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| 2014 Tables and Figures | All Years of Tables and Figures | Most Recent Full Issue of the Digest |
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| Table 221.12. | Average National Assessment of Educational Progress (NAEP) reading scale score and percentage of students attaining selected NAEP reading achievement levels, by selected school and student characteristics and grade: Selected years, 1992 through 2013 |
| [Standard errors appear in parentheses] | ||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Grade and year | Percent of students in school eligible for free or reduced-price lunch | English language learner (ELL) status | Disability status1 | Percent of all students attaining reading achievement levels | ||||||||||||||||||||||||
| Average reading scale score2 | Gap between low-poverty and high-poverty score | Average reading scale score2 | Gap between non-ELL and ELL score | Average reading scale score2 | Gap between non-SD and SD score | Below Basic3 | At or above Basic3 | At or above Profi-cient4 | ||||||||||||||||||||
| 0-25 percent eligible (low poverty) |
26-50 percent eligible | 51-75 percent eligible | 76-100 percent eligible (high poverty) |
ELL | Non-ELL | Identified as student with disability (SD) | Not identified as SD | |||||||||||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | ||||||||||||||
| Grade 4 | ||||||||||||||||||||||||||||
| 19925 | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | 38 | (1.1) | 62 | (1.1) | 29 | (1.2) |
| 19945 | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | 40 | (1.0) | 60 | (1.0) | 30 | (1.1) |
| 1998 | 231 | (1.4) | 218 | (1.6) | 205 | (1.8) | 187 | (3.1) | 44 | (3.4) | 174 | (5.2) | 217 | (1.0) | 43 | (5.3) | 176 | (4.6) | 217 | (1.1) | 41 | (4.7) | 40 | (1.2) | 60 | (1.2) | 29 | (0.9) |
| 2000 | 231 | (1.5) | 218 | (1.3) | 205 | (2.1) | 184 | (2.8) | 48 | (3.2) | 167 | (5.2) | 216 | (1.1) | 49 | (5.3) | 167 | (4.8) | 217 | (1.2) | 50 | (4.9) | 41 | (1.4) | 59 | (1.4) | 29 | (1.1) |
| 2002 | 233 | (0.4) | 221 | (0.5) | 210 | (0.7) | 196 | (0.7) | 37 | (0.9) | 183 | (2.1) | 221 | (0.3) | 38 | (2.1) | 187 | (0.8) | 221 | (0.5) | 34 | (0.9) | 36 | (0.5) | 64 | (0.5) | 31 | (0.4) |
| 2003 | 233 | (0.4) | 221 | (0.5) | 211 | (0.5) | 194 | (0.5) | 39 | (0.7) | 186 | (0.8) | 221 | (0.3) | 35 | (0.8) | 185 | (0.6) | 221 | (0.3) | 36 | (0.6) | 37 | (0.3) | 63 | (0.3) | 31 | (0.3) |
| 2005 | 234 | (0.3) | 221 | (0.3) | 211 | (0.4) | 197 | (0.4) | 37 | (0.5) | 187 | (0.5) | 222 | (0.2) | 35 | (0.6) | 190 | (0.5) | 222 | (0.2) | 32 | (0.6) | 36 | (0.3) | 64 | (0.3) | 31 | (0.2) |
| 2007 | 235 | (0.4) | 223 | (0.4) | 212 | (0.4) | 200 | (0.5) | 35 | (0.7) | 188 | (0.6) | 224 | (0.3) | 36 | (0.6) | 191 | (0.6) | 224 | (0.3) | 33 | (0.7) | 33 | (0.3) | 67 | (0.3) | 33 | (0.3) |
| 2009 | 237 | (0.4) | 223 | (0.5) | 215 | (0.5) | 202 | (0.5) | 35 | (0.6) | 188 | (0.8) | 224 | (0.3) | 36 | (0.8) | 190 | (0.7) | 224 | (0.3) | 35 | (0.7) | 33 | (0.3) | 67 | (0.3) | 33 | (0.4) |
| 2011 | 238 | (0.5) | 226 | (0.5) | 217 | (0.4) | 203 | (0.5) | 35 | (0.7) | 188 | (0.8) | 225 | (0.3) | 36 | (0.9) | 186 | (0.5) | 225 | (0.3) | 39 | (0.6) | 33 | (0.3) | 67 | (0.3) | 34 | (0.4) |
| 2013 | 240 | (0.4) | 227 | (0.5) | 218 | (0.6) | 203 | (0.4) | 37 | (0.6) | 187 | (0.7) | 226 | (0.3) | 38 | (0.7) | 184 | (0.6) | 227 | (0.3) | 42 | (0.7) | 32 | (0.3) | 68 | (0.3) | 35 | (0.3) |
| Grade 8 | ||||||||||||||||||||||||||||
| 19925 | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | 31 | (1.0) | 69 | (1.0) | 29 | (1.1) |
| 19945 | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | 30 | (0.9) | 70 | (0.9) | 30 | (0.9) |
| 1998 | 273 | (1.1) | 262 | (1.3) | 252 | (2.1) | 240 | (1.8) | 33 | (2.1) | 218 | (2.5) | 264 | (0.7) | 46 | (2.6) | 224 | (3.7) | 266 | (0.7) | 42 | (3.7) | 27 | (0.8) | 73 | (0.8) | 32 | (1.1) |
| 2000 | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) |
| 2002 | 276 | (0.6) | 264 | (0.6) | 254 | (0.8) | 240 | (1.1) | 36 | (1.3) | 224 | (1.4) | 266 | (0.4) | 42 | (1.4) | 228 | (1.0) | 268 | (0.4) | 39 | (1.0) | 25 | (0.5) | 75 | (0.5) | 33 | (0.5) |
| 2003 | 275 | (0.4) | 263 | (0.4) | 253 | (0.6) | 239 | (1.0) | 36 | (1.1) | 222 | (1.5) | 265 | (0.3) | 43 | (1.5) | 225 | (0.6) | 267 | (0.3) | 42 | (0.6) | 26 | (0.3) | 74 | (0.3) | 32 | (0.3) |
| 2005 | 274 | (0.3) | 262 | (0.3) | 252 | (0.4) | 240 | (0.6) | 34 | (0.7) | 224 | (0.9) | 264 | (0.2) | 40 | (0.9) | 227 | (0.5) | 266 | (0.2) | 39 | (0.5) | 27 | (0.2) | 73 | (0.2) | 31 | (0.2) |
| 2007 | 275 | (0.4) | 263 | (0.4) | 253 | (0.5) | 241 | (0.7) | 34 | (0.8) | 223 | (1.1) | 265 | (0.2) | 42 | (1.1) | 227 | (0.6) | 266 | (0.2) | 39 | (0.6) | 26 | (0.2) | 74 | (0.2) | 31 | (0.2) |
| 2009 | 277 | (0.5) | 265 | (0.4) | 256 | (0.6) | 243 | (0.7) | 34 | (0.8) | 219 | (1.0) | 266 | (0.2) | 47 | (1.0) | 230 | (0.6) | 267 | (0.3) | 37 | (0.7) | 25 | (0.3) | 75 | (0.3) | 32 | (0.4) |
| 2011 | 279 | (0.4) | 268 | (0.4) | 258 | (0.5) | 247 | (0.5) | 32 | (0.7) | 224 | (1.0) | 267 | (0.2) | 44 | (1.0) | 231 | (0.5) | 269 | (0.2) | 38 | (0.6) | 24 | (0.3) | 76 | (0.3) | 34 | (0.3) |
| 2013 | 282 | (0.5) | 270 | (0.5) | 261 | (0.4) | 249 | (0.5) | 33 | (0.7) | 225 | (0.9) | 270 | (0.2) | 45 | (1.0) | 232 | (0.6) | 272 | (0.2) | 39 | (0.7) | 22 | (0.3) | 78 | (0.3) | 36 | (0.3) |
| Grade 12 | ||||||||||||||||||||||||||||
| 19925 | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | 20 | (0.6) | 80 | (0.6) | 40 | (0.8) |
| 19945 | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | 25 | (0.7) | 75 | (0.7) | 36 | (1.0) |
| 1998 | 296 | (0.9) | 284 | (1.7) | 275 | (2.0) | 272 | (3.3) | 23 | (3.4) | 244 | (2.6) | 291 | (0.6) | 46 | (2.7) | 244 | (3.2) | 292 | (0.6) | 48 | (3.2) | 24 | (0.7) | 76 | (0.7) | 40 | (0.7) |
| 2000 | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) |
| 2002 | 293 | (0.9) | 282 | (1.6) | 275 | (2.6) | 268 | (2.4) | 25 | (2.6) | 245 | (2.4) | 288 | (0.7) | 43 | (2.5) | 247 | (2.0) | 289 | (0.7) | 42 | (2.1) | 26 | (0.8) | 74 | (0.8) | 36 | (0.8) |
| 2003 | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) |
| 2005 | 292 | (1.1) | 282 | (1.1) | 273 | (1.8) | 266 | (2.0) | 26 | (2.3) | 247 | (2.4) | 288 | (0.6) | 40 | (2.4) | 244 | (1.8) | 289 | (0.6) | 45 | (1.9) | 27 | (0.8) | 73 | (0.8) | 35 | (0.7) |
| 2007 | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) |
| 2009 | 299 | (1.1) | 286 | (0.8) | 276 | (1.1) | 266 | (1.0) | 33 | (1.5) | 240 | (2.1) | 290 | (0.7) | 50 | (2.2) | 253 | (1.4) | 291 | (0.7) | 38 | (1.6) | 26 | (0.6) | 74 | (0.6) | 38 | (0.8) |
| 2011 | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) |
| 2013 | 302 | (1.1) | 289 | (0.9) | 280 | (0.9) | 268 | (1.5) | 35 | (1.9) | 237 | (1.9) | 290 | (0.5) | 53 | (2.0) | 252 | (1.4) | 292 | (0.6) | 40 | (1.5) | 25 | (0.6) | 75 | (0.6) | 38 | (0.7) |
| —Not available. | ||||||||||||||||||||||||||||
| †Not applicable. | ||||||||||||||||||||||||||||
| ‡Reporting standards not met (too few cases for a reliable estimate). | ||||||||||||||||||||||||||||
| 1 The student with disability (SD) variable used in this table includes students who have a 504 plan, even if they do not have an Individualized Education Plan (IEP). | ||||||||||||||||||||||||||||
| 2 Scale ranges from 0 to 500. | ||||||||||||||||||||||||||||
| 3 Basic denotes partial mastery of the knowledge and skills that are fundamental for proficient work at a given grade. | ||||||||||||||||||||||||||||
| 4 Proficient represents solid academic performance. Students reaching this level have demonstrated competency over challenging subject matter. | ||||||||||||||||||||||||||||
| 5 Accommodations were not permitted for this assessment. | ||||||||||||||||||||||||||||
| NOTE: Includes public and private schools. For 1998 and later years, includes students tested with accommodations (1 to 11 percent of all students, depending on grade level and year); excludes only those students with disabilities and English language learners who were unable to be tested even with accommodations (2 to 6 percent of all students). | ||||||||||||||||||||||||||||
| SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1992, 1994, 1998, 2000, 2002, 2003, 2005, 2007, 2009, 2011, and 2013 Reading Assessments, retrieved June 16, 2014, from the Main NAEP Data Explorer (http://nces.ed.gov/nationsreportcard/naepdata/). (This table was prepared September 2014.) |
