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NAEP Analysis and Scaling → Estimation of NAEP Score Scales → Treatment of Items to Avoid Violations of Assumptions → Results of NAEP Differential Item Functioning Analyses → Results of NAEP Differential Item Functioning Analyses for the Mathematics Long-Term Trend Assessment in 2004

NAEP Technical DocumentationResults of NAEP Differential Item Functioning Analyses for the Mathematics Long-Term Trend Assessment in 2004

For dichotomously scored items, NAEP categorizes each item into one of three categories: "A" (items exhibiting no DIF), "B" (items exhibiting a weak indication of DIF), or "C" (items exhibiting a strong indication of DIF). A plus sign (+) indicates that items are differentially easier for the focal group (female, Black, or Hispanic students) than for the reference group (male or White students) after making an adjustment for the overall level of proficiency in the two groups; a minus sign (-) indicates that items are differentially more difficult for the focal group than for the reference group. After reviewing "C" items, subject-area specialists decided that no items were biased, so none were deleted from the scales for this reason.

Number of dichotomously scored items by grade and differential item functioning (DIF) category, modified mathematics long-term trend assessment: 2004

Age	DIF category	Black-White	Hispanic-White	Female-male
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2004 Mathematics Long-Term Trend Assessment.
9	C-	1	0	1
	B-	11	4	6
	A	116	131	130
	B+	12	5	3
	C+	0	0	0
13	C-	4	1	3
	B-	7	7	8
	A	141	147	144
	B+	11	9	10
	C+	3	2	1
17	C-	2	0	6
	B-	16	3	17
	A	127	152	126
	B+	14	7	11
	C+	3	0	2

DIF comparison of students' response items identified as “C” or “CC” items in at least one comparison, by age and block, modified mathematics long-term trend assessment: 2004

Age	Block	Item	Category	Comparison	Group favored
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2004 Mathematics Long-Term Trend Assessment.
9	M22	N295901	C	Black-White	White
	M52	N290401	C	Female-male	Male
13	M21	N301101	C	Female-male	Male
	M22	N294601	C	Hispanic-White	Hispanic
	M22	N302701	C	Black-White	White
	M23	N315001	C	Black-White	White
	M23	N315501	C	Black-White	White
	M24	N312702	C	Female-male	Female
	M24	N316601	C	Black-White	Black
	M24	N316602	C	Black-White	Black
	M24	N317601	C	Female-male	Male
	MX51	N296201	C	Hispanic-White	White
	MX51	N297101	C	Female-male	Male
	MX52	N290201	C	Black-White	Black
	MX52	N290201	C	Hispanic-White	Hispanic
	MX52	N299001	C	Black-White	White
17	M21	N301101	C	Female-male	Male
	M21	N307101	C	Black-White	Black
	M21	N307101	C	Female-male	Female
	M22	N302701	C	Black-White	White
	M22	N308801	C	Female-male	Male
	M22	N308901	C	Black-White	White
	M22	N309101	C	Female-male	Female
	M22	N309801	C	Female-male	Male
	M23	N319301	C	Black-White	Black
	M23	N319303	C	Black-White	Black
	M24	N318601	C	Female-male	Male
	MX51	N297101	C	Female-male	Male
	MX51	N304301	C	Female-male	Male

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