ERIC Number: EJ898876
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: 42
Rankings of International Achievement Test Performance and Economic Strength: Correlation or Conjecture?
Tienken, Christopher H.
International Journal of Education Policy and Leadership, v3 n4 p1-15 2008
Examining a popular political notion, this article presents results from a series of Spearman Rho calculations conducted to investigate relationships between countries' rankings on international tests of mathematics and science and future economic competitiveness as measured by the 2006 World Economic Forum's Growth Competitiveness Index (GCI). The study investigated the existence of relationships between international test rankings from three different time periods during the last 50 years of U.S. education policy development (i.e., 1957-1982, 1983-2000, and 2001-2006) and 2006 GCI ranks. It extends previous research on the topic by investigating how GCI rankings in the top 50 percent and bottom 50 percent relate to rankings on international tests for the countries that participated in each test. The study found that the relationship between ranks on international tests of mathematics and science and future economic strength is stronger among nations with lower-performing economies. Nations with strong economies, such as the United States, demonstrate a weaker, nonsignificant relationship. (Contains 8 tables.)
Descriptors: Achievement Tests, Computation, Correlation, Mathematics Achievement, Science Achievement, Competition, High Achievement, Cross Cultural Studies, Rating Scales, Economic Impact, Economic Development, Educational Policy, Cultural Influences, Poverty, Socioeconomic Status, Foreign Countries
Association for Supervision and Curriculum Development, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Program for International Student Assessment