ERIC ED436385: A Wake-Up Call for U.S. Educators: The Third International Mathematics and Science Study.

9 Pages·1999·0.24 MB·English

by  ERIC

DOCUMENT RESUME
ED 436 385
SE 062 357
AUTHOR
Cochrane, Douglas
TITLE
A Wake-Up Call for U.S. Educators: The Third International
Mathematics and Science Study.
National Inst. on Educational Governance, Finance,
INSTITUTION
Policymaking, and Management (ED/OERI), Washington, DC.
REPORT NO
GFI-1999-9500
PUB DATE
1999-00-00
NOTE
8p.
PUB TYPE
Collected Works Reports
Research (143)
Serials (022)
JOURNAL CIT Policy Forum; v2 n1 Spr 1999
EDRS PRICE
MF01/PC01 Plus Postage.
DESCRIPTORS
Cross Cultural Studies; Elementary Secondary Education;
International Studies; *Mathematics Achievement; Mathematics
Education; *Science Achievement; Science Education
IDENTIFIERS
*Third International Mathematics and Science Study
ABSTRACT
This issue of "Policy Forum" compares the mathematics and
science achievement of students midway through elementary school, midway
through lower secondary school, and at the end of upper secondary school. The
Third International Mathematics and Science Study (TIMSS), conducted in
1995-96, is the largest international education study ever undertaken with
data from one-half million students in 41 nations. The featured article
provides significant research findings from TIMSS on student achievement,
curriculum, and teaching, and discusses implications for policy and practice.
The concept of benchmarking is reviewed in a sidebar. Information on how to
access the U.S. Department of Education, the two Research and Development
(R&D) Centers funded by this institute, and a variety of TIMSS Web sites are
also provided.
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A Wake-Up Call for U.S.
Educators: The Third
International Mathematics and
Science Study
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
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National Institute on Educational Governance, Finance, Policymaking, and Management
A Wa"(se-Up Ca la for U.S. Educators:
The Thftd lInternationai Mat lernatics and Science Study
In middle school (8th grade in the United States), 41
The Third International Mathematics and Science
countries participated. While our students were
Study (TIMSS) is the largest international education
above the international average in science, they were
study ever undertaken with data from one-half
below the international average in mathematics.
million students in 41 nations. Conducted in 1995-
American students were outperformed in science by
96 under the auspices of the International Associa-
9 nations; performed similarly to 17 nations; and out-
tion for the Evaluation of Education Achievement
performed 15 nations. Twenty nations outper-
(IEA), it is also one of the most rigorous and compre-
formed American students in 8th-grade
hensive international studies.
mathematics; 14 performed at the same level; and 7
TIMSS compares the mathematics and science
nations fell below our students.
achievement of students midway through elemen-
In a pattern similar to 4th and 8th grade, the United
tary school, midway through lower secondary
States' 12th-grade international standing in science
school, and at the end of upper secondary school. In
is higher than in mathematics. However, both U.S.
the United States, we tested over 33,000 students in
science and mathematics performances are below
afore than 500 schools in the 4th, 8th, and 12th
the international average and among the lowest of
ades. As well as content assessments, there were
the 21 TIMSS countries. In science, students in 11
curriculum analyses, teacher surveys, and a video
countries outperformed American students; stu-
study of teaching in three countries.
dents in 7 countries performed similarly to Ameri-
Significant Research Findings
can students; and American students outperformed
students in only 2 countries. In mathematics, Ameri-
TIMSS offers significant findings in three key areas:
can 12th-graders performed below the international
student achievement, curriculum, and teaching.
average and among the lowest of the 21 TIMSS coun-
Student Achievement. American school children
tries. American students were outperformed by 14
were the only students with above average scores in
countries; were not different than 4 countries; and
4th grade to lose ground in the 8th by testing aver-
outperformed students in 2 countries. Even our best
age, and then to do worse again in the 12th. By the
mathematics and science students did not fare well
time our students had moved through our education
in comparison with the best mathematics and sci-
system they were among the lowest scoring students
ence students from other countries.
in the study.
Curriculum. There are no required national curricu-
The 4th-grade achievement of American students is
lum standards in the United States. Curriculum
quite high. Our students are near the top in both
standards are developed and maintained at various
mathematics and science. Of the 25 participating
levels of governmentlocal, state, and national.
countries, our 4th-graders were outperformed in sci-
The TIMSS curriculum studies were conducted by
ence only by Korea; showed no significant difference
researchers at Michigan State University. It appears
with 5 other countries; and outperformed 19 other
that U.S. mathematics and science curricula lack the
countries. In mathematics, our 4th-graders were out-
coherence, focus, and rigor of the curricula taught in
4,... performed by 7 countries; 6 countries
were not sig-
other countries that participated in TIMSS. Most
liknificantly different; and our students did better than
state curriculum frameworks emphasize breadth
2 nations.
over depth.
(Continued on page 6)
Vol. 2, No. 1
Office of Educational Research and Improvement
Spring 1999
GFI 1999-9500
U.S. Department of Education
w
lat
enc
ding?
Analysis and Adaptation.
tegic thinking has already been
While benchmarking is unfamil-
done, then benchmarking can
iar to most educators, it has been
Ask why you are getting your
results and why others are geW
successfully used in business to
take place at the level of specific
ting better results. While
foster continuous improvement
practices or processes (e.g., im-
prove curriculum or professional
benchmarking is often called
and achieve excellence. Bench-
marking can help organizations
"borrowing shamelessly,"
development).
including schools, districts, and
practices generally require
The benchmarking process in-
state agenciesbecome high per-
creative adaptation in a new
cludes the following steps:
formance learning communities.
context.
Self-assessment. Document
Benchmarking is an activity
Implementation. Think care-
and study your own organiza-
where organizations continu-
fully about what enablers
tion's vision, practices, and
ously engage in self-study and
(e.g., resources, schedule
success measures. Decide
compare themselves with the
changes) are needed. Commu-
what to benchmark.
leaders in their field so they can
nicate findings and build sup-
Comparison. Decide who to
identify, adapt, and apply sig-
port for the changes you want
benchmark. Identify exem-
nificantly better practices.
to make.
plars and establish a bench-
Feedback. Carefully monitor
It is a systematic, evidence-
marking partnership. Study
and measure the results of
based, and participatory change
and assess your partner(s).
your innovation and recali-
process. Benchmarking may be
For example, in the areas of
brate if necessary.
done at the strategic level where
mathematics and science edu-
the goal is to create a shared vi-
cation, you can use local exem-
sion and identify key levers for
plars as well as TIMSS data for
organizational change. If the stra-
comparison purposes.
Benchmarking Resources
Read more about the benchmarking process. These references were used as sources for this article.
Tucker, Sue. 1996. Benchmarking: A Guide for Educators. Thousand Oaks, CA: Corwin Press. A brief introduction
adapted for educators in a clear "how to" format.
Resnick, Lauren B. and Nolan, Katherine J. 1995. "Benchmarking Education Standards." Education Evaluation and Policy
Analysis, 17(4), 438-61. An example of an international benchmarking study in education.
Bogan, Christopher E. and English, Michael J. 1994. Benchmarking for Best Practices: Winning through Innovative Adapta-
tion. New York: McGraw Hill. An in-depth treatment written for the business context.
Watson, Gregory H. 1993. Strategic Benchmarking: How to Rate Your Company's Performance Against the World's Best. New
York: John Wiley and Sons. A classic in the field.
Use existing data for international benchmarks in math and science education.
Government Printing Office, 1997. Attaining Excellence: A TIMSS Resource Kit. Designed to help educators use TIMSS,
the kit contains multimedia materials including reports, videotapes, and discussion overheads. It includes four mod-
ules: overview, achievement, curriculum, and teaching. Call GPO at [phone] to purchase the whole kit in a
carry-case box for $94. (Modules also available separately.) The kit can also be downloaded free from the Internet
(see p. 4).
Stigler, James W. and Stevenson, Harold W. Spring 1991. "How Asian Teachers Polish Each Lesson to Perfection,"
American Educator, 12-20,43-47. This article compares key features of elementary school mathematics lessons in
Taiwan, Japan, and the United States. With a related 34-minute videotape depicting classroom scenes, these materi-
als may be used to introduce international benchmarking to a variety of audiences, especially elementary mathemat-
ics teachers. The videotape may be ordered by sending a check for $35 to the University of Michigan, c/o Mrs. S.
Liang, 30 N. Ingalls, 10th Floor, Ann Arbor, MI 48109.
TIMSS: A "Power Too 11°' for School Reform
mathematics and science. Be-
Missouri Assessment Plan. We
In October 1997, the National In-
cause we saw the potential of
also used the TIMSS test results
Wtute on Educational Govern-
benchmarking with TIMSS as an
to benchmark our curriculum. It
ce, Finance, Policymaking, and
important means to our ambi-
helped us identify specific areas
Management sponsored a TIMSS
tious goal, we formed a partner-
where we were doing well and
Policy Forum to explore the prac-
ship with the U.S. Department of
others where we needed to im-
tical uses of TIMSS. These inter-
Education which enabled us to
prove. Also, we found the attitu-
views with a few Forum
participate in TIMSS as if we
dinal data on teachers and
participants illustrate how
were a country. A total of 3,100
students very helpful. For exam-
TIMSS may be used by state
students were tested repre-
ple, data on why students think
agencies, school districts, profes-
senting a student population of
they succeed offers insight about
sional associations, and
student motivation.
37,000.
researchers.
Now we are creating learning
Professional development is a
communities to study the TIMSS
key reform strategy in Missouri.
results and compare our achieve-
We have established nine re-
ment with other countries. The
gional professional development
rich data about curriculum and
centers based in state colleges
teaching are generating ideas for
and universities where we train
improved practice in our dis-
lead teachers in authentic instruc-
tricts. We have supported two
tion and assessment methods.
summer institutes with 350 par-
The TIMSS materials, especially
ticipants, including teachers, ad-
the videos, have been used suc-
ministrators, and school board
cessfully with teachers in our
members. This year, institute
centers.
participants will develop curricu-
lum products that exemplify
new concepts of teaching and
learning in math and science.
Throughout the year, teachers
Susan Zelman, Deputy Commissioner,
across our districts are involved
Department of Elementary and
in learning networks which sup-
Secondary Education, Missouri
port collaboration around cur-
We want to move toward a new
riculum development based on
educational paradigm in Mis-
our TIMSS data.
souri. Our vision is to replace
We have partnered with the
classrooms where teachers talk
North Central Regional Educa-
and students passively listen
tional Laboratory (NCREL) for
with classrooms where teachers
assistance in planning, docu-
facilitate hands-on learning ac-
menting, and disseminating our
tivities and students learn to
activities. Further information
think and apply their knowledge.
about our consortium is avail-
Paul Kimmelman, Superintendent,
As we pursue this goal, we have
able on the Internet
West Northfield School District #31 in
used TIMSS to strengthen our
(http: / /www.ncrel.org).
Illinois and President, First in the World
state assessment program and to
Consortium
lEditor's Note: The National Center for
enhance our professional devel-
Education Statistics has made it possible
The First in the World Consor-
opment efforts.
through the 1999 TIMSS Benchmarking for
tium was created 31/2 years ago
States and Districts study for more states
We administered the TIMSS test
and school districts to participate directly in
and now includes 19 suburban Il-
international benchmarking. This spring
to about 12,000 students. The
linois school districts. Our Con-
about 30 states, districts, and/or consortia
Ali test results were used for a con-
sortium is deeply committed to
will collect data that will enable comparisons
tent validation of the eighth-
with 40 countries.
National Education Goal #5be-
grade mathematics test in our
coming first in the world in
BEST COPY AVAILABLE
5
3
n.
These members, in turn, dissemi-
practice, an area where TIMSS ex-
emplifies significant methodo-
nate the findings to many other
groups.
logical advances.
At the University of Pennsylva-
Teachers find the TIMSS
nia, we are already engaged in
videotape study extremely useful
TIMSS-related research. With Of-
as a focus for improving their
mathematics and science lessons.
fice of Educational Research and
Improvement (OERI) and Na-
They use it, for example, to exam-
ine the level of challenge in their
tional Science Foundation (NSF)
funding, we will be conducting a
questioning, the coherence of
comprehensive multivariate
their lessons, and the focus and
analysis to address this question:
content of their curricula.
Why did American 8th- and 12th-
Videotape is a powerful tool for
graders perform so poorly on
reflection and the TIMSS data are
TIMSS science and math tests,
rich with information beyond the
and why was there such a sharp
"horse race."
deterioration of performance
Alice Gill, Associate Director,
from the 4th- to 12th-grades?
Educational Issues Department,
American Federation of Teachers (AFT)
Also with OERI funding, CPRE
is sponsoring three TIMSS Fo-
TIMSS is very important at AFT
rums between February 1999
because it supports our long-
and June 2001 to help identify im-
standing emphasis on high stand-
portant issues for the next itera-
ards. We see it as a valuable tool
tion of this international study
for benchmarking U.S. teaching
and to facilitate dissemination of
practices, curriculum, and educa-
information from this round.
tional policy with the best in the
world. We have developed an
Norma Fleischman of the Insti-
AFT "TIMSS Kit" to help our
tute staff contributed to this article.
members understand what the
findings say and what they don't
say. We also have incorporated
the data and the videotape into
our "Thinking Mathematics" re-
Susan Fuhrman, Director, Consortium
search synthesis and professional
Publication Available
for Policy Research in Education
development for elementary and
(CPRE), University of Pennsylvania
middle school teachers.
For those who would like more
Photo courtesy of Tommy Leonard
We have introduced thousands
information about our TIMSS
The TIMSS data offer exciting op-
of teachers and union leaders to
Policy Forum, a free booklet
portunities for educational re-
summarizing the discussion is
the TIMSS materials at various
searchers. I can see at least four
meetings, including the "Lessons
available. Call (877) 4ED-PUBS
important lines of inquiry these
from the World" TIMSS Confer-
(877-433-7827) and ask for Pol-
data can support: multivariate
ence that AFT co-sponsored with
icy Brief: What the Third Interna-
analyses of factors contributing
the National Center for Educa-
tional Mathematics and Science
to student achievement; cross-na-
tion Statistics in February 1997,
Study (TIMSS) Means for Sys-
tional research, especially in the
the Summer and Winter Insti-
temic School Improvement. Also
areas of curriculum, instruction,
look for it on the Internet
tutes of the Educational Research
and assessment; studies of
and Dissemination Program, and
(httpd/www.ed.gov/pubs1
effective strategies for improving
regional meetings for "Thinking
edpubs.html).
math and science education; and
Mathematics" teacher leaders.
in-depth studies of teaching
6
4
WWW. Education Researc
1
tures policy research. Highlights
IVschools and other education
additional information, call the
organizations "get wired" and
include: center mission and par-
TIMSS Customer Service Line at
researchers put their findings on
ticipating universities, detailed
[phone].
the Web, the Internet may help
information about current CPRE
Several nongovernment Web
close the gap between education
research projects, publications
sites also offer information about
research and practice. Many of
information, case studies, and
TIMSS.
our readers have expressed an
a "paper of the month." CPRE
International Association for
interest in getting education re-
Policy and Finance Briefs can
the Evaluation of Educational
search on the Internet. Informa-
be downloaded. You can access
Achievement has information
tion on how to access the U.S.
the Web site directly at
about TIMSS as well as other
Department of Education, the http:Ilwww.upenn.edulgselcpre
international studies on such
two R&D Centers funded by this
or contact Robb Sewell at (215)
topics as technology and reading
Institute, and a variety of TIMSS
573-0700, ext. 225 for further
(http:11www.iea.n1/).
Web sites follows. Enjoy surfing!
details.
Boston College provides links
U.S. Department of Education
Center for the Study of Teach-
to a variety of other TIMSS
(ED) has a home page
ing and Policy (CTP) recently re-
Web sites in the United
(http:Ilwww.ed.gov). It offers a
ceived a grant from this Institute
States and other nations
wide variety of information
to investigate the relationship be-
(http://www.csteep.bc.edu/Timssl
about federal education pro-
tween excellent teaching and
ITIMSSSites.html) and also
grams, priorities, and events. To
policymaking. The Center's re-
has details about the TIMSS
get information specifically
search is still in the beginning
database, including data files,
about research, statistics, and as-
stages, but information about
questionnaires, and database
sessment, go to the blue sidebar
findings will be added as it be-
user guides (httpillwww.csteep.
comes available. Information
on the left and click on "Research
bc.edultimss1/database.html).
and Statistics." Scroll down the
about the Center's mission and
page and you will see the Na-
research plans is on their Web
Michigan State University
tional Institute on Educational
site. The address is http:Ildepts.
has information about the
Governance, Finance, Policymak-
washington.edulctpmail or for
TIMSS curriculum study
ing, and Management listed un-
further information contact
(httpillustimss.msu.edu/).
der "Research Institutes" (along
Michele Ferguson at (206) 221-
Eisenhower National Clearing-
with the four other Institutes).
4114.
house is the source for the
By clicking on our name, you can
Third International Mathemat-
TIMSS Resource Kit which can
get information about us or you
ics and Science Study (TIMSS)
be downloaded for free. In addi-
can link to the home pages of the
information can be obtained
tion to TIMSS information, this
two national R&D Centers we
through the main ED Web site
site includes other tools useful
fund which are described below.
described above or use
for benchmarking as well as
Consortium for Policy Research
http:/Inces.ed.govltimss for
national and state standards
in Education (CPRE), a grantee
direct access. Here you can
documents (http:I/timss.enc.org1).
of this Institute, recently
download the major TIMSS 4th-,
expanded its Web site which fea-
8th-, and 12th-grade studies. For
U.S. Department of Education
Richard W. Riley
Secretary
Please send your comments and suggestions for the newsletter to:
Office of Educational Research and Improvement
C. Kent McGuire
National Institute on Educational Governance, Finance,
Assistant Secretary
Policymaking, and Management
National institute on Educational Governance, Finance, Policymaking, and Management
Newsletter Editor
Edward Fuentes
555 New Jersey Avenue NW, Room 608
Acting Director
Washington, DC 20208-5510
Elizabeth Demarest
Newsletter Editor
FAX: [phone]
Media and Information Services
E-mail: gfieed.gov
Cynthia Hearn Dorfman
Director
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7
5
Implications for Policy and Practice
( A Wake-Up Call, continued from page 1)
Mathematics and science textbooks in the United
TIMSS is not an answer book, but it-does provide us
States were found to be substantially longer than the
a new lens through which to view our education sys-
international average and to express the incoher-
tem. These findings challenge aspects of American
grantee
ence, fragmentation, and lack of rigor noted in the
education that we haVe previously taken for
and force us to reevaluate our cultural assumptions
U.S. curriculum.1
about educational excellence. By comparing our
Teaching. The 8th-grade mathematics videotape
education system to those of other countries, we bet-
classroom study conducted in the United States, Ger-
ter understand ourselves. Careful reflection on our
many, and Japan found American and German les-
education system within this international perspec-
sons, unlike Japanese lessons, to focus primarily on
tive can provide valuable insights for educators,
the acquisition and application of skills rather than
teachers, parents, and business leaders as we move
problem solving and thinking. When mathematical
our nation forward in the pursuit of educational re-
concepts are addressed, three-fourths of Japanese
form.
and German teachers developed the concepts after
introducing them compared to less than one-fifth of
Obviously, we have much work to do to improve
American teachers. American teachers tend only to
e do
the upper ul . de
student achievemenyn
44
urgently
state rather than develop concepts. There was less co-
start, but
give our students'N igagi
ct
hesion in American versus Japanesele.ssons. The av-
ask ourselves- why-U.S. students lose the lead as they
_
arerryesentefimwcompleathcgaatics and sci-
erage grade level of 8th-grade mathymatkt5datight,i8g;--
the United States was 7.4 versu§/6.7;iri'Germany and
ence content-. -01'e'r grade faiii.:We-Cannot afford to
9.1 in Japan. While 62 percerit Olapanese and 21
be complacent about our curriculum and teaching
percent of German 8th-grad6'thathematics lessons in-
practices. The TIMSS data warn that our bench-
cluded deductive reasoning, no American lessons
marks in these areas need to be much higher. Re-
formers who choose to use the information available
did.
in TIMSS for benchmarking toward higher stand-
Lesson plans from each country (with national ori-
ards have an unprecedented opportunity to improve
gin disguised) were judged by an independent
American mathematics and science education .
group of American college mathematics teachers.
Eighty-nine percent of American lessons were found
Douglas Cochrane, Education Statistics Services
to be of low quality and none were judged to be of
Institute.
high quality. In comparison, 11 percent of Japanese
lessons and 34 percent of German lessons were
Editor's Note: TIMSS was initiated and funded primarily by the National
found to be of low quality, and 39 percent of Japa-
Center for Education Statistics (NCES), with supplementary support for
international coordination from the National Science Foundation (NSF)
nese lessons and 28 percent of German lessons were
and the Canadian Government.
judged to be of high quality.
Schmidt, W.H., McKnight, C.C., and Raizen, S.A., et al. 1997. The Splin-
tered Vision: An Investigation of U.S. Science and Mathematics Education.
Norwell, MA: Kluwer Academic Publishers.
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