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Search Results: (1-13 of 13 records)

 Pub Number  Title  Date
NCES 2024038 2022–2023 Long-Term Trend Reading and Mathematics Assessment at Age 9 and 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 2021-22 and 2022–23 school years to nationally representative samples of 9- and 13-year-old students. Long-term trend assessments were first administered in the early 1970s. The 2022 results for age 9 and the 2023 results for age 13 in this report are compared to the first assessment year in each subject and to the previous long-term trend assessment in 2020. Results are presented in terms of average scores and scores for lower-, middle-, and higher-performing students at five selected percentiles. In addition to overall and percentile scores, results are reported by race/ethnicity, gender, and other demographic groups. The report also includes survey questionnaire data about student absenteeism, reading habits, and mathematics course taking. 

2/7/2024
NCES 2023067 2023 Long-Term Trend Reading and Mathematics Assessment: Highlighted Results at Age 13 for the Nation

This report presents the results of the National Assessment of Educational Progress (NAEP) long-term trend assessments in reading and mathematics administered during the 2022–23 school year to a nationally representative sample of 13-year-old students. Long-term trend assessments were first administered in the early 1970s; results are available for 14 prior reading assessments dating back to 1971 and 13 prior mathematics assessments dating back to 1973. This highlights report focuses on 2023 results compared to the previous long-term trend assessment in the 2019-20 school year. This report provides trend results in terms of average scale scores and scores for lower-, middle-, and higher-performing students at five selected percentiles. In addition to overall and percentile scores, results are reported by race/ethnicity, gender, type of school, and other demographic groups. In addition, the report provides results from the student survey questionnaire about student absenteeism, reading habits, and mathematics course taking.

6/21/2023
NCES 2023051 2022 NAEP U.S. History Assessment: Highlighted Results at Grade 8 for the Nation
This report presents selected results from the National Assessment of Educational Progress (NAEP) 2022 U.S. history assessment. The report includes national results on the performance of eighth-grade students. Results are presented in terms of average 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 race/ethnicity, gender, type of school, and other demographic groups. The report provides information about student performance on sample questions. In addition, the report explores data related to teaching and learning in this subject domain, and impact of the Covid-19 pandemic on student learning.
5/3/2023
NCES 2023052 2022 NAEP Civics Assessment: Highlighted Results at Grade 8 for the Nation
This report presents selected results from the National Assessment of Educational Progress (NAEP) 2022 Civics assessment. The report includes national results on the performance of eighth-grade students. Results are presented in terms of average 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 race/ethnicity, gender, type of school, and other demographic groups. The report provides information about student performance on sample questions. In addition, the report explores data related to teaching and learning in this subject domain, and impact of the Covid-19 pandemic on student learning.
5/3/2023
NCES 2023055 Overview of the Middle Grades Longitudinal Study of 2017–18 (MGLS:2017): Technical Report
This technical report provides general information about the study and the data files and technical documentation that are available. Information was collected from students, their parents or guardians, their teachers, and their school administrators. The data collection included direct and indirect assessments of middle grades students’ mathematics, reading, and executive function, as well as indirect assessments of socioemotional development in 2018 and again in 2020. MGLS:2017 field staff provided additional information about the school environment through an observational checklist.
3/16/2023
NFES 2023026 Forum Guide to State Education Agency Support for Local Education Agencies in Civil Rights Data Reporting
The Forum Guide to State Education Agency Support for Local Education Agencies in Civil Rights Data Reporting presents a variety of effective methods through which state education agencies (SEAs) can support their local education agencies (LEAs) in reporting civil rights data to the U.S. Department of Education’s Office for Civil Rights. In addition, the guide provides several detailed case studies from states that currently support their LEA reporting.
2/7/2023
NCES 2022068 2021 NAEP School and Teacher Questionnaire Special Study

This report describes selected results from the 2021 NAEP School and Teacher Questionnaire Special Study conducted in March and April 2021. Results are based on a survey sample consisting of schools and teachers that serve fourth- and eighth-grade students, and are limited to states/jurisdictions and districts that agreed to participate in the study and met reporting standards. The report provides insight into some of the efforts schools and teachers made during a period of widespread academic disruption, including what support schools provided for distance learning; how schools and teachers supported students to address gaps in learning that may have occurred because of school closures; and how confident teachers were in facing the challenges of distance learning.

12/1/2022
NCES 2022124 2022 NAEP Mathematics Assessment: Highlighted Results at Grades 4 and 8 for the Nation, States, and Districts
This report presents selected results from the National Assessment of Educational Progress (NAEP) 2022 mathematics assessment. The report includes national, state, and district results on the performance of fourth- and eighth-grade students. Results are presented in terms of average 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 race/ethnicity, gender, type of school, and other demographic groups. The report also provides information about student performance on sample questions as well as data related to teaching and learning during and after the pandemic.
10/24/2022
NCES 2022126 2022 NAEP Reading Assessment: Highlighted Results at Grades 4 and 8 for the Nation, States, and Districts
This report presents selected results from the National Assessment of Educational Progress (NAEP) 2022 reading assessment. The report includes national, state, and district results on the performance of fourth- and eighth-grade students. Results are presented in terms of average 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 race/ethnicity, gender, type of school, and other demographic groups. The report also provides information about student performance on sample questions as well as data related to teaching and learning during and after the pandemic.
10/24/2022
NCES 2023004 Program for the International Assessment of Adult Competencies (PIAAC) County-level Estimation for Age and Education Groups Methodology Report
This is the third methodology report on Program for the International Assessment of Adult Competencies (PIAAC) Small Area Estimation (SAE) published by the National Center for Education Statistics in PIAAC Cycle I. The first report was written to describe the methodology used for the purpose of creating model-based estimates of average scores and high, middle, and low proficiency levels of adult skills for all states and counties in the U.S. The second report described the statistical models to produce the same types of estimates for state-level age and education groups. This report describes the methodology used to produce the county-level estimates by age and education groups.
9/26/2022
NCES 2022121 2022 Long-Term Trend Reading and Mathematics Age 9 Highlights Report

This report describes selected results from the age 9 2022 long-term trend (LTT) reading and mathematics assessments. The report focuses on the comparison of a nationally representative sample of age 9 students who took the assessments in the winter of the 2019-2020 school year with those who took the assessments in the winter of 2021-2022 school year. The report provides insight into the performance of age 9 students in reading and mathematics, as well as data from students and school administrators about the widespread disruptions in learning that occurred during the 2020−2021 and 2021−2022 school years. In addition, the report provides links to data tables comparing 2022 performance in LTT reading and mathematics across all administrations dating back to the early 1970s.

9/1/2022
NCES 2022052 Highlights from the 2021 NAEP Monthly School Survey
These highlights present selected results from the 2021 NAEP Monthly School Survey. Results for student enrollment, especially full-time, in-person public school enrollment, during January–May 2021 are summarized. Data were collected from nationally representative samples of public and private schools with a grade 4 or a grade 8. These highlights provide insight into the learning opportunities for students during the COVID-19 pandemic.
6/2/2022
NCES 2017039 Sidestepping the Box: Designing a Supplemental Poverty Indicator for School Neighborhoods
School and neighborhood poverty indicators are a familiar feature in educational research, but the scope and specificity of available indicators is limited. As a result, researchers frequently rely on data from proxy neighborhood geographies out of operational necessity rather than analytic choice. This study examines common constraints of neighborhood data used for educational research and proposes the use of school-centered neighborhood poverty estimates based on data from the U.S. Census Bureau’s American Community Survey (ACS) and estimation techniques borrowed from spatial statistics. This study tested the feasibility of producing the proposed indicator by developing neighborhood poverty estimates for 1,793 Ohio elementary schools. Initial results suggest that the proposed indicator may provide a useful supplement to existing school-level poverty indicators and offer additional clarity about economic conditions in neighborhoods where schools are located.
11/1/2018
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