Publications & ProductsSearch Results: (1-15 of 26 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2019031 | Findings and Recommendations from the National Assessment of Educational Progress (NAEP) 2017 Pilot Study of the Middle School Transcript Study (MSTS): Methodological Report, NCES 2019-031
This report summarizes the methodological findings of a pilot study that was designed to test the feasibility of collecting eighth-grade student transcript and course catalog data via electronic submissions. The transcript data of eighth-grade students from Trial Urban District Assessments (TUDA) schools that participated in the NAEP 2017 eighth-grade mathematics and reading assessments were collected. |
1/18/2019 |
| NCES 2013469 | 2011 NAEP-TIMSS Linking Study: Linking Methodologies and Their Evaluations
The 2011 NAEP-TIMSS linking study conducted by the National Center for Education Statistics (NCES) was designed to predict Trends in International Mathematics and Science Study (TIMSS) scores for the U.S. states that participated in 2011 National Assessment of Educational Progress (NAEP) mathematics and science assessment of eighth-grade students. The purpose of conducting the 2011 NAEP-TIMSS linking study was two-fold. The study was conducted to see whether it is possible to predict TIMSS scores for the states that did not participate in the TIMSS assessment. Secondly, the study was conducted to identify a method among various methodologies suggested in the literature for linking two assessments that are somewhat different. This 2011 NAEP-TIMSS linking methodology paper was prepared to supplement the reading of U.S. States in a Global Context: Results From the 2011 NAEP-TIMSS Linking Study, NCES 2013-460. |
10/24/2013 |
| NCES 2011457 | Measuring the Status and Change of NAEP State Inclusion Rates for Students with Disabilities: Results 2007-2009
This research and development report provided two measures of change in each NAEP participating state’s inclusion rate taking into consideration the prevalence of different types and severities of disabilities and the accommodations the states permits in their own testing programs compared to those allowed by NAEP to students with disabilities in 4th- and 8th- grade reading and mathematics assessments. The study reported results for all 50 states and District of Columbia and used data from the 2005, 2007, and 2009 NAEP assessments of fourth- and eighth-grade reading and mathematics. This two approach methodology—nation-based and jurisdiction-specific— analyzed the inclusion rates from different perspectives. The analysis indicates the status and change in state level inclusion rates. The report presented status of inclusion in 2009 and changes in the rates from 2007 and 2005. |
9/29/2011 |
| NCES 2011465 | The 2009 High School Transcript Study User’s Guide
This user’s guide documents the procedures used to collect and summarize the data from the 2009 High School Transcript Study. Chapters detail the sampling of schools and graduates, data collection procedures, data processing procedures, weighting procedures, and the 2009 data files and codebooks that are encompassed by this report. The appendices contain the data collection and documentation forms; associated National Assessment of Educational Progress (NAEP) 2009 questionnaires; information concerning nonresponse bias associated with creating the HSTS weights; a description of the Classification of Secondary School Courses (CSSC), which was used to code the courses on the collected transcripts, plus a complete listing of CSSC codes; codebooks for all of the 2009 data files; and a glossary. |
9/29/2011 |
| NCES 2010456 | Mapping State Proficiency Standards Onto NAEP Scales: 2005-2007
This research and development report compares the standards that states use in reporting 4th- and 8th- grade reading and mathematics proficiency using NAEP as a common metric. The state standards used in reporting 2006-07 results were mapped onto the NAEP scales to compare the standards across the states and in relation to the NAEP achievement levels. The mapping procedure offers an approximate way to assess the relative rigor of the states’ adequate yearly progress (AYP) standards established under the No Child Left Behind Act of 2001. Once mapped, the NAEP scale equivalent score representing the state's proficiency standards can be compared to indicate the relative rigor of those standards. The term rigor as used here does not imply a judgment about state standards. Rather, it is intended to be descriptive of state-to-state variation in the location of the state standards on a common metric. |
10/29/2009 |
| NCES 2009480REV | The 2005 High School Transcript Study User’s Guide and Technical Report
This technical report documents the procedures used to collect and summarize the data from the 2005 High School Transcript Study (HSTS 2005). Chapters detail the sampling of schools and graduates, data collection procedures, data processing procedures, weighting procedures, and the HSTS 2005 data files and codebooks that are encompassed by this report. The appendices contain the HSTS 2005 data collection and documentation forms; associated National Assessment of Educational Progress (NAEP) 2005 questionnaires; information concerning nonresponse bias associated with creating the HSTS weights; a description of the Classification of Secondary School Courses (CSSC), which was used to code the courses on the HSTS 2005 transcripts, plus a complete listing of CSSC codes; codebooks for all of the HSTS 2005 data files; and a glossary. This revision includes this errata notice: Errors were found in some tables and text within the report that have now been corrected. These corrections affected certain numbers and percentages reported in tables 2, 3, 5, 6, 10-17, and Appendices P through W. |
11/13/2008 |
| NCES 2006029 | Comparing Mathematics Content in the National Assessment of Educational Progress (NAEP), Trends in International Mathematics and Science Study (TIMSS), and Program for International Student Assessment (PISA) 2003 Assessments
This report describes a study that was undertaken to compare the content of three mathematics assessments conducted in 2003: the National Assessment of Educational Progress (NAEP) fourth- and eighth-grade assessments; the Trends in International Mathematics and Science Study (TIMSS), which also assessed mathematics at the fourth- and eighth-grade levels; and the Program for International Student Assessment (PISA), which assessed the mathematical literacy of 15-year-old students. Its aim is to provide information that will be useful for interpreting and comparing the results from the three assessments, based on an in-depth look at the content of the respective frameworks and assessment items. The report draws upon information provided by the developers of the assessments, as well as data obtained from an expert panel convened to compare the frameworks and items from the three assessments on various dimensions. |
5/23/2006 |
| NCES 2006026 | Comparing Science Content in the National Assessment of Educational Progress (NAEP) 2000 and Trends in International Mathematics and Science Study (TIMSS) 2003 Assessments
This report describes a study that was undertaken to compare the content of two fourth- and eighth-grade assessments in science: the National Assessment of Educational Progress (NAEP) and the Trends in International Mathematics and Science Study (TIMSS). The report provides information that will be useful for interpreting and comparing the results from the two assessments, based on an in-depth look at the content of the respective frameworks and assessment items. The report draws upon information provided by the developers of the assessments, as well as data obtained from an expert panel convened to compare the frameworks and items from the two assessments on various dimensions. |
4/6/2006 |
| NCES 2005483 | The 2000 High School Transcript Study User's Guide and Technical Report
This publication documents the procedures used to collect and summarize the data from the 2000 High School Transcript Study that was conducted along with the National Assessment of Educational Progress. This guide and report provide information needed to use all publicly released data files produced by the study. |
8/30/2005 |
| NCES 2005484 | NAEP 1999 Long-Term Trend Technical Analysis Report: Three Decades of Student Performance
This technical report describes the design and implementation of the National Assessment of Educational Progress (NAEP) 1999 Long-Term Trend (LTT) Assessment. The NAEP LTT assessments, first administered in 1969, are intended to measure student progress over time. Consequently, the assessments use questions and procedures that are similar as possible across years and are maintained separately from the main and state NAEP assessments. Information on sample design, scoring, item analyses, IRT scaling, plausible value generation, and scale construction are provided for the reading, mathematics, and science assessments. |
5/13/2005 |
| NCES 2001509 | The NAEP 1998 Technical Report
This report provides details on the instrument development, sample design, data collection, and data analysis procedures for the 1998 National Assessment of Educational Progress (NAEP) in the subject areas of reading, writing, and civics. Nearly 448,000 public- and nonpublic-school students across the United States were assessed at the national (grades 4, 8, and 12) and state (grades 4 and 8) levels. |
8/31/2001 |
| NCES 2001477 | The 1998 High School Transcript Study User's Guide and Technical Report
This publication documents the procedures used to collect and summarize the data from the 1998 High School Transcript Study that was conducted along with the National Assessment of Educational Progess. This guide and report provide information needed to use all publicly released data files produced by the study. |
7/31/2001 |
| NCES 1999452 | The NAEP 1996 Technical Report
The 1996 National Assessment of Educational Progress (NAEP) monitored the performance of students in the subject areas of reading, mathematics, science, and writing. About 124,000 students were in the national sample for this assessment. The students were 9-, 13-, or 17 years old or in grades 4, 8, or 12. This technical report provides details on the instrument development, sample design, data collection, and data analysis procedures for the 1996 assessment. The reader is cautioned that results from the 1996 long-term trend assessment in writing are currently under review. Consequently, some of the information contained in this technical report regarding the long-term trend writing assessment should be considered preliminary or partial. This Internet edition of "The NAEP 1996 Technical Report" does incorporate all changes listed on the errata sheet distributed with the print edition. |
10/19/2000 |
| NCES 98480 | Technical Report: NAEP 1996 State Assessment Program in Science
The NAEP 1996 State Assessment in science, in which 47 jurisidictions participated, measured what eighth-grade students know and can do in science. This report provides technical information about the assessment. It provides a description of the assessment design and gives an overview of the steps involved in the implementation of the program from the planning stages through to the analysis and reporting of the data. It does not provide results, but rather detailed information on the development of the cognitive and background questions, the field procedures, the creation of the database and data products for analysis, and the methods and procedures used for sampling, analysis, and reporting. |
1/27/1998 |
| NCES 97951 | NAEP 1996 State Assessment Program in Mathematics
The purpose of this report is to provide technical information about the 1996 State Assessment in mathematics. It provides a description of the design for the State Assessment and gives an overview of the steps involved in the implementation of the program from the planning stages through to the analysis and reporting of the data. The report describes in detail the developmentof the cognitive and background questions, the field procedures, the creation of the database and data products for analysis, and the methods and procedures used for sampling, analysis, and reporting. It does not provide the results of the assessment--rather, it provides information on how those results were derived. |
10/28/1997 |
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