Skip to main content
IES    
NCES
National Center for
Education Statistics
Menu
Contact
Tools
ED.gov
Newsflash
Search IES

NAEP Technical DocumentationReading Assessment Estimation Variables for 2017

Variables used in the population-structure model for the 2017 Reading 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.
  • LRGCITY – Large city for urban district comparison (TUDA) indicator. Three levels: Yes, No, 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.
  • TUAFLG4 – Trial urban assessment (TUDA) sample indicator for 2017. Six levels: First TUDA in state, Second TUDA in state, Third TUDA in state, Fourth TUDA in state, Not a TUDA, and Missing.
  • UTOL4 – School location. Five levels: City, Suburb, Town, Rural, and Missing.
  • PARED (grade 8 only) – 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.

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

Variables used for main and interaction effects:

  • COMPACC – Student has computer or tablet at home that they can use. Three levels: Have computer, Do not have computer, and Missing.
  • COMPUSE – How often student uses a computer or tablet this year at school. Six levels: Never, In some classes, About half of the classes, More than half of the classes, All or almost all, and Missing.
  • R849401 – Time student spends on typical school day using personal computer or digital device for English/Language Arts schoolwork and homework. Seven levels: Less than 30 minutes, About 30 minutes, About one hour, About two hours, About three hours, Four hours or more, and Missing.

The main effects listed in this section were used to examine interactions with ACCOM2, CENSREG, CHRTRPT, DSEX, IEP, LEP, LRGCITY, SCHTYPE, SLUNCH1, SRACE10, TUAFLG4, UTOL4, and PARED (grade 8 only).

Variables used for main and interaction effects:

  • B013801 – Number of books student has in their home. Five levels: 0 to 10 books, 11 to 25 books, 26 to 100 books, More than 100 books, and Missing.
  • B034401 – Student has access to Internet in their home. Three levels: Yes, No, and Missing.
  • B034402 – Student has clothes dryer just for their family in their home. Three levels: Yes, No, and Missing.
  • B034403 – Student has dishwasher in their home. Three levels: Yes, No, and Missing.
  • B034404 – Student has their own bedroom in their home. Three levels: Yes, No, and Missing.
  • B034405 – Student has desktop or laptop computer they can use in their home. Three levels: Yes, No, and Missing.
  • B034406 – Student has a tablet they can use in their home. Three levels: Yes, No, and Missing.
  • B034407 – Student has a smartphone they can use in their home. Three levels: Yes, No, and Missing.
  • B026901 (grade 8 only) – Mother of student works. Four levels: Yes, No, I don't know, and Missing.
  • B027201 (grade 8 only) – Father of student works. Four levels: Yes, No, I don't know, and Missing.

The main effects listed in this section were used to examine interactions with SRACE10.

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.
  • B035102 – Student response to the statement "I like activities that challenge my thinking ability." 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 not interested." Six levels: Never or hardly ever, Less than half the time, About half the time, More than half the time, All or most of the time, and Missing.
  • R849803 – Student response to the statement "I think reading is important." Six levels: Not at all like me, A little bit like me, Somewhat like me, Quite a bit like me, Exactly like me, and Missing.
  • R849603 (grade 4 only) – Student response to the statement "I can figure out the main idea of a text." Six levels: I definitely can't, I probably can't, Maybe, I probably can, I definitely can, and Missing.
  • R849602 (grade 8 only) – Student response to the statement "I can explain the meaning of something I have read." 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, COMPACC, COMPUSE, DSEX, R849401, SCHTYPE, SLUNCH1, and SRACE10.

Variables used for main effects:

  • Additional Accommodations Variables – Each of the following variables is scored as Yes or Missing: Braille presentation, Braille response, Breaks, Cue to stay on task, Directions read aloud in English, Directions read aloud in Spanish, Directions translated to Spanish, Extended time, Large-font test form, Low mobility version of test, Magnification device, One-on-one, Preferential seating, Read aloud in Spanish (occasional), School staff administers, Scribe, Separate session, Sign Language response, Small group, Special equipment/preferential seating, and Template.
  • Additional Student Disability Classification Variables – Each of the following variables is scored as Yes or Omitted: 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.
  • DISTCOD – District code. Atlanta, Chicago, Houston, Los Angeles, New York City, D.C., Boston, Charlotte, Cleveland, San Diego, Austin, Baltimore, Detroit, Fresno, Jefferson County, Miami, Milwaukee, Philadelphia, Albuquerque, Dallas, Hillsborough County, Duval County, Clark County, Denver, Fort Worth, Guilford County, and Shelby County.
  • 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.
  • FIPS – Federal Information Processing Standards (FIPS) state code. Alabama, Alaska, Arizona, Arkansas, California, Canal Zone, Colorado, Connecticut, Delaware, D.C., Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming, DoDEA/DoDDS (overseas), American Samoa, DoDEA/DDESS (domestic), Guam, Puerto Rico, Virgin Islands, DoDEA (combined), DoDDS (domestic), and DoDDS (overseas).
  • 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.
  • SENROL4 (grade 4 only) – School enrollment. Five levels: 1–299 students, 300–499 students, 500–699 students, 700 or more students, and Missing.
  • SENROL8 (grade 8 only) – 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 21 July 2022 (PG)
IES    
NCES
National Center for
Education Statistics
Explore the Institute of Education Sciences