This restricted-use dataset contains over 260,000 open-ended student responses to 10 constructed response items from the NAEP 2017 and 2019 grades 4 and 8 mathematics assessments. The dataset includes scored student responses and demographic information for each test item. The dataset also includes student responses to other parts of the same item in other formats (e.g., fill-in, forced choice) which provide more context about the student response. This data can be used for conducting many different types of research using natural language student responses and has high accuracy in human inter-rater reliability ratings (e.g. QWK > 0.95). Data documentation is included with the dataset, such as a variable dictionary, the original version of the questions as the student would have seen them, the scoring guide/rubric for the questions, and exemplar papers used by human scorers. Your organization must apply for and be granted a restricted-use data license in order to obtain these data.

This report presents the results of the National Assessment of Educational Progress (NAEP) long-term trend assessments in reading and mathematics administered during the 2021-22 and 2022–23 school years to nationally representative samples of 9- and 13-year-old students. Long-term trend assessments were first administered in the early 1970s. The 2022 results for age 9 and the 2023 results for age 13 in this report are compared to the first assessment year in each subject and to the previous long-term trend assessment in 2020. Results are presented in terms of average scores and scores for lower-, middle-, and higher-performing students at five selected percentiles. In addition to overall and percentile scores, results are reported by race/ethnicity, gender, and other demographic groups. The report also includes survey questionnaire data about student absenteeism, reading habits, and mathematics course taking. 

The Progress in International Reading Literacy Study (PIRLS) is an international comparative study that measures 4th-grade reading performance every 5 years. PIRLS provides valuable information on the reading literacy of students in the United States and how their reading performance compares to that of students in other parts of the world. The study also surveys students’ attitudes toward reading and their reading habits. In addition, students’ principals answer questions about students’ school experiences. The United States has participated in every administration of PIRLS since its inception in 2001. A total of 65 education systems participated in the 2021 PIRLS assessment.

This web report presents descriptive data from PIRLS 2021 on school operations during COVID-19, student reading performance and attitudes, and school reading resources.

This report describes selected results from the 2021 NAEP School and Teacher Questionnaire Special Study conducted in March and April 2021. Results are based on a survey sample consisting of schools and teachers that serve fourth- and eighth-grade students, and are limited to states/jurisdictions and districts that agreed to participate in the study and met reporting standards. The report provides insight into some of the efforts schools and teachers made during a period of widespread academic disruption, including what support schools provided for distance learning; how schools and teachers supported students to address gaps in learning that may have occurred because of school closures; and how confident teachers were in facing the challenges of distance learning.

The TIMSS 2019 U.S. public-use data files and documentation include the following at grades 4 and 8: student, teacher, and school data in ASCII text format; SPSS and SAS control files for reading the ASCII data to produce SPSS and SAS data files; codebooks; illustrative merging code; a Read Me file; and a Quick Guide. Also included for each of the grades are the analogous files for the Bridge study, which was conducted to form a link between eTIMSS countries’ computer-based data in 2019 and their paper-based data in 2015 as well as to the paper-based TIMSS countries in 2019. Additionally, analogous eTIMSS with PSI files include the data files for eTIMSS that contain additional data for the students that were administered problem-solving inquiry tasks (PSIs).

The TIMSS 2019 U.S. public-use student, teacher, and school data files include U.S. specific variables that are not part of the U.S. data files in the IEA’s TIMSS 2019 international database. They are add-on files that do not contain weight variables or replicate weights, and therefore must be merged with the U.S. data files in the IEA’s public-use international database before any analysis can be conducted. The U.S. data files in the IEA’s public-use international database can be downloaded at https://timss2019.org/international-database/. Users of this data should consult the U.S. Technical Report and User Guide for the 2019 Trends in International Mathematics and Science Study (TIMSS) available for viewing and downloading at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022049.

This CD-ROM contains data and documentation files for the NAEP 2022 grades 4 and 8 national and state assessments in mathematics and reading, and the NAEP 2019 grades 4 and 8 mathematics assessments administered to public school students in Puerto Rico, for use in the analysis of NAEP data by secondary researchers. A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the assessment design and its implications for analysis. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data.

The National Indian Education Study (NIES) is a special study funded by the Office of Indian Education (OIE). The study includes oversampling of American Indian / Alaska Native (AI/AN) students in public schools and Bureau of Indian Education (BIE) Schools. The study design includes students taking the 2019 National Assessment of Educational Progress (NAEP) operational assessment followed by a short survey questionnaire specific to AI/AN students about the role of AI/AN culture in students' lives and school experiences. Additionally, for teachers of the sampled AI/AN students there are surveys that collect information about teachers' backgrounds and instructional practices as they relate to the education of AI/AN students. (Note there also is a school administrator survey, however those data are unrelated to this data product.)

For both the student and teacher surveys, all of the questions were multiple choice, but a space was provided at the end of the survey for respondents to write in comments. There are two such write-in questions for each of the student and teacher surveys. The responses for these write-in questions are the purpose of this data product.