How do students in the United States measure up against their peers around the globe? Recent data from international assessments in mathematics and science reveal that U.S. students remain in the mid-range when compared internationally, falling behind numerous advanced industrial nations.
One of the most significant global benchmarks is the Programme for International Student Assessment (PISA). Conducted every three years, PISA evaluates reading ability, mathematical and scientific literacy, and other essential skills among 15-year-old students across numerous developed and developing countries. The 2015 PISA results placed the United States at a less than impressive 38th position in mathematics and 24th in science out of 71 participating countries. When considering only the 35 member nations of the Organization for Economic Cooperation and Development (OECD), which organizes PISA, the U.S. ranked 30th in math and 19th in science.
Younger students in America show slightly better performance in the Trends in International Mathematics and Science Study (TIMSS), another prominent international assessment. TIMSS has been assessing students in the fourth and eighth grades every four years since 1995. The 2015 TIMSS results indicated that 10 out of 48 participating countries achieved statistically higher average math scores than the U.S. at the fourth-grade level, while seven countries outperformed the U.S. in science. For eighth-grade students, seven out of 37 countries had statistically higher average math scores, and again, seven countries had higher science scores compared to the United States.
NAEP: A Look at U.S. National Trends in Math Proficiency
The National Assessment of Educational Progress (NAEP), a project by the U.S. Department of Education, provides another perspective through national data. Recent NAEP findings from 2015 revealed a concerning trend: for the first time since 1990, average math scores for both fourth and eighth graders declined. Researchers at Rutgers University are currently analyzing NAEP data to understand the factors contributing to this drop in math performance.
In 2015, the average NAEP math score for fourth-graders was 240 (on a scale of 0 to 500), which was consistent with 2009 levels but down from 242 in 2013. The average eighth-grade score in 2015 was 282, a decrease from 285 in 2013 and the lowest score since 2007. NAEP assessments for 12th graders in math, conducted less frequently, showed a 2015 average score of 152 (on a 0-to-300 scale), slightly lower than in 2013 and 2009.
Analyzing proficiency levels within NAEP data, 40% of fourth-graders, 33% of eighth-graders, and 25% of twelfth-graders were rated as “proficient” or “advanced” in math in 2015. While there has been a significant decrease in students performing at the “below basic” level since 1990, improvements at the higher proficiency levels appear to have stagnated.
Science Scores Show Modest Improvement in US
NAEP also assesses U.S. students in science, although less frequently than math. The available data indicates some positive movement. Between 2009 and 2015, average science scores for both fourth and eighth graders increased from 150 to 154 (on a 0-to-300 scale). However, the average science score for 12th graders remained unchanged at 150. In 2015, 38% of fourth-graders, 34% of eighth-graders, and 22% of 12th-graders were deemed proficient or better in science, while a notable percentage still scored “below basic.”
Public and Expert Opinions on US STEM Education
These assessment results align with public perceptions. A 2015 Pew Research Center study revealed that only 29% of Americans considered U.S. K-12 education in science, technology, engineering, and mathematics (STEM) to be above average or among the best globally. Scientists held even more critical views. A survey of members of the American Association for the Advancement of Science showed that a mere 16% rated U.S. K-12 STEM education as above average or the best, while a significant 46% believed it to be below average.
In conclusion, when examining Us Test Scores Compared To International benchmarks, the data suggests that while US students are not at the bottom, they are also not leading the world in math and science. There is considerable room for improvement to enhance the global competitiveness and STEM proficiency of American students.
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