Erling E. Boe|Sujie Shin
Is the United States Really Losing the International Horse Race in Academic Achievement?
results international assessments student achievement far nuanced headlines lead us believe examined six comparisons performance various subjects various levels students us industrialized nations mr boe ms shin conclude dire pronouncements americas standing greatly exaggerated widely believed lamented us students perform poorly international comparisons academic achievement example edward silver reports us seventh eighthgrade students performed poorly mathematics section third international mathematics science study timss 1995 indicates pervasive intolerable mediocrity mathematics teaching1 likewise institute education sciences ies us department education attributed reportedly poor performance us middle grade students timss 1995 mathematics assessment ineffectiveness mathematics education2 perceptions led grave concerns future economic competitiveness us example rita colwell former director national science foundation stated us maintain position world economy critical nations students achieve high levels mathematics science3 given concern strength us economy often said nations students perform poorly compared students industrialized nations indeed true one pick particular survey eg timss 1995 subject matter eg mathematics grade level eg grade 8 find industrialized nations scored higher us eg france japan switzerland4 yet also true us students perform better students many industrialized nations example us scored higher many industrialized nations eg france germany switzerland 1991 reading literacy study grade 45 throughout article significantly refers statistical significance thus depending ones interest agenda particular survey result selected support almost conclusion us stands international achievement horse race instance order support conclusion us risk falling well behind nations economic competitiveness first item evidence cited nation risk 19 academic tests american students never first second comparison industrialized nations last seven times6 mention made international tests grade levels subjects selected comparisons nothing said us achievement average compared industrialized nations7 much objective accurate assessment standing us international comparisons would based results multiple surveys multiple subject matters multiple grade levels fortunately another generation international achievement surveys completed since 1990 worth looking us performance recent assessments addition high technical quality international assessments limited mathematics science surveys previous years also include subjects reading civics perception poor performance us students international comparisons typically attributed ineffectiveness american public education educators policy makers widely different perspectives embrace conclusion creates enormous pressure change useful dedicated reforming public education various ways well seek diminish public schooling strategies voucher programs would increasingly privatize system