The studies compared Chinese, Japanese, and American children who sampled from first grade and fifth grade classrooms in elementary schools in Minneapolis, Chicago, Sendai, Beijing, and Taipei. The studies found that in mathematics average scores of the Asian first and fifth graders were higher than the American averages. When compared the scores from different grades, the studies found decline in American schools as well as improvement in Taiwan and steady high performance in Japan. In addition, the studies found that in reading the Asian students caught up by the fifth grade following the increased demands in Asian languages, although American first graders tended towards the top on these tests. The test results undoubtedly confirmed the truth about the superior performance of Asian students over American students.

According to the studies, Stevenson found that there were three main reasons as

sociated with Asian children's success: cultural differences, educational system and teacher performance. Asian mothers considered the most important thing in their children's life is to do well in school; education is equivalent to the children's future. Therefore, Asian mothers hold high standards for their children's academic performance, believing that the road to success is through effort, having positive attitudes about achievement, and studying diligently.

When I was a third grader of elementary school in China, my Chinese teacher not only impressed me through her outstanding teaching performance but also evoked my interest in writing composition. In Chinese education standards, third grade of elementary school is the time to learn how to write a short narrative composition. I had no idea how to describe an affair's process. On the first day of class for composition, I felt really nervous because I did not know what I was going to face. I thought the teacher would give us something to write, but what surprised me was that she started the class by telling us a tale of the fisherman and goldfish.

In contrast, American mothers had very high satisfaction with their children's academic performance because they lacked measurement standards for performance, and believed their children's success came from being born with intelligence and being diligent. American mothers also placed a lesser emphasis on academic achievement because they believed their children's childhood shouldn't solely focus on school. Asian mothers' attitudes caused their children to work harder to improve their performance.

In contrast, American teachers had to cover all elementary school subjects and spent most of their time at school teaching, so they didn't have enough time to prepare cla

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Approximate Pages = 5 (250 words per page double spaced)