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 | Fourth-grade only (grades eight and twelve not assessed)
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| National only (no state comparisons)
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| 7,914 fourth-graders assessed:
· 5,945 public school students
· 1,969 nonpublic school students
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| Continuation of a new trend in reading (1992, 1994, 1998)
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| Students read complete texts from typical grade-appropriate sources
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| Students read two types of texts representing different purposes for reading:
· Reading for literary experience
· Reading to gain information
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| Students answer a combination of multiple-choice and constructed-response questions
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Results for the 2000 NAEP reading assessment of the nation's fourth-graders are in--and they show a relatively stable pattern in students' average reading scores during the last decade. 
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Between 1992 and 2000, the percentage of fourth-graders at or above the Proficient achievement level increased by a small, but statistically significant amount.
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While the scores for high-performing students have improved over time, those for lower-performing students have lost ground.
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The gap between girls and boys increased between 1998 and 2000, but neither group had significant gains since 1992.
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· Higher scores for those who read 11 pages or more daily.
· Lower scores for those who don't do homework.
· Daily reading for fun linked to higher scores on NAEP.
· Higher scores for those with more types of reading materials in the home.
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