Skip Navigation
Title: NAEP 2004 Trends in Academic Progress Three Decades of Student Performance in Reading and Mathematics
Description: Since 1969, NAEP has conducted ongoing nationwide assessments of student achievement in various subjects. This report presents the results of NAEP's long-term trend assessments in reading and mathematics that were administered in 2004 to students aged 9, 13, and 17. Because these same assessments have been administered at different times during NAEP's 36-year history, it is possible to chart educational progress back to 1971 in reading and 1973 in mathematics. The previous long term trend assessment occurred in 1999. This report provides trend results in terms of average scale scores, percentiles, and five performance levels. Results are described by gender, race/ethnicity, and parentsí highest level of education. The report provides sample test questions for each age level. Overall, the national trend in reading shows improvement across most reporting metrics at age 9 between 1999 and 2004, as well as between 1971 and 2004. Students at age 13 show no significant improvement in recent years, although most reporting metrics indicate that performance in 2004 was higher than in 1971. At age 17, no measurable differences in performance were found between 1971 and 2004 for any reporting metric. The national trend in mathematics shows improvement at ages 9 and 13 from 1973 to 2004, but few changes over the years among 17-year olds. Both 9- and 13-year-olds had higher average scores in 2004 than in any previous assessment year. For 17-year-olds, there were no significant differences between the average score in 2004 and those in 1973 or 1999.
Online Availability:
Cover Date: July 2005
Web Release: July 14, 2005
Print Release:
Publication #: NCES 2005464
Order Your Free Copy Now From Ed Pubs
General Ordering Information
Center/Program: NCES
Type of Product: Statistical Analysis Report
Survey/Program Areas: National Assessment of Educational Progress (NAEP)
Questions: For questions about the content of this Statistical Analysis Report, please contact:
William Tirre.