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                                                                                        Updated November   2, 2018

National and International Educational Assessments


Assessing the academic achievement of students in
elementary and secondary schools and the nation's overall
educational progress is fundamental to informing education
policy approaches. Congressional interest in this area
includes and extends beyond the annual assessments
administered by states to comply with the educational
accountability requirements of Title I-A of the Elementary
and Secondary Education Act (ESEA). Congressional
interest in testing also encompasses large-scale national
assessments, authorized by the National Assessment of
Educational Progress Assessment Act (NAEPAA;  P.L. 107-
279, Title III), and international assessments, authorized by
the Education Sciences Reform Act (ESRA; Title I, Section
153(a)(6) of P.L. 107-279). These assessments include the
National Assessment of Educational Progress (NAEP),
Trends in International Mathematics and Science Study
(TIMSS), Progress in International Reading Literacy Study
(PIRLS), and the Program for International Student
Achievement  (PISA).

These national and international assessments are typically
administered every two to five years to a sample of students
in the United States. Results from national and international
assessments aim to highlight achievement gaps, track
educational progress over time, compare student
achievement within the United States, and compare U.S.
achievement to that of other countries. None of the
aforementioned assessments, however, provide data on
individual student performance.

This In Focus provides an overview of all four assessment
programs, describes the major distinctions between them,
and provides a brief discussion of considerations when
comparing results across the assessments.

NAEP
The NAEP   is referred to as the Nation's Report Card
because it is the largest nationally representative and
continuing assessment of what America's students know
and can do in various subject areas. The NAEP consists of
two assessment programs-the  long-term trends (LTT)
NAEP,  and a group of assessments that the National Center
for Education Statistics at the U.S. Department of
Education (ED) refers to as the main NAEP assessments.
Student participation in all NAEP assessments is voluntary.

The LTT  NAEP   assessment program was developed in the
late 1960s, and has remained relatively unchanged. The
LTT  NAEP  program  assesses 9-, 13-, and 17-year-old
students in reading and mathematics and was most recently
administered in 2012. In that year, approximately 53,000 9-,
13-, and 17-year-old students participated in the program.
While previously administered about every four years, the
next LTT NAEP   administration is scheduled for 2024.


The main NAEP   assessment has tracked student
achievement since the early 1990s and changes periodically
to reflect changes in school curricula and practice. It
currently assesses students in 4th and 8th grade every two
years within the content areas of reading, mathematics,
science, writing, the arts, civics, economics, geography,
U.S. history, and technology and engineering literacy
(TEL). The main NAEP   also assesses 12th graders, though
less frequently. All content areas are not assessed at every
administration of the main NAEP. Reading and
mathematics, however, are assessed at two-year intervals.
The next mathematics and reading assessment is scheduled
for 2019. As part of its research in exploring new testing
methods, the NAEP  administered the reading, mathematics,
and writing assessments digitally in 2017. Additional
subjects will be administered digitally in future years.

The Commissioner  of NCES  in ED is responsible for the
administration of the NAEP. The Secretary of Education
appoints members to the independent National Assessment
Governing Board  (NAGB)  to set the policy for NAEP
administration. The Commissioner of NCES and the NAGB
meet regularly to coordinate activities.

The main NAEP   assessment program has three levels of
assessment: national, state, and the trial urban district
assessment (TUDA).  Assessment items across the national,
state, and TUDA levels are the same. The primary
differences are the subject areas assessed, participation
requirement, and sampling procedures at each level.

The national NAEP  assesses the widest range of subject
areas. A sample is selected from public and private schools
and students, creating a representative sample across the
nation.

The state NAEP program  assesses four subject areas:
reading, mathematics, writing, and science. All states that
accept funding under Title I-A of the ESEA are required to
participate in the biennial assessments of 4th and 8th grade
reading and mathematics, provided that the Secretary of
Education pays for the testing. Although states receiving
funding are required to participate, only a sample of public
schools and students are selected, creating a representative
sample of students within each state. Participation is
voluntary at the individual level. In 2017, approximately
585,000 4th and 8th grade students participated in the
reading and mathematics assessments (national and state
NAEP   sample).

The TUDA   program assesses four subject areas: reading,
mathematics, writing, and science. Like the state NAEP,
only a sample of public schools and students are selected to
participate. In 2017, 27 districts voluntarily participated in
the TUDA.  A total of 66,500 students participated in the


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