AIR's NAEP Validity Studies Panel explores the relationship between NAEP and the Common Core State Standards (CCSS), and to considering how NAEP can work synergistically with the CCSS assessments to provide the nation with the most useful information about educational progress. This volume includes two substantial studies exploring the relationship between the content of the NAEP mathematics, reading, and writing assessments and the CCSS in mathematics and English language arts.

This paper considers three alternative approaches to setting performance standards (the predictive, the international benchmark, and the baseline normative approaches) and hybrid approaches that combine features across these three.

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

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.

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 compared to children in lower minority schools. In addition, in all three grades, larger percentages of Black, Asian, and Hispanic children than White children had parents who reported that their child did homework five or more times a week.

This 2007 report is the result of a request by the National Center for Education Statistics to the NVS panel to undertake a validity study of the current National Assessment of Education Progress (NAEP) mathematics assessment.

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

This report outlines a number of critical issues that should be addressed in order to allow states to explore and understand relationships between the performance of English language learning students on NAEP and on state assessments in this policy context.

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).