Savanna Hoffman
The performance of US students in mathematics compared to their international peers is a topic of much discussion and debate. Various tests and studies have been conducted to understand how US students fare against their global counterparts, with the Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA) being two prominent examples. While some argue that US students lag behind their peers in other developed countries, others point to gains in mathematics scores in certain US states, challenging the notion of a failing education system. These comparisons spark discussions on curriculum differences, teacher training, and the organization of school systems.
| Characteristics | Values |
|---|---|
| Math test | TIMSS, PISA |
| Math concepts and skills assessed | Students' grasp |
| TIMSS frequency | Every four years |
| TIMSS grade levels | Fourth and eighth grades |
| TIMSS benchmarks | Advanced, high, intermediate, and low |
| PISA participants outperforming the US in 2006 | 22 countries |
| TIMSS-only participants | Singapore |
| US students' performance compared to other countries | Lower scores in math |
| US states with large gains in mathematics | Massachusetts, North Carolina |
| US states performing well in math compared to other countries | Massachusetts, Minnesota, North Carolina |
| Countries US students underperform in math | Canada, Finland, England, Korea |
| Reasons for US students' poor performance in math | Lack of exposure to algebra and geometry by the eighth grade, shallow curriculum |
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What You'll Learn
US students' performance in international math tests
The TIMSS assesses students' grasp of math concepts and skills every four years, with participating countries and jurisdictions choosing to include fourth and eighth-grade assessments. In 2007, the US saw a varied performance, with students in certain states, such as Massachusetts, Minnesota, and North Carolina, achieving scores comparable to those in Canada, Finland, and England, but falling behind students in Korea.
The PISA test, on the other hand, has also been used to gauge US students' math proficiency relative to their international peers. In 2006, the US was outperformed by 22 countries, including industrialized OECD countries and developing nations. However, it's important to note that not all countries participate in both TIMSS and PISA, which can skew the results and comparisons.
A 2013 report by Carnoy and Rothstein revealed that US middle and high school students, particularly those from advantaged backgrounds, scored lower in mathematics on both the TIMSS and PISA tests compared to their peers in large European countries like France and Germany. This finding highlights the need for a critical examination of the US math curriculum and the exposure of US students to advanced mathematical concepts at an early stage of their education.
While international comparisons can spark discussions and inform policy changes, they may not always provide a complete picture of educational success or failure. State comparisons within the US have shown that advantaged students in certain states perform at least as well in mathematics as their counterparts in high-scoring PISA and TIMSS countries. This variability within the US underscores the importance of considering contextual factors and educational policies at the state level.
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TIMSS and PISA test results
TIMSS (Trends in International Mathematics and Science Study) and PISA (Program for International Student Assessment) are large-scale assessments that evaluate the performance of students in mathematics and science in over 60 countries. TIMSS is administered to fourth and eighth graders, while PISA is for 15-year-old students.
The results of the TIMSS and PISA assessments provide insights into the performance of US students in mathematics compared to their international peers. In 2023, US math scores declined sharply on the TIMSS assessment, with fourth graders in over a dozen countries outperforming their American counterparts. This decline was also observed in the post-pandemic TIMSS results, indicating a need for policy reactions to address student disengagement and the impact of school closures.
The TIMSS and PISA assessments differ in their scope and focus. TIMSS assesses mathematics and science achievement every year, while PISA assessments are triennial, focusing on reading, mathematics, or science. The participating countries also vary, with TIMSS Advanced covering less than a dozen countries and PISA including about 70 education systems.
Despite these differences, both assessments offer complementary information. The 2015 PISA results indicated that US students performed more poorly, on average, than their peers in many other countries. This prompted US Secretary of Education Arne Duncan to call the results "unacceptable" and emphasized the need to improve secondary school achievement.
The appropriate use of comparative international assessments, as Angel Gurría, Secretary-General of the Organisation for Economic Co-operation and Development (OECD), stated, allows policymakers and educators to identify effective policies that can be adapted to local contexts. By comparing the US performance in PISA with top-scoring countries like Canada, Finland, and Korea, insights can be gained to improve educational practices.
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Math curriculum differences
Math curriculum differs internationally, and there is no one-size-fits-all approach to teaching mathematics. While some countries favour strict routines and standardised testing, others prefer to offer students more freedom and minimal homework. For instance, in Russia, children are introduced to complex mathematical concepts at a younger age than in the United States. The Russian approach emphasises a profound understanding of mathematics and problem-solving skills, rather than rote memorisation.
In the United States, the focus is often on teaching formulas and procedures, whereas other countries, like the Netherlands, emphasise applying mathematical principles to real-world problems. This difference in curriculum design may contribute to the varying performance of American students in international assessments. In 2019, American teenagers ranked 31st in a global mathematics exam.
Cultural norms and educational systems also play a role in curriculum differences. For example, European classrooms often foster student independence and encourage the use of everyday items for math education. In contrast, North American classrooms may be more constrained by liability concerns, potentially limiting the implementation of certain teaching strategies.
The importance attributed to mathematics within a country's educational system can also influence curriculum design. China, for instance, considers mathematics one of the core subjects in its national exams, and students, schools, teachers, and parents prioritise it over other subjects. As a result, Chinese students learn basic mathematical operations like multiplication as early as second grade, and the average teaching period for math is more extended than in some other countries.
Curriculum variations extend beyond the specific mathematical content covered. For example, some countries, like the United States, are starting to integrate data science and programming into their math curricula, recognising the growing importance of these fields. These additions reflect a shift in recognising the applicability of mathematics in computer science.
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US state comparisons
US students' academic achievements in mathematics continue to lag compared to their peers in many other countries. In international assessments, US students rank near the middle, behind many other advanced industrial nations.
However, when comparing US states, students in some states perform better than in others. For example, students in Massachusetts and North Carolina made much larger gains in mathematics than students in geographically proximate states. Students in Massachusetts, Minnesota, and North Carolina perform at least as well in mathematics as students in Canadian provinces, Finland, and England (but worse than in Korea).
Additionally, students in states with stronger accountability systems tend to perform better on the NAEP math test. For instance, 8th-grade students in Massachusetts made larger gains than those in Connecticut, and students in Texas scored higher in 8th-grade math than students in California, especially after 2003.
The TIMSS test, which assesses mathematics and science in 4th and 8th graders every four years, has shown varying results across US states. Between 1995 and 2011, Minnesota, Connecticut, Indiana, Massachusetts, and North Carolina made gains, with particularly large gains in the latter two states. On the other hand, Missouri and Oregon, which only participated in 1995 and 1999, scored lower in 1999.
Overall, while US students may rank in the middle internationally, there are notable differences in mathematics performance when comparing different states within the US.
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International test controversies
International tests have been a source of controversy and concern for US students' performance in math. The Trends in International Mathematics and Science Study (TIMSS) is a widely recognised assessment that has been administered every four years since 1995, measuring students' grasp of math concepts and skills in participating countries. The latest TIMSS results from 2023 revealed a significant drop in US math scores, with American students falling behind their European peers. This decline was more pronounced among eighth graders, with one in five scoring below the low benchmark, indicating a lack of basic proficiency.
The COVID-19 pandemic has been identified as a critical factor contributing to the decline in US math scores. The disruptions to education during the pandemic, including school closures and varying approaches to in-person and remote learning, have had a detrimental effect on student performance. However, it is important to note that the downward trend in US math scores began before the pandemic. The 2019 TIMSS results already showed a widening gap between high- and low-performing students, with the lowest-performing students experiencing the most significant score drops.
The 2023 TIMSS results also highlighted the re-emergence of gender gaps, with boys outperforming girls in both math and science. This trend was particularly prominent in fourth-grade math, reversing the progress made since the initial TIMSS administration in 1995. The gender gap has been a matter of concern, emphasising the need for careful consideration and monitoring to address this issue effectively.
While the TIMSS results have sparked concerns about the state of US education, it is important to consider the complexities involved. The pandemic has impacted education systems worldwide, and the US is not alone in facing academic challenges. Additionally, the TIMSS assessment is just one measure of student performance, and other factors and assessments should be considered to gain a comprehensive understanding of US students' mathematical abilities.
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Frequently asked questions
The Trends in International Mathematics and Science Study (TIMSS) is an international assessment administered to fourth and eighth graders in participating countries and jurisdictions every four years. The Programme for International Student Assessment (PISA) is another test used to compare the performance of students in different countries.
US students do not score as highly in mathematics on the TIMSS or the PISA as students in other developed countries, including larger European countries such as France and Germany. However, students in several US states, including Massachusetts, Minnesota, and North Carolina, perform at least as well in mathematics as students in Canada, Finland, and England.
One reason could be that only one-quarter of US students were exposed to algebra by the 8th grade, and an even lower share were exposed to geometry by the same grade. Scholars have also argued that the US math curriculum is a "mile wide and an inch deep".
