ERIC Number: ED477658
Record Type: Non-Journal
Publication Date: 2002-May
Reference Count: N/A
Using TIMSS To Inform Policy and Practice at the Local Level. CPRE Policy Briefs.
Nelson, Deborah I.
This policy brief takes a close look at the ways in which the Third International Mathematics and Science Study (TIMSS)-1995 and TIMSS-1999 data have helped to inform changes in policy and practice as schools, districts, and states respond to the call for improvement in mathematics and science achievement. This policy brief is based primarily on data collected in structured interviews with administrators and teachers in 10 TIMSS benchmarking jurisdictions (referred to as "benchmarkers"). These jurisdictions within the United States participated in the TIMSS-1999 Benchmarking study, committing their own resources and time to receive data from a representative sample of their own eighth-grade students. This brief is designed to facilitate networking and continued learning from TIMSS; it focuses on benchmarkers' experiences but is relevant for anyone interested in using TIMSS to improve mathematics and science instruction. Strategies are reported in summary form. Actual TIMSS data and analyses are not discussed in detail, but related references are provided at the end of the brief. (Contains 16 references and 25 endnotes.) (Author)
Descriptors: Academic Standards, Achievement Gains, Educational Change, Educational Improvement, Educational Policy, Educational Strategies, Grade 8, International Educational Exchange, Mathematics Achievement, Mathematics Curriculum, Mathematics Instruction, Science Achievement, Science Curriculum, Science Instruction, Secondary Education
Consortium for Policy Research in Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700; Fax: 215-573-7914; e-mail: email@example.com; Web site: http://www.gse.upenn.edu/cpre/. For full text: http://www.cpre.org/Publications/rb36.pdf.
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Sponsor: National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC.
Authoring Institution: Consortium for Policy Research in Education, Philadelphia, PA.
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study