A novelty that has emerged since the mid-1990s is the international standardised test solely designed to measure how good national school systems are – not individual schools nor their pupils. Today, two of the three big tests issued results.
The tests, TIMSS and PIRLS, measure basic learning skills and primary school performance respectively. (The third big test, the OECD’s PISA test, comes out next December. It measures higher order skills among 15 year-olds.)
The educational divide in the US is always startling: on the TIMSS maths test for teenagers, Alabama’s test scores put them in line with Armenia and behind Dubai. Meanwhile, Massachusetts comes in at around the same level as market-leader Japan.
These tests confirm the crowd of top performers: Korea, the Chinese cities and Singapore always do well. Not even Finland and Ontario, western school-reform pin-ups, have the degree of consistency that the Asian education superpowers do.
This will spark hand-wringing about school performance, but it is important to note the role of culture. As a really simple experiment to show this, we can look at how Chinese children in England do in their GCSE exams at the age of 16.