Table of Contents

Christian Party

TABLE OF CONTENTS

EXECUTIVE SUMMARY

PREFACE

	The Third International Mathematics and Science Study (TIMSS) is the la rgest, most comprehensive, and most rigorous international comparison of educatio n ever undertaken.
	TIMSS' rich information allows us not only to compare achievement, but also t o understand how life in U.S. schools differs from that in other nations.
	This report on eighth-grade students is the first of a series of reports that will present findings on student achievement at the fourth grade, at the end of high school, as well as on various other topics.

CHAPTER 1: ACHIEVEMENT

	Eighth-grade students of different abilities are typically divided into different classrooms in the U.S., and different schools in Germany. In Japan, n o ability grouping is practiced.
	In the U.S. students in higher-level mathematics classes study different m aterial than students in lower-level classes. In Germany and Japan, all students study the same material, although in Germany, lower-level classes study it less deeply and rigorously.
	Japanese eighth-graders are preparing for a high-stakes examination to ent er high school at the end of ninth grade.
	U.S. teachers assign more homework and spend more class time discussing it than teachers in Germany and Japan. U.S. students report about the same amount of out-of-school math and science study as their Japanese and German counterparts .
	Heavy TV watching is as common among U.S. eighth graders as it is among th eir Japanese counterparts.

CHAPTER 2 : CURRICULUM

	The content taught in U.S. eighth-grade mathematics classrooms is at a seventh-grade level in comparison to other countries.
	Topic coverage in U.S. eighth-grade mathematics classes is not as focused as in Germany and Japan.
	In science, the degree of topic focus in the eighth-grade curriculum may b e similar to that of other countries.
	Our nation is atypical among TIMSS countries in its lack of a nationally-d efined curriculum.
	U.S. eighth graders spend more hours per year in math and science classes than German and Japanese students.

CHAPTER 3 : TEACHING

	The content of U.S. mathematics classes requires less high-level thought t han classes in Germany and Japan.
	U.S. mathematics teachers' typical goal is to teach students how to do someth ing, while Japanese teachers' goal is to help them understand mathematical concep ts.
	Japanese teachers widely practice what the U.S. mathematics reform recommends , while U.S. teachers do so less frequently.
	Although most U.S. math teachers report familiarity with reform recommendatio ns, only a few apply the key points in their classrooms.

CHAPTER 4 : TEACHERS' LIVES

	Unlike new U.S. teachers, new Japanese and German teachers receive long-te rm structured apprenticeships in their profession.
	Japanese teachers have more opportunities to discuss teaching-related issu es than do U.S. teachers.
	U.S. teachers have more college education than their colleagues in all but a few TIMSS countries.
	Student diversity and poor discipline are challenges not only for U.S. tea chers, but for their German colleagues as well.

CHAPTER 5 : STUDENTS' LIVES

	Eighth-grade students of different abilities are typically divided into different classrooms in the U.S., and different schools in Germany. In Japan, n o ability grouping is practiced.
	In the U.S. students in higher-level mathematics classes study different m aterial than students in lower-level classes. In Germany and Japan, all students study the same material, although in Germany, lower-level classes study it less deeply and rigorously.
	Japanese eighth-graders are preparing for a high-stakes examination to ent er high school at the end of ninth grade.
	U.S. teachers assign more homework and spend more class time discussing it than teachers in Germany and Japan. U.S. students report about the same amount of out-of-school math and science study as their Japanese and German counterparts .
	Heavy TV watching is as common among U.S. eighth graders as it is among th eir Japanese counterparts.

CONCLUSIONS

	No single factor can be considered to influence student performance in isolati on from other factors. There are no single answers to complex questions.
	The content of U.S. eighth-grade mathematics classes is not as challenging as tha t of other countries, and topic coverage is not as focused.
	Most U.S. mathematics teachers report familiarity with reform recommendations, al though only a few apply the key points in their classrooms.
	Evidence suggests that U.S. teachers do not receive as much practical training an d daily support as their German and Japanese colleagues.

Modified Tuesday, November 02, 2010

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