Each NAEP student assessment booklet includes non-cognitive items, also known as a student questionnaire. The questionnaires appear in separately timed blocks of items in the assessment booklets. The items collect information on students' demographic characteristics, classroom experiences, and educational support. Students' responses provide data that give context to NAEP results and/or allow researchers to track factors associated with academic achievement. The data are also the basis for NAEP's major reporting groups.
Students complete the questionnaires voluntarily, and their responses are kept confidential. Student names are never reported with their responses or with the other information collected by NAEP. To ensure a fully representative sample of students across the nation, NAEP makes testing accommodations available to students with disabilities (SD) and English language learners (ELL). One such accommodation available to ELL students is a bilingual version of the questionnaire for the NAEP mathematics and science assessments. For more information on the accommodations NAEP provides, see SD/ELL Questionnaire.
Each student questionnaire includes three types of non-cognitive items:
General student information: Student responses to non-cognitive items are used to collect information about factors such as race or ethnicity, gender, and parents' education level. Answers on the questionnaires also provide information about factors associated with academic performance, including homework habits, the language spoken in the home, and the quantity of reading materials in the home.
Other contextual/policy information: These items focus on students' educational settings and experiences, and collect information about students' attendance (days absent), family discourse (talking about school at home), reading load (pages read per day), and exposure to English in the home. There are also items that ask about students' effort on the assessment, and the difficulty and importance of the assessment. Answers on the questionnaires provide information on how aspects of education and educational resources are distributed among different groups. Policy-related questions are reserved for the teacher and school questionnaires.
Subject-specific information: In most NAEP administrations, these items cover three categories of information: (1) time spent studying the subject; (2) instructional experiences in the subject; and (3) motivation and perceptions about the subject and the assessment.
The content and format of student questionnaires differ slightly from year to year and depend on what grade level and subject area are being assessed. The table below includes links to student questionnaires administered between 2000 and 2013. For more information on how items are developed for the student questionnaire and how the resulting data are used and analyzed, see NAEP Questionnaires for Students, Teachers, and Schools.
|Subject area||Grade 4||Grade 8||Grade 12|
|U.S. History (2010)||1316K||1278K||644K|
|U.S. History (2006)||91K||116K||120K|
|U.S. History (2001)||84K||106K||120K|
|† Not applicable.|
‡ Not available in electronic format.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 2000-2013 Assessments.
|Subject area||Age 9||Age 13||Age 17|
|Mathematics Long-term trend||92K||94K||94K|
|Reading Long-term trend||93K||95K||93K|
|SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2012 Long-Term Trend Assessments.|