Understanding Others, Educating Ourselves Getting More from International Comparative Studies in Education (2003) / Chapter Skim
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6 Recommendations
6 Recommendations
Pages 70-73
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education policies by studying specific topics relevant to those policies and their implementation in other countries. · Type III studies are not designed to make direct comparisons between the United States and other countries in terms of specific policies or educational outcomes.
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71 Recommendation 2: The United States should conduct systematic analyses of costs of the expensive Type I and II studies (including financial cost, respondent or participant burden, accommodating design shortcomings, etc.) and benefits (services received, information provided, topics studies, etc.)
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Recommendation 3.5: U.S. government sponsors should set aside funding for data analysis by state and local district participants in future international benchmarking projects.
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Recommendation 5.3: Funding agencies, both governmental and nongovernmental, must take the lead in encouraging the next stage of international comparative studies, which go beyond generating high-quality education indicators and correlations, to basic education research and comparative social science. Recommendation 5.4: Additional funding for the secondary analyses of international comparative education surveys and cross-national syntheses of important topics should be used to attract a critical mass of scholars to these relatively neglected areas.
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