A cognitive process approach is applied to this discussion of the nature and relationship of skills, thinking, and social studies knowledge. To make understanding explicit, the paper addresses: (1) the meaning of cognitive skills and their role in thinking; (2) generic versus specific skills; and (3) implications for the National Assessment of…

The National Assessment of Educational Progress (NAEP) has the potential to become a national data system and to meet the rapidly expanding needs for educational information. Historically, NAEP has had the objectives of providing relevant information for federal, state, and local policymakers; establishing a research database; and monitoring…

Four topics related to mathematics testing for the National Assessment of Educational Progress (NAEP) are discussed: (1) mathematics achievement; (2) past NAEP approaches; (3) needed changes; and (4) a new conceptual basis for profiling mathematical performance, including recommendations for strengthening current practice. The basic strategy for…

For almost 20 years, student achievement in the United States has been measured by the National Assessment of Educational Progress (NAEP) reported in recent years as "The Nation's Report Card." Based on a sample size of 25,000 students at each of three grade levels, it has provided the only data that reflect in a comprehensive way what…

Interest in state level assessment compared with national assessment is increasing in many states. This report makes 12 recommendations to the U.S. Department of Education and to the National Assessment of Educational Progress (NAEP) grantee on how state achievement data from 1990 mathematics assessments should be measured and reported by NAEP,…

In order to study the concept of computer literacy and its implications for education, a review was made of the relevant professional, trade, and technical literature, with emphasis on information printed from 1978 to the present which highlights the development, growth, and present status of computer literacy in public schools. Recent…

Five tables of data from the three surveys conducted during the 1970s by the National Assessment of Educational Progress are presented in this paper, with an interpretation of them regarding reading improvement. The paper provides comparative data from schools eligible and noneligible for Title I assistance across the following variables: age,…

Task 4 of an investigation coordinated by a committee working under the auspices of the National Council for Social Studies describes the model used by the National Assessment for data gathering and reporting on the citizenship area and discusses its potential uses for state and local assessment, curriculum development, and accountability…

Affective item findings from two national assessments (N=2500 for 1977 assessment; N=2000 for 1983 assessment) are reported and compared. Areas examined include attitudes toward teaching procedures, action of science teachers, current science teacher, and science class. Lists of characteristics of exemplary programs and behaviors of exemplary…

Results and implications from the attitude exercises of the second National Assessment of Educational Progress (NAEP) for mathematics are presented and discussed. (MP) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

This presentation summarizes two products of the ongoing work the authors are doing for the Campaign for Educational Equity. Part 1 of this presentation is a summary of "A Report Card on Comprehensive Equity: Racial Gaps in the Nation's Youth Outcomes." This report estimates the black-white achievement gaps in each of these aspects of…

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…

As part of compliance with with the federal No Child Left Behind Act, this document presents the State Report Card of Arizona for 2009-2010. The report card provides tables relating to percentage of students who passed AIMS in Arizona by subject and grade. The tables shown in this document include: (1) Mathematics Grade 3; (2) Reading Grade 3; (3)…

The National Assessment of Educational Progress (NAEP) recently expanded its national survey to include state representative samples on a trial basis. In 1992, the NAEP undertook studied non-response in the trial assessment through two simulation projects. The first looked at state assessments that were similar to NAEP tests for states with low…

Writing teachers and educators can add to information from large-scale testing and teachers can strengthen classroom assessment by creating a tight fit between large-scale testing and classroom assessment. Across the years, large-scale testing programs have struggled with a difficult problem: how to evaluate student writing reliably and…