National & International Assessments

The Department is not currently administering all statewide summative assessments. All assessment windows are closed in addition to the special considerations module. Further questions should be directed to Janette Kirk, Chief of Learning Systems at


National Assessment of Education Progress (NAEP)

NAEP is a measurement of student achievement over time in the United States. NAEP is the largest nationally-representative assessment of what students in every state know and can do in specific areas tested.

This assessment is a congressionally-authorized project of the National Center for Education Statistics (NCES) in the Elementary and Secondary Education Act legislation. From developing frameworks and questions to the reporting of results, NAEP represents the best thinking of assessment and content specialists, State education staff and teachers from around the nation.

2019 State Guide to NAEP Participation (PDF)

NAEP and Maine State Assessment Fact Sheet (PDF)

Math Framework

The National Assessment Governing Board is currently requesting feedback from the general public on the recently released updates to the Mathematics and Reading Assessment Frameworks for the National Assessment of Educational Progress (NAEP), also known as the Nation’s Report Card.

An updated draft of the Mathematics Assessment Framework is now available for additional feedback

International Assessments

Since the late 1980s, the National Center for Education Statistics (NCES) has coordinated the United States' participation in international studies. These include the large-scale surveys comparing early childhood learning, student performance, teacher training and teaching, as well as adult skills.

NCES International Assessments


The Progress in International Reading Literacy Study (PIRLS) focuses on the achievement and reading experiences of children in at least 35 countries in grades equivalent to fourth grade in the United States. The study includes a written test of reading comprehension and a series of questionnaires focusing on the factors associated with the development of reading literacy. The study is conducted in the U.S. by NCES and implemented by RTI International. Internationally, PIRLS is led out of the International Association for the Evaluation of Educational Achievement, or IEA for short. The study measures reading achievement at the 4th grade as well as school and teacher practices related to reading instruction. By participating in PIRLS, the U.S. is able to compare the reading, knowledge, and skills of our 4th graders to their peers in over 40 countries. The study has been conducted every 5 years since 2001 with the latest round administered in the spring of 2016. In the U.S. this data collection included students from about 176 schools from 42 states.

Visit PIRLS Website


The Program for International Student Assessment (PISA) is an international assessment that is conducted every three years.  PISA measures 15-year-old students' reading, mathematics, and science literacy.  The major domain of study rotates between reading, mathematics, and science in each cycle. PISA also includes measures of general or cross-curricular competencies, such as collaborative problem solving. By design, PISA emphasizes functional skills that students have acquired as they near the end of compulsory schooling. PISA is coordinated by the Organization for Economic Cooperation and Development (OECD), an intergovernmental organization of industrialized countries, and is conducted in the United States by NCES.  PISA was first conducted in 2000. Data collection for the most recent assessment was completed in Fall 2015.  PISA 2015 assessed students' science, reading, and mathematics literacy in more than 70 countries and education systems. Follow the link below for additional information on PISA or to see previous results, FAQs, released items, and more.

Visit PISA Website

More information about PISA and resources, including the OECD's PISA reports, PISA assessment frameworks, and international data files, are available at the OECD's website.


The Trends in International Mathematics and Science Study (TIMSS; formerly known as the Third International Mathematics and Science Study) is a study of classrooms across the country and around the world. TIMSS provides trend data on students' mathematics and science achievement from an international perspective. Through participation in TIMSS, the United States has gained reliable and timely data on the mathematics and science achievement of our students compared to that of students in other countries. TIMSS is the longest ongoing international student assessment. Since 1995, TIMSS has measured trends in academic achievement at grades 4 and 8 in more than 60 countries around the world, including the United States. Results from these assessments are used by researchers and policymakers to chart national progress against international standards and other countries around the world, informing national discussions about international competitiveness. For the first time, in 2019, TIMSS will be administered digitally. The electronic version of TIMSS, sometimes called “eTIMSS,” will be on the same scale and comparable to the previous paper versions of TIMSS. A small number of Maine schools have been selected for this study.

Visit TIMSS Website