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ERIC Number: EJ1128598
Record Type: Journal
Publication Date: 2017-Feb
Pages: 38
Abstractor: As Provided
ISSN: ISSN-0010-4086
A Framework for Understanding Cross-National and Cross-Ethnic Gaps in Math and Science Achievement: The Case of the United States
Guglielmi, R. Sergio; Brekke, Nancy
Comparative Education Review, v61 n1 p176-213 Feb 2017
Comparative international assessments of academic achievement consistently indicate that US students trail behind many peers, particularly those from east Asia, in math and science. Traditional efforts to explain this finding have focused on identifying characteristics that might differentiate the United States from top-performing countries. Limitations of this descriptive, atheoretical strategy include: the ecological fallacy of inferring individual-level relations from aggregate-level data, the context specificity of predictors examined, and overreliance on simplistic methodological/analytic approaches. We advocate shifting the emphasis from cataloguing cross-national differences to: identifying core psychological achievement predictors that are stable across national settings, modeling mediators and moderators of the relations between those predictors and academic performance, and using more sophisticated analytic strategies that do justice to the complexity of the problem. We outline such an approach and then discuss how it might be used to understand the math-science achievement gap and reduce persistent ethnic disparities in educational outcomes both within and between countries.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Grant or Contract Numbers: N/A