Current Results, Achievement Levels, & Scoring Metrics

Florida National Assessment of Educational Prgress (NAEP)



The No Child Left Behind (NCLB) Act mandates the reporting of state NAEP mathematics and reading results within six months and TUDA reporting within seven months of the last day of the assessment period. If a new framework has been adopted, NCES has 12 months within which to report the results. Results for assessments in subjects other than mathematics and reading are usually available within 12 months of the assessment. The results of LTT NAEP and special studies are usually produced within 18 months of their administration.

The National Center for Education Statistics (NCES) publishes numerous types of reports (PDF) summarizing national, state, and TUDA NAEP results. NAEP serves as an assessment of overall national, state, and TUDA achievement, not as a diagnostic test for individual students. Results from NAEP are publicly available through NCES using the NAEP Data Explorer (NDE), as explained below.

Florida State Profile presents key performance data over time in mathematics, reading, writing, and science for grades 4, 8, and 12. Florida's demographic data, snapshot reports, and a comparison to the nation and the other jurisdictions are also provided.

Florida's Main NAEP Results Reports

Previous NAEP Reports are available in the NAEP Archive.

NAEP Data Explorer (NDE)

The NDE is an interactive tool that can be used by the public to analyze results and to create statistical tables, charts, and maps. The NDE can also be used to explore assessment results by subject area over time for various subjects, grades, and jurisdictions. Data from contextual factors related to learning that are covered in the student questionnaires are also available via the NDE.

NAEP Achievement Levels and Scoring Metrics

Keys to Understanding NAEP Scores and Achievement Levels

  • NAEP provides results on subject-matter achievement, instructional experiences, and school environment and how the results have changed over time using scale scores and achievement levels (Basic, Proficient, and Advanced).
  • NAEP scores are based on results of representative samples of schools and students.
  • Each student takes only a portion of the assessment. Results are then assembled to form projected national, state, and TUDA results. Federal law requires that NAEP data on individual students and schools remain confidential.
  • Results are reported by student groups, e.g., by gender, race, ethnicity, eligibility for the National School Lunch Program (NSLP), English language learners (ELL), and participation in exceptional student education programs (SD) and by populations of students, e.g., fourth-graders.
  • Differences between scores or between percentages are discussed only when they are significant from a statistical perspective. Some seemingly large differences may not be statistically significant.
  • Subject-matter achievement is reported in two ways—scale scores and, using that point scale, by achievement levels—so that student performance can be more easily understood.
  • Score scales are 0 to 500 for mathematics and reading and 0 to 300 for science and writing. Scale scores are reported as averages and as percentiles (10th, 25th, 50th, 75th, and 90th). Because NAEP scale scores are reported as group averages, they may obscure progress or problems related to school performance across a distribution of scores.
  • There are three achievement levels: Basic, Proficient, and Advanced. Authorized by NAEP legislation and adopted by the National Assessment Governing Board (NAGB), the three achievement levels are determined by cutpoints based on the collective judgments of experts about what students should know and be able to do. Results show how different groups are performing in relation to each other and over time.
  • States often define Basic as adequate for promotion. NAEP defines Basic as less than mastery of but more than minimal competency in a subject.
  • Whereas states often define "proficiency" as solid grade-level performance, NAEP's policy definition of its "Proficient" achievement level is "competency over challenging subject matter" and is implicitly intended to indicate higher than grade-level performance.
  • Because NAEP scales and achievement levels are developed independently for each subject, student performance cannot be compared across subjects. However, these reporting metrics facilitate performance comparisons within a subject from year to year and from one group of students to another in the same grade.
  • Beginning in 2003, NAEP reading and mathematics state assessment scores for the 4th and 8th grades began providing an alternative measure of state educational progress as required by the No Child Left Behind Act (NCLB) of 2001.

The NAEP three achievement levels are as follows:

  • Basic - Partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at a given grade
  • Proficient - Solid academic performance and competence over challenging subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter
  • Advanced - Superior performance

Students whose scores fall below the cutscore for basic are considered "below Basic". NAGB believes that all students should reach the Proficient level.

Results from NAEP and the Florida Standards Assessment (FSA)  and End-of-Course (EOC) assessments will differ for the following reasons:

  • Purpose
  • Testing context
  • Content assessed and item characteristics
  • Score scale
  • Proficiency-level standards
  • Motivation level of the students (FSA and EOC assessments are high stakes tests while NAEP is not.)
  • Population assessed (FSA assess all students and EOC assessments are for those students enrolled in a particular subject. NAEP assesses only a sample of the student population.)


The NAEP contact for the state of Florida is Michele Sonnenfeld. She can be contacted at or 850-245-0513.