William H. Schmidt is a University Distinguished Professor at Michigan State University. He previously served as National Research Coordinator and Executive Director of the US Trends in International Mathematics and Science Study (TIMSS) National Center. Richard T. Houang is a Senior Researcher and the Director of Research for the Center of the Study of Curriculum Policy at Michigan State University. Leland S. Cogan is a Senior Researcher with the Center for the Study of Curriculum Policy at Michigan State University and was the US Assistant Director for the Teacher Education Study in Mathematics (US TEDS-M). Michelle L. Solorio is a Ph.D. education policy student at Michigan State University.

'This book argues convincingly that the essential determination of learning mathematics and science in school is through curriculum, the selection and implemented instruction of content and the consequent opportunities to learn. We cannot change the social and economic backgrounds of our students, but we can improve the quality and the fair distribution of their opportunities.' Richard G. Wolfe, Emeritus Professor, University of Toronto

• Part I. The Historical Development of Modern International Comparative Assessments: 1. Beginning the modern investigation of the role of schooling across the globe; 2. The arrival of TIMSS and PISA; Part II. Conducting International Assessments in Mathematics and Science: 3. Who participates in international assessments?; 4. What students know: from items to total scaled scores; 5. Relating assessment to OTL: domain-sensitive testing; 6. The evolution of the concept of opportunity to learn; 7. The 1995 TIMSS curriculum analysis and beyond; 8. Characterizing student home and family background; Part III. The Lessons Learned from International Assessments of Mathematics and Science: 9. Pitfalls and challenges; 10. What has been learned about the role of schooling: the interplay of SES, OTL, and performance; 11. Where do we go from here?