​​​​​​NAEP Technical DocumentationResults of NAEP Differential Item Functioning (DIF) Analyses

Differential item functioning (DIF) analyses are completed for all items in a NAEP assessment. DIF analyses have traditionally included Black, Hispanic, and female students as the "focal" groups, and White or male students as the "reference" groups. If sample sizes are sufficient, the DIF analyse​s will also include an expanded set of focal groups, such as Asian, Native Hawaiian or Other Pacific Islander, and American Indian or Alaska Native students. Items that exhibit a strong indication of DIF are labeled "C" for dichotomous items and "CC" for polytomous items. The number of items classified in each DIF category using the Mantel-Haenszel procedure are provided, along with information about items categorized as "C" or "CC".

Links to tables of NAEP differential item functioning (DIF) results, national and state assessments, by subject area and year: Various years, 2000–2019

Subject area	Year	Type of sample
Arts	2016	†	R3
	2008	†	R3
Civics	2018	†	R3
	2014	†	R3
	2010	†	R3
	2006	†	R3
Economics	2012	†	R3
	2006	†	R3
Geography	2018	†	R3
	2014	†	R3
	2010	†	R3
	2001	R2	R3
Mathematics	2019	†	R3
	2017	†	R3
	2015	†	R3
	2013	†	R3
	2011	†	R3
	2009	†	R3
	2007	†	R3
	2005	†	R3
	2003	†	R3
	2000	R2	R3
Reading	2019	†	R3
	2017	†	R3
	2015	†	R3
	2013	†	R3
	2011	†	R3
	2009	†	R3
	2007	†	R3
	2005	†	R3
	2003	†	R3
	2002	†	R3
	2000	R2	R3
Science	2019	†	R3
	2015	†	R3
	2011	†	R3
	2009	†	R3
	2005	†	R3
	2000	R2	R3
Technology and engineering literacy (TEL)	2018	†	R3
	2014	†	R3
U.S. history	2018	†	R3
	2014	†	R3
	2010	†	R3
	2006	†	R3
	2001	R2	R3
Vocabulary	2015	†	R3
	2011	†	R3
	2009	†	R3
Writing	2011	†	R3
† Not applicable. NOTE: Because preliminary analyses of students' writing performance in the 2017 NAEP writing assessments at grades 4 and 8 revealed potentially confounding factors in measuring performance, results will not be publicly reported. R2 is the non-accommodated reporting sample; R3 is the accommodated reporting sample. If sampled students are classified as students with disabilities (SD) or English learners (EL), and school officials, using NAEP guidelines, determine that they can meaningfully participate in the NAEP assessment with accommodation, those students are included in the NAEP assessment with accommodation along with other sampled students including SD/EL students who do not need accommodations. The R3 sample is more inclusive than the R2 sample and excludes a smaller proportion of sampled students. The R3 sample is the only reporting sample used in NAEP after 2001. In NAEP, vocabulary, reading vocabulary, and meaning vocabulary refer to the same reporting scale. The block naming conventions used in the 2018 civics, geography, and U.S. history assessments are described in the document 2018 Block Naming Conventions in Data Products and TDW . The block naming conventions used in the 2019 mathematics, reading, and science assessments are described in the document 2019 Block Naming Conventions in Data Products and TDW . SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 2000–2019 Assessments.

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Links to tables of NAEP differential item functioning (DIF) results, long-term trend assessments, by subject area and year: Various years, 2004–2020

Subject area	Year	Type of sample
Mathematics long-term trend	2020	R3
Reading long-term trend		R3
Mathematics long-term trend	2012	R3
Reading long-term trend		R3
Mathematics long-term trend	2008	R3
Reading long-term trend		R3
Mathematics long-term trend	2004	R3
Reading long-term trend		R3
NOTE: R3 is the accommodated reporting sample. If sampled students are classified as students with disabilities (SD) or English learners (EL), and school officials, using NAEP guidelines, determine that they can meaningfully participate in the NAEP assessment with accommodation, those students are included in the NAEP assessment with accommodation along with other sampled students including SD/EL students who do not need accommodations. The R3 sample is more inclusive than the R2 sample and excludes a smaller proportion of sampled students. The R3 sample is the only reporting sample used in NAEP after 2001. The block naming conventions used in the 2020 mathematics and reading long-term trend​ assessments are described in the document 2020 Block Naming Conventions in Data Products and TDW . In 2020, age 17 was not assessed. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 2004–2020 Mathematics and Reading Long-Term Trend Assessments.

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