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Science 4 December 1998:
Vol. 282. no. 5395, pp. 1830 - 1831
DOI: 10.1126/science.282.5395.1830
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Policy Forum

SCIENCE EDUCATION:
What Can We Really Learn from TIMSS?

William H. Schmidt and Curtis C. McKnight

Important policy implications regarding American mathematics and science education are available through the results of the Third International Mathematics and Science Study (TIMSS). This is especially true if the results from all parts of the study including those pertaining to curriculum and instructional practices are combined with those related to the achievement testing in grades three, four, seven, eight and the end of secondary school. The decline in relative standing for the U.S. from grade four to grade 12 in both mathematics and science achievement is clear as are the corresponding differences in intellectual rigor in the U.S. curriculum as compared to that of the top achieving countries, especially during the middle and high school years.

W. H. Schmidt is with the TIMSS U.S. National Research Center, Michigan State University, East Lansing, MI 48824, USA. E-mail: bschmidt{at}msu.edu. C. C. McKnight is in the Department of Mathematics, University of Oklahoma, Norman, OK 73019, USA. E-mail: cmcknight{at}ou.edu

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THIS ARTICLE HAS BEEN CITED BY OTHER ARTICLES:
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Is the Effect of National Wealth on Academic Achievement Mediated by Mass Media and Computers?.
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Cross-Cultural Research 40, 130-151
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TIMSS Primary and Middle School Data: Some Technical Concerns.
J. Wang (2001)
Educational Researcher 30, 17-21
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Science. ISSN 0036-8075 (print), 1095-9203 (online)