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Education's Report Card - NAEP 2012 Trends in Academic...

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NAEP 2012 Trends in Academic Progress± Reading 1971–2012 | Mathematics 1973–2012 U.S. Department of Education NCES 2013–456
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- - Contents± 3 Introduction 6 The Long Term Trend Assessment in Reading 28 The Long Term Trend Assessment in Mathematics 50 Technical Notes 55 Appendix Tables What Is The Nation’s Report Card TM ? The Nation’s Report Card™ informs the public about the academic achievement of elementary and secondary students in the United States. Report cards com- municate the fndings of the National Assessment of Educational Progress (NAEP), based on assessments conducted periodically in reading, mathematics, science, writing, U.S. history, civics, geography, and other subjects. NAEP collects and reports information on student performance at the national, regional, and—since 1990 for main NAEP—state levels. Main NAEP assess- ments track student performance in grades 4, 8, and 12. Since 1971, NAEP’s long-term trend assessments have tracked student progress at ages 9, 13, and 17. These assessments are an integral part of our nation’s evaluation of the condition and progress of educa- tion. Only academic achievement data and related contextual information are collected. The privacy of individual stu- dents and their families is protected. NAEP is a congressionally authorized project of the National Center for Education Statistics (NCES) within the Institute of Education Sciences of the U.S. Department of Education. The Commissioner of Education Statistics is responsible for carrying out the NAEP project. The National Assessment Governing Board oversees and sets policy for NAEP. Executive± Summary± Since the 1970s, the National Assessment of Educational Progress (NAEP) has monitored the academic performance of 9-, 13-, and 17-year- old students with what have become known as the long-term trend assessments. Four decades of results ofer an extended view of student achievement in reading and mathematics. Results in this report are based on the most recent performance of more than 50,000 public and private school students who, by their participation, have contributed to our understanding of the nation’s academic achievement. Nine- and 13-year-olds make gains Both 9- and 13-year-olds scored higher in reading and mathematics ± in 2012 than students their age in the early 1970s ( fgure A ). Scores ± were 8 to 25 points higher in 2012 than in the frst assessment year. ± Seventeen-year-olds, however, did not show similar gains. Average ± reading and mathematics scores in 2012 for 17-year-olds were not ± signifcantly diferent from scores in the frst assessment year.± Since the last administration of the assessments in 2008, only 13-year- olds made gains—and they did so in both reading and mathematics. Photo Credits: © Kidstock/Blend Images/Getty Images #142019099; © Comstock Images/Jupiterimages/Getty Images #86807128; © Stretch Photography/Blend Images/Getty Images #85007718; © Ralf Hettler/iStockphoto #856358; © Christopher Futcher/The Agency Collection/Getty Images #142019099; © Steve Debenport/ iStockphoto #1473497; © Slobodan Vasic/iStockphoto #17972131; © Joshua Hodge Photography/
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