The National Assessment Governing Board sets policy for the National Assessment of Educational Progress (NAEP). Learn more about our work.
The National Assessment of Educational Progress — known as The Nation’s Report Card — is the largest continuing, nationally representative evaluation of education in the United States.
NAEP frameworks provide the blueprint for the content and design of each assessment. Learn how NAEP assessments are built.
The Nation’s Report Card informs the public about what U.S. students know and can do in a variety of subject areas.
An important role of the Board is setting achievement levels for NAEP assessments. Discover more about this process and what the achievement levels mean when it comes to measuring student achievement.
See our latest news, or register for an upcoming Governing Board event.
The Governing Board works to continually increase NAEP’s impact as a resource for improving education. See some of our priority topics and initiatives.
We are accepting nominations for open Board categories that will be filled in 2019. Use our online system to nominate yourself or a colleague by October 31.
Our latest video shows how interest in and enjoyment of reading is associated with performance on The Nation's Report Card when it comes to 8th graders.
Our new set of infographics explores how fourth-grade and eighth-grade students feel about mathematics and reading as gleaned from responses on The Nation's Report Card.
A new report with multimedia reveals how even as the percentage of students with disabilities or English language learners on NAEP has grown over the years, their exclusion rates have declined.
U.S. Education Secretary Betsy DeVos names four new members-including two teachers, a principal, and state superintendent-and reappointed member Tonya Matthews to the Governing Board, effective Oct. 1. Read more about our newest additions.
The Governing Board awarded WestEd a contract to lead efforts to update the NAEP Mathematics Framework. Read more about the work we will undertake.
