A r c h i v e d  I n f o r m a t i o n

Endnotes

¹The Third International Math and Science Study is the largest, most comprehensive, and most rigorous international comparison of math and science achievement ever undertaken.

²Consortium membership has changed over the past several years. This section presents data on the districts that currently make up the Consortium's membership. Exhibit A-1 in appendix A lists the districts that currently make up the Consortium.

³Average includes all districts except the Northern Suburban Special Education District. Average expenditures in the Northern Suburban Special Education District range from $8,000 to $25,000 per student, depending on the type of student disability.

⁴Current expenditure per pupil in fall enrollment public and elementary schools. National Center for Education Statistics, Digest of Education Statistics, table 169.

⁵First in the World Consortium. Low-income students include those who receive public aid, live in institutions for neglected or abandoned children, are supported in foster homes, or are eligible to receive free or reduced price lunch. This figure does not include data on students from the North Suburban Special Education District.

⁶See exhibit A-2 in appendix A for more detail.

⁷National Center for Education Statistics, Digest of Education Statistics, table 69. Data are from 1996.

⁸North Central Regional Educational Lab, FiW Web Site, Purpose and History. These figures do not include data on students or faculty from the Illinois Mathematics and Science Academy and the North Suburban Special Education District.

⁹See exhibit A-2 in appendix A for additional data on average teacher salaries in FiW districts.

¹⁰National Center for Education Statistics, Digest of Education Statistics, table 77. Data are from 1995-96.

¹¹The topic areas discussed here and presented in exhibit B-3 are those which were determined by Michigan State University to more closely relate to those included in the TIMSS textbook analysis and teacher questionnaires. They are different than the topic areas used by the International TIMSS Center at Boston College and reported in the international comparisons.

¹²The topic areas presented in exhibit B-6 are those which were determined by Michigan State University to more closely relate to those included in the TIMSS textbook analysis and teacher questionnaires. They are different than the topic areas used by the International TIMSS Center at Boston College and reported in the international comparisons.

¹³First in the World Consortium. Achieving Excellence: Initial Findings from Twelfth-Grade Students in the Third International Mathematics and Science Study. p. 3. Mullis, I.V.S., Martin, M.O., Beaton, A.E., Gonzales, E.J., Kelly, D.L., and Smith, T.A. (1997). Mathematics and Science Achievement in the Final Year of Secondary School: IEA's Third International Mathematics and Science Study. Chestnut Hill, MA: Center for the Study of Testing, Evaluation, and Educational Policy, Boston College. p. 19.

¹⁴First in the World Consortium. Achieving Excellence: Initial Findings from Twelfth-Grade Students in the Third International Mathematics and Science Study. p. 3. Mullis, I.V.S., Martin, M.O., Beaton, A.E., Gonzales, E.J., Kelly, D.L., and Smith, T.A. (1997). Mathematics and Science Achievement in the Final Year of Secondary School: IEA's Third International Mathematics and Science Study. Chestnut Hill, MA: Center for the Study of Testing, Evaluation, and Educational Policy, Boston College. p. 19.

¹⁵First in the World Consortium. Achieving Excellence: Initial Findings from Twelfth-Grade Students in the Third International Mathematics and Science Study. p. 4.

¹⁶First in the World Consortium. Achieving Excellence: Initial Findings from Twelfth-Grade Students in the Third International Mathematics and Science Study. p. 3.

¹⁷Internal NCREL memo from Bill Quinn to Jeri Nowakowski, July 17, 1998

¹⁸Preliminary analyses undertaken by NCES have found similar effects.

¹⁹TIMSS administered teacher surveys to teachers of fourth- and eighth-grade students but did not administer teacher surveys to teachers of students in twelfth grade.

²⁰The authors of this report looked at TIMSS data items that might point to areas that could explain achievement differences based on knowledge of FiW districts and educational research findings. No claims are being made as to the statistical significance of these findings.

²¹Note that the instructional topics shown in exhibit 1 differ slightly from those presented in exhibit B-3. The categories used in exhibit B-3 are those used by the U.S. TIMSS Center at Michigan State University, while those presented in exhibit 1 correspond to the categories used in the TIMSS teacher survey.

²²Note that the instructional topics shown in exhibit 2 differ slightly from those presented in exhibit B-6. The categories used in exhibit B-6 are those used by the U.S. TIMSS Center, while those presented in exhibit 2 correspond to the categories used in the TIMSS teacher survey.

²³The group of U.S. textbooks used for this analysis is described in Schmidt, William H., McKnight, Curtis C., Raizen, Senta A. (1996). Splintered Vision: An Investigation of U.S. Science and Mathematics Education: (Executive Summary). Boston, MA: Kluwer Academic Publishers.

²⁴United States National Research Center, Third International Mathematics and Science Study. First in the World: Curriculum Analysis Final Report. East Lansing: Michigan State University. 1998.

²⁵United States National Research Center, Third International Mathematics and Science Study. First in the World: Curriculum Analysis Final Report. East Lansing: Michigan State University. 1998, p. 6.

²⁶United States National Research Center, Third International Mathematics and Science Study. First in the World: Curriculum Analysis Final Report. East Lansing: Michigan State University. 1998, p. 6.

²⁷United States National Research Center, Third International Mathematics and Science Study. First in the World: Curriculum Analysis Final Report. East Lansing: Michigan State University. 1998, p. 6.

²⁸United States National Research Center, Third International Mathematics and Science Study. First in the World: Curriculum Analysis Final Report. East Lansing: Michigan State University. 1998, p. 9.

²⁹The U.S. TIMSS questionnaires were completed in spring 1995, at a time when many states were still developing their mathematics standards.

³⁰Kroeze, David, and Daniel Johnson. Achieving Excellence: A report of initial findings of eighth grade performance from the Third International Math and Science Study, p. 2.

³¹First in the World. First in the World Consortium Science and Mathematics Grant Program 1998-98. Material from FiW Web Site, www.ncrel.org/fitw.

³²The teachers had taught or were currently teaching at Glenbrook North High School, Glenbrook South High School, New Trier High School and Illinois Mathematics and Science Academy.

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This page last modified on November 23, 1999. (dtm)