# Presentation: 505038

## Overview of the 2006 NAEP Assessments

**Overview of the 2006 NAEP Assessments**

- Administered in January–March 2006
- National results for grades 4, 8, and 12
- Results by scale scores and achievement levels
*Basic*
*Proficient*
*Advanced*

## Slide 3

## The 2006 U.S. History Assessment

**The 2006 U.S. History Assessment**

- National samples:
- 	  6,500 fourth-graders
- 	11,400 eighth-graders
- 	11,300 twelfth-graders
- Trend comparisons to 1994 and 2001 assessments
- Four themes:
- 	Democracy
- 	Culture
- 	Technological and Economic Change
- 	World Role

## Average Scale Scores

**Average Scale Scores**

- * Significantly different (*p* < .05) from 2006.
- SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2006 U.S. History Assessments.

- Scores higher in 2006 than in 1994 and 2001 at all three grades

## Scale Score Percentiles

**Scale Score Percentiles**

- At grade 4, lower-performing students make gains
- At grades 8 and 12, students at all levels make gains compared to 1994

- * Significantly different (*p* < .05) from 2006.
- SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2006 U.S. History Assessments.

## Achievement-Level Results

**Achievement-Level Results**

- Higher percentages at or above *Basic* at all three grades
- Higher percentages at or above *Proficient* at grades 8 and 12 since 1994

- * Significantly different (*p* < .05) from 2006.
- SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2006 U.S. History Assessments.

## Results by Race/Ethnicity

- NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic origin. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2006 U.S. History Assessments.

## Results by Race/Ethnicity─Score Gaps, Grade 4

- Score gap narrows between White and Black students at grade 4 compared to 1994
- Score gap narrows between White and Hispanic students at grade 4 compared to 1994

- * Significantly different (*p* < .05) from 2006.
- NOTE: Black includes African American, and Hispanic includes Latino. Race categories exclude Hispanic origin. Score gaps are calculated based on differences between unrounded average scores.
- SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2006 U.S. History Assessments.

## Scale Scores by Theme

- Students at all three grades make gains in Democracy and World Role themes

- * Significantly different (*p* < .05) from 2006.
- SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2006 U.S. History Assessments.

## What Do Students Know About Democracy?

**What Do Students Know About Democracy?**

- 46% of fourth-graders identified Lincoln’s position on slavery
- 78% of eighth-graders identified the interpretation of Gettysburg Address reference
- 67% of twelfth-graders identified an important Great Society idea

## What Do Students Know About Culture?

**What Do Students Know About Culture?**

- 65% of fourth-graders identified why some early Native Americans built their homes in cliffs
- 49% of eighth-graders explained why people settled on the Western frontier
- 36% of twelfth-graders identified an immigration pattern and explained its causes

## What Do Students Know About Technological/Economic Change?

**What Do Students Know About Technological/Economic Change?**

- 35% of fourth-graders explained how two inventions changed life in the U.S.
- 64% of eighth-graders identified an impact of the cotton gin
- 9% of twelfth-graders explained lifestyle changes between 1900 and 1928

## What Do Students Know About the U.S. World Role?

**What Do Students Know About the U.S. ****World Role?**

- 40% of fourth-graders identified time frame of Vietnam War
- 33% of eighth-graders identified the U.S. foreign policy positions related to Latin America
- 14% of twelfth-graders explained why the U.S. was involved in the Korean War

## Slide 15

## The 2006 Civics Assessment

**The 2006 Civics Assessment**

- National samples:
- 7,000 fourth-graders
- 9,200 eighth-graders
- 9,100 twelfth-graders
- Comparisons to 1998
- Results reported on a 0–300 scale

## The Content of the Civics Assessment

- Civic life, politics, and government
- Foundations of the American political system
- How the government established by the Constitution embodies the purposes, values, and principles of American democracy
- Relationship of the U.S. to other nations and to world affairs
- Roles of citizens in American democracy

## Average Scale Scores

- Score increases only at grade 4

- * Significantly different (*p* < .05) from 2006.
- SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1998 and 2006 Civics Assessments.

## Scale Score Percentiles

- * Significantly different (*p* < .05) from 2006.
- SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1998 and 2006 Civics Assessments.

- Gains are made by lower-performing students at grade 4

## Achievement-Level Results

**Achievement-Level Results**

- * Significantly different (*p* < .05) from 2006.
- SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1998 and 2006 Civics Assessments.

- Higher percentage of fourth-graders at or above the *Basic* level in 2006
- No significant change in achievement-level results at grades 8 and 12

## Results by Race/Ethnicity

- At grade 4, White, Black, and Hispanic students score higher in 2006
- At grade 8, White and Hispanic students score higher in 2006

- ‡ Reporting standards not met. Sample size is insufficient to permit a reliable estimate.
- * Significantly different (*p* < .05) from 2006.
- NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic origin.
- SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1998 and 2006 Civics Assessments.

## Results by Race/Ethnicity─Score Gaps, Grade 4

- * Significantly different (*p* < .05) from 2006.
- NOTE: Black includes African American, and Hispanic includes Latino. Race categories exclude Hispanic origin. Score gaps are calculated based on differences between unrounded average scores.
- SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1998 and 2006 Civics Assessments.

- White and Hispanic gap narrows
- White and Black gap did not change significantly

## What Do Fourth-Graders Know?

**What Do Fourth-Graders Know?**

- 75% knew that only citizens can vote in the U.S.
- 41% identified the level of government that signs peace treaties
- 14% recognized that defendants have a right to a lawyer

## What Do Eighth-Graders Know?

**What Do Eighth-Graders Know?**

- 80% identified a notice for jury duty
- 63% determined an instance of abuse of power
- 15% interpreted a phrase fromthe Gettysburg Address

## What Do Twelfth-Graders Know?

**What Do Twelfth-Graders Know?**

- 72% analyzed a historical text on the importance of education
- 50% identified the outcome when state and national laws conflict
- 43% described the meaning of federalism in the U.S.

## Summary

**At grade 4**
- Overall increases in both U.S. history and civics
- Increases in both assessments for lower-performing students
**At grade 8**
- Overall increase in U.S. history and no significant change in civics
**At grade 12**
- Overall increase in U.S. history and no significant change in civics

## For more information: http://nationsreportcard.gov