The Great Recession was the most severe economic downturn in the United States since the Great Depression. Using data from the Stanford Education Data Archive (SEDA), we describe the patterns of math and English language arts (ELA) achievement for students attending schools in communities differentially affected by recession-induced employment…

Rising inequality in the United States has raised concerns about potentially widening gaps in educational achievement by socio-economic status (SES). Using assessments from LTT-NAEP [Long-Term Trend assessment administered by the National Assessment of Educational Progress], Main-NAEP, TIMSS [Trends in International Mathematics and Science Study],…

Concerns about the breadth of the U.S. income distribution and limited intergenerational mobility have led to a focus on educational achievement gaps by socio-economic status (SES). Using intertemporally linked assessments from NAEP [National Assessment of Educational Progress], TIMSS [Trends in International Mathematics and Science Survey], and…

As the 21st century unfolds, the United States faces historic challenges, including a struggling economy, an aging infrastructure and global terrorism. Solutions will have to come from educated, skilled citizens who understand and believe in our democratic system and are civically engaged. This incisive new report examines these fault lines and…

In the study reported here, the authors examined the LEs (learning expectations) related to Grades 1 to 8 number and quantity in mathematics across several US states and high performing TIMSS (Third International Mathematics and Science Study) Asian countries, including Singapore, Taiwan and Japan. The general strategy used is based on the topic…

Merging National Assessment of Educational Progress and Trends in International Math and Science Study math data, this study examines the extent and sources of variation in value-added academic growth patterns among different nations and U.S. states. Applying hierarchical linear models with an instrumental variable method, the study disentangles…

This study investigated multiple models for assessing oral reading fluency, including 1-minute oral reading measures that produce scores reported as words correct per minute (wcpm). We compared a measure of wcpm with measures of the individual and combined indicators of oral reading fluency (rate, accuracy, prosody, and comprehension) to examine…

The U.S. Congress has mandated that the National Center for Education Statistics (NCES) produce an annual report to help inform policymakers about the progress of education in the United States. Using data from across the center and from other sources of education data, "The Condition of Education 2015" presents 42 key indicators on…

The National Assessment of Educational Progress (NAEP) uses item response theory (IRT) based scaling methods to summarize information in complex data sets. The necessity of global scores or more detailed subscores, creation of developmental scales for different ages, and use of scale anchoring for scale interpretation are discussed. (SLD)

To help inform policymakers and the public about the progress of education in the United States, Congress has mandated that the National Center for Education Statistics (NCES) produce an annual report, "The Condition of Education." This year's report presents 42 indicators on important topics and trends in U.S. education. These…

Recent changes in the National Assessment of Educational Progress (NAEP) that lead to its division into a trend assessment and a main assessment jeopardize the information the NAEP can provide about trends, especially the trends for racial and ethnic groups. This study for the Technical Review Panel addressed whether the trend assessment provides…

Past research on the effects of Minimum Competency Tests (MCT) on teaching and learning is reviewed, and the large database of the National Assessment of Educational Progress (NAEP) is used to shed more light on these effects. There seems to be little doubt that MCT, together with associated changes in instructional methods, has produced some…

Relationships among a series of variables were examined for demographic items included in the 1985-86 National Assessment of Educational Progress (NAEP) special survey of Hispanic and Asian students (N=2,289) and also in the Department of Education special survey of the educational preference of language minority parents. Variables studied were:…

The National Assessment of Educational Progress (NAEP) focuses on providing information on what demographic subgroups of America's students know and can do. Because the NAEP does not report for individual students, it could be classified by some students as a low-risk test. Consequently, some students may lack proper motivation for giving their…

This eighth edition of "The Condition of K-12 Public Education in Maine" is designed to provide Maine citizens, legislators, and educators a yearly report on the state of Maine public schools and education. This new edition updates educational information which appeared in earlier editions, and also provides information on several new…