NAEP 2004 Trends in Academic Progress

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NAEP 2004 Trends in Academic Progress
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National Assessment of Educational Progress
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How Does LTT Differ from Main NAEP?
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Overview of 2004 Long-Term Trend
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Highlights of Major Results
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Trends in average reading scale scores for
students age 9, 13, and 17 19712004
Significantly different from 2004. SOURCE U.S.
Department of Education, Institute of Education
Sciences, National Center for Education
Statistics, National Assessment of Educational
Progress (NAEP), 19712004 Long-Term Trend
Reading Assessments.
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7
ReadingAge 9
ÇAverage scores increased. Data for Hispanic
students are included in the overall national
results but not reported as a separate
racial/ethnic category in 1971. Therefore, the
results for Hispanic students are from
1975. SOURCE U.S. Department of Education,
Institute of Education Sciences, National Center
for Education Statistics, National Assessment of
Educational Progress (NAEP), 19712004 Long-Term
Trend Reading Assessments.
6
8
White/Black Reading Gaps 9
Significantly different from 2004. 1 White
average scale score minus Black average scale
score. NOTE Score gaps are calculated based on
differences between unrounded average scale
scores. SOURCE U.S. Department of Education,
Institute of Education Sciences, National Center
for Education Statistics, National Assessment of
Educational Progress (NAEP), 19712004 Long-Term
Trend Reading Assessments.
7
9
White/Hispanic Reading Gaps 9
Significantly different from 2004. 1 White
average scale score minus Hispanic average scale
score. 2 Data for Hispanic students are
included in the overall national results but not
reported as a separate racial/ethnic category in
1971. NOTE Score gaps are calculated based on
differences between unrounded average scale
scores. SOURCE U.S. Department of Education,
Institute of Education Sciences, National Center
for Education Statistics, National Assessment of
Educational Progress (NAEP), 19712004 Long-Term
Trend Reading Assessments.
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10
ReadingAge 13
ÇAverage scores increased. ÁÂAny change in
average scores was not statistically
significant. Data for Hispanic students are
included in the overall national results but not
reported as a separate racial/ethnic category in
1971. Therefore, the results for Hispanic
students are from 1975. SOURCE U.S. Department
of Education, Institute of Education Sciences,
National Center for Education Statistics,
National Assessment of Educational Progress
(NAEP), 19712004 Long-Term Trend Reading
Assessments.
9
11
White/Black Reading Gaps 13
Significantly different from 2004. 1 White
average scale score minus Black average scale
score. NOTE Score gaps are calculated based on
differences between unrounded average scale
scores. SOURCE U.S. Department of Education,
Institute of Education Sciences, National Center
for Education Statistics, National Assessment of
Educational Progress (NAEP), 19712004 Long-Term
Trend Reading Assessments.
10
12
White/Hispanic Reading Gaps 13
Significantly different from 2004. 1 White
average scale score minus Hispanic average scale
score. 2 Data for Hispanic students are
included in the overall national results but not
reported as a separate racial/ethnic category in
1971. NOTE Score gaps are calculated based on
differences between unrounded average scale
scores. SOURCE U.S. Department of Education,
Institute of Education Sciences, National Center
for Education Statistics, National Assessment of
Educational Progress (NAEP), 19712004 Long-Term
Trend Reading Assessments.
11
13
ReadingAge 17
ÇAverage scores increased. ÁÂAny change in
average scores was not statistically
significant. Data for Hispanic students are
included in the overall national results but not
reported as a separate racial/ethnic category in
1971. Therefore, the results for Hispanic
students are from 1975. SOURCE U.S. Department
of Education, Institute of Education Sciences,
National Center for Education Statistics,
National Assessment of Educational Progress
(NAEP), 19712004 Long-Term Trend Reading
Assessments.
12
14
White/Black Reading Gaps 17
Significantly different from 2004. 1 White
average scale score minus Black average scale
score. NOTE Score gaps are calculated based on
differences between unrounded average scale
scores. SOURCE U.S. Department of Education,
Institute of Education Sciences, National Center
for Education Statistics, National Assessment of
Educational Progress (NAEP), 19712004 Long-Term
Trend Reading Assessments.
13
15
White/Hispanic Reading Gaps 17
Significantly different from 2004. 1 White
average scale score minus Hispanic average scale
score. 2 Data for Hispanic students are
included in the overall national results but not
reported as a separate racial/ethnic category in
1971. NOTE Score gaps are calculated based on
differences between unrounded average scale
scores. SOURCE U.S. Department of Education,
Institute of Education Sciences, National Center
for Education Statistics, National Assessment of
Educational Progress (NAEP), 19712004 Long-Term
Trend Reading Assessments.
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16
Students Are Reading More
Significantly different from 2004. NOTE Detail
may not sum to totals because of
rounding. SOURCE U.S. Department of Education,
Institute of Education Sciences, National Center
for Education Statistics, National Assessment of
Educational Progress (NAEP), 1984, 1999, and 2004
Long-Term Trend Reading Assessments.
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Trends in average mathematics scale scores for
students age 9, 13, and 17 19732004
Significantly different from 2004. NOTE Dashed
lines represent extrapolated data. SOURCE U.S.
Department of Education, Institute of Education
Sciences, National Center for Education
Statistics, National Assessment of Educational
Progress (NAEP), 19732004 Long-Term Trend
Mathematics Assessments.
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18
MathematicsAge 9
ÇAverage scores increased. SOURCE U.S.
Department of Education, Institute of Education
Sciences, National Center for Education
Statistics, National Assessment of Educational
Progress (NAEP), 19732004 Long-Term Trend
Mathematics Assessments.
17
19
White/Black Math Gaps 9
Significantly different from 2004. 1 White
average scale score minus Black average scale
score. NOTE Dashed lines represent extrapolated
data. Score gaps are calculated based on
differences between unrounded average scale
scores. SOURCE U.S. Department of Education,
Institute of Education Sciences, National Center
for Education Statistics, National Assessment of
Educational Progress (NAEP), 19732004 Long-Term
Trend Mathematics Assessments.
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20
White/Hispanic Math Gaps 9
Significantly different from 2004. 1 White
average scale score minus Hispanic average scale
score. NOTE Dashed lines represent extrapolated
data. Score gaps are calculated based on
differences between unrounded average scale
scores. SOURCE U.S. Department of Education,
Institute of Education Sciences, National Center
for Education Statistics, National Assessment of
Educational Progress (NAEP), 19732004 Long-Term
Trend Mathematics Assessments.
19
21
MathematicsAge 13
ÇAverage scores increased. SOURCE U.S.
Department of Education, Institute of Education
Sciences, National Center for Education
Statistics, National Assessment of Educational
Progress (NAEP), 19732004 Long-Term Trend
Mathematics Assessments.
20
22
White/Black Math Gaps 13
Significantly different from 2004. 1 White
average scale score minus Black average scale
score. NOTE Dashed lines represent extrapolated
data. Score gaps are calculated based on
differences between unrounded average scale
scores. SOURCE U.S. Department of Education,
Institute of Education Sciences, National Center
for Education Statistics, National Assessment of
Educational Progress (NAEP), 19732004 Long-Term
Trend Mathematics Assessments.
21
23
White/Hispanic Math Gaps 13
Significantly different from 2004. 1 White
average scale score minus Hispanic average scale
score. NOTE Dashed lines represent extrapolated
data. Score gaps are calculated based on
differences between unrounded average scale
scores. SOURCE U.S. Department of Education,
Institute of Education Sciences, National Center
for Education Statistics, National Assessment of
Educational Progress (NAEP), 19732004 Long-Term
Trend Mathematics Assessments.
22
24
MathematicsAge 17
ÇAverage scores increased. ÁÂAny change in
average scores was not statistically
significant. SOURCE U.S. Department of
Education, Institute of Education Sciences,
National Center for Education Statistics,
National Assessment of Educational Progress
(NAEP), 19732004 Long-Term Trend Mathematics
Assessments.
23
25
White/Black Math Gaps 17
Significantly different from 2004. 1 White
average scale score minus Black average scale
score. NOTE Dashed lines represent extrapolated
data. Score gaps are calculated based on
differences between unrounded average scale
scores. SOURCE U.S. Department of Education,
Institute of Education Sciences, National Center
for Education Statistics, National Assessment of
Educational Progress (NAEP), 19732004 Long-Term
Trend Mathematics Assessments.
24
26
White/Hispanic Math Gaps 17
Significantly different from 2004. 1 White
average scale score minus Hispanic average scale
score. NOTE Dashed lines represent extrapolated
data. Score gaps are calculated based on
differences between unrounded average scale
scores. SOURCE U.S. Department of Education,
Institute of Education Sciences, National Center
for Education Statistics, National Assessment of
Educational Progress (NAEP), 19732004 Long-Term
Trend Mathematics Assessments.
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Students Are Taking More Advanced Mathematics
Courses
Significantly different from 2004. 1 Something
else implies that students checked a series of
courses that did not follow a logical
course-taking pattern. NOTE Detail may not sum
to totals because of rounding. SOURCE U.S.
Department of Education, Institute of Education
Sciences, National Center for Education
Statistics, National Assessment of Educational
Progress (NAEP), 1978, 1999, and 2004 Long-Term
Trend Mathematics Assessments.
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End slide
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Appendix
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Goals of Changes to the Long-Term Trend Assessment
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Comparing the Old and New LTT
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Bridge Study
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Results of Bridge Study
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Reporting Plans
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Participation Rates for Reading LTT
LTT Long-term trend assessment SOURCE U.S.
Department of Education, Institute of Education
Sciences, National Center for Education
Statistics, National Assessment of Educational
Progress (NAEP), 19712004 Long-Term Trend
Reading Assessments.
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Example of an Item with Outdated Material in
Original Assessment
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Changes to the Long-Term Trend Assessment
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