National Assessment of Educational Progress (NAEP)

The National Assessment of Educational Progress (NAEP), also known as the Nation's Report Card, is the only nationally representative and continuing assessment of what America’s students know and can do in school. Since 1969, NAEP has provided valuable information on student achievement to policymakers, educators, and the general public. The National Center for Education Statistics in the U.S. Department of Education, is responsible by law for carrying out the NAEP project. The National Assessment Governing Board (NAGB), appointed by the Secretary of Education but independent of the Department, sets policy for NAEP and is responsible for developing the frameworks and test specifications that serve as the blueprint for the assessments.

NAEP is a survey assessment. It provides results for populations and groups of students. It is not a testing program designed to provide individual student, school, or district results (except for a select group of urban districts, see TUDA below).

There are two types of NAEP assessments that are administered on alternating years: Main or State/TUDA NAEP and National/Long-Term Trend/Special Studies NAEP.

Main/State/TUDA NAEP National/Special Studies/ Long-Term Trend NAEP Resources Quick Links
What is Main/State/TUDA NAEP? What are National/Special Studies/ Long Term NAEP? NAEP Assessment Schedule Nation's Report Card Homepage
Frameworks Assessment Results Resources for Participating Schools NAEP Data Explorer
Assessment Results Released Items Information for Parents NAEP Questions tool
Released Items Differences Between Main and Long-Term Trend Information for Students NAEP State comparison tool
Inclusion Policy and Accommodations   NAEP and State Assessments  

Main/State/TUDA NAEP

Main NAEP is conducted every other year (odd numbered years). It yields public school State results for grades 4 and 8, and public/nonpublic National results for grades 4, 8, and 12. There also are a select number of urban districts that participate in the Trial Urban District Assessment (TUDA). Milwaukee first participated in TUDA in 2009.

These assessments follow the frameworks developed by the National Assessment Governing Board (NAGB). NAEP assessments include selected response and constructed response questions and sometimes include the use of calculators and other ancillary materials. The Writing assessments and some Science assessments are computer-based. Each year NAEP releases a number of previously operational items. By using the NAEP questions tool, one can review these items, performance statistics, scoring rubrics, and sample student work.

The content of Main NAEP is designed to align with current national instructional practice. As a result, frameworks and content have evolved over time. Main NAEP can be used for short-term trend analysis. The more reliable instrument for national change over time is Long-Term Trend NAEP.

Beginning in 2003, NAEP assessments were conducted under the No Child Left Behind law which links participation to Title 1 funds. The law states that any school selected for participation in NAEP in grades 4 and 8 must participate if the district wishes to receive Title 1 funds.

Main NAEP always consists of mathematics and reading assessments for grades 4 and 8. Other subject areas are included on a rotating basis (see schedule for upcoming assessments).


Assessment Results for Main NAEP - State level results

NAEP 2013 Mathematics Results
Average scale scores for public school participants

  Grade 4 Grade 8
  State Nation State Nation
Overall 245* 241 289 284
American Indian/Alaska Native 231 228 -- 270
Asian (new) 247 258* 290 306*
Asian Pacific Islander 247 258* 290 306*
Black 216 224* 252 263*
Hispanic 228 230 273 271
White 252* 250 296* 293
 
Females 244* 241 289* 283
Males 245* 242 289* 284
 
Eligible for Free or Reduced Lunch (FRL) 232 230 274* 270
Not Eligible for FRL 255 254 299 297
 
Students with Disabilities 219 218 251 248
Non-disabled 249* 244 294* 288
 
English-Language Learners 224 219 260* 245
Non-ELL 246* 244 290* 286
--Sample size insufficient to permit a reliable estimate.
*Statistically higher (p<.05) within the same reporting group when comparing Wisconsin and national public students for same grade and year. No (*) between groups means the scores are not statistically different.
NOTE: New reporting groups began in 2011: Asian, Native Hawaiian/Other Pacific Islander. In 2009 and years prior, these were combined into the category Asian/Pacific Islander.

NAEP 2013 Reading Results
Average scale scores for public school participants

  Grade 4 Grade 8
  State Nation State Nation
Overall 221 221 268 266
American Indian/Alaska Native 211 206 -- 252
Asian (new) 223 237* 272 280*
Asian/Pacific Islander 224 235* 272 279
Black 193 205* 237 250*
Hispanic 201 207 258 255
White 228 231* 273 275
 
Females 225 224 275* 271
Males 216 217 261 261
 
Eligible for Free and Reduced Lunch (FRL) 205 207 254 254
Not Eligible for FRL 233 236* 276 278
 
Students with Disabilities 180 184 228 231
Non-Disabled 227 226 273* 270
 
English-Language Learners 190 187 242* 225
Non-ELL 223 225 269 268
--Sample size insufficient to permit a reliable estimate.
*Statistically higher (p<.05) within the same reporting group when comparing Wisconsin and national public students for same grade and year. No (*) between groups means the scores are not statistically different.
NOTE: New reporting groups began in 2011: Asian, Native Hawaiian/Other Pacific Islander. In 2009 and years prior, these were combined into the category Asian/Pacific Islander.


Please see the 2013 NAEP Math and Reading Results press release for results from previous years or visit the NAEP Data Explorer for further data analysis.

NAEP 2009 Science Results
Average scale scores for public school participants

  Grade 4 Grade 8
  State Nation State Nation
Overall 157* 149 157* 149
African-American 121 127* 120 125*
American Indian 145 137 -- 138
Asian 153 160 152 159
Hispanic 138* 130 134 131
White 164* 162 165* 161
 
Females 156* 148 155* 147
Males 157* 149 160* 151
 
Disadvantaged 141* 134 139* 133
Not Disadvantaged 166* 163 166* 161
 
Students with Disabilities 134* 129 130* 122
Non-Disabled 160* 163 161* 152
 
English-Language Learners 131* 114 128* 103
Non-ELL 158* 153 159* 151
--Sample size insufficient to permit a reliable estimate.
*Statistically higher (p<.05) within the same reporting group when comparing Wisconsin and national public students for same grade and year. No (*) between groups means the scores are not statistically different.

 

Milwaukee TUDA results can be viewed at http://nationsreportcard.gov/tuda.asp.

NAEP provides a variety of tools to present and organize assessment results including:

  • State Profile summary – This tool provides information about each state's student and school population and NAEP testing history. Click on Wisconsin to obtain the most recent results.
  • NAEP Data Explorer - This tool provides access to all NAEP data, including National and all states/jurisdictions. Data can be represented as scale scores or proficiency levels. This tool presents data in charts and graphical format and also provides checks for statistical significance.
  • State Comparisons tool – This tool provides comparisons between states based on average scale score. Comparisons can be made within a single assessment year or between two assessment years.


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Released Items

Released items for Main NAEP and Long-Term Trend are available from the NAEP questions tool. Items can be searched by subject, grade, and/or complexity.


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National/Special Studies/ Long-Term Trend

National Assessments

National NAEP reports statistical information about student performance and factors related to educational performance for the nation and for specific student groups in the population (e.g. race/ethnicity, gender). It includes students drawn from both public and nonpublic (private) schools and reports results for student achievement at grades 4, 8, and 12.

These assessments follow subject-area frameworks developed by the National Assessment Governing Board, and use the latest advances in assessment methodology. These assessments are distinguished from NAEP long-term trend, which, although national, uses frameworks and questions that remain constant over time.

As the content and nature of the NAEP instrument evolve to match instructional practice, the ability of the assessment to measure change over time is reduced. While short-term trends can be measured in many of the NAEP subjects, the most reliable instruments of change over time are the NAEP long-term trend assessments.

Special Studies

NAEP conducts a number of special studies in subjects other than reading and mathematics. Ongoing projects include the High School Transcript Study and a Technology-Based Assessment project designed to explore the use of technology, especially the use of the computer, as a tool to enhance the quality and efficiency of educational assessments. NAEP is also conducting a special two part study entitled the National Indian Education Study (NIES). More information about NAEP special studies can be found at: http://nces.ed.gov/nationsreportcard/studies/

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Long-Term Trend

(NAEP Long-Term Trend)

Students are assessed in reading or mathematics. This assessment has been administered to students across the nation since the late 1960’s and allows educators, researchers and policy makers to examine trends in national academic achievement over time. Since its inception, Long-Term Trend has been administered to students at various ages (ages 9, 13, and 17; not grade levels.) The time allotted for this assessment is 90 minutes. Results are reported at the national level only.

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Long-Term Trend Results

A summary of the most recent results (2008) is available on the NAEP website.

Long-Term Trend Released Items

Released items for Long-Term Trend are available from the NAEP questions tool. Items can be searched by subject, grade, and/or complexity.


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Assessment Schedule (does not include pilot tests or special studies)

Year National State and TUDA Long-Term Trend
2014 US History*    
Civics*    
Geography    
Technology and Engineering Literacy* (8)    
2015 Reading Reading  
Mathematics Mathematics  
Science Science  
High School Transcript Study    
2016 Arts (8)   Reading
    Mathematics
2017 Reading Reading  
Mathematics Mathematics  
Writing Writing  

*Updated or new framework is planned for implementation for this subject. Framework for foreign language approved by the National Assessment Governing Board May 2000; updates to mathematics framework approved November 2001; economics framework approved August 2002. In the case of subjects for which frameworks are already adopted (i.e., reading, writing, mathematics, science, the arts, U.S. history, geography, and civics), the Board will decide whether a new or updated framework is needed for this assessment year.

Note: Grades tested are 4, 8, and 12 unless otherwise indicated, except that Long-Term Trend assessments sample students at ages 9, 13, and 17 and are conducted in reading and mathematics.


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Resources for Participating Schools

All schools selected to participate in NAEP for the 2013-14 school year are notified in June. All building principals and district assessment coordinators are notified of the assessment date.

In early September, selected schools and DACs receive a NAEP packet. This packet includes information about the MyNAEP website, providing/updating school information on MyNAEP, and submitting a student list.

Materials for participating schools are posted online on schools' MyNAEP webpages.

If you have questions about the assessment or need to change your assessment date due to a school conflict please contact Angela Dugas at 608-267-2273 or angela.dugas@dpi.wi.gov, or visit your MyNAEP     webpage.

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Information for Parents

Information for Parents

Frequently Asked Questions


Information for Students

Kids' Zone: Learning with NCES

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NAEP and State Assessments

This fact sheet describes the differences between NAEP and state assessments.


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For questions about this information, contact oeamail@dpi.wi.gov