Mathematics Achievement Levels

The process of developing achievement levels involves the judgments of informed, well-qualified people from throughout the nation and its territories. Approximately 20 persons served on each of three grade-level panels to develop NAEP mathematics achievement levels. These 60 people included teachers (about 55 percent), other educators (about 15 percent), and members of the general public (about 30 percent). To the extent possible, the panels were proportionally representative of the nation's population with respect to region, race/ethnicity, and gender.

The panels for mathematics were convened in March 1992, and the National Assessment Governing Board set the mathematics NAEP achievement levels in September 1992. The achievement levels set for the mathematics assessment were used in reporting results for the 1992 assessment and subsequent assessments. They will be used until the Board determines that a new framework is needed to guide the development of the assessment. At that time, new achievement levels may be developed and set. (At this time, the Board plans to develop a new framework for the 2005 mathematics assessment.)

Two reports provide details on the reading achievement levels:

• The Board's complete report on achievement levels for mathematics (2,507KB PDF) includes descriptions of achievement levels and cutscores, sample items illustrating achievement levels, and performance data.

• Appendix F of the 1996 NAEP Technical Report (881KB PDF) ( (Allen, Kline, and Zelenak 1999) provides detailed information related to the process for developing the achievement levels, selecting exemplar items, evaluating and validating the levels, mapping the levels onto the NAEP scale, as well as panel meeting participants and affiliations.

NOTE: At this time, these achievement levels are used on a trial basis.

Last updated 16 July 2008 (FW)

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