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A Study of NAEP Reading and Writing Frameworks and Assessments in Relation to the Common Core State Standards in English Language Arts

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Title: A Study of NAEP Reading and Writing Frameworks and Assessments in Relation to the Common Core State Standards in English Language Arts
Language: English
Authors: Wixson, Karen K., Valencia, Sheila W., Murphy, Sandra, Phillips, Gary W., American Institutes for Research, National Center for Education Statistics (ED)
Source: American Institutes for Research. 2013.
Availability: American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org
Peer Reviewed: N
Page Count: 48
Publication Date: 2013
Contract Number: ED-04-CO-0025/0012
Document Type: Reports - Research
Education Level: Grade 4
Grade 8
Grade 12
Elementary Secondary Education
Descriptors: National Competency Tests, Reading Achievement, Writing Achievement, State Standards, Academic Standards, Language Arts, Comparative Analysis, Federal Legislation, Educational Legislation, Achievement Gap, Disadvantaged Youth, Test Validity, Academic Achievement, Correlation, College Readiness, Career Readiness, Alignment (Education), Educational Assessment, Achievement Gains
Laws, Policies and Program Identifiers: No Child Left Behind Act 2001
Assessment and Survey Identifiers: National Assessment of Educational Progress
Abstract: Since its first assessment in 1969, the National Assessment of Educational Progress (NAEP) has made a unique contribution to our understanding of American education. It is the only national source of information on the educational achievement of U.S. students, and it is the only vehicle by which states can compare the progress of their students against a common standard. Assessment results reported by NAEP complement the states' own reports of progress under No Child Left Behind (NCLB) and track the status of achievement gaps for traditionally disadvantaged student groups. NAEP is carried out under the guidance of the National Assessment Governing Board (Governing Board) and the National Center for Education Statistics (NCES). Throughout the course of its history, NAEP has frequently sought to improve by studying its own processes, instruments, and procedures. In keeping with this tradition, in fall 2011, NCES asked the NAEP Validity Studies (NVS) Panel, which operates under contract to NCES, to undertake two inter-related studies, one in reading/writing and one in mathematics, to examine the content of the current NAEP frameworks and item pools at Grades 4, 8, and 12 in relation to the Common Core State Standards (CCSS). The primary question under investigation is whether NAEP can continue to serve as an independent monitor of student achievement and state assessments following the implementation of the CCSS. This report addresses the relations between the NAEP reading and writing frameworks and the CCSS in English language arts (CCSS-ELA), and the relations between the NAEP reading and writing items and the CCSS-ELA. It does not address the relations between NAEP reading and writing items and items developed by the Partnership for Assessment of Readiness for College and Careers (PARCC) and the Smarter Balanced Assessment Consortium (Smarter Balanced) to assess the CCSS-ELA because those items were not available at the time of this study. The report concludes with recommendations to NCES regarding broader issues on the alignment between NAEP reading and writing and CCSS-ELA, including the extent of alignment that is appropriate to support NAEP's role as an independent monitor of student achievement. An appendix presents a list of the Reading and Writing Panelists. [For the main report, "Examining the Content and Context of the Common Core State Standards: A First Look at Implications for the National Assessment of Educational Progress," see ED545237.]
Abstractor: ERIC
Number of References: 3
IES Funded: Yes
Entry Date: 2014
Accession Number: ED545239
Database: ERIC
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  Data: Since its first assessment in 1969, the National Assessment of Educational Progress (NAEP) has made a unique contribution to our understanding of American education. It is the only national source of information on the educational achievement of U.S. students, and it is the only vehicle by which states can compare the progress of their students against a common standard. Assessment results reported by NAEP complement the states' own reports of progress under No Child Left Behind (NCLB) and track the status of achievement gaps for traditionally disadvantaged student groups. NAEP is carried out under the guidance of the National Assessment Governing Board (Governing Board) and the National Center for Education Statistics (NCES). Throughout the course of its history, NAEP has frequently sought to improve by studying its own processes, instruments, and procedures. In keeping with this tradition, in fall 2011, NCES asked the NAEP Validity Studies (NVS) Panel, which operates under contract to NCES, to undertake two inter-related studies, one in reading/writing and one in mathematics, to examine the content of the current NAEP frameworks and item pools at Grades 4, 8, and 12 in relation to the Common Core State Standards (CCSS). The primary question under investigation is whether NAEP can continue to serve as an independent monitor of student achievement and state assessments following the implementation of the CCSS. This report addresses the relations between the NAEP reading and writing frameworks and the CCSS in English language arts (CCSS-ELA), and the relations between the NAEP reading and writing items and the CCSS-ELA. It does not address the relations between NAEP reading and writing items and items developed by the Partnership for Assessment of Readiness for College and Careers (PARCC) and the Smarter Balanced Assessment Consortium (Smarter Balanced) to assess the CCSS-ELA because those items were not available at the time of this study. The report concludes with recommendations to NCES regarding broader issues on the alignment between NAEP reading and writing and CCSS-ELA, including the extent of alignment that is appropriate to support NAEP's role as an independent monitor of student achievement. An appendix presents a list of the Reading and Writing Panelists. [For the main report, "Examining the Content and Context of the Common Core State Standards: A First Look at Implications for the National Assessment of Educational Progress," see ED545237.]
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 48
    Subjects:
      – SubjectFull: National Competency Tests
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Writing Achievement
        Type: general
      – SubjectFull: State Standards
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      – SubjectFull: Academic Standards
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      – SubjectFull: Language Arts
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: National Assessment of Educational Progress
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