|Mathematics 2011 Snapshot Reports for Idaho [ Grade 4 ] [ Grade 8 ]|
|Mathematics 2011 State Report for Idaho [ Grades 4 and 8 ] [ Appendix ]|
|The Nation's Report Card: Mathematics 2011 [ Grades 4 and 8 ]|
|NAEP Mathematics 2011 Framework and Test Item Specifications|
|SDE News Release and Superintendent's E-Newsletter|
|News Stories about Idaho Results|
|IES Newsflash - NAEP 2011 Mathematics Release|
Strands -- Average Scale Scores
Strands -- Percentile Ranks
Note: No statistical significance is attached to "higher" when using or reporting percentile ranks.
|Idaho, Her Neighbors, and the Nation - Box Plots [ Grade 4 ] [ Grade 8 ]|
|States with Similar Per-Pupil Instructional Spending [ Grade 4 ] [ Grade 8 ]|
|Idaho and National Demographic Groups [ Grade 4 ] [ Grade 8 ]|
|Mathematics Cross-State Comparison Maps: Average Scale Score [ Grade 4 ] [ Grade 8 ]|
|Mathematics Cross-State Comparison Maps: At or Above NAEP Basic [ Grade 4 ] [ Grade 8 ]|
|Mathematics Cross-State Summary of States Higher, Same or Lower, 2003-2011 [Grades 4 and 8 ]|
|Idaho Charter and Non-Charter Schools - Average Scores [ Grades 4 and 8 ]|
|Charter Schools in Idaho, the West, and the Nation - Box Plots [ Grade 4 ] [ Grade 8 ]|
|Simpson's Paradox in Idaho's Mathematics Results [ Grade 4 ] [ Grade 8 ]|
|Change in Idaho Mathematics Achievement [ 2009 to 2011 ]|
|NAEP 2011 Mathematics Results for Title I Report Cards [ Grades 4 and 8 ]|
|NAEP vs ISAT Trends for Reading and Mathematics, 2003 to 2011 [ Grades 4 and 8 ]|
The 2011 mathematics assessment of the National Assessment of Educational Progress (NAEP) used multiple-choice and constructed-response questions to examine student skills in number properties & operations, measurement, geometry, algebra & functions, and data analysis & probability. Mathematics scores range from 0 to 500, where 214 is Basic (meets grade 4 expectations), 249 is Proficient (above grade level performance), and 282 is Advanced.
NAEP reports several different scores for each assessment, primarily achievement level scores (i.e., the percentage of students who score at or above a specified "cut-score") and scale scores. While both of these scores report out one set off student knowledge and skills, it must be recognized that the different types of scores can and often do portray apparently different levels of student ability.
This statistical phenomenon is illustrated above by using different scores from NAEP 2011 to compare the mathematics achievement of Idaho fourth grade students with their peers in the other northwestern states:
 When we compare fourth-grade mathematics results from NAEP 2011 for Idaho and her neighbors using "percent at or above Basic," we find that two states scored higher than Idaho, two states scored lower than Idaho, and two states were not significantly different from Idaho.
 When we compare fourth grade mathematics results from NAEP 2011 for Idaho and her neighbors using the "average scale score," we find that four states scored higher than Idaho and that two states scored lower than Idaho.
The National Assessment Governing Board (NAGB) and the National Center for Education Statistics (NCES) believe that the achievement levels are useful for reporting trends in the educational achievement of students in the United States. However, based on the congressionally mandated evaluations so far, NCES agrees with the National Academy's recommendation that caution needs to be exercised in the use of the current achievement levels. Therefore, NCES concludes that these achievement levels should continue to be used on a trial basis and should continue to be interpreted and used with caution.
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