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ERIC Number: ED535873
Record Type: Non-Journal
Publication Date: 2011-May
Pages: 22
Abstractor: As Provided
Reference Count: 59
U.S. Educational Achievement on International Assessments: The Role of Race and Ethnicity. RTI Research Report Series. Occasional Paper
Dalton, Ben
RTI International
The debate about the performance of US students on international assessments of educational achievement routinely fails to account for one consistently stark result: US achievement is bifurcated between a group of high-performing Asian and white students and an exceptionally low-performing group of black and Hispanic students. By summarizing results across 20 major international tests conducted since 1995, this research paper shows that when US racial and ethnic groups are separately compared with other countries, Asian and white students regularly perform at or near the top of international rankings, while black and Hispanic students typically rank at or near the bottom. Furthermore, the United States has a substantially larger minority population than all other developed countries, and minority status is not synonymous with internationally comparable factors such as socioeconomic level or immigrant status. The fact that overall US scores are disproportionately influenced by race and ethnicity suggests that researchers and reformers must reconsider how they use and interpret the results of international achievement tests. The research paper recommends providing and analyzing cross-national data separately by ethnic groups to inform approaches to improving education for all students. (Contains 1 figure, 3 tables, and 8 footnotes.)
RTI International. P.O. Box 12194, Research Triangle Park, NC 27709-2194. Tel: 919-541-6000; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: RTI International
Identifiers - Location: United States