NotesFAQContact Us
Search Tips
ERIC Number: ED463318
Record Type: Non-Journal
Publication Date: 2002
Pages: 13
Abstractor: N/A
Reference Count: N/A
Highlights from the 2000 Program for International Student Assessment (PISA).
National Center for Education Statistics (ED), Washington, DC.
The Program for International Student Assessment (PISA) is a new system of international assessments that focus on 15-year-olds' capabilities in reading literacy, mathematics literacy, and science literacy. PISA, which is sponsored by the Organization for Economic Cooperation and Development (OECD), also measures general or cross-curricular competencies such as learning strategies. PISA will be implemented on a 3-year cycle that began in 2000. In the first cycle, PISA 2000, reading literacy was the major focus, with less attention given to science and mathematics literacy. In 2003, PISA will focus on mathematics literacy, and in 2006, the focus will be on science literacy. This brochure, based on the report "Outcomes of Learning: Results from the 2000 Program for International Student Assessment" presents highlights of the U.S. results from PISA 2000. On the combined reading literacy scale, students in Canada, Finland, and New Zealand outperformed U.S. students, but U.S. students performed at about the same level as students in 19 other participating countries. For each of the three specific reading process subscales, U.S. scores did not differ from OECD averages. About one third of U.S. students performed at the two highest levels on the combined reading literacy scale. In both mathematics and science literacy, the U.S. average did not differ from the OECD average. Some information is also given about the attitudes of students toward reading and learning strategies. (SLD)
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text:
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
IES Cited: ED467431