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DATA CHATS: �LEARNING SERVICES� �The National Assessment of Educational Progress

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SETTING THE STAGE:

The National Assessment of Educational Progress (NAEP) is the largest continuing and nationally representative assessment of what our nation’s students know and can do in core subjects.

A survey designed to produce national, state, and select urban district level results.

NAEP results are for populations of students, not for individual students nor schools.
Measures student performance nationally and reports changes over time.
Allows comparisons between states and the nation.

NAEP is a required assessment for Arkansas schools

NAEP Background

https://www.nationsreportcard.gov/ndecore/xplore/NDE

All students [view details]
Race/ethnicity used to report trends, school-reported [view details]
Race/ethnicity using 2011 guidelines, school-reported [view details]
Gender [view details]
National School Lunch Program eligibility, 3 categories [view details]
Disability status of student, including those with 504 plan [view details]
Disability status of student, excluding those with 504 plan [view details]
Status as English learner, 2 categories [view details]
Student disability or English learner status [view details]

The National Center for Education Statistics (NCES) has periodically published reports using results from the National Assessment of Educational Progress (NAEP) to compare the proficiency standards states set for their students. The latest report highlights the results of mapping state proficiency standards onto the NAEP scales using state assessment results from the 2018–2019 school year and the 2019 NAEP assessments for public schools.

Act 930 of 2017 Section 6-15-2907� (g) The State of Arkansas shall participate in the administration of the National Assessment of Educational Progress examinations.

Arkansas Division of Elementary and Secondary Education (DESE) Rules Governing the Arkansas Educational Support and Accountability Act (AESAA) of 1-1-2020

5.15 Selected public schools shall participate in any and all components of the National Assessment of Educational Progress (NAEP).
5.15.1 Any public school that fails to participate in the administration of any NAEP assessment shall be reported to the State Board and may be found in violation of the Standards for Accreditation of Arkansas Public Schools and School Districts and subject to action by the State Board.

Federal law specifies that NAEP is voluntary for every student, school, school district, and state. However, federal law also requires all states that receive Title I funds to participate in NAEP reading and mathematics assessments at fourth and eighth grades. Similarly, school districts that receive Title I funds and are selected for the NAEP sample are also required to participate in NAEP reading and mathematics assessments at fourth and eighth grades. https://nces.ed.gov/nationsreportcard/participating/

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SETTING THE STAGE:

NAEP is administered over a six-week period

From January - March
Each student is only assessed in one subject area.
Students only take a small portion of the assessment.
Accommodations are provided as necessary for students with disabilities and English language learners.

NAEP Results are reported in two formats

Average Scale Scores

Numeric scale
0 − 500 on mathematics and reading assessments
Scores cannot be compared across content areas

Achievement Levels

Categorical scale
NAEP Below Basic, NAEP Basic, NAEP Proficient, NAEP Advanced

NAEP Background

https://www.nationsreportcard.gov/ndecore/xplore/NDE

All students [view details]
Race/ethnicity used to report trends, school-reported [view details]
Race/ethnicity using 2011 guidelines, school-reported [view details]
Gender [view details]
National School Lunch Program eligibility, 3 categories [view details]
Disability status of student, including those with 504 plan [view details]
Disability status of student, excluding those with 504 plan [view details]
Status as English learner, 2 categories [view details]
Student disability or English learner status [view details]

The National Center for Education Statistics (NCES) has periodically published reports using results from the National Assessment of Educational Progress (NAEP) to compare the proficiency standards states set for their students. The latest report highlights the results of mapping state proficiency standards onto the NAEP scales using state assessment results from the 2018–2019 school year and the 2019 NAEP assessments for public schools.

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NAEP Assessment Schedule:

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EXAMINING THE DATA:

NAEP 2019 Reading Grade 8

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EXAMINING THE DATA:

NAEP 2019 Reading Grade 8

Proficient

Basic

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EXAMINING THE DATA:

NAEP 2019 Reading Grade 8

Proficient

Basic

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EXAMINING THE DATA:

01

The data from this discussion is from

NAEP 2019 Mapping Study

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EXAMINING THE DATA:�NAEP 2020 Long-Term Trend

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EXAMINING THE DATA:�NAEP 2020 Long-Term Trend

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EXAMINING THE DATA:�NAEP 2020 Long-Term Trend

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EXAMINING THE DATA:

01

The data from this discussion is from

NAEP 2021 Monthly School Survey

Unique Cognos created to assist school personnel in gathering the needed data

The School Survey Dashboard provides insights into learning opportunities offered by schools during the COVID-19 pandemic. The survey will contribute to IES's response to the Executive Order on Supporting the Reopening and Continuing Operation of Schools and Early Childhood Education Providers. Results from this new pilot survey will also be available for analyzing the 2022 National Assessment of Educational Progress (NAEP) data—contributing additional contextual factors for understanding educational outcomes of the nation's fourth- and eighth-grade students. The survey is scheduled to collect data five times, once a month from February through June of 2021. See more information about the sample and how to interpret results.

The Dashboard gives results for AR and the nation.

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What does the data reveal?

1. National vs. state data trends�

2. State mapping data

�3. 2021 Monthly School Survey

4. Patterns among demographic groups

EXAMINING THE DATA:

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UNDERSTANDING THE FINDINGS:

1. Why are there growing discrepancies between the student percentiles?

2. Given the educational initiatives in AR, what does the NAEP data show you about intentional and unintentional impacts?

3. What is the importance and impact of seeing where AR falls among the other states on the same assessment?

4. What have we learned from COVID in schools?

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Resources and Digging into the Data:

ADE: DESE NAEP website

The Nation’s Report Card

NAGB Schedule of Assessments
NAEP Data Explorer (state trends, Long Term Trends, High School Transcript Study, National Indian Education Study)
NAEP Questions Tools (search questions, create tests)
NAEP Item Maps

International Association for the Evaluation of Educational Achievement (IEA)

NAEP item maps are tools that help readers understand student performance. For each assessment, example questions are “mapped” onto the NAEP scale for that subject—with more difficult questions at the top of the map and easier questions at the lower part of the map. The map provides a description of the knowledge or skill needed to answer each question. The location of the questions on the map indicates that students with that score had a high probability of answering the question correctly. Each item map contains the following:

A scale specific to the subject. Scales range from 0-300 or from 0-500, depending on the subject.
Scale scores from a given assessment. These represent the scores for students who were likely to answer a question correctly or to give a complete response. Constructed-response questions for which students could earn partial credit may appear on the map multiple times, once for each level of credit. Constructed-response items are marked with CR on the map.
Descriptions indicating what students need to know or do to answer the question correctly.
Content classifications that refer to the specific skill area of the subject being assessed; for example, in mathematics, the content classification might be algebra or measurement.
NAEP Achievement level cut scores that show whether the student is performing at a NAEP Basic, NAEP Proficient, or NAEP Advanced level.

PIRLS, the Progress in International Reading Literacy Study, is one of the core studies of IEA. Directed by the TIMSS and PIRLS International Study Center at Boston College and conducted every five years since 2001, PIRLS is recognized as the global standard for assessing trends in reading achievement at the fourth grade.

PIRLS provides internationally comparative data on how well children read and offers policy-relevant information for improving learning and teaching. The study is administered at a key transition stage in children’s reading development: the change from learning to read to reading to learn. Assessing reading achievement at this crucial stage provides educators and policy makers with key insights into the effectiveness of their education system and helps to identify areas for improvement.

The Program for International Student Assessment (PISA) is an international assessment that measures 15-year-old students' reading, mathematics, and science literacy every three years. First conducted in 2000, the major domain of study rotates between reading, mathematics, and science in each cycle. PISA also includes measures of general or cross-curricular competencies, such as collaborative problem solving. By design, PISA emphasizes functional skills that students have acquired as they near the end of compulsory schooling. PISA is coordinated by the Organization for Economic Cooperation and Development (OECD), an intergovernmental organization of industrialized countries, and is conducted in the United States by NCES. Data collection for the most recent assessment was completed in Fall 2018.

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THANKS

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JOIN THE CONVERSATION

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DEVELOPING AN ACTION PLAN:�What is a plan for addressing found issues?

Plan:

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MEASURING SUCCESS:

HOW WILL WE KNOW IF PROGRESS IS BEING MADE?

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