ERIC Number: ED574323
Record Type: Non-Journal
Publication Date: 2015-Aug
Abstractor: As Provided
Reference Count: 21
Advanced Academic Performance: Exploring Country-Level Differences in the Pursuit of Educational Excellence. Policy Brief No. 7
Plucker, Jonathan A.
International Association for the Evaluation of Educational Achievement
Every country strives for its students to have advanced achievement in some way, shape, or form. But too often, competence is a higher policy priority than excellence, and shrinking minimum competency gaps is a higher priority than closing excellence gaps. In this brief, educational excellence is defined as the percent of students who meet or exceed the advanced benchmark on the Trends in International Mathematics and Science Study (TIMSS). The brief draws from multiple years of TIMSS data to examine country-level differences in excellence, including disparities in advanced achievement within countries among subgroups of students (also known as excellence gaps). The brief concludes with policy implications and recommendations for further research.
Descriptors: Academic Achievement, Comparative Analysis, Comparative Education, Trend Analysis, International Assessment, Achievement Gap, Achievement Gains, Educational Quality, Educational Policy, Cohort Analysis, Grade 4, Grade 8, Mathematics Achievement, Science Achievement, Elementary Secondary Education, Foreign Countries, Achievement Tests, Science Tests, Mathematics Tests
International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail: firstname.lastname@example.org; Web site: http://www.iea.nl
Publication Type: Reports - Evaluative
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education; Elementary Secondary Education
Authoring Institution: International Association for the Evaluation of Educational Achievement (IEA) (Netherlands); University of Connecticut (UConn)
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study