Center for Applied Research and Educational Improvement
More and more school districts are consciously collecting and using a
wide variety of data to inform their decision- making processes. This report
is an effort to support Minnesota school districts in using data from the
Third International Mathematics and Science Study (TIMSS) to assess the
extent to which they are engaging in and supporting standards-based
education in these two subject areas. This report is intended for teachers, curriculum coordinators, school and
district administrators, and policy- makers who wish to systematically
examine how we educate our children in science and mathematics. It is
It is not possible to
look at our
cause and effect.
Rather, the data
are intended to
between how we
children and what
Center for Applied Research and Educational Improvement 3
organized into five main sections, each of which begins with a summary
of the Minnesota TIMSS data on key issues in science and mathematics
education at the elementary, middle, and high school levels. At the end of
each section are questions to guide educators in reflecting upon their
practices at the classroom, school, and district levels and the extent to
which these practices promote standards-based teaching and learning.
Lawrenz, Frances; Huffman, Douglas; Palmer, Elisabeth.
Supporting Standards-Based Teaching and Learning in Mathematics and Science: Lessons from the Minnesota TIMSS Data.
Center for Applied Research and Educational Improvement.
Retrieved from the University of Minnesota Digital Conservancy,
Content distributed via the University of Minnesota's Digital Conservancy may be subject to additional license and use restrictions applied by the depositor.