From International Evaluation:
A Maxim Reinforced Educational achievement a t the high school level in science, mathematics, reading comprehension and literature by thousands of students, teachers, and schools in 22 nations has been compared following a seven-year study costing ihout $5 million. Masses of data and millions of items of information were collected by The International Association of Educational Achievement (IEA) in a new approach to international research on educational prohlems. This approach places major emphasis on international comparison and study, ignoring differences in national, cultural and social environments and priorities. Evaluation instruments were prepared by a large number of persons from each of the participating countries; they represent an international consensus on the knowledge and objectives most worth learning. Important results of the study may be summarized under four headings: (a) relative rankings among nations; (h) schooling and success in life; (c) factors other than schooling that lead to success; (d) attitudes of students. [For a detailed analysis of the results see: G . and M. Hechinger, "Are Schools Better in Other Countries?", American Education, 10, Jan/Feh 1974, p. 6, and B. S. Bloom, "Implications of the IEA Studies for Curriculum and Instruction," The Uniu. of Chicago School Reu., 82, 413 (19741, and references therein.] In reading comprehension, the top 9 or 10 percent of American high school seniors performed better than similar elite groups from all other nations. In science, the top group of American high school seniors finished in seventh place. In overall performance, all US. seniors ranked twelfth. These are rather good ratings, considering that in many other countries, secondary school education is restricted to the "academically able," whereas in the U.S. 75 percent of school-age youth graduate from high school. The respectable, hut not sparkling, performance in science by the top U.S. students may arise because American schools require far less science than do many European countemarts. statistical differences between performances of students from various nations is dramatic. For highly developed countries, there is a difference of about one standard deviation between the means of the highest and lowest scoring. However, there are about two standard deviations hetween the means of the highest of the developed nations and the average of the developing nations. These statistics may he translated in several ways. For example, if the mean of the highest scoring nation is used as the criterion of what students can learn, then about 85 percent of the lowest scoring students from developed nations and about 98 percent of these students from developing nations would be below this mean. Assuming that grades were assigned on the basis of the standards of the highest rated nation (where the lowest fifth might he failing), then roughly 50 percent of those from developed nations, and about 85 percent of those from developing nations would not pass. Expressed in terms of grade levels, and judged by the test scores of the top-ranked nation, the average student in the lowest scoring developed na-
Ieditorially speaking
tions would he at about eighth grade level after 12 years of schooling, and the average student from developing nations would be at about sixth grade level after 12 years of schooling. In terms of time and human resources invested, it may cost twice as much for a particular learning level in developing compared to developed countries. Three factors account in large measure for differences between national systems: the effectiveness of the curriculum, the competency of teachers, and the time devoted by students to their studies. The key lessons from this facet of the study-though hardly novel or unanticipated-appear to he: (a) that the best curriculum devised has little educational value unless it is brought to life in classrooms; (b) the competency of teachers in both subject matter and teaching methods may be the most important single factor in creating learning situations in schools; (c) learning in a subject is directly related to the amount of time a student spends in classwork and homework on that subject. The IEA survey shows clearly that open access to schooling allows children from poor and disadvantaged homes to rise to the level of the academic elite. And, while the schools may not have achieved as much here as many have wished, the U.S. schools have done far better than those elsewhere. The survey also confirms what has been a working principle in this country for years, namely, that in the total pattern of achievement, home background is more important than anything the schools have been able to contribute. However, schools do make a substantial difference in areas such as science and mathematics where much greater success in student learning is achieved by schools than they achieve in "home-oriented" areas such as reading and writing. An implication here is that science and mathematics hold (or are taught in ways that create) greater mystery or curiosity for students than do reading or writing, and that this "mystery" aspect stimulates learning. Student attitudes toward learning also are important learning stimulants, but the studv reveals that too manv subtle Factors affect attitudes to pkrmit them to he read& quantified. Factors such as rigid supervision and regimentation of instruction generally lead to unfavorable attitudes; humor, folklore, mystery, sport and romance in learning situations generally lead to more favorable attitudes. In its first report of the study, IEA concludes, "If teachers and schools can persuade students to see stories and think of them as their teachers do, the schools might not he so ineffective." Of the many parallels, reminders, implications and points for reflection this study provides for chemistry teachers at all levels, perhaps none is more cogent than the time-honored maxim of American education it brings out so simply: Quality can accompany quantity in education with mutual benefit to all as long as teachers are highly knowledgeable and student-oriented, and as long as students are willing to work to achieve. WTL Volume 52. Number 4. April 1975 /
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