This COURSE GUIDE Appendix includes a summary (from Berger’s 5th ed.) of Stevenson’s work comparing math and science achievement in the US, Japan, and China. The school years are a somewhat different experience for most children growing up in the United States than for children growing up in Pacific-Rim countries. Stevenson’s studies elaborate on these differences in a cross-cultural comparison of education in the United States, Japan, and the Republic of China (Taiwan).

1. Describe the basic findings regarding: ability versus achievement in math and science; time in school and how time is used in the classroom; teachers’ approaches to teaching; parent involvement; and experience of stress, anxiety and depression by students.
2. Berger suggests that, as a result of these findings, American schools have adopted a more rigorous curriculum (at the expense of other activities). Describe how use of time has changed as a result.
3. In spite of the changes, the table on page A-12 suggests that there are still significant deficits in math and science achievement by the eighth grade. Describe some of the recommendations for teaching math that might improve reasoning skills and achievement.
4. What other changes might you suggest of both Asian and American schools?