Linking NAEP Achievement Levels to TIMSS

2007 ◽  
Author(s):  
Gary W. Phillips
Keyword(s):  
Achievement Levels

scholarly journals Disentangling general achievement levels and subject-specific strengths and weaknesses in mathematics, reading, and science

2020 ◽  
Author(s):  
Olesya Gladushyna ◽  
Rolf Strietholt ◽  
Isa Steinmann
Keyword(s):  
Reading Literacy ◽  
Performance Levels ◽  
Fourth Grade Students ◽  
Subject Specific ◽  
The Subject ◽  
Overall Performance ◽  
Cross Country ◽  
And Gender ◽  
Mathematics And Science ◽  
Achievement Levels

AbstractThe paper uses data from the combined TIMSS (Trends in International Mathematics and Science Study) and PIRLS (Progress in International Reading Literacy Study) assessment in 2011 to explore the subject-specific strengths and weaknesses among fourth grade students worldwide. Previous research came to the conclusion that students only differed in overall achievement levels and did not exhibit subject-specific strengths and weaknesses. This research did, however, not control for differences in overall performance levels when searching for profile differences. Therefore, the present study uses factor mixture analysis to study qualitatively different performance profiles in mathematics, reading, and science while controlling for differences in performance levels. Our findings suggest that the majority of students do not show pronounced strengths and weaknesses and differ mainly in performance levels across mathematics, reading, and science. At the same time, a smaller share of students does indeed show pronounced subject-specific strengths and weaknesses. This result does not represent an artefact, but we find clear and theory-conforming associations between the identified profiles and covariates. We find evidence for cross-country differences in the frequency of subject-specific strengths and weaknesses and gender differences, as well as differences between students who do not or only sometimes speak the language of test at home.

Factors Related to Achievement Levels of Education Students at Mu'tah University

2001 ◽  
Vol 26 (6) ◽  
pp. 593-604 ◽  
Author(s):  
Mousa Alnabhan ◽  
Emad Al-Zegoul ◽  
Michael Harwell
Keyword(s):  
Education Students ◽  
Mu'tah University ◽  
Achievement Levels

scholarly journals Most Mathematics Classrooms Contain Wide-Ranging Achievement Levels

2021 ◽  
Author(s):  
Blaine Pedersen ◽  
Matthew C. Makel ◽  
Karen E Rambo-Hernandez ◽  
Scott J. Peters ◽  
Jonathan Plucker
Keyword(s):  
Eighth Grade ◽  
Mathematics Classrooms ◽  
Grouping Students ◽  
Achievement Levels

Using TIMSS 2019 mathematics data, we investigated the variance in achievement within U.S. fourth and eighth-grade classrooms. Approximately 23% of students in a typical grade four classroom are expected to score at or below the low benchmark whereas 14% meet or exceed the advanced benchmark; these numbers are 35% and 14% for grade eight classrooms. Approximately 69% of grade four and 35% of grade eight classrooms included students across all four TIMSS benchmarks. About 68% and 37% of the variance lies within classrooms. Grouping students primarily based on age appears to yield classrooms with vast academic variability.

scholarly journals The Gender Gap in Secondary School Mathematics at High Achievement Levels: Evidence from the American Mathematics Competitions

2010 ◽  
Vol 24 (2) ◽  
pp. 109-128 ◽  
Author(s):  
Glenn Ellison ◽  
Ashley Swanson
Keyword(s):  
High School Students ◽  
Gender Gap ◽  
Unobserved Heterogeneity ◽  
High Achievement ◽  
School Students ◽  
Standard Data ◽  
Small Set ◽  
Data Source ◽  
Almost All ◽  
Achievement Levels

This paper uses a new data source, American Mathematics Competitions, to examine the gender gap among high school students at very high achievement levels. The data bring out several new facts. There is a large gender gap that widens dramatically at percentiles above those that can be examined using standard data sources. An analysis of unobserved heterogeneity indicates that there is only moderate variation in the gender gap across schools. The highest achieving girls in the U.S. are concentrated in a very small set of elite schools, suggesting that almost all girls with the ability to reach high math achievement levels are not doing so.

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