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Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the first to assess consistency of results by agency. We find results vary by agent, but consistent with Flynn effects, gains are larger in math than reading, except for the most recent period. Non-whites progress at a faster pace. Socio-economically disadvantaged white, black, and Hispanic students make greater progress when tested in elementary school, but that advantage attenuates and reverses itself as students age. We discuss potential moderators.

Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the role of teacher cognitive skills as one main dimension of teacher quality in explaining student outcomes. Our main identification strategy exploits exogenous variation in teacher cognitive skills attributable to international differences in relative wages of nonteacher public sector employees. Using student-level test score data, we find that teacher cognitive skills are an important determinant of international differences in student performance. Results are supported by fixed-effects estimation that uses within-country between-subject variation in teacher skills.

The conclusion of a 1999 Organisation for Economic Cooperation and Development (OECD) report that wage gains for training are higher for workers with lower levels of education was revisited using data for males from the 1997 Australian Survey of Education and Training (SET). The study used methods similar to the OECD report (ordinary least squares and treatment effects model) with the following findings: (1) earnings effects for workers with Skilled and Basic Vocational Qualifications were slightly higher than for completers of Year 12; (2) years of occupational experience strongly affected earnings, though effect size declines with experience; and (3) structured training had a positive effect and unstructured training mixed effects. No evidence of a pattern of earnings effects consistent with the OECD results was found. A second study conducted further analyses of the 1997 SET data within the context of the OECD results. For Australia, the OECD had used 1995 Australian Workplace and Industrial Relations Survey (AWIRS). SET results were compared with AWIRS and other results for Canada, France, Germany, Italy, the Netherlands, and Great Britain. The reanalysis highlighted limitations of the OECD report: focus on employer-sponsored formal training, incumbent employees aged 25-54, and cross-sectional rather than longitudinal data. With multivariate analyses to correct for selection biases, the second study did not support the conclusion of the OECD report. (Study 1 contains 10 references; study 2 contains 24 references.) (SK)

Research tested the hypothesis that preemployment vocational education is a major contributor to enterprise productivity, because it raises workers' skills that are then applied in more effective work practices. An intercountry comparisons approach involving Britain and Germany and Britain and the Netherlands or France identified medium-sized establishments that produced similar products and compared and contrasted the following: worker productivity; management styles and practices; technologies used; workplace organization; on-the-job training; level and type of vocational qualifications of workers; and curriculum content relating to the qualifications. Findings were as follows: the average productivity of the British enterprises was below that of their counterparts; percentages of British personnel holding intermediate qualifications were much lower; in contrast to British manufacturing, German manufacturing was withdrawing from producing bulk quantities of standard goods; German companies were more inclined to use numerically controlled machinery; and machine breakdowns were rare in Germany, but common in Britain. The different productivity levels were also due to workers' capabilities, which could be explained as a consequence of differences in work preparation. Implications for Australia were to emphasize skilling to increase productivity in customized, high-quality products; to develop technological competence; and to implement rigorous student assessment. (Contains 46 references.) (YLB)

This paper offers a broad look at accreditation and quality assurance in higher education and how these issues are addressed around the world. Section 1 is an overview of accreditation and addresses the aims and objectives of accreditation, standards, accreditation bodies, stages of the accreditation process, the quality of that process, the role of government in the accreditation process, some critical points of view concerning the process, and present accreditation trends. Section 2 looks at accreditation and quality assurance through brief national case studies. The nations represented are France, Germany, United Kingdom, the Netherlands, Sweden, the United States, China, India, Hong Kong, South Africa, Nigeria, Kenya, and Australia. This section closes with a section comparing accreditation and quality assurance in various regions. Section 3 takes a closer and more detailed look at the accreditation process in Romania, particularly in light of the recent political and educational changes in this nation and the fairly recent decision to introduce accreditation of institutions of higher education. This examination covers accreditation principles and objectives, standards for initial and subsequent accreditation, application rules, structure of the accreditation committee and its functions, and provisions for financing accreditation. Appendixes contain institutional evaluation standards and a glossary. (Contains 27 references.) (JB)

The COVID-19 pandemic has caused one of the worst economic crises since the Great Depression. Although countries responded quickly to support displaced workers with assistance packages and funding for education and training, additional measures might be needed. Each country's economic recovery will most likely depend on how well its workforce is prepared to meet the needs of the changed labor market. Providing workers with opportunities to upskill or reskill is of major importance in meeting these challenges and improving low- and middle-skilled workers' reemployment prospects. This qualitative study examines measures taken in response to COVID-19 in adult education and training (AET) in seven countries. The findings are based on key informant interviews with international experts and online sources they provided. Some countries have increased government funding for vocational and continuing education or offered financial support for post-secondary students while others have provided funds to employers to offer training and retraining for their employees. [This paper was published in: "Widening Participation and Lifelong Learning" v23 n1 p201-210 Jun 2021.]

This paper addresses the reform of mathematics education in the Netherlands and the attacks that presently take place against this reform. The attacks concentrate on primary education and criticize in particular the program for teaching calculation skills with long division as a case in point. The paper gives an overview of what Realistic Mathematics Education (RME) stands for, and what mathematics education the reform-attackers have in mind. Furthermore, attention is paid to possible factors that could have triggered this attack, and what other countries may learn from it. (Contains 2 tables, 4 footnotes, and 7 figures.) [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]

Around the world, young people face considerable challenges. Even before the disruption of the Covid-19 crisis, policymakers were seeking to respond to rapid technological advances, climate change and -- in some countries -- an ageing population and workforce. While children and young people worldwide generally have high aspirations and ambitions for their futures, evidence shows that they often face problematic and protracted transitions into work. In this context, new pathways from school to employment are needed. In this paper, we review extensive evidence to provide guidance on how children and young people can be best prepared to succeed in their school-to-work transitions, both now and in the future.

This report presents data on peer-reviewed S&E journals and conference proceedings reflecting the rapidly expanding volume of research activity, the involvement and scientific capabilities different countries, and the expanding research ecosystem demonstrated through international collaborations. Publication output grew about 4% annually over the past 10 years. China and India grew more than the world average, while the United States and European Union grew less than the world average. Research papers from the United States and EU countries had higher impact scores. International collaborations have increased over the past 10 years. [SRI International, Center for Innovation Strategy and Policy assisted with report preparation.]

This paper explores how students adjust to life at universities outside their home countries. Much of the current research was conducted prior to the 9/11 tragedy and focuses primarily on studies within a single U.S. institution. This project expands the boundaries by including multiple institutions from around the globe post-9/11. Findings suggest that the experiences of international students differ somewhat across continents. Respondents attending non-U.S. institutions reported more difficulty getting involved with club sports/teams, understanding slang, and making host country friends, while those attending U.S. institutions reported that living with a roommate, getting used to American food, and getting used to college food were somewhat more difficult.Those attending a U.S. institution tended to engage in more social interaction. It was also found that student region of origin impacted their experiences while studying abroad. Students from Africa and Oceania reported the most difficulty adjusting to being away from their family, living with a roommate, and the cost of living near their institution. Respondents originally coming from Asia tended to have the most difficulty understanding slang, were less likely to talk with staff members at their institution, make friends of various types, engage in cultural activities, have discussions with others, or engage in recreational or extracurricular activities. Students from South or Central America tended to be the most active in activities. Non-native speakers were more likely to experience difficulty with language related tasks, although native speakers found meeting and making friends with international students, speaking with faculty or staff, and being away from family more difficult than did their non-native speaker counterparts. Respondent sex seemed to have a minor impact, although females tended to report more social network difficulties than did males. Those who had lived in the host country prior to enrolling at their current institution reported significantly less difficulty with understanding slang, dating host country students, being away from their families and meeting other international students. They were also significantly more likely to engage in exercising, extracurricular activities, and participating in community service projects than counterparts who had not lived in the host country prior to matriculation. Where international students were living while attending their current institution also played a small role in their responses. Certain items tended to elicit similar responses regardless of student gender, region of citizenship, native language, whether they attended a U.S. or non-U.S. institution, whether they had lived in the host country prior to enrolling, or were living on or off campus. These factors related to the difficulty of speaking with faculty or staff members, becoming familiar with college life, making international friends, and frequency of spending time at work. The authors conclude that some aspects of the international student experience are universal. Number of Respondents by County/Region is appended. (Contains 13 endnotes and 14 tables.) [The AIR "Professional File" is intended as a presentation of papers which synthesize and interpret issues, operations, and research of interest in the field of institutional research.]

This paper explores how students adjust to life at universities outside their home countries. Much of the current body of research was conducted prior to the 9/11 tragedy and focuses primarily on studies within a single U.S. institution. This project expands the boundaries by including multiple institutions from around the globe post-9/11. The authors describe international undergraduates' educational experiences. Further analyses examine whether differences exist among the following: (1) students attending U.S. or non-U.S. institutions, (2) those who hail from different regions of the world, (3) native or non-native speakers, (4) the sexes, (5) students who lived in the host country prior to enrolling or those who did not, and (6) those living on- or off-campus. An appendix contains: Number of Respondents by Country/Region of the World. (Contains 14 tables.)

This study, commissioned by the Education Endowment Foundation (EEF), is designed to review current evidence on the most effective ways in which employers can support schools to improve pupil educational and economic outcomes. It is a study in three parts. It aims, first, to conceptualise employer engagement in education as a strategic tool, developing a new typology to make sense of it, second, to review high quality research literature through the lens of the new typology, and, finally, to discuss the practical implications of the study for policy-makers and practitioners. The paper, moreover, seeks to provide an evidenced overview of promising approaches and programmes to support schools intending to undertake activities with employers. The report assesses the prospective impacts of employer engagement in terms of both educational and economic outcomes, focusing on pupils in both primary and secondary education. Specifically, the study: (1) identifies the different types of employer engagement in terms of what is intended by policymakers and users and the related evidenced outcomes; (2) identifies areas and interventions of promise, highlighting where further research is needed; and (3) identifies key features of successful practice. [This report was co-published by Education and Employers.]

This study compares science students' perception data from six countries and uses specific methods to analyze the validity and reliability of the Questionnaire on Teacher Interaction (QTI). In this way, it adds to the existing knowledge base and compensates for some of the limitations of earlier studies. The paper begins with a discussion on the Model for Interpersonal Teacher Behavior (MITB) as a circumplex model with specific properties. Next, an overview of methods to analyze these properties is presented. Then, earlier research on the validity and reliability of the QTI is discussed in terms of these methods. Finally, outcomes of analyses regarding the validity and reliability of the QTI using data from six countries is presented. (KHR)

The concept of physical and chemical change is far from being the clearest and most self-explanatory concept in the world. If a number of chemists are asked to define physical and chemical change, there may well appear to be a fair degree of uniformity in their answers, until a few examples are suggested. When chemists are asked to place a variety of changes into the category of physical or chemical change, then differences inevitably arise. It is not difficult to demonstrate this by viewing school textbooks and articles about the topic. In spite of this, physical and chemical change is still taught in most in most secondary school courses. The problem arises from the definition and the historical layers of meaning that have grown around the concept, almost by accretion, without teachers being aware of their significance. The purpose of this paper is to describe the answers given by experienced educators to a questionnaire, which attempted to find out what the views of science educators/chemists worldwide about physical and chemical change now are. Four appendixes present: (1) List of Respondents; (2) List of Questionnaires Returned; (3) Physical and Chemical Change: An Information Sheet; and (4) Full Questionnaire: Interview Protocol or Basis for Written Response.

Expert reports about integrated learning (IL) and vocational-technical education (VTE) activities in Organisation for Economic Cooperation Development (OECD) English speaking member countries, on France, the Netherlands, Denmark, Germany, Portugal, Finland, papers of the relevant OECD seminars in Phoenix, Arizona, and in Marseille, France were reviewed and synthesized. The synthesis focused on the following topics: aims and motives of IL in the context of history and educational policy, IL at the macrolevel of schools and training centers and at the intermediate level of educational pathways, and IL at the microlevel of learning and teaching in selected OECD countries. Although the exact definition of IL varied slightly in the different countries examined, in most countries discussion of IL concentrated on two topics: (1) reform and renewal of educational approaches in schools were rigid subject boundaries are broken down and schools are opened up to the real world; and (2) adoption of new teaching methods concentrating on exploiting students' potential and building pathways to work. Educational conditions were found to be generally unfavorable to IL for several reasons, including the frequent absence of collective responsibility for education and training by both firms and schools and reinforcement of traditional views by institutions. It was recommended that school systems work to develop systems of IL that will overcome the rivalry and separation between VTE and general education. (Contains 10 references.) (MN)

An overview of several countries' experiences in financing private elementary and secondary education is provided in this paper. The first section presents some general observations about government finance of private schools. These observations are drawn from experience in Australia, Canada, the Federal Republic of Germany, and the Netherlands. The second section examines finance arrangements in Australia, which has instituted financial aid to private schools gradually over the last 30 years. This section describes the evolution of Commonwealth funding arrangements, outlines the structure of current Commonwealth aid programs and policies, and assesses the possible implications of the Australian experience in financing private education for the United States. Such implications include the recommendation that an aid program should not benefit only private schools but should be part of a package benefiting public schools also. It is also recommended that a slow evolutionary approach to government funding of private schools be taken. (Author/JM)

There is remarkable diversity in student loan systems throughout the world. In considering the ideal approach to system of loan repayment based on income here in the United States, it is valuable to examine the nature, successes, and failures of some other countries' methods of offering borrowers income-contingent student loan repayment. Two countries that seem to be particularly relevant to the efforts of this consortium are Australia and the Netherlands. While far from the only countries that use an income-contingent student loan repayment scheme, these two were selected for analysis because of the differences they illustrate: a "pure" system in the case of Australia and a "hybrid" system in the case of the Netherlands. This consortium's proposal for an auto-IBR system in "Automatic for the Borrower: How Repayment Based on Income Can Reduce Loan Defaults and Manage Risk" represents an ideological shift in the student loan system in the United States; a potentially complicated restructuring of the current system that would involve several government agencies. In striving for something simple, efficient and fair there is always a chance for unintended consequences; thus, there is value in looking to other countries to draw instruction from their experiences. In the two countries surveyed, there seems to be a delicate balance between uptake rate and overall cohort repayment rate. The Netherlands system suffers from a lack of participation, partially as a result of its opt-in nature, but the Australian system suffers from a substantial amount of debt that is unlikely to be repaid. Policymakers should consider this balance when they set objectives for an auto-IBR system and design the system to maximize participation while protecting against providing excessive loan forgiveness or opportunity for non-payment. [This paper accompanies "Automatic for the Borrower: How Repayment Based on Income Can Reduce Loan Defaults and Manage Risk" ED558514.]