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This report summarizes the results of the 2017 National Assessment of Educational Progress (NAEP) in Reading and Mathematics for Massachusetts, comparing performance across grade 4 and grade 8 students, with detailed breakdowns by subgroups and school location.
Year:
2017
Region / City:
Massachusetts
Topic:
NAEP Assessment Results
Document Type:
Report
Organization / Institution:
Massachusetts Department of Elementary and Secondary Education
Author:
Massachusetts Department of Elementary and Secondary Education
Target Audience:
Educators, policymakers, researchers
Period of Validity:
2017
Date of Approval:
May 2018
Date of Changes:
None
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Year:
2017
Region / City:
United States
Subject:
Writing assessment
Document type:
Framework / Guideline
Institution:
National Assessment Governing Board
Authors:
NAEP Writing Project Staff and Committees
Target audience:
Educators, policymakers, researchers
Assessment period:
2011–2017
Publication date:
June 2017
Edition:
Second printing, June 2017
Methodology:
Describes assessment design, evaluation, and reporting procedures
Year:
2025
Region / City:
National
Theme:
Education Assessment
Document Type:
Brochure
Organization / Institution:
National Center for Education Statistics (NCES)
Author:
National Center for Education Statistics (NCES)
Target Audience:
Educators, District Superintendents, Policy Makers
Period of Validity:
January 27 – March 7, 2025
Approval Date:
May 2024
Revision Date:
August 2024
Year:
2025
Region / City:
United States
Subject:
Education, National Assessment
Document Type:
Parent-Guardian Notification Letter
Organization:
National Center for Education Statistics (NCES)
Author:
School Principal
Target Audience:
Parents/Guardians of Students Participating in NAEP
Period of Validity:
N/A
Approval Date:
N/A
Date of Changes:
N/A
Year:
2022
Region / City:
United States
Subject:
Reading
Document Type:
Report
Institution:
U.S. Department of Education
Author:
National Center for Education Statistics (NCES)
Target Audience:
Policymakers, educators, researchers
Period of validity:
2022
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2017
Region / city:
United States
Subject:
Educational assessments
Document type:
Government report
Organization:
National Center for Education Statistics (NCES), U.S. Department of Education
Author:
National Center for Education Statistics (NCES)
Target audience:
Policymakers, educational institutions, researchers, educators
Period of validity:
2018-2019
Approval date:
April 2017 (revised July 2017)
Date of changes:
July 2017
Circumstances making the collection of information necessary:
The National Assessment of Educational Progress (NAEP) is conducted to evaluate student achievement at the national level in various subjects.
Method of data collection:
Surveys, cognitive assessments
Estimated reporting burden:
2018–2019
Cost to respondents:
Not specified
Cost to the Federal Government:
Not specified
Sensitive questions:
Yes
Assurance of confidentiality:
Yes
Year:
2021
Month:
June
Program:
National Assessment of Educational Progress (NAEP) 2022
Study Title:
eNAEP and Field Trial Pretesting Study
Document Type:
Supporting Statement
Volume:
Volume I
OMB Control Number:
1850-0803 v.293
Agency:
National Center for Education Statistics
Parent Organization:
Institute of Education Sciences
Department:
U.S. Department of Education
Legal Authority:
National Assessment of Educational Progress Authorization Act (20 U.S.C. §9622)
Grades Assessed:
Grade 4; Grade 8; Grade 12
Subjects:
Mathematics; Reading; Social Studies; Writing; Science; U.S. History; Civics; Geography; Economics; The Arts
Assessment Mode:
Digitally Based Assessment (eNAEP)
Pretesting Components:
Simulated Classroom Pretesting; Field Trial
Geographic Scope:
United States (mainland); District of Columbia; Maryland; Virginia; West Virginia
Target Population:
Students in grades 4 and 8
Field Trial Schedule:
October 2021
Build Events:
Build 7 (July 28–August 3); Build 8 (September 27–October 14, 2021)
Confidentiality:
Assurance of Confidentiality included
Public Release:
Results not publicly released
Year:
2024
Region / City:
USA
Subject:
Education / Student Data Collection
Document Type:
Instruction Manual
Organization / Institution:
National Center for Education Statistics (NCES)
Author:
National Center for Education Statistics
Target Audience:
NAEP State Coordinators, Educational Administrators
Effective Period:
2024
Approval Date:
March 2023
Modification Date:
Not yet updated since v.28
Date:
February 11, 2026
Time:
2:30 PM Eastern / 11:30 AM Pacific
Location:
Zoom / Phone
Topics:
Categorical Exclusions, NEPA Procedures and Guidance, NEPA Streamlining, NEPA Litigation
Referenced Documents:
Federal Register, CEQ Guidance, BLM NEPA Register, NOAA Final Rule, FERC Testimony
Organizations:
Department of Energy, NOAA, Tennessee Valley Authority, CEQ, White House, FERC, BLM, Forest Service
Authors / Presenters:
Not specified
Next Meeting:
March 11, 2026
Audience:
NEPA practitioners, federal agency staff, environmental policy stakeholders
Related Cases / Articles:
Oregon Wild v. Forest Service; Mance, A. 2025, Seton Hall Law Review
Year:
2016
Region / City:
United States
Subject:
Mathematics Instruction, Special Education
Document Type:
Educational Resource
Institution:
William & Mary, University of Colorado, Meadows Center for Preventing Educational Risk
Author:
The IEP Team, TTAC
Target Audience:
Educators, Special Education Teachers
Period of Implementation:
Ongoing
Approval Date:
Not specified
Date of Changes:
Not specified
Note:
Year
Topic:
Educational Strategies, Mathematics
Document Type:
Instructional Guide
Target Audience:
Educators, Teachers
Topic:
Mathematics education
Focus areas:
Place value, decimals, percentages
Instructional approach:
Concrete-Representational-Abstract (CRA)
Educational level:
Elementary and middle grades
Target learners:
Students with mathematics difficulties and disabilities
Intended users:
Teachers and special education professionals
Evidence base:
Evidence-based practices
Related standards:
Virginia Standards of Learning
Contributing organizations:
Virginia Department of Education, CEC, IRIS Center, National Center on Intensive Interventions
Associated experts:
Sarah Powell
Resource types referenced:
Videos, lesson plans, checklists, progress monitoring tools
Geographic context:
United States, Virginia
Source type:
Educational guidance and resource compilation
Year:
not specified
Subject area:
Mathematics education
Topic:
Algebraic concepts
Educational level:
Middle school; High school
Target group:
Students with disabilities in mathematics
Instructional approach:
Specially Designed Instruction (SDI)
Instructional methods:
Explicit instruction; Concrete-Representational-Abstract (CRA); CRA-I model; Schema-Based Instruction
Evidence base:
Evidence-based practices
Organizations referenced:
Virginia Department of Education (VDOE); Council for Exceptional Children (CEC); The IRIS Center; Project Stair; National Center on Intensive Intervention
Content type:
Curated instructional resource collection
Format:
Text with referenced videos, tools, and lesson plans
Geographic context:
United States (Virginia)
Year:
Not specified
Region:
Virginia, United States
Subject:
Mathematics education, Geometry
Document type:
Educational resource overview
Educational level:
Elementary and secondary education
Instructional approach:
Specially Designed Instruction (SDI)
Instructional methods:
Concrete-Representational-Abstract (CRA), explicit instruction, progress monitoring
Target audience:
Teachers of students with mathematics difficulties and disabilities
Organizations:
Virginia Department of Education (VDOE); Council for Exceptional Children (CEC); IRIS Center; REL Appalachia; National Center on Intensive Intervention; George Mason University TTAC
Authors / contributors:
Virginia Department of Education; Sarah Powell
Key topics:
Geometry instruction; mathematics vocabulary; progress monitoring; visual representations; cognitive strategies
Referenced period:
2015–2017
Evidence base:
Evidence-based practices in mathematics education
Year:
2017
Region / City:
Global
Subject:
Mathematics
Document Type:
Course Planner
Organ / Institution:
Pearson Edexcel
Author:
Pearson Edexcel
Target Audience:
Mathematics departments, teachers, educators
Period of Validity:
From September 2017
Approval Date:
2017
Date of Modifications:
Not specified
Note:
Year
Topic:
Mathematics
Document Type:
Lesson Plan
Year:
2014
Region / City:
Not specified
Topic:
Education, Language Development, Literacy
Document Type:
Educational Rubric
Institution:
Not specified
Author:
Not specified
Target Audience:
Educators, Curriculum Developers
Period of Validity:
Not specified
Approval Date:
Not specified
Date of Amendments:
Not specified
Note:
Year
Topic:
Mathematics
Document Type:
Instructional Guide
Organization / Institution:
Florida Department of Education
Target Audience:
Educators
Year:
2021
Region / city:
Florida
Theme:
Mathematics Education
Document Type:
Instructional Guide
Organization / Institution:
Florida Department of Education
Author:
Florida Department of Education
Target Audience:
Educators, Teachers
Period of Validity:
Ongoing
Approval Date:
Not specified
Date of Changes:
Ongoing updates
Title I Student Selection Criteria Samples for English Language Arts and Mathematics by Grade Levels
Program:
Title I
Jurisdiction:
Massachusetts
Governing body:
Massachusetts Department of Elementary and Secondary Education
Document type:
Sample selection criteria templates
Subject areas:
English Language Arts; Mathematics
Grade levels:
Grades 1, 3–5, 4–5, 9–11
Assessment measures:
DIBELS; Fountas & Pinnell Benchmark; iReady; MCAS; STAR Math; SRI
Scoring method:
Point-based composite scoring
Intended use:
Targeted Assistance schools
Status:
Informational sample
Document scope:
Student eligibility and ranking criteria
Source type:
Administrative education guidance
Year:
2026
Region / city:
Australia
Subject:
Mathematics
Document Type:
Educational resource
Organization:
NESA
Audience:
Teachers, Students
Period:
Year 11-12
Approval Date:
N/A
Modification Date:
N/A