Abstract
What is comparative education research? Why are some countries or systems of education interested in it and others not? Can fair comparisons really be made? How do we decide which determinants of achievement to examine in our research? What types of comparative data are of practical use? And what steps can grant-giving agencies take to help improve this type of comparative research? These are the questions to be tackled in this paper. It is appropriate to examine these questions in 1986, for there has been an upsurge in the number of countries interested in participating in such research. The IEA has some 50 nation-states interested in its surveys. The Council of Chief State Officers in the United States has asked that the states not only be compared with each other but that they provide such comparisons within an international framework. On the other hand, another federal state, namely, the Federal Republic of Germany, has not, as a nation, participated in any IEA project since 1970. Each state (Land) has to make its own decision. In the IEA Classroom Environment Study only Bavaria participated, and in the Written Composition Study only Hamburg participated.
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