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U. S. Has Slipped In Crucial Educational Rankings

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The Organisation for Economic Co-operation and Development (OECD) recently launched its global rankings of how college students in various countries do in reading, technology, and math. Results of the full survey can be found and delved into right here. The results clearly show that Parts of asia are are leaving everyone else in their collective dust.

The United States, meanwhile, ranks below the OECD average in every category. And as the particular WSJ notes, the US has ended up in all of the major categories recently:

The results from the this year Program for International Student Evaluation (PISA), which are being released on Wednesday, show that teenagers in the U. S. slipped from 25th to 31st in math since 2009; from 20th to 24th within science; and from 11th to 21st in reading, according to the Nationwide Center for Education Statistics, which gathers and analyzes the data within the U. S.

Listed here are highlights of the newly released 2012 ratings from the Program of International Pupil Assessment, an exam given every single three years to 15 year olds around the world in reading, math plus science. In this administration of PISA, 65 countries and education techniques participated. Connecticut, Florida, and Massachusetts each participated for the first time as global benchmarking systems and received separate scores.

These results are part of a release on the PISA results from the U. S. Nationwide Center for Education Statistics.

Key findings:

MATHEMATICS LITERACY:

Average scores in mathematics literacy went from 613 in Shanghai-China to 368 in Peru. The U. S i9000. average score was 481, which was lower than the OECD average of 494. The U. S. average was lower than 29 education techniques, higher than 26 education systems, but not measurably different than 9 education techniques.

Massachusetts and Connecticut math literacy average scores were 514 and 506, respectively. Massachusetts’ average was higher than the OECD plus U. S. averages and Connecticut’s was higher than the U. S i9000. average but not measurably different than the particular OECD average. Florida’s average rating (467) was lower than the OECD and U. S. averages.

The U. S. mathematics literacy average score in 2012 was not measurably different than any earlier comparable period point (2003, 2006 and 2009). There was no measurable change within average mathematics literacy scores within 33 of the 62 education techniques, including the United States, that participated within PISA in 2009 and 2012, but 18 education systems’ average ratings increased between 2012 and 2009. Percentages of top performing 15-year-old students (those scoring at PISA proficiency level 5 or above) in mathematics literacy ranged from 55 percent in Shanghai-China to nearly 0 percent in Colombia plus Argentina. In the United States, 9 percent of 15-year-old students scored at proficiency level 5 or above, which was lower than the OECD average of 13 percent. The U. S i9000. percentage was lower than 27 education systems, higher than 22 education techniques, and not measurably different than 13 education systems.

The percentage of 15-year-old students performing beneath PISA proficiency level 2, that is considered a baseline of proficiency with the OECD, ranged from 4 percent within Shanghai-China to 76 percent within Indonesia. In the United States, 26 percent of 15-year-old students scored below degree 2, which was higher than the OECD average of 23 percent. The particular U. S. percentage was greater than 29 education systems, lower than 26 education systems, and not measurably different than 9 education systems.

In Massachusetts and Connecticut, nineteen and 16 percent of college students, respectively, were top performers within mathematics, scoring at PISA proficiency level 5 or above plus 18 and 21 percent, respectively, scored below level 2 . Within Florida, 6 percent of pupil scored at level 5 or even above and 30 percent scored beneath level 2 .

TECHNOLOGY LITERACY:

Average ratings in science literacy ranged from 580 in Shanghai-China to 373 within Peru. The U. S. average science literacy score was 497. This was not different from the OECD average of 501. This was lower than the average in 22 education techniques. The U. S. average has been higher than 29 education systems plus was not measurably different than 13 education systems.

Massachusetts plus Connecticut science literacy average ratings, 527 and 521, respectively, had been higher than the OECD and U. S. averages. Florida’s average rating (485) was lower than the OECD average and not measurably different than the particular U. S. average.

The U. S. science literacy average score in 2012 was not measurably different than either earlier comparable period point (2006 and 2009). There is no measurable change in average science literacy scores in 43 of the 62 education systems, including the United States, that participated in PISA in 2009 and 2012, but 13 education systems’ average scores increased between 2009 and 2012.

Percentages of top-performing 15-year-old students (those scoring at PISA proficiency level 5 or above) in science literacy ranged from twenty-seven percent in Shanghai-China and twenty three percent in Singapore to nearly 0 percent in eight education systems. In the United States, 7 percent of 15-year-old students scored at proficiency level 5 or above, which was not measurably different from the OECD average of 8 percent. The particular U. S. percentage was lower than 17 education systems, higher than twenty-seven education systems, and not measurably different than 15 education systems.

In science literacy, the percentage of 15-year-old students performing beneath PISA proficiency level 2, that is considered a baseline of proficiency with the OECD, ranged from 3 percent within Shanghai-China and 5 percent in Estonia to 67 percent in Indonesia and 68 percent in Peru. In the United States, 18 percent of U. S. 15-year-old students scored beneath level 2, which was not measurably different from the OECD average of 18 percent. The U. S i9000. percentage was higher than 21 education systems, lower than 29 education techniques, and not measurably different than 14 education systems.

In Massachusetts and Connecticut, 14 and 13 percent of students, respectively, had been top performers in science, scoring at PISA proficiency level five or above and 11 plus 13 percent, respectively, scored beneath level 2 . In Florida, 5% of student scored at degree 5 or above and twenty one percent scored below level 2 .

READING LITERACY:

Average scores in reading literacy ranged from 570 in Shanghai-China to 384 in Peru. The particular U. S. average score has been 498, which was not measurably different from the OECD average of 496. The U. S. average has been lower than 19 education systems, greater than 34 education systems, and not measurably different than 11 education systems.

Massachusetts and Connecticut reading literacy average scores, 527 plus 521, respectively, were higher than the particular OECD and U. S. uses. Massachusetts was outperformed by just three education systems, and Connecticut by four. Florida’s average rating (492) was not measurably different than the particular OECD or U. S. uses.

The U. S i9000. reading literacy average score in 2012 was not measurably different than any earlier comparable time point (2000, the year 2003, and 2009). There was no measurable change in average reading literacy scores in 34 of the sixty two education systems, including the United States, that participated in PISA in 2009 plus 2012, but 21 education systems’ average scores increased between 2009 and 2012.

Proportions of top performing 15-year-old college students (those scoring at PISA proficiency level 5 or above) within reading literacy ranged from 25 percent within Shanghai-China and 21 percent within Singapore to nearly 0 percent in 3 education systems. In the United States, 8 percent of U. S i9000. 15-year-old students scored at proficiency level 5 or above, which was not measurably different from the OECD average of 8 percent. The particular U. S. percentage was lower than 14 education systems, higher than 33 education systems, and not measurably different than 12 education systems.

In reading literacy, the percentage of 15-year-old students performing beneath PISA proficiency level 2, that is considered a baseline of proficiency with the OECD, ranged from 3 percent within Shanghai-China to 60 percent within Peru. In the United States, 17 percent of U. S. 15-year-old students have scored below level 2, which was not measurably different from the OECD average of 18 percent. The U. S. percentage was higher than fourteen education systems, lower than 33 education systems, and not measurably different than seventeen education systems.

Within Massachusetts and Connecticut, 16 plus 15 percent of students, respectively, were top performers in technology, scoring at PISA proficiency degree 5 or above and eleven and 13 percent, respectively, have scored below level 2 . In Fl, 6 percent of student have scored at level 5 or over and 17 percent scored beneath level 2 .

The particular post U. S i9000. Has Slipped In Key Academic Rankings appeared very first on Affordable Educational institutions Online .

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