Thursday, August 30, 2007
Tweet[IWS] NCES: COMPARATIVE INDICATORS of EDUCATION in the U.S. & Other G-8 Countries: 2006 [14 August 2007]
IWS Documented News Service
_______________________________
Institute for Workplace Studies----------------- Professor Samuel B. Bacharach
School of Industrial & Labor Relations-------- Director, Institute for Workplace Studies
Cornell University
16 East 34th Street, 4th floor---------------------- Stuart Basefsky
New York, NY 10016 -------------------------------Director, IWS News Bureau
________________________________________________________________________
National Center for Education Statistics (NCES)
Comparative Indicators of Education in the United States and Other G-8 Countries: 2006 [14 August 2007]
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007006
or
http://nces.ed.gov/pubs2007/2007006.pdf
[full-text, 92 pages]
[excerpt]
Introduction
This report describes how the education system in the United
States compares with education systems in the other Group of
Eight (G-8) countries. The G-8 countriesCanada, France, Germany,
Italy, Japan, the Russian Federation, the United Kingdom, and the
United Statesare among the world's most economically developed
countries. Comparative Indicators of Education in the United
States and Other G-8 Countries: 2006 draws on the most current
information about education from three primary sources: the Indicators
of National Education Systems (INES) project, conducted
by the Organization for Economic Cooperation and Development
(OECD); the 2003 Program for International Student Assessment
(PISA 2003), also conducted by the OECD; and the 2003 Trends
in International Mathematics and Science Study (TIMSS 2003),
conducted by the International Association for the Evaluation of
Educational Achievement (IEA). Begun in 2002, the series is published
on a biennial basis.
It should be noted that most of the indicators in this report do not
contain data for the complete set of G-8 countries. For example,
Canada, France, and Germany did not participate in TIMSS 2003;
therefore, these countries do not appear in indicators using these
data. The United Kingdom is not included in indicators using PISA
2003 data due to low response rates; and in indicators using data
from TIMSS 2003, the United Kingdom is represented separately by
two of its component jurisdictions, England and Scotland.
The main findings of this report are summarized below. These
highlights are organized around the five major sections of the
reportpopulation and school enrollment; academic performance;
context for learning; expenditure for education; and education
returns: educational attainment and income.
Contents
Summary............... iii
Acknowledgments.......vi
List of Tables............. ix
List of Figures........... ix
Introduction......... 1
Indicators Part I: Population and School Enrollment............7
1: Youth Population..................... 8
2: Enrollment in Formal Education..... 10
3: Foreign Students in Higher Education................ 12
Indicators Part II: Academic Performance......................... 15
4: Academic Performance of Fourth-Graders in Mathematics and Science.. 16
5: Differences in Fourth-Grade Mathematics and Science Achievement by Sex 18
6: Mathematics Proficiency of 15-Year-Olds ............. 20
7: Mathematics Performance of 15-Year-Olds Across Content Areas....... 22
8: Mathematics Achievement and Socioeconomic Status............... 24
9: Mathematics Achievement and Language Spoken at Home ............ 26
10: Relationship Between Reading and Mathematics Achievement...... 28
Indicators Part III: Context for Learning....... 31
11: Time Spent on Mathematics Learning....... 32
12: Class Size and Ratio of Students to Teaching Staff....... 34
13: Teacher Professional Development in Mathematics and Science..36
14: School Principals' Uses for Assessments.............. 38
Indicators Part IV: Expenditure for Education.............................. 41
15: Public School Teachers' Salaries........................ 42
16: Expenditure for Education................................. 44
Indicators Part V: Education Returns: Educational Attainment and Income. 47
17: Educational Attainment in the Adult Population..... 48
18: First University Degrees by Field of Study........ 50
19: Employment Rates.................. 52
20: Distribution of Population by Education and Income..... 54
References...... 57
______________________________
This information is provided to subscribers, friends, faculty, students and alumni of the School of Industrial & Labor Relations (ILR). It is a service of the Institute for Workplace Studies (IWS) in New York City. Stuart Basefsky is responsible for the selection of the contents which is intended to keep researchers, companies, workers, and governments aware of the latest information related to ILR disciplines as it becomes available for the purposes of research, understanding and debate. The content does not reflect the opinions or positions of Cornell University, the School of Industrial & Labor Relations, or that of Mr. Basefsky and should not be construed as such. The service is unique in that it provides the original source documentation, via links, behind the news and research of the day. Use of the information provided is unrestricted. However, it is requested that users acknowledge that the information was found via the IWS Documented News Service.
Stuart Basefsky
Director, IWS News Bureau
Institute for Workplace Studies
Cornell/ILR School
16 E. 34th Street, 4th Floor
New York, NY 10016
Telephone: (607) 255-2703
Fax: (607) 255-9641
E-mail: smb6@cornell.edu
****************************************
_______________________________
Institute for Workplace Studies----------------- Professor Samuel B. Bacharach
School of Industrial & Labor Relations-------- Director, Institute for Workplace Studies
Cornell University
16 East 34th Street, 4th floor---------------------- Stuart Basefsky
New York, NY 10016 -------------------------------Director, IWS News Bureau
________________________________________________________________________
National Center for Education Statistics (NCES)
Comparative Indicators of Education in the United States and Other G-8 Countries: 2006 [14 August 2007]
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007006
or
http://nces.ed.gov/pubs2007/2007006.pdf
[full-text, 92 pages]
[excerpt]
Introduction
This report describes how the education system in the United
States compares with education systems in the other Group of
Eight (G-8) countries. The G-8 countriesCanada, France, Germany,
Italy, Japan, the Russian Federation, the United Kingdom, and the
United Statesare among the world's most economically developed
countries. Comparative Indicators of Education in the United
States and Other G-8 Countries: 2006 draws on the most current
information about education from three primary sources: the Indicators
of National Education Systems (INES) project, conducted
by the Organization for Economic Cooperation and Development
(OECD); the 2003 Program for International Student Assessment
(PISA 2003), also conducted by the OECD; and the 2003 Trends
in International Mathematics and Science Study (TIMSS 2003),
conducted by the International Association for the Evaluation of
Educational Achievement (IEA). Begun in 2002, the series is published
on a biennial basis.
It should be noted that most of the indicators in this report do not
contain data for the complete set of G-8 countries. For example,
Canada, France, and Germany did not participate in TIMSS 2003;
therefore, these countries do not appear in indicators using these
data. The United Kingdom is not included in indicators using PISA
2003 data due to low response rates; and in indicators using data
from TIMSS 2003, the United Kingdom is represented separately by
two of its component jurisdictions, England and Scotland.
The main findings of this report are summarized below. These
highlights are organized around the five major sections of the
reportpopulation and school enrollment; academic performance;
context for learning; expenditure for education; and education
returns: educational attainment and income.
Contents
Summary............... iii
Acknowledgments.......vi
List of Tables............. ix
List of Figures........... ix
Introduction......... 1
Indicators Part I: Population and School Enrollment............7
1: Youth Population..................... 8
2: Enrollment in Formal Education..... 10
3: Foreign Students in Higher Education................ 12
Indicators Part II: Academic Performance......................... 15
4: Academic Performance of Fourth-Graders in Mathematics and Science.. 16
5: Differences in Fourth-Grade Mathematics and Science Achievement by Sex 18
6: Mathematics Proficiency of 15-Year-Olds ............. 20
7: Mathematics Performance of 15-Year-Olds Across Content Areas....... 22
8: Mathematics Achievement and Socioeconomic Status............... 24
9: Mathematics Achievement and Language Spoken at Home ............ 26
10: Relationship Between Reading and Mathematics Achievement...... 28
Indicators Part III: Context for Learning....... 31
11: Time Spent on Mathematics Learning....... 32
12: Class Size and Ratio of Students to Teaching Staff....... 34
13: Teacher Professional Development in Mathematics and Science..36
14: School Principals' Uses for Assessments.............. 38
Indicators Part IV: Expenditure for Education.............................. 41
15: Public School Teachers' Salaries........................ 42
16: Expenditure for Education................................. 44
Indicators Part V: Education Returns: Educational Attainment and Income. 47
17: Educational Attainment in the Adult Population..... 48
18: First University Degrees by Field of Study........ 50
19: Employment Rates.................. 52
20: Distribution of Population by Education and Income..... 54
References...... 57
______________________________
This information is provided to subscribers, friends, faculty, students and alumni of the School of Industrial & Labor Relations (ILR). It is a service of the Institute for Workplace Studies (IWS) in New York City. Stuart Basefsky is responsible for the selection of the contents which is intended to keep researchers, companies, workers, and governments aware of the latest information related to ILR disciplines as it becomes available for the purposes of research, understanding and debate. The content does not reflect the opinions or positions of Cornell University, the School of Industrial & Labor Relations, or that of Mr. Basefsky and should not be construed as such. The service is unique in that it provides the original source documentation, via links, behind the news and research of the day. Use of the information provided is unrestricted. However, it is requested that users acknowledge that the information was found via the IWS Documented News Service.
Stuart Basefsky
Director, IWS News Bureau
Institute for Workplace Studies
Cornell/ILR School
16 E. 34th Street, 4th Floor
New York, NY 10016
Telephone: (607) 255-2703
Fax: (607) 255-9641
E-mail: smb6@cornell.edu
****************************************
# posted by SBasefsky : 9:23 AM
