It assesses how far students have acquired some of the knowledge and skills that the study considers essential for full participation in society. to the persistence of an inwardly focused approach to education studies in the United States. Fundamentally, international comparative studies contribute to basic education research by documenting the existence of a much broader array of educational practices and outcomes than is available in the United States alone.
The Education Sciences Reform Act of 2002 places strong emphasis on using rigorous scientific methods to study education (U. International studies, however, can do much more than this.
Few new initiatives have been launched either to cull insight from ongoing nonsurvey-based international studies or to support systematic new ones attuned to independent research agenda. students are not first in the world in mathematics and science, educational rhetoric in the United States remains essentially one-dimensional, lacking the sense of rich possibilities that international perspectives can provide.
Despite major investments in a half-dozen large-scale international surveys over the past decade, U. public discourse about education remains curiously untouched by international comparisons. Possible reasons for this deficiency include the general imperviousness of U. education policy to domestic or international education research (Lagemann, 2000), and widely shared assumptions that other areas of the world are simply not relevant to the United States.