1

Highlights from the Math and Science

Policy Survey Responses

Williamson Evers,

Assistant Secretary,

U.S Department of Education

2

MethodologyTopic 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

Math & Science Survey Organization

Standards and Coursetaking21st Century Competencies in StandardsObstacles to Improving Upper Secondary Level EducationAssessment

4

Parallel Sequenced

China

J apan

Canada

Chile

New Zealand

Chinese Taipei

U.S.

Q2.1: Math and Science Topics Taught as Parallel Or Sequenced Programs

5

A Single National Set

of Required Math &

Science Courses

Multiple Sets of

Nationally Required

Courses for Different

Diplomas

Multiple Sets of

Provincially

Required

Courses

Indonesia (Comp=12)

Chinese Taipei

(Comp=12)

Chile (Comp=12)

China (Comp=9)

J apan (Comp=LS)

New Zealand (Comp=11)

Canada (Variable)

U.S. (Comp=11)*

Q2.2, Q2.11: Central Government and Provincial Governments' Roles in Setting Math

& Science Course Requirements

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.

6Note: No answer from Canada and ChileNote: GR = Graduation Rate

L in E qQuad

E qL og E q T rig E q

Geo P ln

Geo. Analy

S tat C alc

China 100 100 100 100 100 100 100 100

Chinese Taipei (GR=100%)

100 100 100 100 100 100 100 0

Indonesia (GR=90%)

100 100 100 100 100 100 100 100

J apan (GR=100%)

100 100 87 87 79 87 87

N.Z. (GR=75%)

100 100 100 100 100 100 100 100

U.S. (GR=75%)

95 68 68 10 75 8 13

Q2.8: Percent of Upper Secondary Graduates Who Take the Following Mathematics Courses

7

Co

mp

Sci

ence

Bas

ic B

iolo

gy

Ad

v. B

iol

Ph

ysic

s

Ino

rg.

Ch

em

Org

. C

hem

Ear

th S

cien

ce

En

vir.

Sci

U.S. (GR=75%)

Japan (GR=100%)

China

0

25

50

75

100

U.S. (GR=75%)

Japan (GR=100%)

China

Q2.16b: Percent of Upper Secondary Students Taking the Following Science

Courses

Note: No answer from Canada, Chile, Indonesia, New Zealand, Chinese TaipeiNote: GR = Graduation RateNote: Blank represents no answer

8

Indicates competency already integrated into standards, O Indicates competency in consideration for integration

Note: No answer from Chile

Canada China Indonesia J apanNew

ZealandChineseTaipei

United States

Conceptual Understanding

Content Rigor

O OProcedural Skills(Computation/Lab)

Real WorldProblem Solving

New Math(Discrete, Fractals) O O O OAttitudes/Responsibilities O

Fewer Topics withGreater Depth

O O

Statistics and DataAnalyses

ExplainingSolutions

Discussion AmongStudents

Student-TeacherDiscussion O

Amount of Science inMath O O O OAmount ofGroup Work O O O

Ability to ThinkLogically

OAbility to DiscoverRules and Patterns

OUse of InformationTechnology

O

Q3.2: Competencies Identified for Integration into Math Standards

9

Canada China Indonesia J apanNew

ZealandChineseTaipei

United States

Conceptual Understanding

Content Rigor

Procedural Skills(Computation/Lab)

Real WorldProblem Solving

Attitudes/Responsibilities

Fewer Topics withGreater Depth

O O OStatistics and DataAnalyses

O OLaboratoryExperiments

ExplainingSolutions

Discussion AmongStudents

Student-TeacherDiscussion

OAmount of Mathin Science O O O O OAmount ofGroup Work

O

Ability to ThinkLogically

OAbility to DiscoverRules and Patterns

OUse of InformationTechnology

O O

Q3.2: Competencies Identified for Integration in Science Standards

Indicates competency already integrated into standards, O Indicates competency in consideration for integration

Note: No answer from Chile

10

Can

ada

Ch

ile

Ch

ina

Ind

on

esia

Jap

an

New

Z

eala

nd

Ch

ines

eT

aip

ei

Un

ited

S

tate

s

Lack of

Interest

Lack of Qualified

Teachers

Inadequate

Foundation

Weak Conceptual

Understanding

Q4.1: Obstacles to Upper-SecondaryMathematics Improvement

11

Can

ada

Ch

ile

Ch

ina

Ind

on

esia

Jap

an

New

Z

eala

nd

Ch

ines

eT

aip

ei

Un

ited

S

tate

s

Lack of

Interest

Lack of Qualified

Teachers

Inadequate

Foundation

Weak Conceptual

Understanding

Q4.2: Obstacles to Upper-SecondaryScience Improvement

12

Can

ada

Ch

ile

Ch

ina

Ind

on

esia

Jap

an

New

Z

eala

nd

Ch

ines

eT

aip

ei

Un

ited

S

tate

s*

Summer

Training

Private Sector/

University Training

Online

Training

Sabbaticals

Q4.3: Mathematics Teacher Training Policies for Upper Secondary

*Varies by state

13

Can

ada

Ch

ile

Ch

ina

Ind

on

esia

Jap

an

New

Z

eala

nd

Ch

ines

eT

aip

ei

Un

ited

S

tate

s*

Summer

Training

Private Sector/

University Training

Online

Training

Sabbaticals

Q4.4: Science Teacher Training Policies for Upper Secondary

*Varies by state

14

Can

ada

Ch

ile

Ch

ina

Ind

on

esia

Jap

an

New

Z

eala

nd

Ch

ines

eT

aip

ei

Un

ited

S

tate

s

Assess for next

grade/academic level

Accountability for

teachers and schools

Assess of entrance

into upper-secondary

Assess for secondary

graduation

Assess for tertiary

education credit

Q5.2-6: Uses of Assessments at Primary and Secondary Levels

15

Report

ed

Pub. A

vail

Report

ed

Pub. A

vail

Report

ed

Pub. A

vail

Report

ed

Pub. A

vail

Report

ed

Pub. A

vail

Canada N N Y N Y N Y N

Chile

China Y N Y N Y N N Y N

Indonesia Y N Y N Y N Y N Y N

J apan N N N N N

New Zealand Y N Y N N N

Chinese Taipei Y N Y N Y N Y N

U.S. Y N Y N Y Y Y Y Y Y

Q5.8: Reporting of Assessment Information

Students Teachers Schools Local Govt. Province

16

Can

ada

Ch

ile

Ch

ina

Ind

on

esia

Jap

an

New

Z

eala

nd

Ch

ines

eT

aip

ei

Un

ited

S

tate

s

Rigor of Assessments O

Real-World Problems O

Students

Demonstrating/Explaining

Work

O

Disaggregated reporting by

student groups O

Benchmarking Diverse Local

Assessments

Provinces Publicly Report

Assessments by School O

School Accountability of

Student Performance

Increase Use of Online

Assessment O

Q5.10: Economy Priorities for Math Assessments

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

17

Can

ada

Ch

ile

Ch

ina

Ind

on

esia

Jap

an

New

Z

eala

nd

Ch

ines

eT

aip

ei

Un

ited

S

tate

s

Rigor of Assessments O

Real-World Problems O

Students

Demonstrating/Explaining

Work

O

Disaggregated reporting by

student groups O

Benchmarking Diverse Local

Assessments

Provinces Publicly Report

Assessments by School O

School Accountability of

Student Performance

Increase Use of Online

Assessment O O O

Q5.10: Economy Priorities for Science Assessments

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

18

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

19

Problem: Which park has the larger area (Difficult: 18% of Japanese students answered correctly).

Sample Assessment Item for Math: Japan Assessment, Grade 6

20

Problem. Angle of a circle (Easy: 86% of grade 9 students answered correctly).

Sample Assessment Item for Math: Japan Assessment, Grade 9

21

Sample Assessment Item for Math: Japan Assessment, Grade 6Problem 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

22

Problem: Reading a graph. (Easy 89% of grade 9 Japanese students answered correctly) 

Problem: Reading a graph. (Easy 89% of grade 9 Japanese students answered correctly)

Sample Assessment Item for Math: Japan Assessment, Grade 9