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NAEP Instruments → Contextual Variables (Survey Questionnaires) → Indices Based on Questionnaire Data → Development of the Technology and Engineering Literacy Indices

NAEP Technical DocumentationDevelopment of the Technology and Engineering Literacy Indices

For the 2014 technology and engineering literacy (TEL) assessment, several indices of policy interest were developed that satisfied both theoretical criteria based on content analysis, and empirical criteria based on multivariate statistical techniques. This resulted in the creation of several new reporting elements. The development of the 2014 TEL indices can be summarized in three main steps:

1. Question selection. Because of the special nature of the TEL assessment, new contextual items such as those exploring technology learning and use were developed and included in the 2014 TEL student questionnaire with the intention of developing meaningful indices. A content analysis of the 2014 TEL survey questionnaires was then conducted to select sets of the questions that were theoretically interpretable and meaningful as a conceptual unit, as potential indices to measure specific constructs of interest.

2. Examination of empirical relationships. Factor analysis was used to explore and verify the empirical properties of the data. Construct validity of the potential indices was evaluated through factorial validity with respect to the survey question responses, and the convergent and discriminant validity of the factor with respect to other factors. If the factor had the expected pattern of relationships and non-relationships, the construct validity of the factor as representing the intended index was supported.

3. Index scoring. The partial credit item response theory (IRT) model was used to scale the indices. From the IRT model, expected a priori (EAP) scores were generated. Then, the EAP scores were transformed to have a mean of 10 and a standard deviation of 2, and were reported on a scale from 0 – 20. Students with incomplete data on the index were used to estimate the parameters of the IRT model, but were not assigned an EAP score.

Index of TEL Confidence

The table below presents the items forming the index of students’ TEL confidence. This index was designed to measure students’ belief in their abilities to do various technology and engineering-related tasks. For each of eight questions, students were asked to indicate their confidence in doing the task described in the question (I definitely can’t, I probably can’t, maybe, I probably can, or I definitely can).

Items in the index of eighth-grade students' TEL confidence, grade 8 technology and engineering literacy national assessment: 2014
Do you think that you would be able to do each of the following? Select one circle in each row.
Response categories
Item			I definitely can't	I probably can't	Maybe	I probably can	I definitely can
NOTE: In 2014, grades 4 and 12 were not assessed. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2014 TEL Assessment.
D812201	a.	Create presentations with sound, pictures, or video	A	B	C	D	E
D812202	b.	Organize information into a chart, graph, or spreadsheet	A	B	C	D	E
D812203	c.	Compare products using the Internet	A	B	C	D	E
D812204	d.	Use tools or materials to fix something	A	B	C	D	E
D812205	e.	Take something apart in order to fix it or see how it works	A	B	C	D	E
D812206	f.	Describe how inventions change society	A	B	C	D	E
D812207	g.	Compare how different activities affect the environment	A	B	C	D	E
D812208	h.	Explain why people have different tools, machines, or devices in different parts of the world	A	B	C	D	E

Indices of Technology and Society Related Learning

Two indices were designed to measure students’ learning of technology and society related topics. For the first index, students responded to six questions related to the frequency with which they learned about technology and society related topics in school (never, rarely, sometimes, or often). For the second index, students responded to four questions related to the frequency with which they learned about technology and society related topics outside of school (never, rarely, sometimes, or often). The tables below present the items making up the index of students’ in-school learning and outside-of-school learning, respectively.

Items in the index of eighth-grade students' technology and society related learning in school, grade 8 technology and engineering literacy national assessment: 2014
In school, how often have you learned about or discussed the following? Select one circle in each row.
Response categories
Item			Never	Rarely	Sometimes	Often
NOTE: In 2014, grades 4 and 12 were not assessed. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2014 TEL Assessment.
D805201	a.	Inventions that change the way people live	A	B	C	D
D805301	b.	Choices people make that affect the environment	A	B	C	D
D805401	c.	Conditions that influence the use or availability of machines or devices	A	B	C	D
D805501	d.	The ways people work together to solve problems in their community or the world	A	B	C	D

Items in the index of eighth-grade students' technology and society related learning in school, grade 8 technology and engineering literacy national assessment: 2014
In school, how often have you learned about or discussed the following? Select one circle in each row.
Response categories
Item			Never	Rarely	Sometimes	Often
D812001	a.	How to judge reliability of sources (for example, how a website might be biased or inaccurate)	A	B	C	D
D812101	b.	How to credit others for their ideas (for example, citing sources, using endnotes and footnotes in reports)	A	B	C	D
NOTE: In 2014, grades 4 and 12 were not assessed. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2014 TEL Assessment.

Items in the index of eighth-grade students' technology and society related learning outside of school, grade 8 technology and engineering literacy national assessment: 2014
Outside of school, how often have you learned about or discussed the following? Select one circle in each row.
Response categories
Item			Never	Rarely	Sometimes	Often
NOTE: In 2014, grades 4 and 12 were not assessed. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2014 TEL Assessment.
D805601	a.	Inventions that change the way people live	A	B	C	D
D805701	b.	Choices people make that affect the environment	A	B	C	D
D805801	c.	Conditions that influence the use or availability of machines or devices	A	B	C	D
D805901	d.	The ways people work together to solve problems in their community or the world	A	B	C	D

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Indices of Design and Systems Related Learning

Two indices were designed to measure students’ engagement in design and systems related learning activities. For the first index, students responded to six questions related to the frequency with which they engaged in design and systems related learning activities at school. (See the two tables below for response categories for the six questions.) For the second index, students responded to five questions related to the frequency with which they engaged in design and systems related learning activities outside of school (never, once or twice, three to five times, or more than five times). The tables below present the items forming the index of students’ in-school learning and outside-of-school learning, respectively.

Items in the index of eighth-grade students' design and systems related learning in school, grade 8 technology and engineering literacy national assessment: 2014
In school, how often have you ever done the following activities? Select one circle in each row.
Response categories
Item			Never	Once or twice	Three to five times	More than five times
NOTE: In 2014, grades 4 and 12 were not assessed. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2014 TEL Assessment.
D809301	a.	Used different tools, materials, or machines to see which are best for a given purpose	A	B	C	D
D809401	b.	Built or tested a model to see if it solves a problem	A	B	C	D
D809601	c.	Figured out why something is not working in order to fix it	A	B	C	D
D809501	d.	Taken something apart in order to fix it or see how it works	A	B	C	D

Items in the index of eighth-grade students' design and systems related learning in school, grade 8 technology and engineering literacy national assessment: 2014
In school, how often have you learned about or discussed the following? Select one circle in each row.
Response categories
Item			Never	Rarely	Sometimes	Often
D801601	a.	Designing or creating something to solve a problem	A	B	C	D
D801701	b.	Designing something when there is limited time, money, or materials	A	B	C	D
NOTE: In 2014, grades 4 and 12 were not assessed. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2014 TEL Assessment.

Items in the index of eighth-grade students' design and systems related learning outside of school, grade 8 technology and engineering literacy national assessment: 2014
Outside of school, how often have you ever done the following activities? Select one circle in each row.
Response categories
Item			Never	Once or twice	Three to five times	More than five times
NOTE: In 2014, grades 4 and 12 were not assessed. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2014 TEL Assessment.
D810001	a.	Used tools or materials to plan or design something (for example, cake recipe, party)	A	B	C	D
D810101	b.	Used different tools, materials, or machines to see which are best for a given purpose	A	B	C	D
D810301	c.	Built or tested a model to see if it solves a problem	A	B	C	D
D810201	d.	Figured out why something is not working in order to fix it	A	B	C	D
D810401	e.	Taken something apart in order to fix it or see how it works	A	B	C	D

Index of Computer Use

The tables below present the items forming the index of students’ computer use. This index was designed to measure students’ use of computers or other digital technology in or outside of school. For each of six questions, students were asked to indicate the frequency with which they use a computer or other digital technology for various activities in or outside of school (never or almost never, a few times a year, once or twice a month, once or twice a week, or every day or almost every day).

Items in the index of eighth-grade students' computer use, grade 8 technology and engineering literacy national assessment: 2014
For school work, how often do you use a computer or other digital technology for the following activities? Select one circle in each row.
Response categories
Item			Never or almost never	A few times a year	Once or twice a month	Once or twice a week	Every day or almost every day
NOTE: In 2014, grades 4 and 12 were not assessed. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2014 TEL Assessment.
D803701	a.	Create, edit, or organize digital media	A	B	C	D	E
D803901	b.	Create a presentation	A	B	C	D	E
D804001	c.	Create a spreadsheet (a table or grid that displays data into columns and rows and may be used to create charts and graphs)	A	B	C	D	E

Items in the index of eighth-grade students' computer use, grade 8 technology and engineering literacy national assessment: 2014
In this question, please think about activities you do that are not related to your school work. How often do you use a computer or other digital technology for the following activities not for school work? Select one circle in each row.
Response categories
Item			Never or almost never	A few times a year	Once or twice a month	Once or twice a week	Every day or almost every day
D804301	a.	Create, edit, or organize digital media	A	B	C	D	E
D804501	b.	Create a presentation	A	B	C	D	E
D804601	c.	Create a spreadsheet (a table or grid that displays data into columns and rows and may be used to create charts and graphs)	A	B	C	D	E
NOTE: In 2014, grades 4 and 12 were not assessed. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2014 TEL Assessment.

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Using EAP scores generated from the partial credit IRT model, student responses were converted to a reporting index ranging from 0 to 20, with a mean of 10 and a standard deviation of 2, as described above. The following tables show the IRT parameters for the 2014 TEL indices.

IRT parameters for the TEL confidence index, grade 8 technology and engineering literacy national assessment, by item: 2014
Item	b_j	d_j1	d_j2	d_j3	d_j4
D812201	-0.98	0.33	-0.74	-0.27	-0.80
D812202	-0.98	0.72	-0.54	-0.30	-0.96
D812203	-1.06	0.63	0.55	-0.34	-0.83
D812204	-0.92	0.82	-0.63	-0.38	-1.07
D812205	0.65	0.78	-0.53	-0.38	-0.93
D812206	-0.62	0.89	0.55	-0.40	-1.05
D812207	-0.73	0.89	-0.65	-0.37	-1.17
D812208	-0.66	0.79	0.55	-0.32	-1.03
† Not applicable. Parameters are missing for several items in the table because categories were collapsed. NOTE: The number of dj parameters is one less than the number of categories for the item. In 2014, grades 4 and 12 were not assessed. For items scaled with the partial credit model, parameters a and c are not estimated. The a parameter value is exactly one and the c parameter is exactly zero. For item j, bj represents a location parameter related to item difficulty, and dji represents the category threshold parameter for category i; dji may not sum to zero because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2014 TEL Assessment.

IRT parameters for the technology and society in-school learning index, grade 8 technology and engineering literacy national assessment, by item: 2014
Item	b_j	d_j1	d_j2	d_j3	d_j4
D812001	-0.17	0.83	0.29	-1.12	†
D812101	-0.61	0.57	0.17	-0.74	†
D805201	-0.51	0.88	0.25	-1.13	†
D805301	-0.59	1.04	0.20	-1.25	†
D805401	-0.15	1.14	0.15	-1.29	†
D805501	-0.53	0.92	0.17	-1.09	†
† Not applicable. NOTE: The number of dj parameters is one less than the number of categories for the item. In 2014, grades 4 and 12 were not assessed. For items scaled with the partial credit model, parameters a and c are not estimated. The a parameter value is exactly one and the c parameter is exactly zero. For item j, bj represents a location parameter related to item difficulty, and dji represents the category threshold parameter for category i; dji may not sum to zero because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2014 TEL Assessment.

IRT parameters for the technology and society out-of-school learning index, grade 8 technology and engineering literacy national assessment, by item: 2014
Item	b_j	d_j1	d_j2	d_j3	d_j4
D805601	0.00	1.12	0.03	-1.15	†
D805701	-0.19	1.10	0.09	-1.19	†
D805801	0.11	1.16	0.03	-1.20	†
D805901	-0.12	1.07	0.03	-1.10	†
† Not applicable. Parameters are missing for several items in the table because categories were collapsed. NOTE: The number of dj parameters is one less than the number of categories for the item. In 2014, grades 4 and 12 were not assessed. For items scaled with the partial credit model, parameters a and c are not estimated. The a parameter value is exactly one and the c parameter is exactly zero. For item j, bj represents a location parameter related to item difficulty, and dji represents the category threshold parameter for category i; dji may not sum to zero because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2014 TEL Assessment.

IRT parameters for the design and systems in-school learning index, grade 8 technology and engineering literacy national assessment, by item: 2014
Item	b_j	d_j1	d_j2	d_j3	d_j4
D801601	-0.47	1.03	0.13	-1.16	†
D801701	0.05	1.02	0.10	-1.11	†
D809301	0.11	1.03	-0.24	-0.79	†
D809401	0.28	0.96	-0.19	-0.77	†
D809501	0.59	0.55	-0.23	-0.32	†
D809601	0.15	0.81	-0.18	-0.63	†
† Not applicable. NOTE: The number of dj parameters is one less than the number of categories for the item. In 2014, grades 4 and 12 were not assessed. For items scaled with the partial credit model, parameters a and c are not estimated. The a parameter value is exactly one and the c parameter is exactly zero. For item j, bj represents a location parameter related to item difficulty, and dji represents the category threshold parameter for category i; dji may not sum to zero because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2014 TEL Assessment.

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IRT parameters for the design and systems out-of-school learning index, grade 8 technology and engineering literacy national assessment, by item: 2014
Item	b_j	d_j1	d_j2	d_j3	d_j4
D810101	-0.08	0.85	-0.20	-0.66	†
D810301	0.27	0.76	-0.17	-0.59	†
D810401	-0.11	0.63	-0.26	-0.37	†
D810201	-0.46	0.79	-0.20	-0.59	†
D810001	-0.55	0.71	-0.25	-0.46	†
† Not applicable. Some parameters are missing for item D810001 because categories were collapsed. NOTE: The number of dj parameters is one less than the number of categories for the item. In 2014, grades 4 and 12 were not assessed. For items scaled with the partial credit model, parameters a and c are not estimated. The a parameter value is exactly one and the c parameter is exactly zero. For item j, bj represents a location parameter related to item difficulty, and dji represents the category threshold parameter for category i; dji may not sum to zero because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2014 TEL Assessment.

IRT parameters for the computer use index, grade 8 technology and engineering literacy national assessment, by item: 2014
Item	b_j	d_j1	d_j2	d_j3	d_j4
D803701	0.30	0.71	0.14	-0.23	-0.61
D804001	0.61	0.91	0.14	-0.30	-0.75
D803901	0.32	1.64	0.29	-0.79	-1.14
D804301	0.45	0.31	0.11	-0.09	-0.33
D804601	0.98	0.40	0.24	-0.13	-0.51
D804501	0.90	0.69	0.31	-0.30	-0.70
† Not applicable. Some parameters are missing for item D804301 because categories were collapsed. NOTE: The number of dj parameters is one less than the number of categories for the item. In 2014, grades 4 and 12 were not assessed. For items scaled with the partial credit model, parameters a and c are not estimated. The a parameter value is exactly one and the c parameter is exactly zero. For item j, bj represents a location parameter related to item difficulty, and dji represents the category threshold parameter for category i; dji may not sum to zero because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2014 TEL Assessment.

The tables below show the index values and transformed scale scores for each of the six TEL indices.

As a reporting aid, cut points were selected to divide the index scores into a range of categories or classifications. For example, for the index of technology and society related learning in school, index scores were divided into never, rarely, sometimes, and often classifications, such that students with high index scores (i.e., 11.8 or higher on a scale of 0 to 20) generally reported that they often learned about or discussed technology and society related topics as part of their school work. Students with low scores on the index (i.e., lower than 6.6) generally reported that they never learned about or discussed these topics at school.

For each item, response categories were coded as numerical values. The partial credit IRT model was used to scale the indices, and each index value corresponds to a response average. High response averages correspond to high index values, and low response averages correspond to low index values. The index scores were divided into a range of classifications based on the response averages. The cut points for each index were determined based on the average response to the relevant set of items. For instance, for the index of technology and society related learning in school, students were classified as follows:

Students with index scores associated with an average response less than 1.5 (index value -1.7114) were classified as never on the index. That is, students who on average responded closest to never on a question with the response options never, rarely, sometimes, and often were classified as never learning about or discussing technology and society related topics in school.
Students with index scores associated with an average response greater or equal to 1.5 but less than 2.5 (index value -0.5189) were classified as rarely learning about or discussing technology and society related topics in school.
Students with index scores associated with an average response greater or equal to 2.5 but less than 3.5 (index value 0.9134) were classified as sometimes on the index.
Finally, students with index scores associated with an average response greater or equal to 3.5, were classified as often on the index. That is, students who on average responded closest to often, were classified as often learning about or discussing technology and society related topics in school.

Index values and transformed scores for the TEL confidence scale, grade 8 technology and engineering literacy national assessment, by classification: 2014
Classification	Index value	Transformed score	Percentage of students
Can't	-2.7087	4.6	#
	-2.4298	5.1	#
	-2.2231	5.6	#
	-2.0607	5.9	#
	-1.9257	6.1	#
	-1.8084	6.4	#
	-1.7031	6.6	#
	-1.6062	6.8	#
	-1.5149	7.0	1
Maybe	-1.4277	7.1	1
	-1.3430	7.3	1
	-1.2599	7.5	1
	-1.1775	7.6	1
	-1.0951	7.8	2
	-1.0123	8.0	2
	-0.9285	8.1	2
	-0.8434	8.3	4
	-0.7565	8.5	3
	-0.6677	8.7	4
	-0.5767	8.8	4
	-0.4830	9.0	5
	-0.3862	9.2	5
	-0.2857	9.4	6
	-0.1807	9.6	6
Can	-0.0701	9.9	8
	0.0478	10.1	6
	0.1752	10.4	6
	0.3157	10.6	6
	0.4746	10.9	6
	0.6608	11.3	5
	0.8898	11.8	4
	1.1923	12.4	3
	1.6326	13.3	6
# Rounds to zero. NOTE: Detail may not sum to totals due to rounding. In 2014, grades 4 and 12 were not assessed. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2014 TEL Assessment.

Index values and transformed scores for the technology and society in-school learning scale, grade 8 technology and engineering literacy national assessment, by classification: 2014
Classification	Index value	Transformed score	Percentage of students
Never	-2.3152	5.4	1
	-1.9547	6.1	1
	-1.6833	6.6	1
Rarely	-1.4623	7.1	1
	-1.2708	7.5	2
	-1.0967	7.8	2
	-0.9326	8.1	4
	-0.7733	8.5	4
	-0.6145	8.8	7
Sometimes	-0.4529	9.1	8
	-0.2855	9.4	9
	-0.1095	9.8	10
	0.0780	10.2	11
	0.2798	10.6	11
	0.5000	11.0	10
Often	0.7451	11.5	7
	1.0270	12.1	6
	1.3699	12.7	4
	1.8248	13.6	2
NOTE: Detail may not sum to totals due to rounding. In 2014, grades 4 and 12 were not assessed. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2014 TEL Assessment.

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Index values and transformed scores for the technology and society out-of-school learning scale, grade 8 technology and engineering literacy national assessment, by classification: 2014
Classification	Index value	Transformed score	Percentage of students
Never	-1.9382	6.1	8
Never	-1.4911	7.0	3
Rarely	-1.1425	7.7	4
	-0.8442	8.3	4
	-0.5718	8.9	12
	-0.3118	9.4	8
Sometimes	-0.0557	9.9	11
	0.2028	10.4	10
	0.4699	10.9	14
	0.7530	11.5	7
Often	1.0643	12.1	7
	1.4272	12.9	4
	1.8899	13.8	6
NOTE: Detail may not sum to totals due to rounding. In 2014, grades 4 and 12 were not assessed. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2014 TEL Assessment.

Index values and transformed scores for the design and systems in-school learning scale, grade 8 technology and engineering literacy national assessment, by classification: 2014
Classification	Index value	Transformed score	Percentage of students
Never	-1.9654	6.1	2
	-1.5384	6.9	2
	-1.2169	7.6	3
Rarely	-0.9537	8.1	5
	-0.7257	8.5	6
	-0.5209	9.0	7
	-0.3326	9.3	8
	-0.1568	9.7	9
	0.0094	10.0	10
Sometimes	0.1685	10.3	9
	0.3227	10.6	9
	0.4748	10.9	7
	0.6279	11.3	6
	0.7862	11.6	5
	0.9550	11.9	4
Often	1.1428	12.3	3
	1.3633	12.7	2
	1.6412	13.3	1
	2.0263	14.1	1
NOTE: Detail may not sum to totals due to rounding. In 2014, grades 4 and 12 were not assessed. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2014 TEL Assessment.

Index values and transformed scores for the design and systems out-of-school learning scale, grade 8 technology and engineering literacy national assessment, by classification: 2014
Classification	Index value	Transformed score	Percentage of students
Never	-1.9392	6.1	4
	-1.5154	7.0	3
	-1.2025	7.6	4
One to two times	-0.9521	8.1	5
	-0.7396	8.5	6
	-0.5516	8.9	8
	-0.3793	9.2	7
	-0.2165	9.6	8
Three to five times	-0.0581	9.9	8
	0.1007	10.2	8
	0.2651	10.5	8
	0.4417	10.9	6
	0.6401	11.3	6
Greater than five times	0.8767	11.8	5
	1.1824	12.4	5
	1.6228	13.2	9
NOTE: Detail may not sum to totals due to rounding. In 2014, grades 4 and 12 were not assessed. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2014 TEL Assessment.

Index values and transformed scores for the computer use scale, grade 8 technology and engineering literacy national assessment, by classification: 2014
Classification	Index value	Transformed score	Percentage of students
Never	-1.6356	6.7	3
	-1.1528	7.7	4
	-0.8126	8.4	7
Few times a year	-0.5561	8.9	7
	-0.3525	9.3	9
	-0.1842	9.6	8
	-0.0401	9.9	10
	0.0867	10.2	7
	0.2014	10.4	8
One to two times a month	0.3073	10.6	7
	0.4071	10.8	6
	0.5029	11.0	5
	0.5963	11.2	6
	0.6889	11.4	3
	0.7820	11.6	3
One to two times a week	0.8768	11.8	2
	0.9749	11.9	2
	1.0780	12.2	1
	1.1881	12.4	1
	1.3083	12.6	1
	1.4426	12.9	1
Daily	1.5978	13.2	#
	1.7848	13.6	#
	2.0243	14.0	#
	2.3548	14.7	#
# Rounds to zero. NOTE: Detail may not sum to totals due to rounding. In 2014, grades 4 and 12 were not assessed. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2014 TEL Assessment.

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Last updated 31 August 2021 (SK)

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