Frequently Asked Questions
What is the Trial Urban Disrict Assessment (TUDA)?
The Trial Urban District Assessment (TUDA) was created in 2002, at the suggestion of and in cooperation with the Council of the Great City Schools, a coalition of the nation's largest urban school districts. Home to some of the largest and most diverse student populations in the country, urban school districts increasingly wanted to track and compare the performance of their students in a way that would be relevant and meaningful.
In 2002, five urban districts and the District of Columbia participated in the first TUDA assessment in reading and writing. In 2003, TUDA expanded to 10 districts (plus the District of Columbia) and assessed students in reading and mathematics. In 2005, the TUDA assessment was conducted in reading, mathematics, and science and included the following districts: Atlanta City School District, Austin Independent School District, Boston School District, Charlotte-Mecklenburg Schools, City of Chicago School District 299, Cleveland Municipal School District, Houston Independent School District, Los Angeles Unified School District, New York City Public Schools, and San Diego Unified School District. The District of Columbia, which participated in the reading and mathematics TUDA, was unable to participate in the 2005 TUDA science assessment because the district did not have enough students to cover all three assessments.
Explore the sample size, target population, and number of students who participated in the science TUDA.
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What is the "No Child Left Behind Act," and how does it relate to the release of the current assessment?
The No Child Left Behind Act was signed into law in January 2002 and reauthorizes the Elementary and Secondary Education Act of 1965 (ESEA). Under this legislation, the Commissioner of Education Statistics is to conduct national and state NAEP assessments at least every two years in reading and mathematics, at grades 4 and 8. These assessments must be conducted in the same year. In addition, national assessments in reading and mathematics in grade 12 are to be conducted at regularly scheduled intervals.
To the extent that time and money allow, NAEP will be conducted at grades 4, 8, and 12 in additional subjects, including writing, science, history, geography, civics, economics, foreign language, and arts, at regularly scheduled intervals.
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How are students with disabilities and English language learners included in the NAEP assessments?
The NAEP program has always endeavored to assess all students selected as a part of its sampling process. In all NAEP schools, accommodations will be provided as necessary for students with disabilities (SD) and/or English language learners (ELL).
Inclusion in NAEP of an SD or ELL student is encouraged if that student (a) participated in the regular state academic assessment in the subject being tested, and (b) if that student can participate in NAEP with the accommodations NAEP allows. Even if the student did not participate in the regular state assessment, or if he/she needs accommodations NAEP does not allow, school staff are asked whether that student could participate in NAEP with the permitted accommodations. (Examples of testing accommodations not allowed in NAEP are administering the reading assessment in a language other than English, or reading the reading passages aloud to the student. Also, extending testing over several days is not allowed for NAEP because NAEP administrators are in each school only one day.)
View the percentages of students in participating districts identified, excluded, and assessed in science.
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How can I look at sample questions from the assessment?
Sample questions from the science assessment can be accessed through the links in the navigation bar on the left-hand side of this page. Released questions from all the NAEP assessments are available in the NAEP Questions Tool.
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How are results reported?
Student performance is reported in two ways: in terms of scale scores and achievement levels.
Average scale scores are derived from the overall level of performance of groups of students on NAEP assessment items. NAEP subject area average scale scores are typically expressed on a 0–500 (reading, mathematics, history, and geography) or a 0–300 (science, writing, and civics) scale. When used in conjunction with interpretive aids, such as item maps, average scores provide information about what a particular aggregate of students in the population knows and can do.
Achievement levels are performance standards, set by the National Assessment Governing Board, that provide a context for interpreting student performance on NAEP, based on recommendations from panels of educators and members of the public.
The levels, which are Basic, Proficient, and Advanced, measure what students should know and be able to do at each grade assessed. Read the detailed science achievement-level descriptions on the NAEP website. These descriptions are available for each of the subjects NAEP assesses.
NAEP provides results about subject-matter performance, instructional experiences, and school environment and reports these results for populations of students (e.g., students in grade 4) and groups of those populations (e.g., male students or Hispanic students). NAEP cannot provide individual scores for the students or schools assessed.
Because NAEP scales are developed independently for each subject, scale score and achievement-level results cannot be compared across subjects. However, these reporting metrics greatly facilitate performance comparisons within a subject from year to year, and from one group of students to another in the same grade.
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Is participation in NAEP voluntary?
Federal law specifies that NAEP is voluntary for every student, school, school district, and state. However, federal law also requires all states that receive Title I funds to participate in NAEP reading and mathematics assessments at grades 4 and 8. Similarly, school districts that receive Title I funds and are selected for the NAEP sample are also required to participate in NAEP reading and mathematics assessments at grades 4 and 8. All other NAEP assessments are voluntary. Learn more about NAEP and why participation is important.
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Are the data confidential?
Federal law dictates complete privacy for all test takers and their families. Under the National Assessment of Educational Progress Authorization Act (Public Law 107-279 III, section 303), the Commissioner of the National Center for Education Statistics (NCES) is charged with ensuring that NAEP tests do not question test-takers about personal or family beliefs or make information about their personal identity publicly available.
After publishing NAEP reports, NCES makes data available to researchers but withholds students' names and other identifying information. The names of all participating students are not allowed to leave the schools after NAEP assessments are administered. Because it might be possible to deduce from data the identities of some NAEP schools, researchers must promise, under penalty of fines and jail terms, to keep these identities confidential.
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Does NAEP report individual or school-level scores?
No. By design, information is not available at these levels. Reports traditionally disclose state, regional, and national results. In 2002, NAEP began to report (on a trial basis) results from several large urban districts (Trial Urban District Assessments) after the release of state and national results. Because NAEP is a large-group assessment, each student takes only a small part of the overall assessment. In most schools, only a small portion of the total grade enrollment is selected to take the assessment, and these students may not reliably or validly represent the total school population. Only when the student scores are aggregated at the state or national level are the data considered reliable and valid estimates of what students know and can do in the content area; consequently, school- or student-level results are never reported.
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What subjects does NAEP assess, and how are the subjects chosen?
Since its inception in 1969, NAEP assessments have been conducted in numerous academic subjects, including mathematics, science, reading, writing, geography, U.S. history, civics, and the arts. In addition to these subjects, NAEP is developing assessments in world history, economics, and foreign language.
Beginning with the 2003 assessments, national assessments are conducted at least once every two years in reading and mathematics at grades 4 and 8. Results from these assessments are released six months after administration. The assessments are conducted in reading and mathematics in the same year, and initial results are released in the fall of that year. Results from all other assessments are released about one year after administration, usually in the spring of the following year.
Since 1988, the National Assessment Governing Board has been responsible for selecting the subject areas to be assessed. Furthermore, the Governing Board oversees creation of the frameworks that underlie the assessments and the specifications that guide the development of the assessment instruments. The framework for each subject area is determined through a collaborative development process that involves teachers, curriculum specialists, subject-matter specialists, school administrators, parents, and members of the general public.
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How are state tests different from NAEP?
Most state tests measure student performance on the state's own curriculum standards, that is, on what policymakers and citizens consider important for students to know and be able to do. State tests allow comparisons of results over time within the state, and in most cases give individual student scores so that parents can know how their child is performing. State tests do not provide comparisons of results with other states or the nation. NAEP is the only assessment that allows comparison of results from one state with another, or with results for the rest of the nation. The NAEP program helps states answer such questions as the following: How does the performance of students in my state compare with the performance of students in other states with similar resources or students? How does my state's performance compare with the region's? Are my state's gains in student performance keeping up with the pace of improvement in other states? The term "proficiency" used in relation to performance on state tests does not have the same meaning as the term Proficient on the NAEP achievement levels, because the criteria used to determine proficiency are different. Together, state achievement tests and NAEP help educators and policymakers develop a comprehensive picture of student performance.
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