U.S. History 2010

U.S. History 2010

NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS AT GRADES 4, 8, AND 12 With highlighted results from the 2009 High School Transcript Study

Institute of Education Sciences

U.S. Department of Education NCES 2011?468

Contents

1 Executive Summary 4 Introduction 7 Grade 4 21 Grade 8 36 Grade 12 49 ? High School Transcript

Study Results 52 Technical Notes 55 Appendix Tables

What Is The Nation's Report CardTM?

The Nation's Report CardTM informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time.

Since 1969, NAEP assessments have been conducted periodically in reading, mathematics, science, writing, U.S. history, civics, geography, and other subjects. NAEP collects and reports information on student performance at the national and state levels, making the assessment an integral part of our nation's evaluation of the condition and progress of education. Only academic achievement data and related background information are collected. The privacy of individual students and their families is protected.

NAEP is a congressionally authorized project of the National Center for Education Statistics (NCES) within the Institute of Education Sciences of the U.S. Department of Education. The Commissioner of Education Statistics is responsible for carrying out the NAEP project. The National Assessment Governing Board oversees and sets policy for NAEP.

Photo Credits:

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Executive Summary

For the 2010 National Assessment of Educational Progress (NAEP) in U.S. history, students responded to questions designed to measure their knowledge of American history in the context of democracy, culture, technological and economic changes, and America's changing world role. Nationally representative samples of more than 7,000 fourth-graders, 11,000 eighth-graders, and 12,000 twelfth-graders participated.

Lowest-performing fourthgraders make greatest gain from 1994

The average fourth-grade U.S. history score in 2010 was higher than in 1994 (figure A). Some of the largest gains from 1994 to 2010 were made by the lowest-performing students with a 22-point increase at the 10th percentile. There was no significant change in the average score from 2006 to 2010.

Figure A.Trend in fourth-grade NAEP U.S. history average scores and percentile scores

Average scores for eighth- and twelfth-graders increase from 1994

The average eighth-grade U.S. history score in 2010 was higher than in previous assessment years (figure B). As at grade 4, scores also increased from 1994 for lowerperforming eighth-graders. The average twelfth-grade U.S. history score in 2010 was not significantly different from the score in 2006 but was higher than the score in 1994.

Figure B.Trend in eighth- and twelfth-grade NAEP U.S. history average scores

* Significantly different (p < .05) from 2010.

* Significantly different (p < .05) from 2010.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1994?2010 U.S. History Assessments. U.S. HISTORY 2010 1

Percentages of fourth- and eighth-graders at or above Basic increase from 1994

No significant changes in percentage of students at Advanced

The NAEP Basic level denotes partial mastery of the knowledge and skills fundamental for proficient work at each grade. The percentage of fourth-graders at or above Basic did not change significantly from 2006 to 2010 but was higher in 2010 than in 1994 (figure C). The percentage of eighthgraders at or above Basic in 2010 was higher than in previous assessments, and the percentage of twelfth-graders did not change significantly in comparison to earlier assessment years.

The Advanced level represents superior performance. There were no significant changes in the percentages of fourth-, eighth-, and twelfth-graders at Advanced in comparison to 1994 or 2006.

Examples of knowledge and skills demonstrated by students performing at each achievement level

Less than one-quarter of students perform at or above the Proficient level in 2010

The Proficient level represents solid academic performance. At grades 4 and 8, the percentages of students at or above Proficient in 2010 were not significantly different from the percentages in 2006, but were higher than the percentages in the first assessment in 1994. At grade 12, the percentage of students at or above Proficient was not significantly different from the percentages in previous assessment years.

Basic

? Interpret a map about the colonial economy (grade 4). ? Identify a result of Native American-European interaction

(grade 8).

? Understand the context of a women's movement document

(grade 12).

Proficient

? Understand that canals increased trade among states

(grade 4).

? Identify a domestic impact of war (grade 8). ? Understand Missouri statehood in the context of

sectionalism (grade 12).

Advanced

? Explain how machines and factories changed work

(grade 4).

? Explain two differences between plantations and small

farms in antebellum South (grade 8).

? Evaluate Civil War arguments (grade 12).

Figure C.Trend in fourth-, eighth-, and twelfth-grade NAEP U.S. history achievement-level results

* Significantly different (p < .05) from 2010.

% at Advanced % at or above Proficient % at or above Basic

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1994?2010 U.S. History Assessments.

2 THE NATION'S REPORT CARD

Scores increase since 2006 for Black and Hispanic eighth-graders

At grade 8, increases since 2006 for Black and Hispanic students contributed to a narrowing of the score gaps between those groups and their White peers. There were no significant changes from 2006 to 2010 in the average scores for racial/ethnic groups at grades 4 and 12.

In comparison to 1994, scores were higher in 2010 for those racial/ethnic groups with samples large enough to report results at grades 4 and 8. At grade 12, scores for White, Hispanic, and Asian/Pacific Islander students were higher in 2010 than in 1994.

Score for male eighth-graders increases since 2006

The average score for male students was higher in 2010 than in 2006 at grade 8, while there was no significant change for female students. In comparison to 1994, average scores were higher in 2010 for male students at all three grades and for female students at grades 4 and 8.

Characteristic Overall Race/ethnicity

White Black Hispanic Asian/Pacific Islander American Indian/ Alaska Native Gender Male Female Gaps White ? Black White ? Hispanic Male ? Female

Grade 4

Since 1994 Since 2006

p

t

p

t

p

t

p

t

p

t

t

p

t

p

t

Narrowed

t

Narrowed

t

t

t

Grade 8

Since 1994 Since 2006

p

p

p

t

p

p

p

p

p

t

p

t

p

p

p

t

Narrowed

t

Widened

Narrowed Narrowed

t

Grade 12

Since 1994 Since 2006

p

t

p

t

t

t

p

t

p

t

t

t

p

t

t

t

t

t

t

t

t

t

p Indicates the score was higher in 2010.

t Indicates no significant change in the score or the gap in 2010.

Reporting standards not met. Sample size insufficient to permit a reliable estimate.

U.S. HISTORY 2010 3

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