| 2004 long-term trend mathematics, average scale scores by student group, age 9: Selected years, 1978–2004 |
| Statistic |
Student group |
1978 |
1982 |
1986 |
1990 |
1992 |
1994 |
1996 |
1999 |
2004 Modified |
2004 Bridge |
| Average scale score |
|
Total |
219 |
(0.8) |
* |
219 |
(1.1) |
* |
222 |
(1.0) |
* |
230 |
(0.8) |
* |
230 |
(0.8) |
* |
231 |
(0.8) |
* |
231 |
(0.8) |
* |
232 |
(0.8) |
* |
239 |
(0.9) |
|
241 |
(0.9) |
|
| Gender |
Male |
217 |
(0.7) |
* |
217 |
(1.2) |
* |
222 |
(1.1) |
* |
229 |
(0.9) |
* |
231 |
(1.0) |
* |
232 |
(1.0) |
* |
233 |
(1.2) |
* |
233 |
(1.0) |
* |
239 |
(1.0) |
* |
243 |
(1.1) |
|
| Female |
220 |
(1.0) |
* |
221 |
(1.2) |
* |
222 |
(1.2) |
* |
230 |
(1.1) |
* |
228 |
(1.0) |
* |
230 |
(0.9) |
* |
229 |
(0.7) |
* |
231 |
(0.9) |
* |
240 |
(1.0) |
|
240 |
(1.1) |
|
| Race/ethnicity |
White |
224 |
(0.9) |
* |
224 |
(1.1) |
* |
227 |
(1.1) |
* |
235 |
(0.8) |
* |
235 |
(0.8) |
* |
237 |
(1.0) |
* |
237 |
(1.0) |
* |
239 |
(0.9) |
* |
— |
— |
|
247 |
(0.9) |
|
| Black |
192 |
(1.1) |
* |
195 |
(1.6) |
* |
202 |
(1.6) |
* |
208 |
(2.2) |
* |
208 |
(2.0) |
* |
212 |
(1.6) |
* |
212 |
(1.4) |
* |
211 |
(1.6) |
* |
— |
— |
|
224 |
(2.1) |
|
| Hispanic |
203 |
(2.2) |
* |
204 |
(1.3) |
* |
205 |
(2.1) |
* |
214 |
(2.1) |
* |
212 |
(2.3) |
* |
210 |
(2.3) |
* |
215 |
(1.7) |
* |
213 |
(1.9) |
* |
— |
— |
|
230 |
(2.0) |
|
| Other |
227 |
(3.4) |
* |
239 |
(3.4) |
!* |
222 |
(7.5) |
!* |
235 |
(3.2) |
!* |
239 |
(3.4) |
* |
231 |
(4.6) |
* |
232 |
(4.1) |
!* |
243 |
(2.5) |
* |
— |
— |
|
256 |
(3.1) |
|
| Modal grade |
Below modal grade |
191 |
(1.1) |
* |
193 |
(1.4) |
* |
198 |
(1.0) |
* |
207 |
(1.2) |
* |
208 |
(1.2) |
* |
211 |
(1.1) |
* |
211 |
(1.1) |
* |
214 |
(1.2) |
* |
221 |
(1.1) |
|
223 |
(1.3) |
|
| At modal grade |
228 |
(0.9) |
* |
230 |
(1.0) |
* |
234 |
(1.0) |
* |
242 |
(1.0) |
* |
242 |
(0.7) |
* |
241 |
(1.0) |
* |
241 |
(0.9) |
* |
242 |
(0.8) |
* |
250 |
(0.8) |
|
251 |
(0.9) |
|
| Above modal grade |
240 |
(7.1) |
! |
258 |
(9.3) |
! |
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
| Region |
Northeast |
227 |
(1.9) |
* |
226 |
(1.8) |
* |
226 |
(2.7) |
* |
236 |
(2.1) |
* |
235 |
(1.9) |
* |
238 |
(2.2) |
* |
236 |
(2.0) |
* |
242 |
(1.7) |
|
243 |
(2.5) |
|
245 |
(2.0) |
|
| Southeast |
209 |
(1.2) |
* |
210 |
(2.5) |
* |
218 |
(2.5) |
!* |
224 |
(2.4) |
* |
221 |
(1.7) |
* |
229 |
(1.4) |
* |
227 |
(2.0) |
* |
226 |
(2.6) |
* |
236 |
(1.7) |
|
240 |
(2.2) |
|
| Central |
224 |
(1.5) |
* |
221 |
(2.7) |
* |
226 |
(2.3) |
* |
231 |
(1.3) |
* |
234 |
(1.6) |
* |
233 |
(1.8) |
* |
233 |
(2.3) |
* |
233 |
(1.4) |
* |
240 |
(1.9) |
|
240 |
(1.5) |
|
| West |
213 |
(1.3) |
* |
219 |
(1.8) |
* |
217 |
(2.4) |
* |
228 |
(1.8) |
* |
229 |
(2.3) |
* |
226 |
(1.6) |
* |
229 |
(1.3) |
* |
228 |
(1.7) |
* |
239 |
(1.7) |
|
241 |
(1.8) |
|
| Type of location |
Central city |
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
235 |
(1.6) |
|
236 |
(1.9) |
|
| Urban fringe |
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
243 |
(1.2) |
|
245 |
(1.3) |
|
| Rural |
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
238 |
(1.6) |
|
240 |
(1.5) |
|
| Type of school |
Public |
217 |
(0.8) |
* |
217 |
(1.1) |
* |
220 |
(1.2) |
* |
229 |
(0.9) |
* |
228 |
(0.9) |
* |
229 |
(0.9) |
* |
230 |
(0.8) |
* |
231 |
(0.9) |
* |
239 |
(1.0) |
|
241 |
(1.0) |
|
| Between-group difference |
White-Black gap |
32 |
(1.5) |
* |
29 |
(2.0) |
* |
25 |
(2.0) |
|
27 |
(2.4) |
|
27 |
(2.2) |
|
25 |
(1.8) |
|
25 |
(1.8) |
|
28 |
(1.8) |
|
24 |
(2.2) |
|
23 |
(2.2) |
|
| White-Hispanic gap |
21 |
(2.4) |
|
20 |
(1.7) |
|
21 |
(2.3) |
|
21 |
(2.3) |
|
23 |
(2.5) |
|
27 |
(2.5) |
* |
22 |
(2.0) |
|
26 |
(2.1) |
* |
16 |
(2.1) |
|
18 |
(2.2) |
|
| Male-Female gap |
-3 |
(1.3) |
* |
-4 |
(1.7) |
* |
# |
(1.6) |
|
-1 |
(1.4) |
|
2 |
(1.4) |
|
2 |
(1.4) |
|
4 |
(1.4) |
|
2 |
(1.3) |
|
-1 |
(1.4) |
|
3 |
(1.5) |
|
| — Not available. Sample size is insufficient to permit a reliable estimate, or data are not available for this assessment year. |
| # The estimate rounds to zero. |
| ! Interpret data with caution. The nature of the sample does not allow accurate determination of the variability of the statistic. |
| * Significantly different from 2004 bridge assessment. |
| NOTE: Standard errors of the estimates appear in parentheses. |
| SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), selected years, 1978–2004 Long-Term Trend Mathematics Assessments. |
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