Is participation in preschool education associated with higher student achievement?
Outlines the framework for the International Computer and Information Literacy Study
Provides the foundation for the PIRLS, prePIRLS, and ePIRLS 2016 assessments
A guide to teacher education context, structure, and quality assurance in 17 countries
Provides the frameworks for the TIMSS 2015 mathematics and science assessments
IEA studies focus on student achievement and the factors related to it. They provide high quality data for evidence-based educational policy and reform.
Currently, there are a number of ongoing studies in a range of topics, including ECES (early childhood education), ICCS 2016 (civic and citizenship education), PIRLS 2016 (reading literacy), TIMSS 2015 (mathematics and science), and ICILS 2013 (computer and information literacy).
PIRLS 2016 and TIMSS 2015, which are in their fourth and sixth cycles, respectively, are part of IEA's regular series of international assessments in reading, mathematics, and science. This cycle of studies allows countries to monitor changes in educational achievement in basic school subjects over time. In the new cycles both studies have added new assessment opportunities to their core, such as prePIRLS and ePIRLS, TIMSS Numeracy, and TIMSS Advanced. ECES aims to explore, describe, and analyze early childhood education provision and its role in preparing children for school and lifelong learning. ICCS 2016 will investigate how young people around the world are prepared to undertake their roles as citizens and, in the case of countries that participated in ICCS 2009, whether and what changes occurred in the intervening seven-year period. ICILS 2013 builds on a tradition of IEA surveys carried out between 1989 and 2006 on ICT use in schools, but features a new computer-based student assessment of computer and information literacy.