​​​The NAEP U.S. History Achievement Level Details

Fourth-grade students performing at the NAEP Basic level should be able to identify and describe a few of the most familiar people, places, events, ideas, and documents in American history. They should be able to explain the reasons for celebrating most national holidays, have some familiarity with the geography of their own state and the United States, and be able to express in writing a few ideas about a familiar theme in American history.

Fourth-grade students performing at the NAEP Proficient level should be able to identify, describe and comment on the significance of many historical people, places, ideas, events, and documents. They should interpret information from a variety of sources, including texts, maps, pictures, and timelines. They should be able to construct a simple timeline from data. These students should recognize the role of invention and technological change in history. They should also recognize the ways in which geographic and environmental factors have influenced life and work.

Fourth-grade students performing at the NAEP Advanced level should have a beginning understanding of the relationships between people, places, ideas, events and documents. They should know where to look for information, including reference books, maps, local museums, interviews with family and neighbors, and other sources. They should be able to use historical themes to organize and interpret historical topics, and to incorporate insights from beyond the classroom into their understanding of history. These students should understand and explain the role of invention and technological change in history. They should also understand and explain the ways in which geographic and environmental factors have influenced life and work.

Students performing at the NAEP Basic achievement level in U.S. History likely can

• recall major historical terms and concepts,
  
• identify the context of major historical figures, places, ideas and events;
  
• identify simple historical concepts in primary or secondary sources; and
  
• make simple conclusions based on primary or secondary sources.
  

Regarding the content for change and continuity in American democracy, students performing at the Naep Basic achievement level likely can

• recall fundamental knowledge of the Civil War including causes, key events, and outcomes; and
  
• recall fundamental knowledge about the U.S. Constitution.
  

Regarding the content for gathering and interactions of peoples, cultures, and ideas, students performing at the NAEP Basic​​ achievement level likely can

• recall knowledge of the experience of Black or African Americans (and enslaved Africans) through Reconstruction; and
  
• identify major social and cultural characteristics in various time periods.​​
  

Regarding the content for economic and technological changes, students performing at the Naep Basic achievement level likely can

• demonstrate knowledge of the impact of economic policies and technological innovations; 
  
• identify major technological and economic developments; and
  
• identify and describe the economic motivations of European colonization.
  

Regarding the content for the changing role of America in the world, students performing at the Naep Basic achievement level likely can

• identify the relationships between different nations and groups of people; and
  
• recall fundamental knowledge about major events related to foreign policy.

Students performing at the NAEP Proficient achievement level in U.S. History likely can

• read and interpret primary and secondary sources to make inferences and draw conclusions;
  
• recall knowledge of historical events without source material to provide context; and
  
• demonstrate understanding and knowledge of change over time.
  

Regarding the content for change and continuity in American democracy, students performing at the Naep Proficient achievement level likely can

• demonstrate understanding of the influences and content of major founding documents;
  
• identify principles in American founding documents;
  
• recall knowledge about political and social reform movements;
  
• make inferences or connections using primary sources;
  
• read and interpret maps to develop conclusions; and
  
• identify inequities involving freedom and opportunity for women and Black or African Americans.

Regarding the content for gathering and interactions of peoples, cultures, and ideas, students performing at the Naep Proficient achievement level likely can

• identify experiences of Black or African Americans from Reconstruction to the Great Migration;
  
• identify the nature and consequences of American Indian interactions with European explorers, colonists, and the United States government;
  
• identify the motivations and influence of abolitionism;
  
• demonstrate understanding of the perspectives or contributions of individuals and groups to the development of unique American culture;
  
• read and interpret graphs and maps to identify trends in migration to and within the United States; 
  
• demonstrate understanding of the composition of the workforce and the impact of different groups in various time periods;
  
• make inferences using primary sources; and
  
• use historical terms to answer a question.

Regarding the content for economic and technological changes, students performing at the Naep Proficient achievement level likely can

• describe the relationship between government policies and the economy;
  
• apply historical knowledge to analyze a source;
  
• explain the effects of economic and technological change;
  
• demonstrate understanding of the economic consequences of the labor of enslaved and free Black or African Americans in the South;
  
• determine the perspective of individuals or groups regarding economic systems; and
  
• determine or provide reasons for an effect of a historical event or process.
  

Regarding the content for the changing role of America in the world, students performing at the Naep Proficient achievement level likely can

• identify U.S. foreign policy across various time periods;
  
• interpret an author's purpose or point of view in historical sources;
  
• use sources to infer the meaning or significance of historical events;
  
• understand two historical concepts and the connections between them to explain events; and
  
• demonstrate understanding of the interaction between peoples and nations.

Students performing at the Naep Advanced achievement level in U.S. History likely can

• demonstrate understanding of historical events and concepts through writing, and
  
• analyze primary and secondary sources to contextualize and explain historical ideas and events.

Regarding the content for change and continuity in American democracy, students performing at the Naep Advanced achievement level likely can

• analyze and interpret primary and secondary sources to explain in writing their impact or effect in specific time periods;
  
• explain motivations for westward migration and expansion by White and Black or African American settlers;
  
• understand the causes and effects of federal government policies and actions regarding slavery;
  
• recall detailed information about historical people or events without the assistance of a source; and
  
• make complex or detailed connections between concepts related to rights of individuals and groups.

Regarding the content for gathering and interactions of peoples, cultures, and ideas​​​​, students performing at the Naep Advanced achievement level likely can

• place events within historical time periods;
  
• analyze primary and secondary sources to determine purpose, supply evidence, reach conclusions, or draw inferences; 
  
• make comparisons between different roles and lifestyles within and across different historical time periods in American history (colonial; Reconstruction, modern day);
  
• provide multiple points of evidence for a historical claim; and
  
• demonstrate historical knowledge through written expression.

Regarding the content for economic and technological changes, students performing at the Naep Advanced achievement level likely can

• demonstrate understanding of how changes in technology impacted economic growth;
  
• use multiple pieces of evidence from historical sources to arrive at a conclusion;
  
• use maps, charts, and graphs to analyze historical trends;
  
• demonstrate understanding of the significance of major economic developments; and​
  
• provide an explanation or justification for a historical claim.
  

Regarding the content for the changing role of America in the world, students performing at the Naep Advanced achievement level likely can

• explain in writing the impact of government policies on different groups or nations,
• make inferences or contextualize ideas from a source or time period;​ and
• describe the intended purpose or impact of foreign policy.

Twelfth-grade students performing at the NAEP Basic level should be able to identify the significance of many people, places, events, dates, ideas, and documents in U.S. history. They should also recognize the importance of unity and diversity in the social and cultural history of the United States, and have an awareness of America’s changing relationships with the rest of the world. They should have a sense of continuity and change in history and be able to relate relevant experience from the past to their understanding of contemporary issues. They should recognize that history is subject to interpretation and should understand the role of evidence in making an historical argument.

Twelfth-grade students performing at the NAEP Proficient level should understand particular people, places, events, ideas, and documents in historical context, with some awareness of the political, economic, geographic, social, religious, technological, and ideological factors that shape historical settings. They should be able to communicate reasoned interpretations of past events, using historical evidence effectively to support their positions. Their written arguments should reflect some in-depth grasp of issues and refer to both primary and secondary sources.

Twelfth-grade students achieving at the NAEP Advanced level should demonstrate a comprehensive understanding of events and sources of U.S. history. Recognizing that history is subject to interpretation, they should be able to evaluate historical claims critically in light of the evidence. They should understand that important issues and themes have been addressed differently at different times and that America’s political, social, and cultural traditions have changed over time. They should be able to write well-reasoned arguments on complex historical topics and draw upon a wide range of sources to inform their conclusions.