Extended testing time is a common accommodation given to students with disabilities. However, little is known about whether students who are eligible for the accommodation actually use it, and with what effect. The present study used process data available from the digitally delivered 2017 National Assessment of Educational Progress (NAEP)…

In Spring 2022, Pioneer Institute published "The Boston Publics Schools' Road to Receivership," which detailed the findings of the 2019 state-commissioned, third-party report evaluating outcomes and operations in the Boston Public Schools (BPS). The report was scathing, citing years of declining enrollment, low test scores, financial…

Background: This empirical study aims to investigate the association between mathematics self-efficacy and mathematics achievement gaps among students in Grades 4, 8, and 12, utilizing data from the 2019 National Assessment of Educational Progress (NAEP). The study also considers student-level (e.g., mathematics self-efficacy, gender,…

This study examines the effect of the usage of graphing calculators on Black Females' mathematics achievement on the 12th grade National Assessment of Educational Progress (NAEP). This non-experimental research study will analyze the 2015 NAEP publicly available data set, using the twelfth-grade sample, examining their overall math achievement…

This empirical research study investigates the relationship between the utilization of Universal Design (UD) elements and math performance among eighth graders. We analyzed 2017 National Assessment of Educational Progress process data using Poisson Generalized Linear Mixed-Effects Models to examine how the frequency of UD element usage varies…

The purpose of this study was to examine if teachers' participation in the educational technology professional development was a significant predictor in the 8th grade students' mathematics achievement on the 2013 National Assessment of Educational Progress (NAEP). This non-experimental study analyzed selected variables from the 2013 NAEP 8th…

This dissertation researched the scope of mathematics achievement disparities in the United States and how these disparities can be minimized through a self-efficacy lens. To answer pertinent research questions with data from the National Assessment of Educational Progress (NAEP) 2019 mathematics assessment in Grades 4, 8, and 12, gap analyses,…

Has the achievement of U.S. students improved over the past half century? Have gaps between racial, ethnic, and socioeconomic groups widened or narrowed? These and similar questions provoke near-constant conversation. But answers are uncertain, partly because research to date has yielded inconsistent findings. In this article, the authors bring…

Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the…

The National Assessment Governing Board (the Board) contracted with Pearson to design and implement a review of the achievement level descriptions (ALDs) for National Assessment of Educational Progress (NAEP) Grade 8 assessments in Science, U.S. History, and Civics. This document describes the procedural and technical aspects and outcomes of the…

The National Assessment of Educational Progress (NAEP) has tested the civic, or citizenship knowledge of students across the nation at irregular intervals since its very inception. Despite advancements in reading and mathematics, evidenced by results from the National Assessment of Educational Progress (NAEP), civics proficiency has remained…

Student and teacher attitudes toward school subjects are associated with varying levels of achievement in those subjects. This study analyzed data from the 2018 National Assessment of Educational Progress (NAEP) to explore relationships between geography achievement in 8th grade, student attitudes toward geography, and teacher attitudes about…

Although the COVID-19 pandemic was a major disruptor to K-12 learning and instruction in general, there is particular concern that there was differential impact by student group and instructional mode offered (e.g., in-person versus remote learning). The National Assessment of Educational Progress (NAEP) Long-Term Trend (LTT) assessment…

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…

Leveraging achievement data measured in the fall and spring of kindergarten through eighth grade for 840,000 students attending 8,800 public schools, we report novel evidence on how achievement and growth patterns differ between rural and nonrural schools. Rural students start kindergarten slightly ahead of nonrural students but fall behind by…