Effective Schools in Science and Mathematics

This report presents analyses of the TIMSS 1995 eighth grade data aimed at helping understand what makes some schools more effective than others. The results show that classroom-related variables are related to average school achievement even after adjusting for the home background of the students in the school. However the strong relationship that persists between the average level of home background and adjusted student achievement also serves as a reminder that, in many countries, home background, schooling, and student achievement are closely intertwined, and that teasing out the influences of the various contributing factors remains a major challenge.

The complete Effective Schools in Science and Mathematics report

 

The report is also available in smaller files, divided by chapter as listed below.

CHAPTERS	CONTENT
Overview of Procedures and Results
Chapter 1	Characteristics of High-Achieving and Low-Achieving Schools in Science and Mathematics
Chapter 2	Factors Associated with School Effectiveness in Science and Mathematics
Appendix A	Overview of Procedures and Methods
Appendix B	Predictors of School Effectiveness in Science
Appendix C	Predictors of School Effectiveness in Mathematics

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Links to TIMSS & PIRLS International Study Center Studies PIRLS 2006 PIRLS 2001 TIMSS Advanced TIMSS 2007 TIMSS 2003 TIMSS 1999 TIMSS 1999 Benchmarking TIMSS 1995 -------------- TIMSS & PIRLS International Study Center IEA Boston College Lynch School of Education

 

TIMSS 1995 is a project of the International Study Center
Boston College, Lynch School of Education

Effective Schools in Science and Mathematics was released in December 2000 and written by Michael O. Martin, Ina V.S. Mullis, Kelvin D. Gregory, Craig Hoyle, and Ce Shen.