TIMSS Primary and Middle School Data

Some Technical Concerns

Bibliographic Data

ID9734356
AuthorsJianjun Wang (0000-0002-9045-7404, California State University, Bakersfield, 9001 Stockdale Highway, Bakersfield, CA 93311; . His areas of specialization include comparative education, multilevel analysis, structural equation modeling, and stochastic process, corresponding author)
Year2001
Volume30
Issue6
Pages17-21
Publication date2001-08-01
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x030006017
OpenAlexW2108973763
LanguageEN
Citations received5
References cited11

Student scores from the Third International Mathematics and Science Study (TIMSS) have been employed as a benchmark to measure school effectiveness in many districts across the United States. Bracey (2000) discussed the TIMSS results at the high school level. This article focuses on an in-depth examination of student performance from the TIMSS primary and middle school studies. The data analyses show substantial uncertainty of the country rankings from the released TIMSS reports. Other technical issues hinge on the instrument construction, curricular inequivalency, and statistical outliers. These analyses raise concerns about the use of the TIMSS benchmark for school reforms in the U.S. Taken together, these concerns have important implications for the interpretation and use of the TIMSS results

Benchmark (surveying · Econometrics · Geography · Interpretation (philosophy · Mathematics education · Outlier · Political science · Statistics · Computer Science · Education Methods and Practices · Mathematics · Parental Involvement in Education · Psychology · School Choice and Performance

Tools

Open DOISci-Hub