International Outcomes of Learning in Mathematics and Problem Solving: PISA 2003 Results from the U.S. Perspective

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International Outcomes of Learning in Mathematics
and Problem Solving PISA 2003 Results from the
U.S. Perspective

• Commissioner Robert LernerNational Center for
  Education StatisticsInstitute of Education
  SciencesU.S. Department of Education

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Presentation Outline

• Introduction to PISA
• U.S. performance in mathematics literacy
• U.S. performance in problem solving
• U.S. performance in reading literacy and science
  literacy
• Differences in performance by selected student
  characteristics

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PISA Cycle
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PISA Countries
OECD countries 2000 and 2003 Australia Austria B
elgium Canada Czech Republic Denmark Finland Franc
e Germany Greece Hungary Iceland Ireland Italy Jap
an Republic of Korea
Non-OECD countries 2000 and 2003
Brazil Latvia Liechtenstein
Russian Federation 2003 Only Hong
Kong-China Indonesia Macao-China
Serbia Montenegro Thailand
Tunisia Uruguay
OECD countries (cont).
Luxembourg Mexico Netherlands New
Zealand Norway Poland Portugal Spain Sweden Switze
rland United Kingdom United States
2003 Only Slovak Republic Turkey
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How PISA Was Conducted

• Nationally representative samples of
  15-year-olds in all countries
• 2-hour paper-and-pencil assessment
• In the United States, 262 schools and 5,456
  students participated in spring and fall 2003

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Performance of 15-Year-Old Students on the
Combined Mathematics Literacy Scale, Relative to
the U.S. 2003
Performance better than United
States Finland Korea Netherlands Japan Canada Belg
ium Switzerland New Zealand Australia Czech
Republic Iceland Denmark France Sweden Austria Ger
many Ireland
Performance worse than United States Portugal Ita
ly Greece Turkey Mexico Non-OECD Russian
Federation Serbia Montenegro Uruguay Thailand In
donesia Tunisia
Performance better (continued) OECD Average
Slovak Republic Norway Luxembourg Non-OECD Hong-Ko
ng China Liechtenstein Macao-China
Performance not measurably different from United
States Poland Hungary Spain Non-OECD Latvia
U.S. average score 483 OECD average score 500
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Performance of 15-Year-Old Students on the
Mathematics Literacy Subscales in the United
States and for the OECD Average 2003
Average Score
600
550
499
500
502
496
491
486
500
476
472
450
400
350
300
0
Space and Shape
Change and Rel.
Quantity
Uncertainty
United States
Subscale
OECD average
Average is significantly different from OECD
average.
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Percentage Distribution of Mathematics Literacy
among 15-Year-Old Students in the United States
and for the OECD Average, by Level 2003
Percent
Level 6 Level 5 Level 4 Level 3 Level
2 Level 1 Below Level 1
2
4
100
8
11
90
17
80
19
70
24
60
24
50
40
24
21
30
20
16
13
10
10
8
0
United States
OECD
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Percentage Distribution of Mathematics Literacy
among 15-Year-Old Students in the United States
and for the OECD Average, by Level 2003
Percent
Level 6 Level 5 Level 4
2
4
100
8
11
90
17
80
19
70
60
50
40
30
20
10
0
United States
OECD
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Percentage Distribution of Mathematics Literacy
among 15-Year-Old Students in the United States
and for the OECD Average, By Level 2003
Level 2 Level 1 Below Level 1
Percent
100
90
80
70
60
24
50
24
40
21
30
16
20
13
10
10
8
0
United States
OECD
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Performance of 15-Year-Old Students in Problem
Solving, Relative to the U.S. 2003
Performance better than United
States Korea Finland Japan New Zealand Australia C
anada Belgium Switzerland Netherlands France Denma
rk Czech Republic Germany Sweden Austria Iceland H
ungary OECD Average Ireland
Performance better (continued) Luxembourg Slovak
Republic Norway Poland Non-OECD Hong-Kong
China Macao-China Liechtenstein
Performance worse than United States Greece Turke
y Mexico Non-OECD Thailand Serbia
Montenegro Uruguay Indonesia Tunisia
Performance not measurably different from United
States Spain Portugal Italy Non-OECD Latvia Russia
n Federation
U.S. average score 477 OECD average score 500
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Percentage Distribution of Problem Solving among
15-Year-Old Students in the United States and for
the OECD Average, by Level 2003
Percent
Level 3 Level 2 Level 1 Below Level 1
100
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12
18
90
80
30
70
34
60
50
34
40
30
30
20
24
17
10
0
United States
OECD
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Percentage Distribution of Problem Solving Among
15-Year-Old Students in the United States and for
the OECD Average, by Level 2003
Percent
Level 3 Level 2
100
12
18
90
80
30
70
34
60
50
34
40
30
30
20
24
10
17
0
United States
OECD
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Percentage Distribution of Problem Solving Among
15-Year-Old Students in the United States and for
the OECD Average, by Level 2003
Percent
Level 1 Below Level 1
100
90
80
30
70
34
60
50
34
40
30
30
20
24
17
10
0
United States
OECD
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Performance of 15-Year-Old Students in Reading
Literacy and Science Literacy in the United
States and for the OECD Average 2000 and 2003
Average Score
Reading Literacy
600
550
500
500
504
494
491
495
500
495
494
450
400
0
2000
2003
Average Score
600
Science Literacy
550
500
500
500
499
491
450
400
0
2003
2000
United States
OECD average
Average is significantly different from OECD
average.
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Performance of 15-Year-Old Students in
Mathematics Literacy and Problem Solving, by Sex
2003

• Males outperformed females in mathematics
  literacy in the United States, and in two-thirds
  of other participating countries (20 of the other
  28 OECD countries).
• On average across the OECD countries, males
  outperformed females on each of the four
  mathematics literacy subscales. In the United
  States, differences were seen in the space and
  shape subscale.
• In most of the PISA 2003 countries (32 out of 39
  countries), including the United States, there
  were no measurable differences in problem-solving
  scores by sex.

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Relationship Between International Socioeconomic
Index (ISEI) and Performance of U.S. 15-Year-Old
Students in Mathematics Literacy 2003

• U.S. average ISEI index score of 55 was higher
  than all countries except Norway and Iceland (no
  measurable differences with these countries).
• Relationship of ISEI and mathematics literacy
  achievement (measured by change in score with
  change in ISEI index) was stronger in 5 countries
  and weaker in 11 countries than in the United
  States. No measurable differences were found
  between U.S. and the other 22 countries.

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Performance of U.S.15-Year-Old Students in
Mathematics Literacy, by Race/Ethnicity 2003
Average Score
600
550
512
506
502
500
443
450
417
400
350
300
0
White
Asian
More than one race
Hispanic
Black
Race/Ethnicity
OECD average
Average is significantly different from OECD
average.
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Performance of U.S.15-Year-Old Students in
Problem Solving, by Race/Ethnicity 2003
Average Score
600
550
506
505
498
500
436
450
413
400
350
300
0
White
Asian
More than one race
Hispanic
Black
Race/Ethnicity
OECD average
Average is significantly different from OECD
average.
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For More Information

• Visit http//nces.ed.gov/surveys/pisa or
  http//www.pisa.oecd.org
• Questions Contact Mike Bowler, Institute of
  Education Sciences, 202-219-1662 or
  mike.bowler_at_ed.gov
• PISA content Contact Mariann Lemke, National
  Center for Education Statistics, 202-502-7314 or
  mariann.lemke_at_ed.gov
• Email pisa_at_ed.gov

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