NAEP Technical DocumentationTeacher Questionnaire
To provide supplemental information about the instructional experiences reported by students, their teachers are asked to complete a survey questionnaire about their instructional practices, classroom organization, teaching background and training, and the subjects they are teaching in which students are being assessed. While teachers' completion of the questionnaire is voluntary, their participation is encouraged because their responses provide context for reporting and interpreting NAEP results and allow researchers to examine factors associated with academic achievement.
Teacher questionnaires are organized into different parts. The first part of the teacher questionnaire tends to cover background and general training, and includes contextual items concerning years of teaching experience, certifications, degrees, major and minor fields of study, coursework in education, coursework in specific subject areas, and the amount of in-service training. Additional contextual items may ask teachers about their views on the work conditions in their school and their satisfaction with being a teacher.
Subsequent parts of the teacher questionnaire tend to cover classroom organizational and instructional information. They ask if students in the class are grouped on some basis, the length of homework assignments, use of particular resources, and how students are assigned to particular classes.
The content and format of teacher questionnaires differ slightly from year to year and depend on what grade level and subject area are being assessed. In 2022/2023, COVID-19 questions were included in the survey questionnaires and evaluated the experiences of students, teachers, and school administrators during the pandemic, particularly in relation to four themes that have traditionally informed the development of NAEP survey questionnaires: technology use and access, resources for learning and instruction, organization of instruction, and teacher preparation. Self-efficacy, with a focus on educational experiences both during and after the pandemic, was also an important component of the COVID-19 questions.
The table below includes links to teacher questionnaires administered between 2000 and 2022. For more information on how items are developed for the teacher questionnaire and how the resulting data are used and analyzed, see NAEP Questionnaires for Students, Teachers, and School Administrators.
| Subject area | Grade 4 | Grade 8 | Grade 12 |
|---|---|---|---|
| Civics/geography/U.S. history (2018) | † | X | † |
| Civics/geography/U.S. history (2014) | † | X | † |
| Civics/geography/U.S. history (2010) |
X |
X | † |
| Civics/U.S. history (2006) |
X |
X | † |
| Economics (2006) | † | † |
X |
| Geography (2001) |
X | X | † |
| Language arts/mathematics (2007) |
X | † | † |
| Language arts (2007) | † |
X | † |
| Mathematics (2017) | † |
X | † |
| Mathematics (2015) | † |
X | † |
| Mathematics (2013) | † | X | † |
| Mathematics (2011) | † |
X | † |
| Mathematics (2009) | † |
X | † |
| Mathematics (2007) | † |
X | † |
| Mathematics (2005) | † |
X | † |
| Mathematics (2003) | † |
X | † |
| Mathematics in Puerto Rico (2022) | X |
X | † |
| Mathematics in Puerto Rico (2019) | X |
X | † |
| Mathematics in Puerto Rico (2017) | X |
X | † |
| Mathematics in Puerto Rico (2015) |
— |
— | † |
| Mathematics in Puerto Rico (2013) |
— |
— | † |
| Mathematics in Puerto Rico (2011) |
— |
— | † |
| Reading/mathematics/writing (2017) |
X | † | † |
| Reading/writing (2017) | † |
X | † |
| Reading/mathematics/science (2019) | X |
X | † |
| Reading/mathematics/science (2015) | X | † | † |
| Reading/mathematics/social studies [civics and U.S. history] (2022) | † |
X | † |
| Reading/mathematics (2022) | X | † | † |
| Reading/mathematics (2013) | X | † | † |
| Reading/mathematics (2011) | X | † | † |
| Reading/mathematics/science (2009) | X | † | † |
| Reading/mathematics/science (2005) | X | † | † |
| Reading/mathematics (2003) | X | † | † |
| Reading (2015) | † |
X | † |
| Reading (2013) | † | X | † |
| Reading (2011) | † |
X | † |
| Reading (2009) | † |
X | † |
| Reading (2005) | † |
X | † |
| Reading (2003) | † |
X | † |
| Science (2015) | † |
X | † |
| Science (2011) | † |
X | † |
| Science (2009) | † |
X | † |
| Science (2005) | † |
X | † |
| Science (2000) |
X |
X |
X |
| U.S. history (2001) | X |
X | † |
| Writing (2011) | † |
X | † |
| Writing (2002) |
X |
X | † |
|
— Not available in electronic format. † Not applicable. Assessment not given at all grades, or teacher questionnaires were combined for certain subjects and grades. NOTE: A teacher questionnaire was not administered for the technology and engineering literacy (TEL) assessment administered at grade 8 in 2014 and 2018, the economics assessment administered at grade 12 in 2012, or the arts assessment administered at grade 8 in 2008 and 2016. NAEP does not typically collect teacher information for grade 12, although a teacher questionnaire was administered in economics in 2006. NAEP also does not collect teacher information for the mathematics long-term trend and reading long-term trend assessments. In the 2000 assessment, teacher questionnaires were administered at grade 12; however, the questionnaire responses were not used in the assessment analysis and were not linked to student responses. Reading questionnaires were referred to as "language arts" in 2007. COVID-19 questions that evaluated the experiences of teachers during and after the pandemic are included in the 2022 questionnaires in this table. Only questionnaires for operational assessments are included in this table. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 2000–2022 Assessments. | |||
Last updated 20 September 2024 (PG)