Primary and Secondary Education in the United States:
The average educational attainment of US students is weak by international comparison. For example, mean results of PISA test scores are below the OECD average. This is despite substantial resources devoted to the schooling system. One partial explanation for this is that academic standards, curricu...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Weitere Verfasser: | |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Paris
OECD Publishing
2007
|
| Schriftenreihe: | OECD Economics Department Working Papers
no.585 |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | The average educational attainment of US students is weak by international comparison. For example, mean results of PISA test scores are below the OECD average. This is despite substantial resources devoted to the schooling system. One partial explanation for this is that academic standards, curriculum and examinations are not sufficiently challenging in most US states. In 2001, Congress enacted the No Child Left Behind Act (NCLB) to raise achievement levels, especially of certain groups that perform badly. The Act requires states to establish clear content standards as to what students should know, to regularly assess performance and to set thresholds for adequate yearly progress; it also requires schools where students are failing to meet such thresholds to improve or close, while enhancing options for parents of children in such schools to place their children elsewhere. The law appears to be well conceived, addressing key problems in a sensible manner. Preliminary indications are consistent with it raising school performance and closing achievement gaps. The NCLB legislation should therefore be reauthorised. Moreover, the NCLB framework of standards, assessment and accountability should be extended through upper secondary education. That said, there are a number of areas in which improvements could be made. Though the federal government cannot set standards, it could strengthen incentives for more states to make their standards more challenging. As well, the federal government should help states and districts to better test student achievement and assess progress. |
| Beschreibung: | 1 Online-Ressource (34 p.) 21 x 29.7cm. |
| DOI: | 10.1787/040416348662 |
Internformat
MARC
| LEADER | 00000cam a22000002 4500 | ||
|---|---|---|---|
| 001 | ZDB-13-SOC-061258199 | ||
| 003 | DE-627-1 | ||
| 005 | 20231204120952.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 210204s2007 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.1787/040416348662 |2 doi | |
| 035 | |a (DE-627-1)061258199 | ||
| 035 | |a (DE-599)KEP061258199 | ||
| 035 | |a (FR-PaOEC)040416348662 | ||
| 035 | |a (EBP)061258199 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rda | ||
| 041 | |a eng | ||
| 084 | |a I22 |2 jelc | ||
| 084 | |a H52 |2 jelc | ||
| 100 | 1 | |a Tulip, Peter |e VerfasserIn |4 aut | |
| 245 | 1 | 0 | |a Primary and Secondary Education in the United States |c Peter, Tulip and Gregory, Wurzburg = L'enseignement primaire et secondaire aux États-Unis / Peter, Tulip et Gregory, Wurzburg |
| 246 | 3 | 3 | |a L'enseignement primaire et secondaire aux États-Unis |
| 264 | 1 | |a Paris |b OECD Publishing |c 2007 | |
| 300 | |a 1 Online-Ressource (34 p.) |c 21 x 29.7cm. | ||
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 490 | 0 | |a OECD Economics Department Working Papers |v no.585 | |
| 520 | |a The average educational attainment of US students is weak by international comparison. For example, mean results of PISA test scores are below the OECD average. This is despite substantial resources devoted to the schooling system. One partial explanation for this is that academic standards, curriculum and examinations are not sufficiently challenging in most US states. In 2001, Congress enacted the No Child Left Behind Act (NCLB) to raise achievement levels, especially of certain groups that perform badly. The Act requires states to establish clear content standards as to what students should know, to regularly assess performance and to set thresholds for adequate yearly progress; it also requires schools where students are failing to meet such thresholds to improve or close, while enhancing options for parents of children in such schools to place their children elsewhere. The law appears to be well conceived, addressing key problems in a sensible manner. Preliminary indications are consistent with it raising school performance and closing achievement gaps. The NCLB legislation should therefore be reauthorised. Moreover, the NCLB framework of standards, assessment and accountability should be extended through upper secondary education. That said, there are a number of areas in which improvements could be made. Though the federal government cannot set standards, it could strengthen incentives for more states to make their standards more challenging. As well, the federal government should help states and districts to better test student achievement and assess progress. | ||
| 650 | 4 | |a Economics | |
| 650 | 4 | |a United States | |
| 700 | 1 | |a Wurzburg, Gregory |e MitwirkendeR |4 ctb | |
| 856 | 4 | 0 | |l FWS01 |p ZDB-13-SOC |q FWS_PDA_SOC |u https://doi.org/10.1787/040416348662 |3 Volltext |
| 912 | |a ZDB-13-SOC | ||
| 912 | |a ZDB-13-SOC | ||
| 951 | |a BO | ||
| 912 | |a ZDB-13-SOC | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-13-SOC-061258199 |
|---|---|
| _version_ | 1816797341685907456 |
| adam_text | |
| any_adam_object | |
| author | Tulip, Peter |
| author2 | Wurzburg, Gregory |
| author2_role | ctb |
| author2_variant | g w gw |
| author_facet | Tulip, Peter Wurzburg, Gregory |
| author_role | aut |
| author_sort | Tulip, Peter |
| author_variant | p t pt |
| building | Verbundindex |
| bvnumber | localFWS |
| collection | ZDB-13-SOC |
| ctrlnum | (DE-627-1)061258199 (DE-599)KEP061258199 (FR-PaOEC)040416348662 (EBP)061258199 |
| discipline | Wirtschaftswissenschaften |
| doi_str_mv | 10.1787/040416348662 |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>02936cam a22003972 4500</leader><controlfield tag="001">ZDB-13-SOC-061258199</controlfield><controlfield tag="003">DE-627-1</controlfield><controlfield tag="005">20231204120952.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">210204s2007 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1787/040416348662</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627-1)061258199</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)KEP061258199</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(FR-PaOEC)040416348662</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(EBP)061258199</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">I22</subfield><subfield code="2">jelc</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">H52</subfield><subfield code="2">jelc</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Tulip, Peter</subfield><subfield code="e">VerfasserIn</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Primary and Secondary Education in the United States</subfield><subfield code="c">Peter, Tulip and Gregory, Wurzburg = L'enseignement primaire et secondaire aux États-Unis / Peter, Tulip et Gregory, Wurzburg</subfield></datafield><datafield tag="246" ind1="3" ind2="3"><subfield code="a">L'enseignement primaire et secondaire aux États-Unis</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Paris</subfield><subfield code="b">OECD Publishing</subfield><subfield code="c">2007</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 Online-Ressource (34 p.)</subfield><subfield code="c">21 x 29.7cm.</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">OECD Economics Department Working Papers</subfield><subfield code="v">no.585</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The average educational attainment of US students is weak by international comparison. For example, mean results of PISA test scores are below the OECD average. This is despite substantial resources devoted to the schooling system. One partial explanation for this is that academic standards, curriculum and examinations are not sufficiently challenging in most US states. In 2001, Congress enacted the No Child Left Behind Act (NCLB) to raise achievement levels, especially of certain groups that perform badly. The Act requires states to establish clear content standards as to what students should know, to regularly assess performance and to set thresholds for adequate yearly progress; it also requires schools where students are failing to meet such thresholds to improve or close, while enhancing options for parents of children in such schools to place their children elsewhere. The law appears to be well conceived, addressing key problems in a sensible manner. Preliminary indications are consistent with it raising school performance and closing achievement gaps. The NCLB legislation should therefore be reauthorised. Moreover, the NCLB framework of standards, assessment and accountability should be extended through upper secondary education. That said, there are a number of areas in which improvements could be made. Though the federal government cannot set standards, it could strengthen incentives for more states to make their standards more challenging. As well, the federal government should help states and districts to better test student achievement and assess progress.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Economics</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">United States</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Wurzburg, Gregory</subfield><subfield code="e">MitwirkendeR</subfield><subfield code="4">ctb</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="l">FWS01</subfield><subfield code="p">ZDB-13-SOC</subfield><subfield code="q">FWS_PDA_SOC</subfield><subfield code="u">https://doi.org/10.1787/040416348662</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-13-SOC</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-13-SOC</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">BO</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-13-SOC</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-863</subfield></datafield></record></collection> |
| id | ZDB-13-SOC-061258199 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-26T14:56:02Z |
| institution | BVB |
| language | English |
| open_access_boolean | |
| owner | DE-863 DE-BY-FWS |
| owner_facet | DE-863 DE-BY-FWS |
| physical | 1 Online-Ressource (34 p.) 21 x 29.7cm. |
| psigel | ZDB-13-SOC |
| publishDate | 2007 |
| publishDateSearch | 2007 |
| publishDateSort | 2007 |
| publisher | OECD Publishing |
| record_format | marc |
| series2 | OECD Economics Department Working Papers |
| spelling | Tulip, Peter VerfasserIn aut Primary and Secondary Education in the United States Peter, Tulip and Gregory, Wurzburg = L'enseignement primaire et secondaire aux États-Unis / Peter, Tulip et Gregory, Wurzburg L'enseignement primaire et secondaire aux États-Unis Paris OECD Publishing 2007 1 Online-Ressource (34 p.) 21 x 29.7cm. Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier OECD Economics Department Working Papers no.585 The average educational attainment of US students is weak by international comparison. For example, mean results of PISA test scores are below the OECD average. This is despite substantial resources devoted to the schooling system. One partial explanation for this is that academic standards, curriculum and examinations are not sufficiently challenging in most US states. In 2001, Congress enacted the No Child Left Behind Act (NCLB) to raise achievement levels, especially of certain groups that perform badly. The Act requires states to establish clear content standards as to what students should know, to regularly assess performance and to set thresholds for adequate yearly progress; it also requires schools where students are failing to meet such thresholds to improve or close, while enhancing options for parents of children in such schools to place their children elsewhere. The law appears to be well conceived, addressing key problems in a sensible manner. Preliminary indications are consistent with it raising school performance and closing achievement gaps. The NCLB legislation should therefore be reauthorised. Moreover, the NCLB framework of standards, assessment and accountability should be extended through upper secondary education. That said, there are a number of areas in which improvements could be made. Though the federal government cannot set standards, it could strengthen incentives for more states to make their standards more challenging. As well, the federal government should help states and districts to better test student achievement and assess progress. Economics United States Wurzburg, Gregory MitwirkendeR ctb FWS01 ZDB-13-SOC FWS_PDA_SOC https://doi.org/10.1787/040416348662 Volltext |
| spellingShingle | Tulip, Peter Primary and Secondary Education in the United States Economics United States |
| title | Primary and Secondary Education in the United States |
| title_alt | L'enseignement primaire et secondaire aux États-Unis |
| title_auth | Primary and Secondary Education in the United States |
| title_exact_search | Primary and Secondary Education in the United States |
| title_full | Primary and Secondary Education in the United States Peter, Tulip and Gregory, Wurzburg = L'enseignement primaire et secondaire aux États-Unis / Peter, Tulip et Gregory, Wurzburg |
| title_fullStr | Primary and Secondary Education in the United States Peter, Tulip and Gregory, Wurzburg = L'enseignement primaire et secondaire aux États-Unis / Peter, Tulip et Gregory, Wurzburg |
| title_full_unstemmed | Primary and Secondary Education in the United States Peter, Tulip and Gregory, Wurzburg = L'enseignement primaire et secondaire aux États-Unis / Peter, Tulip et Gregory, Wurzburg |
| title_short | Primary and Secondary Education in the United States |
| title_sort | primary and secondary education in the united states |
| topic | Economics United States |
| topic_facet | Economics United States |
| url | https://doi.org/10.1787/040416348662 |
| work_keys_str_mv | AT tulippeter primaryandsecondaryeducationintheunitedstates AT wurzburggregory primaryandsecondaryeducationintheunitedstates AT tulippeter lenseignementprimaireetsecondaireauxetatsunis AT wurzburggregory lenseignementprimaireetsecondaireauxetatsunis |