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The National Assessment of Educational Progress (NAEP), "the Nation's Report Card," has conducted periodic assessments since 1969. Click on any of the following subjects for reports, information on how each assessment works and links to the most recent national and state results. (The assessments in economics, foreign language and world history are currently under development.)

  • The Arts
  • Civics
  • Economics
  • Foreign Language
  • Geography
  • Mathematics
  • Reading
  • Science
  • 2002 Trial Urban District Assessment (Reading)
  • U.S. History
  • World History
  • Writing

    U.S. History 2001 Major Results - The National Assessment of Educational Progress (NAEP) has released the 2001 U.S. History results for the nation in grades 4, 8 and 12. Scores are up since 1994 for 4th and 8th graders, while changes for high school seniors are not statistically significant. Questions addressed four historical themes and eight chronological periods; approximately 29,000 students were assessed in the national sample. (National Center for Education Statistics, May 2002)...

    The Nation's Report Card: Mathematics 2000 MS Word - Results of the 2000 assessment in mathematics from the National Assessment of Educational Progress (NAEP) for the nation and for the participating states and jurisdictions are reported in this statistical analysis from the U.S. Department of Education. Comparisons are made to performance in previous national assessments in 1990, 1992 and 1996 at grades 4, 8 and 12. In 2000, the percentage of students performing at or above proficient was 26% at grade 4, 27% at grade 8 and 17% at grade 12. (J.S. Braswell, A.D. Lutkus, W.S. Grigg, S.L. Santapau, B. Tay-Lim and M. Johnson, National Center for Education Statistics, August 2001)...

    1999 Trends in Academic Progress: Three Decades of Student Performance - Since 1969, the National Assessment of Educational Progress (NAEP) has conducted ongoing nationwide assessments of student achievement in various subjects. This report presents the results of NAEP's long-term trend assessments in reading, mathematics and science that were administered in 1999 to students aged 9, 13 and 17. Trends show the biggest gains occurred in mathematics achievement over the past 30 years. Some modest gains also are evident in reading. The review looks at findings from 10 administrations of the long-term trend reading and science assessments and nine administrations of the long-term trend mathematics assessment. (Jay R. Campbell, Catherine M. Hombo and John Mazzeo, National Center for Education Progress, August 2000)...

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