NAEP Technical DocumentationMathematics Long-Term Trend Assessment Estimation Variables for 2022/2023

Variables used in the population-structure model for the 2022/2023 mathematics long-term trend assessments are listed below. All of the variables below are included as main effects.

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

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. Four levels: Student with disability (has IEP or 504 plan), Not student with disability, Omitted, and Missing.
LEP – Whether student is classified as English learner. Four levels: English learner, Not English learner, Omitted, and Missing.
PARED (age 13 only) – Highest level of education achieved by either parent. Eight levels: Did not finish high school, Graduated high school, Some education after high school, Graduated college, I don't know, Omitted, Multiple, 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 (not Hispanic), and Missing.
UTOL4 – School location. Six levels: City, Suburb, Town, Rural, Omitted, and Missing.

The main effect listed in this section was used to examine interactions with SLUNCH1 (at ages 9 and 13) and PARED (at age 13 only):

B017101 – Computer at home. Five levels: Yes, No, Omitted, Multiple, and Missing.

The main effect listed in this section was used to examine interactions with CENSREG, DSEX, SLUNCH1, SRACE10, and UTOL4:

CV00501 – How difficult or easy for student to learn remotely. Seven levels: A lot more difficult, Somewhat more difficult, Somewhat easier, A lot easier, Omitted, Multiple, and Missing.

The main effects listed in this section were used to examine interactions with CENSREG, SLUNCH1, SRACE10, and UTOL4:

CV00001 – During last school year, did student ever attend remotely. Six levels: Yes, No, I do not remember, Omitted, Multiple, and Missing.
CV00201 – Available while remote: Access to high-speed internet. Seven levels: Yes, all the time; Yes, some of the time; No, not available; I do not remember; Omitted; Multiple; and Missing.
CV00202 – Available while remote: Desktop computer, laptop computer, or tablet. Seven levels: Yes, all the time; Yes, some of the time; No, not available; I do not remember; Omitted; Multiple; and Missing.
CV00206 – Available while remote: A quiet place to work. Seven levels: Yes, all the time; Yes, some of the time; No, not available; I do not remember; Omitted; Multiple; and Missing.
CV00401 – While remote, how often was teacher available to help with math schoolwork. Eight levels: Never or hardly ever, Once or twice a month, Once or twice a week, Every day or almost every day, I do not remember, Omitted, Multiple, and Missing.
CV00601 – While remote, how often did someone help student with schoolwork. Eight levels: Never or hardly ever, Once or twice a month, Once or twice a week, Every day or almost every day, I do not remember, Omitted, Multiple, and Missing.

The main effects listed in this section were used to examine interactions with CENSREG, DSEX, SLUNCH1, SRACE10, and CV00001:

CV00901 – For remote math class: Student can recognize when they don't understand something. Eight levels: I definitely can't, I probably can't, Maybe, I probably can, I definitely can, Omitted, Multiple, and Missing.
CV00902 – For remote math class: Student can ask for help when they need it. Eight levels: I definitely can't, I probably can't, Maybe, I probably can, I definitely can, Omitted, Multiple, and Missing.
CV00903 – For remote math class: Student can find learning resources online if they don't understand something. Eight levels: I definitely can't, I probably can't, Maybe, I probably can, I definitely can, Omitted, Multiple, and Missing.

The main effects listed in this section were used to examine interactions with CENSREG and UTOL4:

CVS0001 – Distance learning preparations this school year: Trained teachers and staff to use apps. Seven levels: Yes, before this school year; Yes, during this school year; Yes, before and during this school year; No; Distance learning not offered; Omitted; and Missing.
CVS0002 – Distance learning preparations this school year: Trained students and parents to use apps. Seven levels: Yes, before this school year; Yes, during this school year; Yes, before and during this school year; No; Distance learning not offered; Omitted; and Missing.
CVS0005 – Distance learning preparations this school year: Adapted existing curriculum plans and resources. Seven levels: Yes, before this school year; Yes, during this school year; Yes, before and during this school year; No; Distance learning not offered; Omitted; and Missing.
CVS0505 – Modifications this school year: Additional programs and classes offered. Four levels: Yes, No, Omitted, and Missing.
CVS0302 (at age 9 only) – This school year, in-person classes moved to distance learning. Eight levels: Not applicable, None of the classes, Some of the classes, Half of the classes, More than half of the classes, All or almost all of the classes, Omitted, and Missing.
CVS0304 (at age 9 only) – This school year, lessons were conducted in real-time (e.g., via phone, online). Eight levels: Not applicable, None of the classes, Some of the classes, Half of the classes, More than half of the classes, All or almost all of the classes, Omitted, and Missing.

At age 13 only, the main effect listed in this section was used to examine interactions with DSEX, PARED, SRACE10, and UTOL4:

B004801 – Type of mathematics class this year. Eight levels: Not taking mathematics, Regular mathematics, Pre-algebra, Algebra, Other, Omitted, Multiple, and Missing.

At age 13 only, the main effect listed in this section was used to examine interactions with DSEX, SRACE10, and UTOL4:

B001701 – Time spent on homework yesterday. Eight levels: No homework assigned, Had homework but didn't do it, Less than one hour, One to two hours, More than two hours, Omitted, Multiple, and Missing.

At age 13 only, the main effect listed in this section was used to examine interactions with DSEX and PARED:

B017451 – Talk about studies at home. Eight levels: Never or hardly ever, Once every few weeks, About once a week, Two or three times a week, Every day, Omitted, Multiple, and Missing.

Variables used for main effects only:

Additional Accommodations Variables – Each of the following variables is scored as Yes, Omitted, Multiple, or Missing: Bilingual dictionary, Bilingual test booklet, Breaks, Computer/typewriter to respond, Cue to stay on task, Directions read aloud in English, Directions read aloud in Spanish, Extended time, Large print test booklet, Magnification device, One-on-one, Other, Preferential seating, Read aloud in English [all], Read aloud in English [occasional], Read aloud in Spanish [all], School staff administers, Scribe, Sign Language directions, Sign Language presentation, Small group, Special equipment, and Template.
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 (not Hispanic), and Missing.
EL – Status as English learner (EL). Four levels: Yes, No, Formerly ELL, and Missing.
HISPYES – Hispanic. Four levels: Yes, No, Omitted, and Missing.
MODGRD – Modal grade of most students in sample. Four levels: Below modal grade, At modal grade, Above modal grade, and Missing.
PCTASNC – Percentage of Asian students. Seven levels: 0%, 1–5%, 6–25%, 26–50%, 51% or more, Omitted, and Missing.
PCTBLKC – Percentage of Black students. Seven levels: 0%, 1–5%, 6–25%, 26–50%, 51% or more, Omitted, and Missing.
PCTHPIC – Percentage of Hawaiian/Pacific Islander students. Seven levels: 0%, 1–5%, 6–25%, 26–50%, 51% or more, Omitted, and Missing.
PCTHSPC – Percentage of Hispanic students. Seven levels: 0%, 1–5%, 6–25%, 26–50%, 51% or more, Omitted, and Missing.
PCTINDC – Percentage of American Indian students. Seven levels: 0%, 1–5%, 6–25%, 26–50%, 51% or more, Omitted, and Missing.
PCTWHTC – Percentage of White students. Seven levels: 0%, 1–5%, 6–25%, 26–50%, 51% or more, Omitted, and Missing.
PCT2MRC – Percentage of students of Two or More Races. Seven levels: 0%, 1–5%, 6–25%, 26–50%, 51% or more, Omitted, 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/EL but accommodated, 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. Fourteen 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, Omitted, and Missing.

Variables obtained from survey questionnaires and used for main effects only:

All categorical student and school survey questions are also included in the mathematics long-term trend population-structure model.

Last updated 30 September 2024 (PG)

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