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

Jack BuckleyCommissioner

National Center forEducation Statistics

June 27, 2013

#NAEP

National Assessment of Educational Progress

Long-Term Trend

NationalPublic & Private

9-, 13-, & 17-year-olds

Main

NationalPublic & Private Grades 4, 8, & 12

StatePublic

Grades 4 & 8

Trial Urban DistrictPublic

Grades 4 & 8

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• Students assessed in reading or mathematics

• Over 26,000 public and private school students assessedin each subject

• Administered during the 2011-2012 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

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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

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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

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Younger age groups make progress

* Significantly different (p < .05) from 2012.

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Lower, middle, and higher performing 9-year-olds make gains

* Significantly different (p < .05) from 2012.

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

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Thirteen-year-olds make long- and short-term gains

* Significantly different (p < .05) from 2012.

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Lower performing 17-year-olds make gains

* Significantly different (p < .05) from 2012.

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Higher percentages of students than in 1971 were able to interrelate ideas and make generalizations about what they read

* Significantly different (p < .05) from 2012.NOTE: Results for 1971 are from the original assessment format, and results for 2008 and 2012 are from the revised assessment format.

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* Significantly different (p < .05) from 2012.

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Thirteen-year-old Hispanic students make long- and short-term gains

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Black and Hispanic students make larger gains than White students

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Gender gap at age 9 narrows from 1971

* Significantly different (p < .05) from 2012.

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Seventeen-year-olds in 10th grade score higher than in 1971 and those in 12th grade score lower

* Significantly different (p < .05) from 2012.1 Typical grade for age group.

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Thirteen-year-olds score higher than all previous assessments

* Significantly different (p < .05) from 2012.1 Extrapolated data adjusting for the limited number of questions from the 1973 mathematics assessment in common with the assessments that followed.

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Lower, middle, and higher performing 9-year-olds make long-term gains

* Significantly different (p < .05) from 2012.

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Higher performing 13-year-olds make short-term gains

* Significantly different (p < .05) from 2012.

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Thirteen-year-olds making gains across the distribution

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Lower and middle performing 17-year-oldsmake long-term gains

* Significantly different (p < .05) from 2012.

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Higher percentages of students than in 1978 demonstrated a basic understanding of numerical operations and problem solving

* Significantly different (p < .05) from 2012.NOTE: Results for 1978 are from the original assessment format, and results for 2008 and 2012 are from the revised assessment format.

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Black students make larger gains than White students at all three ages

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Gender gap for 17-year-olds narrows from 1973

* Significantly different (p < .05) from 2012.1 Extrapolated data adjusting for the limited number of questions from the 1973 mathematics assessment in common with the assessments that followed.

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