NAEP and state assessments differ in purpose, including what each assessment is designed to measure, whether or not contextual data about student learning experience outside of the classroom are collected, and whether each assessment must comply with other standards.
See how the purpose of NAEP and state assessments compares.
NAEP and state assessments differ in participation, including whether the participants are all students or a representation of students, the range of accommodations offered for students with disabilities and English language learners, and whether or not the assessment is required or voluntary.
See how participation in NAEP and state assessments compares.
NAEP and state assessments differ in how they are administered to students on assessmment day. Differences include who administers the assessment, the length of time an assessment requires, the range of days during which an assessment is administered (whether the assessment is given on the same day or across multiple days), and the format of the assessment itself (whether it is digital or paper). See how the administration of NAEP and state assessments compares.
NAEP and state assessments differ in the results reported and the way those results are used by policymakers and educators. Differences include whether results are reported for individual students and schools or demographic groups, whether or not results are used to set state policy and curriculum, what the assessment is evaluating, and whether the results are used as a measure of accountability of specific school, student, district, and teacher instruction and performance. See how the results and uses of NAEP and state assessments compare.