The National Assessment of Educational Progress (NAEP) was developed in 1969 to measure student achievement nationally, and is the only nationally representative and continuing assessment of what America's students know and can do in various subject areas. Since 1983, ETS, on behalf of the National Center for Education Statistics (NCES), has developed content, analyzed data and reported results for NAEP, often referred to as "The Nation's Report Card." Assessments are conducted periodically in the arts, civics, economics, geography, mathematics, reading, science, U.S. history and writing.
ETS and NAEP
ETS has assisted the NAEP program in introducing numerous psychometric and assessment design innovations over the years. Most recently, NAEP has deployed a digitally based writing assessment, incorporated interactive inquiry tasks into its science assessment and developed and administered the first national assessment in technology and engineering literacy (TEL). In 2017, NAEP will begin administering digitally based assessments (DBAs) for mathematics, reading and writing, with additional subjects added in 2018 and 2019. This transition to digitally based assessments reflects a commitment by ETS to incorporate cutting-edge technologies into NAEP assessments. To learn more about the digitally based assessments, view an online NAEP tutorial.
NAEP Data Explorer (NDE)
Developed by ETS researchers, the NDE is a powerful statistical tool that encompasses many analytical functions such as sophisticated searching, data comparison and chart and table creation. The enhanced NDE makes it even easier to explore NAEP results. This interactive, user-friendly web tool lets users do the following:
- Build custom statistical tables, animated graphics and state maps using NAEP data.
- Explore decades of assessment results for various subjects, grades and jurisdictions.
- View information about factors that may be related to student learning.
The Nation's Report Card: Science 2015
The NAEP science assessment measures students’ knowledge of three major content areas — physical science, life science, and Earth and space sciences. In 2015, scores were higher at grades 4 and 8 in all three of these science content areas compared to 2009, while there were no significant changes at grade 12.
The Nation's Report Card: Mathematics and Reading 2015 – Grade 12
Results of the 2015 NAEP mathematics and reading assessments for grade 12 are presented in this interactive report. The national average score in mathematics was lower than in 2013 for twelfth-grade students, and the reading score was unchanged.
The Nation's Report Card: Mathematics and Reading 2015
The results of the 2015 NAEP mathematics and reading assessments for grades 4 and 8 are discussed in this report. National average scores for both subjects were lower than those in 2013 for eighth-grade students and scores were higher at both grades than those from the first assessments administered in the early 1990s.
The Nation's Report Card: Trial Urban District Assessment (TUDA) 2015 ̶ Mathematics
The Nation's Report Card: Trial Urban District Assessment (TUDA) 2015 ̶ Reading
Find out how fourth- and eighth-grade students performed in mathematics and reading in 21 of the nation's largest urban districts.
The Nation's Report Card: Technology and Engineering Literacy (TEL) 2014 – Grade 8
Findings from the first-ever NAEP assessment in Technology and Engineering Literacy (TEL) are discussed in this report. Explore the results in detail, view scenario-based tasks, and learn more about this innovative assessment.
The Nation's Report Card: U.S. History, Geography and Civics 2014
This report presents results from the 2014 NAEP U.S. history, geography and civics assessments administered to eighth-grade students. While average scores showed no significant change, several student groups made gains.
The Nation's Report Card: Trends in Academic Progress 2012
This report shows that both 9- and 13-year-olds scored higher in reading and mathematics in 2012 than students their age in the early 1970s. Seventeen-year-olds, however, did not show similar gains.
The Nation's Report Card: Economics 2012
This report discusses that, although there was no significant change in the overall average economics score of twelfth-grade students, the percentage of twelfth-graders performing at or above Basic increased between 2006 and 2012.
The Nation's Report Card: Writing 2011
In this report, results from the 2011 digitally-based writing assessment provide information on eighth- and twelfth-graders' ability to write on the computer for specific purposes and audiences, and on the extent to which they engaged in certain word-processing actions when composing their writing.
The Nation's Report Card: Arts 2008
Results from the NAEP 2008 Arts assessment, which was administered to 7,900 eighth-grade students, are discussed in this report. Approximately one-half of the students were assessed in music, and the other half were assessed in visual arts.
NAEP-TIMSS Linking Study
The National Center for Education Statistics initiated this special study to link the NAEP scale to the Trends in International Mathematics and Science Study (TIMSS) scale so that states could compare the performance of their students with that of students in other countries. The study was conducted in 2011 with eighth-grade students in all 52 states/jurisdictions that participated in the NAEP mathematics and science assessments.
The Nation's Report Card: Vocabulary 2013
This special report focuses on students' performance on vocabulary questions that were part of the NAEP 2013 reading assessment. Students were asked to demonstrate their understanding of words used in literary and informational texts to highlight the importance of vocabulary in reading comprehension.
The Nation's Report Card: High School Transcript Study 2009
This study analyzed transcripts from a representative sample of 37,700 public and private high school graduates nationwide to show what courses they were taking, how many credits they earned and their grade point averages. It also examined the relationship between course-taking patterns and student achievement, as measured by the NAEP assessments using a subsample of approximately 30,100 of the graduates who also took NAEP.