Uri Treisman
The Charles A. Dana Center at The University of Texas at Austin Na#onal  Council  of  Teachers  of  Mathema#cs,     Denver,  Colorado      April  19,  2013
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Ac#on  1     Upgrade  state  standards  by  adop#ng  a  common   core  of  interna#onally  benchmarked  standards   in  math  and  language  arts  for  grades  K–12  to   ensure  that  students  are  equipped  with  the   necessary  knowledge  and  skills  to  be  globally   compe##ve.   Na#onal  Governors  Associa#on,  the  Council  of  Chief  State  School  Officers,  and  Achieve,  Inc.     (2008).  Benchmarking  for  Success:  Ensuring  U.S.  Students  Receive  a  World-­‐class  Educa#on.   Washington,  DC:  Na#onal  Governors  Associa#on.  Retrieved  April  1,  2013,  from   www.achieve.org/BenchmarkingforSuccess
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Ac#on  2     Leverage  states’  collec#ve  influence  to  ensure   that  textbooks,  digital  media,  curricula,  and   assessments  are  aligned  to  interna#onally   benchmarked  standards  and  draw  on  lessons   from  high-­‐performing  na#ons  and  states.   Na#onal  Governors  Associa#on,  the  Council  of  Chief  State  School  Officers,  and  Achieve,  Inc.     (2008).  Benchmarking  for  Success:  Ensuring  U.S.  Students  Receive  a  World-­‐class  Educa#on.   Washington,  DC:  Na#onal  Governors  Associa#on.  Retrieved  April  1,  2013,  from   www.achieve.org/BenchmarkingforSuccess
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Ac#on  3   Revise  state  policies  for  recrui#ng,  preparing,   developing,  and  suppor#ng  teachers  and  school   leaders  to  reflect  the  human  capital  prac#ces  of   top-­‐performing  na#ons  and  states  around  the   world.   Na#onal  Governors  Associa#on,  the  Council  of  Chief  State  School  Officers,  and  Achieve,  Inc.     (2008).  Benchmarking  for  Success:  Ensuring  U.S.  Students  Receive  a  World-­‐class  Educa#on.   Washington,  DC:  Na#onal  Governors  Associa#on.  Retrieved  April  1,  2013,  from   www.achieve.org/BenchmarkingforSuccess
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Ac#on  4   Hold  schools  and  systems  accountable  through   monitoring,  interven#ons,  and  support  to   ensure  consistently  high  performance,  drawing   upon  interna#onal  best  prac#ces.   Na#onal  Governors  Associa#on,  the  Council  of  Chief  State  School  Officers,  and  Achieve,  Inc.     (2008).  Benchmarking  for  Success:  Ensuring  U.S.  Students  Receive  a  World-­‐class  Educa#on.   Washington,  DC:  Na#onal  Governors  Associa#on.  Retrieved  April  1,  2013,  from   www.achieve.org/BenchmarkingforSuccess
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Ac#on  5   Measure  state-­‐level  educa#on  performance   globally  by  examining  student  achievement  and   a`ainment  in  an  interna#onal  context  to  ensure   that,  over  #me,  students  are  receiving  the   educa#on  they  need  to  compete  in  the  21st   century  economy.   Na#onal  Governors  Associa#on,  the  Council  of  Chief  State  School  Officers,  and  Achieve,  Inc.     (2008).  Benchmarking  for  Success:  Ensuring  U.S.  Students  Receive  a  World-­‐class  Educa#on.   Washington,  DC:  Na#onal  Governors  Associa#on.  Retrieved  April  1,  2013,  from   www.achieve.org/BenchmarkingforSuccess
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PISA 2006 Mathematics
USA ranked 25th out of 30 Organisation for Economic Co-operation and Development (OECD) countries
550 500 450 400 U.S.A. 350 300 Fi nl an d Ko N re et a he rla nd s Sw itz erl an d Ca na da Ja pa Ne n w Ze al an d Au st ra lia Be lg iu m D en m Cz ark ec h R ep ub Ic el an d Au st ria G erm an y Sw ed en O Ire EC la D nd Av era ge Fra nc e U Po ni la te d nd Ki ng Sl do ov m ak R ep ub H un ga Lu ry xe m bo urg N orw ay Sp U ni ai te n d St at es Po rt ug al Ita ly G re ec e Tu rk ey Me xi co Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average Na#onal  Center  for  Educa#on  Sta#s#cs  (NCES),  Program  for  Interna#onal  Student  Assessment   (PISA)  2006  Results,  nces.ed.gov/surveys/pisa.
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Other countries’ average scale score math performance on 8th-grade TIMSS compared with U.S. performance
60 50 40 30 20 10 0 14 7 17 9 11 25 5 6 37 6 8 28 Higher than the U.S. Same as the U.S. Lower than the U.S. 1999 2003 2007 2011 Data  from  the  Trends  in  Interna#onal  Mathema#cs  and  Science  Study  (TIMSS),  retrieved     January  10,  2013,  from  nces.ed.gov/#mss/index.asp.  Computa#ons  of  categories  by  the  Charles  A.  Dana  Center.
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Mathema'cs  achievement  at  the  8th-­‐grade  level  (TIMSS  2011)   Average  scale  score  by  country   Korea, Rep. of Singapore Chinese Taipei-CHN Hong Kong-CHN Japan Massachusetts-USA Minnesota-USA Russian Federation North Carolina-USA Quebec-CAN Indiana-USA Connecticut-USA Colorado-USA Israel Finland Florida-USA Ontario-CAN United States England-GBR 613 611 609 586 518 516 514 513 512 509 507 570 561 545 539 537 532 522 518 Slovenia Hungary Australia Alberta-CAN Lithuania TIMSS scale average Italy California-USA New Zealand Kazakhstan Sweden Ukraine Dubai-UAE Norway Armenia Alabama-USA Romania United Arab Emirates Turkey 505 505 505 505 478 475 467 466 458 456 452 502 500 498 493 488 487 484 479 Lebanon Abu Dhabi-UAE Malaysia Georgia Thailand Macedonia, Rep. of Tunisia Chile Iran, Islamic Rep. of Qatar Bahrain Jordan Palestinian Nat'l Auth. Saudi Arabia Indonesia Syrian Arab Republic Morocco Oman Ghana 449 449 440 431 404 394 386 380 371 366 331 427 426 425 416 415 410 409 406 2013 9

Science  achievement  at  the  8th-­‐grade  level  (TIMSS  2011)   Average  scale  score  by  country   Singapore 590 Ontario-CAN 521 Chile 461 Massachusetts-USA Chinese Taipei-CHN Korea, Rep. of Japan Minnesota-USA Finland Alberta-CAN Slovenia Russian Federation Colorado-USA Hong Kong-CHN England-GBR2 Indiana-USA Connecticut-USA North Carolina-USA Florida-USA 567 564 560 558 553 552 546 543 542 542 535 533 533 532 532 530 Quebec-CAN Australia Israel Lithuania New Zealand Sweden Italy Ukraine TIMSS scale average California-USA Norway Kazakhstan Alabama-USA Dubai-UAE Turkey Iran, Islamic Rep. of 520 519 516 514 512 509 501 501 500 499 494 490 485 485 483 474 Abu Dhabi-UAE Bahrain Thailand Jordan Tunisia Armenia Saudi Arabia Malaysia Syrian Arab Republic Palestinian Nat'l Auth. Georgia Oman Qatar Macedonia, Rep. of Lebanon Indonesia 461 452 451 449 439 437 436 426 426 420 420 420 419 407 406 406 United States Hungary 525 522 Romania United Arab Emirates 465 465 Morocco Ghana 376 306
Data  from  the  Trends  in  Interna#onal  Mathema#cs  and  Science  Study  (TIMSS),  retrieved     January  10,  2013,  from  nces.ed.gov/#mss/index.asp.  Computa#ons  of  categories  by  the  Charles  A.  Dana  Center.
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Source: Michael Marder, codirector of UTEACH and professor of physics, The University of Texas at Austin, 2013; from PSID, CNEF, UNICEF, PISA datasets.!
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Source: Michael Marder, codirector of UTEACH and professor of physics, The University of Texas at Austin, 2013; from PSID, CNEF, UNICEF, PISA datasets.!
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We are relatively strong in education attainment Note:  Adults  with  a  postsecondary  degree  include  those  who  have  completed  either  a  ter#ary-­‐type  B  program  (programs  that  last  for  at  least  two  years,  are   skill-­‐based,  and  prepare  students  for  direct  entry  into  the  labor  market)  or  a  ter#ary-­‐type  A  program  (programs  that  last  at  least  three,  but  usually  four,  years,   are  largely  theory-­‐based,  and  provide  qualifica#ons  for  entry  into  highly-­‐skilled  professions  or  advanced  research  programs)   Organisa#on  for  Economic  Co-­‐opera#on  and  Development,  Educa#on  at  a  Glance  2011  (2011)
©  2013  THE  EDUCATION  TRUST

100%   80%   60%   40%   20%   0%   Our world standing drops to 15th for younger adults
Percentage  of  residents  aged  25-­‐34  with  a  postsecondary  degree   United  States   OECD  Average
Note:  Adults  with  a  postsecondary  degree  include  those  who  have  completed  either  a  ter#ary-­‐type  B  program  (programs  that  last  for  at  least  two  years,  are   skill-­‐based,  and  prepare  students  for  direct  entry  into  the  labor  market)  or  a  ter#ary-­‐type  A  program  (programs  that  last  at  least  three,  but  usually  four,  years,   are  largely  theory-­‐based,  and  provide  qualifica#ons  for  entry  into  highly-­‐skilled  professions  or  advanced  research  programs)   Organisa#on  for  Economic  Co-­‐opera#on  and  Development,  Educa#on  at  a  Glance  2011  (2011)
©  2013  THE  EDUCATION  TRUST

Bachelor’s  a`ainment  for  high-­‐income  young  people  is   68  points  higher  than  for  low-­‐income  youth.   Source:  “Bachelor’s  Degree  A`ainment  by  Age  24  by  Family  Income  Quar#les,  1970  to  2010.”     Graphic:  The  Educa#on  Trust
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Half  of  all  high  school  graduates  will  take  at  least   one  remedial  course  in  college  (most  oken  in   mathema#cs).         Fewer  than  one-­‐fourth  of  these  students  will   earn  any  postsecondary  creden#al.
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*Accommoda#ons  not  permi`ed   Source:  NAEP  Data  Explorer,  NCES  (Proficient  Scale  Score  =  249)   Graphic:  The  Educa#on  Trust
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1996  NAEP  Grade  4  Math   Source:  NAEP  Data  Explorer,  NCES.  Graphic:  The  Educa#on  Trust
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2011  NAEP  Grade  4  Math   Source:  NAEP  Data  Explorer,  NCES;  Graphic:  The  Educa#on  Trust
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Na#onal  Public  –  Grade  8  NAEP  Math     *Accommoda#ons  not  permi`ed   Source:  NAEP  Data  Explorer,  NCES  (Proficient  Scale  Score  =  299)
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Scale  Scores  by  State  –  Low-­‐Income  Students   Source:   NAEP  Data  Explorer,  NCES  (Proficient  Scale  Score  =  299)
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Scale  Scores  by  State  –  Higher  Income  Students   Source:   Source:  NAEP  Data  Explorer,  NCES  (Proficient  Scale  Score  =  299)
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!

8th Grade Hispanic – Proficient !
10%!
19%!
23%!
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300 290 280 270 260 250 240 230 220 Urban Math Performance Latino students Grade  8  – NAEP  Math  (2011) Note: Basic Scale Score = 243; Proficient Scale Score = 281 Chart  Source:  Educa#on  Trust,
2011  NAEP  TUDA  Results
Data  Source:  NAEP  Data  Explorer,  NCES
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African-American students with strong math performance in the fifth grade are less likely to be placed in eighth grade algebra than are their peers Source:    NCES,  “Eighth-­‐Grade  Algebra:  Findings  from  the  Eighth-­‐Grade  Round  of  the  Early  Childhood  Longitudinal  Study,  Kindergarten   Class  of  1998-­‐99  (ECLS-­‐K)”  (2010).  Graphic  by  Educa#on  Trust.
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Math  classes  at  high-­‐poverty,  high-­‐minority  secondary  schools  are  more   likely  to  be  taught  by     out-­‐of-­‐field*  teachers.   Note:  High-­‐poverty  school:  55  percent  or  more  of  the  students  are  eligible  for  free/reduced-­‐price  lunch.  Low-­‐poverty  school  :15  percent  or  fewer  of  the   students  are  eligible  for  free/reduced-­‐price  lunch.  High-­‐minority  school:  78  percent  or  more  of  the  students  are  black,  Hispanic,  American  Indian  or   Alaskan  Na#ve,  Asian  or  Pacific  Islander.    Low-­‐minority  school  :  12  percent  or  fewer  of  the  students  are  non-­‐white  students.     *Teachers  with  neither  cer#fica#on  nor  major.  Data  for  secondary-­‐level  core  academic  classes  (math,  science,  social  studies,  English)  across    the  U.S.    Source:    Educa#on  Trust  Analysis  of  2007–08  Schools  and  Staffing  Survey  data.
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Source:  Michael  Marder,  codirector  of  UTEACH  and  professor  of  physics,  The  University   of  Texas  at  Aus#n,  2013.  Retrieved  April  12,  2013,  from     prezi.com/2ca8ce0j3kni/nothing-­‐makes-­‐sense-­‐in-­‐educa#on-­‐except-­‐in-­‐light-­‐of-­‐poverty
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Source:  Michael  Marder,  codirector  of  UTEACH  and  professor  of  physics,  The   University  of  Texas  at  Aus#n,  2013.  Retrieved  April  12,  2013,  from     prezi.com/2ca8ce0j3kni/nothing-­‐makes-­‐sense-­‐in-­‐educa#on-­‐except-­‐in-­‐light-­‐of-­‐poverty
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Source:  Michael  Marder,  codirector  of  UTEACH  and  professor  of  physics,  The   University  of  Texas  at  Aus#n,  2013.  Retrieved  April  12,  2013,  from     prezi.com/2ca8ce0j3kni/nothing-­‐makes-­‐sense-­‐in-­‐educa#on-­‐except-­‐in-­‐light-­‐of-­‐poverty
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Source:  Michael  Marder,  2012.
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"The more any quantitative social indicator is used for social decision making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor." Donald T. Campbell. (1976, December). "Assessing the Impact of Planned Social Change,"
Occasional Paper Series
, Paper #8, The Public Affairs Center, Dartmouth College.
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Source: American Economic Review!
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Now,  instead  of  being  the  “land  of  opportunity,”  the   U.S.  has  one  of  lowest  rates  of  intergenera#onal   mobility.
Cross-­‐country  examples  of  the  link  between  father  and  son  wages
0.6   0.4   0.2   0.5   0.47   0.41   0.32   0.27   0.19   0.18   0.17   0.15   0   United   Kingdom   U.S.   France   Germany   Sweden   Canada   Finland   Norway   Denmark   Source:  Tom  Hertz.  (2006).  Understanding  Mobility  in  America.  Washington,  D.C.:  Center  for  American  Progress.     Retrieved  April  1,  2013,  from  www.americanprogress.org/kf/hertz_mobility_analysis.pdf.    Graph  by  Educa#on  Trust.
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