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Schooling Across the Globe
What We Have Learned from 60 Years of Mathematics and Science International Assessments

Part of Educational and Psychological Testing in a Global Context

  • Date Published: July 2019
  • availability: Available
  • format: Hardback
  • isbn: 9781107170902

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About the Authors
  • Schooling matters. The authors' professional pursuits for over twenty-five years have been focused on measuring one key aspect of schooling: the curriculum - what students are expected to study and what they spend their time studying. This documents their conviction that schools and schooling play a vital and defining role in what students know and are able to do with respect to mathematics and science. This research examines seventeen international studies of mathematics and science to provide a nuanced comparative education study. Whilst including multiple measures of students' family and home backgrounds, these studies measure the substance of the curriculum students study which has been shown to have a strong relationship with student performance. Such studies have demonstrated the interrelatedness of student background and curriculum. Student background influences their opportunities to learn and their achievements, yet their schooling can have even greater significance.

    • Spans more than seventeen international studies over more than sixty years
    • Presents an in-depth view of the evolution of the measurement of schooling and students' opportunities to learn
    • Summarizes what has been learned as well as directions for the future
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    Reviews & endorsements

    'This book argues convincingly that the essential determination of learning mathematics and science in school is through curriculum, the selection and implemented instruction of content and the consequent opportunities to learn. We cannot change the social and economic backgrounds of our students, but we can improve the quality and the fair distribution of their opportunities.' Richard G. Wolfe, Emeritus Professor, University of Toronto

    'Compulsory reading for anyone engaged in improving education. Interest in TIMSS, PIRLS and PISA shows no sign of abating - but all too often it is the headline-grabbing 'league table of nations' which is the focus of attention. There is, of course, so much more to the surveys than this. If there's a definitive account which can improve understanding of how the surveys developed to where they are today, how they compare, and what the future holds, then this is it.' Tim Oates, CBE, Group Director of Assessment Research and Development, Cambridge Assessment

    'International testing is an important driver of the rhetoric of educational reform. Schooling across the Globe is a great read for understanding the origins, objectives, and limitations of such assessments for school improvement.' Martin Carnoy, Stanford University Graduate School of Education, California

    'I am mightily impressed with this book and am not surprised given the senior author. I learned a great deal and found the 'story' of the various math assessments fascinating. The authors have done a terrific job of explaining how these assessments came about and most especially what they mean. I am most grateful for the instruction the book provided.' Patricia Albjerg Graham, Charles Warren Professor of the History of American Education, Emerita, Harvard University, Massachusetts

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    Product details

    • Date Published: July 2019
    • format: Hardback
    • isbn: 9781107170902
    • length: 336 pages
    • dimensions: 235 x 156 x 23 mm
    • weight: 0.62kg
    • contains: 26 b/w illus. 33 tables
    • availability: Available
  • Table of Contents

    Part I. The Historical Development of Modern International Comparative Assessments:
    1. Beginning the modern investigation of the role of schooling across the globe
    2. The arrival of TIMSS and PISA
    Part II. Conducting International Assessments in Mathematics and Science:
    3. Who participates in international assessments?
    4. What students know: from items to total scaled scores
    5. Relating assessment to OTL: domain-sensitive testing
    6. The evolution of the concept of opportunity to learn
    7. The 1995 TIMSS curriculum analysis and beyond
    8. Characterizing student home and family background
    Part III. The Lessons Learned from International Assessments of Mathematics and Science:
    9. Pitfalls and challenges
    10. What has been learned about the role of schooling: the interplay of SES, OTL, and performance
    11. Where do we go from here?

  • Authors

    William H. Schmidt, Michigan State University
    William H. Schmidt is a University Distinguished Professor at Michigan State University. He previously served as National Research Coordinator and Executive Director of the US Trends in International Mathematics and Science Study (TIMSS) National Center.

    Richard T. Houang, Michigan State University
    Richard T. Houang is a Senior Researcher and the Director of Research for the Center of the Study of Curriculum Policy at Michigan State University.

    Leland S. Cogan, Michigan State University
    Leland S. Cogan is a Senior Researcher with the Center for the Study of Curriculum Policy at Michigan State University and was the US Assistant Director for the Teacher Education Study in Mathematics (US TEDS-M).

    Michelle L. Solorio, Michigan State University
    Michelle L. Solorio is a Ph.D. education policy student at Michigan State University.

Schooling Across the Globe: What We Have Learned from 60 Years of Mathematics and Science International Assessments

What can we learn from the world’s highest performing education systems? University Distinguished Professor William Schmidt talks to Lewis Birchon from Cambridge University Press about policy tourism, the importance of "opportunity to learn," and what the future might hold for international comparative testing.

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