National Assessment of Educational Progress: Long-term Trend Assessments (NAEP-LTT)

The NAEP-LTT assessments began in 1969 and measures the trends of academic progress in mathematics and reading for students at ages 9, 13, and 17. Because the long-term trend program uses substantially the same assessments decade after decade, it has been possible to chart educational progress since 1971 in reading and 1973 in mathematics.

Mathematics: The long-term trend mathematics assessment required students to respond to a variety of age-appropriate questions. The assessment was designed to measure students’ (1) knowledge of mathematical facts, (2) ability to carry out computations using paper and pencil, (3) knowledge of basic formulas such as those applied in geometric settings, and (4) ability to apply mathematics to daily-living skills such as those involving time and money.

Reading: The NAEP long-term trend reading assessment measures students’ reading comprehension skills using an array of passages that vary by text types and length. The assessment was designed to measure students’ ability to (1) locate specific information in the text provided, (2) make inferences across a passage to provide an explanation, and (3) identify the main idea in the text.

Data and Resources

Additional Info

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Source https://nces.ed.gov/nationsreportcard/ltt/
Maintainer U.S. Department of Education (ED)/National Center for Education Statistics (NCES)
Last Updated December 3, 2019, 19:22 (UTC)
Created December 2, 2019, 19:09 (UTC)