Since the early 1970s, the National Assessment of Educational Progress (NAEP) has monitored student performance in mathematics and reading through long-term trend (LTT) assessments. These assessments measure students’ educational progress over long time periods to look for and monitor trends in performance. Results from the LTT assessments are based on nationally representative samples of 9-, 13-, and 17-year olds.
Unlike the main NAEP assessments, which develop assessment instruments that reflect current educational content and assessment methodology, measuring trends in student achievement over time requires that LTT assessments remain consistent.
However, in 2004, changes were made to the LTT assessment design, and a study was conducted to ensure that results under the new design were comparable to the 1971–1999 results.
The LTT assessment measures students’ knowledge in mathematics and reading. Survey questionnaires, administered to students, teachers, and school administrators, who participate in an LTT assessment, are used to collect and report contextual information about the students’ learning experience in and out of the classroom.
Explore the differences between NAEP and NAEP LTT.
Student performance on the NAEP LTT assessment is presented in two ways: scale scores and performance levels
See how to interpret the results of the LTT assessment, including the potential effects of exclusion on assessment results.