The reading and mathematics measures of the National Assessment of Educational Progress (NAEP) have been, and continue to be, reported on scales that appear to have the properties of “cross-grade” scales. The conclusion of this essay will be that evidence can and should be assembled to support, and make more ...
As NAEP transitions from a paper-based to a digitally based assessment, the question arises: Are all children are ready for the transition—and would any of them would be disadvantaged by it? To investigate these issues, AIR developed a new set of survey items related to digital technology for the 2015 ...
Sakiko Ikoma is a senior researcher at AIR. She provides technical assistance for the National Center for Education Statistics (NCES). She leads multiple research projects focused on analyzing large-scale assessment data, such as the National Assessment of Educational Progress (NAEP), the High School Longitudinal Study (HSLS), and the Program for ...
This paper explores the application of finite population correction factors to the between-school component of variance and examines how this might effect sample size requirements in the types of states that currently require exemptions from the minimum sample requirements for the state NAEP.
The Comprehensive School Reform Quality (CSRQ) Center today released Works in Progress: A Report on Middle and High School Improvement Programs. The report offers educators and policymakers a user-friendly, timely summary of more than a dozen key issues facing middle and high schools, such as literacy and reading, English language ...
This paper is a demonstration of how partitioning analysis can be used to help separate changes in reading and mathematical proficiency from changes in school populations over assessment years, using NAEP data.
Contributing and working alongside Native Nations, AIR has a deep commitment to engaging communities, fostering shared vision and values, building capacity, and developing strategic alliances to achieve sustainable systems change in Indian Country.
This 2007 report is the result of a request by the National Center for Education Statistics to the NVS panel to undertake a validity study of the current National Assessment of Education Progress (NAEP) mathematics assessment.
Dr. Markus Broer is a managing researcher at AIR, where he is currently serving as the project director of the Research, Analysis and Psychometric Support component of a larger project (ESSIN Task 14). ESSIN Task 14 supports the National Center for Education Statistics with expert advice and technical assistance on ...
The motivation for the present study was to obtain more systematic information about how decisions are made at the local school level so as to better understand the causes of the observed variation and to suggest modifications in NAEP procedures that could reduce variation.