Jack Buckley Commissioner National Center for Education Statistics June 27, 2013 #NAEP

National Assessment of Educational Progress Long-Term Trend National Public & Private 9-, 13-, & 17-year-olds Main National Public & Private Grades 4, 8, & 12 State Public Grades 4 & 8 Trial Urban District Public Grades 4 & 8 2 #NAEP

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Students assessed in reading or mathematics Over 26,000 public and private school students assessed in each subject Administered during the school year The 2012 Long-Term Trend Assessment ◊ 13-year-olds in Fall ◊ 9-year-olds in Winter ◊ 17-year-olds in Spring About 1 hour of assessment time per student 4 #NAEP

5 Changing racial/ethnic demographics NOTE: Percentages of students are based on information collected as part of the long-term trend mathematics assessment at age 13. Detail may not sum to totals because results are not shown for students whose race/ethnicity was categorized as “other.” #NAEP

6 Changing proportions of 13-year-olds in typical grade # Rounds to zero. NOTE: Percentages of students are based on information collected as part of the long-term trend mathematics assessment at age 13. Detail may not sum to totals because of rounding. #NAEP

Younger age groups make progress * Significantly different (p <.05) from #NAEP

Lower, middle, and higher performing 9-year-olds make gains * Significantly different (p <.05) from #NAEP

10 Lower and middle performing 9-year-olds make larger gains than higher performing students #NAEP

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Thirteen-year-olds make long- and short-term gains * Significantly different (p <.05) from #NAEP

Lower performing 17-year-olds make gains * Significantly different (p <.05) from #NAEP

14 Higher percentages of students than in 1971 were able to interrelate ideas and make generalizations about what they read * Significantly different (p <.05) from NOTE: Results for 1971 are from the original assessment format, and results for 2008 and 2012 are from the revised assessment format. #NAEP

* Significantly different (p <.05) from Thirteen-year-old Hispanic students make long- and short-term gains #NAEP

16 Black and Hispanic students make larger gains than White students #NAEP

Gender gap at age 9 narrows from 1971 * Significantly different (p <.05) from #NAEP

Seventeen-year-olds in 10 th grade score higher than in 1971 and those in 12 th grade score lower * Significantly different (p <.05) from Typical grade for age group. 18 #NAEP

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Thirteen-year-olds score higher than all previous assessments * Significantly different (p <.05) from Extrapolated data adjusting for the limited number of questions from the 1973 mathematics assessment in common with the assessments that followed. 20 #NAEP

Lower, middle, and higher performing 9-year-olds make long-term gains * Significantly different (p <.05) from #NAEP

Higher performing 13-year-olds make short-term gains * Significantly different (p <.05) from #NAEP

23 Thirteen-year-olds making gains across the distribution #NAEP

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Lower and middle performing 17-year-olds make long-term gains * Significantly different (p <.05) from #NAEP

26 Higher percentages of students than in 1978 demonstrated a basic understanding of numerical operations and problem solving * Significantly different (p <.05) from NOTE: Results for 1978 are from the original assessment format, and results for 2008 and 2012 are from the revised assessment format. #NAEP

27 Black students make larger gains than White students at all three ages #NAEP

Gender gap for 17-year-olds narrows from 1973 * Significantly different (p <.05) from Extrapolated data adjusting for the limited number of questions from the 1973 mathematics assessment in common with the assessments that followed. 28 #NAEP

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