International Outcomes of Learning in Mathematics Literacy and Problem Solving: PISA 2003 Results From the U.S. Perspective. Highlights. NCES 2005-003.

By Mariann Lemke, Anindita Sen, Erin Pahlke, Lisette Partelow, David C. Miller, Trevor Williams, David Kastberg, L. Jocelyn. 2004

161 citations recorded by the source corpus.

Subfields: Education, Modeling and Simulation

View Paper: https://www.semanticscholar.org/paper/6839bce3d838c479dcc4922343e2744a3bff5726

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Citations in the corpus

A Cognitive Diagnostic Modeling of Attribute Mastery in Massachusetts, Minnesota, and the U.S. National Sample Using the TIMSS 2007 (2011, background): “…international comparative studies provide opportunities and challenges for mathematics education researchers interested in using their findings, instruments, and theoretical perspectives as catalysts for secondary analysis and additional research (Ferrini-Mundy & Schmidt, 2005; Lemke et al., 2004).”
Controversies of Standardized Assessment in School Accountability Reform: A Critical Synthesis of Multidisciplinary Research Evidence (2006, background): “The only less discouraging finding is that the U.S. reading literacy was about the average of the other industrialized countries and stayed unchanged from 2000 to 2003 (Lemke et al., 2004).”
Evaluation of the Effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI) (2012, background): “10 On a 2003 international assessment of 15-year-old students, the United States ranked 28th in mathematics literacy and 24th in science literacy (Lemke et al. 2004).”
Mathematics Achievement: The Role of Homework and Self-Efficacy Beliefs (2011, background): “Students that were unable to read or speak the language of the test were excluded from the sample (Lemke et al., 2004).”
Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools. A Report to Carnegie Corporation of New York. (2007, background): “Although the nation has made progress recently in improving the literacy achievement of its elementary school students, adolescent literacy levels have remained stagnant (Lemke et al., 2004; National Center for Education Statistics, 1999, 2006; Olson, 2006).”
Mathematics Coursetaking and Achievement at the End of High School: Evidence from the Education Longitudinal Study of 2002 (ELS:2002). Statistical Analysis Report. NCES 2008-319. (2007, unknown): “• Design linkages (test score equating in reading and mathematics, some questionnaire items in common) with the Program for International Student Assessment (PISA) and score reporting linkages to the prior longitudinal studies (the High School and Beyond longitudinal study [HS&B] and the National Ed”