The current study expands on previous research on gender differences and similarities in science test scores. Using three different approaches -- differential item functioning, differential distractor functioning, and decision tree analysis -- we examine a high school science assessment administered to 3,849 10th-12th graders, of whom 2,021 are…

While substantial research has shown the relationship between earlier mathematics coursetaking and later mathematics achievement, recent research suggests that mathematics motivation is an important predictor of grade 12 mathematics achievement as well. The current study extends this research by examining the role of mathematics identity at grade…

This study uses the overlap sample of about 3,500 students who participated both in the High School Longitudinal Study of 2009 (HSLS:09) and the 2013 Grade 12 National Assessment of Educational Progress (NAEP) mathematics assessment to investigate how mathematics motivation (mathematics identity, mathematics self-efficacy, and mathematics…

Uses data on eleventh grade students from the 1983-84 National Assessment of Progress (NAEP) as a baseline for examining the effects of changing state policies on student course taking and on the relationship between course taking and student characteristics. [This document is a reissue of the September 1989 CPRE Research Report RR-013 under the…

On the writing component of the most recent National Assessment of Educational Progress, 12th grade high school students' scores on argumentative tasks were lower than on tasks that required them to explain or to convey an experience ("National Assessment of Educational Progress," 2011). Similarly, 11th and 12th graders at the research…

This study focuses on two main issues concerning changes in student attitudes toward science study and their perceptions of its usefulness in their lives. Information has been gathered concerning how student attitudes toward science have changed for teachers and schools not involved with any funded professional development project. Pretesting and…

Reviews the range of data gathered by the National Assessment of Educational Progress in 1984 concerning the reading and writing levels of 11th-graders. Discusses observable trends, differences between white and minority student scores, student perceptions about their reading and writing skills, and implications of the data for educational…

A survey examined the relationship between school climate and reading performance using data from the 1983-84 National Assessment of Educational Progress (NAEP) Reading Assessment. The NAEP survey asked a number of questions about possible school problems, such as discipline, teacher commitment, and standards for students. These items were…

Results of the 1985-86 National Assessment of Educational Progress (NAEP) survey of American students' knowledge of computers suggest that American schools have a long way to go before computers can be said to have made a significant impact. The survey covered the 3rd, 7th, and 11th grade levels and assessed competence in knowledge of computers,…

Implications for science curriculum and instruction are addressed based on a comparison of attitudes of seventh- and eleventh-grade students toward the study of science as reported in the third assessment (science) of the National Assessment of Educational Progress (NAEP). (SK)

How much do 17-year olds know about U.S. history and literature? The National Assessment of Educational Progress (NAEP) has been gathering information about the educational attainment of American students in a variety of subject areas, but no study had focused solely on students' basic knowledge of American history and their familiarity with major…

The Mantel-Haenszel approach for investigating differential item functioning (DIF) was applied to U.S. history items that were administered as part of the National Assessment of Educational Progress (NAEP). DIF analyses were based on the responses of 7,743 students in grade 11. On some items, Blacks, Hispanics, and females performed more poorly…

The National Assessment of Educational Progress (NAEP) continuously monitors the knowledge, skills, and performance of U.S. children and youth in a variety of academic subjects. The data collected are available in a series of major reports. The NAEP Facts series takes selected data from these reports and uses them to highlight specific issues of…

The purposes of the North Dakota Statewide Assessment of Student Performance in Mathematics are: (1) to meet the public's right to know about the current status of student knowledge throughout the state; (2) to provide information and recommendations for corrective action concerning areas of student performance needing improvement; and (3) to…

The national survey reported in this document focused on 11th grade students' knowledge of literature and U.S. history. While approximately two-thirds of the history questions were answered correctly, performance on the literature assessment was slightly lower, perhaps because some questions were asked about authors and literary works not included…