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ERIC Number: ED500801
Record Type: Non-Journal
Publication Date: 2008-Jan
Pages: 348
Abstractor: ERIC
Reference Count: N/A
Comparison between NAEP and State Mathematics Assessment Results: 2003. Volume 2. Research and Development Report. NCES 2008-475
McLaughlin, Don; Bandeira de Mello, Victor; Blankenship, Charles; Chaney, Kassandra; Esra, Phil; Hikawa, Hiro; Rojas, Daniela; William, Paul; Wolman, Michael
National Center for Education Statistics
In late January through early March of 2003, the National Assessment of Educational Progress (NAEP) grade 4 and 8 reading and mathematics assessments were administered to representative samples of students in approximately 100 public schools in each state. The results of these assessments were announced in November 2003. Each state also carried out its own reading and mathematics assessments in the 2002-2003 school year, most including grades 4 and 8. This report addresses the question of whether the results published by NAEP are comparable to the results published by individual state testing programs. Comparisons to address the following four questions are based purely on results of testing and do not compare the content of NAEP and state assessments. How do states' achievement standards compare with each other and with NAEP? Are NAEP and state assessment results correlated across schools? Do NAEP and state assessments agree on achievement trends over time? Do NAEP and state assessments agree on achievement gaps between subgroups? Although this report does not focus on Adequate Yearly Progress (AYP) measurement specifically, it does focus on the measurement of mathematics achievement, and specifically on comparisons of the messages conveyed by NAEP mathematics assessment results and state mathematics assessment results. These comparisons center on four facets of NAEP and state assessment results: (1) achievement standards; (2) school-level achievement percentages; (3) achievement trends; and (4) achievement gaps. Volume 2 contains Appendix 4 of the report, which includes an explanation and example of the elements found in each state profile: (1) Description of the state assessment data; (2) Textual summary of statistically significant differences between NAEP and state assessment scores; (3) Position of standards in the achievement distribution; (4) Correlations of NAEP and state assessment school achievement; (5) Percentages of students with disabilities or English language learners; (6) Comparison of NAEP and state assessment changes in achievement, based on NAEP schools; (7) State reported percentages meeting standard; (8) Comparison of NAEP and state assessment of the Black-White grade 4 achievement gap; and (9) Other gap profiles. Individual state profiles conclude the document. (Contains footnotes, figures and tables: each state is documented individually.) [For Volume 1, see ED500800.]
National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site:
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Elementary Secondary Education; Grade 4; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
IES Funded: Yes