U.S. Math Performance in Global Perspective: How Well Does Each State Do at Producing High-Achieving Students? PEPG Report No.: 10-19

Autor/inn/en	Hanushek, Eric A.; Peterson, Paul E.; Woessmann, Ludger
Institution	Harvard University, Program on Education Policy and Governance
Titel	U.S. Math Performance in Global Perspective: How Well Does Each State Do at Producing High-Achieving Students? PEPG Report No.: 10-19
Quelle	(2010), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Mathematics Tests; National Competency Tests; Young Adults; Mathematics Achievement; Comparative Education; Comparative Testing; International Education; Urban Schools; Parent Background; Educational Attainment; White Students; Federal Legislation; High Achievement; Foreign Countries; National Assessment of Educational Progress; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Young adult; Junger Erwachsener; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Vergleichende Erziehungswissenschaft; Internationale Erziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elternhaus; Bildungsabschluss; Bildungsgut; Bundesrecht; Ausland
Abstract	To see how well U.S. schools do at producing high-achieving math students, the authors compare the percentage of U.S. public and private school students in the graduating Class of 2009 who were highly accomplished in mathematics in each of the 50 states and in 10 urban districts to percentages of high achievers in 56 other countries. Their analysis relies on test-score information from young adults collected by the National Assessment of Educational Progress (NAEP) and the Program for International Student Assessment (PISA). Their findings reveal that the percentage of public and private school students in the U.S. Class of 2009 who were highly accomplished is well below that of most countries with which the U.S. generally compares itself. No less than 30 of the 56 other countries that participated in the PISA math test had a larger percentage of students who scored at the international equivalent of the advanced level. It is not only Taiwan that did dramatically better than the U.S. At least 20 percent of students in Hong Kong, Korea, and Finland were also highly accomplished. Twelve other countries had more than twice the percentage of highly accomplished students as the U.S.: In order of math excellence, they are Switzerland, Belgium, the Netherlands, Liechtenstein, New Zealand, the Czech Republic, Japan, Canada, Macao, Australia, Germany, and Austria. The remaining countries that educate to a high level of accomplishment a higher proportion of their students than the U.S. are Slovenia, Denmark, Iceland, France, Estonia, Sweden, the U.K., the Slovakia, Luxembourg, Hungary, Poland, Norway, Ireland and Lithuania. Appendices include: (1) U.S. Science and Reading Performance in Comparative Perspective; (2) Methodology for Comparing U.S. States to International Performance; and (3) Further Reflections on the Phillips Studies. (Contains 7 figures, 8 tables and 33 footnotes.) [This paper was prepared under the auspices of Education Next, the Taubman Center for State and Local Government, and the Harvard Kennedy School.] (ERIC).
Anmerkungen	Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg@fas.harvard.edu; Web site: http://www.hks.harvard.edu/pepg
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10