naep 2004 trends in academic progress

NAEP 2004 Trends in Academic Progress

National Assessment of Educational Progress

1

How Does LTT Differ from Main NAEP?

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Overview of 2004 Long-Term Trend

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Highlights of Major Results

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Trends in average reading scale scores for students age 9, 13, and 17: 1971–2004

* Significantly different from 2004.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments.5

Reading—Age 9

6Average scores increased. * Data for Hispanic students are included in the overall national results but not reported as a separate racial/ethnic category in 1971. Therefore, the results for Hispanic students are from 1975.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments.

White/Black Reading Gaps: 9

*Significantly different from 2004. 1 White average scale score minus Black average scale score.NOTE: Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments.

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White/Hispanic Reading Gaps: 9

*Significantly different from 2004. 1 White average scale score minus Hispanic average scale score. 2 Data for Hispanic students are included in the overall national results but not reported as a separate racial/ethnic category in 1971.NOTE: Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments.

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Reading—Age 13

9Average scores increased. Any change in average scores was not statistically significant.* Data for Hispanic students are included in the overall national results but not reported as a separate racial/ethnic category in 1971. Therefore, the results for Hispanic students are from 1975.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments.

White/Black Reading Gaps: 13

*Significantly different from 2004. 1 White average scale score minus Black average scale score.NOTE: Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments.

10

White/Hispanic Reading Gaps: 13

*Significantly different from 2004. 1 White average scale score minus Hispanic average scale score. 2 Data for Hispanic students are included in the overall national results but not reported as a separate racial/ethnic category in 1971.NOTE: Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments.

11

Reading—Age 17

12Average scores increased. Any change in average scores was not statistically significant.* Data for Hispanic students are included in the overall national results but not reported as a separate racial/ethnic category in 1971. Therefore, the results for Hispanic students are from 1975.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments.

White/Black Reading Gaps: 17

*Significantly different from 2004. 1 White average scale score minus Black average scale score.NOTE: Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments.

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White/Hispanic Reading Gaps: 17

*Significantly different from 2004. 1 White average scale score minus Hispanic average scale score. 2 Data for Hispanic students are included in the overall national results but not reported as a separate racial/ethnic category in 1971.NOTE: Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments.

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Students Are Reading More

15*Significantly different from 2004.NOTE: Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1984, 1999, and 2004 Long-Term Trend Reading Assessments.

Trends in average mathematics scale scores for students age 9, 13, and 17: 1973–2004

16* Significantly different from 2004.NOTE: Dashed lines represent extrapolated data. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments.

Mathematics—Age 9

Average scores increased. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments.17

White/Black Math Gaps: 9

*Significantly different from 2004. 1 White average scale score minus Black average scale score.NOTE: Dashed lines represent extrapolated data. Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments.

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White/Hispanic Math Gaps: 9

*Significantly different from 2004. 1 White average scale score minus Hispanic average scale score.NOTE: Dashed lines represent extrapolated data. Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments.

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Mathematics—Age 13

20Average scores increased. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments.

White/Black Math Gaps: 13

*Significantly different from 2004. 1 White average scale score minus Black average scale score.NOTE: Dashed lines represent extrapolated data. Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments.

21

White/Hispanic Math Gaps: 13

*Significantly different from 2004. 1 White average scale score minus Hispanic average scale score.NOTE: Dashed lines represent extrapolated data. Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments.

22

Mathematics—Age 17

23Average scores increased. Any change in average scores was not statistically significant.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments.

White/Black Math Gaps: 17

*Significantly different from 2004. 1 White average scale score minus Black average scale score.NOTE: Dashed lines represent extrapolated data. Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments.

24

White/Hispanic Math Gaps: 17

*Significantly different from 2004. 1 White average scale score minus Hispanic average scale score.NOTE: Dashed lines represent extrapolated data. Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments.

25

Students Are Taking More Advanced Mathematics Courses

26*Significantly different from 2004. 1 “Something else” implies that students checked a series of courses that did not follow a logical course-taking pattern.NOTE: Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1978, 1999, and 2004 Long-Term Trend Mathematics Assessments.

End slide

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Appendix

Goals of Changes to the Long-Term Trend Assessment

Comparing the Old and New LTT

Bridge Study

Results of Bridge Study

Reporting Plans

Participation Rates for Reading LTT

LTT: Long-term trend assessmentSOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments.

Example of an Item with Outdated Material in Original Assessment

Changes to the Long-Term Trend Assessment

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