Skip Navigation

Publications & Products

Search Results: (1-15 of 718 records)

 Pub Number  Title  Date
NCES 2021077 2020 Long-Term Trend Reading and Mathematics Assessment Results at Age 9 and Age 13
This report presents the results of the National Assessment of Educational Progress (NAEP) long-term trend assessments in reading and mathematics administered during the 2019–20 school year to 9- and 13-year-old students. Long-term trend assessments were first administered in the early 1970s; results are available for 13 reading assessments dating back to 1971 and 12 mathematics assessments dating back to 1973. This report provides trend results in terms of average scale scores, selected percentiles, and five performance levels. Item maps for each age group illustrate skills demonstrated by students when responding to assessment questions. Scale score results are included for students by selected background characteristics (e.g., race/ethnicity, gender, and grade attended). Overall, the 2020 average scores in reading and mathematics for 13-year-olds were higher than the earliest assessments but declined since 2012. Scores for the lowest-performing students (at the 10th percentile) decreased from 2012 at both ages and subjects.
10/14/2021
NCES 2021036 Mapping State Proficiency Standards onto the NAEP Scales: Results From the 2019 NAEP Reading and Mathematics Assessments
The National Center for Education Statistics (NCES) has periodically published reports using results from the National Assessment of Educational Progress (NAEP) to compare the proficiency standards that states set for their students. Since standards vary across states, the results of the various state assessments cannot be used to directly compare students’ progress. However, by placing a state standard onto the NAEP scale, a common metric for all states, a NAEP equivalent score is produced, which can be compared across states. The last mapping study report released by NCES (NCES 2019-040) compared state proficiency standards for school year 2016-17. The current report highlights the results of mapping state proficiency standards onto the NAEP scales using state assessment results from the 2018–19 school year and the 2019 NAEP assessments for public schools.
6/1/2021
NCES 2021045 2019 NAEP Science Assessment: Highlighted Results at Grades 4, 8, and 12 for the Nation

These online Highlights present an overview of results from the NAEP 2019 science report. Highlighted results include key findings for nationally representative samples of fourth-, eighth-, and twelfth-grade students. Results are presented in terms of average scale scores and as percentages of students performing at the three NAEP achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. In addition to the overall average scale score, NAEP science results are also reported as average subscale scores for each of three content areas—Physical Science, Life Science, and Earth and Space Sciences. Highlighted results also include performance data for demographic student groups, scores at five selected percentiles, and responses to NAEP survey questionnaires

The 2019 average science score was lower for grade 4, and not significantly different for grades 8 and grade 12, compared to average scores in 2015. Average science scores were higher for grades 4 and 8, but not significantly different for grade 12, compared to 2009, the first year under the current science framework. Compared to 2015, the average score was lower for grade 4 in two of the three science content areas; there were no significant changes in average content areas scores for grades 8 and 12. Average scores were higher in two of the three content areas for grades 4 and 8 compared to 2009 while there were no significant changes in average scores across the content areas for grade 12.

Reported results include responses of students, teachers, and school administrators to survey questionnaires designed to collect information about student’s educational experiences and opportunities to learn both inside and outside of the classroom. The report includes detailed descriptions of released interactive scenario-based tasks and discrete questions to illustrate the types of science knowledge and scientific inquiry skills that were measured as part of the NAEP science assessment.

Full results are available in the 2019 NAEP Science Report Card.

5/25/2021
NCES 2021018 The National Indian Education Study 2019

The National Indian Education Study (NIES) utilizes the National Assessment of Educational Progress (NAEP) and contextual questions to describe the condition of education for fourth- and eighth-grade American Indian and Alaska Native (AI/AN) students in the United States. NIES is conducted under the direction of the National Center for Education Statistics on behalf of the U.S. Department of Education’s Office of Indian Education.

This report provides:
  • an in-depth look at the findings from the student, teacher, and school administrator survey questions that were focused on AI/AN culture and language;
  • information about the achievement of AI/AN students at grades 4 and 8 on the NAEP reading and mathematics assessments—for the nation as well as for 15 states with relatively large proportions of AI/AN students;
  • an examination of contextual factors that are associated with higher- and lower-performing AI/AN students; and
  • an exploration of composite variables (i.e., variables built upon multiple discrete student survey questions) related to AI/AN cultural knowledge, interest in reading about cultures (both their own and others), engagement at school, and perceptions about effort in school.

Results are reported for three mutually exclusive categories of schools as well as for an overall category:

  • low density public schools (where less than 25 percent of all the students in the school were AI/AN);
  • high density public schools (where 25 percent or more of all the students in the school were AI/AN);
  • Bureau of Indian Education (BIE) schools; and
  • all AI/AN students (includes all AI/AN students sampled throughout the nation in public, private, BIE, and Department of Defense schools).

The survey results presented in this report are focused primarily on the responses of fourth- and eighth-grade AI/AN students to selected survey questions. Approximately 7,000 fourth-graders and 6,300 eighth-graders participated in the NIES 2019 student survey. Teachers and school administrators also completed surveys.

Average scores in NAEP reading and mathematics for AI/AN fourth- and eighth- graders from earlier NAEP assessments in 2005, 2007, 2009, 2011, and 2015 are compared to their average reading and mathematics scores in 2019.

The NIES survey questions, as well as the report itself, were created in close collaboration with the NIES Technical Review Panel (TRP). The NIES TRP is composed of AI/AN educational stakeholders from across the country.

5/18/2021
NCES 2021025 The 2018 NAEP Oral Reading Fluency Study

The National Center for Education Statistics (NCES) has released two reports based on the 2018 NAEP Oral Reading Fluency (ORF) study: a brief highlights report and a longer statistical analysis report. This statistical report presents detailed information about the 2018 NAEP ORF study, the first such NAEP study since 2002. The study was administered to a nationally representative sample of over 1,800 fourth-graders from 180 public schools. Students who participated in the study first completed the NAEP fourth-grade reading assessment. Then they read four short passages out loud to assess their oral reading fluency (i.e., the ability to read text aloud with speed, accuracy, and proper expression) as well as two kinds of word lists to assess their foundational skills (i.e., word reading and phonological decoding). Both the NAEP reading tasks and oral reading tasks were administered to students digitally, with student responses recorded on tablets.

The results indicate that for an estimated 1.3 million public school fourth-graders (36 percent) who performed below the NAEP Basic achievement level in reading in 2018, and in particular for an estimated 420,000 fourth-graders whose performance placed them in the lowest third of the below NAEP Basic level, fluent reading of connected text, such as paragraphs, is a major challenge. The challenge with fluency and foundational skills is particularly pronounced among Black and Hispanic students. These students read a passage at half the rate of a NAEP Proficient fourth-grader; misread 1 out of every 6 words, which are more likely to be content words that are important for comprehension, not function words (e.g., the, and, on); focus on individual words or phrases instead of the meanings of sentences and passages; read in a monotone voice, indicating lack of text comprehension; and show little knowledge of spelling-sound correspondence.

4/27/2021
NCES 2021026 Highlights of the 2018 NAEP Oral Reading Fluency Study

The National Center for Education Statistics (NCES) has released two reports based on the 2018 NAEP Oral Reading Fluency (ORF) study: a brief highlights report and a longer statistical analysis report. This highlights report presents the key concepts and findings of the 2018 NAEP ORF study, the first such NAEP study since 2002. The study was administered to a nationally representative sample of over 1,800 fourth-graders from 180 public schools. Students who participated in the study first completed the NAEP fourth-grade reading assessment. Then they read four short passages out loud to assess their oral reading fluency (i.e., the ability to read text aloud with speed, accuracy, and proper expression) as well as two kinds of word lists to assess their foundational skills (i.e., word reading and phonological decoding). Both the NAEP reading tasks and oral reading tasks were administered to students digitally, with student responses recorded on tablets.

The results indicate that for an estimated 1.3 million public school fourth-graders (36 percent) who performed below the NAEP Basic achievement level in reading in 2018, and in particular for an estimated 420,000 fourth-graders whose performance placed them in the lowest third of the below NAEP Basic level, fluent reading of connected text, such as paragraphs, is a major challenge. The challenge with fluency and foundational skills is particularly pronounced among Black and Hispanic students. These students read a passage at half the rate of a NAEP Proficient fourth-grader; misread 1 out of every 6 words, which are more likely to be content words that are important for comprehension, not function words (e.g., the, and, on); focus on individual words or phrases instead of the meanings of sentences and passages; read in a monotone voice, indicating lack of text comprehension; and show little knowledge of spelling-sound correspondence.

4/27/2021
NCES 2021305 Highlights of School-Level Finance Data: Selected Findings from the School-Level Finance Survey (SLFS) School Years 2015-16 (FY 16) and 2016-17 (FY 17)

This statistical analysis report presents key findings and other data highlights from School-Level Finance Survey (SLFS) in school years 2015-16 and 2016-17. The report focuses on (1) the completeness and comparability of SLFS data and (2) how the SLFS can be utilized to evaluate differences in resource allocation (as measured by school-level expenditures) across schools, school districts, and states.

In discussing the findings, the report presents district- and state-aggregated information on school-level expenditure data collected through the SLFS, including:

  • universe coverage and survey item response rates, by state;
  • comparison of SLFS finance data with comparable state-level finance data collected through the National Public Education Financial Survey (NPEFS); and
  • statistics on a wide variety of school-level expenditures (and school-level expenditures per pupil), by school characteristics such as urbanicity and school poverty indicators such as Title I eligibility.

The report also includes an assortment of tables and figures to support its key findings on school-level expenditures collected through the SLFS.

3/30/2021
NCES 2020090 2019 NAEP Mathematics and Reading Assessments: Highlighted Results at Grade 12 for the Nation
These online Highlights present overviews of grade 12 results from the NAEP 2019 mathematics report and the 2019 reading report. Highlighted results include key findings at the national level only. Results are presented in terms of average scale scores and percentages of students performing at the three NAEP achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. Highlighted results include performance data for demographic student groups, five selected percentiles, and NAEP survey questionnaires.

The 2019 average score was lower for reading and not significantly different for mathematics compared to average scores for these subjects in 2015. Over the long term, the national average score for reading was lower compared to the first assessment year (1992), whereas over the long term, the 2019 mathematics score was not significantly different from the score in 2005.

Highlighted results include responses of students and schools to survey questionnaires designed to collect information about students’ educational experiences and opportunities to learn both inside and outside of the classroom and twelfth-graders' postsecondary plans.

Full results for each subject are available in the 2019 NAEP Mathematics Report Card and the 2019 NAEP Reading Report Card.
10/28/2020
NCES 2020068 Process Data From the 2017 NAEP Grade 8 Mathematics Assessment
This report describes the contents of the first-ever NCES release of a response process dataset from the National Assessment of Educational Progress (NAEP). Response process data are the data generated from students’ interactions with a digitally based assessment. The data include the time students spend on assessment items; their keypresses as they progress through the assessment; how they use onscreen tools made available to all learners (such as the calculator); and the use of accommodations (for example, text-to-speech). The response process dataset files will be released as a restricted-use data (RUD) package including the response process data, as well as linked datasets on students’ responses to assessment items and their demographics and accommodation information. Data will be available only for students who were assessed using assessment items that were released to the public from the 2017 grade 8 mathematics assessment. People interested in accessing the data must obtain a restricted-use data license from NCES.
6/24/2020
NCES 2020037 From Algebra to Zoology: How Well Do Students Report Mathematics and Science Coursetaking?
This study measures the validity of the mathematics and science coursetaking information reported by high school students by comparing it to information obtained from the NAEP High School Transcript Study (HSTS). The HSTS is an administrative data collection of transcripts belonging to high school graduates who took the NAEP twelfth-grade mathematics and science assessments. The HSTS provides NAEP with an opportunity to compare the official coursework recorded on students’ high school transcripts to their self-reported high school coursetaking and identify any differences. Such differences are important to consider when exploring the relationship between student reported coursetaking and other measures of student educational performance, such as NAEP twelfth-grade assessment scores.
4/24/2020
NCES 2020017 The Nation's Report Card: 2018 U.S. History, Geography, and Civics at Grade 8, Highlights Reports

These online Highlights reports present an overview of results from the NAEP 2018 civics, geography, and U.S. history reports. The reports include national results on the performance of eighth-grade students. Results are presented in terms of average scale scores and as percentages of students performing at or above the three NAEP achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. In addition to overall scores, results are reported by racial/ethnic groups, gender, type of school, and other demographic groups.

There was no significant change in the 2018 average civics score for eighth-grade students compared to the score in 2014. Reflecting the relatively stable overall average score since 2014, there were no significant changes in the scores of students at any of the selected percentile levels or for any of the major student groups that NAEP reports on. The 2018 average civics score was higher than the score in 1998. In addition, the scores of lower-performing students (those at the 10th and 25th percentiles) in 2018 were also higher than in 1998.

The 2018 average geography score for eighth-grade students was lower than in 2014. In 2018, scores for lower-performing students at the 10th and 25th percentiles decreased compared to scores in 2014, while the scores for middle- and higher-performing students remained relatively stable. There was no significant change in the 2018 score compared to the score from the first assessment in 1994; however, scores for higher-performing students (those at the 75th and 90th percentiles) were lower than in 1994.

In 2018, the average U.S. history score for eighth-grade students was lower than in 2014. Students at all selected percentile levels other than those at the highest level (those at the 90th percentile) saw a decrease in their scores. Compared to the score in the first assessment year in 1994, the 2018 average U.S. history score was 4 points higher. Students across performance levels made gains compared to 1994 except those at the 90th percentile, where there was no significant change in the score for these highest-performing students.

Highlighted results include responses of students and teachers to survey questionnaires designed to collect information about students’ educational experiences and opportunities to learn both in and outside of the classroom. In addition, the report includes sample questions from the assessments to help illustrate the types of knowledge and skills measured in civics, geography, and U.S. history.

4/23/2020
NCES 2020051 U.S. Performance on the 2015 TIMSS Advanced Mathematics and Physics Assessments: A Closer Look
“U.S. Performance on the 2015 TIMSS Advanced Mathematics and Physics Assessments: A Closer Look” expands upon the results described in NCES’ initial "Highlights" report on TIMSS Advanced. This new report provides in-depth analyses that (1) examine the demographics, school characteristics, and coursetaking patterns of the small subset of U.S. 12th-graders taking the TIMSS Advanced assessments; (2) describe the extent to which the topics assessed in the study were covered in the curricula of the advanced mathematics and physics courses taken by U.S students; (3) provide detailed performance data within content domains for student subgroups and overall; and (4) illustrate student performance with example items.

This report uses data from the 2015 Trends in International Mathematics and Science Study Advanced (TIMSS Advanced), an international assessment that measures advanced mathematics and physics achievement in the final year of secondary school. TIMSS Advanced is sponsored by the International Association for the Evaluation of Educational Achievement (IEA) and conducted in the United States by NCES.
12/24/2019
NCES 2020012 2019 NAEP Mathematics and Reading Assessments: Highlighted Results at Grades 4 and 8 for the Nation, States, and Districts

These online Highlights present overviews of results from the NAEP 2019 mathematics report and the 2019 reading report. Highlighted results include key findings for the nation, states/jurisdictions, and the 27 districts that participated in the Trial Urban District Assessment (TUDA) at grades 4 and 8. Results are presented in terms of average scale scores and as percentages of students performing at the three NAEP achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. Highlighted results include performance data for demographic student groups, five selected percentiles, and NAEP survey questionnaires.

The 2019 average scores were higher for grade 4 mathematics, lower for grade 8 mathematics, and lower at both grades for reading compared to averages scores in 2017. Over the long term, however, the national average scores in both subjects were higher for both grades compared to the initial assessment years (1990 for mathematics and 1992 for reading). At the state level, average mathematics scores were mainly steady across states/jurisdictions at both grades since 2017: at grade 4, scores were higher in nine and lower in 3 states/jurisdictions. Average reading scores were lower compared to 2017 in 17 states/jurisdictions at grade 4 and in 31 states/jurisdictions at grade 8; one state/jurisdiction at each grade had a score increase since 2017.

Average mathematics and reading scores across the participating TUDA districts were relatively stable since 2017: mathematics scores increased in five TUDA districts at grade 4 and in four districts at grade 8; one district at grade 4 and three districts at grade 8 had lower mathematics scores since 2017. Only one TUDA district had a higher reading score in 2019 compared to 2017. Reading scores were lower compared in 2017 in three districts at grade 4 and in 11 districts at grade 8.

Highlighted results include responses of students and teachers to survey questionnaires designed to collect information about students’ educational experiences and opportunities to learn both in and outside of the classroom.

Full results for each subject are available in the 2019 NAEP Mathematics Report and the 2019 NAEP Reading Report.

10/30/2019
NCES 2019040 Mapping State Proficiency Standards onto the NAEP Scales: Results From the 2017 NAEP Reading and Mathematics Assessments
The National Center for Education Statistics (NCES) has periodically published reports using results from the National Assessment of Educational Progress (NAEP) to compare the proficiency standards that states set for their students. Since standards vary across states, the results of the various state assessments cannot be used to directly compare students’ progress. However, by placing a state standard onto the NAEP scale, a common metric for all states, a NAEP equivalent score is produced, which can be compared across states. The last mapping study report released by NCES (NCES 2018-159) compared state proficiency standards for school year 2014-15. The 2017 edition of this report highlights the results of mapping state proficiency standards onto the NAEP scales using state assessment results from the 2016–17 school year and the 2017 NAEP assessments for public schools.
8/21/2019
NCES 2018147 2015 Survey Questionnaires Results: Classroom Instructions for Mathematics, Reading, and Science
As part of the National Assessment of Educational Progress (NAEP), students, teachers, and school administrators answer survey questionnaires. These questionnaires collect contextual information to provide a better understanding of educational experiences and factors that are related to students’ learning both in and outside of the classroom and to allow for meaningful student group comparisons. As part of the 2015 NAEP assessments, teachers of fourth- and eighth-graders answered survey questions about the content, activities, and skills they emphasized in their classrooms, and twelfth-graders answered questions about their classroom activities or coursework in mathematics, reading, and science. This special report takes an in-depth look at their responses, providing additional information with the 2015 NAEP achievement results.
7/30/2019
   1 - 15     Next >>
Page 1  of  48