U.S. Students from Educated Families Lag in International Tests

Autor/inn/en	Hanushek, Eric A.; Peterson, Paul E.; Woessmann, Ludger
Titel	U.S. Students from Educated Families Lag in International Tests
Quelle	In: Education Next, 14 (2014) 4, S.8-18 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Quantitative Daten; Academic Achievement; Adolescents; Science Achievement; Reading Achievement; Mathematics Achievement; Comparative Analysis; Developed Nations; Foreign Countries; Scores; Educational Attainment; Achievement Gap; Disadvantaged Youth; Grade 8; Parent Background; United States; National Assessment of Educational Progress; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Developed countries; Industriestaat; Industrieland; Ausland; Bildungsabschluss; Bildungsgut; Benachteiligter Jugendlicher; School year 08; 8. Schuljahr; Schuljahr 08; Elternhaus; USA
Abstract	This article describes the grim sentiments from the U.S. Secretary of Education, Arne Duncan, when reviewing the poor results from the U.S. performance on the 2012 Program for International Student Assessment (PISA). He noted a straightforward and stark picture of educational stagnation--that fifteen-year-olds in the U.S. today are average in science and reading literacy, and below average in mathematics, compared to their counterparts in other industrialized countries. Secretary Duncan continued the "educational challenge in America is not just about poor kids in poor neighborhoods, it's about many kids in many neighborhoods." The test results underscore that educational shortcomings in schools in the United States, when viewed from a global perspective, seem to do as badly teaching those from better-educated families as they do teaching those from less well- educated families. The authors present graphical details from the U.S. and individual states and conclude that the United States has two achievement gaps to be bridged--the one between the advantaged and the disadvantaged and the one between itself and its peers abroad. (ERIC).
Anmerkungen	Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10