Measures student performance in mathematics and reading every four years. Last reported for 2004; will be reported next for 2008.

Measures student performance in mathematics and reading every two years, most recently in 2009. Other subjects are also assessed.

Has remained relatively unchanged since first administration (1971 for reading, 1973 for mathematics), although some changes were initiated in 2004.

Reading features shorter passages, and focuses on locating specific information, making inferences, and identifying the main idea of a passage. Students respond to questions in multiple-choice format; there are also a few questions requiring an extended answer (usually scored on a five-point scale).

Mathematics focuses on numbers and numeration; variables and relationships; shape and size and position; measurement; and probability and statistics. Assesses basic skills and recall of definitions. Students respond to questions in multiple-choice format; there are also a few short answer questions (scored on a two-point scale). Students are not asked to show or explain their work.

Changes about every decade to reflect changes in curriculum in the nation’s schools. New frameworks reflect these changes.

Reading requires students to read longer passages or pairs of passages; measures a range of reading skills, from identifying explicitly stated information, to making complex inferences about themes, to comparing multiple texts on a variety of dimensions. Students respond to questions of three possible types: multiple choice, short answer (scored on a two- or three-point scale), and extended answer (scored on a four-point scale).

Mathematics focuses on numbers, measurement, geometry, probability and statistics, and algebra. Assesses basic skills and recall of definitions as well as problem solving and reasoning in all topic areas. Students respond to questions of several possible types: multiple choice, short answer, and extended answer. There are three answer categories for constructed-response questions (right or wrong; right, partially right, or wrong; or extended constructed-response with several levels of partial credit, scored on a four-point scale). Students may be asked to explain their work.

Selected by grade (4, 8, and 12). Students represent the nation and in some assessments their state or district. Providing state and district results means that far more students participate inNAEP. It allows us to provide even more detailed results.

Assessment every four years, throughout the school year: in October through December for 13-year-olds, January through March for 9-year-olds, and March through May for 17-year-olds. See schedule for all assessments.

Mathematics and reading every two years, but assessment of other subjects requires administration of main NAEP each year from late January through early March. Main NAEP administered only at national level in even-numbered years; participating states and selected urban jurisdictions are represented in odd-numbered years.

Provides national-level results on performance and how it has changed over time using scale scores. LTT also uses descriptive performance levels (150, 200, 250, 300, and 350) that have the same meaning across grade levels.

Provides results on performance and how it has changed over time using scale scores, but also reports achievement levels (Basic, Proficient, and Advanced). Results have been produced for the nation and the participating states and other jurisdictions since 1990, and for selected urban districts (on a trial basis) since 2002.