International Comparisons of Performance in Advanced Mathematics and Physics at the End of Secondary School

• In Event: 68.045 - Using 2015 TIMSS (Trends in International Mathematics and Science Study) Advanced Mathematics and Physics Results to Explore College and Career Readiness

Abstract

Purpose
The purpose of this paper is to provide an overview of the performance of U.S. twelfth-graders in advanced mathematics and physics compared to their peers in eight other countries. The paper uses data from the 2015 administration of TIMSS Advanced, as well as from the first administration of TIMSS Advanced in 1995 to describe any changes in performance over 20 years.
Methods, Data, and Results
In this paper, we will use results from the most recent administration of TIMSS Advanced, in 2015, as well as from the first administration, in 1995. Because the data for the 2015 cycle are embargoed until the end of November 2016, this paper summary cannot cite results but rather indicates the type of analyses that will be included.
TIMSS Advanced assesses the advanced mathematics and physics knowledge and skills of students in their final year of secondary school—twelfth grade in the United States—who have taken courses in advanced mathematics (including algebra, geometry, and calculus) and physics. It is designed to align broadly with the advanced mathematics and physics curricula in the participating countries and, therefore, to reflect students’ school based learning. TIMSS Advanced was administered in 9 countries in 2015, 23 countries in 1995, and 6 countries in both years.
The paper will draw on descriptive statistics that describe for each participating country and for each subject (advanced mathematics and physics):
• The percentage of students, of the corresponding age cohort, taking the assessments and the characteristics of the covered population
• The average performance of students and changes in average performance from 1995 to 2015
• The average performance of students on content and cognitive subscales
• The percentage of students reaching various international benchmarks of performance (Intermediate, High, and Advanced)
• Differences in student performance based on background characteristics, including sex and AP course-taking
This secondary analysis will be based on the published data in the forthcoming national (NCES 2016) and international reports (Mullis and Martin 2016) on TIMSS Advanced.
Significance
The paper will provide a timely and long-awaited look at the just-released TIMSS Advanced data, setting the stage for the more in-depth papers to come in the session. The data shown will allow participants to compare the degree to which students in their final year of second school in different countries (including the United States) excel in advanced mathematics and physics, as well as the size of the populations of those advanced students. Such comparisons can suggest to policy makers, researchers, educators, and the public how many U.S. students are prepared, and how prepared U.S. students are, to undertake the more specialized study in science, technology, engineering and mathematics that is considered important for our economic competitiveness and future.

Authors

• Maria Stephens, American Institutes for Research

• Ebru Erberber, American Institutes for Research