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 OMB’s 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 Nation’s 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