INSIDE THIS ISSUE

Page

Average Scale Scores . . . . . 1

Students Reaching NAEP

Achievement Levels . . 2

Percentile Scores . . . . . . . . 3

2001 Assessment . . . . . . . . 3

Student Subgroup Findings 4

School Factors . . . . . . . . . . 9

Sample Test Questions . . . 12

NAEP on the Web . . . . . . . 20

National Assessment of

Educational Progress

An Important

Indicator of

Educational Progress

Since 1969, NAEP has been the

sole, ongoing national indicator

of what American students know

and can do in major academic

subjects.

Over the years, NAEP has

measured students’ achievement

in many subjects, including

reading, mathematics, science,

writing, geography, civics, and

the arts. In 2001, NAEP conducted a national assessment in

geography at grades 4, 8, and 12.

NAEP is a project of the

National Center for Education

Statistics (NCES) in the U.S.

Department of Education and is

overseen by the National Assessment Governing Board (NAGB).

Improvements Seen in NAEP

2001 Geography Results at Grades 4 and 8

Results for the National Assessment of Educational Progress

(NAEP) 2001 geography assessment show that the average

scores of fourth- and eighth-grade students have improved

since 1994. The average score of twelfth-grade students,

however, has not changed significantly.

This geography assessment was first administered to nationally representative samples of

fourth-, eighth-, and twelfth-grade students in

1994. The figure above shows national average

scores in 1994 and 2001 based on a 0–500

NAEP geography scale at each grade.

In 2001, the average scores of fourth- and

eighth-graders improved in comparison to

1994. The 2001 score for twelfth-graders was

not statistically different from the 1994 score.

It should be noted that every test score has a

standard error—a range of a few points plus or

minus the score—which accounts for potential

score fluctuation due to sampling error and

measurement error. Statistical tests that factor in

these standard errors are used to determine

whether the differences between average scores are

significant. Estimates based on smaller subgroups

are likely to have relatively large standard errors.

As a consequence, some seemingly large differences

may not be statistically significant. Only statistically significant differences are cited in this report.

The Nation’s Report Card 2001

National Center for Education Statistics

Highlights Geography

★ Significantly different from 1994.

SOURCE: U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, National Assessment of

Educational Progress (NAEP), 1994 and 2001 Geography Assessments.

U.S. Department of Education Office of Educational Research and Improvement NCES 2002–485
2

The Nation’s Report Card

Achievement Levels

Basic: This level denotes partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade.

Proficient: This level represents solid academic performance for each grade assessed. Students

reaching this level have demonstrated competency over challenging subject matter, including subjectmatter knowledge, application of such knowledge to real-world situations, and analytical skills

appropriate to the subject matter.

Advanced: This level signifies superior performance.

Gains Seen in Fourth- and Eighth-Graders’

2001 Achievement-Level Performance

The 2001 geography assessment results show some changes since 1994 in the percentages of

students at or above the NAEP achievement levels. At grades 4 and 8, the percentage of students

performing at or above Basic increased between 1994 and 2001, although there were no statistically

significant changes in the percentages of students performing at or above Proficient and at Advanced. At grade 12, however, the percentages of students performing at or above the Basic and

Proficient levels and at Advanced in 2001 were not statistically different from 1994.

Percentage of students within and at or above achievement levels,

grades 4, 8, and 12: 1994 and 2001

How to Read These Figures:

● The italicized percentages to the right of the shaded bars represent the percentages of students at or above Basic and Proficient.

● The percentages in the shaded bars represent the percentages of students within each achievement level.

★ Significantly different from 1994.

NOTE: Percentages within each geography achievement-level range may not

add to 100, or to the exact percentages at or above achievement levels, due to

rounding.

SOURCE: U.S. Department of Education, Office of Educational Research and

Improvement, National Center for Education Statistics, National Assessment of

Educational Progress (NAEP), 1994 and 2001 Geography Assessments.

3%

19% 22%

48%

70%

30%

1994

2%

19% 21%

53%

74%

26%

2001

Grade 4

Advanced

At or above

Proficient

At or above

Basic

Proficient

Basic

Below

Basic

4%

24% 28%

43%

71%

29%

1994

4%

26%

30%

44%

74%

26%

2001

Advanced 

Proficient 

Basic

At or above

Proficient

At or above

Basic

Grade 8

Below

Basic

2%

25%

27%

43%

70%

30%

1994

1%

23% 25%

47%

71%

29%

2001

Grade 12

Advanced

At or above

Proficient

At or above

Basic

Proficient

Basic

Below

Basic

Achievement

Levels Provide

Yardstick for

Student

Performance

Achievement levels provide

a context for interpreting

student performance on

NAEP. These performance

standards, set by NAGB and

based on recommendations

from broadly representative

panels of educators and

members of the public,

determine what students

should know and be able to

do for the Basic, Proficient,

and Advanced levels of

performance in each subject

area and at each grade

assessed.

As provided by law, the

Deputy Commissioner of

Education Statistics, upon

review of a congressionally

mandated evaluation of

NAEP, has determined that

the achievement levels are to

be used on a trial basis and

should be interpreted and

used with caution.

However, both the Deputy

Commissioner and NAGB

believe that these performance standards are useful

for understanding trends in

student achievement. NAEP

achievement levels have

been widely used by national and state officials.

Detailed descriptions of the

NAEP geography achievement levels can be found

on the NAEP Web Site at

http://nces.ed.gov/

nationsreportcard.
3

Geography Highlights 2001

254 257

237

211

146

179

158

185

212

236

0

140

150

160

170

180

190

200

210

220

230

240

250

260

500

1994

Grade 4

2001

Percentiles

90th

75th

50th

25th

10th

321 319

306 305

287 287

244

265

247

267

0

210

220

230

240

250

260

270

280

290

300

310

320

330

500

1994

Grade 12

2001

Percentiles

90th

75th

50th

25th

10th

303 302

285

263

213

237

217

241

265

286

0

190

200

210

220

230

240

250

260

270

280

290

300

310

500

1994

Grade 8

2001

Percentiles

90th

75th

50th

25th

10th

Gains Made by Lower-Performing Fourth- and Eighth-Graders

Scale score percentiles, grades 4, 8, and 12: 1994 and 2001

★ Significantly different from 1994.

SOURCE: U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, National Assessment of

Educational Progress (NAEP), 1994 and 2001 Geography Assessments.

The NAEP geography framework that describes the content

for both the 1994 and 2001

assessments was developed

through a national consensus

process and adopted by

NAGB.

The geography framework is

organized along two dimensions, a content dimension and

a cognitive dimension. The

content dimension is divided

into three areas: Space and

Place, Environment and

Society, and Spatial Dynamics

and Connections. The three

cognitive areas are labeled as

Knowing, Understanding, and

Applying.

The complete framework is

available at the NAGB Web Site

at http://www.nagb.org.

The results presented here are

based on a national sample that

included special-needs students;

however, no testing accommodations were offered to these

students. As a consequence, a

small percentage of sampled

students were excluded from

the assessment because they

could not be tested meaningfully without accommodations. No testing accommodations were offered in 1994 or

2001 so that results from the

two assessment years could be

compared. However, a second

set of 2001 results is available

that is based on a sample for

which accommodations were

provided. This second set of

results is presented in the full

report, The Nation’s Report

Card: Geography 2001, and on

the NAEP Web Site at http://

nces.ed.gov/nationsreportcard.

In addition, the percentage of

students excluded from both

samples is provided.

Looking at how scores

changed across the performance distribution clarifies

the source of the improvement in the average national

score at grades 4 and 8. An

examination of scores at

different percentiles on the

0–500 geography scale at each

grade indicates whether or not

the changes seen in the

national average score results

are reflected in the performance of lower-, middle-, and

higher-performing students.

The percentile indicates the

percentage of students whose

scores fell below a particular

average score.

As shown in the figures below,

there were some changes

between 1994 and 2001 at

various points in the score

distribution for fourth- and

eighth-graders, but no statistically significant changes for

twelfth-graders.

At grades 4 and 8, score

increases between 1994 and

2001 at the 10th and 25th

percentiles indicate an improvement for lower-performing

students.

At grade 12, performance

across the score distribution

in 2001 was not statistically

different from 1994—a

finding that reflects the results

seen in the overall national

average score at this grade.

NAEP 2001 Geography Assessment Design:

Framework, Accommodations, and Samples
4

The Nation ’ s Report Card

gender

In addition to reporting

information on all students’

performance on its assessments, NAEP also studies the

performance of various

subgroups of students. The

geography achievement of

subgroups of students in

2001 reveals whether they

have progressed since 1994,

as well as how they performed

in comparison to other

subgroups in 2001.

When reading these subgroup

results, it is important to keep

in mind that there is no

simple, cause-and-effect

relationship between membership in a subgroup and

achievement on NAEP. A

complex mix of educational

and socioeconomic factors

may interact to affect student

performance.

The figures below present

average geography scores for

males and females in 1994 and

2001. There were no statistically

significant changes from 1994

to 2001 in the average scores

of either male or female

Subgroup Data Reveal How Various

Groups of Students Performed on NAEP

Average Geography Scores by Gender

Average geography scale scores by gender, grades 4, 8, and 12: 1994 and 2001

students at any of the three

grades.

Although the score point

differences across years for

both male and female students

at grades 4 and 8 appear

similar to those for the

population as a whole, the

smaller sample size and

slightly larger standard error

for each of the two subgroups

prevented the statistical tests

from reaching the significant

level.

500 

250 

240 

230 

220 

210 

200 

190 

0 

1994 2001

208

203

212

207

Grade 4 Grade 8 Grade 12

500 

280 

270 

260 

250 

240 

230 

220 

0 

1994 2001

262

258

264

260

500 

290 

280 

270 

260 

250 

240 

230 

0 

1994 2001

288

281

287

282

Male Female

SOURCE: U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, National

Assessment of Educational Progress (NAEP), 1994 and 2001 Geography Assessments.

In 2001, male students at all

three grades had higher average

scores than female students.

The gap between male and

female students’ average

scores did not change significantly between 1994 and 2001.
5

Geography Highlights 2001

gender

The percentages of male and

female students at or above

the Basic and Proficient

geography achievement levels

are presented below. Comparing the 1994 and 2001

Achievement-Level Results by Gender

Achievement-level results by gender, grades 4, 8, and 12: 1994 and 2001

achievement-level results for

males and females shows no

statistically significant

increases or decreases since

1994 at all three grades.

A comparison of the differences

in the percentages of male and

female students at or above the

Basic and Proficient levels in

2001 shows higher percentages

of male than of female stuSOURCE: U.S. Department of Education, Office of Educational Research and

Improvement, National Center for Education Statistics, National

Assessment of Educational Progress (NAEP), 1994 and 2001 Geography

Assessments.

0

Female

10

20

30

40

50

60

70

80

90

Grade 4

'94 '01

68 72

Grade 8

'94 '01

69

73

Grade 12

'94 '01

67 70

19 18

25 26

22 21

0

Male

10

20

30

40

50

60

70

80

90

Grade 4

'94 '01

71

75

Grade 8

'94 '01

72

75

Grade 12

'94 '01

73 73

26 24

30 33 32 28

% at or above Basic

% at or above Proficient 

dents at or above Proficient

at grades 4 and 8. At grade

12, a higher percentage of

males than females were at or

above Basic and at or above

Proficient.
6

Average Geography Scores by Race/Ethnicity

Students who took the NAEP

geography assessment were

asked to indicate which of the

following racial/ethnic

subgroups best described

them: White, Black, Hispanic, Asian/Pacific Islander,

or American Indian (including Alaska Native). The figures

below show the average

geography scores for students

in these subgroups at grades 4,

8, and 12 in 1994 and 2001.

At grade 4, the average score

of Black students was higher

in 2001 than in 1994. Apparent changes for other groups

of students were not statistically significant.

The 2001 results show a

continuing pattern of average

score differences between the

racial/ethnic subgroups.

At all three grades, White

students, Asian/Pacific Islander students, and American

Indian students had higher

average scores than their Black

and Hispanic peers. Hispanic

students had higher average

scores than Black students at

grades 8 and 12.

Average geography scale scores by race/ethnicity, grades 4, 8, and 12: 1994 and 2001

500 

220 

210 

200 

190 

180 

170 

160 

0 

1994 2001

218

183

214

168

193

184

212

181

199

222

500 

280 

270 

260 

250 

240 

230 

220 

0 

1994 2001

270

239

264

229

248

273

240

266

234

261

500 

300 

290 

280 

270 

260 

250 

240 

0 

1994 2001

291

268

285

258

291

270

286

260

288

White Hispanic

Asian/Pacific Islander Black

American Indian

Grade 4 Grade 8 Grade 12

Average Geography Score Gaps Between Selected Racial/Ethnic Subgroups

Average score differences in 1994 and 2001

between White students and Black students

and between White students and Hispanic

students are presented in the figures shown to

the right. Results from the 2001 geography

assessment reflect a narrowing of the score

gap between White students and Black

students at grade 4.

Score differences by race/ethnicity, grades 4, 8, and 12: 1994 and 2001 Grade 4 Grade 8 Grade 12 Grade 4 Grade 8 Grade 12

White–Black White–Hispanic

Score differences

0 10 20 30 40 50

Score differences

0 10 20 30 40 50

50

40

33

35

31

23

2001

40 1994

38

32

38

33

21



★ Significantly different from 1994.

NOTE: Sample size was insufficient to

permit a reliable estimate for American

Indian students at grade 12 in 1994.

SOURCE: U.S. Department of Education,

Office of Educational Research and

Improvement, National Center for

Education Statistics, National

Assessment of Educational Progress

(NAEP), 1994 and 2001 Geography

Assessments.

★ Significantly different from 1994.

NOTE: Score differences are calculated based on differences between unrounded average scale scores.

SOURCE: U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education

Statistics, National Assessment of Educational Progress (NAEP), 1994 and 2001 Geography Assessments.

The Nation ’ s Report Card

race/ethnicity
7

Achievement-level results by race/ethnicity, grades 4, 8, and 12: 1994 and 2001

Achievement-level results for

the racial/ethnic subgroups

are presented in the figures

below. While there have been

some gains since 1994 at

grades 4 and 8, not all

subgroups of students have

improved.

At grade 4, both White

students and Black students

Achievement-Level Results by Race/Ethnicity

had higher percentages at or

above Basic in 2001 compared

to 1994. At grade 8, White

students were the only group

to show any improvement,

with an increase in the

percentage at or above Basic.

At grade 12, none of the

apparent changes in the

percentages of students at or

above the Basic and Proficient

geography achievement levels

from 1994 to 2001 were

statistically significant.

Comparing the subgroups’

performance in 2001 shows

higher percentages of White

and Asian/Pacific Islander

students than of Black and

Hispanic students at or above

the Basic and Proficient levels

at all three grades. There were

also higher percentages of

American Indian students

than Black or Hispanic

students at or above Basic at

all three grades and higher

percentages at or above

Proficient at grade 12.

★ Significantly different from 1994.

NOTE: Sample size was insufficient to permit a

reliable estimate for American Indian students at

grade 12 in 1994.

SOURCE: U.S. Department of Education, Office of

Educational Research and Improvement, National

Center for Education Statistics, National

Assessment of Educational Progress (NAEP), 1994

and 2001 Geography Assessments.

0

White

10

20

30

40

50

60

70

80

90

Grade 4

'94 '01

81

87

Grade 8

'94 '01

82

86

Grade 12

'94 '01

78 81  

29 29

36

39

33 31

0

Black

10

20

30

40

50

60

70

80

90

Grade 4

'94 '01

34

44

Grade 8

'94 '01

34

40

Grade 12

'94 '01

32 35



3 5 5 6 5 4

0

Hispanic

10

20

30

40

50

60

70

80

90

Grade 4

'94 '01

49 49

Grade 8

'94 '01

50 48

Grade 12

'94 '01

48 52

10

6

10 10 10 10

0

Asian/Pacific Islander

10

20

30

40

50

60

70

80

90

Grade 4

'94 '01

76 77

Grade 8

'94 '01

73

79

Grade 12

'94 '01

69 72

27 25

30 32 28 26

0

American Indian

10

20

30

40

50

60

70

80

90

Grade 4

'94 '01

62

66

Grade 8

'94 '01

59

72

Grade 12

'94 '01

74

9

13 15

31 32

% at or above Basic

% at or above Proficient 

race/ethnicity

Geography Highlights 2001
8

500 

290 

280 

270 

260 

250 

240 

230 

0 

1994 2001

258

276

261

274

Grade 8 Grade 12

Nonpublic Public 500 

310 

300 

290 

280 

270 

260 

250 

0 

1994 2001

283

294

284

291

500 

250 

240 

230 

220 

210 

200 

190 

0 

1994 2001

204

221

207

226

Grade 4

The Nation ’ s Report Card

type of school

0

Public

10

20

30

40

50

60

70

80

90

Grade 4

'94 '01

68 72

Grade 8

'94 '01

69 72

Grade 12

'94 '01

68 71



21 20

26 28

26 24

0

Nonpublic

10

20

30

40

50

60

70

80

90

Grade 4

'94 '01

84

91

Grade 8

'94 '01

87 87

Grade 12

'94 '01

83 80

30 31

44 41

36 32

Average Geography Scores by Type of School

Average geography scale scores by type of school, grades 4, 8, and 12: 1994 and 2001

Schools that participate in

NAEP assessments are

classified as either public or

nonpublic. Looking at

students’ performance within

school type indicates that

eighth-grade public school

students’ average score was

higher in 2001 than in 1994.

None of the other apparent

changes by school type were

statistically significant. In

2001, as in 1994, fourth-,

eighth-, and twelfth-graders

attending nonpublic schools

had higher scores, on average,

than their peers attending

public schools. Readers

should, however, avoid

making assumptions about

the comparative quality of

instruction in public and

nonpublic schools when

reading this information.

Socioeconomic and sociological factors that may affect

student performance should

be considered before interpreting these results. Additional information about the

performance of students by

type of school can be found

in the full report, The Nation’s

Report Card: Geography 2001,

as well as on the NAEP Web

Site at http://nces.ed.gov/

nationsreportcard.

Achievement-Level Results

by Type of School

Achievement-level results for students attending public and nonpublic schools are presented in the figures to the right. They

indicate that a higher percentage of eighthgrade public school students were at or above

the Basic achievement level in 2001 than in

1994. Comparing student performance by

type of school in 2001 shows that higher

percentages of nonpublic school students than

of public school students were at or above the

Basic and the Proficient achievement levels at

all three grades.

★ Significantly different from 1994.

SOURCE: U.S. Department of Education,

Office of Educational Research and

Improvement, National Center for

Education Statistics, National

Assessment of Educational Progress

(NAEP), 1994 and 2001 Geography

Assessments.

% at or above Basic

% at or above Proficient 

★ Significantly different from 1994.

SOURCE: U.S. Department of Education, Office of Educational Research and

Improvement, National Center for Education Statistics, National Assessment of

Educational Progress (NAEP), 1994 and 2001 Geography Assessments.
9

Students who participated in

the NAEP 2001 geography

assessment and their teachers

answered questions related to

their background and their

experiences at school. The

responses were used to

investigate whether relationships exist between these

factors and students’ performance on the geography

assessment. Some of these

findings are presented here

and on the next two pages.

While these findings may

suggest positive or negative

relationships between performance and particular factors,

it is important to note that

these relationships are not

necessarily causal: there are

many factors that may play a

role in students’ geography

performance.

Teacher and Student Factors Play

a Role in Geography Performance

Geography Highlights 2001

school factors

Computer Use

Using computers to enhance

learning has been an important challenge for educators in

all content areas. The teachers

of fourth- and eighth-grade

students who participated in

the NAEP 2001 geography

assessment were asked about

the extent to which they use

CD-ROMs or the Internet for

social studies instruction. As

shown in the bar chart below,

fourth- and eighth-graders in

2001 whose teachers reported

having their students use CDROMs to a small or moderate

extent had higher average

geography scores than those

whose teachers reported not

using CD-ROMs at all. As

shown in the pie charts below,

about two-thirds of fourthand eighth-graders had

teachers who reported using

CD-ROMs to look up

reference works.

Fourth- and eighth-grade average scores by extent of use of

CD-ROMs for reference: 2001

SOURCE: U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2001

Geography Assessment.

Not at all – 37%

Moderate extent – 14%

Large extent – 2%

Small extent – 47%

Grade 4

Not at all – 31%

Moderate extent – 17%

Large extent – 4%

Small extent – 48%

Grade 8

230 

220 

210 

200 

0 

270 

260 

250 

240 

500 

205 

211 

216 214 

Not 

at all 

Small 

extent 

Moderate 

extent 

Large 

extent 

Grade 4

258 

263 266 268 

Not 

at all 

Small 

extent 

Moderate 

extent 

Large 

extent 

Grade 8

Percentage of fourth- and eighth-graders by

extent of use of CD-ROMs for reference: 2001
10

school factors

The Nation ’ s Report Card

SOURCE: U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2001

Geography Assessment.

Moderate extent – 17%

Large extent – 4%

Small extent – 45%

Not at all – 34%

Moderate extent – 29%

Large extent – 4%

Small extent – 47%

Not at all – 20%

Grade 4

Grade 8

230 

220 

210 

200 

0 

270 

260 

250 

240 

500 

203

212 

216 

211

Not 

at all 

Small 

extent 

Moderate 

extent 

Large 

extent 

Grade 4

255

261

266 

273

Not 

at all 

Small 

extent 

Moderate 

extent 

Large 

extent 

Grade 8

300 

290 

280 

270 

500 

0 

Not at all Small extent Moderate extent Large extent 

274 

285 

290 292 

Moderate extent – 29%

Large extent – 13%

Small extent – 32%

Not at all – 26%

Grade 12

Fourth- and eighth-grade average scores by extent of

Internet use: 2001

Percentage of fourth- and eighth-graders by extent of

Internet use: 2001

Twelfth-grade average scores by extent of Internet

and CD-ROM use: 2001

Percentage of twelfth-graders by extent of Internet

and CD-ROM use: 2001

As shown in the bar chart

below, fourth-graders in

2001 whose teachers had

their students use the

Internet to a small or moderate extent had higher average

geography scores than those

whose teachers did not have

them use the Internet at all.

Eighth-graders whose teachers

had them use the Internet to a

large extent had higher average

scores than those whose

teachers had them use the

Internet to a small extent or

not at all. The pie charts

below indicate that about

two-thirds of fourth-graders

and four-fifths of eighthgraders in 2001 had teachers

who reported having their

students use the Internet to

retrieve information.

The bar chart below indicates

that twelfth-graders who

reported using the Internet

and CD-ROMs to a moderate

or large extent had a higher

average score than those who

said they did so to a small

extent or not at all. The pie

chart below indicates that

about three-quarters of twelfthgraders used the Internet and

CD-ROMs.
11

At grades 8 and 12, students

were asked how frequently they

studied countries and cultures.

In 2001, 63 percent of eighthgraders said they studied

countries and cultures almost

every day or once or twice a

week. Eighth-graders who

never studied countries and

cultures had lower scores, on

average, than students who did

so at least once or twice a month.

Geography Topics Studied: Countries and Cultures

school factors

Geography Highlights 2001

SOURCE: U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2001

Geography Assessment.

Eighth- and twelfth-grade average scores by frequency of

studying countries and cultures: 2001

Percentage of eighth- and twelfth-graders by

frequency of studying countries and cultures: 2001

290 

280 

270 

260 

250 

500 

0 

Almost 

every 

day 

Once or 

twice 

a week

Once or 

twice 

a month

Never or 

hardly 

ever 

Almost 

every 

day 

Once or 

twice 

a week

Once or 

twice 

a month

Never or 

hardly 

ever 

286 288 286 

277 

Grade 12

264 266 263 

254

Grade 8

Almost every day – 20%

Once or twice a week – 32%

Once or twice a month – 29%

Grade 8

Grade 12

Almost every day – 31%

Never or hardly ever – 13%

Once or twice a month – 24% Once or twice a week – 32%

Never or hardly ever – 19%

At grade 12, 52 percent of

students reported studying this

topic almost every day or

weekly. Furthermore, twelfthgraders who never studied

countries and cultures had

lower average scores than

students who did so at least

once or twice a month.
12

Geography Content Area:

Percentage correct within achievement-level intervals

Overall percentage Below Basic Basic Proficient Advanced

correct 186 and below* 187–239* 240–275* 276 and above*

33 22 28 56 —

A better understanding of

students’ performance on the

NAEP 2001 geography

assessment can be gained by

examining sample test questions and students’ responses

to them. The questions

shown here—one multiplechoice and one or two

constructed-response questions for each grade—were

used in the 2001 geography

assessment. The tables that

accompany these sample

questions show two types of

percentages: the overall

percentage of students

answering the question

successfully and the percentage of students at each

achievement level answering

successfully. For the multiplechoice questions shown, the

oval corresponding to the

correct multiple-choice

response is filled in. For

the constructed-response

questions, sample student

responses are presented along

with brief descriptions of how

the responses were scored.

Because it was a timed test of

geography knowledge and

skills, scoring was based solely

on content—students may

have made minor spelling

and grammatical errors that

would not have affected their

score. In addition, the

content area is identified for

each sample question.

Additional sample questions

can be viewed on the NAEP

Web Site at http://

nces.ed.gov/nationsreportcard.

Sample Geography Questions

Grade 4 Sample Questions and Responses

Fourth-Grade Multiple-Choice Question

This question assessed

students’ understanding

of how geography plays a

role in conflict among

nations.

Spatial Dynamics and Connections

*NAEP geography scale range.

—Sample size is insufficient to permit a reliable estimate.

SOURCE: U.S. Department of Education, Office of Educational Research and Improvement, National Center

for Education Statistics, National Assessment of Educational Progress (NAEP), 2001 Geography Assessment.

The Nation ’ s Report Card

sample questions

Red River

Green River Coal

Grassland

Iron

NATION A

NATION B

NATION C

NATION D

Charles River

Iron

Oil

Key

National Boundaries

Mountains

Grassland

Desert

Coal

Iron

Oil

1 inch = 100 miles

N

W E

S

Charles River

Desert

Which two nations are most likely to have a conflict over mineral resources?

A Nation A and Nation B

B Nation A and Nation C

Nation A and Nation D

D Nation C and Nation D
13

Overall percentage Below Basic Basic Proficient Advanced

“Complete” 186 and below* 187–239* 240–275* 276 and above*

11 0 6 32 —

Responses to this

question were scored

according to a four-level

guide as:

● “Complete”;

● “Essential”;

● “Partial”; or

● “Inappropriate.”

This question required

students to draw a map

on a grid using written

descriptions of features

of a town.

Responses scored

“Complete” correctly

located all four features

and drew the length and

width to scale in the

correct direction.

Sample “Complete” Response

Fourth-Grade Extended Constructed-Response Question Percentage “Complete” within achievement-level intervals

*NAEP geography scale range.

—Sample size is insufficient to permit a reliable estimate.

SOURCE: U.S. Department of Education, Office of Educational Research and Improvement, National Center for

Education Statistics, National Assessment of Educational Progress (NAEP), 2001 Geography Assessment.

sample questions

Geography Highlights 2001

LITTLE TOWN

– Width: 4.0 miles east to west

– Length: 3.0 miles north to south

– Main Street runs east to west through the town.

– The school is on the northeast side of town.

– Phelps Park is on the southwest side of town.

– Runt River runs north to south through the town.

On the grid below, each square is one mile wide and one mile long. Draw a map

of Little Town on the grid. Draw the town’s borders. Then, use the symbols in the

key below to draw the features listed above.

N

S

W E

Scale

= 1 mile

Key

S

P

School

Street

Park

River

Geography Content Area:

Space and Place
14

Fourth-Grade Extended Constructed-Response Question Percentage “Essential” or better within achievement-level intervals

Overall percentage Below Basic Basic Proficient Advanced

“Essential” or better 186 and below* 187–239* 240–275* 276 and above*

28 1 25 65 —

This “Essential” response

correctly located four

features but did not

correctly draw the length

and width to scale.

*NAEP geography scale range.

—Sample size is insufficient to permit a reliable estimate.

SOURCE: U.S. Department of Education, Office of Educational Research and Improvement, National

Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2001 Geography

Assessment.

N

S

W E

Scale

= 1 mile

Key

S

P

School

Street

Park

River

Sample “Essential” Response

The Nation ’ s Report Card

sample questions

Geography Content Area:

Space and Place
15

Geography Content Area:

Spatial Dynamics and Connections

Percentage correct within achievement-level intervals

Overall percentage Below Basic Basic Proficient Advanced

correct 241 and below* 242–281* 282–314* 315 and above*

70 37 74 91 97

Grade 8 Sample Questions and Responses

Eighth-Grade Multiple-Choice Question

This question asked

students to interpret a

kind of map they may

never have seen to

determine exactly what

kind of information it

provides and doesn’t

provide.

*NAEP geography scale range.

SOURCE: U.S. Department of Education, Office of Educational Research and Improvement, National Center for

Education Statistics, National Assessment of Educational Progress (NAEP), 2001 Geography Assessment.

Which question could you answer based only on the information in the map?

A At what times do the public trains arrive?

B How much time does it take to go from Forest Hills to Oak Grove?

C How many miles is it from one station to another?

How can one travel from Alewife to the Aquarium by public train?

MASSACHUSETTS BAY TRANSIT AUTHORITY RAPID TRANSIT LINES

sample questions

Geography Highlights 2001
16

The Nation ’ s Report Card

sample questions

Geography Content Area:

Environment and Society

Eighth-Grade Short Constructed-Response Question Percentage “Complete” within achievement-level intervals

Overall percentage Below Basic Basic Proficient Advanced

“Complete” 241 and below* 242–281* 282–314* 315 and above*

22 6 18 38 —

Sample “Complete” Response

Responses to this

question were scored

according to a threelevel guide as:

 “Complete”;

 “Partial”; or

 “Inappropriate.”

This question measured

students’ understanding

of the interaction between

human beings and the

environment.

Responses scored “Complete” provided two

reasons for the high rate

of tropical deforestation.

*NAEP geography scale range.

—Sample size is insufficient to permit a reliable estimate.

SOURCE: U.S. Department of Education, Office of Educational Research and Improvement, National

Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2001 Geography

Assessment.

Tropical forests are being destroyed at the rate of at least eleven million hectares

each year, an area the size of Pennsylvania. About half of all tropical forests are

already gone.

Discuss two major reasons for this high rate of tropical deforestation.
17

sample questions

Geography Highlights 2001

*NAEP geography scale range.

—Sample size is insufficient to permit a reliable estimate.

SOURCE: U.S. Department of Education, Office of Educational Research and Improvement, National Center for

Education Statistics, National Assessment of Educational Progress (NAEP), 2001 Geography Assessment.

Percentage correct within achievement-level intervals

Overall percentage Below Basic Basic Proficient Advanced

correct 269 and below* 270–304* 305–338* 339 and above*

78 46 86 99 —

Grade 12 Sample Questions and Responses

Twelfth-Grade Multiple-Choice Question

This question asked

students to demonstrate

an understanding of

the conventions used

in what is known as a

“flow map.”

Geography Content Area:

Space and Place

MOVEMENT OF AN IMPORTANT INTERNATIONAL PRODUCT

The varying widths of the lines on the map most probably indicate the

A strength of ocean currents

B type of trade

volume of trade

D type of transportation used
18

Geography Content Area:

Twelfth-Grade Short Constructed-Response Question Percentage “Complete” within achievement-level intervals

Overall percentage Below Basic Basic Proficient Advanced

“Complete” 269 and below* 270–304* 305–338* 339 and above*

47 17 52 70 —

Responses to this

question were scored

according to a threelevel guide as:

 “Complete”;

 “Partial”; or

 “Inappropriate.”

This question deals with

the interaction between

humans and the natural

environment. Although

some students may

have been able to

answer without referring

to the map, others

could use it to gain

valuable information

about the region.

Responses scored

“Complete” provided

two valid reasons why

river valleys were

important to the early

civilization of Iraq.

Sample “Complete” Response

*NAEP geography scale range.

—Sample size is insufficient to permit a reliable estimate.

SOURCE: U.S. Department of Education, Office of Educational Research and Improvement, National

Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2001 Geography

Assessment.

Environment and Society

Eu phrates

0 600 mi

N

S

W E

SOUTHWEST ASIA

Egypt

Turkey

Syria Lebanon

Jordan

Israel Iraq

Saudi

Arabia

Iran

Persian

Gulf

Tigris

Qatar

United Arab Emirates

Oman

Afghanistan

0 600 km

Key

 = National Boundaries

 = Rivers

Kuwait

Give two reasons why early civilizations flourished in the valley of the Tigris and

Euphrates rivers.

The Nation ’ s Report Card

sample questions
19

Geography Content Area:

Twelfth-Grade Short Constructed-Response Question Percentage “Complete” within achievement-level intervals

Overall percentage Below Basic Basic Proficient Advanced

“Complete” 269 and below* 270–304* 305–338* 339 and above*

16 2 15 33 —

Responses to this

question were scored

according to a threelevel guide as:

 “Complete”;

 “Partial”; or

 “Inappropriate.”

This question measured

students’ ability to read

and understand population pyramids.

Responses scored

“Complete” accurately

described the difference

between the population

patterns for people age

60 and over in the two

countries and gave a

plausible explanation for

the difference.

*NAEP geography scale range.

—Sample size is insufficient to permit a reliable estimate.

SOURCE: U.S. Department of Education, Office of Educational Research and Improvement, National Center

for Education Statistics, National Assessment of Educational Progress (NAEP), 2001 Geography Assessment.

Sample “Complete” Response

Spatial Dynamics and Connections

Age

% of

Total

Pop’n

70 + 1.0%

60-69 1.6%

50-59 2.6%

40-49 3.9%

30-39 5.6%

20-29 7.7%

10-19 10.4%

0-9 17.0%

Male

COUNTRY 1 

Age Distribution

Female

Age

% of

Total

Pop’n

1.2% 70 + 

1.8% 60-69

2.7% 50-59

4.0% 40-49

5.5% 30-39

7.7% 20-29

10.4% 10-19

16.9% 0-9

Age

% of

Total

Pop’n

70 + 2.9%

60-69 3.7%

50-59 4.7%

40-49 5.8%

30-39 8.2%

20-29 9.3%

10-19 7.5%

0-9 7.3%

Male

COUNTRY 2 

Age Distribution

Female

Age

% of

Total

Pop’n

4.2% 70 + 

4.3% 60-69

4.8% 50-59

5.7% 40-49

8.3% 30-39

9.2% 20-29

7.1% 10-19

7.0% 0-9

Describe the difference in population patterns for people age 60 and over in countries 1 and 2. Give one possible explanation for the difference you have identified.

sample questions

Geography Highlights 2001
United States

Department of Education

ED Pubs

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Jessup, MD 20794–1398

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Postage and Fees Paid

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NAEP

http://nces.ed.gov/nationsreportcard on the Web

The NAEP Web Site offers a wealth of assessment information, publications, and

analysis tools, including

fast “one-stop” access to free NAEP publications and assessment data

national and state “report cards” on student achievement in core subject areas

such as reading, math, and science

sample test questions, student responses, and scoring guides

interactive data analysis tool and student performance results from past NAEP

assessments

calendars of current NAEP events, training, and professional development

activities

technical assistance and online discussions with leading assessment and

subject-matter experts

More Information

Additional results and detailed

information about the NAEP

2001 geography assessment can be

found on the NAEP Web Site.

Additional NAEP publications can

be ordered from

U.S. Department of Education

ED Pubs

P.O. Box 1398

Jessup, MD 20794–1398

1–877–4ED–PUBS

(1–877–433–7827)

Additional information about the

NAEP geography framework can

be found on the National

Assessment Governing Board Web

Site at http://www.nagb.org.

The Nation ’ s

Report Card

Geography

Highlights

2001

National Center for

Education Statistics