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​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​Questionnaires for Students, Teachers, and School Administrators

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:

  • Student questionnaires collect information on students' demographic characteristics, opportunities to learn in and outside of the classroom, and educational experiences (completed by students);
  • Teacher questionnaires gather information on teacher training and instructional practices;
  • School questionnaires gather information on school policies and characteristics (completed by the principal or assistant principal).  To ensure that necessary accommodations are provided, schools also provide information about students with disabilities (SD) or English language learners (ELL).

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 formatPDF File.

Student Questionnaires
(completed by students)
  Grade 4 Grade 8 Grade 12
Arts (2016)  191K 
General (2016 Pilot)236K238K 

Reading (2016 Pilot)
Student Example (2016 Pilot)



Mathematics (2016 Pilot)215K222K 
Writing (2016 Pilot) 223K 
Mathematics (2015) 353K 371K 280K
Reading (2015) 350K 366K 406K
Science (2015) 363K 523K 437K
Technology and Engineering Literacy ​(2014)  205K 
Civics (2014)  128K
Geography (2014)  132K
U.S. History (2014)  132K
Mathematics (2013) 261K 322K 328K
Reading (2013) 280K 301K 284K
Economics (2012)

Computer-Based Assessment in Mathematics (2011)  130K 
Computer-Based Assessment in Writing (2011)  130K 132K
Civics (2010) 769K 577K 1.2M
Geography (2010) 572K 677K 106K
U.S. History (2010) 1.3M 1.3M 644K
Arts (2008)  509K 
Music (2008)  505K 


School Questionnaires
​(completed by the principal or assistant principal)
  Grade 4 Grade 8 Grade 12
Arts (2016)  239K 
Reading/Mathematics (2016 Pilot)245K  
Reading/Mathematics/Writing (2016 Pilot) 285K 
Reading/Mathematics/Science (2015) 346K 347K 372K
Technology and Engineering Literacy (2014)  224K 
Civics/Geography/U.S. History (2014)
Reading/Mathematics (2013)
504K 507K 527K
Grade 12 (2012)
Includes School Characteristics & Policies, Economics, Supplemental Charter School
Writing (2011)  613K 708K
Civics/Geography/U.S. History/Writing  (2010) 894K 915K 955K
Arts (2008)  553K 


Students with Disabilities/English Language Learners (SD/ELL) Questionnaires ​
(completed by principal/assistant principal, special education teacher,
bilingual education/ESL teacher, classroom teacher)
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


Teacher Questionnaires
(Completed by teachers at grades 4 and 8. NAEP does
not typically collect teacher information for grade 12.)
  Grade 4 Grade 8 Grade 12
Reading/Mathematics (2016 Pilot)265K  
Mathematics (2016 Pilot) 214K 
Reading/Writing (2016 Pilot) 324K 
Reading/Mathematics/Science (2015) 323K  
Reading (2015)  238K 
Mathematics (2015)  234K 
Science (2015)  270K 
Civics/Geography/U.S. History (2014)  200K 
Reading/Mathematics (2013) 424K  
Reading (2013)  375K 
Mathematics (2013)  374K 
Economics—Department Head (2012)   777K
Writing (2011)  681K 
Science (2011)  934K 
Civics/Geography/U.S. History/Writing (2010) 873K  
Civics/Geography/U.S. History (2010)  788K 
Economics (2006)   116K
Economics Department Head (2006)   61K


National Indian Education Study Questionnaires
  Grade 4 Grade 8
Student (2015)  73K 87K
Teacher (2015)  140K 149K
School (2015) 136K 140K


Long-Term Trend Student Questionnaires
  Age 9 Age 13 Age 17
Mathematics (2012)  92K 95K 94K
Reading (2012)  94K 95K 93K
Mathematics (2008) 790K 830K 872K
Reading (2008) 815K 836K 853K
Mathematics/Reading (2004)   439K


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.


Last updated 17 May 2016 (DS)