NAEP Technical DocumentationTechnology and Engineering Literacy (TEL) Assessment Estimation Variables for 2018

Variables used in the population-structure model for the 2018 technology and engineering literacy (TEL) assessment are listed below. All of these variables are included as main effects.

Variables used for main and interaction effects:

  • ACCOM2 – Accommodated. Three levels: Accommodated, Not accommodated and Excluded, and Missing.
  • CENSREG – Region of the country as defined by U.S. Census. Five levels: Northeast, Midwest, South, West, and Missing.
  • CHRTRPT – School identified as charter school (national public). Three levels: Charter school, Not a charter school, and Missing.
  • DSEX – School-reported gender. Three levels: Male, Female, and Missing.
  • IEP – Whether student is classified as having a disability. Three levels: Student with disability (has IEP or 504 plan), Not student with disability, and Missing.
  • LEP – Whether student is classified as English learner. Three levels: English learner, Not or formerly English learner, and Missing.
  • PARED – Highest level of education achieved by either parent. Six levels: Did not finish high school, Graduated high school, Some education after high school, Graduated college, I don't know, and Missing.
  • SCHTYPE – Type of school. Six levels: Public, Catholic, Other private, Bureau of Indian Education, Department of Defense, and Missing.
  • SLUNCH1 – National School Lunch Program eligibility. Four levels: Eligible, Not eligible, Information not available, and Missing.
  • SRACE10 – School-reported race/ethnicity. Eight levels: White, Black, Hispanic, Asian, American Indian/Alaska Native, Native Hawaiian/Other Pacific Islander, Two or More Races, and Missing.
  • UTOL4 – School location. Five levels: City, Suburb, Town, Rural, and Missing.

Each main effect listed in this section was paired with every other main effect to examine interactions.

Variables used for main and interaction effects:

  • B034902 – Student response to the statement "I try very hard even after making mistakes." Six levels: Not at all like me, A little bit like me, Somewhat like me, Quite a bit like me, Very much like me, and Missing.
  • B035004 – Student response to the statement "I paid attention in class even when I was not interested." Six levels: Never or hardly ever, Less than half of the time, About half of the time, More than half of the time, All or almost all of the time, and Missing.
  • B035102 – Student response to the statement "I like activities that challenge my thinking abilities." Six levels: Not at all like me, A little bit like me, Somewhat like me, Quite a bit like me, Very much like me, and Missing.
  • D804601 – Student uses computer outside of school to "Create a spreadsheet." Six levels: Never or almost never, A few times a year, Once or twice a month, Once or twice a week, Every day or almost every day, and Missing.
  • D805301 – Student learns in school about "Choices people make that affect the environment." Five levels: Never, Rarely, Sometimes, Often, and Missing.
  • D805701 – Student learns outside of school about "Choices people make that affect the environment." Five levels: Never, Rarely, Sometimes, Often, and Missing.
  • D809601 – Student has in school "Figured out why something is not working in order to fix it." Five levels: Never, Once or twice, Three to five times, More than five times, and Missing.
  • D810101 – Student has outside of school "Used different tools, materials, or machines to see which are best for a given purpose." Five levels: Never, Once or twice, Three to five times, More than five times, and Missing.
  • D812207 – Student confidence in ability to "Compare how different activities affect the environment." Six levels: I definitely can't, I probably can't, Maybe, I probably can, I definitely can, and Missing.

The main effects listed in this section were used to examine interactions with CENSREG, DSEX, SCHTYPE, SLUNCH1, and SRACE10.

Variables used for main effects:

  • Additional Accommodations Variables – Each of the following variables is scored as Yes or Missing: Bilingual dictionary, Breaks, Cue to stay on task, Extended time, Hearing impaired version of test, Magnification device, Other, School staff administers, Scribe, Separate session, Sign Language presentation, Sign Language response, and Special equipment/preferential seating.
  • Additional Student Disability Classification Variables – Each of the following variables is scored as Yes or Missing: Autism, Brain injury, Developmental delay, Emotional disturbance, Hearing impairment, Intellectual disability, Other health disability, Orthopedic impairment, Specific learning disability, Speech impairment, and Visual impairment.
  • CENSDIV – Census division. Ten levels: New England, Middle Atlantic, East North Central, West North Central, South Atlantic, East South Central, West South Central, Mountain, Pacific, and Missing.
  • DRACE10 – Student-reported race/ethnicity. Eight levels: White, Black, Hispanic, Asian, American Indian/Alaska Native, Native Hawaiian/Other Pacific Islander, Two or more races, and Missing.
  • EL – Status as English learner (EL). Four levels: Yes, No, Formerly EL, and Missing.
  • HISPYES – Hispanic. Three levels: Yes, No, and Missing.
  • MODAGE – Modal age of most students in sample. Four levels: Below modal age, At modal age, Above modal age, and Missing.
  • PCTWHTC – Percentage of White students. Six levels: 0%, 1–5%, 6–25%, 26–50%, 51% or more, and Missing.
  • PCTBLKC – Percentage of Black students. Six levels: 0%, 1–5%, 6–25%, 26–50%, 51% or more, and Missing.
  • PCTHSPC – Percentage of Hispanic students. Six levels: 0%, 1–5%, 6–25%, 26–50%, 51% or more, and Missing.
  • PCTASNC – Percentage of Asian students. Six levels: 0%, 1–5%, 6–25%, 26–50%, 51% or more, and Missing.
  • PCTHPIC – Percentage of Hawaiian/Pacific Islander students. Six levels: 0%, 1–5%, 6–25%, 26–50%, 51% or more, and Missing.
  • PCTINDC – Percentage of American Indian students. Six levels: 0%, 1–5%, 6–25%, 26–50%, 51% or more, and Missing.
  • PCT2MRC – Percentage of students of Two or more races. Six levels: 0%, 1–5%, 6–25%, 26–50%, 51% or more, and Missing.
  • SD3 – Whether student has an Individualized Education Plan (IEP). Five levels: Has an IEP, Has a 504 plan, Does not have an IEP, Not SD/ELL but accommodated, and Missing.
  • SENROL8 – School enrollment. Six levels: 1–399 students, 400–599 students, 600–799 students, 800–999 students, 1000 or more students, and Missing.
  • SLUNCH – National School Lunch Program eligibility. Seven levels: Not eligible, Eligible for reduced-price lunch, Eligible for free lunch, Information not available, School refused to provide information, Not participating, and Missing.
  • UTOL12 – School location. Thirteen levels: Large city, Midsize city, Small city, Large suburb, Midsize suburb, Small suburb, Fringe town, Distant town, Remote town, Fringe rural, Distant rural, Remote rural, and Missing.


Variables obtained from survey questionnaires and used for main effects:


Last updated 11 January 2023 (PG)