Join the Board
Be a Leader on Our Board
The National Assessment Governing Board oversees and sets policy for The Nation’s Report Card, also known as the National Assessment of Educational Progress (NAEP) – the gold standard assessment for measuring U.S. students’ knowledge and skills in math, reading, science, civics, and U.S. history. The independent, nonpartisan board determines the subjects and content NAEP assesses, sets achievement levels for the assessments, hosts the release of NAEP results, and works to ensure NAEP data is understood and used by stakeholders in a position to improve student achievement.
We’re looking for strong leaders to apply for our Board who are well-respected and experienced in their fields, with a strong connection to education policy and an ability to be enthusiastic spokespeople for NAEP.
Applications will be accepted between September 8 and November 15, 2026, through this page. Members are appointed by the U.S. Secretary of Education, and will serve terms that begin October 1, 2027. Candidates can nominate themselves or be nominated by someone else.
Applications include:
A resume or CV, no more than 6 pages
A personal statement that elaborates on your qualifications and how your experience will contribute to the Board’s work, no more than 2 pages
One to three letter(s) of recommendation
Open Positions
Each Board seat is designated to represent specific perspective and expertise. Click an open position description to see details and requirements.
Teachers are eligible if they currently teach 12th graders in a traditional public, charter, or private school. If they teach students in multiple or mixed grades, at least some of their students must be in 12th grade.
The Board is particularly seeking applicants who have a policy background and/or assessment experience; demonstrate strong leadership beyond their local school and district; teach math, literature and writing, science, U.S. history, or U.S. government/civics; and have a general understanding of NAEP.
This is an open seat and a new Board member will be appointed.
Applicants must be active leaders in the business community and K-12 education at the state or national level, with a general understanding of NAEP or student achievement at the district or state level.
The Board is particularly seeking business leaders involved in industry and educational collaborations focused on workforce readiness and how K-12 academic assessments inform student readiness. Some knowledge of curriculum development in career and technology education, high school diploma requirements, work-based learning experiences and other areas directly related to students’ academic preparation is preferred.
This is an open seat and a new Board member will be appointed.
The Board is seeking chief state school officers who use NAEP in their work to understand how students are performing, to drive policy changes, and to learn from other states.
In addition, the Board seeks chief state school officers who are willing to serve as spokespeople on the importance of NAEP in state education policy and to communicate regularly to their state chief colleagues and other state policymakers about the NAEP program.
Applicants must have career expertise developing or working closely with K-12 curricula and demonstrate leadership in their field.
The Board is particularly seeking applicants who have participated in district-, state-, and/or national-level activities, such as item review and standard setting, with a focus on areas such as data literacy and assessment practices and how they can drive or influence policy and decision making. Ideally, applicants’ work should include a key subject area assessed by NAEP — math, reading, science, U.S. history, or civics — with a strong familiarity with NAEP and teaching and learning across states and contexts.
Applicants should have community and policy expertise in K-12 education nationally or in their state/regional context, including a general understanding of NAEP and its role in education research. Applicants for this position cannot be eligible for another role on the Board or be employed by a local, state, or federal education agency, such as a department of education. |
Applicants must be superintendents of K-12 school districts and willing to serve as key spokespeople on how NAEP can drive policy change at the district level. Ideally, the local school superintendent uses assessment data to drive program improvement and policy.
This is an open seat and a new Board member will be appointed.
The Board seeks state school board members who use NAEP in their work to set policy, such as understanding their state’s context, informing state assessment policy, or updating subject-based state standards. Applicants must also be willing to serve as key spokespeople on the importance of NAEP in state education policy and to communicate regularly to their state board colleagues and other state policymakers about the NAEP program.
This is an open seat and a new Board member will be appointed.
Applicants should have a doctoral degree and extensive experience in the field of psychometrics and testing in education, actively working in the field.
The Board is particularly seeking applicants whose experience includes sampling, technical operations, deep knowledge of NAEP, and demonstrated expertise to communicate assessments to broader audiences.
There are two seats for appointment; one of them is an open seat and a new Board member will be appointed. There is an incumbent eligible for reappointment in the second seat.
About Our Work
Read more about our work to see if this opportunity is for you or a colleague. Links to submit an application are below.
- Board and Mission Duties
- Major Initiatives
- Committee Assignments
Governing Board members are leaders who work together to refine The Nation’s Report Card’s design, content, and reporting; increase its relevance and value; maintain its sterling credibility and wide support; and maximize its quality, utility and efficiency. Board members can serve up to two four-year terms.
Specific duties include:
Make NAEP results more meaningful and relevant to the public. See examples of skills and knowledge demonstrated on NAEP.
Develop achievement levels (NAEP Advanced, NAEP Proficient, and NAEP Basic), which represent what students should know and be able to do. Read about the process.
Identify what NAEP subjects are tested and when. See our latest assessment schedule.
Oversee development of frameworks, which determine the content of each NAEP assessment. Review our newest frameworks in science, reading, and math.
Approve test questions. Explore questions and test yourself.
Be powerful voices on NAEP and related issues. Read op-eds from members and alumni.
Communicate NAEP to stakeholders and show how they can use the data to improve student achievement in their states and communities. Our Powered By NAEP campaign shows how educators and policymakers have used NAEP to drive student progress.
The Board is leading a variety of efforts to ensure The Nation’s Report Card continues to meet the challenges and opportunities of the next decade. Major areas include:
State-Level Voluntary Assessments: The Board and the National Center for Education Statistics (NCES) are offering states the opportunity to receive actionable state-level data for civics, science, and grade 12 reading and math.
Next Gen NAEP: The Board and NCES are leading an effort to modernize and innovate NAEP over the coming years, making the program even more efficient and useful to key education stakeholders, such as district leaders and policymakers.
NAEP Assessment Frameworks: The Board is currently in the process of updating the NAEP Civics Framework, which will include seeking public comment. Members will also review and approve NAEP Science items for implementation in 2029 assessments and beyond and eventually begin the process to update the NAEP U.S. History Framework.
TUDA Expansion: Results from NAEP’s Trends in Urban Districts Assessment (TUDA) show how school districts are performing over time and compared with other participating districts. The program is expanding to include more districts and provide even more geographical diversity.
New members are assigned to one of three standing committees based on expertise and background.
Assessment Development Committee: Members review and approve NAEP items and subject-specific background questions, oversee NAEP framework development, and develop content objectives and specifications for each NAEP subject among other duties.
Committee on Standards, Design, and Methodology: Members are involved in many technical aspects of NAEP, including developing achievement levels, maximizing utility of NAEP data, and developing a process for reviewing the technical quality of NAEP.
Reporting and Dissemination Committee: Members discuss and plan the initial public release of NAEP reports, oversee public communication and outreach activities, and design policies and protocols for the timely and accurate reporting and dissemination of NAEP data.
