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2009 MATHEMATICS,

SCIENCE & READING

READING SCIENCE MATH READING SCIENCE MATH

MATH READING SCIENCE MATH READING SCIENCE

MATH READING SCIENCE MATH READING SCIENCE

SCIENCE MATH READING SCIENCE MATH READING

READING SCIENCE MATH READING SCIENCE MATH

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Measure UpAemet ew o twelth-ade teache

Volume 11, iue 9-12

 A Typical Testing Session

Spring 2009

Every year, NAEP assessments are givenin multiple subjects in the same classroom.

The diagram below shows a typical classroom, with the teacher’s desk at the top and 30student desks. The diagram shows thedistribution o the test booklets.

Students sitting next to each other do not take the same subject. In addition, studentstaking the same subject will oten have test 

booklets that contain dierent items. Thisensures both test security and that there is a

sufcient number o responses to each item.Since NAEP does not report at the student level, no student takes the entire set o items.

For more inormation about NAEPadministration and other requently asked questions, visit http://nces.ed.gov/nationsreportcard/aq.asp.

Did You Know? 

• Results from the 2008

long-term trend and arts

assessments will be

released later this year.

 They will be posted at

http://nationsreportcard.gov.

•  There are sample long-term

trend items in reading and

mathematics on pages 2

and 3.

• NAEP 2010 will include

national assessments

in U.S. history, civics,

and geography.

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Measure Up spring 2009

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The long-term trend reading assessment  was designed to measure students’ ability tolocate specifc inormation; make inerences

based on inormation in two or more partso a passage; and identiy the main idea in apassage. The assessment requires students toread and answer questions based on a variety o materials, including inormational passages,

literary texts, and documents. Students’comprehension o these materials is assessed with both multiple-choice and constructed-

response questions. The set o readingpassages and questions included in the trendassessments has been kept essentially the samesince 1984. See below or sample questionsand 2004 perormance results or 17-year-olds.

Long-Term Trend: Reading 

Question 1: 

85% o 17-yea-old ave

the coect eoe, C.

Question 2:80% o 17-yea-old ave

the coect eoe, C.

Question 3: 

19% o 17-yea-old ave a

elaboated o atactoy

teetato. A atactoy

eoe ave at leat two way

(at leat oe o whch ome-

what elaboated) the wte 

made the javel thow eem

to take a lo tme. O, t ve

a eealzato ad uot t,

but comaed to “elaboate”

ae, the eetato eem

udedeveloed o ueve.

1. Read the sentences in the paragraph below and choose the sentence

that does NOT belong with the others.

Colorado is a western state with many mountains. Colorado has more than 1,000 peaks

two miles high. Gold was discovered in Colorado in 1859. A total o 54 o the 69 highest 

mountains in the United States are in Colorado.

A) Coloado a wete tate wth may mouta.

B) Coloado ha moe tha 1,000 eak two mle hh.

C) gold wa dcoveed Coloado 1859.

D) A total o 54 o the 69 hhet mouta the Uted state ae Coloado.

Questions 2 and 3 are based on the story below.

2. What is the main reason the writer wrote this story?

A) To exe a athlete’ eel o alue.

B) To ovde omato about javel thow .

C) To decbe how t eel to thow the javel.

D) To ecouae eole to take u javel thow.

3. Here is one student’s impression of the story:

When I watch throwing javelin on television, everything seems to happen in a split second.

First, the javelin is in the thrower’s hand and the next thing you know the ofcial is out there

measuring how ar the javelin was

thrown. In this story, though, throwing 

the javelin seems to take a long time.

Thk about the toy. Thk about the

way whch the wte ceated the

meo that th javel thow took

a lo tme. Wte you exlaato o

the le ovded.

Throwing the Javelin

The scent of honeysuckle seemed to linger in the air and joined itself with the sweet odor of

freshly cut grass. I slipped out of my bright red sweats and ung them to the base of the tree. I

picked up the javelin, stuck point down in the turf. I stretched my arms with the javelin behind my

neck. Out of habit, I stood and held the javelin in my left hand, and with the thumb of my right

forced small clumps of dirt from the tip. I searched for a target. Picking a spot in a cloud moving

towards me I cocked the javelin above my shoulder and regulated my breathing. My right foot

was placed on the rst mark and my left foot rested behind. My eyes were focused on one abstract

point in the sky. Pierce it. I built up energy. Slowly, my legs owed in motion, like pistons waiting for 

full power and speed. I could feel my legs churning faster, the muscles rippling momentarily, onlyto be solidied when foot and turf met like gears. Hitting the second mark, I escaped from the

shadow of the tree and was bathed in sunlight….Left foot forward…javelin back, straight back,…

turn now, ve steps…three, four…stretch, the clouds, the point…turn back, throw the hips…chest

out…explode through the javelin…terminate forward motion, release.

The muscles of my right leg divided in thirds just above my knee, as the full weight of my body

in motion was left to i ts support. Skipping, I followed through and watched the quivering javelin

climb as it oated in the oncoming wind. For a moment, it reected the sunlight and I lost sight of

the javelin. The javelin landed quickly, piercing the ground. I heaved in exhaustion, and perspiration

owed from my face and hands. Before me the eld stretched and I attempted to evaluate my

throw. I was pleased. The smell of honeysuckle again drifted into my senses and somehow, I had a

feeling of accomplishment I could just as easily have experienced had I thrown poorly.

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Measure Up spring 2009

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        2        6        6        5        5  .

        0        3        0        9  .

        8        5        4        0        5        4        0        3        0        1

This publication wasprepared or the National Assessment o EducationalProgress by Westat undercontract (ED-07-CO-0083)to the National Center orEducation Statistics, U.S.Depart ment o Education.

 The nato’ reot Cad™ om the ublc about the academc achevemet o elemetay ad

ecoday tudet the Uted state. reot cad commucate the fd o the natoal

Aemet o Educatoal poe (nAEp), a cotu ad atoally eeetatve meaue o 

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Fo moe tha thee decade, nAEp aemet have bee coducted eodcally ead,

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academc achevemet ad elevat vaable collected. The vacy o dvdual tudet ad the 

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If you want to… Visit…Learn moe about nAEp eult The nato’ reot Cad at  

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 View nAEp data o a atcula tate o cotact 

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naepdata

Find omato ead the tye o queto

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 The nAEp Queto Tool at 

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Download a samle Queto Booklet that 

cota amle tet queto o the

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Learn moe about the Hh school Tact 

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Offer a commet o ueto o nAEp The natoal Cete o Educato

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 Watch a vdeo about bet actce o ade 12 teache to ceae tudet 

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 What is The Nation’s Report Card TM

?