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ERIC Number: ED545237
Record Type: Non-Journal
Publication Date: 2013-Aug
Pages: 308
Abstractor: ERIC
Reference Count: N/A
Examining the Content and Context of the Common Core State Standards: A First Look at Implications for the National Assessment of Educational Progress
Stancavage, Frances B., Ed.; Bohrnstedt, George W., Ed.
American Institutes for Research
Since its inception more than four decades ago, the National Assessment of Educational Progress (NAEP) has served as a key indicator of what the nation's students know and can do in academic subjects. NAEP assessments provide a mechanism for putting the achievements of students in all states on a common scale; the assessments also serve as independent monitors of progress, because they have no high-stakes consequences for schools or students. The recently developed Common Core State Standards (CCSS) have been widely adopted by the states. These new standards, and the assessments being built to measure them, offer the possibility of far greater uniformity in curriculum and assessment across the nation than has characterized U.S. education in the past. In addition, the CCSS embody many emerging themes of education reform. In this context, the NAEP Validity Studies Panel (NVS Panel) devoted a substantial portion of its annual validity research agenda in 2011 and 2012 to exploring the relationship between NAEP and the CCSS, and to considering how NAEP can work synergistically with the CCSS assessments to provide the nation with the most useful information about educational progress. This volume includes two substantial studies exploring the relationship between the content of the NAEP mathematics, reading, and writing assessments and the CCSS in mathematics and English language arts (ELA). These two content studies are complemented by two shorter white papers that explore (1) the potential for incorporating learning progressions into NAEP assessments; and (2) the implications for the NAEP program of coming changes in psychometric approaches to statewide testing. The four studies presented herein are: (1) "A Study of the Alignment between the NAEP Mathematics Framework and the Common Core State Standards for Mathematics (CCSS-M)," by Gerunda B. Hughes, Phil Daro, Deborah Holtzman, and Kyndra Middleton (See ED545238); (2) "A Study of NAEP Reading and Writing Frameworks and Assessments in Relation to the Common Core State Standards in English Language Arts," by Karen K. Wixson, Sheila W. Valencia, Sandra Murphy, and Gary W. Phillips (See ED545239); (3) "The Relevance of Learning Progressions for NAEP," by Lorrie Shepard, Phil Daro, and Fran B. Stancavage (See ED545240); and (4) "What Might Changes in Psychometric Approaches to Statewide Testing Mean for NAEP?," by David Thissen and Scott Norton (See ED545241). [Individual studies contain appendices and references.]
American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail:; Web site:
Publication Type: Reports - Research; Collected Works - General
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: American Institutes for Research; National Center for Education Statistics (ED)
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
IES Funded: Yes
Grant or Contract Numbers: ED-04-CO-0025/0012