1. Marzano Instructional Framework
2. Mel Riddles Instructional Framework Free
3. Mel Riddles Instructional Framework Examples

This piece was co-authored with Melissa Cropper, president of the Ohio Federation of Teachers. It first appeared in the Toledo Blade. View the original here. Many lawmakers and political activists appear determined to perpetuate an endless debate over Ohio’s New Learning Standards, our version of the Common Core state standards. 2/21/19 1 “Leadership is second only to classroom instruction as an influence on student learning.” What every leader must do 1. Reduce the variation in teacher quality. Free Online Library: Leaders in Literacy, Assessment and Improving Student Achievement to Keynote at 2007 Lexile National Reading Conference in Orlando. By 'Business Wire'; Business, international Conferences, meetings and seminars.

Don Deshler, Ph.D. Is the director of the Center for Research on Learning (CRL) and a professor in the School of Education at the University of Kansas. Deshler's work addresses ways to close the large 'achievement gap' and to reduce the escalating drop-out rate for struggling adolescent learners. His work focuses on designing instructional routines that can be used by secondary teachers to help them more effectively teach subject-matter content to academically diverse classes in secondary schools. In this webcast:.Doris McMillan: If a kid can't read by the time he reaches high school, it takes more than a reading teacher to turn things around.

How can schools help struggling teen readers? Hi, I'm Doris McMillan.

Please join me for the ADLIT.org webcast, Making Room for Adolescent Literacy.Hello, I'm Doris McMillan. Welcome to the ADLIT.org webcast, Making Room for Adolescent Literacy.

In this segment of our four part series, we'll be focusing on how middle and high schools can make time to help their struggling readers. Joining me are three experts.Dr. Don Deshler is from the University of Kansas. He's a professor in the department of special education and director of the Center for Research on Learning. Mel Riddile is a former high school principal who is now the associate director of High School Services at the National Association of Secondary School Principals.And Miss Chris Gutierrez She's a reading specialist at T.C.

Williams High School in Alexandria, Virginia. And I wanna say thank you all for joining us. Riddile, why don't you kick us off by talking about what are some what some are calling the adolescent literacy crisis. Is this a new problem?Mel Riddile: It's a problem that's been going on for for a while. In my experience in two diverse, high poverty schools, high schools, we found the significant percentage of our students who were functionally could read functionally, but could not read academically.They were reading in an elementary level. They could read words, but they couldn't comprehend their textbooks.Doris McMillan: Dr.

Deshler, how many students are we talking about here? I mean, are we really facing a crisis?Don Deshler: It is a crisis.

It's a crisis in terms of numbers. At least 30 and depending on the study percent of students are reading below proficiency. And that just in terms of graduate future graduation, in terms of employment implications, the productivity of our country and so forth, it's enormous.However, on the personal level, for each student that is not at grade level or above, it's a personal crisis that I don't think any of us can fully appreciate unless we personally have experienced that.Doris McMillan: Dr.

Riddile, what are the consequences of not addressing this situation?Mel Riddile: Well, essentially, anyone that doesn't have the skill these skills, these literacy skills, really is sentenced to a lifetime of marginal employment and second class citizenship. They really can't participate in what we call the American Dream.Doris McMillan: So they can't get the good job?Mel Riddile: They can't get a job that will feed a family of four.Doris McMillan: So, what do they do?Mel Riddile: Well, they work a series of jobs.

They work two or three jobs. It's it's very difficult. They're shut out from the mainstream of American life.Doris McMillan: So how does a child get to that point?Mel Riddile: Well, it's often not the child, it's us as adults. We many places around the country stop teaching reading at the end of third grade. They stop when they learn to read. But they have to, for the rest of their time in school, read to learn. And it's a different set of skills and tasks that we have to teach.Doris McMillan: So when you identify a child with a problem like that, what's the next step?Mel Riddile: Well, the longer we wait, the harder it is to solve it.

So if we wait to high school to identify a problem and try to resolve it, it's expensive, and our success rate is not what we'd like it to be sometimes.Doris McMillan: You know, does talking about consequences bring to mind a particular students?Mel Riddile: Well, I think of a whole groups of students, walking to one school and us doing our first literacy assessment and finding that 74% of our kids were more than two years below grade level and another school where a third of our students were more than three years below grade level.Many so many students couldn't read their textbook. We couldn't treat all the patients. You know, a child that really has a reading diff a problem is equivalent to someone that's critically ill in a hospital. If we don't do something for them, from an educational standpoint, they're not gonna make it.Doris McMillan: So what's it like for these kids?Mel Riddile: Well, I always said kids would rather be bad than be embarrassed. And many times, these kids act out. They don't come to school or when they are at school they have behavior problems. They can't get recognition in their classrooms.

They think about the going to work every day and not being able to do what you're being asked to do every day and by law, being required to be there.Doris McMillan: Wow, Chris, let me come to you. You're you're our representative from the front lines.

I think I worry that some teachers may think that a 16 year old who can't read will never read. You know, what have you seen?Chris Gutierrez: I would refute that statement. What we see at the high school is kids who perhaps weren't ready to be taught to read at the level of seven or eight year or six or seven years old.

And that keeps getting pushed down. And so they get early frustration and feel that they can't be good readers.But I find at the high school level, if we can dip into what the student is interested in and get them hooked on a topic, and most of that is non-fiction that we find, that the kids can start seeing a glimmer of hope. And one of the frustrating things with teaching is you never really see your end product.So it's when those kids come back, and one kid came back to me and said 'Miss Gutierrez, I just finished medical school.' You could have pushed me over with a feather because I thought his occupation would be snatching handbags, okay, because it was just amazing. And that's not every kid.But it's seeing kids like that come back and saying, you know, a light went on in my brain when I was 15 or 16, and thank you a lot.Doris McMillan: What are some of the reasonable goals for kids like this?Chris Gutierrez: I'm happy if a student progresses a year within with a reading program, you know, just a growth of a year. But we've seen, with some of the programs that we put into practice, a growth of two or three years in one year.

So that pleases us a lotDoris McMillan: I would imagine so.Kris Gutierrez: in sustaining that growth, right.Doris McMillan: Absolutely. Deshler, what does the what do the researchers say about the effectiveness of high school litery sic literacy programs?Don Deshler: Well, just building on the point Kris made of sometimes seeing two to three years of gain with some students, that is interestingly on the kind of trajectory we need to be on. If we take a typical ninth grade student who has a literacy problem, and let's say he or she is reading at about the fifth grade level.Now, if we want that student to be at grade level upon graduation so they can compete and so forth as Mel described, we need to make about two and a half years of progress per year. Now, we can do that. We know so much more today than we did ten years ago, 15, certainly 30 years ago.And if we fully leverage the things we know about high quality, instructional principles, there's some marvelous instructional programs that are now available. And if we optimally group students as we know that we can do for great outcomes, we can see some remarkable gains.Doris McMillan: Dr.

Riddile, you've been closely involved with high school students, working with high schools that are working to improve literacy. What is your experience? Tell us about the impact of sustained, school-wide efforts. And I know you've got some great statistics for us.Mel Riddile: Well, literally, schools that are failing can be transformed. It takes several years to do that, but with with literacy focus, students can, because it is the gateway skill, and I call it the gateway skill, improving literacy improves their performance in every subject area including math.With a school-wide focused effort as Dr. Deshler is talking about, it has to be school-wide, and it has to be the student has to be immersed in every class with literacy, good literacy strategies.

That's an integral part of the instruction. With that, a school can literally turn around.Those students, for example, in eighth grade where we had a group we looked at our eleventh graders compared to our eighth graders. In the eighth grade, they were below 60% proficiency on the state exam and over 95% proficiency by grade eleven.

So it literally can turn a school around.Doris McMillan: Now what does school-wide focus mean?Mel Riddile: That means every teacher has a role. Every person in that school, including the principal, has a role. Now, the roles are different. We have a literacy coach, we have reading teachers, you have social studies, science, math teachers. They all have a role.And their role is really to teach the language of their content area, not to be reading teachers but teach the language of their content area.Doris McMillan: Okay, and when you do that and they succeed, it's a win-win for everybody.Mel Riddile: The school wins, the students win, and you literally see a wave of achievement and positivity going through the school.Doris McMillan: And you see less disciplinary problems.Mel Riddile: That's right. The the suspensions and discipline incidents decline significantly and sometimes more rapidly than one would expect.Doris McMillan: Okay. Deshler, let me turn to you.

How replicable do you think Dr. Riddile's efforts are?Don Deshler: Well, Mel is a very special leader, and if we could just clone him, it would simplify our problems. However, what I think the reason that Mel has been as successful as he has been and Chris as successful as she has been is because they have built their practice upon some known principles.And if you go into their school and look at what is practiced on a day-to-day-to-day basis, it is following some of the things we know best about good educational practice.

And if we will capture those particular principles and understand what's unique about our school where we're going to be adopting this because every school has its unique needs and unique personality, we can make some changes.However, change takes time. Mel made that point. And we really do set ourselves, teachers, and students up for failure if we try to rush that process in short-term and shortchange the the planning.Doris McMillan: Okay, well I wanna thank you all. And we'll be talking with you a little bit more. But that marks the end of this segment but not this discussion. Please join us for part two of this webcast when we'll be discussing building momentum for school-wide literacy initiatives.You can learn more about adolescent literacy and watch the other segments of this webcast at www.ADLIT.org.Narrator: Funding for this ADLIT.org webcast is generously provided by Carnegie Corporation of New York.

Part 2: Laying a Foundation for School-Level Literacy ReformsDoris McMillan: How can teachers and principals create a sense of urgency about literacy instruction in their schools? Hi, I'm Doris McMillan. Please join me for Laying a Foundation for School Level Literacy Reforms, part two of the ADLIT.org webcast, Making Room for Adolescent Literacy.Hello everyone, I'm Doris McMillan, and welcome to the ADLIT.org webcast, Making Room for Adolescent Literacy. In part one we discussed the scope of the adolescent literacy crisis. Now we're going to talk about developing support for a school-wide literacy initiative.

I want to thank Dr. Riddile, and Miss Gutierrez for joining me today.Dr. Riddile, there are so many challenges facing principals.

How can they make room for literacy in their schools?Mel Riddile: Well, the first thing they have to ask themselves if your chil if your students can't read, what can they do? There are certain things you have to do.Doris McMillan: Okay, where do they start?Mel Riddile: Well, the first thing to do it we can't run schools is to understand we can't run schools by intuition anymore, so we need data. And we need to do a diagnostic assessment to find out if our chi if our students really have a problem and what the nature of the problem is.And then we need to use the data to drive what we do from there on. Rather than it be the principal's opinion or the curriculum specialist's opinion, it has to be based on real data but about the teacher's have to know what their students are doing. It has to be personalized.So when they pull up their grade book, they see their student in their class, and they see their reading levels.

And they're constantly reminded about that.Chris Gutierrez: And it also it's everybody in the school's responsibility. You don't send them off to a reading class. Every teacher in every curriculum in the school needs to take responsibility. And it's not really finding extra time in the day, it's infusing strategies that we know work in whatever it is you're teaching be it science, math, social studies, chemistry, whatever.Doris McMillan: So it's important to work with a with a reading specialist. True?Chris Gutierrez: I think so since I'm a reading specialist, absolutely.Mel Riddile: But Chris as a reading specialist is really a peer coach because good literacy instruction is good instruction.

And when she worked with teachers, she taught work with them on good instruction. Teachers don't stop their classes and say 'Okay, we're gonna do a literacy strategy.' It's a it has to be seamless part of everything that they do.Don Deshler: And I was just gonna jump in. I agree with that.

However, there are students within every school who need intensive instruction because they lack so many of the basic skills that is beyond what a content teacher can do in his or her content class.Mel Riddile: And not only do they need that's like the critical care ward. Not only do they need that, but we need multiple levels. So one intervention isn't usually sufficient in a high school. You have to have multiple levels. And Chris really could address that.Chris Gutierrez: Yeah, as Dr. Riddile says, our intensive care section, we're still working with phonetics. You know, how do you pronounce the words?

How do you increase vocabulary? How do you become a smooth reader, a fluid reader?

And at another level, we're working with higher level comprehension skills.You know, how can you read this book and get out the meat of it?Doris McMillan: Okay, how important is it to develop a literacy council to represent the content area teachers?Mel Riddle: Well, the first thing when you collect the data, to get people focused. We need input from everyone. One person today doesn't know enough to be able to make reforms go in a school.

It takes a team effort. And so it's about putting together a team. Certainly you have a principal and a literacy coach.But how do you get other people involved, and how do you get them to buy in? And they have to be part of the planning process.

And that means putting a literacy council, getting volunteers who wanna be a part of that. And I've never had a problem finding people that wanted to wanted to volunteer for that.Doris McMillan: Okay, so how do you partner with a reading specialist?Mel Riddile: WellDoris McMillan: As a principal.Mel Riddile: It used to be about principals finding the right people, putting them on the right seat on the bus, and then letting them go. That doesn't work anymore. It means a partnership. The literacy coach, Kris, in the case, would teach me about what I needed to know about literacy.I would work with her about how to get things done in the school. So we're a partnership. And that meant I was a co-pilot.

I was with her all when she we had a literacy council meeting or a planning meeting, she would be able to have access to me on a frequent basis.Doris McMillan: An important strategic alliance. Chris, let me ask you, Dr.

Riddile describes the reading specialist as a co-leader of the literacy initiative. If you would explain the give and take between the principal and the reading specialist and then what was it like to work with Dr.

Riddile?Chris Gutierrez: It was really refreshing because he understood literacy, and so I didn't have to do a lot of education. He ha he came with it. But basically, I we'd give the overview, we'd look at the data. I knew the faculty, and I said these are where our gaps are. What do you think about this idea, this idea?And we'd float it before the literacy council. And that's how we set up our staff development strands based it was from the grassroots up with the support of the administration. So the teachers really had a buy in in terms of what we were offering in terms of our planning period staff development that we set up.Mel Riddile: Those closest to the problem are the best to find the solutions to it.

Rather than us tell them what they needed to do, we put the information there, and we all collectively looked at it and brainstormed solutions. And that's the way you get buy in. There has to be buy in here in shared responsibility.It can't be, you know We had a faculty meeting, one of the first faculty meetings, and I said, 'English department, raise your hand and stand up.' That's the last time we're gonna look at the English teachers when we talk about literacy. It's everybody including me, my job.Doris McMillan: Okay.

Chris, if you would, tell us more about the school literacy council. Why does it function and why is it so important?Kris Gutierrez: Well, I think it's like probably in any job, but particularly in education, you know, the principal comes down and says 'Thou shalt…' And you go, 'Yeah, when's the last time you were in a classroom?' So when it comes actually from the classroom teachers saying we're having these problems, one of the first workshops that we did was to give the teachers the lexile levels of all their students so they knew the reading level.And then I had lexiled all their textbooks. And I said 'Okay, here's your textbook, an 1100, eleventh grade lexile. What are the reading level of the students that are attempting that book.

And I just looked at the faces in the room. And they were like, 'Oh my god, no wonder they don't do their homework.' They can't read the book.' And so then you start talking about how can you help these students attack that information.Doris McMillan: So you take the lead in this?Chris Gutierrez: In a lot of it. But then gradual release where, as a matter of fact, this afternoon we're having a literacy council meeting, and we're talking about next year. We're gonna do a survey of the faculty, what worked for staff development this year, what didn't work, and what more do you wanna see?And we've gotten some feedback already.

And then that will be the basis for what we do next year.Mel Riddile: Now here's one thing the principal can help the literacy council with is lear I learned from experience that if your focus is too broad, nothing gets done. If you have twenty literacy strategies, that's not gonna work. The staff needs to decide on three, maybe four.But when you have too much, nothing really gets done.

So that's one thing I did help with.Doris McMillan: Okay, cause I think it's almost like a math equation. This is not bad math.

It's bad math. Three times three equals one. At least you'll get one of those points through, right? Nine times one equals zero. Riddile, if you would, how can administrators convince skeptical teachers in the building that it works? And then tell us about a tough customer or two.Mel Riddile: Well, the first thing is if you look at this from a long-term basis instead of I have to do this in one year, and we've talked a little bit about that, then work first with the willing. And that's the literacy council.

For example, they should be trying some of the things out and coming back to the literacy council and saying this is working for me, this isn't working for me. So you start small and grow a virus in a positive way. In other words, a virus spreads one person to another.Doris McMillan: Give me an example.Mel Riddile: Well, one teacher to one student. I told this teachers at one time, I said, 'How are we going to ever get where we need to go?'

We had so many students way below grade level. One student at a time, that's how we're gonna do it. Focus on one. Just work with the one you have.And each if each person in the building does that So if we work one teacher to another teacher. How does the literacy coach work with a whole faculty of 200 people? How do you do that?

One teacher at a time. And it spreads because if you're doing good things and you're doing the right thing, word travels.If it works, people want to be a part of it.Chris Gutierrez: Right, and they'll say, 'Chris, I saw you do this and that in somebody's class. Can you can you work with me?' Doris McMillan: And thenKris Gutierrez: And then it goes from there.Doris McMillan: that's how the virus spreads.Mel Riddle: So you don't force people. The worst thing the principal can do is go in and start mandating things. Other than the fact that we're gonna start class when the bell rings and we're gonna teach, here are some things you have to.

But the reality is, this is a long-term process.And we want people to buy in to it. Now, people knew when I went to that school that I was about literacy, but I refuse to do anything until we had our lexile scores. The company returned our scores but didn't have the lexile, remember that?Chris Gutierrez: Right, right.Mel Riddile: And so I said, because it wasn't gonna be meaningful to the teachers, they couldn't relate the data that they were given to anything in their own lives.Doris McMillan: Alright. Let's talk about No Child Left Behind and accountability. Do principals and teachers have to choose between improving their students' liter literacy skills and then complying with No Child Left Behind?Mel Riddle: If the students don't have the literacy skills, they're never going to have to worry about No Child Left Behind or adequate yearly progress because it's not gonna be a reality. It's a means to an end. It's about literacy for learning, not about literacy as an end in itself.And so when the teachers understand that, number one, that it's about learning, this is my literacy project that I'm going to write articles about and make a name.

That's not what this is about. And number two that it's a long-term process. And that, number three, their role is very simple.Teach the language of your content area, the vocabulary. The it's about you teaching science, not about you teaching literacy.Doris McMillan: Gotcha. Alright, Chris, are there other steps that are necessary to create a school culture that fosters literacy and achievement?Chris Gutierrez: Well, I think it's the positive attitude that needs to be engendered in the school.

So you're saying we can do this, you know, and that the support is here because teachers who maybe will go and try something in their classroom, it's very scary to change your teaching style.There's a support there for them. And I think we also have to respect that these are adult learners we're talking about. We're not talking about the literacy coach teaching ninth graders. We're teaching adults who are professionals who are well-trained in their subject area.And I think we have to respect their knowledge. And, in turn, you get the respect back.Mel Riddile: The other thing I said to teachers, teachers would complain that students aren't ready, they don't know how to take notes, they don't have I said, our job is to teach our students whatever you need to they need to know.

My job as principal, other than your content area which the state licensed you to teach, my job is to teach you whatever you need to know.You don't have to know anything about literacy. We're going to teach you everything you need to know. All you have to do is work with us.Doris McMillan: Okay, well, what I'd like to do now is focus in on instruction. Deshler, let me turn to you.

Many of us have heard that rally and cry every teacher is a reading teacher, and that makes sense at the elementary school level, but is it really true for middle and high school content area instructors?And then what are their roles in the literacy instruction?Don Deshler: No, it's not right. Every teacher is not a reading teacher. And if we tout that message, we're gonna get an awful lot of pushback, and understandably so.

Marzano Instructional Framework

A science teacher got into education because they love children and they love science, and they wanted to bring those two together.However, as Mel and Chris have said, if a science teacher looks at his or her book and other literacy demands that they are using and expecting chil students to meet and then see those demands from the vantage point of the student and say okay, what can I do to make this more learner friendly?How might I unlock and unpack some of this difficult content? In other words, if we just have content teachers become sensitive to the literacy demands, choose critical content, choose key vocabulary that they should emphasize, and point out to students how their text is organized and how students can navigate it, great progress can be made.Doris McMillan: Well then how then can content area teachers carve out the time for literacy instruction?Don Deshler: It becomes a part of.

It needs to be woven into their ongoing instruction of the content. It's not either or, it's it becomes woven into the subject matter. For example, if you're teaching a set of information, can say, hey, let's just push the pause button for a moment and stand back from this.Here's how I would go about memorizing this information if I had to do so.Doris McMillan: So you're go ahead.Don Deschler: Do you're demonstrating to them how a good learner in science or history or whatever thinks about and attacks that kind of text material.Doris McMillan: Dr.

Riddile.Mel Riddile: In a factory model school of the 20th Century, it was about covering material. In the customized learning environment of the 21st Century, it's about mastery. And if a teacher is just rushing through material and the students aren't learning it, it's just a waste of time.And so helping teachers understand that, and helping them, as Dr. Deshler said, identify essential learnings and make sure those students master those essential learnings not just cover everything.Doris McMillan: Okay, Dr.

Deshler, if a school does not have a reading specialist, can the English teachers fill in?Don Deshler: No. And we should not expect that. They are a subject matter expert as much as the science teacher, history teacher and so forth.

It's a big error that we've made and the wrong path we've gone down. As Mel and Chris have said, every teacher in the school has a responsibility for literacy.But that should not be parked at the doorstep of the English teacher.Chris Gutierrez: And I was just gonna add, I was a U.S. History teacher, and I went back to school in literacy because my kids couldn't read the textbook, and I didn't have the training to know what to do.

And these strategies are most easily applied in history, social studies, and science, yeah.Doris McMillan: Okay, well, on that note, I wanna thank you all, and we're gonna see you again. There's still more of this discussion to come. Please join us for part three of Making Room for Adolescent Literacy. We'll be discussing the implementation of school level literacy initiatives.You can learn more about adolescent literacy and watch the other segments of this webcast at www.ADLIT.org.

Part 3: Implementing School-Level Literacy ReformDoris McMillan: What are the key elements of a good literacy program and how can schools measure a program's effectiveness? Hello, I'm Doris McMillan. Please join me for Implementing School Level Literacy Reforms, part three of the ADLIT.org webcast, Making Room for Adolescent Literacy.Hello, I'm Doris McMillan. In the previous segment of Making Room for Adolescent Literacy, we discussed laying a foundation for school level literacy reforms. In this segment, our panelists will discuss how to implement those reforms.

I wanna welcome Dr. Riddile, and Miss Gutierrez.Thank you all for being with us.

Riddile, in previous segments, we've talked about some of the important prerequisites to a successful school literacy program, things like strong leadership, good professional development, and then the creation of a school literacy council.Describe, if you would for us, how these elements come together to support a strong literacy program.Mel Riddile: Well, some of the elements that we mentioned would be that this school conducts an annual diagnostic assessment of all students so they know how all their students are doing. And that's the other thing, this literacy is about every student, not just some students, not students that are struggling.It's about raising the bar for everyone. You would have participation from teachers in the form of a literacy council. You would have a literacy leader like a literacy coach or a peer coach. You would have multiple interventions for students at different levels.And you would have an overall program for every student that every teacher was implementing in their own way, in their own classroom.

And you would have annual reviews to make sure that you're doing exactly what you said you're doing. What that does to a school, it puts the focus takes the focus away from adults and the focus is on students.You hear teachers talking about what students need rather than what they want.

You hear the focus is on learning and how to teach students so that they do learn. You have another thing you would see is focus on mastery and essential learnings as opposed to covering material.So those are some things that you would you would see different that work differently in a school that had a comprehensive, school-wide literacy program.Doris McMillan: Okay, Dr. Deshler, how should literacy instruction be adapted to meet the needs of English language learners in a school-based literacy program?Don Deshler: Good question.

For the latest PISA test, in 2012, see.The has had several runs before. The first PISA assessment was carried out in 2000. The results of each period of assessment take about one year and a half to be analysed. First results were published in November 2001. The release of raw data and the publication of technical report and data handbook only took place in spring 2002.

The triennial repeats follow a similar schedule; the process of seeing through a single PISA cycle, start-to-finish, always takes over four years. 470,000 15-year-old students representing 65 nations and territories participated in PISA 2009. An additional 50,000 students representing nine nations were tested in 2010.Every period of assessment focuses on one of the three competence fields of reading, math, science; but the two others are tested as well. After nine years, a full cycle is completed: after 2000, reading was again the main domain in 2009.PeriodFocusOECD countriesPartner countriesParticipating studentsNotes2000Reading284 + 11265,000The Netherlands disqualified from data analysis. 11 additional non-OECD countries took the test in 2002.2003Mathematics3011275,000UK disqualified from data analysis. Also included test in.2006Science3027400,000Reading scores for US excluded from analysis due to misprint in testing materials.2009Reading3441 + 0 additional non-OECD countries took the test in 2010.2012Mathematics3431510,000.

The results for the 2012 'Reading' section on a world map. OECD members as of the time of the study are in boldface.MathematicsScienceReading1,61356011232=4=89,5890=4=52216=,0=894=6=,57247=5237=52811=3=551116=,6=9=70=6=89=1=7=0=438865384PISA 2012 was presented on 3 December 2013, with results for around 510,000 participating students in all 34 OECD member countries and 31 partner countries. This testing cycle had a particular focus on mathematics, where the mean score was 494. A sample of 1,688 students from Puerto Rico took the assessment, scoring 379 in math, 404 in reading and 401 in science. A subgroup of 44 countries and economies with about 85 000 students also took part in an optional computer-based assessment of problem solving.had the highest score in all three subjects. PISA 2009The PISA 2009 cycle included results in mathematics, science and reading for all 36 OECD member countries and 37 partner countries.Of the partner countries, only selected areas of three countries—, and —were assessed. PISA 2009+, released in December 2011, included data from 10 additional partner countries which had testing delayed from 2009 to 2010 because of scheduling constraints.

OECD members as of the time of the study are in boldface.Participants in PISA 2009+, which were tested in 2010 after the main group of 65, are italicized.MathematicsScienceReading1,600913,33875559074,328,4314. PISA 2006OECD members as of the time of the study are in boldface.Reading scores for the United States were disqualified.MathematicsScienceReading4653031112174206285. PISA 2003 The results for PISA 2003 were released on 14 December 2004. This PISA cycle tested 275,000 15 year-olds on mathematics, science, reading and problem solving and involved schools from 30 OECD member countries and 11 partner countries. Note that for Science and Reading, the means displayed are for 'All Students', but for these two subjects (domains), not all of the students answered questions in these domains. In the 2003 OECD Technical Report (pages 208, 209), there are different country means (different than those displayed below) available for students who had exposure to these domains.

PISA 2003OECD members at the time of the study are in boldface.The United Kingdom was disqualified due to a low response rate.MathematicsScienceReadingProblem solving1,5,0375345. PISA 2000OECD members as of the time of the study are in boldface.The 11 partner countries tested in 2002 after the main group of 32 are italicized.MathematicsScienceReading1,556,41327.

Comparison with other studies The between PISA 2003 and TIMSS 2003 grade 8 country means is 0.84 in mathematics, 0.95 in science. The values go down to 0.66 and 0.79 if the two worst performing developing countries are excluded. Correlations between different scales and studies are around 0.80. The high correlations between different scales and studies indicate common causes of country differences (e.g. Educational quality, culture, wealth or genes) or a homogenous underlying factor of cognitive competence. Countries perform slightly better in PISA; the and Asian countries in TIMSS.

Content balance and years of schooling explain most of the variation. Reception The results from PISA 2003 and PISA 2006 were featured in the 2010 documentary. China Education professor Yong Zhao has noted that PISA 2009 did not receive much attention in the Chinese media, and that the high scores in China are due to excessive workload and testing, adding that it's 'no news that the Chinese education system is excellent in preparing outstanding test takers, just like other education systems within the Confucian cultural circle: Singapore, Korea, Japan, and Hong Kong.' Students from, had the top scores of every category (, and ) in PISA 2009. In discussing these results, PISA spokesman, Deputy Director for Education and head of the analysis division at the OECD’s directorate for education, described Shanghai as a pioneer of educational reform in which 'there has been a sea change in pedagogy'. Schleicher stated that Shanghai abandoned its 'focus on educating a small elite, and instead worked to construct a more inclusive system.

They also significantly increased teacher pay and training, reducing the emphasis on rote learning and focusing classroom activities on problem solving.' Schleicher also states that PISA tests administered in rural China have produced some results approaching the OECD average: Citing further, as-yet-unpublished OECD research, Schleicher said, 'We have actually done Pisa in 12 of the provinces in China. Even in some of the very poor areas you get performance close to the OECD average.'

Schleicher says that for a developing country, China's 99.4% enrollment in primary education is 'the envy of many countries'. He maintains that junior secondary school participation rates in China are now 99%; and in Shanghai, not only has senior secondary school enrollment attained 98%, but admissions into higher education have achieved 80% of the relevant age group. Schleicher believes that this growth reflects quality, not just quantity, which he contends the top PISA ranking of Shanghai's secondary education confirms. Schleicher believes that China has also expanded school access and has moved away from learning by rote. According to Schleicher, Russia performs well in rote-based assessments, but not in PISA, whereas China does well in both rote-based and broader assessments.

Denmark Professor Svend Kreiner, who examined in detail PISA's 2006 reading results, noted that in 2006 only about ten percent of the students who took part in PISA were tested on all 28 reading questions. 'This in itself is ridiculous,” Kreiner told Stewart. 'Most people don't know that half of the students taking part in PISA (2006) do not respond to any reading item at all.

Despite that, PISA assigns reading scores to these children.' Finland The stable, high marks of Finnish students have attracted a lot of attention. According to Hannu Simola the results reflect a paradoxical mix of progressive policies implemented through a rather conservative pedagogic setting, where the high levels of teachers' academic preparation, social status, professionalism and motivation for the job are concomitant with the adherence to traditional roles and methods by both teachers and pupils in Finland's changing, but still quite paternalistic culture. Others advance Finland's low poverty rate as a reason for its success. Finnish education reformer Pasi Sahlberg attributes Finland's high educational achievements to its emphasis on social and educational equality and stress on cooperation and collaboration, as opposed to the competition among teachers and schools that prevails in other nations. India Of the 74 countries tested in the PISA 2009 cycle including the '+' nations, the two Indian states came up 72nd and 73rd out of 74 in both reading and mathematics, and 73rd and 74th in science. India's poor performance may not be linguistic as some suggested.

12.87% of US students, for example, indicated that the language of the test differed from the language spoken at home. While 30.77% of Himachal Pradesh students indicated that the language of the test differed from the language spoken at home, a significantly higher percent However, unlike American students, those Indian students with a different language at home did better on the PISA test than those with the same language. India's poor performance on the PISA test is consistent with India's poor performance in the only other instance when India's government allowed an international organization to test its students and consistent with India's own testing of its elite students in a study titled Student Learning in the Metros 2006. These studies were conducted using TIMSS questions.

The poor result in PISA was greeted with dismay in the Indian media. The BBC reported that as of 2008, only 15% of India's students reach high school. United States Two studies have compared high achievers in mathematics on the PISA and those on the U.S.

Comparisons were made between those scoring at the 'advanced' and 'proficient' levels in mathematics on the NAEP with the corresponding performance on the PISA. Overall, 30 nations had higher percentages than the U.S.

Of students at the 'advanced' level of mathematics. The only countries with worse results were Portugal, Greece, Turkey, and Mexico. Six percent of U.S. Students were 'advanced' in mathematics compared to 28 percent in Taiwan. The highest ranked state in the U.S. (Massachusetts) was just 15th in the world if it was compared with the nations participating in the PISA.

31 nations had higher percentages of 'proficient' students than the U.S. Massachusetts was again the best U.S. State, but it ranked just ninth in the world if compared with the nations participating in the PISA.Comparisons with results for the (TIMSS) appear to give different results—suggesting that the U.S. States actually do better in world rankings. This can likely be traced to the different material being covered and the United States teaching mathematics in a style less harmonious with the 'Realistic Mathematics Education' which forms the basis of the exam. Countries that commonly use this teaching method score higher on PISA, and less highly on TIMSS and other assessments. Poverty Stephen Krassen, professor emeritus at the University of Southern California, and Mel Riddile of the attributed the relatively low performance of students in the United States to the country's high rate of child, which exceeds that of other OECD countries.

However, individual US schools with poverty rates comparable to Finland's (below 10%), as measured by reduced-price school lunch participation, outperform Finland; and US schools in the 10–24% reduced-price lunch range are not far behind.participation is the only available intra-poverty indicator for US schoolchildren. In the United States, schools in locations in which less than 10% of the students qualified for free or reduced-price lunch averaged PISA scores of 551 (higher than any other OECD country). This can be compared with the other OECD countries (which have tabled figures on children living in relative poverty): CountryPercent of reduced school lunches (US)Percent of relative child poverty(Other OECD countries)PISA scoreUnited States 75%446Sampling errors In 2013 Martin Carnoy of the Stanford University Graduate School of Education and Richard Rothstein of the released a report, 'What do international tests really show about U.S. Student performance?' , analyzing the 2009 PISA data base. Their report found that U.S.

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PISA test scores had been lowered by a sampling error that over-represented adolescents from the most disadvantaged American schools in the test-taking sample. The authors cautioned that international test scores are often “interpreted to show that American students perform poorly when compared to students internationally” and that school reformers then conclude that “U.S. Public education is failing.” Such inferences, made before the data has been carefully analyzed, they say, “are too glib” and 'may lead policymakers to pursue inappropriate and even harmful reforms.'

Carnoy and Rothstein observe that in all countries, students from disadvantaged backgrounds perform worse than those from advantaged backgrounds, and the US has a greater percentage of students from disadvantaged backgrounds. The sampling error on the PISA results lowered U.S. Scores for 15-year-olds even further, they say. The authors add, however, that in countries such as Finland, the scores of disadvantaged students tends to be stagnant, whereas in the U.S the scores of disadvantaged students have been steadily rising over time, albeit still lagging behind their those of their more advantaged peers. When the figures are adjusted for social class, the PISA scores of all US students would still remain behind those of the highest scoring countries, nevertheless, the scores of US students of all social backgrounds have shown a trajectory of improvement over time, notably in mathematics, a circumstance PISA's report fails to take into account.Carnoy and Rothstein write that PISA spokesman Schleicher has been quoted saying that “international education benchmarks make disappointing reading for the U.S.” and that “in the U.S. In particular, poverty was destiny. Low-income American students did (and still do) much worse than high-income ones on PISA.

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But poor kids in Finland and Canada do far better relative to their more privileged peers, despite their disadvantages” (Ripley 2011).' Carnoy and Rothstein state that their report's analysis shows Schleicher and Ripley's claims to be untrue.

They further fault the way PISA's results have persistently been released to the press before experts have time to evaluate them; and they charge the OECD reports with inconsistency in explaining such factors as the role of parental education. Carnoy and Rothstein also note with alarm that the US secretary of education regularly consults with PISA's Andreas Schleicher in formulating educational policy before other experts have been given a chance to analyze the results.

Carnoy and Rothstein's report (written before the release of the 2011 database) concludes:We are most certain of this: To make judgments only on the basis of national average scores, on only one test, at only one point in time, without comparing trends on different tests that purport to measure the same thing, and without disaggregation by social class groups, is the worst possible choice. But, unfortunately, this is how most policymakers and analysts approach the field.The most recent test for which an international database is presently available is PISA, administered in 2009. A database for TIMSS 2011 is scheduled for release in mid-January 2013. In December 2013, PISA will announce results and make data available from its 2012 test administration. Scholars will then be able to dig into TIMSS 2011 and PISA 2012 databases so they can place the publicly promoted average national results in proper context. The analyses we have presented in this report should caution policymakers to await understanding of this context before drawing conclusions about lessons from TIMSS or PISA assessments.

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