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Status and Trends in the Education of Racial and Ethnic Minorities
NCES 2007-039
September 2007


Figure 9e.

Average mathematics scale scores on the long-term trend National Assessment of Educational Progress (NAEP) for 13-year-olds by race/ethnicity: Various years, 1973-2004


Average mathematics scale scores on the long-term trend National Assessment of Educational Progress (NAEP) for 13-year-olds by race/ethnicity: Various years, 1973–2004

NOTE: Excludes persons not enrolled in school and those who were unable to be tested due to limited proficiency in English or due to a disability. Includes public and private schools. A score of 150 implies the knowledge of some basic addition and subtraction facts, and most students at this level can add two-digit numbers without regrouping. They recognize simple situations in which addition and subtraction apply. A score of 200 implies considerable understanding of two-digit numbers and knowledge of some basic multiplication and division facts. A score of 250 implies an initial understanding of the four basic operations. Students at this level can also compare information from graphs and charts and are developing an ability to analyze simple logical relations. A score of 300 implies an ability to compute decimals, simple fractions, and percents. Students at this level can identify geometric figures, measure lengths and angles, and calculate areas of rectangles. They are developing the skills to operate with signed numbers, exponents, and square roots. A score of 350 implies an ability to apply a range of reasoning skills to solve multistep problems. Students at this level can solve routine problems involving fractions and percents, recognize properties of basic geometric figures, and work with exponents and square roots. Scale ranges from 0 to 500. Race categories exclude persons of Hispanic origin. Some data have been revised from previously published figures.
SOURCE: U.S. Department of Education, National Center for Education Statistics (NCES). (2006). Digest of Education Statistics, 2005 (NCES 2006-030), table 118, data from U.S. Department of Education, NCES, National Assessment of Educational Progress (NAEP), various years, 1973–2004 Long-Term Trend Mathematics Assessment.

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