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| 2015 Tables and Figures | All Years of Tables and Figures | Most Recent Full Issue of the Digest |
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| Table 222.12. | Average National Assessment of Educational Progress (NAEP) mathematics scale score and percentage of students attaining selected NAEP mathematics achievement levels, by selected school and student characteristics and grade: Selected years, 1990 through 2015 |
| [Standard errors appear in parentheses] | ||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Grade and year | Percent of students in school eligible for free or reduced-price lunch | English language learner (ELL) status | Disability status1 | Percent of all students attaining mathematics achievement levels | ||||||||||||||||||||||||
| Average mathematics scale score2 | Gap between low-poverty and high-poverty score | Average mathematics scale score2 | Gap between non-ELL and ELL score | Average mathematics scale score2 | Gap between non-SD and SD score | Below Basic3 | At or above Basic3 | At or above Profi-cient4 | ||||||||||||||||||||
| 0-25 percent eligible (low poverty) |
26-50 percent eligible | 51-75 percent eligible | 76-100 percent eligible (high poverty) |
ELL | Non-ELL | Identified as student with disability (SD) | Not identified as SD | |||||||||||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | ||||||||||||||
| Grade 4 | ||||||||||||||||||||||||||||
| 19905 | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | 50 | (1.4) | 50 | (1.4) | 13 | (1.2) |
| 19925 | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | 41 | (1.0) | 59 | (1.0) | 18 | (1.0) |
| 1996 | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | 201 | (3.6) | 225 | (0.9) | 24 | (3.7) | 204 | (2.9) | 225 | (1.1) | 22 | (3.1) | 37 | (1.3) | 63 | (1.3) | 21 | (1.1) |
| 2000 | 239 | (1.2) | 227 | (1.2) | 216 | (1.5) | 205 | (1.2) | 34 | (1.7) | 199 | (2.0) | 227 | (0.8) | 28 | (2.1) | 198 | (2.2) | 228 | (0.9) | 30 | (2.4) | 35 | (1.3) | 65 | (1.3) | 24 | (1.0) |
| 2003 | 247 | (0.3) | 237 | (0.3) | 229 | (0.4) | 216 | (0.5) | 31 | (0.6) | 214 | (0.6) | 237 | (0.2) | 23 | (0.6) | 214 | (0.4) | 237 | (0.2) | 23 | (0.4) | 23 | (0.3) | 77 | (0.3) | 32 | (0.3) |
| 2005 | 250 | (0.3) | 240 | (0.3) | 232 | (0.3) | 220 | (0.3) | 30 | (0.4) | 216 | (0.5) | 240 | (0.1) | 24 | (0.5) | 219 | (0.4) | 240 | (0.2) | 22 | (0.4) | 20 | (0.2) | 80 | (0.2) | 36 | (0.2) |
| 2007 | 252 | (0.3) | 242 | (0.3) | 234 | (0.3) | 222 | (0.4) | 30 | (0.5) | 217 | (0.5) | 242 | (0.2) | 25 | (0.5) | 220 | (0.4) | 242 | (0.2) | 22 | (0.4) | 18 | (0.2) | 82 | (0.2) | 39 | (0.3) |
| 2009 | 254 | (0.4) | 242 | (0.4) | 234 | (0.4) | 223 | (0.4) | 31 | (0.6) | 218 | (0.6) | 242 | (0.2) | 24 | (0.7) | 221 | (0.5) | 242 | (0.2) | 21 | (0.5) | 18 | (0.3) | 82 | (0.3) | 39 | (0.3) |
| 2011 | 255 | (0.4) | 245 | (0.4) | 237 | (0.3) | 226 | (0.3) | 29 | (0.6) | 219 | (0.5) | 243 | (0.2) | 24 | (0.5) | 218 | (0.4) | 244 | (0.2) | 26 | (0.5) | 18 | (0.2) | 82 | (0.2) | 40 | (0.3) |
| 2013 | 257 | (0.4) | 246 | (0.4) | 238 | (0.5) | 226 | (0.5) | 31 | (0.6) | 219 | (0.6) | 244 | (0.2) | 25 | (0.6) | 218 | (0.5) | 245 | (0.2) | 26 | (0.5) | 17 | (0.2) | 83 | (0.2) | 42 | (0.3) |
| 2015 | 257 | (0.7) | 245 | (0.5) | 237 | (0.5) | 226 | (0.5) | 30 | (0.8) | 218 | (0.7) | 243 | (0.3) | 25 | (0.8) | 218 | (0.5) | 244 | (0.3) | 26 | (0.5) | 18 | (0.3) | 82 | (0.3) | 40 | (0.4) |
| Grade 8 | ||||||||||||||||||||||||||||
| 19905 | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | 48 | (1.4) | 52 | (1.4) | 15 | (1.1) |
| 19925 | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | 42 | (1.1) | 58 | (1.1) | 21 | (1.0) |
| 1996 | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | 226 | (3.2) | 272 | (1.0) | 46 | (3.4) | 231 | (2.7) | 273 | (0.9) | 42 | (2.9) | 39 | (1.0) | 61 | (1.0) | 23 | (1.0) |
| 2000 | 287 | (1.1) | 270 | (1.4) | 260 | (1.8) | 246 | (2.2) | 41 | (2.4) | 234 | (2.7) | 274 | (0.8) | 40 | (2.8) | 230 | (2.1) | 276 | (0.8) | 47 | (2.3) | 37 | (0.9) | 63 | (0.9) | 26 | (0.8) |
| 2003 | 291 | (0.4) | 278 | (0.4) | 266 | (0.7) | 251 | (0.7) | 40 | (0.8) | 242 | (1.0) | 279 | (0.3) | 38 | (1.0) | 242 | (0.6) | 282 | (0.3) | 39 | (0.6) | 32 | (0.3) | 68 | (0.3) | 29 | (0.3) |
| 2005 | 293 | (0.4) | 280 | (0.3) | 268 | (0.4) | 254 | (0.6) | 38 | (0.7) | 244 | (0.8) | 281 | (0.2) | 37 | (0.8) | 245 | (0.5) | 283 | (0.2) | 38 | (0.5) | 31 | (0.2) | 69 | (0.2) | 30 | (0.2) |
| 2007 | 296 | (0.4) | 282 | (0.4) | 271 | (0.6) | 259 | (0.7) | 37 | (0.8) | 246 | (0.8) | 283 | (0.3) | 38 | (0.8) | 246 | (0.6) | 285 | (0.3) | 38 | (0.7) | 29 | (0.3) | 71 | (0.3) | 32 | (0.3) |
| 2009 | 298 | (0.5) | 284 | (0.5) | 274 | (0.7) | 260 | (0.7) | 38 | (0.8) | 243 | (0.9) | 285 | (0.3) | 42 | (0.9) | 249 | (0.5) | 287 | (0.3) | 38 | (0.6) | 27 | (0.3) | 73 | (0.3) | 34 | (0.3) |
| 2011 | 300 | (0.5) | 287 | (0.5) | 276 | (0.7) | 264 | (0.7) | 36 | (0.9) | 244 | (1.0) | 286 | (0.2) | 42 | (1.0) | 250 | (0.6) | 288 | (0.2) | 38 | (0.7) | 27 | (0.2) | 73 | (0.2) | 35 | (0.2) |
| 2013 | 301 | (0.5) | 289 | (0.5) | 277 | (0.4) | 265 | (0.6) | 36 | (0.8) | 246 | (0.8) | 287 | (0.3) | 41 | (0.8) | 249 | (0.5) | 289 | (0.3) | 40 | (0.6) | 26 | (0.3) | 74 | (0.3) | 35 | (0.3) |
| 2015 | 301 | (0.6) | 287 | (0.5) | 276 | (0.7) | 264 | (0.7) | 38 | (1.0) | 246 | (0.8) | 284 | (0.3) | 38 | (0.8) | 247 | (0.5) | 287 | (0.3) | 40 | (0.6) | 29 | (0.3) | 71 | (0.3) | 33 | (0.3) |
| Grade 12 | ||||||||||||||||||||||||||||
| 19905 | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) |
| 19925 | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) |
| 1996 | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) |
| 2000 | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) | [6] | (†) |
| 2003 | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) |
| 2005 | 158 | (1.0) | 147 | (1.0) | 136 | (1.3) | 122 | (2.7) | 36 | (2.8) | 120 | (2.5) | 151 | (0.6) | 31 | (2.5) | 114 | (1.8) | 153 | (0.6) | 39 | (1.9) | 39 | (0.8) | 61 | (0.8) | 23 | (0.7) |
| 2007 | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) |
| 2009 | 166 | (1.3) | 150 | (0.7) | 140 | (1.2) | 130 | (1.7) | 36 | (2.1) | 117 | (1.7) | 154 | (0.7) | 38 | (1.9) | 120 | (1.2) | 156 | (0.7) | 36 | (1.4) | 36 | (0.8) | 64 | (0.8) | 26 | (0.8) |
| 2011 | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) |
| 2013 | 169 | (1.0) | 155 | (0.6) | 143 | (1.0) | 134 | (1.2) | 35 | (1.6) | 109 | (1.7) | 155 | (0.5) | 46 | (1.8) | 119 | (1.0) | 157 | (0.5) | 38 | (1.2) | 35 | (0.7) | 65 | (0.7) | 26 | (0.6) |
| 2015 | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) | — | (†) |
| —Not available. | ||||||||||||||||||||||||||||
| †Not applicable. | ||||||||||||||||||||||||||||
| 1 The student with disability (SD) variable used in this table includes students who have a 504 plan, even if they do not have an Individualized Education Plan (IEP). | ||||||||||||||||||||||||||||
| 2 For the grade 4 and grade 8 assessments, the scale ranges from 0 to 500. For the grade 12 assessment, the scale ranges from 0 to 300. | ||||||||||||||||||||||||||||
| 3 Basic denotes partial mastery of the knowledge and skills that are fundamental for proficient work at a given grade. | ||||||||||||||||||||||||||||
| 4 Proficient represents solid academic performance. Students reaching this level have demonstrated competency over challenging subject matter. | ||||||||||||||||||||||||||||
| 5 Accommodations were not permitted for this assessment. | ||||||||||||||||||||||||||||
| 6 Because of major changes to the framework and content of the grade 12 assessment, results from 2005 and later assessment years cannot be compared with results from earlier assessment years. Therefore, this table does not include results from the earlier grade 12 assessment years (1990, 1992, 1996, and 2000). For data pertaining to comparisons between earlier years, see the Digest of Education Statistics 2009, table 138 (http://nces.ed.gov/programs/digest/d09/tables/dt09_138.asp). | ||||||||||||||||||||||||||||
| NOTE: Includes public and private schools. For 1996 and later years, includes students tested with accommodations (1 to 14 percent of all students, depending on grade level and year); excludes only those students with disabilities and English language learners who were unable to be tested even with accommodations (1 to 4 percent of all students). | ||||||||||||||||||||||||||||
| SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1990, 1992, 1996, 2000, 2003, 2005, 2007, 2009, 2011, 2013, and 2015 Mathematics Assessments, retrieved October 29, 2015, from the Main NAEP Data Explorer (http://nces.ed.gov/nationsreportcard/naepdata/). (This table was prepared October 2015.) |
