In 1995, U.S. fourth-graders were outscored by students from 11 of 26 participating countries in math, and were outscored by students from only two nations in science. By 1999, the same cohort of students, now eighth-graders, were outscored by students from 18 of 38 nations in math and 17 of 38 in science. Proposed remedies for our presumed deficiencies in science and math education are many, but quantifiable research results are few. Instead there are many observations in search of conclusions. For example, in Asian countries, the school year can be 25 percent longer than in the United States.
Many students also attend private cram schools for several additional hours per week.
However, it is also argued that the quality, not quantity, of time is at issue. Clearly, more research is needed to establish the causes of deficient U.S. science and math education. The economic consequences of deficient science and math education are significant and widespread. Merely to maintain our current rate of economic growth, continued advances in science and technology are essential. Given the rapid proliferation of technical advances in the past three decades, one might expect that education plays an even more significant role in economic growth today.