Student Group Comparisons Tool

To better understand students' technology and engineering literacy, use the Student Group Comparisons Tool to compare student groups based on their performance on the NAEP TEL assessment and on their learning experiences with technology and engineering.

To use the tool:

Select an assessment year using the top drop-down menu.
Select a content area.
Select student groups to compare using the bottom drop-down menus.

"Successfully Demonstrated Skill" represents the percentage of students receiving full credit for the questions listed. Learn more about TEL discrete questions and tasks. "Student Experiences" represent student responses to selected survey questions asking about their learning experiences in technology and engineering. Explore the TEL student survey questionnaire.

NAEP is not designed to identify the causes of performance differences. There are many factors that may influence average student achievement, and these factors may also change over time. Such factors include local educational policies and practices, the quality of teachers, available resources, and the demographic characteristics of the student body. Therefore, the results presented here cannot be used to infer cause-and-effect relationships between student characteristics and achievement.

NAEP reports results using widely accepted statistical standards; results in this report are based on a statistical significance level set at .05 with appropriate adjustments for multiple comparisons. See more information about comparing multiple groups at https://nces.ed.gov/nationsreportcard/tdw/analysis/2000_2001/infer_multiplecompare.aspx. The findings discussed throughout this report are statistically significant unless stated otherwise.

For example, the information below shows a comparison of TEL performance and learning experiences for students performing below NAEP Basic and students performing at or above NAEP Basic.

The findings highlighted here demonstrate the range of information available from the 2014 and 2018 NAEP TEL assessments and student survey questionnaire. They do not provide a complete picture of student performance and learning experiences in and outside of school. The NAEP data can be explored further using the NAEP Data Explorer. In 2018, results are only available at the TEL overall level in the Student Group Comparisons Tool.

Select year

2018

Explore the results of one student group ...

compared to ...

another student group

Focal Category

Students below NAEP Basic

Target Category

Students at or above NAEP Basic

	Students below NAEP Basic	Students at or above NAEP Basic	Difference
Percentage of students			-68
Successfully Demonstrated Skill: Percentage of students receiving full credit for the discrete and task questions listed below
Discrete Questions	Students below NAEP Basic	Students at or above NAEP Basic	Difference
Select a data visualization suitable for presenting historical information (History of Animation )			-43
Explain how a technological change might impact collaboration (School Election )			-44
Describe an environmental benefit of a technological change (Plastic Packaging )			-59
Process information needed for evaluating alternative technologies (Lightbulbs )			-36

Task Questions	Students below NAEP Basic	Students at or above NAEP Basic	Difference
Choose an appropriate digital image for a website (Andromeda task question 2 )			-43
Identify copyrighted images that can be legally used on a website (Andromeda task question 3 )			-54
Use the correct citation style to credit the owner of a copyrighted image (Andromeda task question 5 )			-41
Student Experiences: Percentage of students reporting the learning experiences listed below
Student Experience	Students below NAEP Basic	Students at or above NAEP Basic	Difference
Often learn about/discuss how to credit others for their ideas (for example, citing sources, using endnotes and footnotes in reports) at school			-28
Often learn about/discuss choices people make that affect the environment not for school work			-9
Often learn about/discuss conditions that influence the use or availability of machines or devices at school			-4
Definitely can create presentations with sound, pictures, or video			-27
Took at least one technology/engineering-related class			-4

Significant difference

NAEP achievement levels are to be used on a trial basis and should be interpreted and used with caution. Negative differences indicate that the average score or the percentage of the first student group selected was numerically lower than the corresponding data for the comparison group.

NOTE: The NAEP TEL scale ranges from 0 to 300 at grade 8. The TEL assessment consists of related "task" questions, that are part of the same scenario-based task, and standalone "discrete" questions that represent different real-world problems and provide independent measures of students' knowledge and skills. Because many factors may influence students' performance on NAEP assessments, results cannot be used to establish a cause-and-effect relationship between specific student characteristics and achievement. Results are not shown for data points where the sample sizes are insufficient to permit a reliable estimate or where data are not available. Black includes African American, and Hispanic includes Latino. Race categories exclude Hispanic origin. The information about â€œEligibility for the National School Lunch Program (NSLP)â€ variable is based on available school records. If school records were not available, the student was classified as "Information not available." If the school did not participate in the program, all students in that school were classified as â€œInformation not available.â€ The category â€œstudents with disabilitiesâ€ includes students identified as having either an Individualized Education Program or protection under Section 504 of the Rehabilitation Act of 1973. The results for students with disabilities and English language learners are based on students who were assessed and cannot be generalized to the total population of such students. See more information about student group variables. Detail may not sum to totals because of rounding. Although the estimates (e.g., average scores or percentages) are shown as rounded numbers in the charts, the positions of the data points in the graphics are based on the unrounded numbers. Unrounded numbers were used for calculating the differences between the estimates and for the statistical comparison test when the estimates were compared to each other. Not all apparent differences between estimates are statistically significant.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2014 and 2018 Technology and Engineering Literacy (TEL) Assessment.

NAEP Technology & Engineering Literacy (TEL) Report Card

NAEP Technology & Engineering Literacy (TEL) Report Card

Student Group Comparisons Tool

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