1. Scholars have analyzed the findings of international studies of achievement to try to determine which, if any, aspects
of instruction are associated with national performance levels in math. Identify the major conclusions of these
analyses, and discuss the implications for improving mathematics performance in the United States.
ANSWER: Analyses of the studies suggest that characteristics such as class size, time allocated to
instruction, teachers’ experience or training, and amount of homework generally do not
accountforachievementscores.The“tellandshow”teachingapproachsoprevalent
in the United States and elsewhere also appears not to be correlated with math
performance. It may do little good, therefore, for the United States to try to raise
achievement by altering aspects of these characteristics. However, the analyses
indicate that, unlike in many other countries, the U.S. math curriculum is unfocused,
repetitive,incoherent,andnotverydemanding.Inaddition,itis“highlydifferentiated.”
That is, we tend to sort students into tracks that make higher math available only to
high-achieving students. The most productive route, then, to improving U.S.
performance may be to upgrade mathematics curricula and instruction so that all
students are challenged to perform at a higher level.
DIFFICULTY: Difficult
REFERENCES: 15-2k Achievement Levels of Elementary and Secondary Students
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Analyzing
2. Chapter 15 describes a number of characteristics of Japanese education that may account for the high achievement
levels among Japan’s youth, although we are not yet sure which of these characteristics are of crucial importance.
Which three of the characteristics do you believe are most significant to Japan’s high achievement levels? Describe
the characteristics and explain why you think they are important. Can or should the United States try to copy Japan
with regard to these characteristics? Be sure to give reasons for your position.
ANSWER: Students may identify any three characteristics (intense parental involvement, length of
school year, careful planning and delivery of a national curriculum, large amounts of
homework, less variability in achievement thanks to support for slower students,
emphasis on students’ character and sense of responsibility, educators’ sense of
KEYWORDS: Bloom’s: Analyzing
3. Which of the following is not an aspect of education that is shared by many nations in the world?
a. decentralized organization
b. strong relationships between students’ social-class origins and their success in school
c. the professional and classroom conditions that teachers face
d. educational challenges posed by multicultural populations
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 15-2g Extent of Centralization
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Remembering
4. In a 2014 OECD ranking of countries for reading and math achievement among 15-year-olds, the United States
placed:
a. 1st b. 2nd
c. 12th d. 15th
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 15-2k Achievement Levels of Elementary and Secondary Students
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Remembering
5. Which of the following statements is most accurate?
a. There are many differences in educational arrangements among nations but few, if any, commonalities.
b. The professional conditions that American teachers face are unique in the world.
c. The United States is unique in its need to incorporate multicultural education in public schools.
d. Despite great variety worldwide among nations, some educational problems and characteristics are virtually
universal.
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 15-1 Commonalities inn Educational Systems
LEARNING OBJECTIVES: FOED.ORNS.17.15.01 – Describe several characteristics that educational systems in
various countries have in common.
KEYWORDS: Bloom’s: Remembering
6. A World Bank study has reported that the family socioeconomic background of students is
a. a predictor of achievement only in industrialized nations.
b. generally not a good predictor of achievement worldwide.
c. a predictor of achievement in both industrialized and developing nations.
d. a reliable predictor of achievement only in the United States.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 15-1a Social-Class Origins and School Outcomes
LEARNING OBJECTIVES: FOED.ORNS.17.15.01 – Describe several characteristics that educational systems in
various countries have in common.
KEYWORDS: Bloom’s: Remembering
7. Based on the information in Chapter 15, which of the following statements is most accurate?
a. The schools of most nations include diverse groups of students whose cultural and religious heritages vary
significantly.
b. Only in very homogeneous countries do school populations comprise diverse groups.
c. Students in few countries reflect the diversity found in the United States.
d. The once-rapid rise of diversity in most nations has slowed down in the twentieth century.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 15-1b Multicultural Populations
LEARNING OBJECTIVES: FOED.ORNS.17.15.01 – Describe several characteristics that educational systems in
various countries have in common.
KEYWORDS: Bloom’s: Remembering
8. Student diversity (differences in race, ethnicity, religion, language, etc.) is least prevalent in schools in
a. England. b. Japan.
c. West Africa. d. Germany.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 15-1b Multicultural Populations
LEARNING OBJECTIVES: FOED.ORNS.17.15.01 – Describe several characteristics that educational systems in
various countries have in common.
KEYWORDS: Bloom’s: Remembering
9. From an international perspective, which of the following statements is most accurate?
a. Instructional approaches are remarkably similar from one teacher to another.
b. There is considerable variation in teaching methods among nations.
c. There is significant variation in teaching practices typically used across schools, districts, and regions.
d. There is relatively little variation internationally in the teaching practices most commonly used.
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 15-4 The International Context and the Challenges Facing US Schools
LEARNING OBJECTIVES: FOED.ORNS.17.15.04 – Summarize how the purposes and attainments of US schools
compare with those of other countries.
KEYWORDS: Bloom’s: Remembering
10. Resources devoted to education tend to be _____________ resources devoted to military forces.
a. greater than
b. less than
c. equal to
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 15-2a Resources Devoted to Education
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Remembering
11. Which of the following statements about male-female school enrollment ratios across the world is least accurate?
a. Enrollment ratios for females are substantially lower than those for males in most countries.
b. Enrollment of females has increased much more rapidly than that of males in some regions.
c. Expansion in the availability of education since 1960 generally has involved both male and female students.
d. Evidence suggests that the low enrollment ratios for females in many low-income countries are generally
unrelated to these countries’ economic development problems.
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 15-2d Male and Female Enrollments
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Remembering
12. Worldwide, public expenditures for education as a percentage of gross domestic product (wealth produced annually)
tend to range from
a. 10 percent to more than 35 percent.
b. 8 percent to 17 percent.
c. 1 percent to 3.5 percent.
d. 2 percent to nearly 6 percent.
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 15-2a Resources Devoted to Education
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Remembering
13. Female enrollment in college has surpassed male enrollment in most countries except _________.
a. Germany b. Japan
c. the United States d. England
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 15-2d Male and Female Enrollments
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Remembering
14. In a UNICEF study of 21 industrialized nations on measures of childhood well-being, the United States ranked
a. near the top. b. about average.
c. in the top 20 percent. d. very near the bottom.
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 15-2e The United States among Industrial Nations
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Remembering
15. According to a study of twelve industrialized nations, how does the United States rank with regard to expenditures
onpubliceducation(grades1–12)asapercentageofgrossdomesticproduct?
a. first b. second
c. seventh d. tenth
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 15-2e The United States among Industrial Nations
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Remembering
16. Which of the following countries has the most decentralized approach to educational organization?
a. France b. Japan
c. Greece d. The United States
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 15-2g Extent of Centralization
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Remembering
17. Which of the following is not true of the bipartite system?
a. It is a modern-day version of the traditional European dual-track system.
b. It separates students into vocational and academic tracks beginning with their first year in school.
c. The academic track is designed for college preparation.
d. Itseparatesstudentsintodifferenttracksafterseveralinitialyearsof“common”schooling.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 15-2h Vocational versus Academic Education
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Remembering
18. In the United States today, the rate of young people attending and completing higher education
a. surpasses any other nation in the world.
b. has fallen below most other industrialized nations.
c. is greater for males than for females.
d. is now surpassed by several other nations.
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 15-2i Enrollment in Higher Education
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Remembering
19. In the United States, what proportion of people aged twenty-five to thirty-four has attained postsecondary education?
a. nearly 40 percent b. approximately 25 percent
c. slightly more than 50 percent d. less than 25 percent
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 15-2i Enrollment in Higher Education
Table 15.1
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Remembering
20. In which country do more than half of elementary and secondary students attend private schools?
a. The United States b. Cuba
c. North Korea d. The Netherlands
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 15-2j Nonpublic Schools
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Remembering
21. Which of the following statements is not true of one of the first major studies of the International Association for the
Evaluation of Educational Achievement?
a. Results show that there is remarkable sameness in achievement levels across nations.
b. Results show that there is a wide range of achievement levels across nations.
c. The United States ranked near the middle of the nations studied.
d. The areas for which achievement was studied are civic education, foreign languages, literature, reading
comprehension, and science.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 15-2k Achievement Levels of Elementary and Secondary Students
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Remembering
22. Based on an analysis of IEA, PISA, and TIMMS findings, which of the following might be the best approach to
raising mathematics performance levels in the United States?
a. reduce class size
b. increase the amount of math homework
c. reduce“curriculumdifferentiation”
d. reduce“tellandshow”teachingapproaches
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 15-2k Achievement Levels in Elementary and Secondary Students
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Remembering
23. Kevin, a high-school math teacher, claims that the U.S. educational system is performing better than has been
portrayed in international studies. Which of the following arguments that he makes to support his position is not
accurate?
a. The studies show that U.S. performance rates are now increasing rapidly and that in the last few years, we
have raised our per-pupil expenditures to a level higher than those of all other industrialized nations.
b. Higher performance in math in other countries may be due more to family and cultural factors than to
educational systems and practices.
c. Achievement in U.S. schools has improved during the past few decades, along with a growing enrollment of
students from low-income families.
d. The performance of high-achieving students in the United States is similar to that of high performers in other
nations.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 15-2k Achievement Levels of Elementary and Secondary Students
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Understanding
24. Which of the following aspects of education appears to be most consistent among countries?
a. academic achievement levels
b. instructional methods
c. expenditures on education
d. types of students who attend school (for example, age, gender, class)
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 15-2k Achievement Levels of Elementary and Secondary Students
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Remembering
25. Which of the following is one important reason for lower academic achievement in the United States relative to other
countries?
a. Because of the size of our population, we simply cannot afford to spend as much on education as can smaller
countries such as Japan and Germany.
b. Historically, one of the aims of U.S. public education has been to establish educational equity, which
sometimes conflicts with producing an educated elite that would compare more favorably with other countries.
c. Students in the United States simply are not capable of performing at the levels attained by those in other
industrialized countries.
d. We are not as apt to use standardized tests in this country as are other countries, so our students do not
perform as well on them.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 15-2k Achievement Levels of Elementary and Secondary Students
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Remembering
26. For which program is Germany particularly well known?
a. school-based management b. national curriculum and testing
c. early childhood education d. vocational and technical education
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 15-2h Vocational versus Academic Education
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Remembering
27. A team of U.S. child-care specialists and civic leaders visited France and studied its early childhood programs.
Which of the following was the major conclusion of their study?
a. Although the French system is highly effective in France, different economic, social, and political conditions in
other countries make it generally unsuitable as a model.
b. Under close scrutiny, the French system, though highly regarded in the United States and Europe, does not
seem as effective as its reputation suggests.
c. So few children are actually enrolled in the French system that the results are not valid for replication.
d. The French system provides a model for preschool child-care that is worth considering for replication in the
United States.
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 15-3a Early Childhood Education in France
LEARNING OBJECTIVES: FOED.ORNS.17.15.03 – Identify several countries that provide examples of
outstanding educational activities that may be worth emulating elsewhere.
KEYWORDS: Bloom’s: Remembering
28. Which country provides the best example of a highly centralized educational system?
a. France b. Greece
c. Japan d. all of the above
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 15-2g Extent of Centralization
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Remembering
29. Government commissions in Japan are considering reforms that incorporate more positive aspects of education in the
United States. For which of the following educational goals is Japan particularly seeking reform strategies?
a. to increase math and science achievement
b. to give greater emphasis in teaching to higher-order skills
c. to reduce conformity
d. to increase rates of enrollment in college
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 15-3c Mathematics and Science Education in Japan
LEARNING OBJECTIVES: FOED.ORNS.17.15.03 – Identify several countries that provide examples of
outstanding educational activities that may be worth emulating elsewhere.
KEYWORDS: Bloom’s: Remembering
30. Which of the following is not an aspect of education that many nations share?
a. decentralized organization
b. strong relationships between students’ social-class origins and their success in school
c. the professional and classroom conditions that teachers face
d. educational challenges posed by multicultural populations
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 15-2g Extent of Centralization
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Remembering
31. The system that provides a dual-track pattern of education is commonly known as
a. higher education. b. a vocational-technical program.
c. a bipartite system. d. a primary system.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 15-2h Vocational versus Academic Education
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Remembering
32. In countries that provide ______________ for most high-school students, more students tend to pursue higher
education.
a. vocational programs b. general academic studies
c. a religious-based education d. trade schools
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 15-2i Enrollment in Higher Education
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Remembering
33. Afghanistan, China, Ethiopia and Ghana tend to enroll ________ percent of high school graduates in higher
education.
a. less than 5 b. less than 20
c. more than 45 d. more than 70
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 15-2i Enrollment in Higher Education
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Remembering
34. Whileindustrialnations’postsecondaryeducationgraduateratesvary,Ireland,Korea,andCanadaprovide
postsecondary education to over ___________ percent of their young adults.
a. 10 b. 30
c. 50 d. 70
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 15-2i Enrollment in Higher Education
Table 15-1
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Remembering
35. Which educational characteristics and challenges are virtually universal?
ANSWER: The two are (1) strong relationships between students’ social-class origins and their
success in school and (2) the educational challenges posed by multicultural populations.
DIFFICULTY: Easy
REFERENCES: 15-1 Commonalities in Educational Systems
LEARNING OBJECTIVES: FOED.ORNS.17.15.01 – Describe several characteristics that educational systems in
various countries have in common.
KEYWORDS: Bloom’s: Remembering
36. Describe the early childhood educational system in France.
ANSWER: A national system provides services to the all 3-4 years olds with high salaries for
educators, as well as additional services for families for health and education services
for young children. Child-care specialists have noted the following characteristics of
the exemplary French program: (1) all children have access to a coordinated system
linking early education, day care, and health services; (2) parents get paid leave after
childbirth or adoption; (3) early childhood teachers receive good salaries, thus reducing
turnover; (4) nearly all young children are enrolled in preschool programs; and (5) the
government provides additional resources to ensure high quality at locations enrolling
low-income children.
DIFFICULTY: Difficult
REFERENCES: 15-3a Early Childhood Education in France
LEARNING OBJECTIVES: FOED.ORNS.17.15.03 – Identify several countries that provide examples of
outstanding educational activities that may be worth emulating elsewhere.
KEYWORDS: Bloom’s: Understanding
37. Whyisitnotpossibletosayexactlywhata“privateschool”isinternationallyortogeneralizeabouttheplaceofsuch
schools in educational systems across nations?
ANSWER: Nations differ greatly in the size and functioning of their nonpublic schools. They vary
widely in the amount of resources provided for, and government regulation of,
nonpublic schools; in the populace’s perceptions of public and nonpublic schools; and in
the role that nonpublic schools play in the nation, particularly regarding development.
Given this variety, clear definitions and generalizations are difficult to make.
DIFFICULTY: Difficult
REFERENCES: 15-2j Nonpublic Schools
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Understanding
38. The International Association for the Evaluation of Education Achievement (IEA), the Program for International
Student Assessment (PISA), and the Third International Mathematics and Science Study (TIMMS) published
findings of international achievement studies. Discuss the conclusions related to the United States that emerged from
analysis of the findings.
ANSWER: The United States has a much greater spread between the performance of low- and
high-achieving students than do some nations. The performance of high-achieving
American students is comparable to that of the highest performers in other nations.
Social class is strongly correlated with achievement test scores in the United States.
Math instruction in the United States (and in most countries) can be characterized as
“tellandshow,”andtheU.S.mathcurriculumis“highlydifferentiated.”
DIFFICULTY: Difficult
REFERENCES: 15-2k Achievement Levels of Elementary and Secondary Students
LEARNING OBJECTIVES: FOED.ORNS.17.15.02 – Describe how educational systems differ with respect to the
resources they devote to education, student-teacher and enrollment ratios, teaching
conditions reported by US teachers compared with teachers elsewhere, the extent of
centralization, vocational vs. academic education, enrollment in higher education, size of
the nonpublic sector, and achievement levels among students and young adults.
KEYWORDS: Bloom’s: Understanding
39. DiscussJapan’s“NintendoKids”intermsofhowtheyrelatetotherestoftheworld.
ANSWER: Children growing up with the advanced technology and international media have more
in common with the children from other countries than the culture in Japan. They have
become more aware of the outside world.
DIFFICULTY: Difficult
REFERENCES: 15-4 The International Context and the Challenges Facing US Schools
LEARNING OBJECTIVES: FOED.ORNS.17.15.04 – Summarize how the purposes and attainments of US schools
compare with those of other countries.
KEYWORDS: Bloom’s: Understanding