Ohio eighth-graders scored better than average on an international test in math and science.
But few Ohio eighth-graders are capable of the highest levels of math and science reasoning compared to students in countries including Korea, Singapore, China and Japan, according to a federal study released today.
Here’s how eighth-graders in Ohio and neighboring states compare to their peers internationally:
Source: National Center for Educational Statistics. Additional information and data on other states can be found here.
Students can reason with information, draw conclusions, make generalizations, and solve linear equations.
Students can solve a variety of fraction, proportion, and percent problems and justify their conclusions. Students can express generalizations algebraically and model situations. They can solve a variety of problems involving equations, formulas, and functions. Students can reason with geometric figures to solve problems. Students can reason with data from several sources or unfamiliar representations to solve multi-step problems.
SOURCE: National Center for Educational Statistics
“All of our high-performing states are being outperformed significantly by these other countries,” he said.
The federal study uses scores from the National Assessment of Education Progress, a standardized test that students in nationwide take, to predict student performance on an international test that most students did not take–the Trends in International Mathematics and Science Study.
The Brookings Institution’s Tom Loveless, a scholar who studies things like whether American kids are smarter than kids in other countries, tells Education week the study “reinforces things we already knew:”
“We have states that do very well and score among the top countries in the world. And we also have states that score very poorly, alongside countries like Romania and Armenia,” he said.
At the same time, the study allows American policymakers and educators to see how the range of their own states’ variation compares to that of countries around the world, he said.
“It allows us to place state variation in international context,” Mr. Loveless said. “For those people who think education is becoming more and more a global currency, knowing where we stand internationally is important.”