Unformatted text preview: the assessment to ensure
comparability of the results. Results from both versions of the 2004 assessment are presented
in some of the tables and figures in this report.
An asterisk (*) is used in figures and tables to indicate that an earlier year’s score or percentage
is significantly different from the 2012 results. Changes in students’ performance over time are
summarized in the text by comparing 2012 results to those from the last assessment in 2008
and to results from the first year each subject was assessed. Only statistically significant
differences are discussed as higher or lower. Statistical significance is set at a level of .05 with
appropriate adjustments for multiple comparisons. More information on NAEP statistical stan
dards is provided in the Technical Notes of this report.
Score gaps between student groups presented in the figures in this report are based on the
difference between unrounded scores. Score point changes over time cited in the text are
based on the differences between the rounded estimates used in the figures. The word “about”
precedes the score point change if it would have rounded one point higher or lower when calcu
lated using the unrounded estimates.
NAEP reports changes in performance, but is not designed to identify the causes of these
changes. Trends in student performance based on demographic characteristics and educational
experiences are reported but do not establish or imply a causal relationship. Many factors may
influence student achievement, including educational practices and policies, availability of
resources, and the demographic makeup of the student body. Such factors may change over
time and vary among student groups. TRENDS IN ACADEMIC PROGRESS 2012 5 R EADING ASSESSMENT The Long-Term Trend
Assessment in Reading
What does the assessment measure?
The long-term trend reading assessment measures students’ reading comprehension skills using
an array of passages that vary by text types and length. These passages include expository texts,
narrative pieces, poems, advertisements, and schedules. Locating specific information, identifying
main ideas, and making inferences across a passage to provide an explanation are typical of the
skills measured by assessment questions. What did students do?
Students participating in the assessment read passages and responded to questions in three
15-minute sections. Each section contained three or four short passages and approximately
10 questions. The majority of the questions were presented in a multiple-choice format. Some
questions and their corresponding materials were administered to more than one age group. How did students perform?
Results from the 2012 NAEP long-term trend assessment show improvement in the reading skills
of 9- and 13-year-olds compared to students their age in 1971, but no significant change in the
performance of 17-year-olds. There is a pattern across all three age groups of long-term gains for
lower performing students. 6 THE NATION’S REPORT CARD AVERA...
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- Spring '14
- The Land, Educational years, National Assessment of Educational Progress, NAEP, Ninth grade