The National Assessment of Educational Progress, 2006 (NAEP 2006), is a study that is part of the National Assessment of Educational Progress (NAEP) program; program data is available since 1990 at https://nces.ed.gov/nationsreportcard/naepdata/. NAEP 2006 (https://nces.ed.gov/nationsreportcard/) is a cross-sectional survey that assesses what America's students know and can do in various subject areas. The study was conducted using computer-based assessment of students. Students in grade 4, 8, and 12 were sampled. NAEP 2006 assessments consist of national assessments in civics and U.S. history at grades 4, 8, and 12, and economics at grade 12. The study's response rate was between 78 and 86 percent. Key statistics produced from NAEP 2006 are results on subject-matter achievement, instructional experiences, and school environment for populations of students (e.g., all fourth-graders) and groups within those populations (e.g., female students, Hispanic students).

The National Assessment of Educational Progress, 2007 (NAEP 2007), is a study that is part of the National Assessment of Educational Progress (NAEP) program; program data is available since 1990 at https://nces.ed.gov/nationsreportcard/naepdata/. NAEP 2007 (https://nces.ed.gov/nationsreportcard/) is a cross-sectional survey that assesses what America's students know and can do in various subject areas. The study was conducted using computer-based assessment of students. Students in grade 4, 8, and 12 were sampled. NAEP 2007 assessments consist of national and state assessments in reading and mathematics, at grades 4 and 8; a national and state sample in writing at grade 8; and a national only writing sample at grade 12.

The National Assessment of Educational Progress, 2015 (NAEP 2015) is a study that is part of the National Assessment of Educational Progress (NAEP) program; program data is available since 1990 at . NAEP 2015 (https://nces.ed.gov/nationsreportcard/) is a cross-sectional survey that assesses what America's students know and can do in various subject areas. The study is conducted using computer-based assessment of students. Students in grade 4, 8, and 12 are sampled. NAEP 2015 assessments consist of national and state assessments in mathematics, reading, and science. Key statistics produced from NAEP 2015 are results on subject-matter achievement, instructional experiences, and school environment for populations of students (e.g., all fourth-graders) and groups within those populations (e.g. female students, Hispanic students).

The 2014 National Assessment of Educational Progress (NAEP 2014) is a study that is part of the National Assessment of Educational Progress (NAEP) program; program data is available since 1990 at . NAEP 2014 (https://nces.ed.gov/nationsreportcard/) is a cross-sectional survey that assesses what America's students know and can do in various subject areas. The study is conducted using computer-based assessment of students. Students in grade 4, 8, and 12 are sampled. NAEP 2014 assessments consist of national assessments in civics, geography, U.S. history, and technology and engineering literacy for 8th-grade students. Key statistics produced from NAEP 2014 are results on subject-matter achievement, instructional experiences, and school environment for populations of students (e.g., all fourth-graders) and groups within those populations (e.g. female students, Hispanic students).

The National Assessment of Educational Progress, 2003 (NAEP 2003), is a study that is part of the National Assessment of Educational Progress (NAEP) program; program data is available since 1990 at https://nces.ed.gov/nationsreportcard/naepdata/. NAEP 2003 (https://nces.ed.gov/nationsreportcard/) is a cross-sectional survey that assesses what America's students know and can do in various subject areas. The study was conducted using computer-based assessment of students. Students in grades 4, 8, and 12 were sampled. The study's response rate was between 90 and 92 percent. Key statistics produced from NAEP 2003 are results on subject-matter achievement, instructional experiences, and school environment for populations of students (e.g., all fourth-graders) and groups within those populations (e.g., female students, Hispanic students).

The National Assessment of Educational Progress, 2005 (NAEP 2005), is a study that is part of the National Assessment of Educational Progress (NAEP) program; program data is available since 1990 at https://nces.ed.gov/nationsreportcard/naepdata/. NAEP 2005 (https://nces.ed.gov/nationsreportcard/) is a cross-sectional survey that assesses what America's students know and can do in various subject areas. The study was conducted using computer-based assessment of students. Students in grade 4, 8, and 12 were sampled. NAEP 2005 assessments consist of national and state assessments in mathematics, reading, and science. The study's response rate was between 84 and 99 percent. Key statistics produced from NAEP 2005 are results on subject-matter achievement, instructional experiences, and school environment for populations of students (e.g., all fourth-graders) and groups within those populations (e.g., female students, Hispanic students).

The National Assessment of Educational Progress, 2012 Long-Term Trend (NAEP 2012 LTT), is a study that is part of the National Assessment of Educational Progress (NAEP) program; program data is available since 1971 at https://nces.ed.gov/nationsreportcard/naepdata/. NAEP 2012 LTT (https://nces.ed.gov/nationsreportcard/ltt) is a cross-sectional survey that assesses what America's students know and can do in reading and mathematics. NAEP 2012 Long-Term Trend assessment was administered to students aged 9, 13, and 17 who were enrolled in public and non-public elementary and secondary schools throughout the nation.

The National Assessment of Educational Progress, 2005 High School Transcript Study (HSTS 2005), is a study that is part of the National Assessment of Educational Progress (NAEP) program; program data available since 1990 at . HSTS 2005 (https://nces.ed.gov/nationsreportcard/hsts/) is a cross-sectional survey that periodically surveys the curricula being followed in our nation's high schools and the coursetaking patterns of high school students through a collection of transcripts. For public schools, the HSTS sample included every eligible sampled NAEP 2005 twelfth-grade public school that was contacted for the HSTS, whether or not they actually participated in the NAEP assessments. For private schools, the HSTS sample was a subsample from the NAEP 2005 twelfth-grade private school sample for the mathematics and science assessments. The study was conducted using a survey of school administrative personnel and collection of students' transcripts. Schools participating in the 12th-grade NAEP math and science assessments in 2005 were sampled. The study's weighted response rate was 84.2 percent. HSTS 2005 also offers information on the relationship of student coursetaking patterns to achievement at grade 12 as measured by NAEP. Key statistics produced from HSTS 2005 are information about the types of courses that graduates took, how many credits they earned, their grade point averages, and the relationship between coursetaking patterns and achievement, as measured by NAEP.

The National Assessment of Educational Progress, 2009 High School Transcript Study (HSTS 2009), is a study that is part of the National Assessment of Educational Progress (NAEP) program; program data available since 1990 at . HSTS 2009 (https://nces.ed.gov/nationsreportcard/hsts/) is a cross-sectional survey that periodically surveys the curricula being followed in our nation's high schools and the coursetaking patterns of high school students through a collection of transcripts. The study was conducted using survey of school administrative personnel and collection of students' transcripts. For public schools, the HSTS sample was a subsample of the NAEP 2009 twelfth-grade public school sample for the operational mathematics and science assessments. For private schools, the HSTS sample was the NAEP 2009 twelfth-grade private school sample for the operational mathematics and science assessments. The study weighted response rate was 83 percent. HSTS 2009 also offers information on the relationship of student coursetaking patterns to achievement at grade 12 as measured by NAEP. Key statistics produced from HSTS 2009 are information about the types of courses that graduates take, how many credits they earn, their grade point averages, and the relationship between coursetaking patterns and achievement, as measured by NAEP.

The National Indian Education Study, 2011 (NIES 2011), is a study that is part of the National Indian Education Study (NIES) within the National Assessment of Educational Progress (NAEP) program. NIES 2011 (https://nces.ed.gov/nationsreportcard/nies/) is a cross-sectional survey that is designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. Students in public, private, Department of Defense, and Bureau of Indian Education-funded schools were sampled and then assessed using a paper-and-pencil assessment instrument. The weighted response rates ranged from 80 to 92 percent. Key statistics produced from NIES 2011 provides educators, policymakers, and the public with information about the academic performance in reading and mathematics of AI/AN fourth- and eighth-graders, as well as information about their exposure to Native American culture.