Have Students Been Taught the Topics Tested by 魅影直播?
In interpreting the achievement results, it is important to consider
how extensively the topics tested are taught in the participating
entities. As shown in Exhibits 5.20 through Exhibit 5.25, the six
major science content areas assessed in 魅影直播 1999 were represented
by 31 topic areas. For each area, teachers indicated whether their
students had been taught the topics before this year (i.e., the eighth
grade), one to five periods this year, more than five periods this
year; whether the topics had not yet been taught; or whether the teacher
did not know. Exhibits 5.20 through 5.25 show the percentages of students
in each entity reported to have been taught each topic before or during
the year of testing.
According to their teachers, more than two-thirds of students on
average across all 魅影直播 1999 countries had been taught the topics
in earth science, as shown in Exhibit
5.20. The international average for each topic exceeded 70 percent
of students. Nearly all students in the Czech Republic were taught
each of the earth science topics, while less than half the students
in Belgium (Flemish), Hong Kong, and Japan were taught two or more
of the four topics in this content area. Teachers in the United States
overall as well as in the Benchmarking jurisdictions reported greater
percentages than did teachers internationally, with more than 80 percent
of students in most jurisdictions being taught each topic. The major
exceptions were Idaho, where about half the students were taught the
earth science topics, and Rochester, where one-third or less of the
students had been taught these topics. In contrast, all students in
Jersey City and Naperville were taught three or more of the topics.
Exhibit
R2.8 in the reference section indicates that many students in
the US as a whole and in the Benchmarking jurisdictions had instruction
in the earth science topics both before and during the eighth grade.
While 31 percent of students on average across countries had not yet
been taught half or more of these topics, only 11 percent of the students
in the United States overall had not been taught them. Thirty-two
percent of US students were taught more than half the earth science
topics before the eighth grade and not again during the eighth grade,
and a further 46 percent were taught more than half these topics during
the eighth grade. Although many students in most Benchmarking jurisdictions
were taught the earth science topics before and during the eighth
grade, the percentage of students who had not yet been taught them
ranged from three percent in South Carolina to 50 percent in Idaho
among states, and from zero in Jersey City and Naperville to 87 percent
in Rochester among districts and consortia.
With the exception of “reproduction, genetics, evolution, and
speciation” (61 percent of students), instructional coverage
was high for the biology topics presented in Exhibit
5.21. At least 77 percent of students, on average internationally,
were taught each of the other six topics. Teachers in Belgium (Flemish),
England, Italy, the Netherlands, as well as the United States reported
that 80 percent or more of their students were taught all of the biology
topics. Like the United States overall, the Benchmarking participants
reported percentages above the international average for almost all
of the topics, although there was some variation. More than 90 percent
of the students in Massachusetts, Oregon, the Academy School District,
the First in the World Consortium, and Jersey City were taught each
of the biology topics, while less than 80 percent of the students
in the Michigan Invitational Group were taught five of the six topics
in this content area.
As indicated by Exhibit
R2.9 in the reference section, biology topics received considerable
emphasis before the eighth grade in the United States, more than in
any of the comparison countries except Italy, and in the Benchmarking
jurisdictions. Fifty-five percent of US students received instruction
in more than half the biology topics before the eighth grade only,
compared with 16 percent on average across countries. In contrast,
44 percent of students internationally were taught more than half
these topics during the eighth grade, compared with 26 percent in
the US, and 21 percent of students internationally had not yet been
taught half or more of the topics, compared with only 10 percent in
the US With some exceptions, results for the Benchmarking jurisdictions
generally were similar to those of the United States.
Of the physics topics (see Exhibit
5.22), “physical properties and the physical changes of matter”
had the greatest coverage internationally, with 91 percent of students,
on average, having been taught this topic. “Energy types, sources,
and conversions” and “subatomic particles” received
less emphasis, with 75 and 71 percent of students, respectively, having
been taught them. “Light,” “electricity and magnetism,”
and “forces and motion” also had lower percentages of students,
between 65 and 68 percent, compared with other physics topics. Least
emphasis was given to “wave phenomena, sound, and vibration,”
with an international average of 52 percent. All students in the Netherlands
were taught each of the physics topics. The United States overall
and the Benchmarking jurisdictions reported percentages of students
taught the physics topics that were generally greater than the international
averages.
However, as indicated by Exhibit
R2.10 in the reference section, physics topics received very little
emphasis before the eighth grade in the United States and in the Benchmarking
jurisdictions. This was true internationally as well. Only 12 percent
of the students in the US, and nine percent on average across countries,
were taught more than half the physics topics before the eighth grade
and not again during the eighth grade. Fifty-eight percent of US students,
compared with 44 percent internationally, were taught more than half
these topics during the eighth grade. More than half the topics were
taught before or during the eighth grade to three-fourths or more
of the students in Michigan, South Carolina, Texas, the Academy School
District, Jersey City, and Miami-Dade. However, half or more of the
topics had not yet been taught to one-third or more of the students
in Connecticut, Idaho, Pennsylvania, and Rochester.
Instructional coverage was high for three of the four chemistry topics,
“classification of matter” (90 percent of students taught),
“structure of matter” (84 percent), and “chemical reactivity
and transformations” (76 percent), but less for “energy
and chemical change,” which just 58 percent of students, internationally
on average, had been taught (see Exhibit
5.23). As with physics, nearly all students (99 percent)
in the Netherlands were taught each of the chemistry topics. The United
States as a whole and the Benchmarking participants had similar or
even higher percentages of students taught these topics than internationally.
Highest percentages across all topics were reported in Naperville
and the First in the World Consortium.
Exhibit Exhibit
R2.11 in the reference section shows that, like physics, topics
in chemistry received very little emphasis before the eighth grade
internationally, in the United States, and in the Benchmarking jurisdictions.
Only 13 percent of the students on average across countries, and 10
percent in the US, had been taught the chemistry topics before the
eighth grade only. Sixty-three percent of US students, compared with
54 percent of students internationally, were taught more than half
these topics during the eighth grade. Results for the Benchmarking
jurisdictions generally resembled those of the United States.
Most students in most countries, with the notable exception of Japan
among the comparison countries, were taught the topics in environmental
and resource issues (see Exhibit
5.24), especially those dealing with “pollution” and
“conservation of natural resources.” Four-fifths or more
of the students in the United States had been taught each of the topics
in this content area, which was above the international average in
each case. Among Benchmarking entities the lowest percentages were
in Idaho, Chicago, and Rochester, where two-thirds of the students
or less were taught these topics. Ninety-five percent or more of the
students in the Academy School District and the First in the World
Consortium were taught all three topics in this content area.
As may be seen in Exhibit
R2.12 in the reference section, topics in environmental
and resource issues received considerable emphasis before the eighth
grade in the United States and in most Benchmarking jurisdictions,
more than in most of the comparison countries. More than half the
students were taught more than half the topics in this content area
before the eighth grade only in Connecticut, Massachusetts, the Academy
School District, the First in the World Consortium, and the Michigan
Invitational Group. However, 43 percent or more of the students in
Idaho, Chicago, and Rochester had not yet been taught half or more
of these topics.
Instructional coverage of the six scientific inquiry and the nature
of science topics was high in most countries, with between 75 and
88 percent of students, on average internationally, having been taught
these topics (see Exhibit
5.25). Coverage was particularly high in the United
States overall and in all of the Benchmarking jurisdictions. In 20
Benchmarking jurisdictions, ninety percent or more of the students
were taught all six topics. Teachers in all jurisdictions and comparison
countries except Belgium (Flemish) reported that each topic had been
taught to more than 60 percent of their students.
Exhibit
R2.13 reveals that while relatively little emphasis
was placed on scientific inquiry and the nature of science topics
before the eighth grade, considerable attention was paid to them during
that year. Ninety-two percent of students in the United States, and
two-thirds of the students internationally, were taught more than
half these topics during the eighth grade. Benchmarking participants
reported percentages similar to those of the US, as 90 percent or
more of the students in all Benchmarking entities except Missouri,
North Carolina, and Pennsylvania were taught more than half the topics
during the eighth grade.
