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. At this level, the reflective tasks require their readers to use public or formal knowledge. They do...
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