Educators in Minnesota have a lot to cheer about. Their students participated in the 2007 International Mathematics and Science study (TIMSS), and saw improved results since they last participated in 1995. And for a state that had no standards on these subjects thirteen years ago, it looks like their commitment and effort toward continual refinement has paid off.

From edweek.org:

“As one of only two U.S. states to participate in a prominent international measurement of academic skill, Minnesota is scoring at or near the level of many of the highest-performing countries on that exam, and its scores in some categories have jumped significantly since it first took part in 1995.”

Washington has not participated in TIMSS and it’s unknown whether we will in the future, but taking a look at what changes Minnesota made to achieve the improved results can be valuable, particularly in Math, since their science results stayed flat.

The 2007 report shows fourth grade math results jumped from a 516 to a 554 on a 1,000 point scale. Improvements are contributed to the increased amount of time teachers spend on number related topics, and the amount of time they take to ensure students have a deep understanding of simpler math concepts.

Improvements with 8th grade math scores could be related to the increased amount of time teachers are spending on algebra in the classroom, which TIMMS emphasizes on the test.  In Minnesota, all students take introductory algebra in 8th grade, and they are currently phasing in a mandate that requires algebra 2 prior high school graduation. Thankfully, Washington is on track with a similar requirement. In July 2008, the Washington State Board of Education made algebra 2 a graduation requirement effective in 2013.

The only other state to participate in TIMSS was Massachusetts, a state known for demanding academic standards. They saw progress too, however contributed their improvement to professional development.

Math and science matter. And although these subjects and there standards are currently under review in Washington, anything educators can do to strengthen instruction will ensure brighter futures for students. Looking at what changes Minnesota and Massachusetts made to see their improved results, can be a small piece to the puzzle. Who knows, if we get our act together, Minnesota and Massachusetts may not be the only two states who participate in TIMSS in the future.