Unique cross-national data on adolescents' civic skills, knowledge, and political attitudes are used to examine the democratic processes of modern mass schooling, effects of national political systems, and patterns of youth political socialization in 27 nations. Compared to the generally weak reported effects on mathematics and reading…

So far, results from the massive Third International Mathematics and Science Study indicate that American students have not yet achieved national goal number 5--to be first in the world in math and science achievement by 2000. Although fourth graders' results were surprisingly stronger than eighth graders' scores, American students' overall…

New analysis of data from the Second International Mathematics Study shows how large a difference really exists between the educational systems of the United States and Japan, as is usually assumed, even after controlling for curriculum. School effectiveness is a more complicated question than merely one of curriculum. (SLD)

As Westbury acknowledges, both intended and implemented (delivered) curricula are at the heart of educational effectiveness. U.S. and Japanese achievement patterns are discussed in light of the Second International Mathematics Study. Many things that Americans like about their school systems may come at a price evident in international…

Discusses the strengths of the Third International Mathematics Study (TIMSS) and the TIMSS--Repeat (TIMSS-R) and considers the impact of this impressive achievement in international cooperation that will enhance the level of information about schooling in the United States and elsewhere. (SLD)

Grade-12 results of the Second International Mathematics Study for Belgium, New Zealand, Thailand, and Japan suggest that when single-sex schooling is relatively scarce in a country, it influences student achievement by attracting students with unique characteristics. Achievement effects may be positive or negative depending on the function of…

Data from the Second International Mathematics Study for over 6,500 13-year-old eighth graders and 222 teachers in the United States and over 8,000 seventh graders and 208 teachers in Japan suggest that superior mathematics achievement in Japan is a result of different instructional approaches and teacher time management than found in the United…

Reports on a study of eighth-grade mathematical performance of 77,000 students in 19 countries, data from 1964 and 1982 studies in 9 countries, and data on gender stratification and its impact on mathematics performance. Finds that a cross-national variation exists and that it is related to gender stratification. (CFR)

Based on 1970s data, the "Heyneman-Loxley (HL) effect" proposed that in developing nations, school variables were more important than family socioeconomic status in determining academic achievement. A reassessment of the HL effect using 1990s TIMSS data found the relationship between family background and student achievement to be…

This article examines the influence of instructional time on achievement, particularly from the perspective of national implementation of schooling and national levels of achievement in mathematics. The report is in four sections. The first section provides a brief introduction to the idea of instructional time as a fundamental educational…

Used data from the Third International Mathematics and Science Study to examine "shadow education" (structured outside-school activities that mimic formal education) as a macro-phenomenon of modern schooling. Findings show shadow education to be prevalent worldwide, but generally remedial in nature, and usually driven by institutional…