The National Assessment of Educational Progress (NAEP) mathematics assessment is given every two years to students at grades 4 and 8, and approximately every four years at grade 12. The assessment measures both mathematics knowledge and the students’ ability to apply their knowledge in problem-solving situations. The results present a broad view of students’ mathematics knowledge, skills, and performance over time. The most recent mathematics assessment was given in 2019 to approximately 149,500 students in grade 4 and 147,400 students in grade 8. The instruments used in the NAEP mathematics assessment are composed of blocks of cognitive items from the previous NAEP assessments, as well as blocks that are newly developed for the current assessment.
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Lee, J., & Reeves, T. (2012). Revisiting the impact of NCLB high-stakes school accountability, capacity, and resources: State NAEP 1990-2009 reading and math achievement gaps and trends. Educational Evaluation and Policy Analysis, 34(2), 209-231. https://doi.org/10.3102/0162373711431604
Lubienski ST, Lubienski C. School Sector and Academic Achievement: A Multilevel Analysis of NAEP Mathematics Data. American Educational Research Journal. 2006;43(4):651-698. https://doi.org/10.3102/00028312043004651
Swanson CB, Stevenson DL. Standards-Based Reform in Practice: Evidence on State Policy and Classroom Instruction from the NAEP State Assessments. Educational Evaluation and Policy Analysis. 2002;24(1):1-27. https://doi.org/10.3102/01623737024001001
Congress has called for ongoing evaluation of the assessment as a whole. In response to these legislative mandates, the National Center for Education Statistics (NCES) has established expert panels to study NAEP. These panels have produced reports that address numerous NAEP issues.
National Center for Education Statistics. (2018). NAEP technical documentation. https://www.nagb.gov/content/nagb/assets/documents/publications/framewo…
Daro, P., Hughes, G. B., & Stancavage, F. (2015). Study of the alignment of the 2015 NAEP mathematics items at grades 4 and 8 to the Common Core State Standards for Mathematics. San Mateo, CA: American Institutes for Research. https://www.air.org/sites/default/files/downloads/report/Study-of-Alignment-NAEP-Mathematics-Items-common-core-Nov-2015.pdf
Daro, P., Hughes, G. B., Stancavage, F., Shepard, L., Webb, D., Kitmitto, S., & TuckerBradway, N. (in press). A comparison of the 2017 NAEP mathematics assessment with current generation state assessments in mathematics: Expert judgment study. San Mateo: CA: American Institutes for Research.
Behuniak, P. (2015). Maintaining the validity of the National Assessment of Educational Progress in a Common Core based environment. San Mateo, CA: American Institutes for Research. https://www.air.org/sites/default/files/2021-06/Validity-NAEP-Common-Core-Environment-March-2015.pdf
Hughes, Gerunda; Behuniak, Peter; Norton, Scott; Kitmitto, Sami; Buckley, Jack, (2019) NAEP Validity Studies Panel Responses to the Reanalysis of TUDA Mathematics Scores. https://files.eric.ed.gov/fulltext/ED599642.pdf