Since the IEA's first international studies on mathematics and
science achievement in the late 1960s, the availability and use of
international achievement studies around the world has exploded.
The most widely adopted studies, PISA and TIMSS, are now
administered regularly and include participating countries from
every region around the world. These international studies, now
include cross-national studies of multiple subject areas, teachers
and teaching, and a developing focus on higher education. This
information has been used to make decisions about resource
distribution both within and across national educational systems,
but some of the most productive uses of TIMSS and PISA data by
policymakers have been to create agendas for innovation and equity
in national educational systems. The chapters in this volume will:
discuss the uses of international achievement study results as a
tool for national progress as well as an obstacle, provide
recommendations for ways that international achievement data can be
used in real-world policymaking situations, and also discuss what
the future of international achievement studies holds.
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