• Introduction
• Major Findings
• Results for Student Subgroups
• Teacher and Student Factors
• Sample Geography Questions and Student Responses

The National Assessment of Educational Progress (NAEP) is the nation's only ongoing representative sample survey of student achievement in core subject areas. Authorized by Congress, administered by the National Center for Education Statistics (NCES) in the U.S. Department of Education, and overseen by the National Assessment Governing Board (NAGB), NAEP regularly reports to the public on the educational progress of students in grades 4, 8, and 12.

In 2001, NAEP conducted a geography assessment of the nation's fourth-, eighth-, and twelfth-grade students. The report summarized in this article presents the results of the NAEP 2001 Geography Assessment for the nation, along with several sample questions and student responses from the assessment. Results of the 2001 geography assessment are compared to results of the preceding NAEP geography assessment, which was conducted in 1994 and was the only other geography assessment in which the test questions were based on the current framework.

The NAEP geography framework that describes the content for both the 1994 and 2001 assessments was developed through a national consensus process and adopted by NAGB. The geography framework is organized along two dimensions, a content dimension and a cognitive dimension. The content dimension is divided into three areas: Space and Place, Environment and Society, and Spatial Dynamics and Connections. The three cognitive areas are labeled as Knowing, Understanding, and Applying. The complete framework is available at the NAGB web site at http://www.nagb.org.

Students' performance on the assessment is described in terms of average scores on a 0–500 scale and in terms of the percentage of students attaining three achievement levels: Basic, Proficient, and Advanced. The achievement levels are performance standards adopted by NAGB as part of its statutory responsibilities. They represent collective judgments of what students should know and be able to do.

• Basic denotes partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade.
• Proficient represents solid academic performance for each grade assessed. Students reaching this level have demonstrated competency over challenging subject matter, including subject matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter.
• Advanced signifies superior performance.

In addition to providing average scores and achievement-level performance in geography for the nation's fourth-, eighth-, and twelfth-graders, the report provides results for subgroups of students at those grade levels defined by various background and contextual characteristics.

The results in this article are based on a national sample that included special-needs students; however, no testing accommodations were offered to these students. As a consequence, a small percentage of sampled students were excluded from the assessment because they could not be tested meaningfully without accommodations. No testing accommodations were offered in 1994 or 2001 so that results from the two assessment years could be compared. However, a second set of 2001 results is available that is based on a sample for which accommodations were provided. This second set of results is presented in the full report and on the NAEP web site at http://nces.ed.gov/nationsreportcard. In addition, the percentage of students excluded from both samples is provided.

Results for the NAEP 2001 Geography Assessment show that the average scores of fourth- and eighth-grade students have improved since 1994 (figure A). The average score of twelfth-grade students, however, has not changed significantly.

The 2001 geography assessment results show some changes since 1994 in the percentages of students at or above the NAEP achievement levels (figure B). At grades 4 and 8, the percentage of students performing at or above Basic increased between 1994 and 2001, although there were no statistically significant changes in the percentages of students performing at or above Proficient and at Advanced. At grade 12, however, the percentages of students performing at or above the Basic and Proficient levels and at Advanced in 2001 were not statistically different from 1994.

Looking at how scores changed across the performance distribution clarifies the source of the improvement in the average national score at grades 4 and 8. An examination of scores at different percentiles on the 0–500 geography scale at each grade indicates whether or not the changes seen in the national average score results are reflected in the performance of lower-, middle-, and higher-performing students. The percentile indicates the percentage of students whose scores fell below a particular average score.

As shown in figure C, there were some changes between 1994 and 2001 at various points in the score distribution for fourth- and eighth-graders, but no statistically significant changes for twelfth-graders. At grades 4 and 8, score increases between 1994 and 2001 at the 10th and 25th percentiles indicate an improvement for lower-performing students. At grade 12, performance across the score distribution in 2001 was not statistically different from 1994—a finding that reflects the results seen in the overall national average score at this grade.

• The italicized percentages to the right of the shaded bars represent the percentages of students at or above Basic and Proficient.
• The percentages in the shaded bars represent the percentages of students within each achievement level.

In addition to reporting information on all students' performance on its assessments, NAEP also studies the performance of various subgroups of students. The geography achievement of subgroups of students in 2001 reveals whether they have progressed since 1994, as well as how they performed in comparison to other subgroups in 2001.

When reading these subgroup results, it is important to keep in mind that there is no simple, cause-and-effect relationship between membership in a subgroup and achievement on NAEP. A complex mix of educational and socioeconomic factors may interact to affect student performance.

There were no statistically significant changes from 1994 to 2001 in the average geography scores of either male or female students at any of the three grades. (Although the score point differences across years for both male and female students at grades 4 and 8 appear similar to those for the population as a whole, the smaller sample size and slightly larger standard error for each of the two subgroups prevented the statistical tests from reaching the significant level.)

In 2001, male students at all three grades had higher average scores than female students. The gap between male and female students' average scores did not change significantly between 1994 and 2001.

The percentages of male and female students at or above the Basic and Proficient geography achievement levels did not change significantly between 1994 and 2001 at any of the three grades.

A comparison of the differences in the percentages of male and female students at or above the Basic and Proficient levels in 2001 shows higher percentages of male than of female students at or above Proficient at grades 4 and 8. At grade 12, a higher percentage of males than females were at or above Basic and at or above Proficient.

Students who took the NAEP geography assessment were asked to indicate which of the following racial/ethnic subgroups best described them: White, Black, Hispanic, Asian/Pacific Islander, or American Indian (including Alaska Native). Average geography scores were reported for students in these subgroups at grades 4, 8, and 12 in 1994 and 2001. At grade 4, the average score of Black students was higher in 2001 than in 1994. Apparent changes for other groups of students were not statistically significant.

The 2001 results show a continuing pattern of average score differences between the racial/ethnic subgroups. At all three grades, White students, Asian/Pacific Islander students, and American Indian students had higher average scores than their Black and Hispanic peers. Hispanic students had higher average scores than Black students at grades 8 and 12.

Average score differences in 1994 and 2001 between White students and Black students and between White students and Hispanic students are presented in figure D. Results from the 2001 geography assessment reflect a narrowing of the score gap between White students and Black students at grade 4.

While there have been some gains in achievement-level results since 1994 at grades 4 and 8, not all subgroups of students have improved. At grade 4, both White students and Black students had higher percentages at or above Basic in 2001 compared to 1994. At grade 8, White students were the only group to show any improvement, with an increase in the percentage at or above Basic. At grade 12, none of the apparent changes in the percentages of students at or above the Basic and Proficient geography achievement levels from 1994 to 2001 were statistically significant.

Comparing the subgroups' performance in 2001 shows higher percentages of White and Asian/Pacific Islander students than of Black and Hispanic students at or above the Basic and Proficient levels at all three grades. There were also higher percentages of American Indian students than of Black or Hispanic students at or above Basic at all three grades and higher percentages at or above Proficient at grade 12.

Schools that participate in NAEP assessments are classified as either public or nonpublic. Looking at students' performance within school type indicates that eighth-grade public school students' average score was higher in 2001 than in 1994. None of the other apparent changes by school type were statistically significant.

In 2001, as in 1994, fourth-, eighth-, and twelfth-graders attending nonpublic schools had higher scores, on average, than their peers attending public schools. Readers should, however, avoid making assumptions about the comparative quality of instruction in public and nonpublic schools when reading this information. Socioeconomic and sociological factors that may affect student performance should be considered before interpreting these results. Additional information about the performance of students by type of school can be found in the full report, as well as on the NAEP web site at http://nces.ed.gov/nationsreportcard.

Achievement-level results for students attending public and nonpublic schools indicate that a higher percentage of eighth-grade public school students were at or above the Basic achievement level in 2001 than in 1994. Comparing student performance by type of school in 2001 shows that higher percentages of nonpublic school students than of public school students were at or above the Basic and the Proficient achievement levels at all three grades.

Students who participated in the NAEP 2001 Geography Assessment and their teachers answered questions related to their background and their experiences at school. The responses were used to investigate whether relationships exist between these factors and students' performance on the geography assessment. While some of these findings may suggest positive or negative relationships between performance and particular factors, it is important to note that these relationships are not necessarily causal: there are many factors that may play a role in students' geography performance.

Using computers to enhance learning has been an important challenge for educators in all content areas. The teachers of fourth- and eighth-grade students who participated in the NAEP 2001 Geography Assessment were asked about the extent to which they use CD-ROMs or the Internet for social studies instruction.

CD-ROM use at grades 4 and 8. Fourth- and eighth-graders in 2001 whose teachers reported having their students use CD-ROMs to a small or moderate extent had higher average geography scores than those whose teachers reported not having them use CD-ROMs at all. About two-thirds of fourth- and eighth-graders had teachers who reported having students use CD-ROMs to look up information in reference works.

Internet use at grades 4 and 8. As shown in figure E, fourth-graders in 2001 whose teachers had their students use the Internet to a small or moderate extent had higher average geography scores than those whose teachers did not have them use the Internet at all. Eighth-graders whose teachers had them use the Internet to a large extent had higher average scores than those whose teachers had them use the Internet to a small extent or not at all. Figure F indicates that about two-thirds of fourth-graders and four-fifths of eighth-graders in 2001 had teachers who reported having their students use the Internet to retrieve information.

Internet and CD-ROM use at grade 12. Twelfth-graders who reported using the Internet and CD-ROMs to a moderate or large extent had a higher average score than those who said they did so to a small extent or not at all. About three-quarters of twelfth-graders used the Internet and CD-ROMs.

At grades 8 and 12, students were asked how frequently they studied countries and cultures. In 2001, 63 percent of eighth-graders said they studied countries and cultures almost every day or once or twice a week. Eighth-graders who never or hardly ever studied countries and cultures had lower scores, on average, than students who did so at least once or twice a month.

At grade 12, 52 percent of students reported studying this topic almost every day or weekly. Furthermore, twelfth-graders who never or hardly ever studied countries and cultures had lower average scores than students who did so at least once or twice a month.

A better understanding of students' performance on the NAEP 2001 Geography Assessment can be gained by examining sample test questions and students' responses to them. The questions shown here—one multiple-choice and one or two constructed-response questions for each grade—were used in the 2001 geography assessment. The content area is identified for each sample question. The tables that accompany the sample questions show two types of percentages: the overall percentage of students answering the question successfully and the percentage of students at each achievement level answering successfully.

For the multiple-choice questions shown, the oval corresponding to the correct multiple-choice response is filled in. For the constructed-response questions, sample student responses are presented along with brief descriptions of how the responses were scored. Because it was a timed test of geography knowledge and skills, scoring was based solely on content—students may have made minor spelling and grammatical errors that would not have affected their score. Additional sample questions can be viewed on the NAEP web site at http://nces.ed.gov/nationsreportcard.

The following multiple-choice question assessed students' understanding of how geography plays a role in conflict among nations. The geography content area is Spatial Dynamics and Connections.

The following extended constructed-response question required students to draw a map on a grid using written descriptions of features of a town. The geography content area is Space and Place. Responses to the question were scored according to a four-level guide as "Complete," "Essential," "Partial," or "Inappropriate."

The following multiple-choice question asked students to interpret a kind of map they may never have seen to determine exactly what kind of information it provides and doesn't provide. The geography content area is Spatial Dynamics and Connections.

The following short constructed-response question measured students' understanding of the interaction between human beings and the environment. The geography content area is Environment and Society. Responses to the question were scored according to a three-level guide as "Complete," "Partial," or "Inappropriate."

The following multiple-choice question asked students to demonstrate an understanding of the conventions used in what is known as a "flow map." The geography content area is Space and Place.

The following short constructed-response question deals with the interaction between humans and the natural environment. Although some students may have been able to answer without referring to the map, others could use it to gain valuable information about the region. The geography content area is Environment and Society. Responses to the question were scored according to a three-level guide as "Complete," "Partial," or "Inappropriate."

The following short constructed-response question measured students' ability to read and understand population pyramids. The geography content area is Spatial Dynamics and Connections. Responses to the question were scored according to a three-level guide as "Complete," "Partial," or "Inappropriate."