Concerns about discrepancies between a New York State and a national test today will ascend to the highest levels they have yet reached, as top state education officials address the subject in a presentation to the Board of Regents. The presentation will compare trends on the state math and reading tests with trends on a national test, the National Assessment of Educational Progress, showing cases in which short-term trends diverge sometimes by many percentage points, according to a paper state officials released to Regents members this week.

Prompting a tentative declaration of victory over the struggle to raise middle-school test scores, state tests this year showed eighth-graders making big gains in math and English. Yet when national NAEP results were released months later, New York eighth-graders showed no change since 2005.

The news sparked criticism and several calls for an audit of the state test. The paper makes no indication of how state officials will explain the discrepancies. It does list cases of convergence, however, such as fourth-grade reading, on which both national and state tests register relatively little change since 2005.

The vice chancellor of the Regents, Merryl Tisch, said she demanded an explanation from the state education commissioner, Richard Mills, after the NAEP test results were released this year.

“The idea is how does the board feel about this discrepancy, do they understand it, and what does it really mean?” Ms. Tisch said.

The state education department’s policy director, Alan Ray, and its testing director, David Abrams, prepared the report and will deliver the presentation.

A New York City-based member of the board governing the national test, Alan Friedman, said discrepancies do not prove faults. He said that because different tests measure different skills, they are bound to have some conflicts.”New York State has its own scope and sequences, its own version of frameworks, and it doesn’t agree exactly with NAEP,” he said.