Archived: The Educational System in the United States: Case Study Findings

Selection of Schools
At the main study site, we selected schools that represented the range of schools
sampled for the TIMSS study. High-achieving, middle-achieving, and low-achieving
schools, as measured by state standardized test results, were included among the
elementary, middle schools, and high schools that we chose for the Case Study
Project. In addition, the schools represented the full range of ethnic diversity,
from predominantly white and predominantly African-American populations to
schools, which enrolled students of several ethnic groups in nearly equal propor-
tions. At the secondary-school level, we also included a vocational high school,
since vocational schools were included among the Case Study schools visited in
Japan and Germany. In the two secondary sites, we selected one elementary, one
junior or middle school, and one senior high school.
Descriptions of Schools
The following descriptions of the schools selected for this study are based on field
notes and written materials provided by schools, school districts, and state re-
ports.

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Metro City Area Elementary Schools
Rockefeller Elementary School is located in Lakeside, one of the most affluent
neighborhoods in Metro City. Surrounding the school are large homes with spa-
cious, well-manicured lawns. Per capita income in Lakeside is more than double
the national average. The school was well maintained and well equipped with an
impressive library, creative and imaginative play spaces, and computers with edu-
cational software and video games for student use. Spending per student was
much higher than the state average, as are teacher salaries.
On statewide tests, students at Rockefeller scored well above average in math and
science. The school population was 93 percent white, 6 percent Asian, and 1 per-
cent Hispanic. Children of Japanese parents on assignment in the United States
made up the largest minority group. Less than 1 percent of the students were of
limited English-language proficiency, and none were from families classified as low
income. The student mobility rate, the number of students who enroll in or leave
a school within a given year, was less than 6 percent.
Midtown Elementary School is located in a moderate to low-income suburb of
Metro City. The school is adjacent to a congested roadway; across the street is
an old strip mall with a restaurant, a dry cleaner, and other small businesses. Just
to the east of Midtown Elementary is a factory.
Midtown Elementary students scored at about average levels of achievement in
science and math on statewide assessment tests. Only 2 percent of 3rd-grade stu-
dents did not meet state goals in math achievement; but 20 percent of 4th-graders
did not meet state goals in science. The school had a diverse student body. Just
over half of the students were white, about 30 percent were African-American and
about 10 percent were Hispanic. Over 90 percent of the teachers at Midtown
were white. One-fifth of the students were from low-income families, defined as
those receiving public aid, living in institutions for neglected or delinquent chil-
dren, supported in foster homes with public funds, or eligible for free or reduced-
price lunches. Just under 10 percent of the student body was of limited English
proficiency. The annual student mobility rate was about 20 percent. Spending per
pupil was below average for the state.
Parks Elementary School is located in an inner-city neighborhood of Metro City.
There is a large cemetery on the north end of the school. The building is com-
paratively small and the playground is a fenced-in parking lot. Surrounding the
school are row houses. Nearby are major city streets and a large variety of store-
front shops, many with iron gates to prevent robbery and vandalism.

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Students at Park performed below average on statewide tests of achievement. The
student population was 40 percent Hispanic, 30 percent African-American, 14 per-
cent Asian, and 14 percent white. Over 90 percent of Parks’s students came from
low-income families. A third were of limited English-language proficiency. The stu-
dent mobility rate exceeded 50 percent.