The NAEP definitions, however, have been criticized by many scholars on technical and other grounds.
Math scores on the NAEP long term trend were stagnant during the same period.
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Our 2005 science scores, released by the National Assessment of Educational Progress (NAEP), were even more shocking.
In general, trends in student achievement in the United States over recent decades as described by NAEP present a mixed picture.
To understand the results of this year's National Assessment of Educational Progress, or NAEP, you have to look at the bigger picture.
Overall NAEP trends since 1970 show declines or relative stability in math and science in the early 1970s, followed by improvements thereafter.
Since then, however, substantial data have become available, most notably those of the federally sponsored National Assessment of Educational Progress, or NAEP.
But NAEP officials believe these kinds of assessments can give schools and policy-makers a better understanding of what's needed for students to improve.
But the absolute levels of achievement revealed by NAEP are devastating.
Only in 1990, with the emergence of a movement to promote standards in education, was NAEP allowed to publish scores showing how students fared in various states.
Results of the IEA international comparisons present a somewhat more optimistic picture than the National Assessment of Education Progress (NAEP) of the reading levels of U.S. students.
Public high school graduation rates peaked around 1970, and data show that reading scores on the National Assessment of Educational Progress (NAEP) fell slightly between 1992 and 2008.
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Mr. MONTY NEILL (Co-Director, National Center for Fair and Open Testing): While scores have tended to go up on NAEP at grade four--and in math they went up fairly solidly for a while--they've now leveled out.
Although NAEP results have become generally accepted among educators and political leaders as a reliable barometer of average pupil academic performance over time, the question of how to define an acceptable level of performance remains controversial.
While it is not clear from NAEP data whether U.S. students are performing better or worse than in the past, a strong case can be made that current students do not perform as well as many of their international counterparts.
In 1998, the percent of fourth-grade students in the highest-poverty public schools who met or exceeded the NAEP Basic level in reading was about half the national rate, and progress in reading overall is only back to 1998 and 1990 levels.
Cheating is rare on expensive tests such as the SATs, ACTs, APs and NAEP because test-givers and their contractors spend what it takes to have their sessions proctored, their test booklets kept secure before and after their administration, and the scoring done by individuals or machines in distant locations that are unaffected by the results of that scoring.
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