# Presentation: 760414

## NAEP 2004 Trends in Academic Progress

## National Assessment of Educational Progress

**1**

## How Does LTT Differ from Main NAEP?

**2**

## Overview of 2004 Long-Term Trend

**3**

## Highlights of Major Results

**4**

## Trends in average reading scale scores for students age 9, 13, and 17: 1971–2004

- * 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), 1971–2004 Long-Term Trend Reading Assessments.

**5**

## Reading—Age 9

**6**

- Average 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), 1971–2004 Long-Term Trend Reading Assessments.

## 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), 1971–2004 Long-Term Trend Reading Assessments.

**7**

## 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), 1971–2004 Long-Term Trend Reading Assessments.

**8**

## Reading—Age 13

**9**

- Average scores increased. Any 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), 1971–2004 Long-Term Trend Reading Assessments.

## 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), 1971–2004 Long-Term Trend Reading Assessments.

**10**

## 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), 1971–2004 Long-Term Trend Reading Assessments.

**11**

## Reading—Age 17

**12**

- Average scores increased. Any 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), 1971–2004 Long-Term Trend Reading Assessments.

## 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), 1971–2004 Long-Term Trend Reading Assessments.

**13**

## 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), 1971–2004 Long-Term Trend Reading Assessments.

**14**

## Students Are Reading More

**15**

- *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.

## Trends in average mathematics scale scores for students age 9, 13, and 17: 1973–2004

**16**

- * 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), 1973–2004 Long-Term Trend Mathematics Assessments.

## Mathematics—Age 9

- Average scores increased.
- SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments.

**17**

## 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), 1973–2004 Long-Term Trend Mathematics Assessments.

**18**

## 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), 1973–2004 Long-Term Trend Mathematics Assessments.

**19**

## Mathematics—Age 13

**20**

- Average scores increased.
- SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments.

## 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), 1973–2004 Long-Term Trend Mathematics Assessments.

**21**

## 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), 1973–2004 Long-Term Trend Mathematics Assessments.

**22**

## Mathematics—Age 17

**23**

- Average scores increased. Any 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), 1973–2004 Long-Term Trend Mathematics Assessments.

## 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), 1973–2004 Long-Term Trend Mathematics Assessments.

**24**

## 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), 1973–2004 Long-Term Trend Mathematics Assessments.

**25**

## Students Are Taking More Advanced Mathematics Courses

**26**

- *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.

## End slide

**27**

## Appendix

## Goals of Changes to the Long-Term Trend Assessment

## Comparing the Old and New LTT

## Bridge Study

## Results of Bridge Study

## Reporting Plans

## 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), 1971–2004 Long-Term Trend Reading Assessments.

## Example of an Item with Outdated Material in Original Assessment

## Changes to the Long-Term Trend Assessment

**27**