Learning from PISA | LFA: Join The Conversation - Public School Insights

Learning from PISA | LFA: Join The Conversation - Public School Insights:

Learning from PISA

By Cheryl S. Williams on December 3, 2013

The Learning First Alliance (LFA), a partnership of leading education organizations representing more than 10 million parents, educators and policymakers, has released the following statement:
Today, the Organisation for Economic Co-operation and Development (OECD) released the latest results from the Programme for International Student Assessment (PISA), a test of reading literacy, mathematics, and science given every three years to fifteen-year-olds in the United States and approximately seventy countries and economies worldwide.
It is vital that parents, educators, policymakers and other education stakeholders view these results in context. While the ranking of the United States is disappointing and reflects little change in how our nation’s students are performing relative to their peers around the world, this ranking is only one indicator of student achievement. Other measures show significant improvement in the performance of U.S. schools in recent years. The U.S. estimated on-time graduation rate has improved dramatically since 2000 – the first year of PISA. In addition, on the Trends in International Mathematics and Science Study (TIMSS), U.S. 4^th and 8^th graders made significant gains in math scores between 1995 and 2011.
We would also like to remind stakeholders that there is valuable information in the PISA report beyond the rankings that we should not ignore, including the results of OECD research on the policies and practices that high-performing nations use in their successful efforts to improve student achievement. From this work, the United States can draw many lessons that can inform our efforts to advance student learning.
According to the OECD, the highest-performing countries combine quality with equity, including by investing in early childhood education and prioritizing links with parents and communities,