This restricted-use dataset contains over 260,000 open-ended student responses to 10 constructed response items from the NAEP 2017 and 2019 grades 4 and 8 mathematics assessments. The dataset includes scored student responses and demographic information for each test item. The dataset also includes student responses to other parts of the same item in other formats (e.g., fill-in, forced choice) which provide more context about the student response. This data can be used for conducting many different types of research using natural language student responses and has high accuracy in human inter-rater reliability ratings (e.g. QWK > 0.95). Data documentation is included with the dataset, such as a variable dictionary, the original version of the questions as the student would have seen them, the scoring guide/rubric for the questions, and exemplar papers used by human scorers. Your organization must apply for and be granted a restricted-use data license in order to obtain these data.

This report presents the results of the National Assessment of Educational Progress (NAEP) long-term trend assessments in reading and mathematics administered during the 2021-22 and 2022–23 school years to nationally representative samples of 9- and 13-year-old students. Long-term trend assessments were first administered in the early 1970s. The 2022 results for age 9 and the 2023 results for age 13 in this report are compared to the first assessment year in each subject and to the previous long-term trend assessment in 2020. Results are presented in terms of average scores and scores for lower-, middle-, and higher-performing students at five selected percentiles. In addition to overall and percentile scores, results are reported by race/ethnicity, gender, and other demographic groups. The report also includes survey questionnaire data about student absenteeism, reading habits, and mathematics course taking. 

The restricted-use datasets for the National Assessment of Educational Progress (NAEP) High School Transcript Study (HSTS) 2019 include ASCII-formatted data files, record layouts, SAS- and SPSS-formatted databases, codebooks, and SAS and SPSS programs. The NAEP High School Transcript Study analyzes transcripts from a national sample of U.S. public and private school graduates who also took the 2019 NAEP 12th grade assessments in mathematics and science. The study provides valuable information about coursetaking patterns disaggregated by demographic characteristics and the relationship between NAEP scale scores and various graduate characteristics.

Explore the NAEP HSTS 2019 User’s Guide and Technical Report (NCES 2023077).

This report presents the results of the National Assessment of Educational Progress (NAEP) long-term trend assessments in reading and mathematics administered during the 2022–23 school year to a nationally representative sample of 13-year-old students. Long-term trend assessments were first administered in the early 1970s; results are available for 14 prior reading assessments dating back to 1971 and 13 prior mathematics assessments dating back to 1973. This highlights report focuses on 2023 results compared to the previous long-term trend assessment in the 2019-20 school year. This report provides trend results in terms of average scale scores and scores for lower-, middle-, and higher-performing students at five selected percentiles. In addition to overall and percentile scores, results are reported by race/ethnicity, gender, type of school, and other demographic groups. In addition, the report provides results from the student survey questionnaire about student absenteeism, reading habits, and mathematics course taking.

This report describes selected results from the 2021 NAEP School and Teacher Questionnaire Special Study conducted in March and April 2021. Results are based on a survey sample consisting of schools and teachers that serve fourth- and eighth-grade students, and are limited to states/jurisdictions and districts that agreed to participate in the study and met reporting standards. The report provides insight into some of the efforts schools and teachers made during a period of widespread academic disruption, including what support schools provided for distance learning; how schools and teachers supported students to address gaps in learning that may have occurred because of school closures; and how confident teachers were in facing the challenges of distance learning.