Strong Performers and Successful Reformers in Education

English
ISSN: 
2220-363X (online)
ISSN: 
2220-3621 (print)
http://dx.doi.org/10.1787/2220363x
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This series examines how education systems are handling the challenge of preparing their students for a world of interconnected populations, rapid technological change, and instantaneous availability of vast amounts of information. Reports present examples from other countries with consistently high-performing education systems or countries that, by redesigning policies and practices, have been able to improve their education outcomes, as measured by the OECD Programme for International Student Assessment (PISA), the world’s most comprehensive and rigorous survey of students’ skills and attitudes towards learning.

 
Lessons from PISA 2012 for the United States

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English
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Author(s):
OECD
03 Dec 2013
Pages:
104
ISBN:
9789264207585 (PDF) ;9789264207578(print)
http://dx.doi.org/10.1787/9789264207585-en

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This report compares the performance of 15-year-olds in the United States in PISA against the global patterns and trends. But it goes beyond the aggregate level analysis that have so far been published in the PISA 2012 reports, to give analysis of student performance on individual mathematics test items in order to reveal students’ strengths and weaknesses. Considering this also in the context of the relationship between PISA and the Common Core Standards for Mathematics can help connect these results to what the United States aspires to teach in classrooms and help inform teaching practices that can support performance improvement.

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  • Foreword

    In 2010, U.S. President Barack Obama launched one of the world’s most ambitious education reform agendas. Entitled "Race to the Top", the agenda encourages U.S. states to adopt internationally benchmarked standards and assessments as a framework within which it can prepare students for success in college and the workplace; recruit, develop, reward, and retain effective teachers and principals; build data systems that measure student success and inform teachers and principals how they can improve their practices; and turn around their lowest-performing schools.

  • Executive Summary

    This report situates the performance in PISA of 15-year-olds in the United States against global patterns and trends. It goes beyond the aggregate-level analysis to analyze the strengths and weaknesses of U.S. students on different types of mathematics tasks. It also reviews the relationship with the Common Core State Standards for Mathematics (CCSSM) in order to help connect results from PISA to what the United States aspires to teach in classrooms and to inform teaching practices that can help to improve performance.

  • PISA as a Yardstick for Educational Success

    More and more countries are looking beyond their own borders for evidence of the most successful and efficient policies and practices. Over the past decade, the OECD Programme for International Student Assessment (PISA) has become the world’s premier yardstick for evaluating the quality, equity and efficiency of school systems. This chapter introduces PISA and sets the scene for situating the PISA performance of 15-year-olds in the United States against global patterns and trends.

  • Viewing the United States School System through the Prism of PISA 2012

    This chapter compares the United States with education systems that have performed well or are rapidly improving on PISA and other international benchmarks. It provides a backdrop for the subsequent chapters, which examine the performance of U.S. students in finer detail, including in relation to the Common Core State Standards.

  • Strengths and Weaknesses of American Students in Mathematics

    This chapter looks in more detail at American students' strengths and weaknesses in the PISA 2012 mathematics assessment. It examines the success rates of students on individual items of the test, compared with the success of students in OECD countries on average and in comparison with five comparator or reference countries/economies. The analysis points to aspects of mathematics teaching that might be strengthened in order to improve the performance of the United States.

  • PISA and the U.S. Common Core State Standards for Mathematics

    How does PISA relate to the education standards that apply within the United States? Most U.S. states have adopted the Common Core State Standards for Mathematics (CCSSM) as their state mathematics standard. A relevant question therefore is how performance measured by PISA relates to the CCSSM and whether faithful implementation of CCSSM is likely to improve the U.S. performance in the PISA test? This chapter provides an initial investigation into this.

  • Annex – The PISA Approach to Assessing Student Performance in Mathematics
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