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Since 1969, the National Assessment of Educational Progress (NAEP) has worked to provide reliable information on the academic performance of U.S. students in various subjects. This document is the most comprehensive listing of government-funded NAEP publications. By cataloguing this collection, the directory provides something of a history of the NAEP. Publications are organized by publication year and grouped into the following categories: (1) national reports; (2) state reports; (3) abbreviated documents; (4) technical reports; (5) focused reports and special studies; (6) conference proceedings and commissioned papers; (7) NAEP evaluation studies and grant publications; and (8) subject area objectives, frameworks, and achievement levels. Each publication category is preceded by descriptions of content, purposes, and intended audiences. (SLD)
The National Assessment of Educational Progress (NAEP) is a continuing and nationally representative assessment of what this nation's students know and can do. NAEP has often been called the "gold standard" of assessments because it is developed using the best thinking of assessment and content specialists, education experts, and teachers from around the nation. This paper describes how NAEP assessment is developed, who participates in NAEP, and how the results of NAEP are reported. A list of resources is also included.
Details of the design and data analysis associated with the 1988 National Assessment of Educational Progress (NAEP) are presented. The 1988 NAEP surveyed American students' knowledge of reading, writing, civics, U.S. history, and geography. Small-scale studies were conducted for mathematics and science. Populations included public school students and private school students (aged 9, 13, and 17 years) as well as students in grades 4, 8, and 12. Geography was surveyed only at grade 12/age 17 years. The objective of these technical notes is to provide information to allow the reader to judge the utility of the design, quality of the NAEP data, reasonableness of the assumptions made, appropriateness of the data analyses, and generalizability of the inferences made from the data. Topics addressed include: development of objectives and items; sample design; assessment instruments; field administration; materials processing and database creation; processing assessment materials; professional scoring; data transcription systems; editing data; quality control of data entry; database products; weighting procedures and estimation of sampling variance; scaling procedures; data analysis for the various subject area assessments; and the statistical summary of the samples and estimates of proficiencies of U.S. students. A total of 204 data tables and 14 figures are provided. Appendices provide: a list of consultants for development of the 1988 NAEP objectives and items; distributions of weight components for the 1988 NAEP samples; contrast codings and estimated effects for 1988 NAEP conditioning variables; 1988 NAEP derived and composite conditioning variables; revision of 1984 NAEP post-stratification weights for grade 4/age 9 years and grade 8/age 13 years; 1988 NAEP item response theory parameters; and NAEP reporting subgroups, composite and derived common background variables, and subject-specific composite and derived reporting variables. A glossary of terms, a list of references cited in the text, and an index are included. (TJH)