Traditionally, international education surveys rank order countries on student achievement. Forget about this horse race. Forget about who came in first and who came in last. The findings of TIMSS tell more about U.S. mathematics and science education than where we rank among our international counterparts.
For the U.S., the study brings into clear focus the need for a coherent vision in mathematics and science education. As a nation, we must first pinpoint what we want to accomplish before we can bring about changes and help our students excel.
U.S. performance was disappointing in an international context. As a nation, we have a splintered vision of what mathematics and science education should be for our children. In fact, our nation is atypical among countries surveyed in its lack of a nationally or regionally defined curriculum.
Our unfocused curricula and textbooks fail to define clearly what is intended to be taught. They influence teachers to implement fragmented learning goals in their classrooms. They emphasize familiarity with many topics rather than concentrated attention to a few. Our curricula, textbooks, and teaching are all a "mile wide and an inch deep."
We must improve depth and quality of instruction, not increase quantity. We must offer the support our teachers need. We must examine and implement improvements such as those advocated by The National Academy of Sciences.
We must work together to develop and implement a focus based on a national consensus. Our children, and our nation's future, are in the balance.
We cannot change our classrooms until we change our vision.
William H. Schmidt
National Research Coordinator for U.S. TIMSS
Professor, Michigan State University
