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School Questionnaire

The school questionnaire provides supplemental information about school factors that may influence students’ achievement. It is given to the principal or another official of each school that participated in the current NAEP assessment. While schools’ completion of the questionnaire is voluntary, NAEP encourages schools’ participation since it makes the NAEP assessment more accurate and complete.

The school questionnaire is organized into different parts. The first part tends to cover background and characteristics of the school, including the length of the school day and year, school enrollment, absenteeism, dropout rates, and the size and composition of the teaching staff. Subsequent parts of the school questionnaire cover tracking policies, curricula, testing practices, special priorities, and schoolwide programs and problems. The questionnaire also collects information about the availability of resources, policies for parental involvement, special services, and community services.

NAEP school questionnaires in PDF format
Assessment
Year
Grade 4 Grade 8 Grade 12
2008 Arts 553K
2007 183K 187K 121K
2006 211K 210K 194K
2005 109K 114K 171K
2003 84K 84K 93K
2002
2001 71K 70K 99K
2000 108K 116K 115K
‡ Not available in electronic format.

The content of the questionnaire varies slightly from year to year. To view the variety of topics school questionnaires have covered between 2000 and 2005, click on the links above. Questionnaire topics are organized by year of administration, grade level, and questionnaire part. In addition, the table includes links to school questionnaires administered between 2000 and 2008. For more information on how items are developed for the school questionnaire and how the resulting data are used and analyzed, see NAEP Background Item Development.

NAEP 2005 School Questionnaires

All 2005 school questionnaires include ‘Part I: School Characteristics’ with items pertaining to

  • school’s current enrollment;
  • percentage of students identified as limited-English proficient;
  • participation in the National School Lunch Program;
  • percentage of students receiving various types of services, such as targeted Title I funds and special education; and
  • 12th graders’ plans for post-secondary education (grade 12 only).

The other parts and item types unique to each 2005 school questionnaire are listed below.

Part II: Mathematics

Grade 4

  • time set aside for mathematics instruction;
  • ability and/or achievement level grouping for mathematics instruction; and
  • availability of a mathematics specialist.

Grade 8

  • percentage of students enrolled in remedial mathematics classes;
  • percentage of students enrolled in advanced mathematics classes; and
  • assignment of students to mathematics classes by ability and/or achievement levels.

Grade 12

  • years of mathematics course work required by the school or district for graduation;
  • types of mathematics classes offered at the school;
  • availability of online mathematics test preparation courses for students; and
  • availability of online mathematics courses for high school or college credit.


Part III: Reading and Science

Grades 4 and 8

  • focus of professional development activities in terms of language arts instruction

Grade 12

  • years of reading and science course work required by the school or district for graduation;
  • focus of professional development activities in terms of language arts instruction; and
  • availability of advanced science courses.


Part IV: U.S. History and Civics (Grade 12 only)

  • years of social studies, U.S. history, and civics coursework required by the school or district for graduation;
  • grade level at which students typically take U.S. history and civics courses; and
  • student enrollment in U.S. history and U.S. government advanced placement courses.

 

NAEP 2004 School Questionnaires

NAEP 2004 School Questionnaire includes items pertaining to

Grade 4

  • time set aside for mathematics instruction;
  • ability and/or achievement level grouping for mathematics instruction; and
  • availability of a mathematics specialist.

Grade 8

  • percentage of students enrolled in remedial mathematics classes;
  • percentage of students enrolled in advanced mathematics classes;
  • percentage of students enrolled in different types of mathematics classes; and
  • ability and/or achievement level grouping for mathematics instruction.

Grade 12

  • years of mathematics course work required by the school or district for graduation;
  • types of mathematics classes offered at the school;
  • availability of online mathematics test preparation courses for students; and
  • availability of online mathematics courses for high school or college credit.

NAEP 2003 School Questionnaires

NAEP 2003 School Questionnaire includes items pertaining to

Grades 4 and 8

  • organization of grades for instruction;
  • school-sponsored extracurricular activities;
  • involvement of parents with school processes;
  • school-wide problems; and
  • enrollment, truancy, and drop-out rates.

NAEP 2002 School Questionnaires

NAEP 2002 School Questionnaire includes items pertaining to

Part I: School Characteristics

Grades 4, 8, and 12

  • grades taught at school;
  • participation in National School Lunch Program;
  • special programs and services available for students; and
  • twelfth-graders’ plans for post-secondary education (grade 12 only).

Part II: Professional Development

Grades 4, 8, and 12

  • establishment of a school-wide plan for professional development activities;
  • elements and focus of professional development activities offered to teachers; and
  • resources available to teachers.

NAEP 2001 School Questionnaires

NAEP 2001 School Questionnaire includes items pertaining to

Part I: School Characteristics

Grades 4, 8, and 12

  • grades taught at school;
  • participation in National School Lunch Program;
  • special programs and services available for students;
  • subject-specific focus by grade; and
  • twelfth-graders’ plans for post-secondary education (grade 12 only).

Part II: Computer Resources

Grades 4, 8, and 12

  • development of a school-wide technology plan;
  • quantity and age of computers available for instruction;
  • other audio, video, or electronic equipment available for instruction;
  • provision of computer training for teachers; and
  • provision of technical support in school.

Part III: Professional Development – General and Language Arts

Grades 4, 8, and 12

  • number of days allocated for professional development activities;
  • elements and focus of professional development activities; and
  • extent of focus on topics specific to language arts.

NAEP 2000 School Questionnaires

NAEP 2000 School Questionnaire includes items pertaining to

Grades 4, 8, and 12

  • organization of grades for instruction;
  • school-sponsored extracurricular activities;
  • availability of computers for instruction;
  • involvement of parents with school processes;
  • school-wide problems;
  • course requirements for graduation (grade 12 only);
  • availability of advanced courses for students (grade 12 only); and
  • nature of teacher, student, and parent attitudes towards academic achievement.

Last updated 20 January 2011 (GF)
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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education