The NAEP survey questionnaires are given to students, teachers, and school administrators who participate in a NAEP assessment. These survey questionnaires collect additional information that helps put student achievement results into context and allows meaningful comparison between student groups.
Established in 1969, the National Assessment of Educational Progress (NAEP, also known as The Nation’s Report Card) serves as a common yardstick for measuring the progress of students’ education across the country over time. In addition to assessing subject-area achievement, NAEP collects information that fulfills reporting requirements of
federal legislation. This legislation requires that, whenever feasible, NAEP collect information on and report achievement results for special groups (e.g., information reported by race, ethnicity, socioeconomic status, gender, disability, and English language learner status) to better determine how well education is meeting the needs of all students.
NAEP survey questionnaires also collect contextual information about students’ opportunities to learn both in and out of the classroom as well as students’ educational experiences (such as their study habits). Knowing how students perform on the NAEP assessment, and exploring patterns such as how different student groups perform over time are important steps in measuring educational progress in the United States and improving education. By asking questions about students’ opportunities to learn as well as their learning experiences, NAEP survey questionnaires provide important information for educators, policymakers, and researchers that allow in-depth analyses to better understand the context in which students learn.
As part of most NAEP assessments, three types of survey questionnaires are used to collect information:
The framework for survey questionnaires, developed by the National Assessment Governing Board in 2003, guides the collection and reporting of contextual information. In addition, subject-area frameworks provide guidance on subject-specific contextual questions to be included in the questionnaires.
All NAEP survey questions undergo a multi-step research-based development process before being used. This process includes testing questions with small samples of participants as well as piloting draft questions to larger samples. Multiple expert groups review the NAEP survey questions and provide input at each stage of the process, including survey experts, subject-area experts, educational researchers, teachers, statisticians, and the National Assessment Governing Board. In addition, only questions that pass thorough editorial and fairness reviews (i.e., reviewing items to avoid inclusion of unfair content) are included in the NAEP survey questionnaires. Prior to pretesting, pilot testing, and operational administration, the survey questions are submitted for clearance by NCES to the Office of Management and Budget, which checks to make sure the questions comply with government policies. When developing the questionnaires, NAEP ensures that the questions are grounded in educational research and that the answers can provide information relevant to the subject being assessed. The questionnaires are also designed to minimize the burden on respondents while meeting the needs of the NAEP program.
Students are given 15 minutes to complete the questions, which are located at the end of the assessment. Students are encouraged to answer as many questions as they feel comfortable with, and they can skip any question they do not want to answer. All responses are kept confidential. Student names are never reported with their responses or with the other information collected by NAEP.
The teacher and school questionnaires are administered separately via an online format. As NAEP continues its transition to digitally based assessments, students will complete questionnaires electronically as well.
In the web-based NAEP Data Explorer, the results of the survey questionnaires are sorted into eight broad categories: Major Reporting Groups, Student Factors, Factors Beyond School, Instructional Content and Practice, Teacher Factors, School Factors, Community Factors, and Government Factors.
The following questionnaires are available in PDF format.
|Grade 4||Grade 8||Grade 12|
|U.S. History (2018)||757K|
|Technology and Engineering Literacy (2018)||729K|
|Mathematics (2018 Pilot)||1049K|
|Reading (2018 Pilot)||893K|
|Science (2018 Pilot)||981K||631K||992K|
|Mathematics (2017 Pilot)||318K||363K|
Reading (2017 Pilot)
Civics (2017 Pilot)|
Student Example (2017 Pilot)
|Geography (2017 Pilot)||324K|
|U.S. History (2017 Pilot)||328K|
|Technology and Engineering Literacy (2014)||205K|
|U.S. History (2014)||132K||
|Computer-Based Assessment in Mathematics (2011)||130K|
|Computer-Based Assessment in Writing (2011)||130K||132K|
|U.S. History (2010)||1.3M||1.3M||644K|
|Grade 4||Grade 8||Grade 12|
|Civics/Geography/U.S. History (2018)||1129K|
|Technology and Engineering Literacy (2018)||1228K|
|Mathematics (2018 Pilot)||1342K|
|Reading (2018 Pilot)||1328K|
|Science (2018 Pilot)||1322K||1324K||1333K|
|Characteristics and Policy (2018 Pilot)||1423K||1652K||1403K|
|Charter School (2018 Pilot)||1307K||1308K||1308K|
|Mathematics (2017 Pilot)||419K||421K|
|Reading (2017 Pilot)||426K||425K|
|Civics/Geography/U.S. History (2017 Pilot)||274K|
|Technology and Engineering Literacy (2014)||224K|
|Civics/Geography/U.S. History (2014)||
Grade 12 (2012)|
Includes School Characteristics & Policies, Economics, Supplemental Charter School
|Civics/Geography/U.S. History/Writing (2010)||894K||915K||955K|
|SD all subjects (2013)||552K|
|SD all subjects (2012)||488K|
|SD Long-Term Trend/Grade 12 (2012)||526K|
|ELL all subjects (2013)||511K|
|ELL all subjects (2012)||462K|
|ELL Long-term trend/Grade 12 (2012)||502K|
|SD Computer-Based Assessment (2011)||495K|
|SD all subjects (2011)||532K|
|ELL Computer-Based Assessment (2011)||451K|
|SD Arts (2008)||933K|
|SD Long-Term Trend (2008)||659K|
|ELL Arts (2008)||929K|
|ELL Long-Term Trend (2008)||688K|
|Grade 4||Grade 8||Grade 12|
|Civics/Geography/U.S. History (2018)||240K|
|Science Background, Education, and Training (2018 Pilot)||1361K||1364K|
|Science Classroom Organization and Instruction (2018 Pilot)||1321K||1324K|
|Mathematics (2017 Pilot)||361K||1105K|
|Reading (2017 Pilot)||352K||1103K|
|Civics/Geography/U.S. History (2017 Pilot)||368K|
|Civics/Geography/U.S. History (2014)||200K|
|Economics—Department Head (2012)||777K|
|Civics/Geography/U.S. History/Writing (2010)||873K|
|Civics/Geography/U.S. History (2010)||788K|
|Economics Department Head (2006)||61K|
|Grade 4||Grade 8|
|Age 9||Age 13||Age 17|
You may also download questionnaires from earlier years. To obtain earlier questionnaires, please contact James Deaton in the NCES Assessment Division at 202-245-7140, or specify the questionnaires you need by writing to Contact Us.