The National Assessment of Educational Progress (NAEP), conducted by the National Center for Education Statistics (NCES), is a federally authorized survey of student achievement at grades 4, 8, and 12 in various subject areas, such as mathematics, reading, writing, science, U.S. history, civics, geography, economics, technology and engineering literacy (TEL), and the arts. The National Assessment of Educational Progress Authorization Act (Public Law 107-279 Title III, section 303) requires the assessment to collect data on specified student groups and characteristics, including information organized by race/ethnicity, gender, socio-economic status, disability, and limited English proficiency. It requires fair and accurate presentation of achievement data and permits the collection of background, noncognitive, or descriptive information that is related to academic achievement and aids in fair reporting of results. The intent of the law is to provide representative sample data on student achievement for the nation, the states, and subpopulations of students and to monitor progress over time. The nature of NAEP is that burden alternates from a relatively low burden in national-level administration years to a substantial burden increase in state-level administration years when the sample has to allow for estimates for individual states and some of the large urban districts. This submission requests OMBâs approval for main NAEP assessments in 2018 and 2019, including operational, pilot, and special studies. The NAEP results will be reported to the public through the Nationâs Report Card as well as other online NAEP tools.
PL:
Pub.L. 107 - 279 303
Name of Law: National Assessment of Educational Progress Authorization Act
The nature of NAEP is that burden alternates from a relatively low burden in national-level administration years (i.e., even years) to a substantial burden increase in state-level administration years that include one or more assessments that support national, state-by-state, and certain urban districts reporting (i.e., odd years). In state/district assessment years, NAEP samples approximately 1,000,000 students, while in national-only assessment years, approximately 100,000 students. In 2018, NAEP will conduct national-level assessments, and in 2019 state/district assessments. The previous three-year clearance included burden for two state/district assessments year (2017 and 2019) and one national-level assessments year (2018), therefore the annualized number of respondents and responses is smaller in this clearance request, for NAEP 2018 and 2019 only, than in the previous one. This decrease in burden is true, even though additional special studies have been added to 2018 (oral reading fluency, reading SBT, and NAEP-National Teacher Principal Survey) and additional assessment components have been added to 2019 (paper-based bridge studies and knowledge and skills appropriate study).
On behalf of this Federal agency, I certify that the collection of information encompassed by this request complies with 5 CFR 1320.9 and the related provisions of 5 CFR 1320.8(b)(3).
The following is a summary of the topics, regarding the proposed collection of information, that the certification covers:
(i) Why the information is being collected;
(ii) Use of information;
(iii) Burden estimate;
(iv) Nature of response (voluntary, required for a benefit, or mandatory);
(v) Nature and extent of confidentiality; and
(vi) Need to display currently valid OMB control number;
If you are unable to certify compliance with any of these provisions, identify the item by leaving the box unchecked and explain the reason in the Supporting Statement.
NAEP 2018-2019 - Response to Passback.docx
Appendix G NAEP 2011 Sampling Design.pdf
National Assessment of Educational Progress (NAEP) 2018 and 2019