National Assessment of Educational Progress (NAEP)

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NAEP Overview
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 various subject areas. Since 1969, assessments have been conducted periodically in reading, mathematics, science, writing, U.S. history, civics, geography, and the arts.

Under the current structure, the Commissioner of Education Statistics, who heads 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 framework and test specifications that serve as the blueprint for the assessments. NAGB is a bipartisan group whose members include governors, state legislators, local and state school officials, educators, business representatives, and members of the general public. Congress created the 26-member Governing Board in 1988.

NAEP provides results regarding subject-matter achievement, instructional experiences, and school environment for populations of students (e.g., fourth-graders) and groups within those populations (e.g., female students, Hispanic students). NAEP results are based on a sample of student populations of interest.

Selecting Schools for Participation in State-Level NAEP

Highlights for 2013:

Mathematics
Grade 4:

  • AZ Grade 4 students continue to show significant growth in 2013. AZ students scored significantly higher in 2013 (240) than in 2011 (235). The 5 scale score points growth in 2013 matches the 5 scale score point growth in 2011.
  • AZ Grade 4 students show a significant decrease in the lowest NAEP achievement level of Below Basic decreasing from 23% in 2011 to 18% in 2013.
  • AZ students show a significant increase in the highest NAEP achievement level of Advanced increasing from 4% in 2011 to 7% in 2013.
  • AZ Grade 4 students showed an increase in percentage of students who are “At or Above Basic” (82%) and “At or Above Proficient” (40%) since 2011 (77% and 34%, respectively).
  • AZ Grade 4 African American students scored higher than the national average for their peer group.
  • AZ Grade 4 Hispanic, White, and Asian students scored at the national average for their peer group.
  • AZ Hispanic students showed a 5 point increase (232) in NAEP mathematics scores from 2011 (227).

Grade 8:

  • Although AZ Grade 8 math students’ results remained unchanged since 2011, AZ math students maintained their significant gains made in 2011, Grade 8 Math results show a similar pattern to Grade 4 Math results over the long trend scoring higher in 2013 (280) than 2003 (271).
  • AZ Grade 8 African American, Hispanic, White, and Asian students scored at the national average for their peer group.
Reading
Grade 4

  • AZ Grade 4 students’ reading results remain unchanged since 2011, while still showing sustained growth over the last decade. AZ Grade 4 students scored higher in 2013 (213) than in 2003 (209).
  • AZ Grade 4 African American, Asian, and White students scored at the national average for their peer groups in 2013.

Grade 8

  • AZ Grade 8 students’ reading results remain unchanged since 2011, while still showing sustained growth over the last decade. AZ Grade 8 students scored higher in 2013 (260) than in 2003 (255).
  • AZ Grade 8 African American, Asian, and White students scored at the national average for their peer group in 2013.
Arizona Results 2013:

 

Arizona NAEP Snapshot Reports
Content Area Grade Level
Reading 4th Grade 8th Grade
Mathematics 4th Grade 8th Grade
Science N/A 8th Grade

 

General Information


An Introduction to NAEP (revised 2014)

Why Is NAEP Important?

Established by Congress in 1969, NAEP was created to provide a common national yardstick for accurately evaluating the performance of American students.

NAEP is:

  1. A national assessment that allows educational achievement to be compared across states;
  2. An assessment that identifies the percentages of students in the nation who meet standards for Advance, Proficient, or Basic performance in a variety of subjects;
  3. A yardstick that state educators, legislators, and governors can use to gauge the effectiveness of state educational policies;
  4. A measurement tool that members of Congress and the President can use to review student progress during the past 35 years; and
  5. A source of information that allows parents to assess the academic performance of students in their state and the nation as a whole.

By participating in NAEP, students are doing their part to help improve education in our country, our state, and our schools!

2015 NAEP Participating Schools

Information for 2015 NAEP Participating Schools:

Technology Infrastructure

NAEP Assessment Technology Infrastructure

  • At no time is there any connection to the school’s Internet, networks, or computers.
  • The student and supervisor applications run entirely within a local internet browser on touch-enabled devices, such as tablets, provided by NAEP.
  • Students use tablets to complete the NAEP assessment in the student application while NAEP representatives use the supervisor application to monitor the assessments.
  • During an assessment, the student and NAEP representative tablets will communicate with the NAEP laptop server through a NAEP wireless router.
  • The wireless routers are industry standard Wi-Fi devices (802.11), and there is no interference with school equipment.

NAEP Infrastructure image

Teachers

Information for Teachers:

“NAEP Assessment & Tribute to Teachers”

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Parents

Information for Parents:

International Assessments

The NAEP assessments in mathematics, reading, and science are now coordinated with three NCES international assessments:

      • Progress in International Reading Literacy Study (PIRLS),
      • Program for International Student Assessment (PISA), and
      • Trends in International Mathematics and Science Study (TIMSS).

This coordination will produce complementary results for more useful comparisons between international assessments and NAEP.

 

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Shelly Pollnow, Ed.D.
Director Arizona NAEP and International Assessment Programs
NAEP@azed.gov
602.364.1583
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PISA TIMSS PIRLS