What Does the NAEP Long-Term Trend Mathematics Assessment Measure?The existence of two national assessment programs—long-term trend NAEP and main NAEP—makes it possible to meet two important objectives: 1) measure student progress over time, and 2) as educational priorities change, develop new assessment instruments that reflect current educational content and assessment methodology. The NAEP long-term trend mathematics assessment was designed to measure students'
The assessment had a computational focus and contained a range of multiple-choice and constructed-response questions. It covered the following topics:
NAEP has assessed the mathematics achievement of 9-, 13-, and 17-year-olds ten times: in the school years ending in 1973, 1978, 1982, 1986, 1990, 1992, 1994, 1996, 1999, and 2004. The mathematics trend assessments contained questions designed to measure performance on sets of objectives developed by nationally representative panels of mathematics specialists, educators, and other interested parties. The 1986, 1990, 1992, 1994, 1996, 1999, and 2004 assessments shared common objectives (NAEP 1986). The objectives for each assessment prior to 1990 were based on the framework used for the previous assessment, with some revisions that reflected changes in the content of mathematics education. Although changes were made from assessment to assessment before 1990, some questions were retained from one assessment to the next to measure trends in achievement across time. Explore the demonstration booklet (574K PDF) for the long-term trend assessment. The booklet is given to participating schools so that teachers and the parents of participating students will be able to examine the types of questions the students will be answering. Explore long-term trend questions in the NAEP Questions Tool. Read about the long-term trend mathematics and reading scales. Find out what the long-term trend assessment in reading measures.
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