This paper was commissioned to develop new perspectives on the evaluation of the National Assessment of Education Progress (NAEP) for Citizenship and Social Studies. It criticizes the assessment model and advocates three new approaches to evaluating social studies education: a comparative approach with direct international comparisons of programs…

This commissioned paper examines the National Assessment for Educational Progress model for citizenship and suggests an alternative model oriented more directly to educational and political goals. In the current model performances on the citizenship exercises can only be interpreted by the population characteristics of age, sex, parental…