Scores on state tests have increased consistently and significantly in the five years since the No Child Left Behind Act (NCLB) became law, and there's some evidence that gains that started in the 1990s accelerated after the law's enactment, a new report concludes. The authors of the report, which was set for release this week, are quick to say…

State test score trends are widely interpreted as indicators of educational improvement. To validate these interpretations, state test score trends are often compared to trends on other tests such as the National Assessment of Educational Progress (NAEP). These comparisons raise serious technical and substantive concerns. Technically, the most…

In this document, National Center for Education Statistics (NCES) Director, Grover J. Whitehurst, presents results of the 2004 Long-Term Trend Reading and Mathematics Assessments. The 2004 results are based on a representative sample of over 28,000 public- and private-school students assessed in reading and mathematics, at ages 9, 13, and 17.

Knowledge of economics is important for individuals to function effectively as citizens in an increasingly connected world economy. Economic literacy includes understanding how economies and markets work, what the benefits and costs of economic interaction and interdependence are, and that people have to make choices because resources are…

Lower average scores on high school achievement tests are one segment of the broader problem existing in the transition of youth from childhood to constructive participation in adult life. (Author/MLF)

Some results from the first year of the national assessment of educational progress project. (RA) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

This report describes findings from the second year of the most comprehensive, intensive, and carefully constructed study to date of trends in student achievement in all 50 states since 2002, the year the No Child Left Behind Act (NCLB) was enacted. Last year, the Center on Education Policy (CEP), an independent nonprofit organization, began this…

In late January through early March of 2003, the National Assessment of Educational Progress (NAEP) grade 4 and 8 reading and mathematics assessments were administered to representative samples of students in approximately 100 public schools in each state. The results of these assessments were announced in November 2003. Each state also carried…

The results of the first national administration of the National Occupational Competency Testing Institute (NOCTI) Examinations in industrial occupational competency are reported. (AG)

This report is the first to focus on private school students' performance on NAEP assessments. It provides results in reading, mathematics, science, and writing in 2000, 2002, 2003, and 2005. Specifically, it focuses on the three private school types that combined enroll the greatest proportion of private school students (Catholic, Lutheran, and…

Inside this issue are: (1) Questions Tool; (2) NAEP Support; (3) NAEP Writing Assessment; (4) Grade 12 Results; (5) Background Questions: (6) NAEP Scale Scores and Achievement Levels; and (7) Grade 8 Math Comparisons by Ethnic Group. This publication notes several points of interest. 170,000 students at each grade and subject will be selected to…

This issue of the Nation's Report Card for New Mexico highlights National Assessment of Education Progress (NAEP) Science results for 2005. Key findings for Grade 4 indicate that there has been no significant change since 2000 in the average science score; average science score for Grade 8 has dropped since 1996. There has been no significant…

Using Israeli biology matriculation examination results from 1983 and 1984, this article compares the achievement of Arab and Jewish students on the paper and pencil examinations and the practical laboratory examinations. Achievement differences between girls and boys are discussed, as well as the effects of a inquiry-oriented biology curriculum.…

Results of tests of students' skills and knowledge conducted by the National Assessment of Educational Progress (NAEP) and the state accountability tests required by the No Child Left Behind (NCLB) program should not be compared. The two tests are based on different standards and have different measurement functions and judging the results of one…