Using baseline assessment data to make international comparisons

Nattional Center for Education Statistics, 1996

The need to compete in foreign markets with advanced technology has convinced U.S. business, economic, and political leaders of the importance of understanding the education systems of other industrialized nations. The awareness of how other countries educate their citizens provides insight into the competitiveness of those nations, and it provides a benchmark with which to compare our own education system. Education Indicators: An International Perspective expands on the traditional interest in student achievement and education finance by including a broad range of indicators, such as Gender differences in earnings, Time spent on homework, and Home and school language, among others. The indicators focus primarily upon comparisons between the United States and other industrialized nations with large economies - particularly those that most closely resemble the United States in terms of size and are viewed as our major economic competitors. Among a multitude of sources used in this report, the most comprehensive is Education at a Glance (1995), the international education indicators report produced by the Organization for Economic Cooperation and Development (OECD). Other data sources include the International Assessment of Educational Progress, the International Association for the Evaluation of Educational Achievement, and the International Assessment of Adult Literacy. The importance of Education Indicators: An International Perspective lies in its ability to provide a comprehensive selection of international indicators geared toward a U.S. audience. This particular set of indicators is presented together for the first time and much of the data are derived from sources not readily accessible to U.S. readers. The publication, then, contributes to the continuing effort to make comparative information accessible and useful to U.S. leaders.

Scandinavian Journal of Educational Research

PISA

This report was produced with the support of the World Bank through its Russia Education Aid for Development (READ) Trust Fund programme, as part of its contribution to the PISA for Development project. PISA for Development is an initiative of the OECD, development partners and participating countries that aims to identify how PISA can best support evidence-based policy making in emerging and developing economies and contribute to the UN-led definition of global learning goals for the post-2015 agenda. In addition, the PISA for Development project will help to build country capacity in assessment, analysis and use of results for monitoring and improvement among participating countries.

1997

PsycEXTRA Dataset, 2000

This report compared educational trends in economically developed countries over time. The countries examined are members of the Organization for Economic Cooperation and Development (OECD), an organization of 29 countries dedicated to promoting economic growth and development around the world. In the United States, the 11 years included in this report were marked by increasing awareness of a range of critical issues in education, such as equal access to quality education, violence and drug use in schools, the increasing cost of higher education, the quality of en (9'2°N ATIONAL CENTER FOR EDUCATION STATISTICS co

This chapter argues that PISA is more than a driver for policy decisions in many countries. The study also provides unique data with the potential to engage educational researchers across the world in conducting a range of secondary analyses. The first section of the chapter describes how the primary purpose of such studies in general has gradually evolved. This description reflects how the studies have typically related to educational research. This section of the chapter is used as the general background for the second and major section, which presents a rationale for why educational researchers could or should be motivated to engage in analytical work relating to these studies. This is followed up by a provisional framework for how educational researchers may approach and make use of the data from these studies in secondary analyses. This framework is based on six generic analytical approaches derived from the study of a large number of examples of published secondary analyses.

PsycEXTRA Dataset, 2000

This report compared educational trends in economically developed countries over time. The countries examined are members of the Organization for Economic Cooperation and Development (OECD), an organization of 29 countries dedicated to promoting economic growth and development around the world. In the United States, the 11 years included in this report were marked by increasing awareness of a range of critical issues in education, such as equal access to quality education, violence and drug use in schools, the increasing cost of higher education, the quality of en (9'2°N ATIONAL CENTER FOR EDUCATION STATISTICS co

1988

The aim of the conference reported in this document was to agree on a small set of education indicators that the 22 participating countries could jointly pursue over the next 5 years. Participants discussed methodological problems involved in making cross-national comparisons of cutcomes cf education; summarized the statistical activities underway in their countries concerning the use of performance indicators; and described sources of statistical data on education outcomes, resources, and student context of education. Two papers presented at the conference are given in full: (1) "Remarks to the International Conference on Education Indicators" (Emerson J. Elliott); and (2) "U.S. Education Reform and International Data" (Chester E. Finn, Jr.), while a "Summary Report on Cross-National Education Indicators" (Secretariat of the Organisation of Economic Cooperation and Development) provides a day by day, session by Session account of the conference, concluding with a description of the need for further discussions on specific subject areas in order to arrive at working definitions for a set of indicators. The conference agenda is provided, and the titles of papers presented and delegate names and addresses are listed.

Studies in Educational Evaluation, 2002