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NAEP Long-Term Trends: Home
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18dtcs9">.css-18dtcs9{height:auto;pointer-events:none;-webkit-transform:rotate(0deg);-moz-transform:rotate(0deg);-ms-transform:rotate(0deg);transform:rotate(0deg);-webkit-transition:-webkit-transform 200ms cubic-bezier(0.0, 0, 0.2, 1);transition:transform 200ms cubic-bezier(0.0, 0, 0.2, 1);width:1rem;}</style><svg role="presentation" aria-hidden="true" viewBox="0 0 16.59 10.89" class="css-18dtcs9"><polygon points="8.295 10.89 0 0 16.59 0 8.295 10.89" class="css-py0lnb e1vh02rt0"></polygon></svg></summary><ul class="css-1rggoca"><li><a href="/ltt/mathematics/scores-percentiles/?age=9" class="css-1gqzqmn">Average Scores and Percentiles</a></li><li><a href="/ltt/mathematics/student-group-scores/?age=9" class="css-1gqzqmn">Student Group Scores</a></li><li><a href="/ltt/mathematics/performance/?age=9" class="css-1gqzqmn">Performance-Level Results</a></li><li><a href="/ltt/mathematics/student-experiences/?age=9" class="css-1gqzqmn">Student Experiences</a></li></ul></details></li><li><style data-emotion="css 1ih1nkp">.css-1ih1nkp{background-color:transparent;color:#007367;display:block;font-weight:600;line-height:1.375;padding-block:0.5rem;padding-inline:1rem;-webkit-text-decoration:none;text-decoration:none;}</style><a href="/ltt/about/ltt-reading/?age=9" class="css-1ih1nkp">About</a></li></ul></div></nav></header><style data-emotion="css jhwxbb">.css-jhwxbb{padding-top:0;transition-property:padding;}.css-jhwxbb a[id]:not([href]){display:block;scroll-margin-top:0px;}</style><main id="main" class="css-jhwxbb e1qfr57e0"><section><style data-emotion="css 17negdl">.css-17negdl{background:#001871 url(/ltt/images/ltt_rc_hero-20230919-185149.jpg) 50% 0/cover no-repeat;min-height:18.75rem;}</style><div class="css-17negdl ekq8fi80"></div><style data-emotion="css s9n3o6">.css-s9n3o6{margin-left:auto;margin-right:auto;width:100%;max-width:48rem;background-color:#fff;margin-bottom:-8.75rem;margin-top:0;padding:0.75rem 1.25rem;position:relative;-webkit-transform:translateY(-7.8125rem);-moz-transform:translateY(-7.8125rem);-ms-transform:translateY(-7.8125rem);transform:translateY(-7.8125rem);}@media (min-width: 1024px){.css-s9n3o6{max-width:66rem;}}@media (min-width: 768px){.css-s9n3o6{padding:2rem 4rem 3.5rem;}}</style><div class="css-s9n3o6 e1grts6s0"><style data-emotion="css 1o2pcpu">.css-1o2pcpu{color:#001871;display:block;font-size:1.75rem;font-weight:600;line-height:1.4;margin:1.5rem auto 0;text-align:center;}@media (min-width: 1024px){.css-1o2pcpu{font-size:2.5rem;margin-top:3rem;max-width:46.875rem;}}</style><h2 class="css-1o2pcpu euhbuby0">Explore NAEP Long-Term Trends in<br/>Reading and Mathematics</h2><style data-emotion="css 1nil1ix">.css-1nil1ix{margin-left:auto;margin-right:auto;width:100%;max-width:46.875rem;margin-top:2rem;}.css-1nil1ix p{line-height:1.6;}</style><div class="css-1nil1ix extomj30"><div><p>Since the 1970s, the National Assessment of Educational Progress (NAEP) has monitored the academic performance of 9-, 13-, and 17-year-old students with what have become known as the long-term trend (LTT) assessments. Although the LTT assessments are typically administered every four years, the National Center for Education Statistics (NCES) conducted this administration of the LTT assessments ahead of schedule to provide data on post-pandemic student performance. The reading and mathematics assessments at age 9 were administered from January to March of the 2021–2022 school year and the assessments at age 13 were administered from October to December of the 2022–2023 school year. The primary focus of this report is to enable long-term comparisons to performance on the first assessment year in each subject assessed. For a focus on short-term comparisons to 2020, the most recent data collection prior to the COVID-19 pandemic, see the highlights reports. Results in this report are based on the performance of nationally representative samples of 9- and 13-year-old students. <a href="https://nces.ed.gov/nationsreportcard/pubs/main2012/2013456.aspx">Results for 17-year-olds are available for 2012 and previous assessment years</a>. </p></div></div></div></section><style data-emotion="css 6p3dto">.css-6p3dto{margin-left:auto;margin-right:auto;width:100%;max-width:48rem;padding-left:1em;padding-right:1em;}@media (min-width: 1024px){.css-6p3dto{max-width:66rem;}}</style><div class="css-6p3dto e1eqetca1"><style data-emotion="css 1v6dcw4">.css-1v6dcw4{margin-left:auto;margin-right:auto;width:100%;max-width:46.875rem;padding-left:1em;padding-right:1em;}.e1eqetca1 .css-1v6dcw4{padding-left:0;padding-right:0;}</style><div class="css-1v6dcw4 e1eqetca0"><style data-emotion="css bd18hy">.css-bd18hy{margin-left:auto;margin-right:auto;width:100%;max-width:46.875rem;color:#001871;font-family:"Open Sans",sans-serif;font-size:1.75rem;font-weight:400;line-height:1.2;margin-bottom:0.75rem;margin-top:0;max-width:46.875rem;}</style><h2 class="css-bd18hy e9f3tqy0">How Did Students Perform on LTT Assessments?</h2><style data-emotion="css 11xfzdf">@media (min-width: 768px){.css-11xfzdf{display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-box-pack:space-around;-ms-flex-pack:space-around;-webkit-justify-content:space-around;justify-content:space-around;}}</style><div class="css-11xfzdf edbrpa00"><style data-emotion="css pvtg3v">.css-pvtg3v{background-color:#f2ede2;font-family:"Open Sans",sans-serif;border:1px solid #c69214;margin:2.25rem 0 3rem;}@media (min-width: 768px){.css-pvtg3v{display:-webkit-inline-box;display:-webkit-inline-flex;display:-ms-inline-flexbox;display:inline-flex;-webkit-box-pack:space-around;-ms-flex-pack:space-around;-webkit-justify-content:space-around;justify-content:space-around;}}.css-pvtg3v:first-of-type{margin-top:0;}</style><div class="css-pvtg3v el11g810"><style data-emotion="css 1r50nsj">.css-1r50nsj{-webkit-appearance:none;-moz-appearance:none;-ms-appearance:none;appearance:none;background:transparent;border:0;border-radius:0;cursor:pointer;padding:0;background-color:transparent;color:#007367;outline-offset:em(2px);-webkit-text-decoration:underline;text-decoration:underline;border:0;font:inherit;font-size:100%;margin:0;overflow:visible;padding:0;vertical-align:baseline;background-color:transparent;color:#007367;display:block;font-size:1.125rem;font-weight:700;letter-spacing:0.5px;margin:-1px 4rem;padding:0.5rem 1rem;text-align:center;-webkit-text-decoration:none;text-decoration:none;text-transform:uppercase;-webkit-transition:0s;transition:0s;white-space:nowrap;width:calc(100% - 2 * 4rem);background-color:#007367;color:#fff;}.css-1r50nsj:hover,.css-1r50nsj:focus{-webkit-text-decoration:none;text-decoration:none;}.css-1r50nsj:hover,.css-1r50nsj:focus{background-color:#007367;color:#fff;}.css-1r50nsj:hover{cursor:pointer;}@media (min-width: 768px){.css-1r50nsj{display:inline-block;width:unset;}}</style><button class="css-1r50nsj e9xkjtr0"><div class="css-0 ecj1i290">Age <!-- -->9<style data-emotion="css arojjm">.css-arojjm{color:#000;display:block;margin-bottom:0;font-size:0.75rem;text-transform:none;font-weight:400;color:#fff;}button:hover .css-arojjm,button:focus .css-arojjm{color:#fff;}</style><span class="css-arojjm e1l1ds120">as of 2022</span></div></button><style data-emotion="css 15749o8">.css-15749o8{-webkit-appearance:none;-moz-appearance:none;-ms-appearance:none;appearance:none;background:transparent;border:0;border-radius:0;cursor:pointer;padding:0;background-color:transparent;color:#007367;outline-offset:em(2px);-webkit-text-decoration:underline;text-decoration:underline;border:0;font:inherit;font-size:100%;margin:0;overflow:visible;padding:0;vertical-align:baseline;background-color:transparent;color:#007367;display:block;font-size:1.125rem;font-weight:700;letter-spacing:0.5px;margin:-1px 4rem;padding:0.5rem 1rem;text-align:center;-webkit-text-decoration:none;text-decoration:none;text-transform:uppercase;-webkit-transition:0s;transition:0s;white-space:nowrap;width:calc(100% - 2 * 4rem);}.css-15749o8:hover,.css-15749o8:focus{-webkit-text-decoration:none;text-decoration:none;}.css-15749o8:hover,.css-15749o8:focus{background-color:#007367;color:#fff;}.css-15749o8:hover{cursor:pointer;}@media (min-width: 768px){.css-15749o8{display:inline-block;width:unset;}}.css-15749o8:disabled{background-color:transparent;color:#767676;cursor:initial;}</style><button class="css-15749o8 e9xkjtr0"><div class="css-0 ecj1i290">Age <!-- -->13<style data-emotion="css 11bp1">.css-11bp1{color:#000;display:block;margin-bottom:0;font-size:0.75rem;text-transform:none;font-weight:400;}button:hover .css-11bp1,button:focus .css-11bp1{color:#fff;}button:disabled .css-11bp1{color:#767676;}</style><span class="css-11bp1 e1l1ds120">as of 2023</span></div></button></div></div><style data-emotion="css zje792">.css-zje792{margin-left:auto;margin-right:auto;width:100%;max-width:46.875rem;}.css-zje792 p{line-height:1.6;}</style><div class="css-zje792 extomj30"><div><p>The average scores in LTT reading and mathematics for 9-year-olds in 2022 were higher than the earliest assessments in the 1970s, but lower compared to the previous assessments in 2020. The 2022 reading score for 9-year-old students was 7 points higher than 1971, but 5 points lower than 2020. The 2022 mathematics score for 9-year-olds was 15 points higher than 1973, but 7 points lower than 2020. </p></div></div><style data-emotion="css 1yltisf">.css-1yltisf{text-align:center;}</style><p class="css-1yltisf"><style data-emotion="css 1hkl1i8">.css-1hkl1i8{background-color:#f2ede2;border:1px solid #c69214;color:#007367;cursor:pointer;display:inline-block;font-size:1rem;font-weight:700;line-height:1.5;margin:0 0 1rem;padding:0.65rem 1.5rem;-webkit-text-decoration:none;text-decoration:none;text-transform:uppercase;-webkit-transition:all 0.2s ease-in-out;transition:all 0.2s ease-in-out;font-size:1.125rem;}.css-1hkl1i8:focus,.css-1hkl1i8:hover{background-color:#007367;border:1px solid #007367;color:#fff;}</style><a href="/highlights/ltt/2022/" class="css-1hkl1i8">Read the <!-- -->2022<!-- --> highlights for age <!-- -->9</a></p></div><style data-emotion="css 1ukksbx">.css-1ukksbx{padding:0;}</style><div class="css-1ukksbx e174ucpf14"><div class="css-1v6dcw4 e1eqetca0"><style data-emotion="css l2z9ff">.css-l2z9ff{color:#585858;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;font-size:1.125rem;font-weight:400;line-height:1.4;margin:0 0 1rem;padding:1rem 0;position:relative;text-align:left;text-transform:none;}</style><h3 data-figure-title="" class="css-l2z9ff e174ucpf12"><style data-emotion="css o1bs0o">.css-o1bs0o{-webkit-flex-shrink:0;-ms-flex-negative:0;flex-shrink:0;-webkit-flex-basis:max-content;-ms-flex-preferred-size:max-content;flex-basis:max-content;font-weight:600;text-transform:uppercase;}.css-o1bs0o::after{content:'|';display:inline-block;margin:0 0.25rem;}</style><span class="css-o1bs0o e174ucpf11">Figure</span> <span>Trend in NAEP long-term trend reading and mathematics average scores for <!-- -->9<!-- -->‑year‑old students</span></h3><style data-emotion="css 1coukvq">.css-1coukvq{margin:-1rem 0 1rem;}@media (min-width: 768px){.css-1coukvq{-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;margin-top:-1.5rem;}}</style><div data-ets-download-ignore="true" class="css-1coukvq e174ucpf2"><style data-emotion="css h9t238">@media (min-width: 768px){.css-h9t238{-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;}}</style><div class="css-h9t238 e13tchpx0"><style data-emotion="css 1ykk70e">.css-1ykk70e{display:-webkit-inline-box;display:-webkit-inline-flex;display:-ms-inline-flexbox;display:inline-flex;padding-right:0.5rem;text-transform:uppercase;}</style><div class="css-1ykk70e e13tchpx4">Display As</div><style data-emotion="css 1he3mz7">.css-1he3mz7{display:-webkit-inline-box;display:-webkit-inline-flex;display:-ms-inline-flexbox;display:inline-flex;}.css-1he3mz7 >*+*{margin-left:1rem;}</style><div class="css-1he3mz7 e13tchpx3"><style data-emotion="css 5zaj09">.css-5zaj09{-webkit-appearance:none;-moz-appearance:none;-ms-appearance:none;appearance:none;background:transparent;border:0;border-radius:0;cursor:pointer;padding:0;background-color:transparent;color:#007367;outline-offset:em(2px);-webkit-text-decoration:underline;text-decoration:underline;border:0;font:inherit;font-size:100%;margin:0;overflow:visible;padding:0;vertical-align:baseline;color:#007367;display:-webkit-inline-box;display:-webkit-inline-flex;display:-ms-inline-flexbox;display:inline-flex;text-transform:uppercase;padding:0.125rem 0.5rem 0.125rem 0.125rem;position:relative;background:#007367;cursor:default;color:#fff;font-weight:700;pointer-events:none;-webkit-text-decoration:none;text-decoration:none;}.css-5zaj09:hover,.css-5zaj09:focus{-webkit-text-decoration:none;text-decoration:none;}.css-5zaj09 +.base-toggle-button{margin-left:1rem;}</style><button class="base-toggle-button css-5zaj09 eadjk9t0" data-toggle-button=""><svg aria-hidden="true" width="22" height="22" viewBox="0 0 17 17" xmlns="http://www.w3.org/2000/svg" class="css-0 e13tchpx2"><g fill="none" fill-rule="evenodd"><style data-emotion="css 1kl04xi">.css-1kl04xi{fill:#fff;fill:#007367;}</style><path d="M13.667 3H4.333C3.6 3 3 3.6 3 4.333v9.334C3 14.4 3.6 15 4.333 15h9.334C14.4 15 15 14.4 15 13.667V4.333C15 3.6 14.4 3 13.667 3z" class="css-1kl04xi ezhew770"></path><style data-emotion="css gzsbxm">.css-gzsbxm{fill:#007367;fill:#fff;}</style><path d="M7 12.333H5.667V7.667H7zM9.667 12.333H8.333V5.667h1.334zM12.333 12.333H11V9.667h1.333z" class="css-gzsbxm ezhew771"></path></g></svg><style data-emotion="css ouy9pk">.css-ouy9pk{margin-bottom:0;margin-left:0.25rem;}</style><span class="css-ouy9pk e13tchpx1">Graph</span></button><style data-emotion="css ztl4fn">.css-ztl4fn{-webkit-appearance:none;-moz-appearance:none;-ms-appearance:none;appearance:none;background:transparent;border:0;border-radius:0;cursor:pointer;padding:0;background-color:transparent;color:#007367;outline-offset:em(2px);-webkit-text-decoration:underline;text-decoration:underline;border:0;font:inherit;font-size:100%;margin:0;overflow:visible;padding:0;vertical-align:baseline;color:#007367;display:-webkit-inline-box;display:-webkit-inline-flex;display:-ms-inline-flexbox;display:inline-flex;text-transform:uppercase;padding:0.125rem 0.5rem 0.125rem 0.125rem;position:relative;}.css-ztl4fn:hover,.css-ztl4fn:focus{-webkit-text-decoration:none;text-decoration:none;}.css-ztl4fn +.base-toggle-button{margin-left:1rem;}</style><button class="base-toggle-button css-ztl4fn eadjk9t0" data-toggle-button=""><svg aria-hidden="true" width="22" height="22" viewBox="0 0 17 17" xmlns="http://www.w3.org/2000/svg" class="css-0 e13tchpx2"><style data-emotion="css 1576f1x">.css-1576f1x{fill:#007367;}</style><path fill-rule="evenodd" d="M3 3v12h12V3H3zm5.333 10.667h-4v-4h4v4zm0-5.334h-4v-4h4v4zm5.334 5.334h-4v-4h4v4zm0-5.334h-4v-4h4v4z" class="css-1576f1x ezhew771"></path></svg><span class="css-ouy9pk e13tchpx1">Table</span></button></div></div></div></div><style data-emotion="css 1jm7635">.css-1jm7635{display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-box-flex-wrap:wrap;-webkit-flex-wrap:wrap;-ms-flex-wrap:wrap;flex-wrap:wrap;margin:0 0 1rem;}@media (min-width: 1024px){.css-1jm7635{-webkit-box-flex-wrap:nowrap;-webkit-flex-wrap:nowrap;-ms-flex-wrap:nowrap;flex-wrap:nowrap;-webkit-box-pack:justify;-webkit-justify-content:space-between;justify-content:space-between;}}</style><div class="css-1jm7635 e174ucpf10"><style data-emotion="css e3viwr">.css-e3viwr{display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-box-pack:center;-ms-flex-pack:center;-webkit-justify-content:center;justify-content:center;width:100%;}</style><div class="css-e3viwr e174ucpf9"><style data-emotion="css l52up4">.css-l52up4{margin-top:1rem;position:relative;width:100%;}@media (min-width: 768px){.css-l52up4{margin-top:0;min-height:12.5rem;}}</style><div class="css-l52up4 e174ucpf8"><div></div><style data-emotion="css 1c3pnew">.css-1c3pnew{background-color:#fff;bottom:0;left:0;opacity:0.75;position:absolute;right:0;top:0;}@media (min-width: 768px){.css-1c3pnew{min-width:31.25rem;min-height:12.5rem;}}</style><div class="css-1c3pnew e174ucpf7"><style data-emotion="css 1ujjtoz">.css-1ujjtoz{left:50%;margin-right:-50%;position:absolute;top:50%;-webkit-transform:translate(-50%, -50%);-moz-transform:translate(-50%, -50%);-ms-transform:translate(-50%, -50%);transform:translate(-50%, -50%);}</style><div class="css-1ujjtoz e174ucpf6">Loading...</div></div></div></div><style data-emotion="css 7ang9g">.css-7ang9g{display:inline-block;margin:0;position:relative;z-index:1;}</style><div class="css-7ang9g e174ucpf5"><style data-emotion="css tgge9">.css-tgge9{-webkit-flex:0 0 auto;-ms-flex:0 0 auto;flex:0 0 auto;margin:1rem 0;}@media (min-width: 1024px){.css-tgge9{margin:0 0 1rem 1rem;}}.css-tgge9:empty{display:none;}</style><div class="css-tgge9 e174ucpf4"><style data-emotion="css 6ufaxk">.css-6ufaxk{border:solid #c69214;border-width:0 0 0 1px;margin-bottom:1rem;padding:0 0.75rem;width:218px;}.css-6ufaxk:empty{display:none;}</style><div class="css-6ufaxk er1lzx90"><style data-emotion="css otdfhs">.css-otdfhs{color:#1b1b1b;font-size:1.125rem;font-weight:600;line-height:1.3;margin-bottom:0.625rem;text-transform:uppercase;}</style><div class="css-otdfhs ele5q6h0">Legend</div><style data-emotion="css 1qs8etz">.css-1qs8etz{-webkit-appearance:none;-moz-appearance:none;-ms-appearance:none;appearance:none;background:transparent;border:0;border-radius:0;cursor:pointer;padding:0;-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;margin:0 0 1rem;position:relative;padding-right:0.5rem;transition-duration:0.18s;}.css-1qs8etz:last-child{margin-bottom:0;}.css-1qs8etz:hover svg{color:#c69214;}</style><button class="css-1qs8etz e6i885e0"><style data-emotion="css vvyet4">.css-vvyet4{-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-flex:none;-ms-flex:none;flex:none;margin:0 1rem 0 0;}.css-vvyet4 p{margin:0;}</style><span class="css-vvyet4 e17xzsg20"><style data-emotion="css 1afr05m">.css-1afr05m{height:30px;width:30px;}</style><svg height="30" width="30" viewBox="0 0 30 30" class="css-1afr05m e662ela0"><style data-emotion="css oxshdp">.css-oxshdp{fill:none;stroke:#001871;stroke-width:2px;stroke-dasharray:5 3;}</style><line x1="0" y1="15" x2="30" y2="15" class="css-oxshdp e1kmoa20"></line></svg></span><style data-emotion="css cz55da">.css-cz55da{-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;margin:0;text-align:left;}</style><span class="css-cz55da e9zn0b80"><style data-emotion="css 192ejbg">.css-192ejbg{font-size:0.875rem;line-height:1.4;margin:0;padding:0;-webkit-transition:opacity 250ms 0s;transition:opacity 250ms 0s;}.css-192ejbg var{font-style:italic;}.css-192ejbg svg{color:#007367;}button .css-192ejbg{background-color:transparent;color:#007367;outline-offset:em(2px);-webkit-text-decoration:underline;text-decoration:underline;}button .css-192ejbg:hover,button .css-192ejbg:focus{-webkit-text-decoration:none;text-decoration:none;}</style><span class="css-192ejbg ep038df0">Original assessment format<style data-emotion="css ncwx8o">.css-ncwx8o{display:inline-block;margin:0;-webkit-text-decoration:none;text-decoration:none;}</style><span class="css-ncwx8o e1c392bi0"> <span aria-hidden="true" class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"><circle cx="8.5" cy="8.5" r="7" fill="#fff"></circle><path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor"></path></svg></span></span></span></span></button><button class="css-1qs8etz e6i885e0"><span class="css-vvyet4 e17xzsg20"><svg height="30" width="30" viewBox="0 0 30 30" class="css-1afr05m e662ela0"><style data-emotion="css 6s6d2f">.css-6s6d2f{fill:none;stroke:#001871;stroke-width:2px;}</style><line x1="0" y1="15" x2="30" y2="15" class="css-6s6d2f e1kmoa20"></line></svg></span><span class="css-cz55da e9zn0b80"><span class="css-192ejbg ep038df0">Revised assessment format<span class="css-ncwx8o e1c392bi0"> <span aria-hidden="true" class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"><circle cx="8.5" cy="8.5" r="7" fill="#fff"></circle><path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor"></path></svg></span></span></span></span></button><style data-emotion="css 16o0i9r">.css-16o0i9r{-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;margin:0 0 1rem;position:relative;}.css-16o0i9r:last-child{margin-bottom:0;}</style><div class="css-16o0i9r e6i885e1"><span class="css-vvyet4 e17xzsg20"><style data-emotion="css 1m6ym9e">.css-1m6ym9e{height:30px;width:30px;color:#1b1b1b;display:inline-block;font-size:1.75rem;font-weight:400;margin:0;padding:0;position:relative;text-align:center;-webkit-text-decoration:none;text-decoration:none;top:-6px;}</style><span class="css-1m6ym9e e14glt730">*</span></span><span class="css-cz55da e9zn0b80"><span class="css-192ejbg ep038df0">Significantly different (<var>p</var> < .05) from<!-- --> <!-- -->2022<!-- -->.</span></span></div><div class="css-16o0i9r e6i885e1"><span class="css-vvyet4 e17xzsg20"><span class="css-1m6ym9e e14glt730">¹</span></span><span class="css-cz55da e9zn0b80"><span class="css-192ejbg ep038df0">Extrapolated data. See the<!-- --> <a href="/ltt/about/ltt-mathematics/?age=9">About page</a> <!-- -->for more information.</span></span></div></div></div></div></div></div></div><style data-emotion="css 1dwyhzi">.css-1dwyhzi{background:#fff;margin:6rem 0 0 0;position:relative;}</style><div id="detailed-ltt-assessment-results" class="css-1dwyhzi enufz0x0"><div class="css-6p3dto e1eqetca1"><style data-emotion="css 1uppsvd">.css-1uppsvd{margin-left:auto;margin-right:auto;width:100%;max-width:46.875rem;border-bottom:1px solid #c69214;color:#007367;font-size:1.1875rem;font-weight:700;margin-bottom:2.25rem;margin-top:0;padding:0.25rem 0;text-transform:uppercase;}</style><h3 class="css-1uppsvd e1vrhrto0">Detailed LTT Assessment Results</h3><div class="css-zje792 extomj30"><p>More detailed reading and mathematics long-term trend results are available throughout this Report Card.</p><style data-emotion="css 125uiw8">@media (min-width: 768px){.css-125uiw8{display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;gap:1rem;}}@media (min-width: 1024px){.css-125uiw8 >*{-webkit-flex-basis:50%;-ms-flex-preferred-size:50%;flex-basis:50%;}}</style><div class="css-125uiw8"><div><style data-emotion="css 1ja7vr8">.css-1ja7vr8{color:#001871;font-size:1.375rem;font-weight:400;line-height:1.1;}</style><h4 class="css-1ja7vr8">Reading</h4><style data-emotion="css 1i31r2j">.css-1i31r2j{list-style:none;-webkit-margin-start:0;margin-inline-start:0;-webkit-padding-start:0;padding-inline-start:0;}.css-1i31r2j>li{margin-inline:0;padding-inline:0;}</style><ol role="list" class="css-1i31r2j"><li><a href="/ltt/reading/scores-percentiles">Average Scores and Percentiles</a></li><li><a href="/ltt/reading/student-group-scores">Student Group Scores</a></li><li><a href="/ltt/reading/performance">Performance-Level Results</a></li><li><a href="/ltt/reading/student-experiences">Student Experiences</a></li></ol></div><div><h4 class="css-1ja7vr8">Mathematics</h4><ol role="list" class="css-1i31r2j"><li><a href="/ltt/mathematics/scores-percentiles">Average Scores and Percentiles</a></li><li><a href="/ltt/mathematics/student-group-scores">Student Group Scores</a></li><li><a href="/ltt/mathematics/performance">Performance-Level Results</a></li><li><a href="/ltt/mathematics/student-experiences">Student Experiences</a></li></ol></div></div></div></div></div><div id="about-the-assessment" class="css-1dwyhzi enufz0x0"><div class="css-6p3dto e1eqetca1"><h3 class="css-1uppsvd e1vrhrto0">About the LTT Assessment</h3><div class="css-zje792 extomj30"><div><p>The NAEP long-term trend assessments in reading and mathematics, which date back to the 1970s, are distinct from the main NAEP assessments, which date back to the early 1990s. The existence of two national assessment programs—LTT and main NAEP—makes it possible to meet two major objectives: to measure student progress over an extended period of time (LTT) and to measure students’ knowledge and skills based on the most current curricula and standards (main NAEP). Results from the two assessments cannot be directly compared because they use different questions and have different levels of difficulty, and because LTT is sampled by age whereas main NAEP is sampled by grade. Read more about <a rel="noreferrer noopener" href="https://nces.ed.gov/nationsreportcard/about/ltt_main_diff.aspx" data-type="URL" data-id="https://nces.ed.gov/nationsreportcard/about/ltt_main_diff.aspx" target="_blank">the differences between NAEP LTT and main NAEP assessments</a>. </p></div></div><div class="css-1ukksbx e174ucpf14"><div class="css-1v6dcw4 e1eqetca0"><h4 data-figure-title="" class="css-l2z9ff e174ucpf12"><span class="css-o1bs0o e174ucpf11">Figure</span> <span>Assessment design and administration information in the NAEP long-term trend reading and mathematics assessments: 2022 and 2023</span></h4></div><div class="css-1jm7635 e174ucpf10"><div class="css-e3viwr e174ucpf9"><div class="css-l52up4 e174ucpf8"><div><style data-emotion="css 13qd7nb">@media (max-width: 767px){.css-13qd7nb{position:relative;}.css-13qd7nb::after{background:linear-gradient( to left, #fff 0%, rgba(255, 255, 255, 0) 100% );content:'';height:100%;position:absolute;top:0;right:calc(1rem * -1);width:2.5rem;}}</style><div class="css-13qd7nb e1v5bmuh0"><style data-emotion="css 6nkvn8">@media (max-width: 767px){.css-6nkvn8{overflow:auto;max-height:98vh;padding-right:1rem;position:relative;width:100%;}}</style><div class="css-6nkvn8 ei4sbic0"><style data-emotion="css gp9nlq">.css-gp9nlq{border-collapse:separate;-webkit-transition:0.2s all ease;transition:0.2s all ease;width:100%;}@media (min-width: 768px){.css-gp9nlq{border-collapse:initial;}}</style><table class="css-gp9nlq ezfj5og0"><style data-emotion="css 1xerqzm">.css-1xerqzm{background-color:#fff;color:#001871;}</style><thead class="css-1xerqzm e1nxwn4v0"><style data-emotion="css bhe7y4">tbody .css-bhe7y4:nth-of-type(odd) th,tbody .css-bhe7y4:nth-of-type(odd) td{background-color:#fff;}tbody .css-bhe7y4:nth-of-type(even) th,tbody .css-bhe7y4:nth-of-type(even) td{background-color:#e7e7e8;}</style><tr class="css-bhe7y4 e1x91ej30"><style data-emotion="css 1ghlij7">.css-1ghlij7{padding:0.75rem;text-align:left;}</style><td style="width:20%" class="css-1ghlij7 e1d9u7wi0"></td><style data-emotion="css edntgr">.css-edntgr{padding:0.75rem;text-align:left;font-weight:bold;}.css-edntgr sup{display:inline-block;margin:0;width:0.4375em;}@media (max-width: 767px){thead .css-edntgr{background-color:#fff;position:-webkit-sticky;position:sticky;top:0;z-index:1;}thead .css-edntgr:first-of-type{left:0;z-index:2;}tbody .css-edntgr{left:0;position:-webkit-sticky;position:sticky;}}</style><th scope="col" class="css-edntgr eho1ma11">Age 9</th><th scope="col" class="css-edntgr eho1ma11">Age 13</th></tr></thead><tbody class="css-0 e1ob15vc0"><tr class="css-bhe7y4 e1x91ej30"><th scope="row" class="css-edntgr eho1ma11">Assessment period</th><td class="css-1ghlij7 e1d9u7wi0">January to March, 2021–2022 school year</td><td class="css-1ghlij7 e1d9u7wi0">October to December, 2022–2023 school year</td></tr><tr class="css-bhe7y4 e1x91ej30"><th scope="row" class="css-edntgr eho1ma11">Student participation</th><td class="css-1ghlij7 e1d9u7wi0">7,400 in each subject</td><td class="css-1ghlij7 e1d9u7wi0">8,700 in each subject</td></tr><tr class="css-bhe7y4 e1x91ej30"><th scope="row" class="css-edntgr eho1ma11">School participation</th><td class="css-1ghlij7 e1d9u7wi0">410</td><td class="css-1ghlij7 e1d9u7wi0">460</td></tr><tr class="css-bhe7y4 e1x91ej30"><th scope="row" class="css-edntgr eho1ma11">Cognitive testing time</th><td class="css-1ghlij7 e1d9u7wi0">45 minutes</td><td class="css-1ghlij7 e1d9u7wi0">45 minutes</td></tr><tr class="css-bhe7y4 e1x91ej30"><th scope="row" class="css-edntgr eho1ma11">Reported results</th><td class="css-1ghlij7 e1d9u7wi0">Based on national level student performance on a paper-based assessment</td><td class="css-1ghlij7 e1d9u7wi0">Based on national level student performance on a paper-based assessment</td></tr><tr class="css-bhe7y4 e1x91ej30"><th scope="row" class="css-edntgr eho1ma11">Survey questionnaires</th><td class="css-1ghlij7 e1d9u7wi0">Administered to students and to school administrators</td><td class="css-1ghlij7 e1d9u7wi0">Administered to students and to school administrators</td></tr></tbody></table></div></div></div></div></div></div></div></div></div><div id="story-of-naep" class="css-1dwyhzi enufz0x0"><div class="css-6p3dto e1eqetca1"><h3 class="css-1uppsvd e1vrhrto0">The Story of NAEP</h3><style data-emotion="css 1eadmp7">.css-1eadmp7{background-image:url(/ltt/images/NatlAssessmentOfEduProgress.jpg);-webkit-background-position:0 0;background-position:0 0;background-repeat:no-repeat;-webkit-background-size:174px auto;background-size:174px auto;padding-top:275px;}@media (min-width: 700px){.css-1eadmp7{padding-left:275px;padding-top:0;}}</style><div class="css-1eadmp7"><div><p>The National Assessment of Educational Progress (NAEP) is a continuing and nationally representative measure of trends in academic achievement of U.S. elementary and secondary students in various subjects. It is the largest continuing and nationally representative assessment of what our nation's students know and can do in select subjects. It was first administered in 1969 to measure student achievement nationally. Teachers, principals, parents, policymakers, and researchers all use NAEP results to assess progress and develop ways to improve education in the United States.</p></div><p><style data-emotion="css 1q6hbim">.css-1q6hbim{background-color:#f2ede2;border:1px solid #c69214;color:#007367;cursor:pointer;display:inline-block;font-size:1rem;font-weight:700;line-height:1.5;margin:0 0 1rem;padding:0.65rem 1.5rem;-webkit-text-decoration:none;text-decoration:none;text-transform:uppercase;-webkit-transition:all 0.2s ease-in-out;transition:all 0.2s ease-in-out;}.css-1q6hbim:focus,.css-1q6hbim:hover{background-color:#007367;border:1px solid #007367;color:#fff;}</style><a href="https://nces.ed.gov/nationsreportcard/about/" class="css-1q6hbim ekksz110">Read More</a></p></div></div></div><style data-emotion="css tc7wg7">.css-tc7wg7{margin-left:auto;margin-right:auto;width:100%;max-width:48rem;margin-block:3.75rem;padding-inline:1em;}@media (min-width: 1024px){.css-tc7wg7{max-width:66rem;}}</style><div class="css-tc7wg7 eeuvxll0"><style data-emotion="css 1tm0dnb">.css-1tm0dnb{margin-top:0;}.css-1tm0dnb +*{margin-top:3rem;}.css-1tm0dnb+.css-1tm0dnb{margin-top:0;}</style><div class="accordion css-1tm0dnb e1afkmlb0"><style data-emotion="css 9du8uh">.css-9du8uh{-webkit-appearance:none;-moz-appearance:none;-ms-appearance:none;appearance:none;background-color:transparent;border:0;color:#007367;cursor:pointer;display:block;font-size:inherit;font-weight:600;margin:0.5rem 0 0;padding:0;text-align:left;width:100%;}.css-9du8uh:focus{outline:0;}.css-9du8uh:focus-visible{outline:2px solid #007367;outline-offset:2px;}[data-js-focus-visible] .css-9du8uh[data-focus-visible-added]{outline:2px solid #007367;outline-offset:2px;}.css-9du8uh:disabled{cursor:initial;}.eeuvxll0 .css-9du8uh{margin-top:0;}</style><button class="css-9du8uh etg6f440"><style data-emotion="css 14cpsum">.css-14cpsum{color:#007367;background-color:#f2ede2;border:1px solid #c69214;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;font-size:0.875em;font-weight:700;-webkit-box-pack:justify;-webkit-justify-content:space-between;justify-content:space-between;line-height:1.45;margin:0;padding:0.5rem 2rem 0.5rem max( calc( (48rem - 46.875rem) / 2 + (0.75rem / 4) ), 0.9375rem );text-align:left;-webkit-transition:all 0.4s ease-in-out;transition:all 0.4s ease-in-out;}@media (min-width: 1024px){.css-14cpsum{padding-left:max( calc((100% - 46.875rem - 2em) / 2 + 0.75rem), 0.9375rem );}}@media (min-width: 1078px){.css-14cpsum{padding-left:max( calc( (66rem - 46.875rem - 2em) / 2 ), 0.9375rem );}}</style><div class="css-14cpsum e191d4bz0"><style data-emotion="css caomig">.css-caomig{-webkit-flex:1;-ms-flex:1;flex:1;max-width:46.875rem;}</style><div class="accordion-header-left-wrapper css-caomig e16lmysn0">Show notes and sources</div><style data-emotion="css 1m1u2vj">.css-1m1u2vj{font-size:0.875rem;margin-top:1rem;text-align:center;}.css-1m1u2vj >*{margin-left:auto;margin-right:auto;}@media (min-width: 768px){.css-1m1u2vj{margin-top:0;}}</style><div class="accordion-header-right-wrapper css-1m1u2vj e1ikrkex0"><style data-emotion="css 1x9uhdx">.css-1x9uhdx{height:16px;width:80px;}.css-1x9uhdx svg{color:#c69214;}</style><div class="css-1x9uhdx e1vtdfj50"><svg xmlns="http://www.w3.org/2000/svg" width="16.59" height="10.89" viewBox="0 0 16.59 10.89"><title>down<!-- --> arrow</title><style data-emotion="css kqzqgg">.css-kqzqgg{fill:currentColor;}</style><polygon points="8.295 10.89 0 0 16.59 0 8.295 10.89" class="css-kqzqgg e1vh02rt0"></polygon></svg></div></div></div></button><style data-emotion="css mn4hut gyp8mm">.css-mn4hut{-webkit-transition:height 200ms cubic-bezier(0.0, 0, 0.2, 1);transition:height 200ms cubic-bezier(0.0, 0, 0.2, 1);}.css-gyp8mm{visibility:hidden;}</style><div class="css-mn4hut" style="height:0px;overflow:hidden" aria-hidden="true"><div class="css-gyp8mm"><style data-emotion="css kejurr">.css-kejurr{background-color:#e7e7e8;color:#000;font-size:0.75em;font-weight:400;padding:0.9375rem 1.25rem;z-index:50;}.css-kejurr div{margin-bottom:0.75em;text-align:left;}.css-kejurr div:last-child{margin-bottom:0;}</style><div class="css-kejurr e1e6x26q0"><div class="css-1v6dcw4 e1eqetca0"><div><p>NOTE: The NAEP long-term trend reading and mathematics scales range from 0 to 500. Because the scales were developed separately for each subject, comparisons cannot be made from one subject to another. Results for 1971–1999 are from the original assessment format (including an original assessment sample in the 2004 Bridge Study), and results for 2004–2023 are from the revised assessment format. See more information <a rel="noreferrer noopener" href="https://nces.ed.gov/nationsreportcard/ltt/bridge_study.aspx" target="_blank">about the two assessment formats and the 2004 Bridge Study</a>. Although the estimates (e.g., average scores or percentages) are shown as rounded numbers in the charts, the positions of the data points in the graphics are based on the unrounded numbers. Unrounded numbers were used for calculating the differences between the estimates, and for the statistical comparison test when the estimates were compared to each other. Not all apparent differences between estimates are statistically significant.</p><p>SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1971–2023 Long-Term Trend Reading and Mathematics Assessments.</p></div></div></div></div></div></div></div></main><style data-emotion="css 119yn37">.css-119yn37{background:linear-gradient(180deg, rgba(238, 238, 238, 0) 0%, #c8d0df 100%);bottom:0;content:'';display:block;left:0;height:68px;opacity:0;pointer-events:none;position:fixed;width:100%;z-index:1000;}</style><div height="68" color="#c8d0df" class="css-119yn37"></div><style data-emotion="css c5iihf">.css-c5iihf{background-color:#001871;overflow:hidden;margin-bottom:0;}</style><footer id="footer" class="css-c5iihf e17znt240"><style data-emotion="css 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Although the LTT assessments are typically administered every four years, the National Center for Education Statistics (NCES) conducted this administration of the LTT assessments ahead of schedule to provide data on post-pandemic student performance. The reading and mathematics assessments at age 9 were administered from January to March of the 2021–2022 school year and the assessments at age 13 were administered from October to December of the 2022–2023 school year. The primary focus of this report is to enable long-term comparisons to performance on the first assessment year in each subject assessed. For a focus on short-term comparisons to 2020, the most recent data collection prior to the COVID-19 pandemic, see the highlights reports. Results in this report are based on the performance of nationally representative samples of 9- and 13-year-old students. \u003ca href=\"https://nces.ed.gov/nationsreportcard/pubs/main2012/2013456.aspx\"\u003eResults for 17-year-olds are available for 2012 and previous assessment years\u003c/a\u003e. ","dropCap":false,"placeholder":"","direction":"","style":[],"backgroundColor":"","textColor":"","className":"","fontSize":"","anchor":""},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eSince the 1970s, the National Assessment of Educational Progress (NAEP) has monitored the academic performance of 9-, 13-, and 17-year-old students with what have become known as the long-term trend (LTT) assessments. Although the LTT assessments are typically administered every four years, the National Center for Education Statistics (NCES) conducted this administration of the LTT assessments ahead of schedule to provide data on post-pandemic student performance. The reading and mathematics assessments at age 9 were administered from January to March of the 2021–2022 school year and the assessments at age 13 were administered from October to December of the 2022–2023 school year. The primary focus of this report is to enable long-term comparisons to performance on the first assessment year in each subject assessed. For a focus on short-term comparisons to 2020, the most recent data collection prior to the COVID-19 pandemic, see the highlights reports. Results in this report are based on the performance of nationally representative samples of 9- and 13-year-old students. \u003ca href=\"https://nces.ed.gov/nationsreportcard/pubs/main2012/2013456.aspx\"\u003eResults for 17-year-olds are available for 2012 and previous assessment years\u003c/a\u003e. \u003c/p\u003e\n"}]},"hasOther":false},{"key":"about-the-assessment","log":["categories=324","jurisdiction=5","subject=4","page_type=9","grade=13","page_area=69"],"post":{"id":9163,"title":"Long Term Trends 2023 – Home – About the assessment","block_data":[{"attrs":{"align":"","content":"The NAEP long-term trend assessments in reading and mathematics, which date back to the 1970s, are distinct from the main NAEP assessments, which date back to the early 1990s. The existence of two national assessment programs—LTT and main NAEP—makes it possible to meet two major objectives: to measure student progress over an extended period of time (LTT) and to measure students’ knowledge and skills based on the most current curricula and standards (main NAEP). Results from the two assessments cannot be directly compared because they use different questions and have different levels of difficulty, and because LTT is sampled by age whereas main NAEP is sampled by grade. Read more about \u003ca rel=\"noreferrer noopener\" href=\"https://nces.ed.gov/nationsreportcard/about/ltt_main_diff.aspx\" data-type=\"URL\" data-id=\"https://nces.ed.gov/nationsreportcard/about/ltt_main_diff.aspx\" target=\"_blank\"\u003ethe differences between NAEP LTT and main NAEP assessments\u003c/a\u003e. ","dropCap":false,"placeholder":"","direction":"","style":[],"backgroundColor":"","textColor":"","className":"","fontSize":"","anchor":""},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eThe NAEP long-term trend assessments in reading and mathematics, which date back to the 1970s, are distinct from the main NAEP assessments, which date back to the early 1990s. The existence of two national assessment programs—LTT and main NAEP—makes it possible to meet two major objectives: to measure student progress over an extended period of time (LTT) and to measure students’ knowledge and skills based on the most current curricula and standards (main NAEP). Results from the two assessments cannot be directly compared because they use different questions and have different levels of difficulty, and because LTT is sampled by age whereas main NAEP is sampled by grade. Read more about \u003ca rel=\"noreferrer noopener\" href=\"https://nces.ed.gov/nationsreportcard/about/ltt_main_diff.aspx\" data-type=\"URL\" data-id=\"https://nces.ed.gov/nationsreportcard/about/ltt_main_diff.aspx\" target=\"_blank\"\u003ethe differences between NAEP LTT and main NAEP assessments\u003c/a\u003e. \u003c/p\u003e\n"}]},"hasOther":false},{"key":"notes","log":["categories=324","jurisdiction=5","subject=4","page_type=9","grade=13","page_area=15"],"post":{"id":9023,"title":"LTT 2023 \u0026#8211; Home \u0026#8211; Notes \u0026#038; Sources","block_data":[{"attrs":{"align":"","content":"NOTE: The NAEP long-term trend reading and mathematics scales range from 0 to 500. Because the scales were developed separately for each subject, comparisons cannot be made from one subject to another. Results for 1971–1999 are from the original assessment format (including an original assessment sample in the 2004 Bridge Study), and results for 2004–2023 are from the revised assessment format. See more information \u003ca rel=\"noreferrer noopener\" href=\"https://nces.ed.gov/nationsreportcard/ltt/bridge_study.aspx\" target=\"_blank\"\u003eabout the two assessment formats and the 2004 Bridge Study\u003c/a\u003e. Although the estimates (e.g., average scores or percentages) are shown as rounded numbers in the charts, the positions of the data points in the graphics are based on the unrounded numbers. Unrounded numbers were used for calculating the differences between the estimates, and for the statistical comparison test when the estimates were compared to each other. Not all apparent differences between estimates are statistically significant.","dropCap":false,"placeholder":"","direction":"","style":[],"backgroundColor":"","textColor":"","className":"","fontSize":"","anchor":""},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eNOTE: The NAEP long-term trend reading and mathematics scales range from 0 to 500. Because the scales were developed separately for each subject, comparisons cannot be made from one subject to another. Results for 1971–1999 are from the original assessment format (including an original assessment sample in the 2004 Bridge Study), and results for 2004–2023 are from the revised assessment format. See more information \u003ca rel=\"noreferrer noopener\" href=\"https://nces.ed.gov/nationsreportcard/ltt/bridge_study.aspx\" target=\"_blank\"\u003eabout the two assessment formats and the 2004 Bridge Study\u003c/a\u003e. Although the estimates (e.g., average scores or percentages) are shown as rounded numbers in the charts, the positions of the data points in the graphics are based on the unrounded numbers. Unrounded numbers were used for calculating the differences between the estimates, and for the statistical comparison test when the estimates were compared to each other. Not all apparent differences between estimates are statistically significant.\u003c/p\u003e\n"},{"attrs":{"align":"","content":"SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1971–2023 Long-Term Trend Reading and Mathematics Assessments.","dropCap":false,"placeholder":"","direction":"","style":[],"backgroundColor":"","textColor":"","className":"","fontSize":"","anchor":""},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eSOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1971–2023 Long-Term Trend Reading and Mathematics Assessments.\u003c/p\u003e\n"}]},"hasOther":false},{"key":"story-of-naep","log":["categories=324","jurisdiction=5","subject=4","page_type=9","grade=13","page_area=70"],"post":{"id":9167,"title":"Long Term Trends 2023 – Home – The Story of NAEP","block_data":[{"attrs":{"align":"","content":"The National Assessment of Educational Progress (NAEP) is a continuing and nationally representative measure of trends in academic achievement of U.S. elementary and secondary students in various subjects. It is the largest continuing and nationally representative assessment of what our nation's students know and can do in select subjects. It was first administered in 1969 to measure student achievement nationally. Teachers, principals, parents, policymakers, and researchers all use NAEP results to assess progress and develop ways to improve education in the United States.","dropCap":false,"placeholder":"","direction":"","style":[],"backgroundColor":"","textColor":"","className":"","fontSize":"","anchor":""},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eThe National Assessment of Educational Progress (NAEP) is a continuing and nationally representative measure of trends in academic achievement of U.S. elementary and secondary students in various subjects. It is the largest continuing and nationally representative assessment of what our nation's students know and can do in select subjects. It was first administered in 1969 to measure student achievement nationally. Teachers, principals, parents, policymakers, and researchers all use NAEP results to assess progress and develop ways to improve education in the United States.\u003c/p\u003e\n"}]},"hasOther":false},{"key":"score-trends:9","log":["categories=324","jurisdiction=5","subject=4","page_type=9","grade=93","page_area=328"],"post":{"id":9156,"title":"Long Term Trends 2023 – Home – Score Trends – Age 9","block_data":[{"attrs":{"align":"","content":"The average scores in LTT reading and mathematics for 9-year-olds in 2022 were higher than the earliest assessments in the 1970s, but lower compared to the previous assessments in 2020. The 2022 reading score for 9-year-old students was 7 points higher than 1971, but 5 points lower than 2020. The 2022 mathematics score for 9-year-olds was 15 points higher than 1973, but 7 points lower than 2020. ","dropCap":false,"placeholder":"","direction":"","style":[],"backgroundColor":"","textColor":"","className":"","fontSize":"","anchor":""},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eThe average scores in LTT reading and mathematics for 9-year-olds in 2022 were higher than the earliest assessments in the 1970s, but lower compared to the previous assessments in 2020. The 2022 reading score for 9-year-old students was 7 points higher than 1971, but 5 points lower than 2020. The 2022 mathematics score for 9-year-olds was 15 points higher than 1973, but 7 points lower than 2020. \u003c/p\u003e\n"}]},"hasOther":false},{"key":"score-trends:13","log":["categories=324","jurisdiction=5","subject=4","page_type=9","grade=94","page_area=328"],"post":{"id":9160,"title":"Long Term Trends 2023 – Home – Score Trends – Age 13","block_data":[{"attrs":{"align":"","content":"The average score in LTT reading for 13-year-olds in 2023 was not statistically significantly different from 1971 and was 4 points lower compared to the previous assessment in 2020. The average LTT mathematics score for 13-year-olds in 2023 was 5 points higher than in 1973, but 9 points lower than 2020. ","dropCap":false,"placeholder":"","direction":"","style":[],"backgroundColor":"","textColor":"","className":"","fontSize":"","anchor":""},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eThe average score in LTT reading for 13-year-olds in 2023 was not statistically significantly different from 1971 and was 4 points lower compared to the previous assessment in 2020. The average LTT mathematics score for 13-year-olds in 2023 was 5 points higher than in 1973, but 9 points lower than 2020. \u003c/p\u003e\n"}]},"hasOther":false}],"cmsAdmin":"","glossary":{"reading-level-300":{"id":"reading-level-300","definition":"\n\u003ch3 class=\"is-style-section-heading\"\u003eLevel 300\u003cbr\u003eUnderstand Complicated Information\u003c/h3\u003e\n\n\n\n\u003cp\u003eReaders at this level can understand complicated literary and informational passages, including material about topics they study at school. They can also analyze and integrate less familiar material about topics they study at school as well as provide reactions to and explanations of the text as a whole. Performance at this level suggests the ability to find, understand, summarize, and explain relatively complicated information.\u003c/p\u003e\n"},"mathematics-level-300":{"id":"mathematics-level-300","definition":"\n\u003ch3 class=\"is-style-section-heading\"\u003eLevel 300\u003cbr\u003eModerately Complex Procedures and Reasoning\u003c/h3\u003e\n\n\n\n\u003cp\u003eStudents at this level are developing an understanding of number systems. They can compute with decimals, simple fractions, and commonly encountered percents. They can identify geometric figures, measure lengths and angles, and calculate areas of rectangles. These students are also able to interpret simple inequalities, evaluate formulas, and solve simple linear equations. They can find averages, make decisions based on information drawn from graphs, and use logical reasoning to solve problems. They are developing the skills to operate with signed numbers, exponents, and square roots.\u003c/p\u003e\n"},"student-groups":{"id":"student-groups","definition":"\n\u003ch3 class=\"is-style-section-heading\"\u003eStudent groups \u003c/h3\u003e\n\n\n\n\u003cp\u003eGroups of the student population identified in terms of specific demographic characteristics. Some of the major student groups used for reporting NAEP results are those defined by students' gender, race/ethnicity, highest level of parental education, and type of school (public or nonpublic).\u003c/p\u003e\n"},"history-composite-scale":{"id":"history-composite-scale","definition":"\n\u003cp\u003e\u003cstrong\u003eComposite scale\u003c/strong\u003e\u003c/p\u003e\n\n\n\n\u003cp\u003eAn overall subject-area scale based on the weighted average of the scales that are used to summarize performance on the primary dimensions of the curricular framework for the subject-area assessment. For example, the U.S. history composite scale is a weighted average combining separate scales for each of the four historical themes specified by the \u003ca href=\"https://www.nagb.gov/content/dam/nagb/en/documents/publications/frameworks/history/2018-history-framework.pdf\"\u003eNAEP U.S. history framework\u003c/a\u003e: Change and Continuity in American Democracy (Democracy); The Gathering and Interactions of Peoples, Cultures, and Ideas (Culture); Economic and Technological Changes and Their Relationship to Society, Ideas, and the Environment (Technology); and The Changing Role of America in the World (World Role).\u003c/p\u003e\n"},"explain-percentiles-ltt-age-13":{"id":"explain-percentiles-ltt-age-13","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eExplain percentiles\u003c/h3\u003e\n\n\n\n\u003cp\u003e[PLACEHOLDER]\u003c/p\u003e\n"},"assessment-year-ushistory-highlights":{"id":"assessment-year-ushistory-highlights","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eAssessment year\u003c/h3\u003e\n\n\n\n\u003cp\u003eThe NAEP U.S. history assessments at grade 8 were administered in 1994, 2001, 2006, 2010, 2014, 2018, and 2022. Results for all assessment years are available in the \u003ca href=\"https://www.nationsreportcard.gov/ndecore/landing\"\u003eNAEP Data Explorer\u003c/a\u003e.\u003c/p\u003e\n"},"assessment-year-civics-highlights":{"id":"assessment-year-civics-highlights","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eAssessment year\u003c/h3\u003e\n\n\n\n\u003cp\u003eThe NAEP civics assessments at grade 8 were administered in 1998, 2006, 2010, 2014, 2018, and 2022. Results for all assessment years are available in the \u003ca href=\"https://www.nationsreportcard.gov/ndecore/landing\"\u003eNAEP Data Explorer\u003c/a\u003e.\u003c/p\u003e\n"},"hrps4":{"id":"hrps4","definition":"\n\u003cp\u003eThe changing role of America in the world\u003c/p\u003e\n"},"hrps3":{"id":"hrps3","definition":"\n\u003cp\u003eEconomic and technological changes and their relationship to society, ideas, and the environment\u003c/p\u003e\n"},"hrps2":{"id":"hrps2","definition":"\n\u003cp\u003eThe gathering and interactions of peoples, cultures, and ideas\u003c/p\u003e\n"},"hrps1":{"id":"hrps1","definition":"\n\u003cp\u003eChange and continuity in American democracy: ideas, institutions, events, key figures, and controversies\u003c/p\u003e\n"},"explain-percentiles":{"id":"explain-percentiles","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eExplain percentiles\u003c/h3\u003e\n\n\n\n\u003cp\u003eIn NAEP, the percentile is defined by the percentage of students scoring lower than a particular scale score. For example, if the 25th percentile is 281, it means that 25 percent of the students scored below 281. Percentile data show the NAEP scale score attained by students performing at higher, middle, and lower ranges of the distribution. Percentile changes over time help indicate trends in how students perform at higher and lower levels.\u003c/p\u003e\n"},"explain-percentiles-mathematics-g4":{"id":"explain-percentiles-mathematics-g4","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eExplain percentiles\u003c/h3\u003e\n\n\n\n\u003cp\u003eTK. Mathematics - G4.\u003c/p\u003e\n"},"explain-percentiles-mathematics-g8":{"id":"explain-percentiles-mathematics-g8","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eExplain percentiles\u003c/h3\u003e\n\n\n\n\u003cp\u003eTK. Mathematics - G8.\u003c/p\u003e\n"},"explain-percentiles-reading-g8":{"id":"explain-percentiles-reading-g8","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eExplain percentiles\u003c/h3\u003e\n\n\n\n\u003cp\u003eTK. Reading - G8.\u003c/p\u003e\n"},"explain-percentiles-reading-g4":{"id":"explain-percentiles-reading-g4","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eExplain percentiles\u003c/h3\u003e\n\n\n\n\u003cp\u003eTK. Reading - G4.\u003c/p\u003e\n"},"civics-naep-advanced-g8":{"id":"civics-naep-advanced-g8","definition":"\n\u003cp\u003eAn example of what eighth-graders performing at the \u003cem\u003eNAEP Advanced \u003c/em\u003elevel can likely do is analyze the functions of the three branches of government, and identify the roles, purposes, and limitations of international organizations. Learn more about the \u003cem\u003eNAEP Advanced \u003c/em\u003eachievement level \u003ca href=\"https://nces.ed.gov/nationsreportcard/civics/achieve.aspx#grade8\"\u003ehere\u003c/a\u003e. \u003c/p\u003e\n"},"civics-naep-basic-g8":{"id":"civics-naep-basic-g8","definition":"\n\u003cp\u003eAn example of what eighth-graders performing at the \u003cem\u003eNAEP Basic\u003c/em\u003e level can likely do is identify equality under law, consent of the governed, and natural rights. Learn more about the \u003cem\u003eNAEP Basic \u003c/em\u003eachievement level \u003ca href=\"https://nces.ed.gov/nationsreportcard/civics/achieve.aspx#grade8\"\u003ehere\u003c/a\u003e. \u003c/p\u003e\n"},"civics-naep-proficient-g8":{"id":"civics-naep-proficient-g8","definition":"\n\u003cp\u003eAn example of what eighth-graders performing at the \u003cem\u003eNAEP Proficient \u003c/em\u003elevel can likely do is draw conclusions from sources to describe the foundations of American democracy. Learn more about the \u003cem\u003eNAEP Proficient \u003c/em\u003eachievement level \u003ca href=\"https://nces.ed.gov/nationsreportcard/civics/achieve.aspx#grade8\"\u003ehere\u003c/a\u003e. \u003c/p\u003e\n"},"history-naep-advanced-g8":{"id":"history-naep-advanced-g8","definition":"\n\u003cp\u003eAn example of what eighth-graders performing at the \u003cem\u003eNAEP Advanced \u003c/em\u003elevel can likely do is analyze primary and secondary sources to contextualize and explain historical ideas and events. Learn more about the \u003cem\u003eNAEP Advanced \u003c/em\u003eachievement level \u003ca href=\"https://nces.ed.gov/nationsreportcard/ushistory/achieve.aspx#grade8\"\u003ehere\u003c/a\u003e. \u003c/p\u003e\n"},"history-naep-proficient-g8":{"id":"history-naep-proficient-g8","definition":"\n\u003cp\u003eAn example of what eighth-graders performing at the \u003cem\u003eNAEP Proficient \u003c/em\u003elevel can likely do is read and interpret primary and secondary sources to make inferences and draw conclusions. Learn more about the \u003cem\u003eNAEP Proficient\u003c/em\u003e achievement level \u003ca href=\"https://nces.ed.gov/nationsreportcard/ushistory/achieve.aspx#grade8\"\u003ehere\u003c/a\u003e. \u003c/p\u003e\n"},"history-naep-basic-g8":{"id":"history-naep-basic-g8","definition":"\n\u003cp\u003eAn example of what eighth-graders performing at the \u003cem\u003eNAEP Basic\u003c/em\u003e level can likely do is identify simple historical concepts in primary or secondary sources. Learn more about the \u003cem\u003eNAEP Basic\u003c/em\u003e achievement level \u003ca href=\"https://nces.ed.gov/nationsreportcard/ushistory/achieve.aspx#grade8\"\u003ehere\u003c/a\u003e. \u003c/p\u003e\n"},"higher-performing-students":{"id":"higher-performing-students","definition":"\n\u003ch4 class=\"is-style-basic-heading\"\u003eHigher-Performing Students\u003c/h4\u003e\n\n\n\n\u003cp\u003eIncludes all values representing student performance at or above the upper quartile (75th percentile). NAEP scores are typically reported at the 75th and 90th percentiles to show the progress made by higher-performing students.\u003c/p\u003e\n"},"lower-performing-students":{"id":"lower-performing-students","definition":"\n\u003ch4 class=\"is-style-basic-heading\"\u003eLower-performing students\u003c/h4\u003e\n\n\n\n\u003cp\u003eIncludes all values representing student performance at or below the lower quartile (25th percentile). NAEP scores are typically reported at the 10th and 25th percentiles to show the progress made by lower-performing students.\u003c/p\u003e\n"},"assessment-year-rm-highlights":{"id":"assessment-year-rm-highlights","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eAssessment year\u003c/h3\u003e\n\n\n\n\u003cp\u003eThe main NAEP assessments were first administered in 1990 for mathematics and in 1992 for reading. The NAEP mathematics and reading assessments are typically administered every two years (with some exceptions for adjustments) to monitor the academic performance of students. Mathematics and reading results for all NAEP assessment years are available in the \u003ca href=\"https://www.nationsreportcard.gov/ndecore/landing\"\u003e\u003cu\u003eNAEP Data Explorer\u003c/u\u003e\u003c/a\u003e.\u003c/p\u003e\n"},"ltt-school-instruction-mode":{"id":"ltt-school-instruction-mode","definition":"\n\u003cp\u003eIn this school year, how was class instruction organized?\u003c/p\u003e\n\n\n\n\u003cp\u003eClasses normally taught in person moved to a distance learning format.\u003cbr\u003eNot applicable | None of the classes | Some of the classes|About half of the classes | More than half of the classes | All or almost all of the classes\u003c/p\u003e\n\n\n\n\u003cp\u003eFor last school year, how was class instruction organized?\u003cbr\u003e\u003c/p\u003e\n\n\n\n\u003cp\u003eClasses normally taught in person moved to a distance learning format.\u003cbr\u003eNot applicable | None of the classes | Some of the classes | About half of the classes | More than half of the classes | All or almost all of the classes\u003c/p\u003e\n\n\n\n\u003cp\u003e\u003c/p\u003e\n"},"ltt-students-learned-remotely":{"id":"ltt-students-learned-remotely","definition":"\n\u003cp\u003eDuring the last school year, did you ever attend school from home or somewhere else outside of school because of the COVID-19 outbreak?\u003c/p\u003e\n\n\n\n\u003cp\u003eYes | No | I do not remember\u003c/p\u003e\n"},"mathematics-naep-basic-g12":{"id":"mathematics-naep-basic-g12","definition":"\n\u003cp\u003eAn example of what twelfth-grade students performing at the \u003cem\u003eNAEP Basic\u003c/em\u003e level can likely do is \u003cstrong\u003edetermine probabilities of simple events from 2-way tables and verbal descriptions\u003c/strong\u003e. Learn more about the \u003cem\u003eNAEP Basic\u003c/em\u003e achievement level \u003ca rel=\"noreferrer noopener\" target=\"_blank\" href=\"http://nces.ed.gov/nationsreportcard/mathematics/achieve.aspx#grade12\"\u003ehere\u003c/a\u003e.\u003c/p\u003e\n"},"mathematics-naep-proficient-g12":{"id":"mathematics-naep-proficient-g12","definition":"\n\u003cp\u003eAn example of what twelfth-grade students performing at the \u003cem\u003eNAEP Proficient\u003c/em\u003e level can likely do is \u003cstrong\u003edistinguish between, find, and compare experimental and theoretical probabilities.\u003c/strong\u003e Learn more about the \u003cem\u003eNAEP Proficient\u003c/em\u003e achievement level \u003ca rel=\"noreferrer noopener\" target=\"_blank\" href=\"http://nces.ed.gov/nationsreportcard/mathematics/achieve.aspx#grade12\"\u003ehere\u003c/a\u003e.\u003c/p\u003e\n"},"mathematics-naep-advanced-g12":{"id":"mathematics-naep-advanced-g12","definition":"\n\u003cp\u003eAn example of what twelfth-grade performing at the \u003cem\u003eNAEP Advanced\u003c/em\u003e level can likely do is \u003cstrong\u003ecreate data displays, including 2-way tables and boxplots, given data or summary statistics.\u003c/strong\u003e Learn more about the \u003cem\u003eNAEP Advanced \u003c/em\u003eachievement level \u003ca rel=\"noreferrer noopener\" target=\"_blank\" href=\"http://nces.ed.gov/nationsreportcard/mathematics/achieve.aspx#grade12\"\u003ehere\u003c/a\u003e.\u003c/p\u003e\n"},"mathematics-naep-basic-g8":{"id":"mathematics-naep-basic-g8","definition":"\n\u003cp\u003eAn example of what eighth-grade students performing at the \u003cem\u003eNAEP Basic\u003c/em\u003e level can likely do is \u003cstrong\u003efind a missing angle in a triangle given two angles and understand that angles of a triangle add to 180 degrees\u003c/strong\u003e. Learn more about the \u003cem\u003eNAEP Basic\u003c/em\u003e achievement level \u003ca href=\"https://nces.ed.gov/nationsreportcard/mathematics/achieve.aspx#grade8\"\u003ehere\u003c/a\u003e.\u003c/p\u003e\n"},"mathematics-naep-proficient-g8":{"id":"mathematics-naep-proficient-g8","definition":"\n\u003cp\u003eAn example of what eighth-grade students performing at the \u003cem\u003eNAEP Proficient \u003c/em\u003elevel can likely do is \u003cstrong\u003eapply problem-solving strategies to solve Pythagorean Theorem problems\u003c/strong\u003e. Learn more about the \u003cem\u003eNAEP Proficient\u003c/em\u003e achievement level \u003ca href=\"https://nces.ed.gov/nationsreportcard/mathematics/achieve.aspx#grade8\"\u003ehere\u003c/a\u003e.\u003c/p\u003e\n"},"mathematics-naep-advanced-g8":{"id":"mathematics-naep-advanced-g8","definition":"\n\u003cp\u003eAn example of what eighth-grade performing at the \u003cem\u003eNAEP Advanced \u003c/em\u003elevel can likely do is \u003cstrong\u003edetermine relative positions of points using the geometric ideas of midpoint involving directionality on the coordinate plane.\u003c/strong\u003e Learn more about the \u003cem\u003eNAEP Advanced \u003c/em\u003eachievement level \u003ca href=\"https://nces.ed.gov/nationsreportcard/mathematics/achieve.aspx#grade8\"\u003ehere\u003c/a\u003e.\u003c/p\u003e\n"},"reading-naep-basic-g12":{"id":"reading-naep-basic-g12","definition":"\n\u003cp\u003eAn example of what twelfth-grade students performing at the \u003cem\u003eNAEP Basic\u003c/em\u003e level can likely do is \u003cstrong\u003euse context that is in close proximity to an unknown word or phrase to determine meaning.\u003c/strong\u003e Learn more about the \u003cem\u003eNAEP Basic\u003c/em\u003e achievement level \u003ca rel=\"noreferrer noopener\" target=\"_blank\" href=\"http://nces.ed.gov/nationsreportcard/reading/achieve.aspx#grade12\"\u003ehere\u003c/a\u003e.\u003c/p\u003e\n"},"reading-naep-proficient-g12":{"id":"reading-naep-proficient-g12","definition":"\n\u003cp\u003eAn example of what twelfth-grade students performing at the \u003cem\u003eNAEP Proficient\u003c/em\u003e level can likely do is \u003cstrong\u003einfer the meaning of words from direct and indirect context in literary text and explain the impact of those words.\u003c/strong\u003e Learn more about the \u003cem\u003eNAEP Proficient\u003c/em\u003e achievement level \u003ca rel=\"noreferrer noopener\" target=\"_blank\" href=\"http://nces.ed.gov/nationsreportcard/reading/achieve.aspx#grade12\"\u003ehere\u003c/a\u003e.\u003c/p\u003e\n"},"reading-naep-advanced-g12":{"id":"reading-naep-advanced-g12","definition":"\n\u003cp\u003eAn example of what twelfth-grade students performing at the \u003cem\u003eNAEP Advanced\u003c/em\u003e level can likely do is \u003cstrong\u003euse complex strategies to navigate the literal, figurative, and implicit meaning of literary texts, including the analysis of author's choices, word choice, and language.\u003c/strong\u003e Learn more about the \u003cem\u003eNAEP Advanced \u003c/em\u003eachievement level \u003ca rel=\"noreferrer noopener\" target=\"_blank\" href=\"http://nces.ed.gov/nationsreportcard/reading/achieve.aspx#grade12\"\u003ehere\u003c/a\u003e.\u003c/p\u003e\n"},"reading-naep-basic-g8":{"id":"reading-naep-basic-g8","definition":"\n\u003cp\u003eAn example of what eighth-grade students performing at the \u003cem\u003eNAEP Basic\u003c/em\u003e level can likely do is \u003cstrong\u003edetermine the main idea or purpose of the informational text using explicit features from the text.\u003c/strong\u003e Learn more about the \u003cem\u003eNAEP Basic\u003c/em\u003e achievement level \u003ca href=\"https://nces.ed.gov/nationsreportcard/reading/achieve.aspx#2009_grade8\"\u003ehere\u003c/a\u003e.\u003c/p\u003e\n"},"reading-naep-proficient-g8":{"id":"reading-naep-proficient-g8","definition":"\n\u003cp\u003eAn example of what eighth-grade students performing at the \u003cem\u003eNAEP Proficient\u003c/em\u003e level can likely do is \u003cstrong\u003eoffer an opinion about the evidence an author uses to support a claim or argument in informational text.\u003c/strong\u003e Learn more about the \u003cem\u003eNAEP Proficient\u003c/em\u003e achievement level \u003ca href=\"https://nces.ed.gov/nationsreportcard/reading/achieve.aspx#2009_grade8\"\u003ehere\u003c/a\u003e.\u003c/p\u003e\n"},"reading-naep-advanced-g8":{"id":"reading-naep-advanced-g8","definition":"\n\u003cp\u003eAn example of what eighth-grade students performing at the \u003cem\u003eNAEP Advanced\u003c/em\u003e level can likely do is \u003cstrong\u003esynthesize information across related informational texts and fully support their ideas with evidence from both texts.\u003c/strong\u003e Learn more about the \u003cem\u003eNAEP Advanced \u003c/em\u003eachievement level \u003ca href=\"https://nces.ed.gov/nationsreportcard/reading/achieve.aspx#2009_grade8\"\u003ehere\u003c/a\u003e.\u003c/p\u003e\n"},"reading-naep-basic-g4":{"id":"reading-naep-basic-g4","definition":"\n\u003cp\u003eAn example of what fourth-grade performing at the \u003cem\u003eNAEP Basic\u003c/em\u003e level can likely do is \u003cstrong\u003emake a general reference to an appropriate section of literary text or provide some support for ideas related to the plot or characters.\u003c/strong\u003e Learn more about the \u003cem\u003eNAEP Basic\u003c/em\u003e achievement level \u003ca href=\"https://nces.ed.gov/nationsreportcard/reading/achieve.aspx#2009_grade4\"\u003ehere\u003c/a\u003e.\u003c/p\u003e\n"},"reading-naep-proficient-g4":{"id":"reading-naep-proficient-g4","definition":"\n\u003cp\u003eAn example of what fourth-grade performing at the \u003cem\u003eNAEP Proficient\u003c/em\u003e level can likely do is \u003cstrong\u003eidentify the key events to determine main idea and make complex inferences about the characters’ actions, motivations, or feelings, using relevant evidence within or across literary texts.\u003c/strong\u003e Learn more about the \u003cem\u003eNAEP Proficient\u003c/em\u003e achievement level \u003ca href=\"https://nces.ed.gov/nationsreportcard/reading/achieve.aspx#2009_grade4\"\u003ehere\u003c/a\u003e.\u003c/p\u003e\n"},"reading-naep-advanced-g4":{"id":"reading-naep-advanced-g4","definition":"\n\u003cp\u003eAn example of what fourth-grade performing at the \u003cem\u003eNAEP Advanced\u003c/em\u003e level can likely do is \u003cstrong\u003eidentify relevant details to support a detailed judgment about a character and infer a character’s development from the beginning of the literary text to the end.\u003c/strong\u003e Learn more about the \u003cem\u003eNAEP Advanced \u003c/em\u003eachievement level \u003ca href=\"https://nces.ed.gov/nationsreportcard/reading/achieve.aspx#2009_grade4\"\u003ehere\u003c/a\u003e.\u003c/p\u003e\n"},"mathematics-naep-basic-g4":{"id":"mathematics-naep-basic-g4","definition":"\n\u003cp\u003eAn example of what fourth-grade students performing at the \u003cem\u003eNAEP Basic\u003c/em\u003e level can likely do is \u003cstrong\u003edetermine place value of whole numbers up to hundred thousands. \u003c/strong\u003eLearn more about the \u003cem\u003eNAEP Basic\u003c/em\u003e achievement level \u003ca href=\"https://nces.ed.gov/nationsreportcard/mathematics/achieve.aspx#grade4\"\u003ehere\u003c/a\u003e.\u003c/p\u003e\n"},"mathematics-naep-proficient-g4":{"id":"mathematics-naep-proficient-g4","definition":"\n\u003cp\u003eAn example of what fourth-grade students performing at the \u003cem\u003eNAEP Proficient \u003c/em\u003elevel can likely do is \u003cstrong\u003edemonstrate an understanding of the relationships between the four operations (addition, subtraction, multiplication, and division)\u003c/strong\u003e. Learn more about the \u003cem\u003eNAEP Proficient\u003c/em\u003e achievement level \u003ca href=\"https://nces.ed.gov/nationsreportcard/mathematics/achieve.aspx#grade4\"\u003ehere\u003c/a\u003e.\u003c/p\u003e\n"},"mathematics-naep-advanced-g4":{"id":"mathematics-naep-advanced-g4","definition":"\n\u003cp\u003eAn example of what fourth-grade students performing at the \u003cem\u003eNAEP Advanced \u003c/em\u003elevel can likely do is \u003cstrong\u003ecompare and order whole numbers, fractions, and decimals to hundredths\u003c/strong\u003e. Learn more about the \u003cem\u003eNAEP Advanced \u003c/em\u003eachievement level \u003ca href=\"https://nces.ed.gov/nationsreportcard/mathematics/achieve.aspx#grade4\"\u003ehere\u003c/a\u003e.\u003c/p\u003e\n"},"explain-percentiles-ltt-age-9":{"id":"explain-percentiles-ltt-age-9","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eExplain percentiles\u003c/h3\u003e\n\n\n\n\u003cp\u003eA percentile score in NAEP is a number where a certain percentage of students fall below that number. For example, in the 2022 long-term trend (LTT) reading assessment, the tenth percentile of 9-year-old reading score was 155. This means that in 2022, ten percent of 9-year-old students had NAEP LTT reading scores below 155, while 90 percent scored at or above 155.\u003c/p\u003e\n"},"assessment-year":{"id":"assessment-year","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eAssessment year\u003c/h3\u003e\n\n\n\n\u003cp\u003eThe NAEP long-term trend (LTT) assessments were first administered in 1971 for reading and in 1973 for mathematics. Since the early 1970s, the LTT assessments are typically administered every four years (with some exceptions for adjustments) to monitor the academic performance of students. Results for all LTT assessment years are available in the \u003ca href=\"/ndecore/xplore/ltt\"\u003eNAEP Data Explorer\u003c/a\u003e.\u003c/p\u003e\n"},"scale-score":{"id":"scale-score","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eScale score\u003c/h3\u003e\n\n\n\n\u003cp\u003eA score, derived from student responses to assessment items, that summarizes the overall level of performance attained by students. While NAEP does not produce scale scores for individual students, NAEP does produce summary statistics describing scale scores for groups of students. NAEP subject area scales typically range from 0 to 500 (reading, mathematics, U.S. history, and geography) or from 0 to 300 (science, writing, and civics).\u003c/p\u003e\n"},"reading-level-150":{"id":"reading-level-150","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eLevel 150\u003cbr\u003eCarry Out Simple, Discrete Reading Tasks\u003c/h3\u003e\n\n\n\n\u003cp\u003eReaders at this level can follow brief written directions. They can also select words, phrases, or sentences to describe a simple picture and can interpret simple written clues to identify a common object. Performance at this level suggests the ability to carry out simple, discrete reading tasks.\u003c/p\u003e\n"},"reading-level-200":{"id":"reading-level-200","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eLevel 200\u003cbr\u003eDemonstrate Partially Developed Skills and Understanding\u003c/h3\u003e\n\n\n\n\u003cp\u003eReaders at this level can locate and identify facts from simple informational paragraphs, stories, and news articles. In addition, they can combine ideas and make inferences based on short, uncomplicated passages. Performance at this level suggests the ability to understand specific or sequentially related information.\u003c/p\u003e\n"},"reading-level-250":{"id":"reading-level-250","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eLevel 250\u003cbr\u003eInterrelate Ideas and Make Generalizations\u003c/h3\u003e\n\n\n\n\u003cp\u003eReaders at this level use intermediate skills and strategies to search for, locate, and organize the information they find in relatively lengthy passages and can recognize paraphrases of what they have read. They can also make inferences and reach generalizations about main ideas and the author's purpose from passages dealing with literature, science, and social studies. Performance at this level suggests the ability to search for specific information, interrelate ideas, and make generalizations.\u003c/p\u003e\n"},"mathematics-level-250":{"id":"mathematics-level-250","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eLevel 250\u003cbr\u003eNumerical Operations and Beginning Problem Solving\u003c/h3\u003e\n\n\n\n\u003cp\u003eStudents at this level have an initial understanding of the four basic operations. They are able to apply whole number addition and subtraction skills to one-step word problems and money situations. In multiplication, they can find the product of a two-digit and a one-digit number. They can also compare information from graphs and charts, and are developing an ability to analyze simple logical relations.\u003c/p\u003e\n"},"mathematics-level-200":{"id":"mathematics-level-200","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eLevel 200\u003cbr\u003eBeginning Skills and Understandings\u003c/h3\u003e\n\n\n\n\u003cp\u003eStudents at this level have considerable understanding of two-digit numbers. They can add two-digit numbers but are still developing an ability to regroup in subtraction. They know some basic multiplication and division facts, recognize relations among coins, can read information from charts and graphs, and use simple measurement instruments. They are developing some reasoning skills.\u003c/p\u003e\n"},"mathematics-level-150":{"id":"mathematics-level-150","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eLevel 150\u003cbr\u003eSimple Arithmetic Facts\u003c/h3\u003e\n\n\n\n\u003cp\u003eStudents at this level know some basic addition and subtraction facts, and most can add two-digit numbers without regrouping. They recognize simple situations in which addition and subtraction apply. They also are developing rudimentary classification skills.\u003c/p\u003e\n"},"explain-percentiles-science-g12":{"id":"explain-percentiles-science-g12","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eExplain percentiles\u003c/h3\u003e\n\n\n\n\u003cp\u003ePercentile data show the NAEP scale scores of students performing within lower, middle, and higher ranges of performance on an assessment. The percentile represents the percentage of students scoring below a selected scale score. For example, as shown in the chart, the 10th percentile scale score in 2019 is 100, which indicates that 10 percent of twelfth-grade students scored below 100 on the NAEP science assessment.\u003c/p\u003e\n"},"explain-percentiles-science-g8":{"id":"explain-percentiles-science-g8","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eExplain percentiles\u003c/h3\u003e\n\n\n\n\u003cp\u003ePercentile data show the NAEP scale scores of students performing within lower, middle, and higher ranges of performance on an assessment. The percentile represents the percentage of students scoring below a selected scale score. For example, as shown in the chart, the 10th percentile scale score in 2019 is 106, which indicates that 10 percent of eighth-grade students scored below 106 on the NAEP science assessment.\u003c/p\u003e\n"},"explain-percentiles-science-g4":{"id":"explain-percentiles-science-g4","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eExplain percentiles\u003c/h3\u003e\n\n\n\n\u003cp\u003ePercentile data show the NAEP scale scores of students performing within lower, middle, and higher ranges of performance on an assessment. The percentile represents the percentage of students scoring below a selected scale score. For example, as shown in the chart, the 10th percentile scale score in 2019 is 103, which indicates that 10 percent of fourth-grade students scored below 103 on the NAEP science assessment.\u003c/p\u003e\n"},"revised-assessment-format":{"id":"revised-assessment-format","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eRevised assessment format\u003c/h3\u003e\n\n\n\n\u003cp\u003eThe revised assessment format uses more current assessment procedures and content introduced in 2004. The 2004 revisions aligned the long-term trend assessment with assessment practices and policies applicable to the NAEP main assessments. As a result of the revisions, both revised and original assessment formats were administered in 2004 for the purpose of maintaining the trend line. See more information about \u003ca href=\"https://nces.ed.gov/nationsreportcard/ltt/bridge_study.aspx\"\u003ethe assessment format and changes made to the long-term trend assessment.\u003c/a\u003e\u003c/p\u003e\n"},"original-assessment-format":{"id":"original-assessment-format","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eOriginal assessment format\u003c/h3\u003e\n\n\n\n\u003cp\u003eThe original assessment format of long-term trend assessments was used from the 1970s until 2004. In 2004, changes were made that resulted in a revised assessment format. See more information about \u003ca href=\"https://nces.ed.gov/nationsreportcard/ltt/bridge_study.aspx\"\u003ethe assessment format and changes made to the long-term trend assessment.\u003c/a\u003e\u003c/p\u003e\n"},"1971-reading-note":{"id":"1971-reading-note","definition":"\n\u003cp\u003eReading long-term trend results were first available in 1975 for Hispanic students and students whose race/ethnicity was classified as “Other.” Therefore, the results shown in the 1971 section for these students are from the 1975 assessment.\u003c/p\u003e\n"},"block":{"id":"block","definition":"\n\u003cp\u003eA group of assessment items created by dividing the item pool for an age or grade into subsets. Blocks are used in the implementation of the BIB spiral sample design.\u003c/p\u003e\n"},"students-with-disabilities-sd":{"id":"students-with-disabilities-sd","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eStudents with disabilities (SD)\u003c/h3\u003e\n\n\n\n\u003cp\u003eA student with a disability may need specially designed instruction to meet his or her learning goals. A student with a disability will usually have an Individualized Education Plan (IEP), which guides his or her special education instruction. Students with disabilities are often referred to as special education students and may be classified by their school as learning disabled (LD) or emotionally disturbed (ED). The goal of NAEP is that students who are capable of participating meaningfully in the assessment are assessed, but some students with disabilities selected by NAEP may not be able to participate, even with the accommodations provided.\u003c/p\u003e\n"},"significantly-different-statistically-significant-statistically-significant-difference":{"id":"significantly-different-statistically-significant-statistically-significant-difference","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eSignificantly different, statistically significant, statistically significant difference\u003c/h3\u003e\n\n\n\n\u003cp\u003eStatistical tests are conducted to determine whether the changes or differences between two result numbers are statistically significant. The term \"significant\" does not imply a judgment about the absolute magnitude or educational relevance of changes in student performance. Rather, it is used to indicate that the observed changes are not likely to be associated with sampling and measurement error, but are statistically dependable population differences. NAEP uses widely accepted statistical standards in analyzing data. For instance, this website discusses only findings that are statistically significant at the .05 level. However, some differences that are statistically significant appear small, particularly in recent assessment years, when the sample sizes have been larger.\u003c/p\u003e\n\n\n\n\u003cp\u003eNOTE: Differences between scale scores or percentages are calculated using unrounded values. In some instances, the result of the subtraction differs from what would be obtained by subtracting the rounded values shown in the accompanying figure or table.\u003c/p\u003e\n"},"selected-response-item":{"id":"selected-response-item","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eSelected-response question\u003c/h3\u003e\n\n\n\n\u003cp\u003eA digitally based assessment question in which students read a question and are presented with a set of options from which they choose one or more correct answers. This format includes questions such as multiple response, matching, grid, zone, and in-line choice.\u003c/p\u003e\n"},"scaling":{"id":"scaling","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eScaling\u003c/h3\u003e\n\n\n\n\u003cp\u003eThe process of assigning numbers to reflect students' performance on an assessment. In NAEP, scaling is based on Item Response Theory (IRT) and results in a scale score for each subject area that can be used to summarize levels of performance attained by particular groups of students.\u003c/p\u003e\n"},"sample":{"id":"sample","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eSample\u003c/h3\u003e\n\n\n\n\u003cp\u003eA subset of a population whose characteristics are studied to gain information about the entire population. NAEP assesses a representative sample of students each year, rather than the entire population of students.\u003c/p\u003e\n"},"naep-proficient":{"id":"naep-proficient","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003e\u003cem\u003eNAEP Proficient\u003c/em\u003e\u003c/h3\u003e\n\n\n\n\u003cp\u003eThis level represents solid academic performance for each NAEP assessment. Students reaching this level have demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real world situations, and analytical skills appropriate to the subject matter.\u003c/p\u003e\n"},"pilot-test":{"id":"pilot-test","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003ePilot test\u003c/h3\u003e\n\n\n\n\u003cp\u003eA pretest of items to obtain information regarding clarity, difficulty levels, timing, feasibility, and special administrative situations. The pilot test is performed before revising and selecting the items to be used in the assessment, or in the case of math and reading at grades 4 and 8, before selecting items to be used in the field test.\u003c/p\u003e\n"},"omitted-response":{"id":"omitted-response","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eOmitted response\u003c/h3\u003e\n\n\n\n\u003cp\u003eA missing response prior to the last observed response; this is considered an intentional behavior. This term is contrasted with the term not reached.\u003c/p\u003e\n"},"off-task-response":{"id":"off-task-response","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eOff-task response\u003c/h3\u003e\n\n\n\n\u003cp\u003eA response that is unrelated to the question being posed; differs from an incorrect response to the question or an omitted response.\u003c/p\u003e\n"},"national-school-lunch-program-nslp":{"id":"national-school-lunch-program-nslp","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eNational School Lunch Program (NSLP)\u003c/h3\u003e\n\n\n\n\u003cp\u003eA federally assisted meal program that provides low-cost or free lunches to eligible students. It is sometimes referred to as the free/reduced-price lunch program. Free lunches are offered to those students whose family incomes are at or below 130 percent of the poverty level; reduced-price lunches are offered to those students whose family incomes are between 130 percent and 185 percent of the poverty level.\u003c/p\u003e\n"},"nonresponse":{"id":"nonresponse","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eNonresponse\u003c/h3\u003e\n\n\n\n\u003cp\u003eThe failure to obtain responses or measurements for all sample elements.\u003c/p\u003e\n"},"item-response-theory-irt":{"id":"item-response-theory-irt","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eItem Response Theory (IRT)\u003c/h3\u003e\n\n\n\n\u003cp\u003eTest analysis procedures that assume a mathematical model for the probability that an examinee will respond correctly to a specific test question, given the examinee's overall performance and characteristics of the questions on the test.\u003c/p\u003e\n"},"field-test":{"id":"field-test","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eField test\u003c/h3\u003e\n\n\n\n\u003cp\u003eItems in NAEP mathematics and reading assessments at grades 4 and 8 go through two phases of pretesting: pilot testing and field testing. A field test is the second phase of pretesting and is given one year prior to the operational NAEP assessment. After the field test, the development for the assessment instruments for the following year is finalized. The instruments are then administered to a nationally representative sample of students, and the analytical steps for estimating the distribution parameters of items by population and reporting groups are conducted. NOTE: Previously, the term \"field test\" referred to the first phase of item pretesting in all NAEP subject-area assessments. However, beginning with the 2003 assessments, the term applies only to reading and mathematics. The phase of pretesting formerly referred to as a field test, beginning in 2003 and for all future assessments, will be referred to as the \"pilot test.\" All items in NAEP assessments are pilot tested, but only reading and mathematics are field tested.\u003c/p\u003e\n"},"factor-analysis":{"id":"factor-analysis","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eFactor analysis\u003c/h3\u003e\n\n\n\n\u003cp\u003eA procedure that provides an explanation of the relationships among variables in terms of a smaller number of unobserved variables called factors.\u003c/p\u003e\n"},"english-learners-el":{"id":"english-learners-el","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eEnglish learners (EL)\u003c/h3\u003e\n\n\n\n\u003cp\u003eA term used to describe students who are in the process of acquiring English language skills and knowledge. Some schools refer to these students using the term limited-English-proficient (LEP). \"Limited English Proficient\" is also the terminology used in NAEP technical documentation prior to the 2005 NAEP assessment.\u003c/p\u003e\n"},"convergent-and-discriminant-validity":{"id":"convergent-and-discriminant-validity","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eConvergent and Discriminant Validity\u003c/h3\u003e\n\n\n\n\u003cp\u003eConvergent validity is a type of construct validity where it is shown that assessment scores have a high correlation with other scores that should be related to the assessment of interest; in contrast, discriminant validity shows that assessment scores have a low correlation with other scores that should not be related to the assessment of interest.\u003c/p\u003e\n"},"cut-score":{"id":"cut-score","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eCut score\u003c/h3\u003e\n\n\n\n\u003cp\u003eThe minimum score required for performance at each NAEP achievement level. NAEP cut scores are determined through a standard-setting process that convenes a cross-section of educators and interested citizens from across the nation. The group determines what students should know and be able to do relative to a body of content reflected in the framework. The National Assessment Governing Board then adopts a set of cut scores on the scale that defines the lower boundaries of \u003cem\u003eNAEP Basic\u003c/em\u003e, \u003cem\u003eNAEP Proficient\u003c/em\u003e, and \u003cem\u003eNAEP Advanced\u003c/em\u003e.\u003c/p\u003e\n"},"constructed-response-item":{"id":"constructed-response-item","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eConstructed-response question\u003c/h3\u003e\n\n\n\n\u003cp\u003eA non-multiple-choice question that requires some type of written or verbal response.\u003c/p\u003e\n"},"construct":{"id":"construct","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eConstruct\u003c/h3\u003e\n\n\n\n\u003cp\u003eAn abstract image, idea, or theory, especially a complex one, formed from a number of simpler observable elements. Constructs represent ideas constructed by scientists to help summarize a group of related phenomena or objects.\u003c/p\u003e\n"},"bias":{"id":"bias","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eBias\u003c/h3\u003e\n\n\n\n\u003cp\u003eIn statistics, the difference between the expected value of an estimator and the population parameter being estimated. If the average value of the estimator across all possible samples (the estimator's expected value) equals the parameter being estimated, the estimator is said to be unbiased; otherwise, the estimator is biased.\u003c/p\u003e\n"},"naep-basic":{"id":"naep-basic","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003e\u003cem\u003eNAEP Basic\u003c/em\u003e\u003c/h3\u003e\n\n\n\n\u003cp\u003eThis level denotes partial mastery of prerequisite knowledge and skills that are fundamental for performance at the \u003cem\u003eNAEP Proficient\u003c/em\u003e level.\u003c/p\u003e\n"},"naep-advanced":{"id":"naep-advanced","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003e\u003cem\u003eNAEP Advanced\u003c/em\u003e\u003c/h3\u003e\n\n\n\n\u003cp\u003eThis level signifies superior performance beyond \u003cem\u003eNAEP Proficient\u003c/em\u003e.\u003c/p\u003e\n"},"science-naep-basic-g12":{"id":"science-naep-basic-g12","definition":"\n\u003cp\u003eTwelfth-grade students performing at the \u003cem\u003eNAEP Basic\u003c/em\u003e level should be able to describe, measure, classify, explain, and predict phenomena at multiple scales, from atomic/molecular to interstellar. They should be able to design and critique observational and experimental studies, and be able to propose and critique solutions to problems at local or regional scales. Learn more about the \u003ca rel=\"noreferrer noopener\" target=\"_blank\" href=\"http://nces.ed.gov/nationsreportcard/science/achieve.aspx\"\u003escience achievement-level descriptions\u003c/a\u003e.\u003c/p\u003e\n"},"science-naep-basic-g8":{"id":"science-naep-basic-g8","definition":"\n\u003cp\u003eEighth-grade students performing at the \u003cem\u003eNAEP Basic\u003c/em\u003e level should be able to state or recognize correct science principles. They should be able to explain and predict observations of natural phenomena at multiple scales, from microscopic to global. Students should be able to design observational and experimental investigations and be able to propose and critique the scientific validity of alternative individual and local community responses to design problems. Learn more about the \u003ca rel=\"noreferrer noopener\" target=\"_blank\" href=\"http://nces.ed.gov/nationsreportcard/science/achieve.aspx\"\u003escience achievement-level descriptions\u003c/a\u003e.\u003c/p\u003e\n"},"science-naep-basic-g4":{"id":"science-naep-basic-g4","definition":"\n\u003cp\u003eFourth-grade students performing at the \u003cem\u003eNAEP Basic\u003c/em\u003e level should be able to describe, measure, and classify familiar objects in the world around them, as well as explain and make predictions about familiar processes. They should be able to critique simple observational studies and look for patterns in their observations. Students should also be able to propose and critique alternative solutions to problems involving familiar systems and processes. Learn more about the \u003ca rel=\"noreferrer noopener\" target=\"_blank\" href=\"http://nces.ed.gov/nationsreportcard/science/achieve.aspx\"\u003escience achievement-level descriptions\u003c/a\u003e.\u003c/p\u003e\n"},"science-naep-proficient-g12":{"id":"science-naep-proficient-g12","definition":"\n\u003cp\u003eTwelfth-grade students performing at the \u003cem\u003eNAEP Proficient\u003c/em\u003e level should be able to demonstrate relationships and compare alternative models, predictions, and explanations. They should be able to design and critique observational and experimental studies controlling multiple variables, use scientific models to explain results, and choose among alternative conclusions. Students should be able to compare scientific costs or risks and benefits of alternative solutions to problems at local or regional scales. Learn more about the \u003ca rel=\"noreferrer noopener\" target=\"_blank\" href=\"http://nces.ed.gov/nationsreportcard/science/achieve.aspx\"\u003escience achievement-level descriptions\u003c/a\u003e.\u003c/p\u003e\n"},"science-naep-proficient-g8":{"id":"science-naep-proficient-g8","definition":"\n\u003cp\u003eEighth-grade students performing at the \u003cem\u003eNAEP Proficient\u003c/em\u003e level should be able to demonstrate relationships among closely related science principles. They should be able to explain and predict observations of phenomena at multiple scales, from microscopic to macroscopic and local to global. Students should also be able to use evidence from investigations in arguments that accept, revise, or reject scientific models and be able to use scientific criteria to propose and critique alternative individual and local community responses to design problems. Learn more about the \u003ca rel=\"noreferrer noopener\" target=\"_blank\" href=\"http://nces.ed.gov/nationsreportcard/science/achieve.aspx\"\u003escience achievement-level descriptions\u003c/a\u003e.\u003c/p\u003e\n"},"science-naep-proficient-g4":{"id":"science-naep-proficient-g4","definition":"\n\u003cp\u003eFourth-grade students performing at the \u003cem\u003eNAEP Proficient\u003c/em\u003e level should be able to demonstrate relationships among closely related science concepts, as well as analyze alternative explanations or predictions. They should be able to identify patterns in data and/or explain these patterns. Students should also be able to identify and critique alternative responses to design problems. Learn more about the \u003ca rel=\"noreferrer noopener\" target=\"_blank\" href=\"http://nces.ed.gov/nationsreportcard/science/achieve.aspx\"\u003escience achievement-level descriptions\u003c/a\u003e.\u003c/p\u003e\n"},"science-naep-advanced-g12":{"id":"science-naep-advanced-g12","definition":"\n\u003cp\u003eTwelfth-grade students performing at the \u003cem\u003eNAEP Advanced\u003c/em\u003e level should be able to use alternative models to generate predictions and explanations. They should be able to design and critique investigations that relate data to alternative models of phenomena. Students should be able to compare costs or risks and benefits of alternative solutions to problems at local, regional, and global scales. Learn more about the \u003ca rel=\"noreferrer noopener\" target=\"_blank\" href=\"http://nces.ed.gov/nationsreportcard/science/achieve.aspx\"\u003escience achievement-level descriptions\u003c/a\u003e.\u003c/p\u003e\n"},"science-naep-advanced-g8":{"id":"science-naep-advanced-g8","definition":"\n\u003cp\u003eEighth-grade students performing at the \u003cem\u003eNAEP Advanced\u003c/em\u003e level should be able to develop alternative representations of science principles and explanations of observations. They should be able to design and critique investigations involving sampling processes, data quality review processes, and control of variables. Students should be able to propose and critique alternative solutions that reflect science-based trade-offs for addressing local and regional problems. Learn more about the \u003ca rel=\"noreferrer noopener\" target=\"_blank\" href=\"http://nces.ed.gov/nationsreportcard/science/achieve.aspx\"\u003escience achievement-level descriptions\u003c/a\u003e.\u003c/p\u003e\n"},"science-naep-advanced-g4":{"id":"science-naep-advanced-g4","definition":"\n\u003cp\u003eFourth-grade students performing at the \u003cem\u003eNAEP Advanced\u003c/em\u003e level should be able to demonstrate relationships among different representations of science principles, as well as propose alternative explanations or predictions of phenomena. They should be able to design studies that use sampling strategies to obtain evidence. Students should also be able to propose and critique alternative individual and local community responses to design problems. Learn more about the \u003ca rel=\"noreferrer noopener\" target=\"_blank\" href=\"http://nces.ed.gov/nationsreportcard/science/achieve.aspx\"\u003escience achievement-level descriptions\u003c/a\u003e.\u003c/p\u003e\n"},"test-naep-proficient":{"id":"test-naep-proficient","definition":"\n\u003cp\u003e\u003c/p\u003e\n\n\n\n\u003cpre class=\"wp-block-preformatted\"\u003eWhat about some text here?\u003c/pre\u003e\n\n\n\n\u003cp\u003eThis level represents solid academic performance for each NAEP assessment. Students reaching this level have demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real world situations, and analytical skills appropriate to the subject matter.\u003c/p\u003e\n"}}},"__N_SSG":true},"page":"/","query":{},"buildId":"2iEDz7VfXGN-DJg7hPR6x","assetPrefix":"/ltt","isFallback":false,"gsp":true,"scriptLoader":[]}</script></body></html>