Skip to main content
Skip Navigation

NAEP 1996 Mathematics State Reports

June 1997

Authors: Clyde M. Reese, Laura Jerry, and Nada Ballator (Educational Testing Service), et al.

U.S. map N.E. U.S. map  WA  MT  ND  WY  UT  CO  NE  CA  AZ  NM  TX  MN  IA  MO  AR  LA  MS  TN  KY  IN  MI  AL  GA  SC  FL  NC  WV  HI  GU  DDESS Domestic  DoDDS International  OR  NV  AK  WI  MI  ME  VA

All reports are in PDF format:
Alabama 1,603K | Alaska 1,570K | Arizona 1,608K | Arkansas 1,607K | California 1,638K | Colorado 1,626K | Connecticut 1,637K | Delaware 1,590K | District of Columbia 1,587K | Florida 1,586K | Georgia 1,626K | Hawaii 1,597K | Indiana 1,617K | Iowa 1,639K | Kentucky 1,608K | Louisiana 1,626K | Maine 1,605K | Maryland 1,607K | Massachusetts 1,642K | Michigan 1,638K | Minnesota 1,659K | Mississippi 1,587K | Missouri 1,617K | Montana 1,607K | Nebraska 1,641K | Nevada 1,187K | New Hampshire 501K | New Jersey 1,103K | New Mexico 1,629K | New York 1,653K | North Carolina 1,598K | North Dakota 1,632K | Oregon 1,573K | Pennsylvania 1,021K | Rhode Island 1,638K | South Carolina 1,598K | Tennessee 1,571K | Texas 1,624K | Utah 1,598K | Vermont 1,607K | Virginia 1,603K | Washington 1,599K | West Virginia 1,595K | Wisconsin 1,604K | Wyoming 1,612K | DDESS Domestic 1,506K | DoDDS International 1,514K | Guam 1,545K


The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. NAEP is authorized by Congress and directed by the National Center for Education Statistics of the U.S. Department of Education. The National Assessment Governing Board (NAGB), an independent body, provides policy guidance for NAEP.

Since its inception in 1969, NAEP's mission has been to collect, analyze, and produce valid and reliable information about the academic performance of students in the United States in various learning areas. In 1990, the mission of NAEP was expanded to provide state-by-state results on academic achievement. Participation in the state-by-state NAEP is usually voluntary (a few state legislatures have mandated participation) and has grown from 40 states and territories in 1990 to 48 in 1996.

The NAEP mathematics assessment has been in constant evolution since its inception in 1973. Major changes took place in the 1990s to complement the Curriculum and Evaluation Standards for School Mathematics published in 1989 by the National Council of Teachers of Mathematics (NCTM). A new mathematics framework was used for the 1990, 1992, and 1996 assessments, enabling policy makers and educators to track mathematics achievement since the release of the Standards. The 1996 update of the framework reflected refinements in the specifications governing the development of the 1996 assessment while assuring comparability of results across the 1990, 1992, and 1996 assessments.

The NAEP assessment measures a mathematics domain containing five content strands (number sense, properties, and operations; measurement; geometry and spatial sense; data analysis, statistics, and probability; and algebra and functions). Questions involving content from one or more of the strands are also categorized according to the domains of mathematical abilities and mathematical power.

Each student in the state mathematics assessment received a booklet containing a set of general background questions, a set of subject-specific background questions, and three sets, or blocks, of cognitive questions. At each grade level, the cognitive questions consisted of multiple-choice and constructed-response questions. Short constructed-response questions required students to provide answers to computation problems or to describe solutions in one or two sentences. Extended constructed-response questions required students to provide longer answers (e.g., a description of possibilities, a more involved computational analysis, or a description of a pattern and its implications). More than 50 percent of student assessment time was devoted to constructed-response questions.

The report for each participating state describes mathematics performance for representative samples of fourth and/or eighth graders in public and/or nonpublic schools in the state and compares the results for various groups of students within these populations -- for example, those who have certain demographic characteristics or who responded to a specific background question in a particular way. (Results for nonpublic-school students are provided only if a state met guidelines for minimum participation rates.) Trend results are provided for those states that also participated in the 1990 and/or 1992 mathematics assessments.

The reports examine the results for individual demographic groups and for individual background questions. They do not include an analysis of the relationships among combinations of these subpopulations of background questions. Results are reported for subpopulations only when sufficient numbers of students and adequate school representation are present. However, the data for all students assessed in a state, regardless of whether their subgroup was reported separately, are included in computing overall results.


List of NCES Publication Numbers for NAEP 1996 Mathematics State Reports

Ordering information

Last updated 21 March 2001 (PO'R)

Go to Top of Page