The relationship between teacher quality and student achievement is often at the heart of educational debates about student success. In this study, we leverage data from the National Assessment of Educational Progress (NAEP) to explore relationships between geography achievement in the 8th grade and various indicators of teacher quality. We found…

Up until 2020, National Assessment of Educational Progress (NAEP) reading scores had increased only slightly since the early 1990s with large achievement gaps for students of color and students living in poverty. Modest gains in fourth grade reading proficiency since 1992 were erased during the pandemic. The insufficient progress in reading even…

The Education Sciences Reform Act of 2002 (P.L. 107-279) created the National Board for Education Sciences (NBES) to serve as an advisory board to the Director of the Institute of Education Sciences (IES) within the U.S. Department of Education. Among the duties listed in the Education Sciences Reform Act, the Board is required to submit the…

The need for an appropriate governance structure of the National Assessment of Educational Progress (NAEP) and a governance proposal are discussed. NAEP provides time series data on student achievement within certain academic areas by age and geographic region. Its main purpose is informational, rather than diagnostic. Several objectives are…

The history and accomplishments of the National Education Goals Panel (NEGP) are traced from the Education Summit in Charlottesville (Virginia) in 1989 when President Bush and 50 state governors agreed to set education goals for the nation. The goals were announced in February 1990, and the NEGP was formed in July 1990 to issue annual reports on…

This document discusses the Assessment Policy Committee established to design and supervise the conduct of the National Assessment of Educational Progress (NAEP) and describes the legislation supporting the Committee. It proposes that the governance of NAEP be the responsibility of a board composed largely of educational policy makers, and those…

This memorandum presents the report and recommendations of the Ad Hoc Committee on the Future of the National Assessment of Educational Progress (NAEP). The Ad Hoc Committee was created by the National Assessment Governing Board in 1992 to prepare recommendations on non-mandated subjects to be assessed by the NAEP and to prepare a discussion paper…

Suggesting implications for career education program development and revision, this document is one in a series of five publications reporting results of a career development needs study of four different age levels. In this document, the assessment of career development needs of thirteen-year-olds is presented in three major sections. Section 1…