NAEP 2007 - 2008

NAEP 2007 - 2008

FRAMEWORKS, RESULTS, ASSESSMENTS, NEWS

Angie MangiantiniDecember 6, 2007

• National NAEP– Reports results for national sample of students from both public and private

schools at Grades 4, 8, and 12

• State NAEP– Separate sample of students drawn from each state– Results reported by each state and for the nation– Assesses Grades 4 and 8 only– In 2001, with NCLB, schools receiving Title 1 funds were required to participate in

state assessments of Reading and Mathematics

• Long Term Trend– Report changes in academic performance for the nation’s 9, 13, and 17 year olds– Administered every 4 years– Originally administered in Reading in 1971 and 1973 in Mathematics

• Special Studies– High School Transcript Study – courses taken, GPA, course taking patterns and

achievement– National Indian Education Study – condition of education for American Indian and

Alaska Native students– Technology Based Assessment – explore the use of technology in assessments

2007 MATHEMATICS FRAMEWORKS

• Mathematics Content Areas

– Number Properties and Operations• Number sense• Estimation• Number operations• Ratios and proportional reasoning

– Measurement• Measuring physical attributes• System of measurement

– Geometry• Dimension and shape• Transformation of shapes and preservation of properties• Relationship between geometric figures• Position and direction• Mathematic reasoning

• Mathematics Content Areas

– Data Analysis and Probability• Data representation• Characteristics of data sets• Experiments and samples• Probability

– Algebra• Patterns, relations, and functions• Algebraic representations• Variables, expressions, and operations• Equations and inequalities

Percentage Distribution of Items by Grade and Content Area

Content Area Grade 4 (%) Grade 8 (%)

Number Properties and Operations 40 20

Measurement 20 15 Geometry 15 20 Data Analysis and Probability 10 15 Algebra 15 30

Mathematical Complexity of Items

• Demand on student thinking• Assumption student is familiar with

the mathematics of the task• Three categories of complexity– Low–Moderate– High

• Low complexity items

– Relies on recall and recognition of previously learned concepts and principles

– Item specifies what the student is to do– Student does not need to come up with

an original method or solution

• Moderate complexity

–More flexibility of thinking and choice among alternatives

– Student must decide what to do using informal methods of reasoning and problem solving strategies

• High complexity

–Makes heavy demands on student– Student must engage in abstract

reasoning, planning, analysis, judgment and creative thought

• Balance of item complexity– Ideal balance:• Half of score on the assessment is based on

items of moderate complexity• A quarter of the score based on items of low

complexity• A quarter of the score based on items of

high complexity

• Item Formats:–Multiple choice items

– Short constructed response

– Extended constructed response

MATHEMATICS FRAMEWORK

• Grade 4 Achievement Levels:– Basic (214-248)

• 4th grade students performing at the Basic level show evidence of understanding the mathematical concepts and procedures in the five NAEP content areas

– Proficient (249-281)• 4th grade students performing at the Proficient level should

consistently apply integrated procedural knowledge and conceptual understanding to problem solving in the five NAEP content areas

– Advanced (282 – 500)• 4th grade students performing at the Advanced level should apply

integrated procedural knowledge and conceptual understanding to complex and non-routine real world problem solving in the five NAEP content areas

MATHEMATICS FRAMEWORK

• Grade 8 Achievement Levels– Basic (262-298)

• 8th grade students performing at the Basic level should exhibit evidence of conceptual and procedural understanding in the five NAEP content areas. This level of performance signifies an understanding of arithmetic operations – including estimation – on whole numbers, decimals, fractions, and percents

– Proficient (299-332)• 8th grade students performing at the Proficient level should apply

mathematical concepts and procedures consistently to complex problems in the five NAEP content areas

– Advanced (333-500)• 8th grade students performing at the Advanced level should be able to

reach beyond the recognition, identification, and application of mathematical rules in order to generalize and synthesize concepts and principles in the five NAEP content areas

GRADE 4 MATHEMATICS WASHINGTON NAEP RESULTS

2005 RESULTS 2007 RESULTS

ALL STUDENTS 242 243*

WHITE 246 248

BLACK 231 222

HISPANIC 224 225

ASIAN/PACIFIC ISLANDER 245 250

AMERICAN INDIAN ‡ 227

MALE 242 244*

FEMALE 241 241*

ELIGIBLE FREE & REDUCED LUNCH 231 230*

NOT ELIGIBLE FREE & REDUCED LUNCH 250 251

SPECIAL ED 219 220

NOT SPEC ED 245 246*

ELL 215 214

NOT ELL 244 245*

PERCENT OF STUDENTS AT THE ADVANCED ACHIEVEMENT LEVEL

PERCENT OF STUDENTS AT OR ABOVE THE PROFICIENT ACHIEVEMENT LEVEL

GRADE 8 MATHEMATICS WASHINGTON NAEP RESULTS


OVERALL 285 285*

WHITE 289 291

BLACK 265 264

HISPANIC 262 263


AMERICAN INDIAN 273 265

MALE 285 285*

FEMALE 285 285*

ELIGIBLE FREE & REDUCED LUNCH 269 268

NOT ELIGIBLE FREE & REDUCED LUNCH 294 294*

SPECIAL ED 244 240

NOT SPEC ED 289 289*

ELL 249 243

NOT ELL 287 287*



2007 READING FRAMEWORKS GRADES 4 AND 8

• Contexts for Reading– Reading for literary experience

• Readers explore events, characters, themes, settings, plots, actions, and the language of literary works by reading novels, short stories, poems, plays, legends, biographies, myths, and folktales

– Reading for information• Readers gain information to understand the world by

reading materials such as magazines, newspapers, textbooks, essays, and speeches.

– Reading to perform a task• Readers apply what they learn from reading materials

such as bus or train schedules, directions for repairs or games, classroom procedures, tax forms (grade 12), maps, and so on. (Assessed in Grades 8 and 12 only).

Percentage of NAEP Reading Items, by Grade and Context for Reading

Context for Reading Grade For Literary Experience (%) For Information (%) To Perform

a Task (%)

4 55 45 No scale 8 40 40 20

• Aspects of Reading– Forming a General Understanding

• The reader must consider the text as a whole and provide a global understanding of it.

– Developing Interpretation• The reader must extend initial impressions to develop a

more complete understanding of what was read. This process involves linking information across parts of a text as well as focusing on specific information.

– Making Reader/Text Connections• The reader must link information in the text with

knowledge and experience.

– Examining Content and Structure• This requires critically evaluating, comparing and

contrasting, and understanding the effect of features such as irony, humor, and organization by the student.

Percentage Distribution of Student Time, by Grade and Aspect of Reading

Aspect of Reading

Forming a General Making Reader/Text Examining Content

Understanding and Connections (%) and Structure (%) Developing

Grade Interpretation (%)

4 60 15 25 8 55 15 30

READING FRAMEWORK• Grade 4 Achievement Levels:

– Basic (208-237)• Fourth-grade students performing at the Basic level should demonstrate an

understanding of the overall meaning of what they read. When reading text appropriate for fourth-graders, they should be able to make relatively obvious connections between the text and their own experiences and extend the ideas in the text by making simple inferences.

– Proficient (238-267)• 4th grade students performing at the Proficient level should be able to

demonstrate an overall understanding of the text, providing inferential as well as literal information. When reading text appropriate to 4th grade, they should be able to extend the ideas in the text by making inferences, drawing conclusions, and making connections to their own experiences. The connections between the text and what the student infers should be clear.

– Advanced (268-500)• 4th grade students performing at the Advanced level should be able to

generalize about topics in the reading selection and demonstrate an awareness of how authors compose and use literary devices. When reading text appropriate to 4th grade, they should be able to judge texts critically and, in general, give thorough answers that indicate careful thought.

READING FRAMEWORK• Grade 8 Achievement Levels

– Basic (243-280)• Eighth-grade students performing at the Basic level should demonstrate a literal

understanding of what they read and be able to make some interpretations. When reading text appropriate to eighth grade, they should be able to identify specific aspects of the text that reflect overall meaning, extend the ideas in the text by making simple inferences, recognize and relate interpretations and connections among ideas in the text to personal experience, and draw conclusions based on the text.

– Proficient (281-322)• Eighth-grade students performing at the Proficient level should be able to show an

overall understanding of the text, including inferential as well as literal information. When reading text appropriate to eighth grade, they should be able to extend the ideas in the text by making clear inferences from it, by drawing conclusions, and by making connections to their own experiences—including other reading experiences. Proficient eighth-graders should be able to identify some of the devices authors use in composing text.

– Advanced (323-500)• Eighth-grade students performing at the Advanced level should be able to describe the

more abstract themes and ideas of the overall text. When reading text appropriate to eighth grade, they should be able to analyze both meaning and form and support their analyses explicitly with examples from the text; they should be able to extend text information by relating it to their experiences and to world events. At this level, student responses should be thorough, thoughtful, and extensive.

GRADE 4 READING WASHINGTON NAEP RESULTS

2005 RESULTS 2007 RESULTSOVERALL 223 224*

WHITE 228 229BLACK 212 206

HISPANIC 202 206


AMERICAN INDIAN ‡ 205

MALE 219 221*FEMALE 228 227*



SPECIAL ED 190 192NOT SPEC ED 227 228*

ELL 191 182**NOT ELL 226 227*



GRADE 8 READING WASHINGTON NAEP RESULTS


OVERALL 265 265*

WHITE 268 270BLACK 255 247

HISPANIC 245 247

ASIAN/PACIFIC ISLANDER 270 268AMERICAN INDIAN 255 252

MALE 260 260*FEMALE 269 270*



SPECIAL ED 225 224NOT SD 268 268*

ELL 224 216NOT ELL 267 267*



WASHINGTON PARTICIPATION

2008 ASSESSMENTS

• LONG TERM TREND – 9 YEAR OLDS – 8 SCHOOLS• JANUARY 2008

– 13 YEAR OLDS – 8 SCHOOLS• NOVEMBER 2007

– 17 YEAR OLDS – 11 SCHOOLS• APRIL – MAY 2008

2008 ASSESSMENTS

• FIELD TEST– GRADE 4 – 13 SCHOOLS• JANUARY – MARCH 2008

– GRADE 8 – 18 SCHOOLS• JANUARY – MARCH 2008

– GRADE 12 – 7 SCHOOLS• FEBRUARY 2008

2008 ASSESSMENTS

• ARTS– GRADE 8 – 4 SCHOOLS• FEBRUARY 2008

• SPECIAL STUDIES– SCIENCE INTERACTIVE COMPUTER TEST– HANDS ON SCIENCE TEST

STATE STUDIES

• STATE INCLUSION RATES

• STATE MAPPING

TOOLS AND RESOURCES• NAEP DATA EXPLORER

– Explore state and national assessment results and surveys

• http://nces.ed.gov/nationsreportcard/nde

• NAEP QUESTIONS TOOL– Bank of released items with national and state results by

item– http://nces.ed.gov/nationsreportcard/itmrls/startsearch.asp

• NAEP REPORT CARD SITE– EXPLORE 2007 STATE AND NATIONAL RESULTS IN READING

AND MATHEMATICS– http://nationsreportcard.gov/

http://nces.ed.gov/nationsreportcard/nde

http://nces.ed.gov/nationsreportcard/itmrls/startsearch.asp

http://nationsreportcard.gov/

Documents

NAEP 2007 - 2008