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 Pub Number  Title  Date
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
NCES 2019016 Study of the Title I, Part A Grant Program Mathematical Formulas
Study of the Title I, Part A Grant Program Mathematical Formulas examines the distribution of Title I funds to understand how the current formulas affect various types of districts, such as large or small districts, those in poor or rich areas, and those in urban or rural areas. The report compares districts across the 12 NCES geographic locales, ranging from large cities to remote rural areas.
5/8/2019
NCES 2019048 The National Indian Education Study 2015: A Closer Look

The National Indian Education Study (NIES) is designed 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 follow-up report focuses on two major concerns that have been raised throughout the first decade of NIES:

  • What contextual factors are associated with higher- and lower-performing AI/AN students on NAEP mathematics and reading assessments?
  • How do AI/AN students see themselves in terms of their Native languages, culture, and aspirations for the future?

First, the report examines various factors associated with AI/AN students who performed at or above the 75th percentile and below the 25th percentile (i.e., “higher-performing” and “lower-performing” AI/AN students). Second, the report explores results derived from the combination of multiple related survey questions (i.e., composite variables) centered around Native language exposure, knowledge and interest in Native cultures, and academic engagement and expectations.

The results presented in this report are focused on the responses of fourth- and eighth-grade AI/AN students to selected survey questions. Approximately 8,500 fourth-graders and 8,200 eighth-graders participated in the NIES 2015 student survey. The survey results displayed are reported as percentages of AI/AN students attending schools that varied in the proportion of AI/AN students within their student population—low AI/AN density public schools (less than 25 percent of students were AI/AN), high AI/AN density public schools (25 percent or more of students were AI/AN), or Bureau of Indian Education (BIE) schools.

5/7/2019
NCES 2019068 The Nation's Report Card: Highlighted Results for the 2018 Technology and Engineering Literacy (TEL) Assessment at Grade 8

This online highlights presents an overview of results from the NAEP 2018 Technology and Engineering Literacy (TEL) report. The report includes 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.

In 2018, eighth-grade students scored higher on average in TEL overall compared to 2014, the previous assessment year. Average scores were also higher in all three TEL content areas (Technology and Society, Design and Systems, and Information and Communication Technology) and in all three TEL practices (Understanding Technological Principles, Developing Solutions and Achieving Goals, and Communicating and Collaborating). Compared to 2014, overall TEL scores in 2018 were higher for middle- (50th percentile) and higher- (75th and 90th percentiles) performing eighth-grade students; middle- and higher-performing students also scored higher in all three content areas and all three practices. In 2018, scores for several student groups were higher in TEL overall as well as in each of the content areas and practices in comparison to 2014. Female students scored higher than male students in TEL overall in 2018; female students also scored higher than their male peers in more content areas and practices compared to 2014.

Results are also reported based on students’ responses to a survey questionnaire about their technology and engineering learning experiences in and outside of school. The report includes detailed descriptions of released scenario-based tasks and discrete questions to help illustrate the types of technology and engineering skills measured as part of the NAEP TEL assessment.

Full results are available in the 2018 NAEP Technology and Engineering Literacy (TEL) Report Card.

4/30/2019
NCES 2018148 2015 Survey Questionnaires Results: Students’ Computer Access and Use
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. For the 2015 NAEP mathematics and reading assessments, nationally representative samples of students answered a survey question about their access to computers at home, and their teachers answered a survey question about the availability of computers for them and their students in school. Additionally, students and teachers answered questions about their use of computers for classroom learning and instruction. This report, the second in a series, takes an in-depth look at their responses, providing additional information with the 2015 NAEP achievement results.
9/17/2018
NCES 2018118 Paths Through Mathematics and Science: Patterns and Relationships in High School Coursetaking
This report examines mathematics and science coursetaking in high school by providing a description of coursetaking within each of the mathematics and science subject areas in ninth, tenth, eleventh and twelfth grades, as well as by showing the association between early mathematics coursetaking and subsequent science coursetaking.

The report also describes coursetaking in engineering and technology, and the associations between coursetaking in these subject areas and in mathematics and science. The results are based on 2009 high school transcripts that are linked to 2009 NAEP mathematics and science 12th grade assessments.
6/19/2018
NCES 2018155 2015 Survey Questionnaires Results: Students’ Views of 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. For the 2015 NAEP mathematics, reading, and science assessments, nationally representative samples of students at grades 4, 8, and 12 answered survey questions about their views (i.e., levels of interest and enjoyment) of subject-related topics and activities. This report, the first in a series, takes an in-depth look at their responses, providing additional information with the 2015 NAEP achievement results.
6/12/2018
NCES 2018159 Mapping State Proficiency Standards Onto the NAEP Scales: Results From the 2015 NAEP Reading and Mathematics Assessments
During the past 13 years, the National Center for Education Statistics (NCES) has published reports in which the National Assessment of Educational Progress (NAEP) is used for comparing the proficiency standards that students have to meet in each state. This sixth report highlights results of mapping state proficiency standards onto the NAEP scales using state assessment results for public schools from the 2014–15 school year and the 2015 NAEP assessments. The report focuses on the reading and mathematics standards that states set for grades 4 and 8 for federal reporting under the 2001 and 2015 reauthorizations of the Elementary and Secondary Education Act of 1965. By placing standards onto the NAEP scales, a common metric to all states, it is possible to compare the standards that students are expected to meet in each state.
5/31/2018
NCES 2018037 2017 NAEP Mathematics and Reading Assessments: Highlighted Results at Grades 4 and 8 for the Nation, States, and Districts

This online Highlights presents an overview of results from the NAEP 2017 mathematics and reading reports. Highlighted results include key findings for the nation, states/jurisdictions, and 27 districts that participated in the Trial Urban District Assessment (TUDA) in mathematics and reading 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: Basic, Proficient, and Advanced. Highlighted results are presented for key demographic student groups, and student group score gaps at the national, state, and district level.

The 2017 average reading score for the nation increased at grade 8 compared to 2015; there were no changes for reading at grade 4, or mathematics at either grade. Over the long term, however, the national average mathematics and reading scores were higher for both grades in 2017 compared to the initial assessment years in both subjects (1990 for mathematics and 1992 for reading). The 2017 average scores for states in reading showed no state scoring higher in comparison to 2015 at grade 4 and nine states scoring lower. At grade 8, the 2017 reading results showed 10 states/jurisdictions scoring higher compared to 2015 and one state scoring lower. At grade 4 mathematics, the 2017 results showed that two states/jurisdictions scored higher and 10 states scored lower compared to 2015; at grade 8, two states/jurisdictions scored higher and three states scored lower.

Of the districts that participated in both 2015 and 2017, reading scores were higher in one district at grade 4 and in two districts at grade 8 in comparison to 2015, while most districts showed no significant change in scores. In mathematics, at grade 4, scores increased in four TUDA districts and decreased in four districts. There were no significant changes in eighth-grade mathematics scores for most TUDA districts; one district scored lower in comparison to 2015.

Full results for each subject are available in the 2017 NAEP Mathematics Report Card and the 2017 NAEP Reading Report Card.
4/10/2018
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