This article examines the federal role in adolescent literacy from its roots in Lyndon B. Johnson's administration with the Economic Opportunity Act (1964) through the Reading for Understanding grants of 2010. The authors consider the extent to which the recent attention to and changes in the federal approach to adolescent literacy can be…

The Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA), and implementing regulations maintain requirements for State educational agencies (SEAs), local educational agencies (LEAs) to prepare and disseminate report cards that provide information on State, LEA, and school performance and…

This guidance is written to assist State educational agencies (SEAs) and local educational agencies (LEAs) in understanding and implementing the report card requirements under Title I, Part A of the Elementary and Secondary Education Act of 1965, as amended (ESEA). Although each SEA and LEA may consider this guidance in developing and…

Reports of declining test scores and high school graduates who can't read or compute have triggered a public demand for higher standards in education. In light of this demand, National Assessment re-examined its role with respect to raising educational quality in this country. The National Assessment of Educational Progress (NAEP) asked seven…

This letter is an interim response to the October 7, 1991 request from the Committee on Education and Labor and the Subcommittee on Elementary, Secondary, and Vocational Education of the House of Representatives asking for a review of the National Assessment Governing Board (NAGB) achievement levels for the National Assessment of Educational…

President Obama and congressional leaders have vowed to take action this year on the Elementary and Secondary Education Act (ESEA), most recently reauthorized and rebranded as the No Child Left Behind Act of 2001. While most observers remain skeptical that everyone will actually see a signing ceremony in 2011, it does appear likely that at least…

Guidelines for developing an ideal statewide educational assessment system are presented as one response to the redesign of the National Assessment of Educational Progress (NAEP). Emphasis is on the contribution NAEP can make to meet state needs. Core information which is useful to most states is discussed, assuming it will be directed toward…

This is the third periodic report on the programs and plans of the National Center for Education Statistics (NCES). The challenge facing the NCES is to collect and analyze data that track the growth and change in educational experience in the United States. Current programs toward this goal, future plans, and major publications of the NCES are…

The focus of this 2-day hearing was on the National Assessment of Educational Progress (NAEP). Witnesses testified about the importance of the NAEP as a national assessment tool and the changes that the Subcommittee on Elementary, Secondary, and Vocational Education (SESVE) might consider for the future. On March 13, the following persons…

Innovation has powered America's economy, creating good jobs and a high standard of living. Yet, the U.S. share of innovation-based industries is in decline, jeopardizing our status as the world's innovation leader. And one reason is that the United States has been unable to produce enough of its own workers with sufficient skills in science,…

A Congressional hearing was held to consider: (1) the S.2034 To Authorize the Creation of a National Education Report Card To be consider: (1) the creation of a National Education Report Card to Schools and To Establish a National Council on Educatonal Goals, students and schools, and (2) the establishment of a National Council on Educational…

This report is aimed at helping Congress: (1) better understand the functions, history, capabilities, limitations, uses, and misuses of educational tests; (2) learn more about the promises and pitfalls of new assessment methods and technologies; and (3) identify and weigh policy options affecting educational policy. To prepare this report, the…

Recommendations of the Study Group on the National Assessment of Educational Progress (NAEP) are summarized in this report. The report is then reviewed by the National Academy of Education. The recommendations are to: (1) maintain NAEP's continuity; (2) assess the core curriculum; (3) focus on transitional grades (4, 8, and 12) and sample…

An outline of remarks made at a National Seminar on Equity and Educational Testing and Assessment in March of 1993 is provided. Issues of equity in education and educational assessment are discussed in the context of the National Assessment of Educational Progress (NAEP). The NAEP is a national test in the sense that it monitors what is happening…

The looming expiration of the federal No Child Left Behind Act (NCLB) has prompted a flood of commission reports, studies, and punditry. Virtually all of those analyses have assumed that the law should and will be reauthorized, disagreeing only over how it should be revised. They have accepted the law's premises without argument: that…