Summary NAEP Long-Term Trend Assessment Results: Reading and Mathematics www.nationsreportcard.gov
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The 2023 NAEP Long-Term Trend Assessment Results for Reading and Mathematics show a decrease in school attendance and a decline in average scores for 13-year-old students in both subjects, with widening score gaps among different racial/ethnic groups.
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Key Points
- The NAEP Long-Term Trend Assessment Results for Reading and Mathematics were released for the years 2020 and 2023.
- The assessments were administered to a representative sample of approximately 8,700 13-year-old students in each subject.
- Factors such as frequency of reading for fun and number of school days missed influenced performance on the assessments.
- The 2023 long-term trend assessment results showed a decrease in the percentage of 13-year-old students missing school.
- Lower-performing students experienced larger declines in scores compared to higher-performing students.
Summary
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The NAEP Long-Term Trend Assessment Results for Reading and Mathematics were released for the years 2020 and 2023. The assessments were administered to a representative sample of approximately 8,700 13-year-old students in each subject. The reading assessment included questions on reading comprehension skills, while the mathematics assessment focused on various mathematical concepts and skills. Most questions were multiple-choice, but some constructed-response questions were included. The results showed differences in performance based on factors such as frequency of reading for fun and number of school days missed. The assessments are not directly comparable to the main NAEP assessments due to differences in content, administration, and updates. The 2023 long-term trend assessment results for reading and mathematics show a decrease in the percentage of 13-year-old students missing school. There has been a doubling in the percentage of students missing 5 or more days of school monthly since 2020. Factors such as educational policies, teacher quality, and available resources can influence student achievement. However, the survey questionnaire results do not establish a cause-and-effect relationship between these factors and student performance. Students were asked about their absences from school and their self-reported characteristics and educational experiences. The results show changes in average scores for different racial/ethnic groups, with some score gaps widening. Lower-performing students experienced larger declines in scores compared to higher-performing students. The reading scores declined at all selected percentiles since 2020. The average scores for 13-year-olds declined in both reading and mathematics compared to previous years.