ERIC Number: ED370979
Record Type: Non-Journal
Publication Date: 1994-Feb
Reference Count: N/A
Understanding the Performance of U.S. Students on International Assessments. Education Policy Issues: Statistical Perspectives.
Griffith, Jeanne E; And Others
International comparisons show that U.S. students perform well in reading, less well in science, and more poorly still in mathematics. Researchers have found that several factors in combination appear responsible for the complex pattern of achievement, and no quick fix appears available for problem areas. Research suggests that it is quality and content of instruction, rather than mere time, that is important in performance. The evidence is mixed about the relationship between television viewing and academic achievement, and no clear conclusions are possible at present. The average time spent on homework is apparently not a deciding factor, as comparisons with other countries indicate. More important is the rigor of the curriculum. The curriculum offered in the United States is apparently less rigorous than that of other countries, and students are less likely to take advanced mathematics and science courses. Effort, and the emphasis teachers put on effort, along with their beliefs about the importance of ability, may contribute to the differences. The importance of international studies is not in their ranking of countries, but in the information they provide about why other countries are successful. (Contains 7 references.) (SLD)
Descriptors: Ability, Academic Achievement, Comparative Analysis, Course Selection (Students), Curriculum, Educational Quality, Educational Research, Elementary Secondary Education, Foreign Countries, Homework, International Studies, Mathematics Achievement, Science Achievement, Teacher Expectations of Students, Teaching Methods, Television, Time Factors (Learning)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.