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Search Results: (1-15 of 596 records)

 Pub Number  Title  Date
NCES 2022068 2021 NAEP School and Teacher Questionnaire Special Study

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.

12/1/2022
NCES 2022124 2022 NAEP Mathematics Assessment: Highlighted Results at Grades 4 and 8 for the Nation, States, and Districts
This report presents selected results from the National Assessment of Educational Progress (NAEP) 2022 mathematics assessment. The report includes national, state, and district results on the performance of fourth- and eighth-grade students. Results are presented in terms of average scores and as percentages of students performing at or above the three NAEP achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. In addition to overall scores, results are reported by race/ethnicity, gender, type of school, and other demographic groups. The report also provides information about student performance on sample questions as well as data related to teaching and learning during and after the pandemic.
10/24/2022
NCES 2022126 2022 NAEP Reading Assessment: Highlighted Results at Grades 4 and 8 for the Nation, States, and Districts
This report presents selected results from the National Assessment of Educational Progress (NAEP) 2022 reading assessment. The report includes national, state, and district results on the performance of fourth- and eighth-grade students. Results are presented in terms of average scores and as percentages of students performing at or above the three NAEP achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. In addition to overall scores, results are reported by race/ethnicity, gender, type of school, and other demographic groups. The report also provides information about student performance on sample questions as well as data related to teaching and learning during and after the pandemic.
10/24/2022
NCES 2023010 NAEP Reading 2022 State and District Snapshot Reports
Each state/jurisdiction and district that participated in the NAEP 2022 reading assessment receives a one-page Snapshot report that presents key findings and trends in a condensed format. The reports in this series provide bulleted text describing overall student results, bar charts showing NAEP achievement levels for selected years in which the state or district participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps by gender, race/ethnicity, and eligibility for free/reduced-price lunch. Each state/jurisdiction Snapshot report includes a map comparing the 2022 average score to other states/jurisdictions; and each district Snapshot report includes a table comparing the 2022 average score to other participating districts.
10/24/2022
NCES 2023011 NAEP Mathematics 2022 State and District Snapshot Reports
Each state/jurisdiction and district that participated in the NAEP 2022 mathematics assessment receives a one-page Snapshot report that presents key findings and trends in a condensed format. The reports in this series provide bulleted text describing overall student results, bar charts showing NAEP achievement levels for selected years in which the state or district participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps by gender, race/ethnicity, and eligibility for free/reduced-price lunch. Each state/jurisdiction Snapshot report includes a map comparing the 2022 average score to other states/jurisdictions; and each district Snapshot report includes a table comparing the 2022 average score to other participating districts.
10/24/2022
NCES 2022121 2022 Long-Term Trend Reading and Mathematics Age 9 Highlights Report

This report describes selected results from the age 9 2022 long-term trend (LTT) reading and mathematics assessments. The report focuses on the comparison of a nationally representative sample of age 9 students who took the assessments in the winter of the 2019-2020 school year with those who took the assessments in the winter of 2021-2022 school year. The report provides insight into the performance of age 9 students in reading and mathematics, as well as data from students and school administrators about the widespread disruptions in learning that occurred during the 2020−2021 and 2021−2022 school years. In addition, the report provides links to data tables comparing 2022 performance in LTT reading and mathematics across all administrations dating back to the early 1970s.

9/1/2022
NCES 2022052 Highlights from the 2021 NAEP Monthly School Survey
These highlights present selected results from the 2021 NAEP Monthly School Survey. Results for student enrollment, especially full-time, in-person public school enrollment, during January–May 2021 are summarized. Data were collected from nationally representative samples of public and private schools with a grade 4 or a grade 8. These highlights provide insight into the learning opportunities for students during the COVID-19 pandemic.
6/2/2022
NCES 2022144 Condition of Education 2022
The Condition of Education 2022 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress.
5/31/2022
NCES 2022046 2019 National Indian Education Study (NIES) Data Companion

The National Indian Education Study (NIES) is a special study funded by the Office of Indian Education (OIE). The study includes oversampling of American Indian / Alaska Native (AI/AN) students in public schools and Bureau of Indian Education (BIE) Schools. The study design includes students taking the 2019 National Assessment of Educational Progress (NAEP) operational assessment followed by a short survey questionnaire specific to AI/AN students about the role of AI/AN culture in students' lives and school experiences. Additionally, for teachers of the sampled AI/AN students there are surveys that collect information about teachers' backgrounds and instructional practices as they relate to the education of AI/AN students. (Note there also is a school administrator survey, however those data are unrelated to this data product.)

For both the student and teacher surveys, all of the questions were multiple choice, but a space was provided at the end of the survey for respondents to write in comments. There are two such write-in questions for each of the student and teacher surveys. The responses for these write-in questions are the purpose of this data product.

4/6/2022
NCES 2022028 2019 NAEP High School Transcript Study

The 2019 NAEP High School Transcript Study (HSTS) describes the coursetaking patterns and academic performance of graduates from a national sample of U.S. public and private schools who also took the 2019 NAEP twelfth-grade mathematics and science assessments. This report uses data from the 1990, 2000, 2009, and 2019 NAEP HSTS for coursetaking results and from 2005, 2009, and 2019 for comparisons to NAEP.

The study of high school graduates’ academic performance and coursetaking patterns is based on an analysis of their transcripts and NAEP twelfth-grade mathematics and science assessment results. HSTS show trends from 1990, 2000, 2009, and 2019 in grade point averages, course credits earned, curriculum levels, and various coursetaking patterns. The 2019 HSTS uses a new course classification system, the School Courses for the Exchange of Data (SCED), to provide a more detailed breakdown of cross-disciplinary coursetaking programs such as Career and Technical Education (CTE) and Science Technology Engineering and Mathematics (STEM) coursetaking.

The study also compares graduates’ average NAEP scale scores from the twelfth-grade mathematics and science assessments to the academic achievement reported in their transcripts. The linkage of the NAEP twelfth-grade mathematics and science assessments to HSTS provides the opportunity for school leaders, policy makers, and researchers to analyze student performance by a rich set of HSTS and NAEP contextual factors.

3/16/2022
NCES 2022009 Digest of Education Statistics, 2020
The 56th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
2/10/2022
NCES 2021077 2020 Long-Term Trend Reading and Mathematics Assessment Results at Age 9 and Age 13
This report presents the results of the National Assessment of Educational Progress (NAEP) long-term trend assessments in reading and mathematics administered during the 2019–20 school year to 9- and 13-year-old students. Long-term trend assessments were first administered in the early 1970s; results are available for 13 reading assessments dating back to 1971 and 12 mathematics assessments dating back to 1973. This report provides trend results in terms of average scale scores, selected percentiles, and five performance levels. Item maps for each age group illustrate skills demonstrated by students when responding to assessment questions. Scale score results are included for students by selected background characteristics (e.g., race/ethnicity, gender, and grade attended). Overall, the 2020 average scores in reading and mathematics for 13-year-olds were higher than the earliest assessments but declined since 2012. Scores for the lowest-performing students (at the 10th percentile) decreased from 2012 at both ages and subjects.
10/14/2021
NCES 2021036 Mapping State Proficiency Standards onto the NAEP Scales: Results From the 2019 NAEP Reading and Mathematics Assessments
The National Center for Education Statistics (NCES) has periodically published reports using results from the National Assessment of Educational Progress (NAEP) to compare the proficiency standards that states set for their students. Since standards vary across states, the results of the various state assessments cannot be used to directly compare students’ progress. However, by placing a state standard onto the NAEP scale, a common metric for all states, a NAEP equivalent score is produced, which can be compared across states. The last mapping study report released by NCES (NCES 2019-040) compared state proficiency standards for school year 2016-17. The current report highlights the results of mapping state proficiency standards onto the NAEP scales using state assessment results from the 2018–19 school year and the 2019 NAEP assessments for public schools.
6/1/2021
NCES 2021045 2019 NAEP Science Assessment: Highlighted Results at Grades 4, 8, and 12 for the Nation

These online Highlights present an overview of results from the NAEP 2019 science report. Highlighted results include key findings for nationally representative samples of fourth-, eighth-, and twelfth-grade students. Results are presented in terms of average scale scores and as percentages of students performing at the three NAEP achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. In addition to the overall average scale score, NAEP science results are also reported as average subscale scores for each of three content areas—Physical Science, Life Science, and Earth and Space Sciences. Highlighted results also include performance data for demographic student groups, scores at five selected percentiles, and responses to NAEP survey questionnaires

The 2019 average science score was lower for grade 4, and not significantly different for grades 8 and grade 12, compared to average scores in 2015. Average science scores were higher for grades 4 and 8, but not significantly different for grade 12, compared to 2009, the first year under the current science framework. Compared to 2015, the average score was lower for grade 4 in two of the three science content areas; there were no significant changes in average content areas scores for grades 8 and 12. Average scores were higher in two of the three content areas for grades 4 and 8 compared to 2009 while there were no significant changes in average scores across the content areas for grade 12.

Reported results include responses of students, teachers, and school administrators to survey questionnaires designed to collect information about student’s educational experiences and opportunities to learn both inside and outside of the classroom. The report includes detailed descriptions of released interactive scenario-based tasks and discrete questions to illustrate the types of science knowledge and scientific inquiry skills that were measured as part of the NAEP science assessment.

Full results are available in the 2019 NAEP Science Report Card.

5/25/2021
NCES 2021144 Condition of Education 2021
The Condition of Education 2021 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress.
5/25/2021
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