NAEP Studies: SIG 99
NAEP Studies: SIG 99
SIG Purpose


The purpose of the NAEP Studies SIG is to facilitate secondary analysis of the National Assessment of Educational Progress ongoing surveys regarding U.S. students' knowledge, attitudes, and experiences in diverse learning areas.

NAEP Studies SIG 2023 Business Meeting

Thank you to everyone who was able to attend the NAEP Studies SIG Business Meeting at the 2023 AERA annual conference in Chicago, whether in person or virtually.

The PowerPoint slides shown at the Business Meeting can be found here.

The PowerPoint slides from Enis Dogan's presentation "Equitable assessments and use of assessment data in appraisal of educational equity" can be found here.

In case you missed the meeting, we have a picture below of Ladislao Salmerón accepting the NAEP Studies SIG's first Outstanding Paper Award from Chair Amy Dresher.  Written with Cristina Vargas, Pablo Delgado, and Naomi Baron, Ladislao's paper was entitled  "Relation between digital tool practices in the language arts classroom and reading comprehension scores."  

NAEP Studies SIG Spring 2023 Newsletter

An ongoing goal of the AERA NAEP Studies SIG is to produce a newsletter for its members to let them know of happenings within the NAEP Studies SIG, as well as information and updates about NAEP publications and research.

In time for the AERA 2023 annual meeting, the Spring 2023 newsletter is here.

Previous newsletters can be found at the links below:

  • The Fall 2022 edition of the newsletter can be found here.
  • The Spring 2022 edition of the newsletter can be found here.
  • The Fall 2021 edition of the newsletter can be found here.
NAEP Studies SIG Events - AERA Annual Conference
Here are a list of the events sponsored by the NAEP Studies SIG during the April 2023 AERA Annual Conference:
NAEP Studies SIG Business Meeting
Thursday, April 13th, 9:50 AM - 11:20 AM CDT
InterContinental Chicago Magnificent Mile, Lobby Level, Avenue
NAEP is the largest nationally representative and continuing assessment of what America's students know and can do in various subject areas. Data from NAEP—the “Nation’s Report Card”—can provide insights into a wide range of topics, such as understanding the relationship between students' familiarity with computers and their performance, how NAEP mathematics assessments compare with international assessments, and comparisons of NAEP variables to those used in longitudinal studies.
The NAEP Studies SIG Business meeting is an opportunity for researchers to learn of the status of the SIG activities, as well as hear about recent research and activities impacting NAEP.
Research Into High School Coursework and Achievement Using the NAEP High School Transcript Study
Friday, April 14th, 11:40 AM - 1:10 PM CDT
InterContinental Chicago Magnificent Mile, Lobby Level, Avenue West
The National Assessment of Educational Progress (NAEP) High School Transcript Study (HSTS) provides educational researchers a wealth of high school coursetaking data that can be analyzed and compared to NAEP twelfth-grade assessment scores as measures of academic achievement. This symposium looks at the past, present, and future of the NAEP HSTS, as well as various high school coursetaking analyses using the NAEP HSTS, including earned course credits, career/technical education courses, student access to advanced mathematics courses, and how HSTS can be used in NAEP nonresponse bias analyses. The purpose of this symposium is to promote discussion about the NAEP HSTS in hopes of improving its educational research value in the future.
Chair: Kavemuii Murangi, Westat
Discussant: Linda Hamilton, U.S. Department of Education 
NAEP High School Transcript Study: Past, Present, and Future - Lisa Hamilton, Westat; Robert Colby Perkins Jr., Westat
Why are Credits Increasing? What We Can Learn from the NAEP High School Transcript Study - Robert Colby Perkins Jr., Westat; Ying Chen, Westat
Nonresponse Bias Analysis for NAEP Grade 12 Using High School Transcript Data - Tom Krenzke, Westat; Victoria Owens, Westat
Trends in Career Technical Education from the NAEP High School Transcript Study - Ingrid Fichtenberg, Westat; Robert Colby Perkins Jr., Westat
Measuring Access to Advanced High School Mathematics Courses Using NAEP and the High School Transcript Study - Kavemuii Murangi, Westat; Lisa Hamilton, Westat
NAEP Studies SIG Poster Session (as part of AERA Poster Session 11)
Saturday, April 15th, 2:50 PM - 4:20 PM CDT
Hyatt Regency Chicago, East Tower - Exhibit Level, Riverside West Exhibition Hall
Examining Validity of Student National School Lunch Program Eligibility in NAEP After Community Eligibility Provision - Qingshu Xie, MacroSys LLC; Markus Broer, American Institutes for Research
Predicting Geography Achievement in the United States: The Role of Opportunity to Learn - Michael Solem, Texas State University; Phillip Vaughan, Texas State University
Additionally, we would like to highlight this session from the Large-Scale Assessment SIG:
Noncognitive Constructs and Academic Outcomes: Using NAEP Data to Understand Differences in Achievement
Saturday, April 15th, 9:50 AM - 11:20 AM CDT
Radisson Blu Aqua Hotel, 2nd Floor, Caspian
There is an increasing interest in understanding the roles that noncognitive constructs play in academic outcomes. Research supports the need to consider the relationships between noncognitive constructs and achievement. NAEP data can be used to examine the relations between noncognitive factors, academic progress, and differences in academic achievement, provide insights into the context of education outcomes, and develop ways to improve education in the nation. Presenters in this symposium examine how noncognitive constructs vary across grade levels, subjects, and student characteristics; the distribution of noncognitive constructs and the relationship between noncognitive constructs and achievement levels; and how teacher perceptions relate to noncognitive constructs and mathematics achievement. Discussions about achievement differences in student subgroups are included.
Chair:  Judy H. Tang, Westat
Discussant:  William Ward, U.S. Department of Education
How Noncognitive Constructs Perform Across Grades and Subjects and Vary by Student Subgroup - Alison Filbey, American Institutes for Research; Grace Ji Cheng, American Institutes for Research; B. Jasmine Park, American Institutes for Research; Jennifer Mazzella
Gender and Racial Differences in Noncognitive Constructs and Their Relationships With NAEP Performance - Grace Ji Cheng, American Institutes for Research; Alison Filbey, American Institutes for Research; Yan Wang, American Institutes for Research
Noncognitive Skills and Their Relationship With NAEP Performance by NAEP Achievement Levels - B. Jasmine Park, American Institutes for Research; Alison Filbey, American Institutes for Research; Grace Ji Cheng, American Institutes for Research
Investigating the Relations of Teacher Perceptions, Noncognitive Constructs, and Mathematics Achievement - Judy H. Tang, Westat; Juliann Dupuis, Notre Dame of Maryland University
What Does NAEP Tell Us about Education of Indigenous Peoples of the Americas?

The last NAEP SIG webinar of 2022 occurred on December 13, 3-4PM ET (12-1PM PT).  For the first time, NAEP Studies SIG collaborates with the AERA Indigenous Peoples of Americans SIG to discuss the NAEP National Indian Education Study (NIES).

AERA NAEP Studies SIG Webinar Series

What Does NAEP Tell Us about Education of Indigenous Peoples of the Americas?

The National Indian Education Study (NIES) is a special study funded by the Office of Indian Education (OIE).  The study includes oversampling of American Indian / Alaska Native (AI/AN) students in public schools and Bureau of Indian Education (BIE) Schools.  The 2019 study design consisted of students taking the 2019 National Assessment of Educational Progress (NAEP) operational assessment followed by a short survey questionnaire specific to AI/AN students about the role of AI/AN culture in students' lives and school experiences.  Additionally, teachers and school administrators of the sampled AI/AN students responded to questions about the integration of Native culture and language into instruction and how schools respond to the distinctive needs of their AI/AN students.

The webinar provided an overview of NIES followed by deeper insights into the context and significance of NIES as well as critical quantitative perspectives about NIES.  Future research topics to explore using the NIES data were also shared for the NAEP research community members.

Invited speakers for the session included:

  • Dr. James Deaton, National Center for Education Statistics, United States Department of Education
  • Dr. Crystal C. Moore, Ed.D. (Ed-Tech, OK Choctaw Tribal Member), Office of Elementary & Secondary Education, United States Department of Education
  • Dr. Susan Faircloth, Professor and Director of the School of Education at Colorado State University
  • Dr. Jameson David Lopez, Assistant Professor in the Center for the Study of Higher Education at the University of Arizona

The PowerPoint slides presented during the webinar can be found here.  A recording of the webinar is linked below and can also be found on the AERA NAEP Studies SIG YouTube channel.

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