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| 2009 Tables and Figures | All Years of Tables and Figures | Most Recent Full Issue of the Digest |
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| Table 125. | Average writing scale score and percentage of students attaining writing achievement levels, by selected student characteristics and grade level: 2002 and 2007 |
| Grade, year, and achievement level | All students | Sex | Race/ethnicity | Parents' highest level of education | Free/reduced-price lunch eligibility | |||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Male | Female | White | Black | Hispanic | Asian/ Pacific Islander | American Indian/ Alaska Native | Did not finish high school | Graduated high school | Some ed-ucation after high school | Graduated college | Eligible | Not eligible | Informa-tion not available | |||||||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | |||||||||||||||
| Average scale score1 | ||||||||||||||||||||||||||||||
| 4th-graders, 2002 | 154 | (0.4) | 146 | (0.6) | 163 | (0.4) | 161 | (0.3) | 140 | (0.7) | 141 | (1.6) | 167 | (1.5) | 139 | (1.9) | — | (†) | — | (†) | — | (†) | — | (†) | 141 | (0.8) | 163 | (0.5) | 161 | (1.5) |
| 8th-graders | ||||||||||||||||||||||||||||||
| 2002. | 153 | (0.5) | 143 | (0.6) | 164 | (0.6) | 161 | (0.6) | 135 | (0.7) | 137 | (0.9) | 161 | (2.0) | 137 | (2.9) | 136 | (0.9) | 144 | (0.6) | 156 | (0.6) | 165 | (0.6) | 136 | (0.5) | 162 | (0.7) | 161 | (1.5) |
| 2007 | 156 | (0.2) | 146 | (0.3) | 166 | (0.3) | 164 | (0.2) | 141 | (0.4) | 142 | (0.6) | 167 | (1.2) | 143 | (1.3) | 139 | (0.6) | 147 | (0.5) | 158 | (0.4) | 166 | (0.3) | 141 | (0.3) | 164 | (0.3) | 170 | (1.2) |
| 12th-graders | ||||||||||||||||||||||||||||||
| 2002. | 148 | (0.8) | 136 | (0.8) | 160 | (0.9) | 154 | (0.8) | 130 | (1.3) | 136 | (1.5) | 151 | (2.4) | ‡ | (†) | 129 | (1.7) | 139 | (1.1) | 149 | (0.9) | 158 | (1.0) | 132 | (1.4) | 152 | (1.0) | 156 | (1.5) |
| 2007 | 153 | (0.6) | 144 | (0.6) | 162 | (0.7) | 159 | (0.6) | 137 | (1.0) | 139 | (1.0) | 160 | (1.7) | 140 | (3.9) | 134 | (1.0) | 141 | (0.8) | 152 | (0.7) | 163 | (0.6) | 138 | (0.7) | 157 | (0.6) | 165 | (1.5) |
| Percent attaining achievement levels | ||||||||||||||||||||||||||||||
| 4th-graders, 2002 | ||||||||||||||||||||||||||||||
| Below Basic | 14 | (0.4) | 19 | (0.5) | 9 | (0.3) | 10 | (0.2) | 23 | (0.8) | 23 | (1.6) | 7 | (1.1) | 25 | (2.6) | — | (†) | — | (†) | — | (†) | — | (†) | 22 | (0.8) | 8 | (0.3) | 10 | (1.1) |
| At or above Basic2 | 86 | (0.4) | 81 | (0.5) | 91 | (0.3) | 90 | (0.2) | 77 | (0.8) | 77 | (1.6) | 93 | (1.1) | 75 | (2.6) | — | (†) | — | (†) | — | (†) | — | (†) | 78 | (0.8) | 92 | (0.3) | 90 | (1.1) |
| At or above Proficient3 | 28 | (0.4) | 20 | (0.5) | 36 | (0.6) | 34 | (0.4) | 14 | (0.7) | 17 | (0.9) | 41 | (2.1) | 15 | (1.7) | — | (†) | — | (†) | — | (†) | — | (†) | 15 | (0.5) | 36 | (0.6) | 34 | (1.6) |
| At Advanced4 | 2 | (0.1) | 1 | (0.1) | 3 | (0.2) | 3 | (0.2) | 1 | (0.2) | 1 | (0.2) | 4 | (0.6) | 1 | (0.5) | — | (†) | — | (†) | — | (†) | — | (†) | 1 | (0.1) | 3 | (0.2) | 3 | (0.3) |
| 8th-graders | ||||||||||||||||||||||||||||||
| 2002 | ||||||||||||||||||||||||||||||
| Below Basic | 15 | (0.4) | 21 | (0.6) | 9 | (0.3) | 10 | (0.4) | 26 | (1.0) | 27 | (1.0) | 12 | (1.3) | 27 | (3.9) | 26 | (1.3) | 19 | (0.7) | 11 | (0.6) | 9 | (0.4) | 26 | (0.6) | 9 | (0.4) | 11 | (0.7) |
| At or above Basic2 | 85 | (0.4) | 79 | (0.6) | 91 | (0.3) | 90 | (0.4) | 74 | (1.0) | 73 | (1.0) | 88 | (1.3) | 73 | (3.9) | 74 | (1.3) | 81 | (0.7) | 89 | (0.6) | 91 | (0.4) | 74 | (0.6) | 91 | (0.4) | 89 | (0.7) |
| At or above Proficient3 | 31 | (0.6) | 21 | (0.6) | 42 | (0.8) | 38 | (0.6) | 13 | (0.6) | 16 | (1.1) | 40 | (2.6) | 16 | (2.5) | 14 | (1.0) | 20 | (0.6) | 31 | (0.8) | 43 | (0.8) | 16 | (0.6) | 39 | (0.8) | 39 | (1.7) |
| At Advanced4 | 2 | (0.1) | 1 | (0.1) | 3 | (0.2) | 3 | (0.2) | # | (†) | 1 | (0.2) | 4 | (0.8) | 1 | (#) | # | (†) | 1 | (0.2) | 1 | (0.2) | 4 | (0.2) | 1 | (0.1) | 3 | (0.2) | 4 | (0.6) |
| 2007 | ||||||||||||||||||||||||||||||
| Below Basic | 12 | (0.2) | 17 | (0.3) | 7 | (0.2) | 7 | (0.2) | 19 | (0.5) | 20 | (0.6) | 8 | (0.8) | 21 | (1.3) | 21 | (1.0) | 16 | (0.5) | 9 | (0.4) | 7 | (0.2) | 20 | (0.3) | 7 | (0.2) | 5 | (0.6) |
| At or above Basic2 | 88 | (0.2) | 83 | (0.3) | 93 | (0.2) | 93 | (0.2) | 81 | (0.5) | 80 | (0.6) | 92 | (0.8) | 79 | (1.3) | 79 | (1.0) | 84 | (0.5) | 91 | (0.4) | 93 | (0.2) | 80 | (0.3) | 93 | (0.2) | 95 | (0.6) |
| At or above Proficient3 | 33 | (0.3) | 22 | (0.3) | 43 | (0.4) | 41 | (0.3) | 16 | (0.6) | 18 | (0.5) | 46 | (1.4) | 20 | (1.6) | 14 | (0.6) | 21 | (0.6) | 33 | (0.5) | 44 | (0.4) | 17 | (0.3) | 41 | (0.4) | 49 | (1.8) |
| At Advanced4 | 2 | (0.1) | 1 | (0.1) | 3 | (0.1) | 3 | (0.1) | # | (†) | 1 | (0.1) | 5 | (0.5) | 1 | (0.4) | # | (†) | # | (†) | 1 | (0.1) | 3 | (0.1) | # | (†) | 3 | (0.1) | 4 | (0.5) |
| 12th-graders | ||||||||||||||||||||||||||||||
| 2002 | ||||||||||||||||||||||||||||||
| Below Basic | 26 | (0.7) | 37 | (1.0) | 15 | (0.7) | 21 | (0.7) | 41 | (1.7) | 36 | (1.8) | 24 | (2.3) | ‡ | (†) | 43 | (2.1) | 32 | (1.2) | 23 | (1.0) | 18 | (0.9) | 40 | (1.5) | 23 | (0.8) | 19 | (1.3) |
| At or above Basic2 | 74 | (0.7) | 63 | (1.0) | 85 | (0.7) | 79 | (0.7) | 59 | (1.7) | 64 | (1.8) | 76 | (2.3) | ‡ | (†) | 57 | (2.1) | 68 | (1.2) | 77 | (1.0) | 82 | (0.9) | 60 | (1.5) | 77 | (0.8) | 81 | (1.3) |
| At or above Proficient3 | 24 | (0.8) | 14 | (0.8) | 33 | (1.0) | 28 | (0.9) | 9 | (1.0) | 13 | (1.4) | 25 | (2.8) | ‡ | (†) | 8 | (1.4) | 14 | (1.1) | 22 | (1.3) | 32 | (1.0) | 11 | (1.0) | 26 | (1.0) | 29 | (1.6) |
| At Advanced4 | 2 | (0.2) | 1 | (0.1) | 3 | (0.3) | 2 | (0.3) | # | (†) | 1 | (0.2) | 3 | (1.1) | ‡ | (†) | # | (†) | 1 | (0.2) | 1 | (0.2) | 3 | (0.4) | 1 | (0.2) | 2 | (0.3) | 2 | (0.4) |
| 2007 | ||||||||||||||||||||||||||||||
| Below Basic | 18 | (0.5) | 26 | (0.6) | 11 | (0.5) | 14 | (0.5) | 31 | (1.2) | 29 | (1.1) | 14 | (1.5) | 30 | (5.3) | 34 | (1.5) | 27 | (1.1) | 16 | (0.7) | 12 | (0.4) | 31 | (1.0) | 15 | (0.5) | 10 | (1.0) |
| At or above Basic2 | 82 | (0.5) | 74 | (0.6) | 89 | (0.5) | 86 | (0.5) | 69 | (1.2) | 71 | (1.1) | 86 | (1.5) | 70 | (5.3) | 66 | (1.5) | 73 | (1.1) | 84 | (0.7) | 88 | (0.4) | 69 | (1.0) | 85 | (0.5) | 90 | (1.0) |
| At or above Proficient3 | 24 | (0.6) | 16 | (0.6) | 32 | (0.8) | 30 | (0.6) | 9 | (0.8) | 11 | (0.9) | 30 | (2.2) | 12 | (2.6) | 8 | (1.0) | 13 | (0.6) | 20 | (0.7) | 34 | (0.8) | 11 | (0.5) | 27 | (0.7) | 36 | (2.1) |
| At Advanced4 | 1 | (0.1) | # | (†) | 1 | (0.2) | 1 | (0.2) | # | (†) | # | (†) | 1 | (0.6) | # | (†) | # | (†) | # | (†) | # | (†) | 2 | (0.2) | # | (†) | 1 | (0.2) | 2 | (0.4) |
| —Not available. | ||||||||||||||||||||||||||||||
| †Not applicable. | ||||||||||||||||||||||||||||||
| #Rounds to zero. | ||||||||||||||||||||||||||||||
| ‡Reporting standards not met. | ||||||||||||||||||||||||||||||
| 1 Scale ranges from 1 to 300 for all three grades, but scores cannot be compared across grades. For example, a score of 156 at grade 8 does not denote higher performance than a score of 153 at grade 12. | ||||||||||||||||||||||||||||||
| 2 Basic denotes partial mastery of the knowledge and skills that are fundamental for proficient work at a given grade. | ||||||||||||||||||||||||||||||
| 3 Proficient represents solid academic performance. Students reaching this level have demonstrated competency over challenging subject matter. | ||||||||||||||||||||||||||||||
| 4 Advanced signifies superior performance for a given grade. | ||||||||||||||||||||||||||||||
| NOTE: Includes public and private schools. Excludes persons unable to be tested due to limited proficiency in English or due to a disability (if the accommodations provided were not sufficient to enable the test to properly reflect the students' writing proficiency). In 2002, the NAEP national samples of 4th- and 8th-graders were obtained by aggregating the samples from each state, rather than by independently selecting national samples for grades 4 and 8. As a consequence, the size of the national samples increased for these grade levels, and smaller differences were found to be statistically significant than would have been detected in previous assessments. Grade 4 was not included in the 2007 survey. Race categories exclude persons of Hispanic ethnicity. Some data have been revised from previously published figures. Detail may not sum to totals because of rounding. Standard errors appear in parentheses. | ||||||||||||||||||||||||||||||
| SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2002 and 2007 Writing Assessments, retrieved May 6, 2008, from the NAEP Data Explorer (http://nces.ed.gov/nationsreportcard/nde/). (This table was prepared May 2008.) |
