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The Nation's Report Card: Trial Urban District Assessment Mathematics 2005

February 2006

Authors: Bobby D. Rampey, Anthony D. Lutkus, and Gloria S. Dion

PDF Download the complete report in a PDF file for viewing and printing. (641K PDF)


Executive Summary

Mathematics Results for Grade 4
Mathematics Results for Grade 8

NAEP is a sample-based survey assessment that provides periodic reports on student academic performance at the national and state levels. The Trial Urban District Assessment (TUDA), a special project in NAEP, began assessing performance in selected large urban districts in 2002 with reading and writing assessments, and continued in 2003 and 2005 with reading and mathematics assessments. Eleven large urban school districts participated in 2005, with Austin participating for the first time. This report provides the 2005 NAEP mathematics results for the participating districts. The report compares results to public school students’ performance in the nation and in large central cities, and to results for the previous mathematics assessment in 2003, where applicable, using a .05 significance level.

Mathematics Results for Grade 4

In 2005, public school students in Austin and Charlotte had higher average scale scores than students nationally; average scores in the other districts were lower than the national average. Compared with students in large central city public schools nationwide, students in Austin, Charlotte, Houston, New York City, and San Diego had higher average scores and higher percentages performing at or above Basic. Boston had higher percentages at or above Basic. Students in Austin, Charlotte, and San Diego had higher percentages performing at or above Proficient. Atlanta, Chicago, Cleveland, the District of Columbia, and Los Angeles had lower average scores and lower percentages performing at or above Basic and at or above Proficient.

At grade 4, between 2003 and 2005, average scores improved in 8 of the 10 districts that participated in both years. At grade 8, during the same period, average scores improved in 4 of the 10 districts.

Compared to students of the same race/ethnicity in large central city schools, Black students in Austin, Boston, Charlotte, Houston, and New York City had higher average scores and higher percentages performing at or above Basic. Black students in Chicago, the District of Columbia, and Los Angeles had lower average scores and lower percentages performing at or above Basic. Hispanic students in Austin, Charlotte, Houston, and New York City had higher average scores and higher percentages performing at or above Basic. Hispanic students in Chicago, the District of Columbia, and Los Angeles had lower average scores and lower percentages performing at or above Basic.

Between 2003 and 2005, both the average scores and the percentages performing at or above Basic increased in Atlanta, Boston, Cleveland, the District of Columbia, Houston, Los Angeles, New York City, and San Diego. The same districts, except for Atlanta and Cleveland, also showed increases in the percentage of students performing at or above Proficient between 2003 and 2005.

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Mathematics Results for Grade 8

In 2005, average scores for students in Austin and Charlotte were higher than the average score for public school students in the nation, with average scores in the other districts lower. Compared with students in large central cities, students in Austin, Boston, Charlotte, and San Diego had higher average scores and higher percentages performing at or above Basic. Austin, Boston, and Charlotte also had higher percentages of students performing at or above Proficient. Houston had a higher percentage at or above Basic, but a lower percentage at or above Proficient. Students in Atlanta, Chicago, Cleveland, the District of Columbia, and Los Angeles had lower average scores and lower percentages performing at or above Basic and at or above Proficient.

Compared to students of the same race/ethnicity in large central city schools, Black students in Austin, Boston, Charlotte, Houston, and New York City had higher average scores and higher percentages at or above Basic. Black students in Atlanta, Chicago, Cleveland, and the District of Columbia had lower average scores and lower percentages performing at or above Basic. Black students in Los Angeles had lower average scores. Hispanic students in Austin, Chicago, and Houston had higher average scores and higher percentages performing at or above Basic than their large central city peers. Hispanic students in Los Angeles had lower average scores and lower percentages performing at or above Basic.

Between 2003 and 2005, the average scores and the percentages of students performing at or above Basic and at or above Proficient increased in Boston, Houston, Los Angeles, and San Diego.

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PDF Download the complete report in a PDF file for viewing and printing. (641K PDF)

NCES 2006-457r Ordering information

Suggested Citation
Rampey, B.D., Lutkus, A.D., and Dion, G.S. (2006). The Nation’s Report Card: Trial Urban District Assessment Mathematics 2005 (NCES 2006–457r). U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. Washington, D.C.: U.S. Government Printing Office.

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Last updated 17 April 2006 (RH)