China-Puerto Rico K -- 12 Students in Essay

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China-Puerto Rico

K -- 12 Students in China and Puerto Rico

In this essay, the author will use the 2009 PISA analysis to compare the China and Puerto Rico's policies on education and the impact or influence on the performance of K -- 12 students. Both countries are radically different in that they have different relationships with PISA and OECD. China is not a member and the Puerto Rico is via its relationship with the United States as a commonwealth entity (Fleischman, Hopstock, Pelczar & Shelley, 2011, 3).

While in certain categories China is not rated, China is being rated by the OECD standards because of the shear size of China. The rating standards are set by areas such as Shanghai-China, and Hong-Kong China is areas such as Combined reading literacy scale and reading literacy sub-scales in the table below in areas such as those in the table below as they are compared with Puerto Rico as a commonwealth of the United States:

Average scores of students on combined reading literacy scale and reading literacy subs-scales in 2009

as listed on p. 8-9, Table 3 of the PISA

Combined reading literacy scale

Access and retrieve

Integrate and Interpret

Reflect and Evaluate

Puerto Rico

Shanghai-China

Hong-Kong China

At least in the case of 15-year-old high school freshmen, China's scores are above that of the United States. At level 5, the tasks involved retrieving information that required the reader to locate and organize pieces of deeply embedded information. For all aspects of reading, tasks at this level typically involve dealing with concepts that are contrary to expectations (ibid, 10).

At level 4, the rated tasks involved the retrieval of information that requires the reader to organize and locate several pieces of embedded information.

At this level, some of the tasks require the interpretation of the meaning of small nuances of language in a section of text. This is done by taking into account the whole text

. Other interpretative tasks considered required an understanding as well as the application of categories in an unfamiliar context.

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At this level, the reflective tasks require their readers to use public or formal knowledge. They do this in order to hypothesize about or to critically evaluate a given text. Here, readers are to demonstrate to the evaluator an accurate understanding of complex or long texts whose form or content may be unfamiliar (ibid).

For the students evaluated in Puerto Rico at level 3, the tasks required the reader to locate and recognize the relationship between many pieces of information. They are also required to meet multiple conditions. The interpretative tasks at this level require readers to integrate many parts of a given text to identify the main idea or to understand a relationship or to interpret the meaning of a word or phrase. For this, they will need to notice many features in the comparison, contrast or categorization of subjects. The reflective can require connections, explanations and/or comparisons. The evaluators may also require the reader to evaluate some feature of the text. Reflective tasks may require that the readers demonstrate a minute understanding of a text. This is then compared to familiar, everyday knowledge. Other rated tasks do not require such detailed text comprehension. Instead, they require readers to remember less common knowledge (ibid).

Compare the Performance of Students in Math and literacy

Comparison of Math by Country

Country

Shanghai-China

Hong-Kong China

Macao-China

Puerto Rico

The math rating standards are similar to those for general literacy rating (ibid, 25).

External variables for this might include the fact that China is catching up to the U.S. In affluence. For instance, UNESCO credits the decline in China's illiteracy rate directly to state policies that set the goal of reducing China's illiteracy rate to less than 5% by the end of the 20th century. By the end ofPelican

the year 2000, this policy goal had been reached all around China and decreased according to government projections (Zhang, 2006, 2). In the main, this policy has been helped by increasing efforts to make education free (ibid, 8). In addition, the main issue,.....

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