Artigos de revistas: "National Assessment of Educational Progress (NAEP)"

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Beaton, Albert E., e Rebecca Zwick. "Chapter 1: Overview of the National Assessment of Educational Progress". Journal of Educational Statistics 17, n.º 2 (junho de 1992): 95–109. http://dx.doi.org/10.3102/10769986017002095.

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This chapter gives an overview of the design and the statistical and psychometric analysis methods developed for use in the National Assessment of Educational Progress (NAEP). For more than 20 years, NAEP has provided information about the educational achievements of students in American schools. In recent years, NAEP has been gaining in prominence and has also been growing bigger and more complex. In 1990, an assessment of individual states was added to NAEP. Also, it is anticipated that the legislation that prohibits NAEP from reporting district and school results may be removed and that NAEP may return to annual rather than biennial assessments. In addition, future assessments will involve a larger number of innovative items, such as questions for which students must produce their own answers rather than selecting among specified options, tasks in which students are asked to read aloud, and portfolios that consist of classroom work produced over a period of time. NAEP’s never-ending growth and evolution continue to provide new technological challenges to its statisticians and psychometricians.

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Silver, Edward A., e Patricia Ann Kenney. "Brief Reports: An Examination of Relationships between the 1990 NAEP Mathematics Items for Grade 8 and Selected Themes from the NCTM Standards". Journal for Research in Mathematics Education 24, n.º 2 (março de 1993): 159–67. http://dx.doi.org/10.5951/jresematheduc.24.2.0159.

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For about 20 years, the National Assessment of Educational Progress (NAEP) has reported on the status and progress of U.S. educational achievement in a variety of subject areas, including mathematics (Mullis, 1990). The 1990 NAEP mathematics assessment, which was the fifth in this subject area, was different from the previous four assessments in some important ways. For example, the 1990 NAEP assessment was the first NAEP for which it was possible to report state-level results for those states willing to participate. In fact. the 1990 NAEP consisted of two tests: one given to a national sample at grades 4, 8, and 12 as in prior assessments, and the other given only at grade 8 to a different sample drawn specifically for the stateby-state reporting of results.

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Ferrara, Steven F., e Stephen J. Thornton. "Using NAEP for Interstate Comparisons: The Beginnings of a “National Achievement Test” and “National Curriculum”". Educational Evaluation and Policy Analysis 10, n.º 3 (setembro de 1988): 200–211. http://dx.doi.org/10.3102/01623737010003200.

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Current plans to use National Assessment of Educational Progress (NAEP) results to compare and rank states may lead to a perception of NAEP as a “national achievement test” representing a “national curriculum.” The coherence of local curricula can be either enhanced or damaged if NAEP assessments are used to compare states. NAEP procedures should be reformulated to (a) preserve and enhance curriculum coherence and encourage instructional improvement and achievement; (b) include extensive participation of local and state educators; and (c) clarify the links between NAEP content and local curricula

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Rust, Keith F., e Eugene G. Johnson. "Chapter 2: Sampling and Weighting in the National Assessment". Journal of Educational Statistics 17, n.º 2 (junho de 1992): 111–29. http://dx.doi.org/10.3102/10769986017002111.

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This chapter describes procedures for obtaining the National Assessment of Educational Progress (NAEP) student samples used in the national and state assessments and for deriving survey weights for use in the analysis of the survey data. Following the description of general procedures, more detailed discussion is included about several issues that relate to the procedures used. In some cases, these involve procedures that NAEP is actively reviewing and investigating, with a view toward implementing improvements in the future. In other cases, the procedures, although well established in NAEP, involve technical aspects with interesting features not fully described in the available technical reports.

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Zwick, Rebecca. "Chapter 7: Statistical and Psychometric Issues in the Measurement of Educational Achievement Trends: Examples From the National Assessment of Educational Progress". Journal of Educational Statistics 17, n.º 2 (junho de 1992): 205–18. http://dx.doi.org/10.3102/10769986017002205.

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Like all studies involved in the assessment of trends in educational performance, the National Assessment of Educational Progress (NAEP) is confronted with an array of unresolved methodological and philosophical issues. One of the basic dilemmas faced by NAEP is how to measure performance change while remaining responsive to advances in curriculum and the technology of assessment. NAEP has become much more cautious about making seemingly insubstantial changes in the assessment because of the so-called NAEP reading anomaly—an apparently steep drop between 1984 and 1986 in estimated reading proficiency that was found to have resulted in part from changes in the order and context in which items appeared. Other issues that NAEP must consider in reporting performance trends are the effect of measurement scale indeterminacies and the ways in which interpretation of trend results can depend on the statistics that are selected for comparing proficiency distributions over time.

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Kloosterman, Peter, Zachary Rutledge e Patricia Ann Kenney. "Research, Reflection, Practice: A Generation of Progress: Learning from NAEP". Teaching Children Mathematics 15, n.º 6 (fevereiro de 2009): 363–69. http://dx.doi.org/10.5951/tcm.15.6.0363.

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Often referred to as “The Nation's Report Card,” the National Assessment of Educational Progress (NAEP) was designed in the 1960s as a tool for monitoring precollege student performance in various subject areas. The original design included assessment of nine-, thirteen-, and seventeen-year-old students. The first mathematics assessment was completed in 1973 with additional mathematics assessments following at two- to fouryear intervals. In contrast to assessments like the SAT, which are usually taken by college-bound students only, NAEP is given to a sampling of all students across the United States regardless of ability or aspiration. As such, it is the best available measure of mathematics achievement for the nation as a whole (Kenney and Kloosterman 2007).

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Rock, Donald A., e Jennifer Nelson. "Chapter 8: Applications and Extensions of NAEP Concepts and Technology". Journal of Educational Statistics 17, n.º 2 (junho de 1992): 219–32. http://dx.doi.org/10.3102/10769986017002219.

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The National Assessment of Educational Progress (NAEP) has consistently pioneered new assessment methods in conjunction with developing the psychometric methodologies underlying them. Several NAEP developments—such as complex matrix item sampling designs, the introduction of performance-based items in large-scale assessments, vertical scaling, and an intelligent computer system that produces unique assessment reports for participating jurisdictions in the NAEP Trial State Assessment program—are presented in this chapter along with a discussion of their extensions and applications to other current and future assessment projects.

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Thomas, Neal. "Assessing Model Sensitivity of the Imputation Methods Used in the National Assessment of Educational Progress". Journal of Educational and Behavioral Statistics 25, n.º 4 (dezembro de 2000): 351–71. http://dx.doi.org/10.3102/10769986025004351.

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The National Assessment of Educational Progress (NAEP) uses latent trait item response models to summarize performance of students on assessments of educational proficiency in different subject areas such as mathematics and reading. Because of limited examination time and concerns about student motivation. NAEP employs sparse matrix sampling designs that assign a small number of examination items to each sampled student to measure broad curriculums. As a consequence, each sampled student’s latent trait is not accurately measured, and NAEP uses multiple imputation missing data statistical methods to account for the uncertainty about the latent traits. The sensitivity of these model-based estimation and reporting procedures to statistical and psychometric assumptions is assessed. Estimation of the mean of the latent trait train different subpopulations was very robust to the modeling assumptions. Many of the other currently reported summaries, however; may depend on the modeling assumptions underlying the estimation procedures; these assumptions, motivated primarily by analytic tractability, are unlikely to attain, raising concerns about current reporting practices. The results indicate that more conservative criteria should be considered when forming intervals about estimates, and when assessing significance. A possible expansion of the imputation model is suggested that may improve its performance.

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Cho, Young-Mi. "A Study on Mathematics Frameworks of National Assessment Educational Progress in the United States". Journal of Curriculum and Evaluation 7, n.º 1 (junho de 2004): 107–30. http://dx.doi.org/10.29221/jce.2004.7.1.107.

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Walcott, Crystal, Doris Mohr e Peter Kloosterman. "Looking at NAEP and the Standards through the Same Lens". Mathematics Teaching in the Middle School 17, n.º 9 (maio de 2012): 516–18. http://dx.doi.org/10.5951/mathteacmiddscho.17.9.0516.

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Yamamoto, Kentaro, e John Mazzeo. "Chapter 4: Item Response Theory Scale Linking in NAEP". Journal of Educational Statistics 17, n.º 2 (junho de 1992): 155–73. http://dx.doi.org/10.3102/10769986017002155.

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In educational assessments, it is often necessary to compare the performance of groups of individuals who have been administered different forms of a test. If these groups are to be validly compared, all results need to be expressed on a common scale. When assessment results are to be reported using an item response theory (IRT) proficiency metric, as is done for the National Assessment of Educational Progress (NAEP), establishing a common metric becomes synonymous with expressing IRT item parameter estimates on a common scale. Procedures that accomplish this are referred to here as scale linking procedures. This chapter discusses the need for scale linking in NAEP and illustrates the specific procedures used to carry out the linking in the context of the major analyses conducted for the 1990 NAEP mathematics assessment.

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Dorn, Sherman. "No more aggregate NAEP studies? [editorial]." education policy analysis archives 14 (20 de novembro de 2006): 31. http://dx.doi.org/10.14507/epaa.v14n31.2006.

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This editorial reviews recent studies of accountability policies using National Assessment of Educational Progress (NAEP) data and compares the use of aggregate NAEP data to the availability of individual-level data from NAEP. While the individual-level NAEP data sets are restricted-access and do not give accurate point-estimates of achievement, they nonetheless provide greater opportunity to conduct more appropriate multi-level analyses with state policies as one set of variables. Policy analysts using NAEP data should still look at exclusion rates and the non-longitudinal nature of the NAEP data sets.

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Winfield, Linda F. "School Competency Testing Reforms and Student Achievement: Exploring a National Perspective". Educational Evaluation and Policy Analysis 12, n.º 2 (junho de 1990): 157–73. http://dx.doi.org/10.3102/01623737012002157.

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This study investigates the relationship between school-level minimum competency testing (MCT) programs and student reading proficiency as measured by the 1983–1984 National Assessment of Educational Progress (NAEP). Comparisons of student-level proficiency out-comes within race/ethnic groups (White, Black, and Hispanic) were made after adjusting for individual and school-level variables for the 4th-, 8th-, and 11th- grade NAEP samples. In general, results indicated a higher level of proficiency among students in Grades 8 and 11 attending schools with MCT programs compared with their counterparts in schools without such programs. No advantage of attending such schools was identified for students in Grade 4.

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Schutz, Dick. "Toward educational testing reform: Inside reading achievement tests". education policy analysis archives 21 (20 de dezembro de 2013): 90. http://dx.doi.org/10.14507/epaa.v21n90.2013.

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The commentary (1) uses the U. S. National Assessment of Educational Progress (NAEP) as a prototype for examining standardized reading achievement tests at the item level, and (2) sketches an alternative based on an initiative underway in the United Kingdom.

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Oranje, Andreas, e Andrew Kolstad. "Research on Psychometric Modeling, Analysis, and Reporting of the National Assessment of Educational Progress". Journal of Educational and Behavioral Statistics 44, n.º 6 (6 de agosto de 2019): 648–70. http://dx.doi.org/10.3102/1076998619867105.

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The design and psychometric methodology of the National Assessment of Educational Progress (NAEP) is constantly evolving to meet the changing interests and demands stemming from a rapidly shifting educational landscape. NAEP has been built on strong research foundations that include conducting extensive evaluations and comparisons before new approaches are adopted. During those evaluations, many lessons are learned and discoveries surface that do not often find their way into widely accessible outlets. This article discusses a number of those insights with the goal to provide an integrated and accessible perspective on the strengths and limitations of NAEP’s psychometric methodology and statistical reporting practices. Drawing from a range of technical reports and memoranda, presentations, and published literature, the following topics are covered: calibration, estimation of proficiency, data reduction, standard error estimation, statistical inference, and standard setting.

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Bloxom, Bruce, Peter J. Pashley, W. Alan Nicewander e Duanli Yan. "Linking to a Large-Scale Assessment: An Empirical Evaluation". Journal of Educational and Behavioral Statistics 20, n.º 1 (março de 1995): 1–26. http://dx.doi.org/10.3102/10769986020001001.

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This article develops and evaluates a linkage of a routinely administered measure, the Armed Services Vocational Aptitude Battery (ASVAB), to a large-scale assessment, the mathematics proficiency scale of the National Assessment of Educational Progress (NAEP). Analyses of both simulated and real data indicated that the statistical accuracy of the proficiency distribution estimated by projection (i.e., by regression on the ASVAB sub-scales) was very close to the accuracy obtained by the use of the NAEP methodology. However, for both methods, proficiency may have been systematically underestimated because of motivational factors in the administration of the NAEP measures to examinees in this study.

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Lutsic, Sarah, e Mingyuan Zhang. "Driving Assessment Scores with Effective Calculator Implementation". International Journal of Social Learning (IJSL) 3, n.º 3 (27 de agosto de 2023): 361–77. http://dx.doi.org/10.47134/ijsl.v3i3.216.

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This study presented a secondary analysis of the National Assessment of Educational Progress (NAEP) dataset. The paper examined the impact of calculator exposures on eighth-grade students' 2019 NAEP mathematics assessment scores. To better understand the impact of calculator use on the mathematics achievement of eighth-grade students, this study used a quantitative descriptive research design to analyze secondary data extracted from the 2019 NAEP data set. The findings are: (1) the frequency of calculator use does not impact assessment scores during math lessons. (2) Students who practice using calculators on math tests and quizzes have higher math assessment scores. (3) Frequent primary calculator use can impact math assessment scores. (4) Students who use graphing calculators frequently score higher on math assessments. In conclusion, these findings indicate that using calculators in mathematics is impactful; however, teachers must be trained to implement them effectively.

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Innes, Richard G. "Wise and Proper Use of National Assessment of Educational Progress (NAEP) Data". Journal of School Choice 6, n.º 2 (abril de 2012): 259–89. http://dx.doi.org/10.1080/15582159.2012.673932.

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Silver, Edward A., Mary M. Lindquist, Thomas P. Carpenter, Catherine A. Brown, Vicky L. Kouba e Jane O. Swafford. "The Fourth NAEP Mathematics Assessment: Performance Trends and Results and Trends for Instructional Indicators". Mathematics Teacher 81, n.º 9 (dezembro de 1988): 720–27. http://dx.doi.org/10.5951/mt.81.9.0720.

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This article is the third one to appear in the Mathematics Teacher reporting the results and analysis compiled by the NCTM Interpretive Team for the Fourth Mathematics Assessment of the National Assessment of Educational Progress (NAEP). The first two articles reported on the performance of seventh- and eleventh-grade students in specific content areas (Brown et al. 1988a. 1988b). This article discusses trends in performance across the last three NAEP mathematics assessments and reports on indicators of instructional activity. A companion article on the performance of third- and seventh-grade students appears in this month's Arithmetic Teacher (Carpenter et al. 1988).

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Brown, Catherine A., Thomas P. Carpenter, Vicky L. Kouba, Mary M. Lindquist, Edward A. Silver e Jane O. Swafford. "Secondary School Results for the Fourth NAEP Mathematics Assessment: Discrete Mathematics, Data Organization and Interpretation, Measurement, Number and Operations". Mathematics Teacher 81, n.º 4 (abril de 1988): 241–48. http://dx.doi.org/10.5951/mt.81.4.0241.

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This article is the first of two articles reporting on the seventh-grade and eleventh- grade results of the fourth mathematics assessment of the National Assessment of Educational Progress (NAEP) administered in 1986. The elementary school results appear in companion articles in the Arithmetic Teacher (Kouba et al. 1988a, 1988b). Secondary school data from previous national assessments have been reported in the Mathematics Teacher (see, e. g., Carpenter et al. [1980, 1983))

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Ferguson, Maria. "Washington View: What the NAEP reveals". Phi Delta Kappan 101, n.º 5 (27 de janeiro de 2020): 62–63. http://dx.doi.org/10.1177/0031721720903832.

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The National Assessment of Educational Progress for 2019 brought with it sobering news about literacy and the stubborn persistence of achievement gaps, says Maria Ferguson. A look at long-term data shows that student progress has slowed since 2009, and the gaps between low-achieving and high-achieving students are growing. However, some bright spots appeared in Massachusetts and Mississippi. Massachusetts retained its status as a top performer, while Mississippi made large strides.

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Irvine Belson, Sarah, e Thomas A. Husted. "Impact of National Board for the Professional Teaching Standards (NBPTS) certification on student achievement". education policy analysis archives 23 (21 de setembro de 2015): 91. http://dx.doi.org/10.14507/epaa.v23.2074.

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A growing number of teachers have undertaken National Board for Professional Teaching Standards (NBPTS) certification training since its inception over twenty-five years ago. Previous empirical research on the impact of NBCTs on student performance has focused on state or district-level exams in individual states and found mixed results. This study examines the relationship between National Board Certified Teachers (NBCTs) and student achievement on the reading and math assessments of the National Assessment of Educational Progress (NAEP). We argue that achievement can be affected both directly by the certified teacher and indirectly as NBCTs provide mentoring to colleagues and assume school leadership positions. This study focuses on a nationally representative assessment to measure student achievement rather than state- or district-level assessment exams. We find that the percentage of National Board certified teachers in a state is positively related to scores on state-level NAEP Reading and Math assessments.

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Kieffer, Michael J., e Karen D. Thompson. "Hidden Progress of Multilingual Students on NAEP". Educational Researcher 47, n.º 6 (11 de junho de 2018): 391–98. http://dx.doi.org/10.3102/0013189x18777740.

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Using National Assessment of Educational Progress data from 2003 to 2015, this brief describes changes in the reading and mathematics performance of multilingual students—defined as students who report a primary home language or languages other than English. Although all students’ scores improved, multilingual students’ scores improved two to three times more than monolingual students’ scores in both subjects in Grades 4 and 8. There was little evidence that these trends were explained by cohort changes in racial/ethnic, socioeconomic, or regional composition. These promising trends are obscured when researchers and policymakers focus only on scores for students currently classified as English learners.

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Rosenshine, Barak. "High-stakes Testing: Another Analysis". education policy analysis archives 11 (4 de agosto de 2003): 24. http://dx.doi.org/10.14507/epaa.v11n24.2003.

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Amrein and Berliner (2002b) compared National Assessment of Educational Progress (NAEP) results in high-stakes states against the national average for NAEP scores. They studied NAEP scores for 8th grade mathematics, 4th grade mathematics, and 4th grade reading. They concluded that states that introduced consequences (high-stakes) to their statewide tests did not show any particular gains in their statewide NAEP scores. However, there was no comparison group in their analysis. In this analysis, a comparison group was formed from states that did not attach consequences to their state-wide tests. This analysis showed that states that attached consequences outperformed the comparison group of states on each of the three NAEP tests for the last four-year period. These results showed that, overall, these was a meaningful carryover from attaching consequences on statewide tests to statewide NAEP scores.

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Martin, Michael O., e Ina V. S. Mullis. "TIMSS 2015: Illustrating Advancements in Large-Scale International Assessments". Journal of Educational and Behavioral Statistics 44, n.º 6 (23 de outubro de 2019): 752–81. http://dx.doi.org/10.3102/1076998619882030.

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International large-scale assessments of student achievement such as International Association for the Evaluation of Educational Achievement’s Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study and Organization for Economic Cooperation and Development’s Program for International Student Assessment that have come to prominence over the past 25 years owe a great deal in methodological terms to pioneering work by National Assessment of Educational Progress (NAEP). Using TIMSS as an example, this article describes how a number of core techniques, such as matrix sampling, student population sampling, item response theory scaling with population modeling, and resampling methods for variance estimation, have been adapted and implemented in an international context and are fundamental to the international assessment effort. In addition to the methodological contributions of NAEP, this article illustrates how the large-scale international assessments go beyond measuring student achievement by representing important aspects of community, home, school, and classroom contexts in ways that can be used to address issues of importance to researchers and policymakers.

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Sowder, Judith, e Diana Wearne. "Focus of the Year: What Do We Know about Eighth-Grade Achievement?" Mathematics Teaching in the Middle School 11, n.º 6 (fevereiro de 2006): 285–93. http://dx.doi.org/10.5951/mtms.11.6.0285.

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The national assessment of Educational Progress (NAEP) is used by the federal government and by states to gauge achievement in several subject areas, including mathematics. The results of the NAEP tests in mathematics at the eighth grade are used here to help us explore students' mathematics achievement over the decade from 1990 to 2000. In particular, we use these data to counteract the media portrayal of students' achievement in mathematics as steadily declining.

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Heid, Karen. "The 2008 National Assessment of Educational Progress (NAEP): A visual arts replication study". Arts Education Policy Review 117, n.º 2 (2 de abril de 2016): 73–86. http://dx.doi.org/10.1080/10632913.2015.1007405.

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Fahle, Erin M., Benjamin R. Shear e Kenneth A. Shores. "Assessment for Monitoring of Education Systems: The U.S. Example". ANNALS of the American Academy of Political and Social Science 683, n.º 1 (maio de 2019): 58–74. http://dx.doi.org/10.1177/0002716219841014.

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Standardized tests are regularly used as education system monitoring tools to compare the average performance of students living in different states or belonging to different subgroups (e.g., defined by race/ethnicity, sex, or parental income) and to track their progress over time. This article describes some uses and design features of tests in system monitoring contexts. We provide the example of the National Assessment of Educational Progress (NAEP), the only large-scale system monitoring test in the United States. The availability of NAEP data, in turn, has facilitated the construction of the Stanford Education Data Archive (SEDA), a publicly available database that can be used to describe patterns of achievement for nearly all school districts in the United States. Here, we discuss progress in and challenges to the use of standardized tests as system monitoring tools.

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Thompson, Tony D., e Ronald V. Preston. "Measurement in the Middle Grades: Insights from NAEP and TIMSS". Mathematics Teaching in the Middle School 9, n.º 9 (maio de 2004): 514–19. http://dx.doi.org/10.5951/mtms.9.9.0514.

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The National Assessment of Educational Progress (NAEP) and the Third International Mathematics and Science Study (TIMSS) have provided a wealth of data on the mathematics education of U.S. students. (TIMSS has been renamed “Trends in Mathematics and Science Study” and will continue to be known as TIMSS in future assessments.) TIMSS was administered in 1995 and repeated in 1999 and included grades 4, 8, and the end of secondary school. NAEP began in 1969 and regularly reports on the knowledge and skills of U.S. students in fourth, eighth, and twelfth grades in a variety of subject areas. In addition to studying mathematics achievement, both NAEP and TIMSS collect data on the contexts for learning mathematics, such as teacher and school characteristics, instructional practices, and curriculum.

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Fennell, Francis (Skip), e Richard Ammon. "Writing Techniques for Problem Solvers". Arithmetic Teacher 33, n.º 1 (setembro de 1985): 24–25. http://dx.doi.org/10.5951/at.33.1.0024.

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The decade of problem solving is upon us. The recommendations provided by the 1978 National Assessment of Educational Progress (NAEP), NCTM's An Agenda for Action, and the Priorities in School Mathematics (PRISM) Project all point toward greater emphasis on problem solving in elementary school mathematics.

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Peterson, Christina, e Mingyuan Zhang. "WHAT IS THE IMPACT OF AFFECTIVE DISPOSITION ON 4TH-GRADE NAEP READING SCORES?" International Journal of Research -GRANTHAALAYAH 9, n.º 10 (4 de novembro de 2021): 211–28. http://dx.doi.org/10.29121/granthaalayah.v9.i10.2021.4330.

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This study presented a secondary analysis of the National Assessment of Educational Progress (NAEP) dataset. The paper examined the impact of affective disposition on 2019 NAEP reading scores of fourth-grade students. In order to gain a better understanding of the impact of affective disposition on the reading achievement of fourth-grade students, this study used a quantitative descriptive research design to analyze secondary data extracted from the 2019 NAEP data set. The results found in this study showed that students’ affective disposition in the areas of making a great effort after making a mistake, continuing to work hard even when they felt like quitting, paying attention and resisting distractions, and feeling happy at school had positive impact on their 2019 NAEP reading assessments scores when the students strongly agreed with the statements. The findings may indicate that improving affective disposition in students may increase reading scores.

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Beaton, Albert E., e Nancy L. Allen. "Chapter 6: Interpreting Scales Through Scale Anchoring". Journal of Educational Statistics 17, n.º 2 (junho de 1992): 191–204. http://dx.doi.org/10.3102/10769986017002191.

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The major purpose of the National Assessment of Educational Progress (NAEP) is to provide a means to compare groups of students both across and within assessment years. A complementary purpose of NAEP is to provide information about what these groups of students know and can do. This purpose has been addressed using the scale anchoring techniques described in this chapter. Scale anchoring involves a statistical component that identifies items that discriminate between successive points on the proficiency scale using specific item characteristics. It also involves a consensus component in which identified items are used by subject-area and educational experts to provide an interpretation of what groups of students at or close to the selected scale points know and can do.

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Ip, Edward H., Phillip Leung e Joseph Johnson. "Interactive Profiler: An Intuitive, Web-Based Statistical Application in Visualizing Educational and Marketing Databases". Journal of Educational and Behavioral Statistics 29, n.º 2 (junho de 2004): 157–75. http://dx.doi.org/10.3102/10769986029002157.

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We describe the design and implementation of a web-based statistical program—the Interactive Profiler (IP). The prototypical program, developed in Java, was motivated by the need for the general public to query against data collected from the National Assessment of Educational Progress (NAEP), a large-scale US survey of the academic state of American students. The emphasis of the program requirements is on bringing the NAEP data to a broader and not necessarily technically prepared audience. We show that the IP is an intuitive tool for visualizing students’ profiles. Because the same principles for visualization apply to other databases, in this article we also demonstrate how IP can be used to visualize a large marketing database. Besides NAEP, our statistical visualization tool should be pertinent to other federally maintained databases and large-scale marketing databases.

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Chaney, Bradford, Kenneth Burgdorf e Nadir Atash. "Influencing Achievement Through High School Graduation Requirements". Educational Evaluation and Policy Analysis 19, n.º 3 (setembro de 1997): 229–44. http://dx.doi.org/10.3102/01623737019003229.

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Using data from the 1990 National Assessment of Educational Progress (NAEP) and the 1990 High School Transcript Study, we compare students’ course-taking patterns with their NAEP achievement scores and with schools’ graduation requirements. We find relatively few students were affected by the requirements, either because students took more than was required or they took courses that did not affect their achievement. Those course sequences that were correlated with increases in students’ achievement scores suggested that students who were marginal in their motivation and skills could benefit by taking courses that were more demanding.

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Mislevy, Robert J., Eugene G. Johnson e Eiji Muraki. "Chapter 3: Scaling Procedures in NAEP". Journal of Educational Statistics 17, n.º 2 (junho de 1992): 131–54. http://dx.doi.org/10.3102/10769986017002131.

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Scale-score reporting is a recent innovation in the National Assessment of Educational Progress (NAEP). With scaling methods, the performance of a sample of students in a subject area or subarea can be summarized on a single scale even when different students have been administered different exercises. This article presents an overview of the scaling methodologies employed in the analyses of NAEP surveys beginning with 1984. The first section discusses the perspective on scaling from which the procedures were conceived and applied. The plausible values methodology developed for use in NAEP scale-score analyses is then described, in the contexts of item response theory and average response method scaling. The concluding section lists milestones in the evolution of the plausible values approach in NAEP and directions for further improvement.

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Carpenter, Thomas P., Mary M. Lindquist, Catherine A. Brown, Vicky L. Kouba, Edward A. Silver e Jane O. Swafford. "Results of the Fourth NAEP Assessment of Mathematics: Trends and Conclusions". Arithmetic Teacher 36, n.º 4 (dezembro de 1988): 38–41. http://dx.doi.org/10.5951/at.36.4.0038.

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This article is the third one to appear in the Arithmetic Teacher reporting the results of the fourth mathematics as essment of the National Asse sment of Educational Progress (NAEP). The first two article reported achievement of third-and seventh-grade students in pecific content area (Kouba et al. 1988a. 1988b). This article discusse general achievement trend and change in performance over time. A parallel article on trend in performance of older students appears in this month's Mathematics Teacher (Silver et al. 1988).

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McDuffie, Amy Roth, e Norma Eve. "Break the Area Boundaries: Reflect and Discuss". Teaching Children Mathematics 16, n.º 1 (agosto de 2009): 18–27. http://dx.doi.org/10.5951/tcm.16.1.0018.

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Understanding the concept of area is a challenge for children. Beyond following procedures with formulas, studying area has been a source of confusion for students at all mathematical levels (Nitabach and Lehrer 1996; Thompson and Preston 2004). In fact, National Assessment of Educational Progress (NAEP) data from fourth and eighth graders suggest that many students have incomplete or superficial understanding of area (Martin and Strutchens 2000). Although students continue to struggle, the 2003 NAEP data shows that performance on area items is significantly improving, which may be due to an increased curricular focus on area concepts and the use of manipulatives and visualization (Blume, Galindo, and Walcott 2007).

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Judson, Eugene. "When Science Counts as Much as Reading and Mathematics: An Examination of Differing State Accountability Policies". education policy analysis archives 20 (3 de setembro de 2012): 26. http://dx.doi.org/10.14507/epaa.v20n26.2012.

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Although only results from mathematics and reading assessments are required to be used when Adequate Yearly Progress (AYP) of schools is calculated, some states have elected to include science achievement results either in their AYP calculations or as part of a separate dual accountability system. This study examined 2009 National Assessment for Educational Progress (NAEP) results based on how states use, or do not use, science in their accountability programs. Consideration was given to the idea that including science achievement might detract from efforts, and consequently results, in mathematics and reading. Results from both fourth- and eighth-grade data indicated that states choosing to use science in their accountability calculations did not lose ground in those other subjects. Fourth-grade data indicates that the states using science in their accountability programs additionally had significantly higher science achievement than the other states.

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R. BLEDSOE, NICHOLAS, e MINGYUAN ZHANG. "EXPLORING THE RELATIONSHIP BETWEEN AFFECTIVE DISPOSITION AND NAEP MUSIC SCORES". INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION HUMANITIES AND COMMERCE 04, n.º 03 (2023): 218–34. http://dx.doi.org/10.37602/ijrehc.2023.4318.

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This study presented a secondary analysis of the National Assessment of Educational Progress (NAEP) data set. The paper explored the relationship between affective disposition and average scores on the 2016 NAEP music assessment for eighth-grade students. To gain a better understanding of the relationship between students' affective disposition and average music scores, this study used a quantitative descriptive research design to analyze the secondary data extracted from the 2016 NAEP data set. The findings include (1) students who agreed that they had a talent for music had significantly higher average music scores. (2) Students who had been told by others that they are good musicians had significantly higher average music scores. (3) Students who reported that they liked playing music for others had significantly higher average music scores. These findings indicate that budget constraints and cuts to music education in public schools may limit student intelligence and the development of a positive self-concept.

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Hussein, Abdelnasser. "School vouchers for greater educational equity". Journal of Management and Engineering Integration 15, n.º 1 (junho de 2022): 12–22. http://dx.doi.org/10.62704/10057/24782.

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Providing public funding to parents to pay children's tuition at private and religious schools has been a matter of debate over the last three decades based on claims such as the lack of accountability in private schools, an increase in segregation, and the fact that it contradicts the principle of the separation between church and state. Such concerns are legitimate, but they need to be discussed considering the new literature that proves the efficacy of private schools, both religious and non-religious, in terms of student achievement, test results, and graduation rates. A thorough look at the test results revealed by the National Assessment of Educational Progress (NAEP) over the last decade indicates that students' scores in private schools are higher than their peers in public schools. NAEP results and the recent empirical studies conducted in states like Florida, Wisconsin, and Washington DC confirmed that the voucher system works well. This information provides compelling evidence that policymakers need to review the private school voucher policies. Hence, this article highlights the efficacy of school vouchers based on recent empirical studies and the academic results of the students enrolled in school?voucher programs. The available data assures that there is no point in depriving students of their right to choose private or religious schools as their peers who choose charter and magnet schools.

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Reilly, David, David L. Neumann e Glenda Andrews. "Gender differences in reading and writing achievement: Evidence from the National Assessment of Educational Progress (NAEP)." American Psychologist 74, n.º 4 (maio de 2019): 445–58. http://dx.doi.org/10.1037/amp0000356.

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Morano, Stephanie, e Paul J. Riccomini. "Is a Picture Worth 1,000 Words? Investigating Fraction Magnitude Knowledge Through Analysis of Student Representations". Assessment for Effective Intervention 46, n.º 1 (7 de janeiro de 2019): 27–38. http://dx.doi.org/10.1177/1534508418820697.

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The present study examines the features and quality of visual representations (VRs) created by middle school students with learning disabilities and difficulties in mathematics in response to a released fraction item from the National Assessment of Educational Progress (NAEP). Relations between VR quality and scores on other measures of fraction knowledge are also investigated. Results show that students used circular area models most frequently to represent the NAEP item, but used bar models most accurately. Based on results, bar models may be the most efficient and effective area model VRs for use in fractions instruction. Representation quality was associated with problem-solving accuracy, as well as with performance on fraction number line estimation and fraction magnitude comparison. Implications for practice are discussed.

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Woodward, Ernest. "Soundoff: High School Geometry Should Be a Laboratory Course". Mathematics Teacher 83, n.º 1 (janeiro de 1990): 4–5. http://dx.doi.org/10.5951/mt.83.1.0004.

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Present day instruction in geometry is ineffective. Results of the fourth mathematics assessment of the National Assessment of Educational Progress (NAEP) (Brown et al. 1988) indicate that fewer than half the eleventh-grade students who had taken geometry could apply the Pythagorean theorem in a routine problem and that fewer than a third of these students could find the perimeter of a rhombus drawn on grid paper. Eleventh-grade students who had taken geometry performed only slightly better on spatialvisualization tasks than eleventh-grade students who had not taken geometry.

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Wainer, Howard. "Improving Tabular Displays, With NAEP Tables as Examples and Inspirations". Journal of Educational and Behavioral Statistics 22, n.º 1 (março de 1997): 1–30. http://dx.doi.org/10.3102/10769986022001001.

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The modern world is rich with data; an inability to effectively utilize these data is a real handicap. One common mode of data communication is the printed data table. In this article we provide four guidelines the use of which can make tables more effective and evocative data displays. We use the National Assessment of Educational Progress both to provide inspiration for the development of these guidelines and to illustrate their operation. We also discuss a theoretical structure to aid in the development of test items to tap students’ proficiency in extracting information from tables.

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Kolhoff, Caitlyn, e Mingyuan Zhang. "Exploring the Relationship between Interest in Higher Education and 12th Grade Mathematics NAEP Scores". International Journal of Social Learning (IJSL) 2, n.º 1 (13 de dezembro de 2021): 105–27. http://dx.doi.org/10.47134/ijsl.v2i1.87.

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This study presented a secondary analysis of the National Assessment of Educational Progress (NAEP) dataset. The paper examined if a gap exists between the mathematics scores of 12th-grade public school students who have different levels of interest in higher education. - This study used a quantitative descriptive research design to analyze data from the 2013, 2015, and 2019 NAEP data sets. The findings include (1) the average mathematics scale score of students who complete college entrance exams, ACT/SAT, is higher than those who do not complete these exams. (2) The average mathematics scale score of students who complete the FAFSA is higher than those who do not complete the FAFSA. (3) Students who applied to four-year colleges performed significantly higher on the 12th-grade mathematics NAEP than those who did not. (4) Students who applied to two-year colleges performed significantly lower on the 12th-grade mathematics NAEP than those who did not. (5) Students who perceived a future benefit to mathematics scored higher on the mathematics NAEP. These findings indicate that students who are interested in higher education, particularly four-year education, do have higher 12th NAEP mathematics scores. These findings may provide insight into college preparation and guidance at the high school level.

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Braun, Henry, Irwin Kirsch e Kentaro Yamamoto. "An Experimental Study of the Effects of Monetary Incentives on Performance on the 12th-Grade NAEP Reading Assessment". Teachers College Record: The Voice of Scholarship in Education 113, n.º 11 (novembro de 2011): 2309–44. http://dx.doi.org/10.1177/016146811111301101.

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Background/context The National Assessment of Educational Progress (NAEP) is the only comparative assessment of academic competencies regularly administered to nationally representative samples of students enrolled in Grades 4, 8, and 12. Because NAEP is a low-stakes assessment, there are long-standing questions about the level of engagement and effort of the 12th graders who participate in the assessment and, consequently, about the validity of the reported results. Purpose/Focus This study investigated the effects of monetary incentives on the performance of 12th graders on a reading assessment closely modeled on the NAEP reading test in order to evaluate the likelihood that scores obtained at regular administrations underestimate student capabilities. Population The study assessed more than 2,600 students in a convenience sample of 59 schools in seven states. The schools are heterogeneous with respect to demographics and type of location. Intervention There were three conditions: a control and two incentive interventions. For the fixed incentive, students were offered $20 at the start of the session. For the contingent incentive, students were offered $5 in advance and $15 for correct responses to each of two randomly chosen questions, for a maximum payout of $35. All students were administered one of eight booklets comprising two reading blocks (a passage with associated questions) and a background questionnaire. All reading blocks were operational blocks released by NAEP. Research Design This was a randomized controlled field trial. Students agreed to participate without knowing that monetary incentives would be offered. Random allocation to condition was conducted independently in each school. Data Collection/Analysis Regular NAEP contractors administered the assessments and carried out preliminary data processing. Scaling of results and linking to the NAEP reporting scale were conducted using standard NAEP procedures. Findings Monetary incentives have a statistically significant and substantively important impact on both student engagement/effort and performance overall, and for most subgroups defined by gender, race, and background characteristics. For both males and females, the effect of the contingent incentive was more than 5 NAEP score points, corresponding to one quarter of the difference in the average scores between Grades 8 and 12. In general, the effect of the contingent incentive was larger than that of the fixed incentive, particularly for lower scoring subgroups. Conclusions/Recommendations There is now credible evidence that NAEP may both underestimate the reading abilities of students enrolled in 12th grade and yield biased estimates of certain achievement gaps. Responsible officials should take this into account as they plan changes to the NAEP reading framework and expand the scope of the 12th-grade assessment survey.

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Raudenbush, Stephen W., Randall P. Fotiu e Yuk Fai Cheong. "Inequality of Access to Educational Resources: A National Report Card for Eighth-Grade Math". Educational Evaluation and Policy Analysis 20, n.º 4 (dezembro de 1998): 253–67. http://dx.doi.org/10.3102/01623737020004253.

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This article considers social and ethnic inequality in access to resources for mathematics learning in eighth grade: favorable school disciplinary climate, advanced course offerings, teacher subject-matter preparation, and emphasis on reasoning during classroom discourse. Data are from 41 states and territories 1 participating in the 1992 Trial State Assessment (TSA) of the National Assessment of Educational Progress (NAEP). Socially advantaged students typically had greater access to these resources than did socially disadvantaged students. Access also depended on student ethnicity. However, the degree of social and ethnic inequality in access varied significantly across states. New methods for assessing and displaying state-to-state variation in social and ethnic inequality are illustrated. We argue that “report cards” displaying state differences in student proficiency are, by themselves, misleading; state differences in access to key educational resources provide an important supplement.

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Kloosterman, Peter. "Mathematics Skills of 17-Year-Olds in the United States: 1978 to 2004". Journal for Research in Mathematics Education 41, n.º 1 (janeiro de 2010): 20–51. http://dx.doi.org/10.5951/jresematheduc.41.1.0020.

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Overall scale scores from the National Assessment of Educational Progress (NAEP) indicate that there was only minimal improvement in the mathematics performance of high school students between 1978 and 2004. Using recently released data from the Long-Term Trend (LTT) NAEP, this study describes the content covered on the LTT NAEP and the performance of 17-year-old students on that content. In addition, it demonstrates that although overall gains in performance were small, there were areas within mathematics in which performance improved substantially and others in which students in 2004 did not do as well as their counterparts of the 1970s and 1980s. Specifically, performance on 3 items involving multiplication of whole numbers by fractions deteriorated but performance improved on most tasks involving percents and geometry. Performance was stable on most items assessing algebraic reasoning and logical reasoning and was stable or improved modestly on items assessing estimation, interpretation of tables and graphs, and understanding of integers.

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Lee, Valerie E., Robert G. Croninger e Julia B. Smith. "Course-Taking, Equity, and Mathematics Learning: Testing the Constrained Curriculum Hypothesis in U.S. Secondary Schools". Educational Evaluation and Policy Analysis 19, n.º 2 (junho de 1997): 99–121. http://dx.doi.org/10.3102/01623737019002099.

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This study investigated how the organization of the mathematics curriculum in U.S. high schools affects how much students learn in that subject. The study used data on the background and academic proficiency of 3,056 high school seniors in 123 public high schools from the 1990 National Assessment of Educational Progress (NAEP) in mathematics. These data were linked with information from students’ high school transcripts and with information from their high schools about courses offered during that period. To accommodate the nested structure of the data and research questions, we used Hierarchical Linear Modeling (HLM) methods, including a subroutine (HLM2PV) that simplifies the proper use of multiple plausible values estimates for NAEP proficiency scores. Results provide support for our hypothesis about curriculum constraint: Students learn more in schools that offer them a narrow curriculum composed mostly of academic courses. Difficulties in conducting school effects studies using NAEP proficiency score outcomes, particularly the procedures for estimating plausible values, are discussed.

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Johnson, Eugene G., e Keith F. Rust. "Chapter 5: Population Inferences and Variance Estimation for NAEP Data". Journal of Educational Statistics 17, n.º 2 (junho de 1992): 175–90. http://dx.doi.org/10.3102/10769986017002175.

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In the National Assessment of Educational Progress (NAEP), population inferences and variance estimation are based on a randomization-based perspective where the link between the observed data and the population quantities of interest is given by the distribution of potential values of estimates over repeated samples from the same population using the identical sample design. Because NAEP uses a complex sample design, many of the assumptions underlying traditional statistical analyses are violated, and, consequently, analysis procedures must be adjusted to appropriately handle the structure of the sample. In this article, we discuss the use of sampling weights in deriving population estimates and consider the effect of nonresponse and undercoverage on those estimates. We also discuss the estimation of sampling variability from complex sample surveys, concentrating on the jackknife repeated replication procedure—the variance estimation procedure used by NAEP—and address the use of a simple approximation to sampling variability. Finally, we discuss measures of the stability of variance estimates.

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