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OCR for page R1
A Framework and Principles
for
International Comparative
Studies in Education
Norman M. Bradburn and Dorothy M. Gilford, Editors
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B I C S E
Board on International Comparative Studies
in Education
Commission on Behavioral and Social Sciences
and Education
National Research Council
NATIONAL ACADEMY PRESS
Washington, D.C. 1990
OCR for page R2
NOTICE: The project that is the subject of this report was
approved by the Governing Board of the National Research
Council, whose members are drawn from the councils of the
National Academy of Sciences, the National Academy of Engi-
neering, and the Institute of Medicine. The members of the
committee responsible for the report were chosen for their spe-
cial competences and with regard for appropriate balance.
This report has been reviewed by a group other than the
authors according to procedures approved by a Report Review
Committee consisting of members of the National Academy of
Sciences, the National Academy of Engineering, and the Insti-
tute of Medicine.
The project that is the basis for this report was supported
with funds from the National Science Foundation, the National
Center for Education Statistics of the U.S. Department of Edu-
cation, and the U.S. Department of Defense.
Available from
Board on International Comparative Studies in Education
National Research Council
2101 Constitution Avenue, NW
Washington, DC 20418
Library of Congress Catalog Card Number 90-63855
Printed in the United States of America
.
OCR for page R3
BOARD ON INTERNATIONAL COMPARATIVE
STUDIES IN EDUCATION
NORMAN M. BRADBURN (Chair), National Opinion Research
Center and Department of Psychology, University of Chicago
JOSEPH F. ALIBRANDI, Whittaker Corporation, Los Angeles,
California
GORDON M. AMBACH, Council of Chief State School Officers,
Washington, D.C.
ROBERTO M. FERNANDEZ, Department of Sociology,
Northwestern University
JAMES W. GUTHRIE, School of Education, University of
California, Berkeley
EDWARD H. HAERTEL, School of Education, Stanford University
MORRIS H. HANSEN,* Westat, Inc., Rockville, Maryland
STEPHEN P. HEYNEMAN, Population and Human Resources
Division, Europe, Middle East, and North Africa Region, The
World Bank, Washington, D.C.
DANIEL G. HORVITZ, Research Triangle Institute, Research
Triangle Park, North Carolina
LYLE V. JONES,* Department of Psychology, University of
North Carolina
GAEA LEINHARDT, Department of Education, University of
Pittsburgh
JOHN R. SCHWILLE, College of Education, Michigan State
University
FLORALINE I. STEVENS, Los Angeles Unified School District,
Los Angeles, California
JUDITH V. TORNEY-PURTA, Department of Human
Development, University of Maryland
DAVID E. WILEY, School of Education, Northwestern University
RICHARD M. WOLF, Teachers College, Columbia University
DOROTHY M. GILFORD, Director
E. LAURA LATHROP, Research Assistant
M. JANE PHILLIPS, Administrative Secretary
~ Term ended June 30, 1990
OCR for page R4
The National Academy of Sciences is a private, nonprofit,
self-perpetuating society of distinguished scholars engaged in
scientific and engineering research, dedicated to the further-
ance of science and technology and to their use for the general
welfare. Upon the authority of the charter granted to it by the
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to advise the federal government on scientific and technical
matters. Dr. Frank Press is president of the National Academy
of Sciences.
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under the charter of the National Academy of Sciences, as a parallel
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the National Academy of Sciences the responsibility for advising
the federal government. The National Academy of Engineering
also sponsors engineering programs aimed at meeting national
needs, encourages education and research, and recognizes the su-
per~or achievements of engineers. Dr. Robert M. White Is president
of the National Academy of Engineering.
The Institute of Medicine was established in 1970 by the Na-
tional Academy of Sciences to secure the services of eminent members
of appropriate professions In the examination of policy matters
pertaining to the health of the public. The Institute acts under the
responsibility given to the National Academy of Sciences by its
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and, upon its own initiative, to identify issues of medical care,
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Institute of Medicine.
The National Research Council was organized by the National
Academy of Sciences in 1916 to associate the broad community of
science and technology with the Academy's purposes of further-
ing knowledge and advising the federal government. Functioning
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the Council has become the principal operating agency of both
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and the scientific and engineering communities. The Council is
administered jointly by both Academies and the Institute of Mediane.
Dr. Frank Press and Dr. Robert M. White are chairman and vice
chairman, respectively, of the National Research Council.
OCR for page R5
PREFACE
The Board on International Comparative Studies in Educa-
tion was established in 1988 by the National Research Council,
through its Commission on Behavioral and Social Sciences and
Education, to oversee educational research and statistical activities
that are conducted in the United States in conjunction with
other countries. The general purposes of the board are to develop
periodically a comprehensive plan for U.S. participation in in-
ternational studies; provide a forum for information and discussion;
assist in planning the conduct and funding of studies; establish
principles regarding the quality of study design, data collection
and analysis procedures, and report preparation; assist in the
dissemination of study findings; and promote the use of as-
sessment findings to improve U.S. education. The board is
currently funded by the National Science Foundation, the U.S.
Department of Education, and the U.S. Department of Defense.
This document evolved from early activities of the board.
As the board reviewed the plans for the Computers in Education
Study being conducted under the aegis of the International
Association for the Evaluation of Educational Achievement, (lEA),
it became clear that guidelines should be developed for reviewing
proposals and responding to agency requests for advice on whether
to participate in specific studies. Thus, we began to develop
principles for appraising proposals for international comparative
education studies.
During its second year, our sponsoring agencies requested
the board's advice on plans of the Educational Testing Service
for a second International Assessment of Educational Progress,
the second cycle of what might become a new series of international
studies. Since the proposed series would compete for funding
and for access to schools with studies planned by the TEA,
which had been involved in international assessments for 30
years, the board recognized the need for a conceptual frame-
work for a long-range plan for international studies. There-
fore, we began development of a framework for advising gov-
ernment agencies on participation in international comparative
studies. In addition to considering the question of U.S. par-
v
OCR for page R6
Al
PREFACE
ticipation in international comparisons, the framework consid-
ers why the United States should participate in international
studies and what kinds of studies it should support; discusses
general issues in comparative education studies; and proposes
a framework for establishing priorities for different types of
studies. The framework may also be helpful in identifying
areas of research that are neglected.
The board recognizes that it cannot unilaterally establish a
framework for international studies, but it hopes to stimulate
international discussion of such a framework. We offer this
document as a basis for international discussion of the issues
that must be considered in establishing priorities for different
types of studies. The board plans to disseminate the document
widely in the education research and policy communities, and
welcomes comments on it. As a next step in building consensus,
the board plans to convene a conference on the framework and
principles in the spring of 1991 for discussion of the need for
specific studies, inclucling a desirable schedule for them. Fol-
lowing the conference we expect to prepare a prescriptive
framework report that recommends a long-range plan for U.S.
participation in specific international studies.
~ want to extend my appreciation to the members of the two
working groups who prepared the draft documents that were
the basis of this report. The group of James Guthrie (chair), Edward
Haertel, and Judith Torney-Purta developed the draft "Pr~n-
ciples for Appraising International Comparative Education
Proposals" and repeatedly revised it to reflect discussion at
board meetings. The group of Stephen Heyneman (chair), Ed-
ward Haertel, Lyle Jones, Gaea Leinhardt, and Judith Torney-
Purta drafted the "Framework for International Comparative
Studies in Education." I: also wish to thank all board members
for the stimulating discussions that ultimately shaped this report.
The board sent the draft framework and principles docu-
ments for review to almost 100 comparative education researchers,
including members of the general assembly of the TEA, several
national research coordinators for the International Assessment
of Educational Progress, numerous members of the European
Consortium of Institutes for Educational Research and Devel-
opment, and several education researchers in the United States
and in international organizations concerned with education.
OCR for page R7
PREFACE
·.
Vll
We received comment from 39 researchers in 19 different countries
and 7 from researchers in international organizations. They
are too numerous to mention by name, but we would like to
thank all of those who gave so generously of their time in
reviewing the drafts. They provided thoughtful and incisive
comments, some of them based on the experience and knowledge
acquired in life-time careers in comparative education. Their
comments were of invaluable assistance to the board.
The board is grateful to Eugenia Grohman, Associate Direc-
tor for Reports for the Commission on Behavioral and Social
Sciences and Education, for her fine technical editorial work,
which contributed greatly to the organization and reaciability
of this document. We would also like to thank members of the
Commission on Behavioral and Social Sciences and Education
who reviewed the manuscript and offered cogent comments.
Finally, ~ want to extend my appreciation to Dorothy Gilford,
director of the board, who is coeditor of the report and who
provided the staff support that was indispensable to completion
of the document and that made life tolerable for the chairman.
As research assistant, Laura Lathrop was most helpful in cias-
sifying the hundreds of comments received from our colleagues
who reviewed the preliminary drafts, and she handled ah logistical
arrangements for board meetings efficiently and effectively. Jane
Phillips serves ably as administrative secretary for the board
and cheerfully and competently coped with multiple rounds of
revisions of this document.
Norman M. Bradburn, Chair
Board on International Comparative
Studies in Education
OCR for page R8
