Education's Report Card

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Unformatted text preview: stration. Some accommodations such as bilingual books and reading the test aloud to students are offered for the math­ ematics assessment but not for the reading assessment. Accommodations were first made available in the long-term trend assessments in 2004. Information on exclusion rates of SD and/or ELL students was first collected in 1990. At that time, 4 to 6 percent of all students at each age group were excluded from the long-term trend assessments. By 2012, only 1 to 2 percent of all students at each age group were excluded (see appendix table A-3). SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1978 and 2012 Mathematics Assessments. 4 THE NATION’S REPORT CARD I NTRODUCTION Reporting NAEP Results The results in this report are based on nationally representative samples of students at ages 9, 13, and 17 from both public and private schools. The long-term trend assessments are not designed to provide results for individual states or large urban districts. More information on NAEP samples and participation of schools and students is provided in the Technical Notes. This report summarizes students’ performance on the NAEP long-term trend assessments in several different ways: average scores, percentiles, and performance levels. Average scores in reading and mathematics are reported on 0–500 scales for each subject. Although the scale range is the same for both reading and mathematics, scores cannot be compared across sub­ jects because the scales are developed independently of one another. Scores for students at five selected percentiles indicate whether or not changes in the overall average scores are reflected in the performance of lower performing students (at the 10th and 25th percentiles), middle performing students (at the 50th percentile), or higher performing students (at the 75th and 90th percentiles). Percentages of students attaining performance levels that correspond to five points on the scale (150, 200, 250, 300, and 350) provide information about changes in what students know and can do. The knowledge and skills associated with each level are described in the reading and mathematics sections of this report. In each subject, the performance of 9-year-olds tends to concentrate within the lower three levels, 13-year-olds within the middle three levels, and 17-year-olds within the top three levels. Therefore, this report contains only results for the three performance levels most relevant for each age group. Interpreting NAEP Results The long-term trend assessments have undergone some changes over the past four decades. The potential effects of these changes were examined prior to implementation and the actual effects were monitored afterward to ensure that comparability of results was maintained across assessments. When changes in content and administration procedures were last implemented in 2004, NAEP administered the original and the revised versions of...
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This document was uploaded on 02/28/2014.

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