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The National Indian Education Study (NIES) is administered as part of the National Assessment of Educational Progress (NAEP), which was expanded to allow more in-depth reporting on the achievement and experiences of American Indian/Alaska Native (AI/AN) students. It fulfills a mandate of Executive Order 13336 issued in 2004 calling for closer examination of the educational experiences and progress of AI/AN students as well as the promotion of research opportunities and collaboration with tribal communities. This report, the first in a two-part series in 2009, presents results on the achievement of AI/AN fourth- and eighth-graders in reading and mathematics. Results are reported for AI/AN students in the nation and for 12 states with relatively large populations of AI/AN students. The performance of AI/AN students is compared to that of other race/ethnicity groups as well as among AI/AN students based on gender, eligibility for the National School Lunch Program, region of the country, type of school location, and the proportion of AI/AN students in the schools they attend. Results from the 2009 assessments are also compared to the results from 2007 and 2005. Part II of the NIES, which is reported separately, provides information on the educational experiences of the fourth- and eighth-grade American Indian and Alaska Native students based on a survey administered as part of the NAEP assessments. (Contains 26 tables and 28 figures.) [For "Part II: The Educational Experiences of American Indian and Alaska Native Students in Grades 4 and 8. Statistical Analysis Report. NCES 2010-463" see ED510597.]

Since 2005, the National Indian Education Study (NIES) has provided educators, policymakers, and the public with information about the background and academic performance of fourth- and eighth-grade American Indian and Alaska Native (AI/AN) students in the United States. This report, the second in a two-part series based on the 2009 NIES survey, describes AI/AN students, their teachers and schools, and the integration of native culture and language in their education. Part I of the series reports on the achievement of AI/AN students in reading and mathematics. (Contains 23 tables and 24 figures.) [For Part I, "Performance of American Indian and Alaska Native Students at Grades 4 and 8 on NAEP 2009 Reading and Mathematics Assessments. NCES 2010-462" see ED510598.]

This report presents the national and state results of the National Assessment of Educational Progress (NAEP) assessment in mathematics and compares them to results from assessments in 2003 and in the first year data were available, usually 1990. In 2005, nationally representative samples of about 172,000 fourth-grade and 162,000 eighth-grade students nationwide participated in that assessment. Results are presented in two ways: in terms of scale scores and as the percentage of students scoring at or above three benchmarks called achievement levels. NAEP mathematics scores are reported for grades 4 and 8 on a 0-500 scale. Scale score results also are presented for students at various percentiles. Item maps provide interpretative information about a scale score in terms of the skills and knowledge students with a certain score are likely to have. Items placed along the scale in an item map demonstrate how skills correspond to levels of performance. NAEP results are reported at three achievement levels: Basic, Proficient, and Advanced. Achievement levels are performance standards showing what students should know and be able to do. They are set by the National Assessment Governing Board (NAGB), based on recommendations from panels of educators and members of the public, to provide a context for interpreting student performance on NAEP. In this report, the achievement-level results are reported as percentages of students performing at or above Basic and at or above Proficient. (Contains 16 figures and 20 tables.)

This report presents the results of the 2002 National Assessment of Educational Progress (NAEP) reading assessment for the nation and for the participating states and jurisdictions. Comparisons are made to students' performance in the national assessments of 1992, 1994, and 1998 at grades 4, 8, and 12. Comparison data are given within and across participating states and jurisdictions for 1992, 1994, 1998, and 2002 at grades 4 and 8. Additional comparisons for national and cross-state/jurisdictional data are given for the 2000 assessment at grade 4 only. Student performance is reported in terms of average scale scores on the NAEP reading scale and by the percentages of students who attained the achievement levels set by the National Assessment Governing Board (NAGB). In addition, the report presents percentile distributions and demographic subgroup results for the nation, including results by gender, race/ethnicity, student eligibility for free/reduced-price school lunch, Title I, parents' highest level of education, type of school, and type of school location. For participating states and jurisdictions, performance results for subgroups defined by gender, race/ethnicity, and student eligibility for free/reduced-price school lunch are presented. The report also includes sample assessment questions for grades 4, 8, and 12, including multiple-choice, short constructed-response, and extended constructed-response items, along with examples of student responses to all three item types. Rationales for the scores of constructed responses are included. Maps of selected fourth-, eighth-, and twelfth-grade items on the NAEP reading scale and descriptions of the framework specified knowledge or skills each item addresses are presented. Appendices include information on national and state samples, school and student participation rates, participation and accommodation of students with disabilities and/or limited-English-proficient students, subgroup percentages, state-level contextual variables, and sample texts from the NAEP 2002 reading assessment. (RS)

The National Assessment of Educational Progress (NAEP) is the nation's only ongoing representative sample survey of student achievement in core subject areas. In 2001, NAEP conducted a national United States history assessment of fourth-, eighth-, and twelfth-grade students. This report presents a summary of the results of the NAEP 2001 U.S. history assessment for the nation. Results in 2001 are compared to results in 1994, the next most recent year in which the NAEP conducted a U.S. history assessment and the only other assessment year in which the test questions were based on the current framework. Students' performance on the assessment is described in terms of average scores on a 0-500 scale and in terms of the percentage of students attaining 3 achievement levels: (1) Basic; (2) Proficient; and (3) Advanced. The report provides results for subgroups of students at the three grade levels defined by various background and contextual characteristics. Appended are an overview of the procedures used in the NAEP assessment and data collection. (BT)

The National Assessment of Educational Progress (NAEP) is the nation's only ongoing representative sample survey of student achievement in core subject areas. In 2000, NAEP conducted a national mathematics assessment of fourth-, eighth-, and twelfth-grade students. State-level results were also collected at the fourth and eighth grades within participating states and jurisdictions. This report presents the results of the NAEP 2000 mathematics assessment for the nation and the states. Comparisons are made to performance in previous national assessments in 1990, 1992, and 1996 at grades 4, 8, and 12. Comparison data are given both within and across participating jurisdictions for 1992, 1996, and 2000 at grade 4, and for 1990, 1992, 1996, and 2000 at grade 8. Student performance is reported in terms of average scale scores on the NAEP mathematics scale and by the percentages of students who attained the achievement levels set by the National Assessment Governing Board (NAGB). In addition, percentile distributions and demographic subgroup results are presented, including results by gender, race/ethnicity, region of the country, type of school location, school type, and student eligibility for the free/reduced price lunch program. One chapter focuses on a second set of results that includes the performance of special needs students who were permitted accommodations in the test administration, both in the national and state samples. The report features information on contexts for learning mathematics including teacher characteristics, classroom practices, use of computers/calculators, student attitudes toward mathematics, and out-of-classroom activities. The report also includes sample test questions and examples of student responses. (ASK)

Civics education in the nation's schools informs students about the structures, functions, and processes of government and about the meaningful ways in which citizens can make decisions about public issues and participate in governance. This report, part of the Nation's Report Card program and based on findings from the 1998 National Assessment of Educational Progress (NAEP), provides a view of student achievement in civics over a 10-year period from 1988 to 1998. In 1998, NAEP conducted two national assessments of student civics knowledge in grades 4, 8, and 12. One assessment employed a set of new test specifications, while the other assessment was a special study that repeated a number of multiple-choice test questions used in 1988. The special study results are reported here as a summary of trends in student knowledge and classroom teacher practices over the 10-year period. Results are based on the assessment of a student sample at each grade that is statistically representative of the entire nation. Student performance is described in terms of average percentage correct, rather than the traditional NAEP scaled scores. The report provides results for subgroups of students defined by various background and contextual characteristics. Analysis focuses on differences between 1988 and 1998, rather than differences among groups within each year. To illustrate the civics knowledge that was assessed, numerous samples of test questions are provided. The report also explores trends in the classroom coverage of civics topics from 1988 to 1998, as well as trends in classroom instructional activities over the decade. Four appendices are included: (1) "Overview of Procedures Used in the 1988 and 1998 NAEP Civics Special Study"; (2) "Standard Errors"; (3) "Average Percentage Correct"; and (4) "Members of the NAEP Civics Standing Committee." (Contains approximately 95 tables and figures.) (BT)