The basic assumption behind education reform in Indiana – the belief that drives high-stakes testing and accountability focused on students, teachers and schools – is that our public education system isn’t very good. Or at least that it isn’t what it ought to be.
But what if the assumption is wrong? Here’s some evidence that it is: Hoosier eighth-graders posted some of the world’s best scores in the 2011 Trends in International Mathematics and Science Study, which compared math and science achievement for students in 63 countries.
If Indiana were a country, it would have ranked with some of the world’s leaders.
The TIMSS results were analyzed in a policy brief produced in March by the Center for Evaluation and Education Policy at Indiana University and written by David Rutkowski, Justin Wild and Leslie Rutkowski of the IU School of Education. But the report received almost no media attention.
“The only message we’re ever getting, and the impetus behind all this testing that we’re seeing, is that our schools are failing,” Leslie Rutkowski said last week. “We’re really not doing that badly.”
TIMSS measures how well students are learning an internationally accepted curriculum in math and science. It’s given every four years to students in fourth and eighth grades. The last round of testing was in 2011 –- significantly, before Indiana’s high-profile education reforms, including private-school vouchers, more charter schools and test-based teacher evaluations, took effect. Continue reading