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*99 and 99% in earth science; 91 and 85% in biology; and 69 and 60% in physics and chemistry, respectively.

Figure 8 *99 and 99% in earth science; 91 and 85% in biology; and 69 and 60% in physics and chemistry, respectively.

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Source: National Assessment of Educational Progress. Figure 1: Percentage of Students at or above the “Proficient” Level in NAEP Mathematics and Science, 2000
Source: National Assessment of Educational Progress. Figure 1: Percentage of Students at or above the “Proficient” Level in NAEP Mathematics and Science, 2000
Source: National Center for Education Statistics, The Condition of Education 2002.
Source: National Center for Education Statistics, The Condition of Education 2002.
@Teacher education is studied at the graduate level. >The university entrance score may include some combination of high school course performance and state test. °The SAT is the test used. dMaster’s degree in education is required. ©28 states require a basic skills test as a prerequisite for some or all applicants (Feistritzer and Chester, 1999). In Korea, entry requirements for teacher educa- tion programs are based on students’ senior high school records (achievement level in each subject area and homeroom teacher’s recommendation) and their performance on the Scholastic Assessment Test (SAT). Higher education institutions also interview incoming students and ask them to take tests of teaching atti- tudes and ethics.
@Teacher education is studied at the graduate level. >The university entrance score may include some combination of high school course performance and state test. °The SAT is the test used. dMaster’s degree in education is required. ©28 states require a basic skills test as a prerequisite for some or all applicants (Feistritzer and Chester, 1999). In Korea, entry requirements for teacher educa- tion programs are based on students’ senior high school records (achievement level in each subject area and homeroom teacher’s recommendation) and their performance on the Scholastic Assessment Test (SAT). Higher education institutions also interview incoming students and ask them to take tests of teaching atti- tudes and ethics.
Figure 5: Duration of Practical Experience Requirement Supervision and evaluation of the student teach- ing experience also vary across countries. In Korea, student teachers are supervised and evaluated by an experienced classroom teacher, principal, and univer- sity advisor. Similarly, in Japan, student teachers are supervised and evaluated by an experienced teacher under the approval of the principal; in addition, a committee composed of members from the teacher education program formally examines these evalua- tions. In Singapore, the practicum is supervised by specially selected collaborating teachers and by profes- sors. Principals can choose to sit in to observe trainees in the classroom.
Figure 5: Duration of Practical Experience Requirement Supervision and evaluation of the student teach- ing experience also vary across countries. In Korea, student teachers are supervised and evaluated by an experienced classroom teacher, principal, and univer- sity advisor. Similarly, in Japan, student teachers are supervised and evaluated by an experienced teacher under the approval of the principal; in addition, a committee composed of members from the teacher education program formally examines these evalua- tions. In Singapore, the practicum is supervised by specially selected collaborating teachers and by profes- sors. Principals can choose to sit in to observe trainees in the classroom.
Table 3: Teacher Education Degree Titles
Table 3: Teacher Education Degree Titles
Table 4: Initial Certification Status @Must be renewed annually by payment of a fee. The length of time required before renewal varies among states and ranges from every year to every three years. Over 40 states have additional requirements for obtaining a second-stage certificate. which is required in 30 states (NASDTECG. 2002).
Table 4: Initial Certification Status @Must be renewed annually by payment of a fee. The length of time required before renewal varies among states and ranges from every year to every three years. Over 40 states have additional requirements for obtaining a second-stage certificate. which is required in 30 states (NASDTECG. 2002).
4States hire for permanent positions; schools hire for contract positions. Table 7: Level of Government at Which Teacher Hiring Decisions Are Made nethods (30 percent of the test). Hiring criteria in singapore and Japan include an appropriate university legree, subject matter specialization, passage of a test of English language skills (Singapore only), demon- tration of communication skills, proper attitude, ind interviews. period is one year, during which the new teacher must perform satisfactorily. In Hong Kong, the probationary period is two years. In the Netherlands, new teachers typically work part-time or as temporary replacements for some time before they can obtain permanent positions. Similarly, in England and Australia, many new teachers work under contracts at first, until they can get hired into a permanent position. In the other countries surveyed, the criteria used in hiring, and the weight given to each criterion, rest with the individual school. This is the case in Hong Kong, the Netherlands, England (subject to teacher union review), and Australia (for contract teachers).
4States hire for permanent positions; schools hire for contract positions. Table 7: Level of Government at Which Teacher Hiring Decisions Are Made nethods (30 percent of the test). Hiring criteria in singapore and Japan include an appropriate university legree, subject matter specialization, passage of a test of English language skills (Singapore only), demon- tration of communication skills, proper attitude, ind interviews. period is one year, during which the new teacher must perform satisfactorily. In Hong Kong, the probationary period is two years. In the Netherlands, new teachers typically work part-time or as temporary replacements for some time before they can obtain permanent positions. Similarly, in England and Australia, many new teachers work under contracts at first, until they can get hired into a permanent position. In the other countries surveyed, the criteria used in hiring, and the weight given to each criterion, rest with the individual school. This is the case in Hong Kong, the Netherlands, England (subject to teacher union review), and Australia (for contract teachers).
Table 8: Annual Salaries for Lower Secondary Educatior Teachers in U.S. Dollars, 2000 Note: Salaries are converted to U.S. dollar equivalents using a purchasing power parity index. Equivalent data are unavailable for Hong Kong and Singapore. Source: Organization for Economic Cooperation and Development, Education at a Glance: OECD Indicators 2002, Paris, 2002. Table 8: Annual Salaries for Lower Secondary Education Teachers in U.S. Dollars, 2000 Korean teachers do far better (relative to GDP) than U.S. teachers and teachers in the other countries, as well. Average teacher salary in a country could be low by comparison to those in other countries, but still relatively high on this measure, if the country has a low GDP per capita. Indeed, very poor countries, with relatively low GDP per capita, tend to have relatively high ratios of average teacher salary to GDP per capita. The practical effect is that one often finds
Table 8: Annual Salaries for Lower Secondary Educatior Teachers in U.S. Dollars, 2000 Note: Salaries are converted to U.S. dollar equivalents using a purchasing power parity index. Equivalent data are unavailable for Hong Kong and Singapore. Source: Organization for Economic Cooperation and Development, Education at a Glance: OECD Indicators 2002, Paris, 2002. Table 8: Annual Salaries for Lower Secondary Education Teachers in U.S. Dollars, 2000 Korean teachers do far better (relative to GDP) than U.S. teachers and teachers in the other countries, as well. Average teacher salary in a country could be low by comparison to those in other countries, but still relatively high on this measure, if the country has a low GDP per capita. Indeed, very poor countries, with relatively low GDP per capita, tend to have relatively high ratios of average teacher salary to GDP per capita. The practical effect is that one often finds
Figure 6: Annual Salaries for Lower Secondary Education Teachers in U.S. Dollars, 2000
Figure 6: Annual Salaries for Lower Secondary Education Teachers in U.S. Dollars, 2000
Source: Organization for Economic Coop- eration and Development, Education at a Glance: OECD Indicators 2002, Paris, 2002. Table 9: Ratio of Average Teacher Salary After 15 Years of Experience to GDP per Capita, 2000
Source: Organization for Economic Coop- eration and Development, Education at a Glance: OECD Indicators 2002, Paris, 2002. Table 9: Ratio of Average Teacher Salary After 15 Years of Experience to GDP per Capita, 2000
Eighth-grade students in the United States and those in Hong Kong were less likely than those in the other countries surveyed to have teachers with math- ematics and/or mathematics education as a major area
Eighth-grade students in the United States and those in Hong Kong were less likely than those in the other countries surveyed to have teachers with math- ematics and/or mathematics education as a major area
Figure 9: Percentage of Students Whose Teachers Reported a High Level of Confidence in Their Preparation to Teach Mathematics and Science, 1999
Figure 9: Percentage of Students Whose Teachers Reported a High Level of Confidence in Their Preparation to Teach Mathematics and Science, 1999
*Since teacher education and certification are the responsibility of individual states, practices can diffe among them. See Appendix B for the rubrics for the classifications in the table.
*Since teacher education and certification are the responsibility of individual states, practices can diffe among them. See Appendix B for the rubrics for the classifications in the table.
Figure 10: Number and Density of Filters Applied Along the Teacher Education and Certification Pipeline Although U.S. policymakers can learn some valuable lessons from this study, some words of This scenario does not well describe any in our group of countries, however. In the countries included in this study, there appears to be a strong relationship between the number of pressure points with stakes attached and the number of high-stakes filters used. Nonetheless, the general point is valid. Countries are not necessarily ranked in Figure 10 in pure order of rigor (i.e., stakes of the filters). Rather, the ranking combines rigor (the use of high-stakes filters) and frequency (i.e., number of filters, or selection points, used).
Figure 10: Number and Density of Filters Applied Along the Teacher Education and Certification Pipeline Although U.S. policymakers can learn some valuable lessons from this study, some words of This scenario does not well describe any in our group of countries, however. In the countries included in this study, there appears to be a strong relationship between the number of pressure points with stakes attached and the number of high-stakes filters used. Nonetheless, the general point is valid. Countries are not necessarily ranked in Figure 10 in pure order of rigor (i.e., stakes of the filters). Rather, the ranking combines rigor (the use of high-stakes filters) and frequency (i.e., number of filters, or selection points, used).
aSource: David F. Robitaille (ed.), National Context for Mathematics and Science Education: An Encyclopedia of the Education Systems Participating in TIMSS. Vancouver, Canada: Pacific Educational Press. Source: Ina V.S. Mullis et al., Mathematics Benchmarking Report, TIMSS 1999 - Eighth Grade: Achievement for U.S. States and Districts in an International Context. Boston, MA: International Study Center, Lynch School of Education, Boston College, 2000. P. 27, Exhibit 2. °Source: Organisation for Economic Co-Operation and Development. Education at a Glance: OECD Indicators. Table A1.1. Paris, France: OECD Publications, 2001. This is done by multiplying percent of population of students ages 15-19 (around 6 to 7 percent for each country) by total population. dSource: Organisation for Economic Co-Operation and Development. Education at a Glance: OECD Indicators. Table D2.4. Paris, France: OECD Publications, 2001. a4GDP per capita for 1993. bbGDP per capita for 1991. °CGDP per capita for 1994. ddThe figure was calculated for United Kingdom.
aSource: David F. Robitaille (ed.), National Context for Mathematics and Science Education: An Encyclopedia of the Education Systems Participating in TIMSS. Vancouver, Canada: Pacific Educational Press. Source: Ina V.S. Mullis et al., Mathematics Benchmarking Report, TIMSS 1999 - Eighth Grade: Achievement for U.S. States and Districts in an International Context. Boston, MA: International Study Center, Lynch School of Education, Boston College, 2000. P. 27, Exhibit 2. °Source: Organisation for Economic Co-Operation and Development. Education at a Glance: OECD Indicators. Table A1.1. Paris, France: OECD Publications, 2001. This is done by multiplying percent of population of students ages 15-19 (around 6 to 7 percent for each country) by total population. dSource: Organisation for Economic Co-Operation and Development. Education at a Glance: OECD Indicators. Table D2.4. Paris, France: OECD Publications, 2001. a4GDP per capita for 1993. bbGDP per capita for 1991. °CGDP per capita for 1994. ddThe figure was calculated for United Kingdom.
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EducationTeacher EducationInternational StudiesTeacher ResearchTeachers' professional developmentTeacher DevelopmentPISA and TIMSS ResultEducational management and leadershipTeacher Training and Education
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