A Study of the Alignment Between the NAEP Mathematics Frameworks and Common Core Mathematics Standards

• In Event: NAEP and the Challenges Presented by a Move to Common Core State Standards

Abstract

This alignment study focuses primarily on the conceptual match between the subtopics and objectives in the NAEP mathematics assessment framework and the content standards in the Common Core State Standards for Mathematics (CCSSM) in grades K–8 using expert judges. While an item-to-framework study is also critical when inquiring about alignment, items from the CCSS assessment consortia were not available at the time of this study.
Two criteria were used to describe the degree of alignment between the CCSSM and the NAEP mathematics framework: content coverage and school grade. To obtain the necessary data, two mappings were conducted: (a) CCSSM to NAEP mathematics framework subtopics and objectives; and (b) NAEP mathematics framework subtopics and objectives to the CCSSM.
The study’s findings relied on the judgment of four panels of experts who identified the specific CCSSM content that was not covered well in the NAEP mathematics subtopics and objectives for Grade 4 and Grade 8 and the specific NAEP mathematics content that was not covered well in the CCSSM by school grade.
The study did not find wide areas of content in the NAEP mathematics framework that were not covered in the CCSSM. Similarly, the study did not find wide areas of content in the CCSSM that were not covered by the NAEP mathematics framework. Nevertheless, there were differences in specificity and conceptual understandings between the CCSSM and the NAEP mathematics framework that are important to note: (1) the CCSSM has more rigorous content in eighth-grade algebra and geometry; (2) the CCSSM infuse and distribute the development of mathematical expertise, such as the ability to estimate accurately, throughout the standards for mathematical content, whereas the NAEP mathematics framework assesses estimation as a skill in isolation from the vast majority of the content; (3) the CCSSM attends to developing conceptual understandings of a greater number of mathematical topics than does the NAEP mathematics framework, such as unit fractions, patterns, and functions; and (4) the CCSSM introduces some mathematics content, such as probability, at higher grades than does the NAEP mathematics framework.
Certainly, there are differences between the NAEP mathematics framework and the CCSSM. For example, the NAEP mathematics framework is an assessment framework that prescribes what should be tested on NAEP. The CCSSM, on the other hand, is a curriculum framework that prescribes what should be taught in classrooms. In those few areas where content is covered by the NAEP mathematics framework, but not included in the CCSSM, and vice versa, studies should be conducted to determine how estimates of students’ achievement status and growth are affected by the degrees of alignment with what is taught and what is tested.

Authors

• Gerunda B. Hughes, Howard University

• Phil Daro, The Public Forum On School Accountability

• Deborah J. Holtzman, American Institutes for Research

• Kyndra Violetta Middleton, Howard University