- NJASA
- 2013
Lessons New Jersey Educators Can Learn from the World’s Best Schools
Posted by Dr. Richard G. Bozza on 11/20/2013
Recent global studies revealed what schools, parents and teachers in the highest scoring countries share in common. The results are not surprising. Curriculum, home and school environments, and achievement focused-common goals were the keys to success. Here’s what we can learn from these countries as we’re continuing to develop best practices for New Jersey’s schools. For a video summarizing these points, click here.
First some background: There were two studies that tracked student achievement in math, science and reading. The Trends in International Mathematics and Science Study (TIMSS) assessed fourth and eighth graders in 63 countries and 14 states or regions. The Progress in International Reading Literacy Study (PIRLS) assessed fourth graders in 49 countries and 9 states or regions.
The results showed that students from East Asian countries, and a select group of European countries, outperformed their peers. The researchers zeroed in on five education systems that had a high level of achievement across all subject areas: Singapore, Chinese Taipei, Finland, Hong Kong and Russia. Here’s what these school systems have in common.
Good reading skills drive high achievement in literacy and help analyze complex texts in math and science. Students enjoyed reading and were motivated to read. Not only did reading drive high scores in literacy, it helped students better understand the complex material that they read in math and science.
Teachers understood the curricular goals, communicated expectations to students, and presented content in interesting and relevant ways. Teachers used engaging instruction to bring together the student and the subject matter in a way that sparked interest and stimulated learning. High achieving students knew what their teacher expected, had a teacher that was easy to understand, and were interested in what the teacher said.
Achievement was a common goal at school and home. Administrators and teachers expected student achievement, parents supported it, and students wanted to excel. All parties were equally invested in student success. In addition, students liked mathematics, science and reading, and were confident in their skills in these areas.
Schools are safe places where discipline is maintained; bullying is infrequent; and students can focus on learning. There were ample resources in these schools, including space for learning, staff to instruct, and adequate materials. There were no problems with overcrowding or shortage of supplies. The schools were equipped for student success.
The home environment provided the foundation for high achievement early on.
Parents engaged children in early numeracy activities, for example counting rhymes, number games, shape puzzles, etc. Similarly, they engaged them in early literacy activities. Student homes were filled with books. Children were encouraged to read, tell stories, sing songs, and play word games at home. School age students had their own space for studying and access to an Internet connection.
Creating the school and home environments that foster high achievement is an ongoing goal in New Jersey. We hope this study underscores the steps that we can take to bring New Jersey’s districts to the next level.