A r c h i v e d  I n f o r m a t i o n

Conclusion

TIMSS contains strong messages about the impact of policies and practices on student achievement in various nations. But these findings will make little difference unless policymakers, educators, and others use them right now to develop strategies for changing education in the United States. This does not mean importing wholesale the educational practices of higher-achieving countries. Rather, U.S. policymakers and educators need to use TIMSS as a benchmark to design their own strategies that take into account our nation’s history, culture, and educational structures.

The good news is that many of the issues addressed in the TIMSS study--curriculum, instruction, classroom time, teacher roles, professional development--are already high priorities for local, state, and national policymakers, and are issues that are subject to influence by policy decisions. For example, policymakers involved in standards-based reform could take guidance from TIMSS about the need for rigor, focus, and parsimony in state standards. Those involved in teacher preparation and professional development could consider ways to provide teachers with time, administrative support, and funding to engage in collective analysis of their lessons. Policymakers at all levels of government could use TIMSS to call attention to reform needs in the different grade levels. Other issues where policy reforms could produce meaningful changes include sequencing of curriculum, student tracking, allocation and sanctity of instructional time, and avenues for professional interaction.

TIMSS is a call for immediate action. We know enough from the TIMSS data and other research to design some reasonable solutions now.

[TIMSS as a Model for Future Policy Research]

[References]