National Assessment of Educational Progress

NAEP is designed to measure what American students know and can do in a variety of subjects, including mathematics, reading, science, writing, and the arts. It is a congressionally mandated project administered by the National Center for Education Statistics (NCES), part of the U.S. Department of Education. Unlike standardized tests that are tied to specific curricula, NAEP uses a framework developed by educators and subject-matter experts to assess broad academic achievement. It is given to a representative sample of students, not every student, allowing for reliable national and state-level comparisons without burdening all students. The results are reported as scale scores and achievement levels (Basic, Proficient, and Advanced), providing a common metric for tracking academic progress over time.

NAEP was first administered in 1969, following a decade of development by the Education Commission of the States. It was initially designed to provide a national snapshot of student achievement, but in 1990, it expanded to include state-level results, a significant shift that allowed for cross-state comparisons. The 1990s also saw the introduction of the National Assessment Governing Board (NAGB), which sets policy for NAEP and defines its frameworks. Over the years, NAEP has expanded to include new subjects, such as technology and engineering literacy, and has adapted to changes in education, including the use of digital assessments. The assessment has also been used to track long-term trends in achievement, with a separate Long-Term Trend (LTT) assessment that has remained largely unchanged since the 1970s to allow for consistent comparisons.

NAEP results are widely used by policymakers, educators, and researchers to inform education policy and identify achievement gaps. The data have been instrumental in highlighting disparities in achievement by race, ethnicity, and socioeconomic status, and have been used to evaluate the effectiveness of federal programs such as Title I. However, NAEP has also faced criticism. Some argue that the achievement levels are set arbitrarily and do not reflect true proficiency, while others question the validity of comparing results across states with different participation rates. Additionally, the exclusion of students with disabilities and English language learners from some assessments has raised concerns about the representativeness of the data. Despite these debates, NAEP remains the most trusted source of long-term academic trend data in the United States.

Beyond the headline results, NAEP includes several lesser-known components. The Long-Term Trend (LTT) assessment, which began in the 1970s, uses a different framework and is not tied to current curricula, providing a unique historical comparison. NAEP also conducts special studies, such as the National Indian Education Study and the High School Transcript Study, which offer deeper insights into specific populations and course-taking patterns. In addition, NAEP has experimented with innovative item types, including interactive computer tasks and scenario-based assessments, to measure higher-order thinking. The assessment also includes a student survey that collects demographic and contextual information, allowing for analysis of factors such as homework time and access to technology. These components enrich the data and provide a more complete picture of American education.

Achievement levels

Performance standards set by the National Assessment Governing Board that categorize student performance into Basic, Proficient, and Advanced.

Long-Term Trend (LTT) assessment

A separate NAEP assessment that has remained largely unchanged since the 1970s to allow for consistent comparisons of student achievement over time.

National Assessment Governing Board (NAGB)

An independent, bipartisan board that sets policy for NAEP and develops its assessment frameworks.

Scale score

A numerical score on a common scale that allows for comparisons across student groups and over time.