# NATIONAL CENTER FOR

**EDUCATION STATISTICS (NCES) NATIONAL ASSESSMENT OF**  **EDUCATIONAL PROGRESS WAVE**  **2 SUBMITTAL FOR**  **2015**

**VOLUME I**  **SUPPORTING STATEMENT OMB# 1850** 

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### 0790 **v.40**

**Grade 4** Student

— Core, Science , TBA (Technology Based Assessments) Start -ups in Reading, Mathematics, Science Knowledge and Skills Appropriate (KaSA) - (Puerto Rico version), National Indian Education Study (NIES) Survey Questions Teacher Questionnaire s — Science, KaSA (Puerto Rico version), NIES School Questionnaire s — Science, KaSA (Puerto Rico version), NIES **Grade 8** Student

— Core, Science, TBA Start -ups in Reading, Mathematics, Science

KaSA - (Puerto Rico version), NIES Survey

Questions Teacher Questionnaires

— Science, KaSA (Puerto Rico version), NIES School Questionnaires

— Science, KaSA (Puerto Rico version), NIES **Grade 12** Student

— Core, Science, TBA Start -ups in Reading, Mathematics, Science School Questionnaires

— Science June 12 , 201 42015 Wave 2 Supporting Statement ii

Contents 1. Explanation for This Submittal ................................ ................................ .............................. 1 Table 1: List of Components in Wave 2 ................................ ................................ ................................ ............ 1 2. Overview of Wave 2 NAEP 2015 Assessments ................................ ................................ .... 2 3. Sampling Information ................................ ................................ ................................ ............ 2 4. Information Pertaining to the 2015 Questionnaires in This Submittal ................................ .. 2 Table 2: School Survey Questionnaire Structures - 2015 NAEP Assessments ................................ ................. 3 5. 2015 Wave 2 Burden Information ................................ ................................ ......................... 4 Table 3: Total Burden for Wave 2 ................................ ................................ ................................ ..................... 5 Table 4: Wave 2 Questionnaires

– Survey Per Respondent Burden Time ................................ ......................... 6 Table 5: Estimated Burden for NAEP 2015 Activities Described in This Submittal (Wave 2) ......................... 7 6. How, by

Whom, and for What Purpose the Data Will Be Used ................................ ............ 8 7. Estimates of Costs to the Federal Government ................................ ................................ ...... 8 Table 6: Administration Cost Estimates (Wave 2 subjects) ................................ ................................ ............... 8 Appendix A: Committee Lists ................................ ................................ ................................ ... 9 Appendix B: Sample Parent/Guardian Notification Letter ................................ ...................... 12 Appendix C: List of New/Revised Items (Science, NIES) ................................ ...................... 13 Appendix D : School Coordinator Responsibilities Appendix E: Sample My

NAEP System Instructions for Completion of SD and ELL In clusion Information (from 2014 Version) Appendix F : NIES Cognitive Interview Report s Appendix G : NAEP 2015 Sample Design Memo NAEP Main 2015 Wave 2 Student Surveys Gr4,8,12 NAEP Main 2015 Wave 2 Teacher Surveys Gr4,8 NAEP Main 2015 Wave 2 School Surveys Gr4,8,12 NAEP Main 2015 Wave 2 Assessment Feedback Forms2015 Wave 2 Supporting Statement 1

**1. Explanation**  **for This Submittal** This document contains supplemental information pertaining to the 2014 - 2016 National Assessment of Educational Progress (NAEP) cl earance proposal. NAEP is administered by the National Center for Education Statistics (NCES) in the I nstitute for Education Sciences of the U.S. Department of Education. The National Assessment Governing Board (henceforth referred to as the Governing Board) sets policy for NAEP and determines the content framework for each assessment. The system clearance was approved in March 201 3 (OMB # 1850 - 0790 v. 36 ) , and the terms of clearance state that NCES will publish a notice in the Federal Register allowing a 30 - day public comment period on the details of each collection concurrent with submission to OMB. The 201 5 submittal is divided into two waves to meet scheduling and question development requirements. The first wave contained the core , 1 reading, mathematic s , and KaSA (Knowledge and Skills Appropriate) 2 descriptions, burden , and survey questionnaires (student, teacher, and school) . Wave 2 contain s the descriptions, burden, and where relevant questionnaires for the following:  science assessment (paper and pencil) ;  technology- based assessment ( TBA ) 3 studies for mathematics, reading , and science ;  science pilot for IC T s ( interactive computer tasks ) and HOTs (h ands - on tasks ) assessments 4 ; and  the National Indian Education Study (NIES)

– special study ;  KaSA study ( in Puerto Rico)

– special study ; and  In formation and burden regarding activities of school coordinators . **Table 1: List of Components in Wave**  **2 Component**  **Student** Grade 4

— Core, Science (paper - and -pencil, TBA, ICTs and HOTs), KaSA (PR5 ), NIES Grade 8

— Core, Science (paper - and -pencil TBA, ICTs and HOTs), KaSA (PR), NIES Grade 12

— Core, Science (paper - and -pencil TBA, ICTs and HOTs) **Teacher** Grade 4

— Classroom Organization and Instruction (COI) - Science; 6 KaSA (PR), NIES Grade 8

— Background, Education, and Training (BET) - Science; Classroom Organization and Instruction (COI) - Science;

KaSA (PR), NIES **School** Grade 4

— Science 7 ; KaSA (PR), NIES Grade 8

— Science; KaSA (PR), NIES Grade 12

— Science

1 NCES collects student question data , referred to as core questions , that are required by law ( 20 U.S.C. § 9622; i.e., race, ethnicity, and socioeconomic status) and provide a context for reporting student performance. 2 KaSA study booklets will be administered to representative student samples in both national schools (included in Wave 1) and Puerto Rico (included in Wave 2 submittal) in grades 4 and 8. 3 In 2015, NAEP will begin to study the transition of reading, mathematics, and science to technology - based assessments (TBA). The TBA reading and mathematics survey questions are the same as the reading and math survey questions submitted with Wave 1. These questions will not be submitted again with Wave 2. The versions used in the science TBA are the same as the versions used in the science paper- and -pencil administration ( included in Wave 2 submittal). 4 Science ICT and HOTs will contain the same survey questions as the science paper- and -pencil versions. 5 An adapted version of the questions will be administered in Spanish in Puerto Rico, given that Spanish rather than English is the primary language in Puerto Rico. 6 The Background, Education, and Training (BET) portion of the grade 4 teacher questionnaire was included in Wave 1. 7 The School Characteristics and Policies and Charter School portions of the School questionnaires were included in Wave 1.2015 Wave 2 Supporting Statement 2

**2. Overview of Wave 2**  **NAEP 2015**  **Assessments** Much of the following broad overview of the 2015 NAEP assessments was included as part of the 201 4

– 201 6 system clearance submittal. The Governing Board determines NAEP policy and assessment schedule, and future Governing Board decisions may result in changes to some aspects of an assessment (e.g., which subjects are assessed in which years). However, the overall methodology and assessment process remain s consistent. The NAEP assessments contain two kinds of questions: cognitive ( assessment questions that measure student knowledge of an academic subject ) and survey ( contextual questions that gather demographic information , as well as classroom instructional procedures ) . The Governing Board is responsible for approving all of NAEP’s survey questions, as well as the cognitive items. The main NAEP assessment reports current achievement levels and trends in student achievement at grades 4, 8, and 12 for the nation and , for certain assessments, states and select urban districts. These assessments follow subject - area frameworks developed by the Governing Board and use the latest advances in assessment methodology . The subject - area frameworks evolve to match instructional practices. **3. Sampling Information** The 201 5 Sampling Design Memo 8 (see appendix G) provides specific sampling information regarding the 2015 NAEP assessments. It includes information on

• Assessment ty

pes • Primary

Sampling Units Selection • Stratification and Oversampling • Overlap Control of Samples • Substitute Samples • Student Sampling Information • Weighting Requirements **4 . Information Pertaining to**  **t he**  **2015 Questionnaires in This Submittal**  **Student Question**  **naires** Core

— the first survey question block for all students contains core questions , many of which are related to demographic information . The core section was included in Wave 1 but is also included in Wave 2 as part of the overall science assessments. Science

— the subject - specific questions contained in the operational, pilot, and special study science administrations are trend questions and some previously piloted new items, at grades 4 and 8, and trend questions at grade 12. KaSA (Puerto Rico )

— Spanish versions of the KaSA survey questions will be administered in Puerto Rico. The questions included in Wave 2 are the adapted English versions of these questions. The grade 4 and 8 KaSA survey

questions are the same as the mathematics survey questions plus three additional KaSA - related questions , which were part of the Wave 1 submittal. National Indian Education Study (NIES) will be conducted as part of the 201 5 assessments in readi ng and mathematics at grades 4 and 8. The national sample includes students from public and nonpublic schools 8 The draft 2015 Sampling Memo (dated 2 - 26 - 2014) contains the most recent 2015 sampling information.2015 Wave 2 Supporting Statement 3

that have both large and small American Indian/Alaska Native (AI/AN) student populations. The administration of the 2015 NAEP assessment will be f ollowed with the administration of a questionnaire specificall y designed for the NIES study. Questionnaire data will be linked to NAEP performance data. Refer to appendix F for reports associated with cog labs conducted in 2013 in preparation for the 2015 NIES administration. Member ship of the c ommittees that helped define the cognitive and survey questions pertaining to the 2015 subjects in Wave 2 is provided in this document, in appendix A . **Teacher Questionnaires** Wave 2 materials include science , KaSA (Puerto Rico), and NIES teacher questionnaire components for teachers of those students participating in the grades 4 and 8 science , KaSA (P uerto Rico ), and NIES administrations. In 2015, teacher questionnaires will not be administered at grade 12. Science Grade 4 Teacher

– This questionnaire will contain a BET section 9 and a COI section. The operational COI questions in the science assessments are trend or previously piloted questions. KaSA (Puerto Rico)

— Spanish versions of the KaSA survey questions wil l be administered in Puerto Rico. The questions included in Wave 2 are the adapted English versions of these questions. NIES

– Teachers of grade 4 and 8 students participating in the NIES survey (administered with reading and mathematics) will be asked to complete an NIES questionnaire. The plan is for the teacher questionnaires (excluding Puerto Rico) to be completed online in 201 5 . If grade 8 teacher s teach more than one subject , the online questionnaire s ys tem will administer the appropriate BET and COI questions to the teacher. **School Questionnaires** Table 2 depicts the composition of the 2015 school questionnaires. The science , KaSA (Puerto Rico), and NIES components are part of the Wave 2 submission, as the other components were in Wave 1. The shaded components indicate Wave 2 materials in Wave 2 . The plan is for the school questionnaires (excluding Puerto Rico) to be completed online in 2015. **Table 2: School Survey Questionnaire Structures -**  **2015 NAEP Assessments** Grade Section 1 Section 2 Section 3 Section 4 Section 5 1 Section 6 2 4 SCP Reading Mathematics Science Charter School NIES 8 SCP Reading Mathematics Science Charter School NIES 12 SCP Reading Mathematics Science Charter School note : SCP = School Characteristics and Policies; NIES = National Indian Education Study ; Shaded sections are part of the Wave 2 materials. The KaSA Math Puerto Rico adapted versions are also included. 1 this section is only completed by Charter schools. 2 this section is only administered to schools with students participating in the NIES. Refer to appendix C for a list of new questions contained in student, teacher, and school questionnaires. **School Personnel Assessment Responsibilities** E - filing

– Demographic data are collected for potential students who may participate in NAEP. This sample information is gathered at the state, district, or school level. If gathered at the district or school level, that burden is included in the burden calculatio n. 9 The Grade 4 BET includes reading, mathematics, and science and was part of the Wave 1 submittal.2015 Wave 2 Supporting Statement 4

Pre - Assessment and Assessment Activities

– Each school participating in NAEP has a designated staff member to serve as its NAEP school coordinator. Pre - assessment and assessment activities include such functions as finalizing student samples, verifying student demographics, reviewing accommodations, and planning logistics for the assessment. NAEP is moving in the direction of paperless administrations. In2014, a new electronic pre - assessment visit system (known as My NAEP) was developed so that school coordinators could provide requested administration information online , including logistical information, updates of student and teacher information, and the completion of inclusion and accommodation information. A sample brochure communication (from 2014) from the NAEP state coordinators to the participating schools describing the pre - assessment and e - filing activities is included as appendix D and will be finalized prior to the 2015 assessment year. It outlines the school coordinator ’s responsibilities. SD and ELL information

– The SD and ELL inclusion information is provided by either the school coordinator or teachers/ school personnel most knowledgeable about the school’s SD and ELL students . This information will then be entered into the My NAEP system by

the school coordinator. With the My NAEP system , inclusion guidelines can now be customized on a state -by- state basis. The SD and ELL information provided can be formatted with appropriate skip patterns and consistency checks, allowing field staff to monitor exclusions in real time. The types of SD and ELL information gathered will be the same as was previousl y obtained on the SD and ELL worksheets. See appendix E for instructions from the My NAEP system that deal with collecting SD and ELL information. **Assessment Feedback Activities** School Coordinator Debriefing Interview

– After each assessment , the field staff will meet with the school coordinator for a debriefing interview. The purpose of this interview is to obtain feedback on

• how well the assessment went in that school, • usefulness of NAEP materials (publications, letters, etc.), • school staff feedback, • preparation activities, • strategies utilized for increasing participation, and • any issues that were noted. Post - assessment Follow - up Survey

– As part of the on - going quality control of the assessment process, 25 percent of the schools will be randomly selected for an additional follow -up survey . Survey questions solicit feedback on pre - assessment, assessment, and procedural processes. A sample post - assessment follow -up survey , which will be updated for 2015, is included in the attached “NAEP Main 2015 Wave 1 Assessment Feedback Forms.pdf ” document. **5 .**  **2015 Wave 2 Burden Information**  The Wave 2 burden includes student , teacher, and school survey burden ; school coordinator burden ; and school personnel burden for completion of SD and ELL information for the science, TBA start -ups, and special study

c omponents of the 2015 main NAEP administration. The total burden for the Wave 2 materials is shown in Table 3 .2015 Wave 2 Supporting Statement 5

**Table 3**  **: Total B**  **urden for Wave 2**  **Respondent Category Number of**  **Respondents Total Burden** 

**Hours** Student 389,000 169,750 Teacher 42,414 19,093 School 7, 292 5,646 School Coordinator (for pre - assessment activities, e - filing and assessment feedback) 18, 076 44,799 School Personnel (for SD & ELL data completion) 18, 076 31, 189 **Total 474,858**  **27 0**  **, 477**  Further breakdown of the survey per - respondent and overall burden times are included in Tables 4 and 5 , respectivel y, and include the following categories: Students 10

– For the science paper - and -pencil administrations, students complete assessment booklets that contain two 25 - minute cognitive blocks ; these are followed b y two contextual question sections which include core and subject - specific items that require a total of 15 minutes to complete. For the TBA start -up assessment s and the ICT/HOTs science ass essments , s tudents are presented two 30 - minute cognitive sections followed b y a 15 - minute survey questionnaire section, which includes core and subject - specific items. Time estimates for the special studies questionnaires are 15 minutes for the NIES questionnaire and no additional time for the KaSA questions (the three additional questions are completed as part of the core questionnaire for KaSA students) . Additional student burden time is included for receiving instructions, reading directions, etc. For paperand -pencil assessments, this time is estimated at 10 minutes. For computer - based assessments, this time is estimated at 15 minutes because it includes time for taking a tutorial on using the s ys tem. Appendix B includes a sample parental noti fication letter regarding NAEP. The letter will be ad a pted for each grade/subject combination and the school principal may edit it. However, the information regarding confidentiality

and the appropriate law reference will remain unchanged . Teachers

– In 2015, teachers will be asked to complete questions about their teaching background, education, training, and classroom organization and instruction. At fourth - grade, the teacher burden is estimated at 30 minutes because most teachers teach multiple su bjects and, therefore, will complete the questionnaire for all subject areas. The eighth - grade teacher burden is estimated to be 20 minutes for most teachers (who onl y teach one subject area), and 30 minutes for a n estimated 10 percent who may teach more than one subject. For those teachers completing an NIES questionnaire, the teacher burden is estimated to be 2 0 minutes at both grades 4 and 8. S cience , KaSA (Puerto Rico), and NIES teacher questionnaire components are included with Wave 2. Principals/Administrators

– The school administrators in the sampled schools will be asked to complete a school questionnaire. The school questionnaire burden is estimated to be 3 0 minutes . The NIES school questionnaire burden is 30 minutes for the schools that have students participating in the NIES study . School Personnel: Pre - Assessment, Electronic Filing, Inclusion, and Assessment Feedback Activities Pre - Assessment Activities

– As described in section 4, school personnel perform multiple activities in preparation for the assessment, including information gathering, communication of teacher and

10 The time for the cognitive sections is not part of the burden calculation.2015 Wave 2 Supporting Statement 6

student information, and review of NAEP procedures . These pre - assessment activities are estimated to require two hours of school personnel time. E - filing

– If the survey

sample information needed for e - filing is obtained at the school or district level, school or district personnel will incur burden estimated at one hour per school . We used 3 2 percent of schools to estimate the e - filing burden because in the most recent state and national NAEP assessment a

pproximately 3 2 percent of schools and districts participated in the e - filing process . School Personnel: SD and ELL Inclusion Activities

– SD and ELL burden is the average number of hours school personnel spend on completing the SD/ELL information for students identified as SD and/or ELL (estimated at 10 minutes per student). The overall SD/ELL burden is a factor of the number of students identified as SD/ELL. Based on most recent data, 22 percent of grade 4 students, 17 percent of grade 8, and 13 percent of grade 12 students were identified as SD/ELL. **Table 4: Wave 2 Questionnaires –**  **Survey Per Respondent Burden Time Respondent Category**  **Time per Respondent**  **Grade 4** Student Core + Subject - specific Questions 15 minutes Student NIES Questions 15 minutes Student Directions and Set - up (paper - and -pencil administrations) 10 minutes Student Directions and Set - up ( TBA administrations) 15 minutes Teacher Questionnaire 30 minutes KaSA (PR) Teacher Questionnaire 20 minutes NIES Teacher Questionnaire 20 mi nutes School Questionnaire 30 minutes KaSA (PR) School Questionnaire 30 minutes NIES School Questionnaire 30 minutes **Grade 8** Student Core + Subject - specific Questions 15 minutes Student NIES Questions 15 minutes Student Directions and Set - up (paper - and -pencil administrations) 10 minutes Student Directions and Set - up ( TBA administrations) 15 minutes Teacher Questionnaire (one subject) 20 mi nutes Teacher Questionnaire (more than one subject) 30 minutes KaSA (PR) Teacher Questionnaire 20 minutes NIES Teacher Questionnaire 20 mi nutes School Questionnaire 30 minutes KaSA (PR) School Questionnaire 30 minutes NIES School Questionnaire 30 mi nutes **Grade 12** Student Core + Subject - specific 15 minutes Student Directions and Set - up (paper - and -pencil administrations) 10 minutes Student Directions and Set - up ( TBA administrations) 15 minutes School Questionnaire 30 minutes Assessment Feedback Activities

– As described in section 4, school personnel will participate in a School Coordinator Debriefing Interview immediately following the assessment. The estimated burden for this interview is 7 minute s. Inaddition, 25 percent of the school personnel will be contacted for a more in - depth Post - assessment Follow -up Survey . The burden for this survey is estimated at 10 minutes per school.2015 Wave 2 Supporting Statement 7 All 2015 school personnel activities (pre - assessment activities, e - filing, SD and ELL information collection, and feedback activities) are included as part of this Wave 2 submittal . Therefore , the burden for school personnel who complete them is included with Wave 2 for all 2015 assessment s (i.e., those included in Wave 1 and those included in Wave 2) . **Table 5**  **: Estimated Burden for NAEP 2015**  **Activities Described in This Submittal (Wave 2)**  **Assess me**  **nt / Grade Students**  **Teachers School Questionnaire**  **(school principals) School C**  **oordinator** Pre - assessmen

t, e - filing, & assessmen

t feedback **SD/ELL (school personnel) Total**  **Burden (in**  **hours) # of**  **Students Avg.** 

**mi nutes**  **per response**  **Burden**

**(in hrs) # of** 

**Teachers Avg.** 

**mi nutes**  **per response**  **Burden**

**(in hrs) # of** 

**Schools Avg.** 

**mi nutes**  **per response**  **Burden**

**(in hrs) # of** 

**Schools Burden**  **1**

**(in hrs )**  **# of**

**Schools Avg.** 

**mi nutes**  **per response**  **Burden 2** 

**(in hrs) Grade 4**  Science, TBA startups (Reading, Math, Science), Science ICT & HOTs, KaSA (PR), NIES 164,000 25 - 30 70,083 19,433 30 10,383 3,239 30 2,619 3,239 8,027 3,239 10 min per student 6,013 97,126 S chool personnel burden for pre assessment and assessment feedback activities for Wave 1 schools 5,731 14,203 5,731 10 min per student 10,413 24,616 **Grade 8** Science, TBA startups (Reading, Math, Science), Science ICT & HOTs, KaSA (PR), NIES 169,000 25 - 30 72,583 22,981 20 8,710 2,873 30 2,436 2,873 7,119 2,873 10 min per student 4,788 95,637 S chool personnel burden for pre assessment and assessment feedback activities for Wave 1 schools 4,622 11,455 4,622 10 min per student 8,047 19,502 **Grade12** Science, TBA startups (Reading, Math, Science), Science ICT & HOTs 56,000 25 - 30 27,083 1,181 30 591 1,181 2,927 1,181 10 min per student 1,213 31,814 S chool personnel burden for pre assessment and assessment feedback activities for Wave 1 schools 431 1,068 431 10 min per student 715 1,783 **Total 389,000**  169,750 **42,414** 19,093 **7,292** 5,646 **18,076** 44,799 **18,076** 31,189 **270,477** Note : Due to rounding, some totals may differ slightly from sum of subtotals. The **number of total respondents and responses is 474,858 each** . 1 Pre - assessment burden is 2 hrs, e - filing is 1 hr (for 32% of schools, based on recent data), school coordinator debriefing is 7 min, and post- assessment follow- up survey is 10 min (for 25% of the schools). 2 SD and ELL burden is the number of hours that school personnel spend to complete the SD/ELL information for each student identified as SD and/or ELL (estimated at 10 minutes per student). Based on most recent data, 22 percent of grade 4 students, 17 percent of grade 8, and 13 percent of grade 12 students were identified as SD/ELL.2015 Wave 2 Supporting Statement 8

**6 . How, by Whom, and for What Purpose the Data Will Be Used**  The purpose of NAEP is to collect and report assessment data on student achievement in th e subject areas assessed for use in monitoring education al progress. In addition to reporting overall results of student performance and achievement, NAEP also reports student performance results for various subgroups of students and on various educational factors. The Governing Board sets guidance for what is asked in the questions. NCES is responsible for developing the question s and for selecting the final set of questions. Th e questions are designed to (a) provide the information for disaggregating data according to categories specified in the legislation , 11 (b) provide contextual information that is subject specific (e.g. , reading, mathematics) and has an impact and known relationship to student achievement, and (c) provide policyrelevant information sp ecified by the Governing Board. An expanded description of the purposes of the data is provided in the s ystem clearance submittal. **7 . Estimates of Costs to the Federal Government**  Table 6 provides estimates for the Wave 2 portion of the 2015 administratio ns. **Table 6**  **: Administration Cost Estimates**  **(Wave 2 Subjects**  **)**

**Activity Provider**  **Estimated Costs**  Printing, packaging, and distribution phases of the administration including: • prepare and package the assessment and all auxiliary materials • distribute assessment booklets and materials to the test administrators for each school Pearson (the Materials, Distribution, Processing and Scoring [MDPS] contractor) $2.5 M Web support and maintenance related to the TBA assessments Fulcrum IT Services $1.3M Field administration, including administration of assessments and data collection from the field Westat (the Data Collection contractor and the NAEP Support and Service Center [NSSC] contractor) $ 5.0M **Totals $**  **8.8 M**

11 Education Sciences Reform Act of 2002 (ESRA), National Assessment of Educational Progress (20 USC § 9622).2015 Wave 2 Supporting Statement

– Appendix A 9 

### Appendix A: **Committee Lists NAEP Survey Questionnaires Standing**  **Committee Name**  **Affiliation** Gerunda Hughes Howard University David Kaplan University of Wisconsin - Madison Henry L evin Teachers College, Columbia University Stanley Presser University of Maryland Leslie Rutkowski Indiana University Bloomington Rob Santos Urban Institute , Washington, DC Norbert Schwarz University of Michigan Jonathon Stout Lock Haven University Roger Tourangeau Westat , Rockville, MD Ting Yan University of Michigan Institute for Social Rese arch **NAEP Mathematics Committee Name**  **Affiliation** Lourdes Latorre Alvarado Escuela Segunda Unidad Botijas # 1,Orocovis, PR Jennifer Alvarez Sultana Elementary School , Ontario CA Daniel Chazan University of Maryland Herb Clemens Ohio State University Carl Cowen Indiana University- Purdue University Julie Guthrie Texas Education Agency, Austin, TX Kathleen Heid Penn State University Mark Howell Gonzaga College High School , Washington, DC Russ Keglovits Nevada Department of Education, Carson City , NV Caroly n Maher Rutgers University Michele Mailhot Maine Department of Education Brian Nelson Curtis Corner Middle School , Wakefield, RI Matthew Owens Spring Valley High School , Columbia, SC Carole Phillip Alice Deal Middle School, Washington, DC Ann Tresc ott St. Michael’s School , Poway , CA2015 Wave 2 Supporting Statement

– Appendix A 10

**NAEP Reading Committee**  **Name Affiliation**  Marily n Adams Brown University Peter Afflerbach University of Maryland Patricia Alexander University of Maryland Margretta Browne Richard Montgomery High School , Silver Spring, MD Julie Coiro The University of Rhode Island Valerie Harrison Claflin University , Orangeburg, SC Karen Malone Fort Wingate High School , Fort Wingate, NM Pamela Mason Harvard Graduate School of Education Margaret McKeown University of Pittsburgh P. David Pearson The University of California, Berkeley Monica Verra - Tirado Florida Department of Education Karen Wixson University of North Carolina Victoria Young Texas Education Agency , Austin , TX Zy nia Zepeda Gadsden Elementary , Gadsen, AZ **NAEP Science**  **C ommittee**  **Name/Position Affiliation**  Alicia Cristina Alonzo Michigan State University Mary Thandi Buthelezi Wheaton College Susan Craft Hanahan High School , Hanahan , SC George Deboer American Association for the Advancement Of Science , Washington, DC Alex Decaria Millersville University Ib ari Igwe Consultant Michelle Lombard Kenmore Middle School, Arlington VA Ellen Mingione Consultant Brett Moulding Utah Partnership for Effective Science Teaching and Learning, Ogden UT Amy Pearlmutter Littlebrook Elementary School , Princeton NJ S teve Semken Arizona State University Gerald Wheeler National Science Teacher Association David White Vermont Department Of Education2015 Wave 2 Supporting Statement

– Appendix A 11

**NAEP Science**  **ICT Committee**  **Name Affiliation**  Melissa Collins John P. Freeman Optional School, Memphis, TN Sergio De Alba R.M. Miano Elementary School, Los Banos, CA George Deboer AAAS Project 2061, Washington, DC Janice Gobert Worcester Poly technic Institute Charlie Gutierrez Austin Independent School District, Austin, TX Ib ari Igwe Consultant Eric Klopfer Massachusetts Institute of Technology Jim Minstrell FACET Innovations LLC , Seattle, WA Brett Moulding Utah Partnership for Effective Science Teaching and Learning , Ogden UT Jerome Shaw University of California, Santa Cruz Mike Steiner Chetek- Weyerhaeuser Area School District, Chetek, WI Holly Sullivan Lu goff - Elgin High Schoo l, Lugoff, SC Ted Willard National Science Teachers Association, Arlington, VA **NAEP National Indian Education Study Technical Review Panel**  **Name Affiliation**  Henry Braun Lyn ch School of Education, Boston College Robert Cook Native Achievement Initiative, Teach for America, Summerset, SD Steve Culpepper University of Illinois at Urbana Champaign Susan Faircloth Pennsylvania State University Rebecca Izzo - Manymules University of New Mexico Debora Norris Arizona Department of Educational Bin #32 CHiXapkaid (M ichael P avel) University of Oregon Martin Reinhardt Northern Michigan University Tarajean Yazzi - Mintz Wakanyeja ECE Initiative, Denver CO20 15 Wave 2 Supporting Statement : Appendix B 12



### Appendix B: **Sample Parent** **/Guardian Notification Letter**  **NAEP (NAEP Assessment Year)**  **PARENT/GUARDIAN NOTIFICATION LETTER** (School Letterhead) **(Insert Date Here)** Dear Parent or Guardian: We are pleased to notify you that (school name) has been selected to represent schools across the nation by participating in the National Assessment of Educational Progress (NAEP). First administered in 1969, NAEP is the largest nationally representative assessment of what students know and can do in various subject areas. It is administered by the National Center for Education Statistics, within the U.S. Department of Education. NAEP is different from state assessments because it provides a common measure of student achievement across the country. The results of NAEP are released as The Nation's Report Card, which provides information about student achievement to educators, parents, policymakers, and the public. In our school, the NAEP assessment will be g iven on (date) in (subject) . Your child (may be/has been) selected to take the assessment. In addition to subject area questions, students will be asked some questions about themselves and their educational experience. These questions provide contextual in formation for the assessment, as well as information that may be related to students’ learning. If you would like to view sample subject area and student questions, please visit http://nationsreportc ard.gov/parents.asp . It will take about (assessment time) minutes for most students to participate in the assessment. The results are completely confidential (in accordance with the Confidential Information Protection provisions of Title V, Subtitle A, Public Law 107 - 347), and the information provided will be us ed for statistical purposes only. Your child’s grades will not be affected. Your child may be excused from participation for any reason, is not required to complete the assessment, and may skip any question. While NAEP is voluntary, we depend on student pa rticipation to provide an accurate measure of student achievement that will inform improvements in education. Your child will represent many other students, so participation is very important. However, if you do not want your child to participate, please n otify me in writing by (date). There is no need to study in preparation for NAEP. We do, however, ask parents to encourage their children to do their best and get plenty of rest the night before the assessment. A brochure that explains what participation i n NAEP means for you and your child is available at http://nces.ed.gov/nationsreportcard/pdf/parents/2012469.pdf . Should you have questions, please contact me at (telephone number ) or at (e - mail address) . We are excited that our school will be participating in NAEP and pleased that your child (may be/has been) selected. We know that (school name) 's students will help us show what our nation’s students know and can do. Sincerely, School Principa l2015 Wave 2 Supporting Statement : Appendix C 13



### Appendix C: List of New/Revised Items ( **Science, NIES )**  **12 List of New or Revised Items**  **- Science**  **Questionnaire Grade**  **New Operational Items** Science Student L1 S B1 4 2, 3, 4, 5, 6, 16, 17, 19, 27, 28, 29 Science Student L2 S B1 8 2a - g, 3b - d, 5g, 6, 8, 10, 11, 12, 13e - f, 14a - c, 15, 16, Science Student L 3S B1 12 5e - f, 7a - g, 8b - d, 10g, 11, 13, 15, 16, 17, 18a - c, 19, 20 Science Teacher L1TQ - COI S 4 2, 3, 4, 5a - c, 6d - e, 9f, 9j, 10a - l, 11c, 13c, 16a - c Science Teacher L2TQ - COI S 8 2, 3, 4, 5a - c, 6d - e, 9f, 9j, 10a - l, 11c, 14c, 17a - c Science School L1SQ - S 4 1, 2a - d, 3, 4a - c, 5i, 9a -b, 10c, 11a - c, 12a - c Science School L2SQ - S 8 1, 2a - d, 3, 4a - c, 5i, 9a -b, 10c, 11a - c, 12a - c Science School L 3 SQ - S 12 1, 4, 5a - d, 6, 7a - c, 8i, 9, 10a - j, 11a -b, 12c, 13a - c, 14a - c Note: Revised items are considered “new” items because the y have not been administered in previous operational questionnaires. **List of New or Revised Items**  **- NIES**  **Questionnaire Grade**  **New Operational Items** NIES Student L1 AIB 4 2, 3, 4, 8, 9, 10, 11, 12, 13, 14, 15, 16, 19, 20, 21, 22, 23, 24, 28 NIES Student L2 AIB 8 2, 3, 4, 8, 9, 10, 11, 13a - d, 14a - d, 15, 16, 17, 18a, 19a - d, 20a - c, 24, 25d, 26e - f, 28a - f NIES Teacher L1TQ - AI 4 2, 5a - e, 6, 7, 8, 9, 13a - i, 14, 15a -b, 18, 19a -b, 22a - d, 23a - i NIES Teacher L2TQ - AI 8 4a - e, 5, 6, 7, 8, 11a - i, 15a -b, 21a -b, 24a - d, 25, 26, 27a - k NIES School L1SQ - AI 4 3, 4, 5, 6, 9a - k, 11a - e, 16a - j, 17f - g NIES School L2SQ - AI 8 3, 4, 5, 6, 9a - k, 11a - e, 16a - l, 17f - g, 19, 21 Note: Revised items are considered “new” items because they have not been administered in previous operational questionnaires.

12 New /revised items have been pretested in cog labs prior to operational use. Cog lab reports for science items were previously submitted to OMB. Appendix F contains the cog lab report for NIES questions.