The existence of two national assessment programs—long-term trend NAEP and main NAEP—makes it possible to meet two important objectives: 1) measure student progress over time, and 2) as educational priorities change, develop new assessment instruments that reflect current educational content and assessment methodology.
The NAEP long-term trend reading assessment was designed to measure students' ability to
The assessment required students to read and answer questions based on a variety of materials, including informational passages, literary texts, and documents. The selections included brief stories, passages from textbooks, and other age-appropriate reading material. Students' comprehension of these materials was assessed with both multiple-choice and constructed-response questions.
NAEP has reported the student reading achievement of 9-, 13-, and 17-year-olds 12 times: in the school years ending in 1971, 1975, 1980, 1984, 1988, 1990, 1992, 1994, 1996, 1999, 2004, and 2008. The set of reading passages and questions included in the trend assessments has been kept essentially the same since 1984, and most closely reflects the objectives developed for that assessment. These objectives were developed by nationally representative panels of reading specialists, educators, and other interested parties.
Explore the demonstration booklet (574K PDF) for the long-term trend assessment. The booklet is given to participating schools so that teachers and the parents of participating students will be able to examine the types of questions the students will be answering.
Explore long-term trend questions in the NAEP Questions Tool.
Read about the long-term trend reading and mathematics scales.
Find out what the long-term trend mathematics assessment measures.