This Education Policy Center infographic series, “School Composition and the Black-White Achievement Gap,” shows school segregation numbers across the U.S. and the Black-White achievement gap.

As technical and scientific innovation continue to drive the global economy, educators, policymakers, and scientists seek to promote students’ interest and achievement in the STEM fields to maintain the nation’s competitive positions.

The National Assessment of Educational Progress is the largest nationally representative and continuing assessment of what America's students know and can do in various subject areas. This paper describes a feasibility study to determine whether measurement at the lower end of the student distribution, including measurement for students with disabilities and English language learners, could be improved by introducing “accessible” blocks aligned within the NAEP content frameworks.

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.

The reading and mathematics measures of the National Assessment of Educational Progress (NAEP) have been, and continue to be, reported on scales that appear to have the properties of “cross-grade” scales. The conclusion of this essay will be that evidence can and should be assembled to support, and make more precise, certain interpretations, while others interpretations should be discouraged.

This study is a validity study intended to test the adequacy of NAEP for detecting and monitoring the effects of mathematics education reform.

In June of 2009, AIR released a new international grading index. Watch a video of the panel discussion with Gary Phillips Dane Linn, Douglas Levin and Mitch Chester.

This report provides a summary of findings from Title I evaluation studies that have become available after the publication of the National Assessment of Title I final report in 2007.

This paper is a demonstration of how partitioning analysis can be used to help separate changes in reading and mathematical proficiency from changes in school populations over assessment years, using NAEP data.

This study addresses the threat to the validity of scores arising from differential and changing participation rates of schools and students in NAEP testing.

The motivation for the present study was to obtain more systematic information about how decisions are made at the local school level so as to better understand the causes of the observed variation and to suggest modifications in NAEP procedures that could reduce variation.

This consumer guide provides comparative ratings on the effectiveness and quality of 18 widely adopted middle and high school whole-school improvement models. This report continues the Comprehensive School Reform Quality (CSRQ) Center’s efforts to issue reports that help education decision makers sort through options for whole-school and district improvement.

For this study, the records of participants in the 2003 NAEP reading and mathematics assessments in four states were matched to state assessment records, and the standard errors of lowest and highest quartile students, based on the state assessments, were compared for all of the existing NAEP item blocks.

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.

This paper addresses statistical aspects of the No Child Left Behind (NCLB) Act. One of the goals of this paper is to further the discussion on how gaps in performance might be defined and to offer candidate gap estimators. Each of the candidate definitions of gap given will be evaluated with respect to three quantitative measures of student performance derived from the National Assessment of Educational Progress (NAEP).

The purpose of this paper is to review major options NAEP faces regarding introduction of technology into the assessment and to review priorities that can guide this introduction.

This paper explores the ways the National Assessment of Educational Progress (NAEP) results might be communicated to its varied constituencies.

This report examines the potential of adaptive testing, two-?stage testing in particular, for improving the data quality of the National Assessment of Educational Progress.

The authors of this paper provide a summary overview of what is already known and what is needed to learn about item types for future NAEP assessments.