A r c h i v e d  I n f o r m a t i o n

     FOR RELEASE                                Contact:  David Thomas      May 21, 1996                                         (202) 401-1579

"The test results say that our children simply don't know enough about our national past," Education Secretary Richard W. Riley said. "The challenge for states and communities is to set challenging standards, make sure teachers are well-equipped and then get busy with teaching and learning."

Using key historical events, documents, photographs and maps, the new test asked students not only to demonstrate knowledge of facts, events and people, but also to have a sound understanding and appreciation of history.

The National Center for Education Statistics' 1994 National Assessment of Educational Progress (NAEP) U.S. History Report Card" confirms initial findings issued last November, which provided information on student performance according to major background characteristics of students in the fourth, eighth, and 12th grades.

Three achievement levels -- basic, proficient and advanced - - were used for each grade assessed and reflected what students should know and be able to do. In grades four and eight, more than 60 percent scored at or above the basic level, while only 43 percent of 12th graders scored at or above the basic level of achievement.

Compared to other NAEP tests conducted in 1994, smaller percentages of students in the eighth and 12th grades scored at or above the basic level on the history assessment. For example, in reading 75 percent of 12th graders scored at or above the basic level. While in geography, 70 percent of 12th graders reached the basic level achievement.

The final NAEP history report card offers information on home and school factors that contribute to academic achievement. For example, fourth and eighth grade students who read textbooks and used maps and globes almost every day had higher average scores than those who didn't. And students generally performed better if they regularly discussed their studies at home, if their homes contained literacy materials, and if television viewing was held to a minimum.

Among other findings in the final history report card:

• eighth and 12th graders who did more homework had higher average scores than those who did less;

• students whose parents had more education scored higher;

• students in the central and northeast regions of the country had higher average scores than those in the Southeast and West.

The test, based on a framework developed by the National Assessment Governing Board, measured student performance in knowing, understanding, and applying knowledge in eight periods of U.S. history and focused on several themes:

• change and continuity in American democracy -- ideas, institutions, practices and controversies;

• the gathering and interaction of peoples, cultures and ideas;

• economic and technological changes and their relation to society, ideas and the environment;

• the changing role of America in the world.

Approximately 22,500 students in 1,500 schools participated in the 1994 assessment.

NAEP has monitored trends in achievement since 1969 and is the only continuing, nationally representative assessment of academic performance.

Single copies of the NAEP history report are available while they last from the National Library of Education at 1-800-424- 1616.