
- National PTA President Otha Thornton on the Common Core
- 2013 School Counselor of the Year Mindy Willard on the state of her profession
- Supervisor of Administration John Swang on saving money in energy costs
The views expressed in this website's interviews do not necessarily represent those of the Learning First Alliance or its members.
Every Student an Individual
Strong teacher commitment to rigorous, personalized instruction has lead to a higher graduation rate and greater participation in postsecondary learning opportunities for a racially and economically diverse New York high school. Learn more...
- ASCD Inservice
- AACTE's Ed Prep Matters
- ISTE Connects
- PTA's One Voice
- PDK Blog
- The EDifier
- School Board News Today
- Legal Clips
- Learning Forward’s PD Watch
- NAESP's Principals' Office
- NASSP's Principal's Policy Blog
- The Principal Difference
- ASCA Scene
- Always Something
- NSPRA: Social School Public Relations
- Transforming Learning
- AASA's The Leading Edge
- AASA Connects (formerly AASA's School Street)
- NEA Today
- Lily's Blackboard
What Else We're Reading
- DQC's The Flashlight
- Center for Teaching Quality
- The Answer Sheet
- Politics K-12
- U.S. Department of Education Blog
- John Wilson Unleashed
- The Core Knowledge Blog
- This Week in Education
- Inside School Research
- Teacher Leadership Today
- On the Shoulders of Giants
- Teacher in a Strange Land
- Teach Moore
- The Tempered Radical
- The Educated Reporter
- Taking Note
- Character Education Partnership Blog
- Why I Teach