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Unformatted text preview: onal Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1971–2012 Long-Term Trend Reading and Mathematics Assessments. 2 THE NATION’S REPORT CARD I NTRODUCTION Introduction The National Assessment of Educational Progress (NAEP) longterm trend assessments provide the most extended retrospective picture of student achievement in the United States. Results span four decades of student performance by 9-, 13-, and 17-year-olds in two major subject areas. Reading results are available for 12 assessments dating back to 1971, and mathematics results are available for 11 assessments dating back to 1973. There are two separate components of NAEP—long-term trend assessments and main assessments. Results from the long-term trend assessments are not directly comparable to those from the main assessments because the long-term trend assessments use different questions and because students are sampled by age rather than by grade. Learn more about the differences between the two NAEP assessments at http://nces.ed.gov/nationsreportcard/ about/ltt_main_diff.asp. TRENDS IN ACADEMIC PROGRESS 2012 3 I NTRODUCTION Changes in the Student Population Over the past four decades, the demographic makeup of American students has changed considerably. Notably, Hispanic students now account for a larger proportion of students, and White students account for a lower proportion, than in the 1970s. At age 13, for example, the proportion of Hispanic students more than tripled between 1978 and 2012, while the proportion of White students decreased from 80 percent to 56 percent (figure 1). These changes were similar at ages 9 and 17 (see appendix tables A-1 and A-2). Another notable change is that students at all three ages tend to be in lower grades now than they were in the past. For example, 72 percent of 13-year-olds were in 8th grade in 1978 compared with 60 percent in 2012. The proportion of 13-year-olds in 7th grade or below has increased from 28 percent to 39 percent over the same period. Similar patterns in grade enrollment were observed for 9- and 17-year-olds. P Figure 1.  ercentage distribution of 13-year-old students assessed in NAEP mathematics, by selected characteristics: 1978 and 2012 # Rounds to zero. * Significantly different (p < .05) from 2012. 1 Typical grade for age group. NOTE: Results for 1978 are from the original assessment format, and results for 2012 are from the revised assessment format. Black includes African American, Hispanic includes Latino, Pacific Islander includes Native Hawaiian, and “other” includes American Indian/Alaska Native, two or more races, and unclassified. Race categories exclude Hispanic origin. Detail may not sum to totals because of rounding. Accommodations and Exclusions in NAEP NAEP aims to include all students sampled for the assessments including students with disabilities (SD) and English language learners (ELL). This goal is accomplished by allowing many of the same accom­ modations that students use on other tests such as extra testing time or individual admini...
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This document was uploaded on 02/28/2014.

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