Disentangling the Effects of the School Year from the School Day: Evidence from the TIMSS Assessments

2020 ◽  
Vol 15 (1) ◽  
pp. 104-135 ◽  
Author(s):  
Derek Wu
Keyword(s):  
Student Achievement ◽  
Spillover Effects ◽  
Instructional Time ◽  
Science Study ◽  
Student Groups ◽  
Positive Effects ◽  
School Year ◽  
School Day ◽  
Marginal Returns ◽  
Mathematics And Science

Schools often have to decide between extending the length of the school year or the school day. This paper examines the effects of changes in the distribution of instructional time on eighth-grade student achievement through a methodological framework that disaggregates total yearly instructional time into separate inputs for days per year and hours per day. This study's dataset brings together nearly 900,000 student observations across eighty countries and four quadrennial testing cycles of the Trends in International Mathematics and Science Study (TIMSS) Assessments (1995–2007). I find that the positive effects of instructional time on student achievement are driven largely by the length of the school day and not by the length of the school year, with diminishing marginal returns to the former. Socioeconomically underprivileged students are most likely to realize gains from a longer school day. Furthermore, isolating the amount of instructional time spent on TIMSS-tested subjects from the rest of the school day reveals spillover effects from time spent in non-tested subjects that are especially meaningful for underprivileged students. In contrast, the effects of time spent in tested subjects are more homogeneous across student groups.

International Differences in Student Achievement: An Economic Perspective

2004 ◽  
Vol 5 (3) ◽  
pp. 357-380 ◽  
Author(s):  
Hendrik Jürges ◽  
Kerstin Schneider
Keyword(s):  
Student Achievement ◽  
Student Performance ◽  
School Teacher ◽  
International Comparisons ◽  
Institutional Characteristics ◽  
Science Study ◽  
International Differences ◽  
Mathematics Test ◽  
Cross Country ◽  
Mathematics And Science

Abstract International comparisons reveal large cross-country differentials in average student performance. Although there is considerable public debate about these differences, their sources are hardly identified. Using school, teacher and student data from the Third International Mathematics and Science Study (TIMSS), the present paper attempts to explain what causes between-country gaps in mathematics test score distributions. Following a three-pronged strategy of microlevel and cross-country regressions as well as bilateral country comparisons, we show how these gaps are explained by differences in school, teacher and student characteristics, or financial resources devoted to the school system. Institutional characteristics, such as competition between schools and the composition of the faculty can also help to understand international differences in student achievement.

TIMSS 1999 Video Study: Third International Mathematics and Science Study 1999 Video Study Technical Report, Volume 1: Mathematics

2003 ◽  
Author(s):  
Jennifer Jacobs ◽  
Helen Garnier ◽  
Ronald Gallimore ◽  
Hilary Hollingsworth ◽  
Karen Bogard Givvin ◽  
...  
Keyword(s):  
Science Study ◽  
Video Study ◽  
Technical Report ◽  
Mathematics And Science

Peningkatan Prestasi Siswa dalam Mengidentifikasi Teks Deskripsi dengan Metode Discovery

Dinamika ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. 76
Author(s):  
Suryati Suryati
Keyword(s):  
Student Achievement ◽  
Performing Arts ◽  
Mastery Learning ◽  
Study Groups ◽  
Class Action ◽  
Contextual Learning ◽  
Historic Sites ◽  
Student Groups ◽  
Tourist Attractions ◽  
A Value

Tujuan Penelitian Tindakan kelas ini untuk mendeskripsikan pembelajaran kontekstual fokus Discovery dalam meningkatkan kemampuan menelaah struktur dan unsur kebahasaan dari teksdeskripsi tentang objek (sekolah, tempat wisata, tempat bersejarah, dan atau suasana pentas seni daerah).Pada siklus I ini rata-rata pencapaian siswa dalam belajar baru mencapai nilai 76.43dari 21 siswa. Tingkat ketuntasan pembelajaran di kelas hanya mencapai 66,67%, padahal standar yang dipersyaratkan adalah 85%. Hasil pengamatan yang dilakukan observer menunjukkan beberapa fakta pengelolaan pembelajaran yang belum maksimal, terutama dalam pelayanan kelompok siswa yang kurang merata. Hal ini disebabkan oleh jumlah kelompok belajar di kelas yang relatif banyak, yakni 5 kelompok.Dengan demikian, pembelajaran kompetensi dasarmenelaah struktur dan unsur kebahasaan dari teksdeskripsi tentang objek (sekolah, tempat wisata, tempat bersejarah, dan atau suasana pentas seni daerah) yang didengar dan dibaca masih belum mencapai tingkat yang diharapkan sehingga diperlukan perlakuan tindakan pada siklus II.Kata kunci: prestasi siswa, teks deskripsi, DiscoveryResearch Objectives this class action is to describe the contextual learning of Discovery's focus in improving the ability to study the structure and linguistic elements of the description text about objects (schools, tourist attractions, historic sites, or the atmosphere of local performing arts). In this first cycle, the average student achievement in learning only reached a value of 76.43 out of 21 students. The level of mastery learning in class only reaches 66.67%, whereas the required standard is 85%. The observations made by the observer show some facts of learning management that have not been maximized, especially in the uneven service of student groups. This is caused by the relatively large number of study groups in the class, which is 5 groups. Thus, learning basic competence examines the structure and linguistic elements of the text description of objects (schools, tourist attractions, historical places or the atmosphere of local art performances) that are heard and read still not reaching the level expected so that action treatment is needed in cycle II.Keywords: student achievement, description text, Discovery

Linguistic Distance and Translation Differential Item Functioning on Trends in International Mathematics and Science Study Mathematics Assessment Items

2021 ◽  
pp. 073428292110105
Author(s):  
Semirhan Gökçe ◽  
Giray Berberoğlu ◽  
Craig S. Wells ◽  
Stephen G. Sireci
Keyword(s):  
Differential Item Functioning ◽  
Test Scores ◽  
Mathematics Assessment ◽  
Paired Comparisons ◽  
Science Study ◽  
Linguistic Distance ◽  
Test Characteristic ◽  
Item Functioning ◽  
Mathematics And Science ◽  
Country Specific

The 2015 Trends in International Mathematics and Science Study (TIMSS) involved 57 countries and 43 different languages to assess students’ achievement in mathematics and science. The purpose of this study is to evaluate whether items and test scores are affected as the differences between language families and cultures increase. Using differential item functioning (DIF) procedures, we compared the consistency of students’ performance across three combinations of languages and countries: (a) same language but different countries, (b) same countries but different languages, and (c) different languages and different countries. The analyses consisted of the detection of the number of DIF items for all paired comparisons within each condition, the direction of DIF, the magnitude of DIF, and the differences between test characteristic curves. As the countries were more distant with respect to cultures and language families, the presence of DIF increased. The magnitude of DIF was greatest when both language and country differed, and smallest when the languages were same, but the countries were different. Results suggest that when TIMSS results are compared across countries, the language- and country-specific differences which could reflect cultural, curriculum, or other differences should be considered.

Analysis of School-Day Disruption of Administering School-Located Vaccination to Children in Three Local Areas, 2012–2013 School Year

2021 ◽  
pp. 105984052110385
Author(s):  
Ben Yarnoff ◽  
Laura Danielle Wagner ◽  
Amanda A. Honeycutt ◽  
Tara M. Vogt
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Health Department ◽  
School Students ◽  
School Year ◽  
Vaccine Type ◽  
School Day ◽  
Time Required ◽  
Time Away ◽  
Elementary And Middle School

The purpose of this study was to determine the amount of time elementary and middle-school students spend away from the classroom and clinic time required to administer vaccines in school-located vaccination (SLV) clinics. We conducted a time study and estimated average time away from class and time to administer vaccine by health department (HD), student grade level, vaccine type, and vaccination process for SLV clinics during the 2012–2013 school year. Average time away from classroom was 10 min (sample: 688 students, 15 schools, three participating HD districts). Overall, time to administer intranasally administered influenza vaccine was nearly half the time to administer injected vaccine (52.5 vs. 101.7 s) (sample: 330 students, two HDs). SLV administration requires minimal time outside of class for elementary and middle-school students. SLV clinics may be an efficient way to administer catch-up vaccines to children who missed routine vaccinations during the coronavirus disease-2019 pandemic.

Family Inequality, School Inequalities, and Mathematics Achievement in 65 Countries: Microeconomic Mechanisms of Rent Seeking and Diminishing Marginal Returns

2015 ◽  
Vol 117 (1) ◽  
pp. 1-32
Author(s):  
Ming Ming Chiu
Keyword(s):  
Student Achievement ◽  
Mathematics Achievement ◽  
Teacher Quality ◽  
Rent Seeking ◽  
Educational Resources ◽  
Educational Materials ◽  
Mathematics Test ◽  
Oecd Pisa ◽  
Family Inequality ◽  
Marginal Returns

Background While many studies show that greater economic inequality widens the achievement gap between rich and poor students, recent studies indicate that countries with greater economic inequality have lower overall student achievement. Purpose This study explores whether family inequalities (family income) or school inequalities (educational materials or teachers with university degrees) reduce overall student achievement through micro-economic mechanisms, such as fewer educational resources (via rent-seeking) or inefficient resource allocation (via diminishing marginal returns). Population/Participants/Subjects The Organisation for Economic Cooperation and Development's Programme for International Student Assessment (OECD-PISA) selected 475,760 representative fifteen-year-olds and their principals from 18,094 schools in 65 countries. Research Design In this secondary analysis, we tested whether family or school inequalities were related to students’ mathematics test scores, and whether fewer educational resources or inefficient resources allocation mediated these relationships. Data Collection and Analysis Each student received a mathematics test. The students and their principals also received a questionnaire. World Bank economic data on each countries were merged with the OECD-PISA data. To analyze this data, we used item response models, Warm indices and multilevel analyses. Findings/Results In countries with greater family inequality (GDP Gini) or school inequalities (of educational materials or teacher quality), students had lower mathematics achievement. The results were similar in all student subsamples (high vs. low SES; high vs. low achievement). As the mediation results for each inequality differed, they suggest that these inequalities operate through different mechanisms. Family inequality and school inequality of teacher quality are linked to fewer teachers with post-secondary education and lower mathematics achievement. Meanwhile, school inequality of educational resources is linked to diminishing marginal returns and lower mathematics achievement. Conclusions/Recommendations Family inequality and school inequalities (educational materials, teacher quality) are distinct inequalities that are all linked to lower mathematics achievement, but not substantially correlated with one another. Thus, each inequality can be addressed separately. As none of the subgroups of students (not even the richest ones) benefit from any of the inequalities, disseminating the results widely can help more laypeople (especially the richest ones) recognize their mutual benefit in reducing these inequalities –or reduce their inclination to support policies that exacerbate these inequalities. As reducing family inequality can be extremely costly and politically controversial, a strategic intervention at the inequality mechanism level (e.g., increasing teacher quality in schools with few high quality teachers) might be improve mathematics achievement more effectively.

Providing Data for Educational Policy in an International Context: The Third International Mathematics and Science Study (TIMSS)

1997 ◽  
Vol 13 (1) ◽  
pp. 49-58 ◽  
Author(s):  
Albert E. Beaton ◽  
Michael O. Martin ◽  
Ina V.S. Mullis
Keyword(s):  
International Perspective ◽  
Current Status ◽  
Informational Needs ◽  
Science Study ◽  
Educational Decisions ◽  
Comparative Performance ◽  
Policy Makers ◽  
International Context ◽  
The Third ◽  
Mathematics And Science

Policy-makers in many nations of the world are involved in educational reforms. In order to make effective educational decisions for the 21st century, policy-makers need information of a wide variety of kinds, for example, comparative performance data and curriculum information from other nations. National assessments can be valuable, but international surveys provide a broader base of information and allow countries to view their current status and planning within an international perspective. The purpose of this paper is to describe the goals of the Third International Mathematics and Science Study and the steps being followed to insure that the results from the study will meet the diverse informational needs of policy-makers.

Trends in International Mathematics and Science Study and gendered math teaching in Kuwait

2017 ◽  
Vol 15 (3) ◽  
pp. 327-340 ◽  
Author(s):  
Fatimah Ahmad ◽  
Heather Greenhalgh-Spencer
Keyword(s):  
Education Research ◽  
Math Education ◽  
Math Performance ◽  
Science Study ◽  
Science Technology ◽  
Women And Girls ◽  
Math Teaching ◽  
And Mathematics ◽  
Mathematics And Science

This paper argues for a more complex literature around gender and math performance. In order to argue for this complexity, we present a small portion of data from a case study examining the performance of Kuwaiti students on the Trends in International Mathematics and Science Study and on Kuwait national math tests. Westernized discourses suggest that girls have a harder time in math classes; these discourses frame and are reified by prominent literature and practices within the field of math education research that suggest that women and girls need help in order to reach their potential in math. These Westernized discourses stand in contrast to the discourses in Kuwait that normalize women and girls as outperforming boys in all subjects – including all science, technology, engineering and mathematics subjects. As our study shows, the reality is more complex. And, while the reality is more complex, we yet lack the discourses to understand this complexity.

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