Our poor performance does not seem to be related to factors outside the classroom. The availability of computers and calculators also does not appear closely related to performance. To be brief about it, U.S. education does not seem to be designed and organized for success. The most successful countries have well organized, focused curricula applied consistently throughout the educational system. U.S. mathematics and science curricula tend to be fragmented, unfocused, and repetitive.
Expectations make a difference .
Americans seem to feel that science and mathematics are too difficult for most students. We allow too many students to avoid serious engagement with key ideas of science and mathematics, and we accept performance from even our best students which international comparison shows to be mediocre. Teaching for conceptual understanding makes a difference . They do not appear to knit their learning into a fabric of understanding they can rely on when challenged with new questions. Students in other countries do not seem to have as much of a problem with this.