Comparing the Low- and High-Performing Schools based on the TIMSS in the United States

Abstract

Because school difference has been shown to be one of the determinants of students’ science performances, this study was carried out to investigate the differences between low- and high-performing schools in the United States based on TIMSS 2007. Discriminant analysis was conducted to explore the differences between low- and high-performing schools. The results revealed that the classified schools were significantly discriminated based on the six composite variables. Whereas using of inquiry-oriented activities were found to be encouraged in high-performing schools, teacher-centered activities were more often implemented in low-performing schools. As expected, socioeconomic status (SES) of the students was found to be one of the critical factors that explain the extent of variation of students’ science performances should be considered intensively by school administrations.