| 2004 long-term trend reading, average scale scores by student group, age 9: Selected years, 1971–2004 |
| |
| Statistic |
Student group |
1971 |
1975 |
1980 |
1984 |
1988 |
1990 |
1992 |
1994 |
1996 |
1999 |
2004 Modified |
2004 Bridge |
| Average scale score |
|
Total |
208 |
(1.0) |
* |
210 |
(0.7) |
* |
215 |
(1.0) |
* |
211 |
(0.8) |
* |
212 |
(1.1) |
* |
209 |
(1.2) |
* |
211 |
(0.9) |
* |
211 |
(1.2) |
* |
212 |
(1.0) |
* |
212 |
(1.3) |
* |
216 |
(1.0) |
* |
219 |
(1.1) |
|
| Gender |
Male |
201 |
(1.1) |
* |
204 |
(0.8) |
* |
210 |
(1.1) |
* |
207 |
(1.0) |
* |
207 |
(1.4) |
* |
204 |
(1.7) |
* |
206 |
(1.3) |
* |
207 |
(1.3) |
* |
207 |
(1.4) |
* |
209 |
(1.6) |
* |
212 |
(1.1) |
* |
216 |
(1.4) |
|
| Female |
214 |
(1.0) |
* |
216 |
(0.8) |
* |
220 |
(1.1) |
|
214 |
(0.9) |
* |
216 |
(1.3) |
* |
215 |
(1.2) |
* |
215 |
(0.9) |
* |
215 |
(1.4) |
* |
218 |
(1.1) |
* |
215 |
(1.5) |
* |
219 |
(1.1) |
|
221 |
(1.0) |
|
| Race/ethnicity |
White |
214 |
(0.9) |
* |
217 |
(0.7) |
* |
221 |
(0.8) |
* |
218 |
(0.9) |
* |
218 |
(1.4) |
* |
217 |
(1.3) |
* |
218 |
(1.0) |
* |
218 |
(1.3) |
* |
220 |
(1.2) |
* |
221 |
(1.6) |
* |
— |
— |
|
226 |
(1.1) |
|
| Black |
170 |
(1.7) |
* |
181 |
(1.2) |
* |
189 |
(1.8) |
* |
186 |
(1.3) |
* |
189 |
(2.4) |
* |
182 |
(2.9) |
* |
185 |
(2.2) |
* |
185 |
(2.3) |
* |
191 |
(2.6) |
* |
186 |
(2.3) |
* |
— |
— |
|
200 |
(2.2) |
|
| Hispanic |
— |
— |
|
183 |
(2.2) |
* |
190 |
(2.3) |
* |
187 |
(3.0) |
!* |
194 |
(3.5) |
* |
189 |
(2.3) |
* |
192 |
(3.1) |
* |
186 |
(3.9) |
* |
195 |
(3.4) |
* |
193 |
(2.7) |
* |
— |
— |
|
205 |
(1.7) |
|
| Other |
193 |
(3.8) |
!* |
208 |
(4.1) |
!* |
218 |
(3.8) |
!* |
222 |
(3.1) |
|
228 |
(5.4) |
|
206 |
(4.4) |
* |
208 |
(4.0) |
* |
211 |
(4.9) |
* |
214 |
(4.2) |
!* |
215 |
(4.0) |
* |
— |
— |
|
230 |
(2.4) |
|
| Modal grade |
Below modal grade |
178 |
(1.2) |
* |
183 |
(1.1) |
* |
189 |
(1.3) |
* |
187 |
(1.1) |
* |
193 |
(1.8) |
* |
189 |
(1.8) |
* |
192 |
(1.4) |
* |
194 |
(1.6) |
* |
196 |
(1.8) |
* |
195 |
(1.9) |
* |
201 |
(1.0) |
|
203 |
(1.1) |
|
| At modal grade |
217 |
(1.1) |
* |
218 |
(0.7) |
* |
225 |
(0.8) |
|
223 |
(0.9) |
* |
223 |
(1.5) |
* |
224 |
(1.5) |
|
224 |
(1.0) |
* |
222 |
(1.3) |
* |
221 |
(0.9) |
* |
219 |
(1.5) |
* |
224 |
(1.1) |
|
227 |
(1.1) |
|
| Above modal grade |
232 |
(4.1) |
|
226 |
(4.3) |
|
243 |
(6.1) |
! |
254 |
(5.0) |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
| Region |
Northeast |
213 |
(1.7) |
* |
215 |
(1.3) |
* |
221 |
(2.1) |
|
216 |
(2.2) |
|
215 |
(2.6) |
|
217 |
(2.2) |
|
218 |
(2.6) |
|
217 |
(2.9) |
|
220 |
(1.8) |
|
222 |
(3.5) |
|
221 |
(2.5) |
|
223 |
(2.5) |
|
| Southeast |
194 |
(2.9) |
* |
201 |
(1.2) |
* |
210 |
(2.3) |
|
204 |
(2.0) |
* |
207 |
(2.1) |
* |
197 |
(3.2) |
* |
199 |
(2.0) |
* |
208 |
(3.0) |
* |
206 |
(2.8) |
* |
205 |
(2.3) |
* |
214 |
(1.6) |
|
218 |
(1.8) |
|
| Central |
215 |
(1.2) |
* |
215 |
(1.2) |
* |
217 |
(1.4) |
|
215 |
(1.9) |
|
218 |
(2.2) |
|
213 |
(2.0) |
* |
216 |
(1.6) |
|
214 |
(2.3) |
|
215 |
(2.6) |
|
215 |
(3.9) |
|
217 |
(2.5) |
|
221 |
(2.3) |
|
| West |
205 |
(2.0) |
* |
207 |
(2.0) |
* |
213 |
(1.8) |
|
209 |
(2.0) |
|
208 |
(2.6) |
|
210 |
(2.8) |
|
209 |
(2.3) |
|
205 |
(2.8) |
* |
210 |
(1.9) |
|
206 |
(1.8) |
* |
213 |
(1.6) |
|
215 |
(1.5) |
|
| Type of location |
Central city |
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
211 |
(2.0) |
|
214 |
(1.8) |
|
| Urban fringe |
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
219 |
(1.6) |
|
222 |
(1.7) |
|
| Rural |
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
— |
— |
|
216 |
(1.3) |
|
219 |
(1.8) |
|
| Type of school |
Public |
— |
— |
|
— |
— |
|
214 |
(1.1) |
* |
209 |
(0.9) |
* |
210 |
(1.2) |
* |
208 |
(1.4) |
* |
209 |
(1.0) |
* |
209 |
(1.4) |
* |
210 |
(1.0) |
* |
210 |
(1.3) |
* |
214 |
(1.1) |
|
217 |
(1.1) |
|
| Between-group difference |
White-Black gap |
44 |
(1.9) |
* |
35 |
(1.4) |
* |
32 |
(1.9) |
|
32 |
(1.6) |
* |
29 |
(2.8) |
|
35 |
(3.2) |
* |
33 |
(2.4) |
* |
33 |
(2.6) |
|
29 |
(2.8) |
|
35 |
(2.8) |
* |
27 |
(2.1) |
|
26 |
(2.5) |
|
| White-Hispanic gap |
— |
— |
|
34 |
(2.4) |
* |
31 |
(2.4) |
* |
31 |
(3.1) |
* |
24 |
(3.8) |
|
28 |
(2.6) |
|
26 |
(3.2) |
|
32 |
(4.1) |
* |
25 |
(3.6) |
|
28 |
(3.2) |
|
25 |
(1.8) |
|
21 |
(2.1) |
|
| Male-Female gap |
-13 |
(1.5) |
* |
-12 |
(1.1) |
* |
-10 |
(1.6) |
* |
-7 |
(1.3) |
|
-9 |
(1.9) |
|
-11 |
(2.0) |
|
-10 |
(1.6) |
|
-7 |
(1.9) |
|
-11 |
(1.8) |
* |
-6 |
(2.2) |
|
-8 |
(1.5) |
|
-5 |
(1.8) |
|
| — Not available. Sample size is insufficient to permit a reliable estimate, or data are not available for this assessment year. |
| ! 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, 1971–2004 Long-Term Trend Reading Assessments. |
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View other 2004 long-term trend summary data tables.
Last updated 05 July 2005 (JJ)
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