Comparing TIMSS (Trends in International Mathematics and Science Study) Advanced With Advanced Placement Calculus and Physics

• 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 study is to present a comprehensive performance report on the AP student performance in TIMSS Advanced compared to non-AP students domestically and internationally. This report will detail the performance of students who took AP Physics and AP Calculus in the U.S. as compared to students who did not take those courses as well as compared to students who participated in the international 2015 TIMSS Advanced administration. This will allow AP students to be meaningfully compared internationally and ensure U.S. performance on TIMSS Advanced is not conflated with the performance of AP students.
Methods, Data, and Results
This paper will use results from the 2015 administration of TIMSS Advanced in which a unique sample of AP students in the U.S. have been recognized. Findings from a previous alignment report revealed considerable alignment between the TIMSS Advanced 2015 Framework and the Advanced Placement (AP) Physics and Calculus course and exam frameworks (Lazzaro, et al., 2015). These findings suggest that AP students taking the TIMSS Advanced Exam in the Spring of 2015 will be well prepared for the content and cognitive demands being assessed.
Because the data for the 2015 cycle are embargoed until the end of November 2016, this report summary cannot cite results but rather indicates the type of analyses that will be included. This report will use the questionnaire data from students, teachers, and schools to examine deeply the correlational affect certain factors have on AP and non-AP U.S. student performance, and determine if AP course content contributes meaningfully to students’ performance on TIMSS Advanced.
Significance
Aggregate data such as country-level achievement scores are often used to inform decision-making at the district and state levels to drive education reform. As the high-performing students on this exam are likely to enter challenging science, technology, engineering, and mathematics (STEM) courses as well as become the future generation of scientists and engineers, it is important for the U.S. to be aware of the curriculum and achievement status of their students (Mullis & Martin, 2014). Further, it is important to understand the factors that contribute to student success (e.g., cognitive, curricular, non-cognitive skills, etc.).
This study will allow for identifiable patterns to emerge in terms of student performance on specific content areas as well as exposure to AP curriculum providing further insight into educational opportunity and college/career readiness related to math and physics. By disaggregating student performance according to content areas and curriculum exposure, more valid inferences can be made about U.S. student performance and therefore better drive educational reform.

Author

• Christopher Carmelo Lazzaro, College Board