The initiatives to enhance adult learning program accountability and assessment systems of the following states are described in this paper: Colorado, Connecticut, Delaware, Florida, Georgia, Iowa, Kentucky, Oregon, Texas, Washington, West Virginia.
This study examined NAEP testing conditions in schools and investigated whether being assessed in less than optimal testing conditions is associated with lower student achievement on the assessments.
The authors of this paper provide a summary overview of what is already known and what is needed to learn about item types for future NAEP assessments.
For the last several years, the National Assessment Governing Board and the National Center for Education Statistics have been exploring how the National Assessment of Educational Progress (NAEP), the Nation’s Report Card, can be used to assess the college and career readiness of America’s high school students. Researchers at AIR ...
For this study, the records of participants in the 2003 NAEP reading and mathematics assessments in four states were matched to state assessment records, and the standard errors of lowest and highest quartile students, based on the state assessments, were compared for all of the existing NAEP item blocks. ...
Because NAEP is transitioning its paper-and-pencil assessments to a digital format, it is important to understand the relationship between students' familiarity with computers and their performance. This study, which analyzed three of NAEP's early digital-based assessments, found that home computer access was positively related to student performance. ...
The purpose of this simulation was to assess the improvements in standard errors of estimates that could be expected if students participating in NAEP were pre-assigned to test booklets that were adapted to their level of performance based on their state assessment scores.
The purpose of this white paper is to consider the need for a revised NAEP science framework and its possible scope and focus including expansion to aspects of what is represented in NAEP Technology and Engineering Literacy.
The purpose of this paper is to recommend guiding principles, studies, and decision-making processes that can assist NCES in determining whether the results generated by an assessment based on a new NAEP framework can be validly reported on the same trend line as previous versions of the assessment.
The purpose of this study is to estimate the extent to which state assessment scores can be used to improve the adjustments of NAEP data to remove the biases due to absences.