National Assessment Governing Board

National Assessment Governing Board. The National Assessment Governing Board is a non-partisan, independent United States Department of Education agency responsible for overseeing the National Assessment of Educational Progress (NAEP), also known as the Nation's Report Card. The board was established in 1988 by Congress to ensure the continuity and quality of the NAEP, which is administered by the National Center for Education Statistics (NCES) and provides data on student performance in mathematics, reading, science, and other subjects. The board works closely with state education agencies, school districts, and other stakeholders, including the National Education Association (NEA) and the American Federation of Teachers (AFT), to develop and implement the NAEP.

● Introduction

The National Assessment Governing Board plays a critical role in shaping the National Assessment of Educational Progress (NAEP) and ensuring its validity and reliability. The board's work is informed by research and expertise from organizations such as the National Academy of Sciences (NAS), the National Academy of Education (NAE), and the American Educational Research Association (AERA). The board's members, who are appointed by the U.S. Secretary of Education, include experts in education policy, psychometrics, and statistics, as well as representatives from state education agencies, school districts, and other stakeholders, including the National Parent Teacher Association (PTA) and the National Association of Secondary School Principals (NASSP). The board's work is also guided by the No Child Left Behind Act (NCLB) and the Every Student Succeeds Act (ESSA), which emphasize the importance of accountability and assessment in education reform.

● History

The National Assessment Governing Board was established in 1988, when Congress passed the Hawkins-Stafford Elementary and Secondary School Improvement Amendments (P.L. 100-297), which authorized the creation of a governing board to oversee the National Assessment of Educational Progress (NAEP). The board's early work was influenced by the National Commission on Excellence in Education (NCEE), which issued the landmark report A Nation at Risk in 1983, highlighting the need for improved education standards and accountability in the United States. The board has since worked to develop and implement the NAEP, which has become a key tool for measuring student performance and tracking progress in education reform, with support from organizations such as the National Council of Teachers of Mathematics (NCTM) and the International Reading Association (IRA).

● Membership and Structure

The National Assessment Governing Board consists of 26 members, who are appointed by the U.S. Secretary of Education and represent a range of stakeholders, including state education agencies, school districts, and education organizations, such as the National Association of Elementary School Principals (NAESP) and the American Council on Education (ACE). The board's members include experts in education policy, psychometrics, and statistics, as well as representatives from parent-teacher organizations, such as the National Parent Teacher Association (PTA), and business organizations, such as the U.S. Chamber of Commerce. The board is chaired by a member who is appointed by the U.S. Secretary of Education and serves a term of two years, with support from organizations such as the National Association of State Boards of Education (NASBE) and the Council of Chief State School Officers (CCSSO).

● Responsibilities and Authority

The National Assessment Governing Board has a range of responsibilities and authority, including setting education standards for the National Assessment of Educational Progress (NAEP), developing and implementing the NAEP, and reporting on student performance and progress in education reform. The board works closely with the National Center for Education Statistics (NCES) to develop and implement the NAEP, and with state education agencies and school districts to ensure the validity and reliability of the assessment, with support from organizations such as the National Association of Test Directors (NATD) and the American Psychological Association (APA). The board also provides guidance and technical assistance to state education agencies and school districts on the use of NAEP data to inform education policy and instructional practice, with input from organizations such as the National Education Association (NEA) and the American Federation of Teachers (AFT).

● Assessment and Reporting

The National Assessment Governing Board is responsible for overseeing the development and implementation of the National Assessment of Educational Progress (NAEP), which includes assessments in mathematics, reading, science, and other subjects. The board works with the National Center for Education Statistics (NCES) to develop and implement the NAEP, and with state education agencies and school districts to ensure the validity and reliability of the assessment, with support from organizations such as the National Council of Teachers of Mathematics (NCTM) and the International Reading Association (IRA). The board also reports on student performance and progress in education reform, using data from the NAEP to track trends and patterns in student achievement, with input from organizations such as the National Association of Secondary School Principals (NASSP) and the American Educational Research Association (AERA).

● Criticisms and Controversies

The National Assessment Governing Board has faced criticisms and controversies over the years, including concerns about the validity and reliability of the National Assessment of Educational Progress (NAEP), as well as the use of NAEP data to inform education policy and instructional practice. Some critics, such as the National Education Association (NEA) and the American Federation of Teachers (AFT), have argued that the NAEP is too narrow and does not provide a comprehensive picture of student learning, while others, such as the Thomas B. Fordham Institute and the Heritage Foundation, have argued that the NAEP is not rigorous enough and does not provide adequate accountability for education reform. The board has also faced challenges in implementing the NAEP, including issues with test security and data quality, with support from organizations such as the National Association of Test Directors (NATD) and the American Psychological Association (APA). Despite these challenges, the board remains committed to providing high-quality data and information to inform education policy and instructional practice, with input from organizations such as the National Association of State Boards of Education (NASBE) and the Council of Chief State School Officers (CCSSO). Category:Education in the United States