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.