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NSF PR 01-24 - April 4, 2001
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Rank of U.S. Eighth Graders Internationally is
a Mixed Bag, Report Shows
Study ranks U.S. jurisdictions for first time
The United States is producing some of the world's
highest-achieving eighth graders in math and science,
yet many students, especially in urban districts,
are performing well below average internationally,
according to a study released today.
The Third International Mathematics and Science Study-Repeat
(TIMSS-R) Benchmarking Report ranked the performance
of middle school students from 27 U.S. jurisdictions
(13 states and 14 districts and consortia) against
one another and 37 other participating countries.
The study found that schools in higher-achieving U.S.
jurisdictions and foreign countries often emphasize
different subjects, such as geometry and physical
sciences, earlier than those in the lower performing
areas.
The analysis of data from the 1999 testing was conducted
by the International Study Center of Boston College
with support from the National Science Foundation
(NSF) and the Department of Education.
"The U.S. benchmarking jurisdictions showed the courage
and dedication required to work toward a world-class
education for all of our children," says NSF Director
Rita Colwell. "This study provides valuable data to
improve schooling and secure the future of our nation."
The initial TIMSS-R study, released in December 2000,
found that U.S. eighth graders as a group showed just
average achievement in math and science when compared
to their peers abroad. The new benchmarking study
provided a more detailed picture of math and science
education across the U.S. by treating the participating
jurisdictions as though they were individual countries.
Each jurisdiction volunteered and financed its portion
of the testing and surveys that formed the core of
the study.
In addition to students' performance and curricula,
the benchmarking study collected data on factors related
to learning: teacher education and in-class practices;
classroom interruptions; and, in many cases, relative
wealth of each jurisdiction. Students' attitudes and
backgrounds, as well as information on school facilities,
such as availability of computers and access to the
Internet, were also surveyed.
"The benchmarking data will help districts and states
develop effective programs of action under NSF's new
Math and Science Partnerships Initiative," says Judith
Sunley, interim assistant director of NSF's Education
and Human Resources directorate. This initiative joins
institutions of higher education with states and local
K-12 districts to improve math and science education.
NSF is requesting $200 million in FY 2002 for the
initiative, part of President Bush's education plan,
No Child Left Behind.
The results of the final part of the TIMSS-R, which
involved placing video cameras in schools to allow
analysis of classroom environment, teacher and student
interaction and behavior, will be released later in
2001.
Editors: Colwell spoke at the TIMSS-R Benchmarking
news conference today in Washington, D.C. For her
comments, see: http://www.nsf.gov/od/lpa/forum/colwell/start.htm
For the TIMSS-R Benchmarking Report, see: http://isc.bc.edu/timss1999benchmark.html
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