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Highlights from the Math and Science Policy Survey Responses

Highlights from the Math and Science Policy Survey Responses. Williamson Evers, Assistant Secretary, U.S Department of Education. Methodology. Topic Co-leaders, Japan and the United States, design and circulate survey to APEC representatives.

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Highlights from the Math and Science Policy Survey Responses

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  1. Highlights from the Math and Science Policy Survey Responses Williamson Evers, Assistant Secretary, U.S Department of Education

  2. Methodology Topic Co-leaders, Japan and the United States, design and circulate survey to APEC representatives APEC representatives coordinate responses with economy experts Topic co-leaders receive responses from Canada, China, Chile, Japan, Indonesia, Chinese Taipei, NZ, US* Topic co-leaders prepare highlights *Korea and Thailand also submitted responses that will be incorporated into future analysis

  3. Standards and Coursetaking 21st Century Competencies in Standards Obstacles to Improving Upper Secondary Level Education Assessment Math & Science Survey Organization

  4. Note: Comp = Compulsory, LS = Lower Secondary *At U.S. grade 11, a majority of states with course requirements require at least 3 years of mathematics for graduation.

  5. Note: No answer from Canada and Chile Note: GR = Graduation Rate

  6. Q2.16b: Percent of Upper Secondary Students Taking the Following Science Courses Note: No answer from Canada, Chile, Indonesia, New Zealand, Chinese Taipei Note: GR = Graduation Rate Note: Blank represents no answer

  7. Indicates competency already integrated into standards, O Indicates competency in consideration for integration Note: No answer from Chile

  8. Indicates competency already integrated into standards, O Indicates competency in consideration for integration Note: No answer from Chile

  9. *Varies by state

  10. *Varies by state

  11. Indicates priority already integrated into assessments, O Indicates priority in consideration for integration, - Indicates no answer

  12. Indicates priority already integrated into assessments, O Indicates priority in consideration for integration, - Indicates no answer

  13. Q5.12: Economy Interest in Obtaining and Providing Assessment Questions from Other Economies • Respondents showed broad interest in an assessment bank and most have the capacity to provide assessment questions

  14. Sample Assessment Item for Math: Japan Assessment, Grade 6 Problem: Which park has the larger area (Difficult: 18% of Japanese students answered correctly).

  15. Sample Assessment Item for Math: Japan Assessment, Grade 9 Problem. Angle of a circle (Easy: 86% of grade 9 students answered correctly).

  16. Sample Assessment Item for Math: Japan Assessment, Grade 6 Problem Area of a rectangle. (Easy: 88% of Japanese grade 6 students answered correctly) 1.5x3 + 3x9 2.3x6 + 5x3 3.6x9 - 3x5 4. 3x9 - 3x5

  17. Problem: Reading a graph. (Easy 89% of grade 9 Japanese students answered correctly) Sample Assessment Item for Math: Japan Assessment, Grade 9 Problem: Reading a graph. (Easy 89% of grade 9 Japanese students answered correctly)

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