The percentage of 4th-grade students scoring at or above the Proficient level was higher in 2015 (38 percent) than in 2009 (34 percent), according to data from the National Assessment of Educational Progress. In addition, the percentage of 8th-grade students scoring at or above the Proficient level was higher in 2015 (34 percent) than in 2009 (30 percent). The percentage of 12th-grade students scoring at or above the Proficient level in 2015 (22 percent) was not measurably different from the percentage in 2009.
The National Assessment of Educational Progress (NAEP) assesses student performance in science at grades 4, 8, and 12 in both public and private schools across the nation. The NAEP science assessment was designed to measure students’ knowledge of three content areas: physical science, life science, and Earth and space sciences. NAEP science scores range from 0 to 300 for all three grades. NAEP achievement levels define what students should know and be able to do: Basic indicates partial mastery of fundamental skills, and Proficient indicates demonstrated competency over challenging subject matter. The most recent science assessments were conducted in 2015 for grades 4, 8, and 12. Prior to 2015, grades 4 and 12 were last assessed in 2009 while grade 8 was assessed in 2011 and 2009.1
Select a subgroup characteristic from drop-down menu below to view relevant text and figures.
— Not available.
NOTE: Includes public and private schools. Scale ranges from 0 to 300 for all grades, but scores cannot be compared across grades. Assessment was not conducted for grades 4 and 12 in 2011.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009, 2011, and 2015 Science Assessment, NAEP Data Explorer. See Digest of Education Statistics 2016, table 223.10.
NOTE: Includes public and private schools. Achievement levels define what students should know and be able to do: Basic indicates partial mastery of fundamental skills, and Proficient indicates solid academic performance and competency over challenging subject matter.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009, 2011, and 2015 Science Assessment, NAEP Data Explorer. See Digest of Education Statistics 2016, table 223.10.
— Not available.
1 In 2009, students in the "Two or more races" category were categorized as "Unclassified."
NOTE: Includes public and private schools. Scale ranges from 0 to 300 for all grades, but scores cannot be compared across grades. Assessment was not conducted for grades 4 and 12 in 2011. Race categories exclude persons of Hispanic ethnicity.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009, 2011, and 2015 Science Assessment, NAEP Data Explorer. See Digest of Education Statistics 2016, table 223.10.
— Not available.
NOTE: Includes public and private schools. Scale ranges from 0 to 300 for all grades, but scores cannot be compared across grades. Assessment was not conducted for grades 4 and 12 in 2011.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009, 2011, and 2015 Science Assessment, NAEP Data Explorer. See Digest of Education Statistics 2016, table 223.10.
NOTE: Scale ranges from 0 to 300 for all grades, but scores cannot be compared across grades. "Gain" is defined as a significant increase from 2009 to 2015, "no change" is defined as no significant change from 2009 to 2015, and "loss" is defined as a significant decrease from 2009 to 2015.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 and 2015 Science Assessment, NAEP Data Explorer. See Digest of Education Statistics 2016, table 223.20.
1 In 2009, a new science framework was introduced at all grade levels. A variety of factors made it necessary to create a new framework: the publication of National Science Education Standards (1996) and Benchmarks for Scientific Literacy (1993), advances in both science and cognitive research, the growth in national and international science assessments, advances in innovative assessment approaches, and the need to incorporate accommodations so that the widest possible range of students can be fairly assessed. Consequently, the science results in 2009 and subsequent years cannot be compared to previous assessments, and a new trend line was established beginning in 2009.
2 In 2009, students in the “Two or more races” category were categorized as “Unclassified.”
3 High-poverty schools are defined as schools where 76 percent or more of students are eligible for free or reduced-price lunch (FRPL). Mid-high poverty schools are schools where 51 to 75 percent of students are eligible for FRPL, and mid-low poverty schools are schools where 26 to 50 percent of students are eligible for FRPL. Low-poverty schools are defined as schools where 25 percent or less of students are eligible for FRPL.
4 In 2015, Alaska, Colorado, the District of Columbia, Louisiana, and Pennsylvania did not participate or did not meet the minimum participation guidelines for reporting at grades 4 and 8.
5 2009 NAEP science assessment results are not available for Alaska, the District of Columbia, Kansas, Nebraska, and Vermont, and 2015 results are not available for Alaska, Colorado, the District of Columbia, Louisiana, and Pennsylvania. States either did not participate or did not meet the minimum participation guidelines for reporting.