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Title:  Technical Report of the NAEP Mathematics Assessment in Puerto Rico—Focus on Statistical Issues
Description: This report describes the content and administration of the trial National Assessment of Educational Progress (NAEP) mathematics assessments in Puerto Rico in 2003 and 2005, problems with item misfit in the 2003 data, results of a special validity analysis, and plans to integrate Puerto Rico into the national sample in future NAEP administrations. In 2003, a trial NAEP mathematics assessment was administered in Spanish to public school students in Puerto Rico at grades 4 and 8. In Puerto Rico, there were larger amounts of missing data, fewer correct responses than expected for every content area, and a more frequent mismatch between expected and actual student performance (item misfit) on items compared to other jurisdictions. Based on preliminary analyses of the 2003 data, changes were made in administration and translation procedures for the 2005 NAEP administration in Puerto Rico. Analysis of the 2005 data showed fewer missing responses and a higher percentage of correct responses compared to 2003. Because modifications were made for the 2005 administration in Puerto Rico, NAEP mathematics scores should not be compared between the two years. However, results of a validity analysis indicated that the Puerto Rico data could be reported on the NAEP scale, and thus comparisons could be made between Puerto Rico and the nation. In future NAEP administrations, the intent is to include Puerto Rico as part of the national sample.
Online Availability:
Cover Date: September 2007
Web Release: December 26, 2007
Print Release: September 7, 2007
Publication #: NCES 2007462REV
General Ordering Information
Center/Program: NCES
Authors: G.P. Baxter, S. Ahmed, E. Sikali, T. Waits, M. Sloan, and S. Salvucci
Type of Product: Statistical Analysis Report
Survey/Program Areas: National Assessment of Educational Progress (NAEP)
Keywords:
Questions: For questions about the content of this Statistical Analysis Report, please contact:
William Tirre.
 
 
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