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-------- ACHIEVEMENT INDICATORS -------- International Achievement in Mathematics and Science Reading Achievement Mathematics Achievement -------- OTHER INDICATORS -------- Dropout Rates Public School Revenues and Expenditures School Crime and Safety High School Transcripts, 2005 Bachelor's Degree Recipients, 10 Years Later -------- PAST INDICATORS -------- Dropout Rates, 2005 International Performance of U.S. 15-Year-Old Students in Science and Mathematics Literacy Public School Revenues and Expenditures Mathematics Achievement Reading Achievement Dropout Rates Computer and Internet Use High School Career and Technical Education (CTE) Students Food and Exercise in Elementary Schools Trends in Adult Literacy First Generation Students in Postsecondary Education Mathematics Achievement Reading Achievement The High School Senior Class of 2004 Trends in Academic Progress Dropout Rates 2002 Dual Credit in U.S. Public High Schools Gender Differences in Postsecondary Education School Crime and Safety, 2002 International Comparisons in Science and Math Trends in Education Equity of Girls and Women Full-day and Half-day Kindergarten Reading Achievement Mathematics Achievement Dropout Rate 2001 Trends in Academic Progress International Comparisons in Reading Literacy Postsecondary Enrollment of Language Minorities Volunteer Service Civics Achievement Geography Achievement History Achievement Science Achievement Writing Achievement The High School Transcript Study Postsecondary Remedial Education Student Victimization Out-of-Field Teaching Postsecondary Attainment School Crime and Safety, 2001 Internet Access

Mathematics Achievement

The 2007 National Assessment of Educational Progress (NAEP) evaluated students’ understanding of mathematics concepts and their ability to apply mathematics to everyday situations. A nationally representative sample of more than 350,000 students at grades 4 and 8 participated in the 2007 mathematics assessment. Comparing these results to results from previous years shows the progress fourth- and eighth-graders are making in the nation.

4th-Grade National Mathematics Results

NAEP mathematics results are reported on a 0-500 scale. Results from the 2007 NAEP mathematics assessment revealed that fourth-graders’ mathematical skills have improved over the last 17 years. Fourth-graders in 2007 scored 2 points higher than in 2005 and 27 points higher than in 1990 (figure 1).

Figure 1. Trend in fourth-grade NAEP mathematics average scores

* Significantly different (p < .05) from 2007.

SOURCE: SOURCE: Figure 1 in Lee, J., Grigg, W., and Dion, G. (2007). The Nation’s Report Card: Mathematics 2007 (NCES 2007-494). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved December 1, 2008, from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007494.

4th-Grade National Mathematics Results, by Race/Ethnicity

Fourth-grade White, Black, Hispanic, and Asian/Pacific Islander students all showed higher average mathematics scores in 2007 than in any of the previous assessments (figure 2). The 35-point¹ gain for Black students from 1990 to 2007 was greater than the gains for White (28 points) and Hispanic students (27 points). American Indian/Alaska Native students showed no significant score change since 2005.

Figure 2. Trends in fourth-grade NAEP mathematics average scores, by race/ethnicity

* Significantly different (p < .05) from 2007.

NOTE: Special analysis raised concerns about the accuracy and precision of national grade 4 Asian/Pacific Islander results in 2000. As a result, they are omitted from this figure. Sample sizes were insufficient to permit reliable estimates for American Indian/Alaska Native fourth-graders in 1990, 1992, and 1996 (accommodations not permitted sample). Black includes African American, Hispanic includes Latino, and Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic origin.

SOURCE: Figure 4 in Lee, J., Grigg, W., and Dion, G. (2007). The Nation’s Report Card: Mathematics 2007 (NCES 2007-494). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved December 1, 2008, from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007494.

8th-Grade National Mathematics Results

Similar to the results for grade 4, the mathematical ability of eighth-graders also continued an upward trend in 2007. The average score in 2007 was higher than the score in any previous assessment. Students scored 3 points higher in 2007 than in 2005 and 19 points higher than in 1990¹ (figure 3).

Figure 3. Trend in eighth-grade NAEP mathematics average scores

* Significantly different (p < .05) from 2007.

SOURCE: Figure 11 in Lee, J., Grigg, W., and Dion, G. (2007). The Nation’s Report Card: Mathematics 2007 (NCES 2007-494). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved December 1, 2008, from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007494.

8th-Grade National Mathematics Results, by Race/Ethnicity

The overall improved performance of eighth-graders was not reflected in all of the five student racial/ethnic groups. White, Black, and Hispanic students showed higher average mathematics scores in 2007 than in all previous assessment years. The score for Asian/Pacific Islander students showed no significant change in comparison to 2005, but was higher than in 1990. No significant change in the score for American Indian/Alaska Native students was seen when compared to previous assessment years (figure 4).

Figure 4. Trends in eighth-grade NAEP mathematics average scores, by race/ethnicity

* Significantly different (p < .05) from 2007.

NOTE: Special analysis raised concerns about the accuracy and precision of national grade 8 Asian/Pacific Islander results in 1996. As a result, they are omitted from this figure. Sample sizes were insufficient to permit reliable estimates for American Indian/Alaska Native eighth-graders in 1990, 1992, and 1996. Black includes African American, Hispanic includes Latino, and Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic origin.

SOURCE: Figure 14 in Lee, J., Grigg, W., and Dion, G. (2007). The Nation’s Report Card: Mathematics 2007 (NCES 2007-494). U.S. Department of Education, Washington, DC: National Center for Education Statistics. Retrieved December 1, 2008, from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007494.

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