Using multivariate discriminant analysis and the data from the Third International Mathematics and Science Study (TIMSS) 1999, this paper made 5 individual comparisons between the U.S. middle school system and 5 Asian middle school systems, which have typically been top ranked in mathematics and science achievement scores. The discriminant analysis was based on variables related to school and classroom environment as well as students' out-of-school life, home background, and self-perceptions about mathematics and science. The results reveal significant differences between American schools and their Asian counterparts. The author explains these differences in terms of the societal difference in the position of schooling in the lives of American adolescents versus the more central position of schooling in the lives of their East Asian counterparts.
[Copyright of Educational Research & Evaluation is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13803610500110810]

The paper reports a study that aims to reveal a more accurate picture of the strength and weakness of the primary school learners in selected topics in science. Reportedly, primary 3 and 6 pupils were interviewed with questions on the topics of reproduction, electricity, and light. This paper concludes with implications of pupils' performance on teaching and learning.

We examine the effects of family structures and processes on student achievement in Hong Kong. Specifically, we show that the negative effects of single parenthood in past studies are not universal. In Hong Kong, 4,405 15-year-old students completed a questionnaire, and tests in reading, mathematics and science. We analysed the data using multilevel models of Rasch test scores and Warm estimated indices of questionnaire items. In all subjects, the scores of children living with single parents did not differ significantly from those of children living with two parents. Moreover, students living with no parents had lower reading and science scores than other students, and this effect was mediated by lower family investment and involvement.
[Copyright of Asia Pacific Journal of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02188790600607846]

This thesis reports the findings of an Ex post facto study conducted to explore the factors in science achievement of Form two students in Hong Kong. Exploratory models were formulated using factor analysis of data from questionnaire and science achievement scores in the 19 local SISS. It was concluded that there were the five blocks of between-school variables, namely teaching tactics, teaching aims, science learning factors, home background, and student ability.

Hong Kong, Japan, Korea and Singapore are the only East Asian countries in the Third International Mathematics and Science Study (TIMSS), but students in these 4 countries outperformed their counterparts in the TIMSS mathematics test. An examination of the student background information showed that there was little commonality among the 4 countries which can be used to explain the superior achievement of their students. The only common background data for the 4 places were their high population density and large class size, which are, in general, not considered favorable factors for achievement. An investigation of the TIMSS attitude data also failed to locate common attitudes that were unique to the 4 countries and which can be used to explain the high achievement of their students. The questionnaire data however indicated that the superior results of the East Asian students might have been achieved at the expense of other aspects of the development of the students. The results also showed that students in the 4 countries displayed relatively negative attitudes towards mathematics, including the lack of confidence in doing mathematics. The predominant Confucian culture in the 4 countries will be discussed in an attempt to explain the negative attitudes of the East Asian students, but it is not clear how these cultural values can be used to explain their superior achievement.
[Copyright of Educational Research & Evaluation is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1076/edre.8.1.87.6920 ]