U.S. Department of Education

Institute of Education Sciences

NCES 2003–451
TOTAL MAIN ASSESSMENT

Total number of student booklets processed: 618,348

Total number of discrete constructed-response items administered: 416

Number of constructed responses scored: 4,822,498

Number of additional responses scored from previous assessments (for 295 trend items): 483,957

Total number of constructed responses scored: 5,306,455

Number of additional responses scored from previous assessments (for 177 trend items): 335

Total number of constructed responses scored: 4,549,426

WRITING

Total number of student booklets processed: 285,851

Number of discrete constructed-response items administered: 60

Number of constructed responses scored: 608,269

Number of additional responses scored from previous assessments (for 118 trend items): 148,760

Total number of constructed responses scored: 757,029
students in 73,000 public and private schools across the nation,

NAEP assessed grade 4 samples of:

12,044 Students in National Writing

31,447 Students in National Reading

138,236 Students in State Writing

139,481 Students in State Reading

in 6,414 public (5,793) and private (621) schools

To accurately represent the academic performance of 3,983,800

students in 46,000 public and private schools across the nation,

NAEP assessed grade 8 samples of:

14,298 Students in National Writing

31,081 Students in National Reading

116,925 Students in State Writing

113,606 Students in State Reading

in 5,403 public (4,798) and private (605) schools

To accurately represent the academic performance of 3,238,600

students in 31,000 public and private schools across the nation,

NAEP assessed grade 12 samples of:

18,888 Students in National Writing

25,888 Students in National Reading

in 754 public (459) and private (295) schools

NAEP assessed grades 4, 8, & 12 total samples of:

45,230 Students in National Writing

88,416 Students in National Reading

255,161 Students in State Writing

253,087 Students in State Reading

641,894 Students in State and National Writing and Reading

12,571 Participating Schools in State and National NAEP 

(11,050 public and 1,521 private)
January 18, 2002 Oral Reading Study Group Meeting — Washington, DC 

January 22–24 Education Information Advisory Committee (EIAC) Meeting — 

January 23 State Assessment Directors Meeting — Sarasota, FL 

January 29 NAEP Contractors’ Meeting — Washington, DC 

January 31 Technology Rich Environment (TRE) Advisory Group Meeting — 

Jan

November 14–16 National Assessment Governing Board (NAGB) Meeting — A

November 20 Release of The Nation’s Report Cards: Science Highlights 20

(NCES 2002–452) and State Science 2000 Reports (NCES 

November 30 NAEP Validity Studies Panel (NVS) Meeting — Washington, 

December 3– 4 Combined NAEP State Coordinator Orientation and “Large 

Training — Washington, DC

December 9–11 Science Committee Meeting — Princeton, NJ

Dece

February 1–2 Design and Analysis Committee (DAC) Meeting — Washing

February 28–March 2 National Assessment Governing Board (NAGB) Meeting — 

Feb

March 17– April 18 Reading Scoring — Virginia Beach, VA

March 18–19 Mathematics Committee Meeting — Princeton, NJ

March 21 NAEP Validity Studies Panel (NVS) Meeting — Washington, 

Ma
May 2–3 Panel 1 — Geography Anchor Meeting — Princeton, NJ

May 3–4 Design and Analysis Committee (DAC) Meeting — Princeton

May 7–8 Reading Committee Meeting — Princeton, NJ

May 8–9 NAEP State Coordinator Orientation — Washington, DC

May 9 Release of The Nation’s Report Cards: U.S. History Highlight

(NCES 2002–482) and U.S. History 2001 (NCES 2002–483

May 16–18 National Assessment Governing Board (NAGB) Meeting — W

May 28–30 Foreign Language Committee Meeting — Washington, DC 

M

June 9–10 NAEP State Coordinator Orientation — Washington, DC

June 12–14 Panel 2 — Geography Anchor Meeting — Princeton, NJ

June 19–21 Mathematics Bilingual Committee Meeting — Princeton, 

June 20 Release of The Nation’s Report Cards: Geography 2001 (NC

and Geography Highlights 2001 (NCES 2002–485)

Ju

NCES 2002–483 NCES 2002–482 NCES 2002–484 NC
Sept

September 19–20 Mathematics Committee Meeting — Princeton, NJ

September 16–17 NAEP State Coordinator Orientation — Alexandria, VA

September 18–20 NAEP State Coordinator Workshop on Building Relations w

and Districts — Washington, DC 

Au

August 1–3 National Assessment Governing Board (NAGB) Meeting — 

August 8 NAEP Contractors’ Meeting — Washington, DC

August 20–21 NAEP State Coordinator Orientation — Washington, DC

August 22–25 NAEP State Coordinator “Large Group” Training — Washin

August 27 NAEP Validity Studies Panel (NVS) Meeting — Washington, 

g 

NAEP State Coordinator Training

Orientation sessions with 36 NAEP State Coordinators introduced NAEP and their responsibilities in the program. Topics

included the role of the NAEP State Coordinator in NAEP and

in the Coordinator's own State, team building to get the job

done, and NAEP resources. Large Group training sessions with

31 NAEP State Coordinators extended the orientation sessions,

and focused on the dissemination plan each coordinator needed to create and submit to NCES. Topics in these sessions

included Title I requirements, building teams with districts and

schools, NAEP sampling, 2003 NAEP activities, developing the

dissemination and outreach plan, and working with the NAEP

coaches. A third program attended by 11 NAEP State

Coordinators combined orientation and larg

and gave comprehensive coverage to all the 

some topics were covered by means of an 

hookup. A workshop attended by 40 coord

on the Coordinator's role in recruiting schoo

sample, and included a panel discussio

NAEP Coordinators.

A total of 8 NAEP State Coordinator orienta

sessions were held in the Washington, DC ar

and September, 2002. Also, the workshop e

Relations with Schools and Districts” was hel

DC, in September.
g, y, pg ()

Designs all pilot and field tests, operational assessments and special studies; analyzes data to ensure

the reporting of valid results; proposes and 

studies psychometric and statistical analyses 

compatible with previous NAEP methodologies;

determines the data needed to meet the goals for

reporting; and prepares reports.

Item Development

Develops the background variables, cognitive items,

and scoring rubrics; assists in scoring and the 

training of scorers; conducts small-scale pilot tests

of the items and rubrics; and participates in reviews

of items.

Material Preparation

Prepares and packages the assessment and all 

auxiliary materials; distributes assessment booklets

and materials to the test administrators for each

school; develops training and scoring materials; and

scores all assessments.

Sampling and Data Collection

Selects representative samples; prepares sample

weights for NAEP assessments; administers assessments and collects data from field tests, operational

assessments, and special studies; and ships completed assessment materials to the scoring sites.

Web Operations and Maintenance (WOM)

Acquires, develops, implements, and supports

Internet-related applications and services for NAEP

and the NAEP contractors; identifies and deploys

emerging technologies and new products to improve

NAEP's offerings; and ensures timely services and

release of quality products using web technologies.

NAEP State Coordinators (NSC)

Serves as the liaison between the Stat

Agency and the National Assessment of 

Progress (NAEP); serves as the state’s 

tive to review NAEP assessment items 

es; coordinates the NAEP administra

state; analyzes and reports NAEP data

nates the use of NAEP results for pol

gram planning.

Meeting Logistics (ML)

Provides support to NAEP and NAEP co

planning meetings, staffing meeting

travel, and related activities for meetin

NAEP Quality Assurance (QA)

Assures the integrity of NAEP assessm

assessment process through ongoing 

and identification of potential technica

tional errors.

State Service Center (SSC) — To B

Establishes a NAEP State Service Cent

ongoing support, technical assistance 

for the NAEP State Coordinators; answ

tion requests regarding NAEP; and 

NAEP Information Center.

State Analysis (SA) — To Be Awa

Enhances NAEP’s capability to monit

progress and the performance trends o

their identified subgroups; portrays 

achievement gaps between the subgrou

state assessments; explains NAEP state 

identifies patterns of performance that 

NAEP assessments in states/jurisdictio
http://nces.ed.gov/nationsreportcard

Monthly Visits 

to NAEP Web Site

November 1,402 

December 714 

January 943 

February 1,120 

March 1,011 

April 1,000 

May 2,028 1

June 1,098 

July 904 

August 845 

September 1,104 

58,670

89,699

45,196

61,445

65,799

58,994

55,101

173,449

64,472

50,520

39,214

56,203

2002