"Excellence gaps" are the disparities in advanced academic performance that exist between student groups. These gaps have important implications for both academic equity and American economic competitiveness, as the most lucrative jobs often go to those who perform at the highest levels. Although considerable work has evaluated how and…

Background: This empirical study aims to investigate the association between mathematics self-efficacy and mathematics achievement gaps among students in Grades 4, 8, and 12, utilizing data from the 2019 National Assessment of Educational Progress (NAEP). The study also considers student-level (e.g., mathematics self-efficacy, gender,…

Extended testing time is a common accommodation given to students with disabilities. However, little is known about whether students who are eligible for the accommodation actually use it, and with what effect. The present study used process data available from the digitally delivered 2017 National Assessment of Educational Progress (NAEP)…

Student and teacher attitudes toward school subjects are associated with varying levels of achievement in those subjects. This study analyzed data from the 2018 National Assessment of Educational Progress (NAEP) to explore relationships between geography achievement in 8th grade, student attitudes toward geography, and teacher attitudes about…

Region 14 Comprehensive Center and the Arkansas Department of Education (ADE) are collaboratively implementing projects to address high leverage problems such as student access to effective educators, supporting schools serving specific student populations, and building school district capacity to design school models aligned to parent choice.…

The National Assessment Governing Board (the Board) contracted with Pearson to design and implement a review of the achievement level descriptions (ALDs) for National Assessment of Educational Progress (NAEP) Grade 8 assessments in Science, U.S. History, and Civics. This document describes the procedural and technical aspects and outcomes of the…

Region 14 Comprehensive Center and the Texas Education Agency (TEA) are collaboratively implementing projects to address high leverage problems such as instructional leadership professional development, school-based mental health supports, and evidence-based reading instruction. This profile provides a summary of these selected projects and an…

Policymakers have long sought to raise expectations for students through standards-based reform. I examine the extent to which the Common Core State Content Standards (CC) affected student achievement and the size of achievement gaps. I merge together data on preparation for and implementation of the CC with the National Assessment of Educational…

Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the…

This study aims to understand the role that reading motivation plays in middle school reading achievement (including achievement gaps) by analyzing the 2015 grade 8 NAEP reading data. The study focuses on identifying the unique effects of student-level reading motivation and aggregated school-level mean reading motivation on reading achievement.…

This report examines and explains the most recent achievement results for New York City and New York State students in district and charter schools, and to put New York City's achievement levels in context. The New York City public school system is the largest in the country, with more than 1 million students in grades prekindergarten through 12…

The purpose of this study was to utilize an ethnically homogeneous design to examine Black female student U.S. History content-specific knowledge. The study aims to elucidate the importance of singlegroup analyses as an alternative to between-group comparative designs. The present study utilized a critical, quantitative, descriptive research…

The National Assessment of Educational Progress (NAEP), first administered in 1969, is the largest nationally representative and continuing assessment of what the nation's students know and can do in various subjects such as civics, geography, mathematics, reading, science, U.S. history, and writing. The results of NAEP are released as The…

Test-score data show that both low-income and racial-minority children score lower, on average, on states' elementary-school accountability tests compared with higher-income children or white children. This report explores the relationship between racial and socioeconomic test-score gaps in New England metropolitan areas and two factors associated…

The link between reading and mathematics achievement is well known, and an important question is whether readability factors in mathematics problems are differentially impacting student groups. Using 20 years of data from the National Assessment of Educational Progress and the Trends in International Mathematics and Science Study, we examine how…