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• W9344827 abstract "research community and educators in general need to be aware of methodological problems in widely reported gap studies, Mr. Wang points out, because any misinterpretation of results could seriously misinform public and so misdirect U.S. education policy. Studies comparing educational achievement in China and United States have drawn considerable attention in America.(1) reasons are many, but economics clearly plays a role. Karsten Prager pointed out, The U.S. and China, a huge and largely untapped market of 1.2 billion people, now do $50 billion worth of business with each other.(2) Indeed, many economists predict that China will surpass United States and become world's largest economy within a few decades.(3) Under such intense international economic competition, comparative studies of education, particularly in areas of mathematics and science, have played an important role in U.S. policy making.(4) Thus far, according to Harold Stevenson and James Stigler, American students have fared badly in international studies of achievement in science.(5) They describe discrepancy between scores of U.S. students and those of students in other countries, including Japan and China, as gap. As these studies have continued to receive widespread coverage in press, gap has become subject of intense public debate and discussion.(6) For instance, Gerald Bracey contended: At risk of sounding as though am arguing against standards, must say that disagree with virtually everything in Harold Stevenson's article. sweeping generalizations and simplistic recommendations that ran through his book Learning Gap also afflict his article. My disagreement, though, arises mostly from claims about his findings that simply aren't true and from deep flaws in his research.(7) Stevenson insisted, I repeat what we have said before: schools are in trouble. Bracey serves no good purpose in telling us otherwise.(8) This vigorous dispute is important because of its implications for assessment of quality of work force. Underestimating potential gap between and Chinese students could result in a false optimism about international market competition. Overestimating, on other hand, could invite unfounded criticism of existing school system and could damage self-esteem of majority of U.S. educators.(9) purpose of this article is to review current literature related to debate about gap and to present an empirical assessment based on a more representative database from China and United States. Related Literature A report approved by governing board of National Research Council (NRC) - whose members were drawn from councils of National Academy of Sciences, National Academy of Engineering, and Institute of Medicine - advised U.S. government that the most important reason for United States participation in international studies of education is to improve understanding of our education system, that is, as an extension of and complement to studies within United States.(10) Since early 1980s, several comparative studies have been conducted in United States and China. According to Judith Torney-Purta, a member of Board on International Comparative Studies in Education (appointed by NRC), these major undertakings were carried out by International Association for Evaluation of Educational Achievement (IEA); by a group of professors at University of Michigan and University of Chicago, including Michigan's Harold Stevenson; and by International Assessment of Educational Progress (IAEP). results revealed differences in science achievement between U.S. and Chinese students.(11) But IAEP data seemed to disconfirm any notable learning gaps. …" @default.
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• W9344827 title "Reassessing a Learning Gap: A Comparative Study of Student Science Achievement in the U.S. and China" @default.
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