Hi, Tiffany.
This is an excellent question.
As background to those who don't know, in 2014, the National Assessment Governing Board (NAGB), an independent agency of the US Dept. of Education, conducted the first-ever assessment of technology and engineering literacy in a large sample of 8th graders. (The chair of the LinkEngineering project committee, Cary Sneider, is a member of NAGB and was deeply involved in development of TELS.) The assessment was years in the making and prompted by recommendations in a 2005 report from the National Academies, Tech Tally (http://www.nap.edu/catalog/11691/tech-tally-approaches-to-assessing-technological-literacy), which examined approaches to assessing technological literacy.
Results from the assessment are expected to be released in March, according to NAGB staff I have been in touch with. LinkEngineering will be featuring the results of the assessment in various ways, since they are potentially so important for efforts to teach engineering at the K-12 level.
The assessments that NAGB does, such as TELS and those in mathematics and science, are accomplished through so-called matrix sampling. This means, first, that only a sample of students actually take the assessment. Second, each student only answers a portion of the total number of questions in the assessment. Through statistical means, because of the large size of the sample, NAGB is able to report "performance" across the sample on individual questions. But performance cannot be reported for individual students or schools. The results can be sliced and diced in various ways, for example by gender, race, region (including by state), parent background, coursetaking, and other demographic variables.
I hope this helps.