Policy Briefs

IEA policy briefs address issues of particular interest to policymakers and practitioners, based on in-depth analysis of data from IEA studies, foremost of which are the Progress in International Reading Literacy Study (PIRLS) and the Trends in International Mathematics and Science Study (TIMSS). Each publication in the series aims to connect study findings to recurrent and emerging questions in education policy debates at international and national levels. The briefs cover a range of themes in relation to teaching and learning in the school subjects that the IEA studies address.

Please secretariat [at] iea.nl (contact us) if you are interested in contributing to a future policy brief.

This work was originally funded by the National Center for Education Statistics of the US Department of Education under Contract No. ED-08-CO-0117 in collaboration with the International Association for the Evaluation of Educational Achievement (IEA). Mention of trade names, commercial products, or organizations does not imply endorsement by the US Government.

Featured Publications

September 2016 - Are teacher characteristics and teaching practices associated with student performance?

April 2016 - Are school characteristics related to equity? The answer may depend on a country’s developmental level

December 2015 - Is reading contagious? Examining parents’ and children’s reading attitudes and behaviors

October 2015 - Using PIRLS data to investigate the relationship of teachers’ instruction with students’ out-of-school reading behaviors