| 2004 long-term trend mathematics, percentage of students by student group, age 9: Selected years, 1978–2004 |
|
| Statistic |
Student group |
1978 |
1982 |
1986 |
1990 |
1992 |
1994 |
1996 |
1999 |
2004
Modified |
2004
Bridge |
| Percentage of students |
|
Total |
100 |
— |
|
100 |
— |
|
100 |
— |
|
100 |
— |
|
100 |
— |
|
100 |
— |
|
100 |
— |
|
100 |
— |
|
100 |
— |
|
100 |
— |
|
| Gender |
Male |
50 |
(0.5) |
|
49 |
(0.6) |
|
50 |
(0.6) |
|
49 |
(0.6) |
|
49 |
(0.6) |
|
49 |
(0.8) |
|
50 |
(0.6) |
|
49 |
(0.7) |
|
50 |
(0.6) |
|
49 |
(0.7) |
|
| Female |
50 |
(0.5) |
|
51 |
(0.6) |
|
50 |
(0.6) |
|
51 |
(0.6) |
|
51 |
(0.6) |
|
51 |
(0.8) |
|
50 |
(0.6) |
|
51 |
(0.7) |
|
50 |
(0.6) |
|
51 |
(0.7) |
|
| Race/ethnicity |
White |
79 |
(1.4) |
* |
79 |
(2.5) |
* |
77 |
(1.1) |
* |
74 |
(1.1) |
* |
75 |
(0.9) |
* |
75 |
(0.7) |
* |
72 |
(1.1) |
* |
70 |
(0.7) |
* |
— |
— |
|
60 |
(1.9) |
|
| Black |
14 |
(1.4) |
|
14 |
(2.0) |
|
15 |
(0.5) |
|
16 |
(0.7) |
|
16 |
(0.4) |
|
15 |
(0.5) |
|
16 |
(0.5) |
|
18 |
(0.6) |
* |
— |
— |
|
15 |
(1.4) |
|
| Hispanic |
5 |
(0.7) |
* |
5 |
(1.1) |
* |
6 |
(1.1) |
* |
5 |
(0.6) |
* |
6 |
(0.8) |
* |
6 |
(0.4) |
* |
8 |
(1.0) |
* |
8 |
(0.6) |
* |
— |
— |
|
18 |
(1.3) |
|
| Other |
1 |
(0.2) |
* |
2 |
(0.6) |
* |
2 |
(0.5) |
* |
4 |
(1.0) |
* |
3 |
(0.4) |
* |
4 |
(0.4) |
* |
5 |
(1.2) |
|
4 |
(0.4) |
* |
— |
— |
|
7 |
(0.9) |
|
| Modal grade |
Below modal grade |
26 |
(0.9) |
* |
31 |
(1.5) |
* |
34 |
(1.7) |
|
35 |
(1.4) |
|
38 |
(1.2) |
|
33 |
(1.3) |
|
33 |
(1.9) |
|
35 |
(1.0) |
|
36 |
(1.3) |
|
35 |
(1.4) |
|
| At modal grade |
73 |
(0.9) |
* |
69 |
(1.5) |
* |
66 |
(1.7) |
|
65 |
(1.4) |
|
62 |
(1.2) |
|
66 |
(1.3) |
|
66 |
(1.9) |
|
65 |
(1.0) |
|
64 |
(1.2) |
|
64 |
(1.4) |
|
| Above modal grade |
1 |
(0.2) |
* |
1 |
(0.1) |
|
# |
(0.1) |
|
# |
(0.1) |
|
# |
(0.1) |
|
# |
(0.1) |
|
# |
(0.0) |
|
# |
(0.0) |
|
# |
(0.1) |
|
# |
(0.1) |
|
| Region |
Northeast |
23 |
(2.5) |
|
21 |
(2.7) |
|
21 |
(1.1) |
|
23 |
(0.9) |
|
21 |
(1.2) |
|
22 |
(0.9) |
|
22 |
(2.3) |
|
22 |
(2.0) |
|
20 |
(1.0) |
|
20 |
(1.5) |
|
| Southeast |
24 |
(2.1) |
|
24 |
(2.7) |
|
23 |
(4.7) |
|
24 |
(0.9) |
|
24 |
(1.3) |
|
25 |
(1.5) |
|
23 |
(2.6) |
|
22 |
(2.2) |
|
24 |
(1.2) |
|
24 |
(1.8) |
|
| Central |
31 |
(1.8) |
* |
28 |
(3.8) |
|
29 |
(4.0) |
|
24 |
(0.6) |
|
28 |
(0.8) |
* |
26 |
(1.0) |
* |
25 |
(0.9) |
|
27 |
(1.6) |
* |
22 |
(1.2) |
|
22 |
(1.5) |
|
| West |
23 |
(2.0) |
* |
27 |
(2.0) |
* |
28 |
(1.6) |
* |
28 |
(0.8) |
* |
27 |
(0.8) |
* |
28 |
(1.0) |
* |
30 |
(2.6) |
|
29 |
(1.7) |
* |
35 |
(1.2) |
|
35 |
(1.5) |
|
| Type of location |
Central city |
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
32 |
(2.0) |
|
31 |
(1.9) |
|
| Urban fringe |
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
40 |
(2.0) |
|
43 |
(2.1) |
|
| Rural |
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
28 |
(1.4) |
|
26 |
(1.7) |
|
| Type of school |
Public |
89 |
(1.8) |
|
86 |
(2.2) |
|
84 |
(2.7) |
|
89 |
(2.1) |
|
87 |
(1.6) |
|
88 |
(1.8) |
|
87 |
(1.5) |
|
88 |
(1.7) |
|
90 |
(0.7) |
|
88 |
(1.0) |
|
| Between-group difference |
White-Black gap |
66 |
(2.0) |
* |
64 |
(3.2) |
* |
62 |
(1.2) |
* |
58 |
(1.3) |
* |
59 |
(1.0) |
* |
60 |
(0.9) |
* |
56 |
(1.2) |
* |
52 |
(0.9) |
* |
43 |
(1.8) |
|
45 |
(2.3) |
|
| White-Hispanic gap |
74 |
(1.6) |
* |
73 |
(2.7) |
* |
70 |
(1.5) |
* |
69 |
(1.2) |
* |
70 |
(1.2) |
* |
69 |
(0.9) |
* |
64 |
(1.5) |
* |
63 |
(0.9) |
* |
41 |
(1.9) |
|
41 |
(2.3) |
|
| Male-Female gap |
-1 |
(0.8) |
|
-1 |
(0.9) |
|
# |
(0.9) |
|
-1 |
(0.9) |
|
-3 |
(0.8) |
|
-2 |
(1.1) |
|
-1 |
(0.9) |
|
-2 |
(1.1) |
|
1 |
(0.9) |
* |
-2 |
(1.0) |
|
| — 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. |
| * Significantly different from 2004 bridge assessment. |
| NOTE: Standard errors of the estimates appear in parentheses. Detail may not sum to totals because of rounding. |
| 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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View other 2004 long-term trend summary data tables.
Last updated 05 July 2005 (FW)
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