Presents a study in which Chinese students were given items from the math subtest of the Scholastic Aptitude Test (SAT) which were found to produce the largest gender differences in American students. Concludes that, consistent with differential coursework view but contrary to several others, results revealed no difference in performance on the…

This paper shows how the Third International Mathematics and Science Study (TIMSS) can be carried out in a country with a very complicated upper-secondary educational system. The difficulties are not linked to the measurement of achievement, since the international project provides a common achievement scale. The challenge lies in the design of…

Investigates patterns of sex differences for responses to problems across the countries involved in the Second International Mathematics Study. Reports no substantial gender effects on any of the content areas using the median polishing method. (YP)

New analysis of data from the Second International Mathematics Study shows how large a difference really exists between the educational systems of the United States and Japan, as is usually assumed, even after controlling for curriculum. School effectiveness is a more complicated question than merely one of curriculum. (SLD)

The issue of differences in U.S. and Japanese academic achievement clearly cannot be resolved through reference to data from the Second International Mathematics Study alone. Points of difference between Baker's analysis and that of the author define key policy questions surrounding middle school mathematics. (SLD)

As Westbury acknowledges, both intended and implemented (delivered) curricula are at the heart of educational effectiveness. U.S. and Japanese achievement patterns are discussed in light of the Second International Mathematics Study. Many things that Americans like about their school systems may come at a price evident in international…