DIFFERENCES BETWEEN EUROPEAN AND AMERICAN HIGHER EDUCATION
| Published in Interesting Facts | Written by Patricia May
Differences between European and American Higher Education
What are some of the major differences between schooling in Europe vs the US?
School Systems in Europe and America
Differences between German and American high schools
Compare U.S., European Bachelor’s Degree Programs
Undergraduate programs in the U.S. are typically four years long, while many European programs last three years.
Kelly Mae Ross, Staff Writer Aug. 11, 2017, at 7:00 a.m. https://www.usnews.com/education/best-global-universities/articles/2017-08-11/how-bachelors-degree-programs-in-the-us-and-europe-differ
European Universities vs. American Universities: We Win
Schools and class in Europe and America
The secret to a sound American education? Have rich parents
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West, M. (2012). Global lessons for improving U.S. Education: international comparisons of student achievement illustrate the gains possible for students in the United States and offer insights on how to achieve them. Issues in Science and Technology, 28(3), 37–44. https://mnpals-scs.primo.exlibrisgroup.com/discovery/fulldisplay?docid=gale_ofa287392223&context=PC&vid=01MNPALS_SCS:SCS&search_scope=MyInst_and_CI&tab=Everything&lang=en
Launched in 2000 as a project of the OECD, the PISA is administered every three years to nationally representative samples of students in each OECD country and in a growing number of partner countries and subnational units such as Shanghai. The 74 education systems that participated in the latest PISA study, conducted during 2009, represented more than 85% of the global economy and included virtually all of the United States’ major trading partners, making it a particularly useful source of information on U.S. students’ relative standing.
The United States’ historical advantage in terms of educational attainment has long since eroded, however. U.S. high-school graduation rates peaked in 1970 at roughly 80% and have declined slightly since, a trend often masked in official statistics by the growing number of students receiving alternative credentials, such as a General Educational Development (GED) certificate.
in many respects the U.S. higher education system remains the envy of the world. Despite recent concerns about rapidly increasing costs, declining degree completion rates, and the quality of instruction available to undergraduate students, U.S. universities continue to dominate world rankings of research productivity. The 2011 Academic Rankings of World Universities, an annual publication of the Shanghai Jiao Tong University, placed eight U.S. universities within the global top 10, 17 within the top 20, and 151 within the top 500. A 2008 RAND study commissioned by the U.S. Department of Defense found that 63% of the world’s most highly cited academic papers in science and technology were produced by researchers based in the United States. Moreover, the United States remains the top destination for graduate students studying outside of their own countries, attracting 19% of all foreign students in 2008. This rate is nine percentage points higher than the rate of the closest U.S. competitor, the United Kingdom.
Abel, H. (1959). Polytechnische Bildung und Berufserziehung in internationaler Sicht. International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft / Revue Internationale de l’Education, 5(4), 369–382. https://doi.org/10.1007/BF01417254
Peterson, P., Woessmann, L., Hanushek, E., & Lastra-Anadon, C. (2011). Are U.S students ready to compete? The latest on each state’s international standing.(feature). Education Next, 11(4), 50–59.
Student Proficiency on NAEP
At one time it was left to teachers and administrators to decide exactiy what level of math proficiency should be expected of students. But, increasingly, states, and the federal government itself, have established proficiency levels that students are asked to reach. A national proficiency standard was set by the board that governs the National Assessment of Educational Progress (NAEP), which is administered by the U.S. Department of Education and generally known as the nation’s report card.
a crosswalk between NAEP and PISA. The crosswalk is made possible by the fact that representative (but separate) samples of the high-school graduating Class of 2011 took the NAEP and PISA math and reading examinations. NAEP tests were taken in 2007 when the Class of 2011 was in 8th grade and PISA tested 15-year-olds in 2009, most of whom are members of the Class of 2011. Given that NAEP identified 32 percent of U.S. 8th-grade students as proficient in math, the PISA equivalent is estimated by calculating the minimum score reached by the top-performing 32 percent of U.S. students participating in the 2009 PISA test. (See methodological sidebar for further details.)
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