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Table of Contents | Search Technical Documentation | References
NAEP Analysis and Scaling → Estimation of NAEP Score Scales → Treatment of Items in NAEP to Avoid Violations of Assumptions → Results of NAEP Differential Item Functioning (DIF) Analyses
NAEP Technical DocumentationResults of NAEP Differential Item Functioning (DIF) Analyses
Differential item functioning (DIF) analyses are completed for all items in a NAEP assessment. DIF analyses have traditionally included Black, Hispanic, and female students as the "focal" groups, and White or male students as the "reference" groups. If sample sizes are sufficient, the DIF analysis will also include an expanded set of focal groups, such as Asian, Native Hawaiian or Other Pacific Islander, and American Indian or Alaska Native students. Items that exhibit a strong indication of DIF are labeled
"C" for dichotomous items and "CC" for polytomous items. The number of items classified in each DIF category using the
Mantel-Haenszel procedure are provided, along with information about items categorized as "C" or "CC".
| Subject area | Year | Type of sample | |
|---|---|---|---|
| Arts | 2016 | † | R3 |
| 2008 | † | R3 | |
| Civics | 2018 | † | R3 |
| 2014 | † | R3 | |
| 2010 | † | R3 | |
| 2006 | † | R3 | |
| Economics | 2012 | † | R3 |
| 2006 | † | R3 | |
| Geography | 2018 | † | R3 |
| 2014 | † | R3 | |
| 2010 | † | R3 | |
| 2001 | R2 | R3 | |
| Mathematics | 2019 | † | R3 |
| 2017 | † | R3 | |
| 2015 | † | R3 | |
| 2013 | † | R3 | |
| 2011 | † | R3 | |
| 2009 | † | R3 | |
| 2007 | † | R3 | |
| 2005 | † | R3 | |
| 2003 | † | R3 | |
| 2000 | R2 | R3 | |
| Reading | 2019 | † | R3 |
| 2017 | † | R3 | |
| 2015 | † | R3 | |
| 2013 | † | R3 | |
| 2011 | † | R3 | |
| 2009 | † | R3 | |
| 2007 | † | R3 | |
| 2005 | † | R3 | |
| 2003 | † | R3 | |
| 2002 | † | R3 | |
| 2000 | R2 |
R3 | |
| Science | 2019 | † | R3 |
| 2015 | † | R3 | |
| 2011 | † | R3 | |
| 2009 | † | R3 | |
| 2005 | † | R3 | |
| 2000 | R2 | R3 | |
| Technology and engineering literacy (TEL) | 2018 | † | R3 |
| 2014 | † | R3 | |
| U.S. history | 2018 | † | R3 |
| 2014 | † | R3 | |
| 2010 | † | R3 | |
| 2006 | † | R3 | |
| 2001 | R2 | R3 | |
| Vocabulary | 2015 | † | R3 |
| 2011 | † | R3 | |
| 2009 | † | R3 | |
| Writing | 2011 | † | R3 |
| † Not applicable. NOTE: Because preliminary analyses of students' writing performance in the 2017 NAEP writing assessments at grades 4 and 8 revealed potentially confounding factors in measuring performance, results will not be publicly reported. R2 is the non-accommodated reporting sample; R3 is the accommodated reporting sample. If sampled students are classified as students with disabilities (SD) or English learners (EL), and school officials, using NAEP guidelines, determine that they can meaningfully participate in the NAEP assessment with accommodation, those students are included in the NAEP assessment with accommodation along with other sampled students including SD/EL students who do not need accommodations. The R3 sample is more inclusive than the R2 sample and excludes a smaller proportion of sampled students. The R3 sample is the only reporting sample used in NAEP after 2001. In NAEP, vocabulary, reading vocabulary, and meaning vocabulary refer to the same reporting scale. The block naming conventions used in the 2018 civics, geography, and U.S. history assessments are described in the document 2018 Block Naming Conventions in Data Products and TDW. The block naming conventions used in the 2019 mathematics, reading, and science assessments are described in the document 2019 Block Naming Conventions in Data Products and TDW. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 2000–2019 Assessments. | |||
| Subject area | Year | Type of sample |
|---|---|---|
| Mathematics long-term trend | 2012 | R3 |
| Reading long-term trend | R3 | |
| Mathematics long-term trend | 2008 | R3 |
| Reading long-term trend | R3 | |
| Mathematics long-term trend | 2004 | R3 |
| Reading long-term trend | R3 | |
| NOTE: R3 is the accommodated reporting sample. If sampled students are classified as students with disabilities (SD) or English learners (EL), and school officials, using NAEP guidelines, determine that they can meaningfully participate in the NAEP assessment with accommodation, those students are included in the NAEP assessment with accommodation along with other sampled students including SD/EL students who do not need accommodations. The R3 sample is more inclusive than the R2 sample and excludes a smaller proportion of sampled students. The R3 sample is the only reporting sample used in NAEP after 2001. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2004, 2008, and 2012 Long-Term Trend Assessments. | ||
Last updated 05 October 2023 (SK)
