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Measuring students' progress toward higher achievement has been the purpose of the National Assessment of Educational Progress (NAEP) since its inception in 1969. Students in public and nonpublic schools have been assessed in various subject areas on a regular basis, and the NAEP has also collected information about background variables that provide a context for interpreting assessment results and documenting the implementation of educational reform. Sections of this report present the results of science, mathematics, reading, and writing trend assessments, charting trends back to the first year in which each assessment was given. Trends in average performance over these time periods are discussed for students at ages 9, 13, and 17 for science, mathematics, and reading assessments, and for students in grades 4, 8, and 11 for the writing assessment. Trends in average performance differences between White and Black students, White and Hispanic students, and male and female students are also discussed. The overall pattern of science performance is one of early decline followed by recent improved performance. Nevertheless, the average 1996 score remains lower than that of 1969. In mathematics, trends indicate overall improvement across the assessment years, while in reading the pattern of average increases from 1971 through 1988 has not been sustained into the 1990s. In writing, the eleventh-grade trend has been downward, while eighth-grade scores have shown little consistency, and fourth-grade scores have changed little across the assessment years. A procedural appendix and data appendixes for each of the subject areas are attached. (Contains 40 figures and 42 tables.) (SLD)

An important feature of the National Assessment of Educational Progress (NAEP) is its ability to document trends in academic achievement on core curriculum areas over an extended period of time. This report presents the major results of the NAEP 1996 science, mathematics, reading, and writing long-term assessments. These results chart trends going back to the first year in which each NAEP assessment was given: 1969-1970 in science, 1973 in mathematics, 1971 in reading, and 1984 in writing. Trends in average performance over these periods are discussed for students at ages 9, 13, and 17 for science, mathematics, and reading, and for grades 4, 8, and 11 for the writing assessment. Trends in average performance differences between White and Black Students, White and Hispanic students, and male and female students are also discussed. In general, the trends in science and mathematics show early declines or relative stability followed by improved performance. In reading and writing the results are somewhat mixed; although some modest improvement is evident in the trend for reading assessments, few indications of positive trends were evident in the writing results. More in-depth understanding is achieved by examining the types of abilities associated with different levels on the NAEP scale and the percentages of students who have gained these levels across the trend assessment. This information is summarized. (Contains four figures and nine tables.) (SLD)

Findings from a survey of 13,121 8th graders indicate that, although school warmth (defined as teacher caring, warmth, and supportiveness) was significantly related to academic achievement and student participation, the relationship between warmth and achievement was nonexistent after the effect of participation was eliminated. (SLD)

National survey identified home environmental characteristics that differentiated low-achieving African-American eighth graders with low academic expectations from those with unrealistically high expectations. Family influence differed among groups. Low achievers with high expectations came from homes with greater parental involvement, higher expectations, higher income, and more parental education. (SM)