This linking study shows that NAEP Grade 4 reading achievement levels are higher than the PIRLS international benchmarks, providing one piece of validity evidence that NAEP results are internationally competitive.
This study examined NAEP testing conditions in schools and investigated whether being assessed in less than optimal testing conditions is associated with lower student achievement on the assessments.
This study estimated the potential bias from "worst-case" scenarios of selective non-participation in NAEP, and examined the extent to which statistical methods can correct for that bias.
The purpose of this paper is to recommend guiding principles, studies, and decision-making processes that can assist NCES in determining whether the results generated by an assessment based on a new NAEP framework can be validly reported on the same trend line as previous versions of the assessment.
The purpose of this white paper is to provide the National Center for Education Statistics, the National Assessment Governing Board, and the NAEP research and policy community with a summary of issues and evidence affecting framework and trend policies.
This report describes how the education system in the United States compares with education systems in the other G-8 countries--Canada, France, Germany, Italy, Japan, the Russian Federation, and the United Kingdom.
This paper reviews the strengths and limitations of commonly employed linking methodologies, reviews the history of linking efforts involving the NAEP, and proposes a framework to consider linking utility and validity
In recent years, educators and others responsible for large-scale assessments have sought to include more disabled students in testing programs. Test accommodations are already provided for some students taking the NAEP and other large-scale state assessments. This study examines the impact of oral presentation of a mathematics test on the ...
This Issue Brief reports that the amount of reading and mathematics homework that students' teachers expected them to complete on a typical evening generally increased from first grade to fifth grade. Children in schools with higher percentages of minority students had teachers who expected more homework on a typical evening ...