Search Results: (1-15 of 31 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2008016 | Highlights from PISA 2006: Performance of U.S. 15-Year-Old Students in Science and Mathematics Literacy in an International Context
This report summarizes the performance of U.S. students on the Program for International Student Assessment (PISA), comparing the scores of U.S. 15-year-old students in science and mathematics literacy to the scores of their peers internationally in 2006. PISA, first implemented in 2000, is sponsored by the Organization for Economic Cooperation and Development (OECD), an intergovernmental agency of 30 member countries. In 2006, fifty-seven jurisdictions participated in PISA, including 30 OECD jurisdictions and 27 non-OECD jurisdictions. The results show the average combined science literacy scale score for U.S. students to be lower than the OECD average. U.S. students scored lower on science literacy than their peers in 16 of the other 29 OECD jurisdictions and 6 of the 27 non-OECD jurisdictions. Twenty-two jurisdictions (5 OECD jurisdictions and 17 non-OECD jurisdictions) reported lower scores compared to the United States in science literacy. On the mathematics literacy scale, U.S. students scored lower than the OECD average. Thirty-one jurisdictions (23 OECD jurisdictions and 8 non-OECD jurisdictions) scored higher on average, than the United States in mathematics literacy in 2006. In contrast, 20 jurisdictions (4 OECD jurisdictions and 16 non-OECD jurisdictions) scored lower than the United States in mathematics literacy in 2006. Differences in student performance based on the selected student characteristics of sex and race/ethnicity are also examined. Following the presentation of results, a technical appendix describes the study design, data collection, and analysis procedures that guided the administration of PISA 2006 in the United States and in the other participating jurisdictions. |
12/4/2007 |
| NCES 2007006 | Comparative Indicators of Education in the United States and Other G-8 Countries: 2006
This report describes how the education system in the United States compares with education systems in the other G-8 countries--Canada, France, Germany, Italy, Japan, the Russian Federation, and the United Kingdom. Twenty indicators are organized in five sections: (1) population and school enrollment; (2) academic performance; (3) context for learning; (4) expenditure for education; and (5) education returns: educational attainment and income. |
8/14/2007 |
| NCES 2007044 | Trends in International Mathematics and Science Study (TIMSS) 2003 Nonresponse Bias Analysis
This technical report explores the extent of potential bias introduced into the U.S. TIMSS study through nonresponse on the part of schools. Data from the third cycle of TIMSS, conducted in April-June, 2003, are the basis for the analyses. The analyses compare selected characteristics likely to reflect bias in participation from participating and non-participating schools. Two forms of analysis were undertaken: a test of the independence of each school characteristic and participation status, and logistic regression in which the conditional independence of selected school characteristics as predictors of participation was examined. The investigation into nonresponse bias at the school level for U.S. TIMSS 2003 samples for grades 4 and 8 shows that there was no statistically significant relationship detected between participation status and the majority of school characteristics that are available for analysis. |
11/1/2006 |
| NCES 2006058 | Trends in International Mathematics and Science Study (TIMSS) 2003 U.S. datafile and User's Guide
This datafile contains the U.S. TIMSS 2003 data, including data that was collected only in the United States and not included on the international database available from the IEA, and a Data User's Guide. The additional data relate to the race and ethnicity of students and teachers, and the percentage of students in a school eligible for the Federal free and reduced lunch program. This datafile is intended to be used in conjunction with the international datafile available from the IEA. |
10/2/2006 |
| NCES 2006073 | Findings from the Condition of Education 2006: U.S. Student and Adult Performance on International Assessments of Educational Achievement
This report contains a special analysis that is republished from the Condition of Education 2006 in a booklet form. This analysis presents key findings of recent international assessments that examine the performance of U.S. students in reading, mathematics, science, and the literacy of adults compared with the performance of their peers in other countries. |
6/1/2006 |
| NCES 2006014 | Variation in the Relationship Between Nonschool Factors and Student Achievement on International Assessments
This Statistics in Brief uses NCES data to describe differences in nonschool factors that are related to student achievement. The data are from the Program for International Student Assessment (PISA) 2003, an international assessment of 15-year olds in reading literacy, mathematics literacy, and science literacy. The report focuses on data from 20 countries that are considered to be the most developed (based on the World Bank High Income Group). The report investigates six nonschool factors that are related to student achievement: highest level of education attained by either of the students’ parents; the highest occupational status of either of the students’ parents; the number of books that students have access to in the home; whether students speak the native language of the country at home; students’ immigrant status; and students’ family structure. The PISA data indicate that the observed variation in the distribution of student characteristics across countries does not place the United States at a disadvantage in international assessments compared with other highly developed countries; students with high levels of socioeconomic status had an educational advantage over their low SES counterparts across all 20 countries, even after considering the differences in the percentage of students who are immigrants, from less-advantaged homes, non-native language speakers, and other factors. |
4/11/2006 |
| NCES 2005005 | Highlights From the Trends in International Mathematics and Science Study: TIMSS 2003
This report presents results for countries that participated in the Trends in International Mathematics and Science Study (TIMSS) 2003. In 2003, TIMSS was conducted at grades four and eight. The report focuses on results for the United States, and includes student achievement in mathematics and science of student subpopulations in the U.S. |
12/14/2004 |
| NCES 2005003 | International Outcomes of Learning in Mathematics Literacy and Problem Solving: PISA 2003 Results from the U.S. Perspective
This report provides key findings from the 2003 Program for International Student Assessment (PISA). The report focuses on the performance of U.S. 15-year-olds in the two major areas assessed in 2003, mathematics literacy and problem solving, compared to their peers in 38 other countries. Information about achievement in reading literacy and science literacy is also provided, along with some discussion of changes in performance since 2000. |
12/6/2004 |
| NCES 2004006 | Program for International Student Assessment (PISA) 2000 Data File
This CD-ROM contains PISA 2000 public-use data for the United States in ASCII format. It also contains a user's guide and an electronic codebook. |
7/6/2004 |
| NCES 2003075 | Third International Mathematics and Science Study (TIMSS) 1999 U.S. National Restricted-Use Data and User's Guide
This CD-ROM contains the U.S. TIMSS 1999 data, including data that was collected only in the United States and are not included on the international database available from the IEA, and a Data User's Guide. Specifically, the additional data relate to the professional development activities of teachers, the race and ethnicity of students and teachers, and the percentage of students in a school eligible for the Federal free and reduced lunch program. In addition, the CD contains the rescaled U.S. TIMSS 1995 data for those wishing to conduct analyses between the 1995 and 1999 datasets. The data included on the CD are restricted use and can be accessed only by those who have obtained a restricted-use license through NCES. |
10/2/2003 |
| NCES 2002025 | The Condition of Education 2002
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2002 print edition includes 44 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from preprimary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the quality of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the context of postsecondary education; (6) and societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. This edition also includes special analyses on the environment, climate, and student outcomes at private schools and on the enrollment and persistence of nontraditional undergraduates. |
5/31/2002 |
| NCES 2002115 | Outcomes of Learning: Results from the 2000 Program for International Student Assessment of 15-Year-Olds in Reading, Mathematics, and Science Literacy
This report provides initial findings from the first cycle of the Program for International Student Assessment (PISA). The report gives information on achievement of 15-year-olds in reading literacy, mathematics literacy, and science literacy in the United States and 31 other participating nations. |
12/4/2001 |
| NCES 2002116 | Highlights from the 2000 Program for International Student Assessment (PISA)
This 12-page brochure summarizes the key findings from the new Program for International Student Assessment (PISA). |
12/4/2001 |
| NCES 200107 | A Comparison of the National Assessment of Educational Progress (NAEP), the Third International Mathematics and Science Study Repeat (TIMSS-R), and the Programme for International Student Assessment (PISA)
This Working Paper compares the eighth-grade science and mathematics portions of NAEP 2000 with TIMSS-R and the scientific literacy and mathematics literacy portions of PISA. It is based on the work of expert panels who examined items on each of the assessments in terms of content, response type, context, requirement for multi-step reasoning, and other characteristics. |
6/26/2001 |
| NCES 200105 | Using TIMSS to Analyze Correlates of Performance Variation in Mathematics
This study used data from the Third International Mathematics and Science Study (TIMSS) to compare the variability of performance in the United States and several other countries, investigate how this performance variation is distributed within and between classrooms, and explore how well background variables predict performance at both levels. In addition, the study explored how well suited the TIMSS design is to addressing questions of this sort. |
6/25/2001 |
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