Overview of the 2006 NAEP Assessments

2. Overview of the 2006 NAEP Assessments • Administered in January–March 2006 • National results for grades 4, 8, and 12 • Results by scale scores and achievement levels • Basic • Proficient • Advanced

4. The 2006 U.S. History Assessment • National samples: • 6,500 fourth-graders • 11,400 eighth-graders • 11,300 twelfth-graders • Trend comparisons to 1994 and 2001 assessments • Four themes: • Democracy • Culture • Technological and Economic Change • World Role

5. Average Scale Scores • Scores higher in 2006 than in 1994 and 2001 at all three grades * Significantly different (p < .05) from 2006. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2006 U.S. History Assessments.

6. Scale Score Percentiles • At grade 4, lower-performing students make gains • At grades 8 and 12, students at all levels make gains compared to 1994 * Significantly different (p < .05) from 2006. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2006 U.S. History Assessments.

7. Achievement-Level Results • Higher percentages at or above Basic at all three grades • Higher percentages at or above Proficient at grades 8 and 12 since 1994 * Significantly different (p < .05) from 2006. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2006 U.S. History Assessments.

8. Results by Race/Ethnicity NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic origin. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2006 U.S. History Assessments.

9. Results by Race/Ethnicity─Score Gaps, Grade 4 • Score gap narrows between White and Black students at grade 4 compared to 1994 • Score gap narrows between White and Hispanic students at grade 4 compared to 1994 * Significantly different (p < .05) from 2006. NOTE: Black includes African American, and Hispanic includes Latino. Race categories exclude Hispanic origin. Score gaps are calculated based on differences between unrounded average scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2006 U.S. History Assessments.

10. Scale Scores by Theme • Students at all three grades make gains in Democracy and World Role themes * Significantly different (p < .05) from 2006. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2006 U.S. History Assessments.

11. What Do Students Know About Democracy? • 46% of fourth-graders identified Lincoln’s position on slavery • 78% of eighth-graders identified the interpretation of Gettysburg Address reference • 67% of twelfth-graders identified an important Great Society idea

12. What Do Students Know About Culture? • 65% of fourth-graders identified why some early Native Americans built their homes in cliffs • 49% of eighth-graders explained why people settled on the Western frontier • 36% of twelfth-graders identified an immigration pattern and explained its causes

13. What Do Students Know About Technological/Economic Change? • 35% of fourth-graders explained how two inventions changed life in the U.S. • 64% of eighth-graders identified an impact of the cotton gin • 9% of twelfth-graders explained lifestyle changes between 1900 and 1928

14. What Do Students Know About the U.S. World Role? • 40% of fourth-graders identified time frame of Vietnam War • 33% of eighth-graders identified the U.S. foreign policy positions related to Latin America • 14% of twelfth-graders explained why the U.S. was involved in the Korean War

16. The 2006 Civics Assessment • National samples: • 7,000 fourth-graders • 9,200 eighth-graders • 9,100 twelfth-graders • Comparisons to 1998 • Results reported on a 0–300 scale

17. The Content of the Civics Assessment • Civic life, politics, and government • Foundations of the American political system • How the government established by the Constitution embodies the purposes, values, and principles of American democracy • Relationship of the U.S. to other nations and to world affairs • Roles of citizens in American democracy

18. Average Scale Scores • Score increases only at grade 4 * Significantly different (p < .05) from 2006. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1998 and 2006 Civics Assessments.

19. Scale Score Percentiles • Gains are made by lower-performing students at grade 4 * Significantly different (p < .05) from 2006. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1998 and 2006 Civics Assessments.

20. Achievement-Level Results • Higher percentage of fourth-graders at or above the Basic level in 2006 • No significant change in achievement-level results at grades 8 and 12 * Significantly different (p < .05) from 2006. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1998 and 2006 Civics Assessments.

21. Results by Race/Ethnicity • At grade 4, White, Black, and Hispanic students score higher in 2006 • At grade 8, White and Hispanic students score higher in 2006 ‡ Reporting standards not met. Sample size is insufficient to permit a reliable estimate. * Significantly different (p < .05) from 2006. NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic origin. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1998 and 2006 Civics Assessments.

22. Results by Race/Ethnicity─Score Gaps, Grade 4 • White and Hispanic gap narrows • White and Black gap did not change significantly * Significantly different (p < .05) from 2006. NOTE: Black includes African American, and Hispanic includes Latino. Race categories exclude Hispanic origin. Score gaps are calculated based on differences between unrounded average scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1998 and 2006 Civics Assessments.

23. What Do Fourth-Graders Know? • 75% knew that only citizens can vote in the U.S. • 41% identified the level of government that signs peace treaties • 14% recognized that defendants have a right to a lawyer

24. What Do Eighth-Graders Know? • 80% identified a notice for jury duty • 63% determined an instance of abuse of power • 15% interpreted a phrase fromthe Gettysburg Address

25. What Do Twelfth-Graders Know? • 72% analyzed a historical text on the importance of education • 50% identified the outcome when state and national laws conflict • 43% described the meaning of federalism in the U.S.

26. Summary At grade 4 • Overall increases in both U.S. history and civics • Increases in both assessments for lower-performing students At grade 8 • Overall increase in U.S. history and no significant change in civics At grade 12 • Overall increase in U.S. history and no significant change in civics

27. For more information: http://nationsreportcard.gov