The state mapping studies performed by the National Center for Education Statistics (NCES) offer several important contributions to national education analyses.
First, the mapping analyses allow each state to compare the stringency of its criteria for proficiency with that of other states. Second, they inform a state whether the rigor of its standards, as represented by the NAEP scale equivalent of the state’s standard, changed over time. Significant differences in NAEP scale equivalents might reflect changes in state assessments and standards or changes in policies or practices that occurred between the years. Finally, when key aspects of a state’s assessment or standards remain the same, these mapping analyses allow NAEP to corroborate state-reported changes in student achievement.
NCES has released three earlier mapping reports using state data for reading and mathematics at grades 4 and 8 from 2003, 2005, and 2007. The current report highlights the findings of the study using state data from the 2008–09 academic year and the 2009 NAEP grades 4 and 8 reading and mathematics assessments. It also examines changes in mapping results over time by comparing the 2009 results with those from the 2005 and 2007 NAEP administrations. Limitations in the 2003 state assessment data (e.g., many states did not test grades 4 and 8 as NAEP) precluded a 2003 to 2009 comparison analysis.
Learn more about the key findings from the 2009 analysis.