Download full text
Download full text
ERIC Number: ED485199
Record Type: Non-Journal
Publication Date: 2005-Apr
Reference Count: 62
NAEP 1999 Long-Term Trend Technical Analysis Report: Three Decades of Student Performance. NCES 2005-484
Allen, Nancy L.; McClellan, Catherine A.; Stoeckel, Joan J.
National Center for Education Statistics
This report provides an update to the technical analysis procedures documenting the 1996 National Assessment of Educational Progress (NAEP) as presented in "The NAEP 1996 Technical Report" (Allen, Carlson, and Zelenak, 1999). It describes how the 1999 long-term trend data were incorporated into the trend analyses. Since no national main or state assessments were administered in 1999, this report does not contain the comprehensive details related to the general design and analysis issues that arise in NAEP assessments and that are included in the 1996 report. Parts one and two provide an overview of the NAEP 1999 long-term trend assessment design and analysis, and parts three, four, and five include subject-area specific information. The appendices A, B, and C include statistical sample summaries, IRT parameters, and conditioning variables. Appendix D includes Westat's "NAEP 1999 Long-Term Trend Data Collection, Sampling and Weighting Report" (Caldwell, Fowler, Waksberg, and Wallace, 2002). Appendix E includes sections of the National Computer Systems' report on processing and professional scoring, "NAEP Report of Processing and Professional Scoring Activities: Long-Term Trend 1998-99 Mathematics/Science and Reading/Writing" (National Computer Systems, 2000).
Descriptors: Academic Achievement, National Competency Tests, Educational Trends, Trend Analysis, Statistical Data, Data Collection, Scoring
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free).
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
IES Funded: Yes
IES Publication: http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=2005484