International Outcomes of Learning in Mathematics and Problem Solving: PISA 2003 Results from the...
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International Outcomes of Learning in Mathematics and Problem Solving: PISA 2003 Results from the U.S. Perspective Commissioner Robert Lerner National Center for Education Statistics Institute of Education Sciences U.S. Department of Education 1
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Transcript of International Outcomes of Learning in Mathematics and Problem Solving: PISA 2003 Results from the...
International Outcomes of Learning in
Mathematics and Problem Solving: PISA 2003 Results from the
U.S. Perspective
Commissioner Robert LernerNational Center for Education Statistics
Institute of Education SciencesU.S. Department of Education
1
Presentation Outline
• Introduction to PISA
• U.S. performance in mathematics literacy
• U.S. performance in problem solving
• U.S. performance in reading literacy and science literacy
• Differences in performance by selected student characteristics
2
PISA Cycle
3
PISA Countries
OECD countries
2000 and 2003AustraliaAustriaBelgiumCanadaCzech RepublicDenmarkFinlandFranceGermanyGreeceHungaryIcelandIrelandItalyJapanRepublic of Korea
LuxembourgMexicoNetherlands*New ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUnited Kingdom*United States
2003 OnlySlovak RepublicTurkey
Non-OECD countries
2000 and 2003 Brazil* Latvia Liechtenstein Russian Federation
2003 Only Hong Kong-China Indonesia Macao-China Serbia & Montenegro Thailand Tunisia Uruguay
OECD countries (cont).
4
How PISA Was Conducted
• Nationally representative samples of 15-year-olds in all countries
• 2-hour paper-and-pencil assessment
• In the United States, 262 schools and 5,456 students participated in spring and fall 2003
5
Performance of 15-Year-Old Students on the Combined Mathematics Literacy
Scale, Relative to the U.S.: 2003
U.S. average score: 483
OECD average score: 500
Performance better than United StatesFinlandKoreaNetherlandsJapanCanadaBelgiumSwitzerlandNew ZealandAustraliaCzech RepublicIcelandDenmarkFranceSwedenAustriaGermanyIreland
Performance not measurably different from United StatesPolandHungarySpainNon-OECDLatvia
Performance worse than United StatesPortugalItalyGreeceTurkeyMexicoNon-OECDRussian FederationSerbia & MontenegroUruguayThailandIndonesiaTunisia
Performance better (continued)OECD Average Slovak RepublicNorwayLuxembourgNon-OECDHong-Kong ChinaLiechtensteinMacao-China
6
Performance of 15-Year-Old Students on the Mathematics Literacy
Subscales in the United States and for the OECD Average: 2003
AverageScore
600
550
500
450
400
350
300
Space and Shape
Changeand Rel.
Subscale
QuantityUncertainty
472*496
486*499
476*500
491*502
United States
OECD average
0
7*Average is significantly different from OECD average.
Percentage Distribution of Mathematics Literacy among 15-Year-Old Students in the United States and for the OECD
Average, by Level: 2003
PercentLevel 6
Level 5
Level 4
Level 3
Level 2
Level 1
BelowLevel 1
60
40
20
0
80
100
30
10
90
70
50
United States OECD
28
17
24
10
4
11
19
24
8
24
16
21
13
8
Percentage Distribution of Mathematics Literacy among 15-Year-Old Students in
the United States and for the OECD Average, by Level: 2003
Percent Level 6
Level 5
Level 460
40
20
0
80
100
30
10
90
70
50
United States OECD
28
17
4
11
19
9
Percentage Distribution of Mathematics Literacy among 15-Year-Old Students in the United States and for the OECD
Average, By Level: 2003
Percent
Level 2
Level 1
BelowLevel 1
60
40
20
0
80
100
30
10
90
70
50
United States OECD
10
24
8
24
16
21
13
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Performance of 15-Year-Old Students in Problem Solving,
Relative to the U.S.: 2003
U.S. average score: 477
OECD average score: 500
Performance better than United StatesKoreaFinlandJapanNew ZealandAustraliaCanadaBelgiumSwitzerlandNetherlandsFranceDenmarkCzech RepublicGermanySwedenAustriaIcelandHungaryOECD AverageIreland
Performance not measurably different from United StatesSpainPortugalItalyNon-OECDLatviaRussian Federation
Performance worse than United StatesGreeceTurkeyMexicoNon-OECDThailandSerbia & MontenegroUruguayIndonesiaTunisia
Performance better (continued)LuxembourgSlovak RepublicNorwayPolandNon-OECDHong-Kong ChinaMacao-ChinaLiechtenstein
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Percentage Distribution of Problem Solving among 15-Year-Old Students
in the United States and for the OECD Average, by Level: 2003
Percent
Level 3
Level 2
Level 1
BelowLevel 1
60
40
20
0
80
100
30
10
90
70
50
United States OECD
12
30
34
24
18
34
30
17
12
12
Percentage Distribution of Problem Solving Among 15-Year-Old
Students in the United States and for the OECD Average, by Level: 2003
Percent
Level 3
Level 2
60
40
20
0
80
100
30
10
90
70
50
United States OECD
30
34
24
18
34
30
17
12
13
Percentage Distribution of Problem Solving Among 15-Year-Old
Students in the United States and for the OECD Average, by Level:
2003Percent
Level 1
BelowLevel 1
60
40
20
0
80
100
30
10
90
70
50
United States OECD
30
34
24
34
30
17
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Performance of 15-Year-Old Students in Reading Literacy and Science
Literacy in the United States and for the OECD Average: 2000 and 2003
*Average is significantly different from OECD average.
AverageScore
550
500
450
400
0
600
550
United States OECD average
Reading Literacy
Science Literacy
500491*495 494
500
15
600
500504495 494
400
450
0
2000 2003
500500491*
20032000
499
AverageScore
Performance of 15-Year-Old Students in Mathematics Literacy and Problem
Solving, by Sex: 2003
• Males outperformed females in mathematics literacy in the United States, and in two-thirds of other participating countries (20 of the other 28 OECD countries).
• On average across the OECD countries, males outperformed females on each of the four mathematics literacy subscales. In the United States, differences were seen in the space and shape subscale.
• In most of the PISA 2003 countries (32 out of 39 countries), including the United States, there were no measurable differences in problem-solving scores by sex.
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Relationship Between International Socioeconomic Index (ISEI) and
Performance of U.S. 15-Year-Old Students in Mathematics Literacy: 2003
• U.S. average ISEI index score of 55 was higher than all countries except Norway and Iceland (no measurable differences with these countries).
• Relationship of ISEI and mathematics literacy achievement (measured by change in score with change in ISEI index) was stronger in 5 countries and weaker in 11 countries than in the United States. No measurable differences were found between U.S. and the other 22 countries.
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Performance of U.S.15-Year-Old Students in Mathematics Literacy,
by Race/Ethnicity: 2003
*Average is significantly different from OECD average.
AverageScore
600
550
500
450
400
350
300
Race/Ethnicity
White Asian More than
one race
Hispanic Black
512* 506 502
443*417*
0
OECD average
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Performance of U.S.15-Year-Old Students in Problem Solving, by
Race/Ethnicity: 2003
*Average is significantly different from OECD average.
OECD average
AverageScore
600
550
500
450
400
350
300
Race/Ethnicity
White Asian More than
one race
HispanicBlack
506* 505 498
436*
413*
0
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For More Information
• Visit http://nces.ed.gov/surveys/pisa or http://www.pisa.oecd.org
• Questions: Contact Mike Bowler, Institute of Education Sciences, 202-219-1662 or [email protected]
• PISA content: Contact Mariann Lemke, National Center for Education Statistics, 202-502-7314 or [email protected]
• Email [email protected]
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