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Evaluation of the Achievement Levels for Mathematics and Reading on the National Assessment of Educational Progress
 This new report from the Board on Testing and Assessment evaluates the National Assessment of Educational Progress (NAEP) student achievement levels in reading and mathematics in grades 4, 8, and 12 to determine whether the achievement levels are reasonable reliable, valid, and informative to the public, and recommends ways that the setting and use of achievement levels can be improved.
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| An Evaluation of the Public Schools of the District of Columbia
 An Evaluation of the Public Schools of the District of Columbia examines business practices, human resources operations and human capital strategies, academic plans, and student achievement. This report identifies what is working well seven years after legislation was enacted to give control of public schools to the mayor of the District of Columbia and which areas need additional attention.
Read more | Report Brief | Press Release
Developing Assessments for the Next Generation Science Standards
 This report from the Board on Testing and Assessment and the Board on Science Education, describes the types of new assessments that will be needed to gauge student progress. The report recommends a systems approach, one that uses a range of assessments that complement one another to yield information that can guide decisions of teachers, policymakers and others.
Read more | Report Brief
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With ever-rising costs of higher education, policymakers and the public are increasingly concerned about how to engage and motivate students to persist through college completion and thrive in their personal, professional, and civic lives. The Committee on Assessing Intrapersonal and Interpersonal Competencies aims to identify the skills that influence success within college and beyond and examine how to assess them in order to guide teaching and learning.