Education in Japan (Natalie Collor)
While the concept that higher income directly relates to higher academic success is one held throughout the world, the degree to which it holds true varies across the world. The PISA survey also includes data on performance as it relates to students’ socioeconomic status and disproves this general idea in many countries. The socioeconomic makeups of Japan and the U.S. are different, so it is important to interpret the results of PISA individually.
Japan has an above-average score in science performance and equity in education. The strength of this relationship is below average, which means performance in science isn’t essentially a result of one’s social status. In the U.S., however, science performance was above average, but the nation’s equality in education was below average. This implies that class and status largely affect one’s ability to perform well in science. Funding limitations and staff shortages are very common in some areas of the U.S., and, as shown by the results of the PISA, science aptitude suffers greatly when students lack the support and materials necessary to study. A key takeaway for the U.S. is to increase funding for science teachers and materials in areas with lower incomes. Students in Japan, on the other hand, seem to be benefitting from access to similar amounts of educational support and materials.
Overall Educational Practices
Students in both the U.S. and Japan did better than average on all three sections of the PISA exam. A closer look at the individual section results, students’ motivations for each subject, and gender discrepancies provides further information on the educational methods used and their efficacy as shown by the students’ results on the PISA survey. Based on these results, it may be easy to assume Japanese educational practices are more effective or better than those in the U.S., however, it is also important to realize PISA is just one of many standardized tests meant to measure intelligence and efficacy of instruction. The public must also remember there are other ways in which students and educational techniques can be evaluated.
- EDITION JP「OECD,PISAの結果をみると日本はもはや“オタク”ですらない」,2017/1/11 30.http://www.huffingtonpost.jp/satoshi-endo/japan-pisa_b_14095374.html
- WordPress Yalda T.Uhls PhD「How is Japan different than the US – Education and Parenting」,2011/3/15.http://www.yaldatuhls.com/2011/03/how-is-japan-different-than-the-us-education-and-parenting/
- OECD COUNTRY NOTE Japan,http://www.oecd.org/pisa/pisa-2015-Japan.pdf
- OECD COUNTRY NOTE Massachusetts,http://www.oecd.org/pisa/PISA-2015-United-States-MA.pdf
- OECD 2016 PISA 2015 RESULTS,http://www.keepeek.com/Digital-Asset-Management/oecd/education/pisa-2015-results-volume-i_9789264266490-en#page220
- PISA 2015,http://www.compareyourcountry.org/pisa/country/usa?lg=en