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| Table 222.35. | Average National Assessment of Educational Progress (NAEP) mathematics scale score of 12th-graders with various attitudes toward mathematics and percentage reporting these attitudes, by selected student characteristics: 2013 |
| [Standard errors appear in parentheses] | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Student characteristic | Math work is engaging and interesting | Math work is challenging | Math work is too easy | |||||||||||||||||||||
| Never or hardly ever | Sometimes | Often | Always/ almost always | Never or hardly ever | Sometimes | Often | Always/ almost always | Never or hardly ever | Sometimes | Often | Always/ almost always | |||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | ||||||||||||
| Average scale score1 | ||||||||||||||||||||||||
| All students | 145 | (0.6) | 155 | (0.6) | 165 | (0.8) | 166 | (1.0) | 158 | (1.4) | 157 | (0.7) | 158 | (0.6) | 154 | (1.0) | 156 | (0.7) | 156 | (0.6) | 158 | (1.0) | 162 | (1.1) |
| Sex | ||||||||||||||||||||||||
| Male | 146 | (0.9) | 158 | (0.8) | 167 | (1.1) | 169 | (1.3) | 161 | (1.8) | 160 | (0.9) | 158 | (0.8) | 155 | (1.2) | 157 | (1.1) | 157 | (0.8) | 163 | (1.2) | 165 | (1.5) |
| Female | 145 | (0.8) | 153 | (0.8) | 163 | (1.0) | 164 | (1.4) | 154 | (1.8) | 153 | (0.9) | 157 | (0.9) | 154 | (1.3) | 156 | (0.8) | 154 | (0.8) | 152 | (1.2) | 157 | (1.8) |
| Race/ethnicity | ||||||||||||||||||||||||
| White | 152 | (0.8) | 164 | (0.7) | 175 | (1.1) | 179 | (1.4) | 165 | (1.5) | 165 | (0.8) | 166 | (0.8) | 163 | (1.2) | 163 | (0.9) | 165 | (0.8) | 168 | (1.1) | 169 | (1.4) |
| Black | 127 | (1.3) | 133 | (1.3) | 139 | (1.4) | 135 | (2.4) | 136 | (2.4) | 134 | (1.3) | 134 | (1.3) | 129 | (1.6) | 133 | (1.7) | 132 | (1.1) | 134 | (1.9) | 136 | (2.6) |
| Hispanic | 135 | (1.3) | 142 | (1.0) | 147 | (1.3) | 154 | (1.7) | 141 | (3.5) | 144 | (0.9) | 144 | (1.1) | 141 | (1.5) | 144 | (1.4) | 142 | (0.9) | 144 | (1.6) | 150 | (2.7) |
| Asian | 167 | (2.9) | 173 | (2.3) | 182 | (2.3) | 187 | (3.1) | 188 | (4.0) | 179 | (2.0) | 174 | (2.2) | 176 | (3.3) | 181 | (2.2) | 174 | (2.3) | 176 | (2.7) | 185 | (3.6) |
| Pacific Islander | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) |
| American Indian/Alaska Native | 137 | (7.7) | 149 | (4.3) | 140 | (5.8) | ‡ | (†) | ‡ | (†) | 140 | (7.3) | 145 | (5.2) | ‡ | (†) | 145 | (3.8) | 141 | (4.8) | ‡ | (†) | ‡ | (†) |
| Two or more races | 145 | (3.9) | 156 | (2.4) | 168 | (5.3) | ‡ | (†) | ‡ | (†) | 159 | (3.8) | 158 | (3.3) | 153 | (3.7) | 158 | (3.7) | 153 | (3.1) | 160 | (6.2) | ‡ | (†) |
| Eligibility for free or reduced-price lunch |
||||||||||||||||||||||||
| Eligible | 133 | (0.9) | 139 | (0.8) | 146 | (1.2) | 148 | (1.9) | 143 | (1.8) | 142 | (0.9) | 141 | (1.0) | 137 | (1.3) | 139 | (1.2) | 139 | (1.0) | 143 | (1.4) | 149 | (1.8) |
| Not eligible | 151 | (0.8) | 164 | (0.7) | 175 | (0.9) | 177 | (1.2) | 166 | (1.6) | 165 | (0.7) | 166 | (0.7) | 163 | (1.2) | 163 | (0.8) | 165 | (0.7) | 167 | (1.1) | 169 | (1.5) |
| Unknown | 155 | (2.8) | 165 | (2.3) | 175 | (3.6) | 183 | (3.9) | 174 | (4.8) | 169 | (3.1) | 166 | (2.8) | 165 | (2.9) | 166 | (2.6) | 167 | (2.9) | 169 | (4.3) | ‡ | (†) |
| Highest education level of either parent2 | ||||||||||||||||||||||||
| Did not finish high school | 131 | (2.0) | 136 | (1.4) | 144 | (1.8) | 148 | (3.2) | 137 | (4.3) | 139 | (1.6) | 140 | (1.7) | 136 | (1.5) | 136 | (1.6) | 138 | (1.5) | 141 | (2.0) | 148 | (3.9) |
| Graduated high school | 134 | (1.2) | 141 | (1.1) | 147 | (1.4) | 152 | (2.4) | 147 | (2.9) | 142 | (1.1) | 142 | (1.2) | 137 | (1.8) | 140 | (1.5) | 141 | (0.9) | 142 | (2.1) | 150 | (2.9) |
| Some education after high school | 141 | (1.1) | 153 | (1.0) | 161 | (1.4) | 162 | (1.9) | 156 | (2.5) | 152 | (1.2) | 153 | (1.0) | 152 | (1.3) | 151 | (1.0) | 152 | (0.9) | 155 | (1.5) | 159 | (2.0) |
| Graduated college | 155 | (0.9) | 166 | (0.8) | 177 | (1.0) | 178 | (1.4) | 169 | (1.7) | 168 | (0.8) | 169 | (0.8) | 166 | (1.2) | 167 | (0.9) | 167 | (0.8) | 171 | (1.2) | 171 | (1.5) |
| Percent of students | ||||||||||||||||||||||||
| All students | 26 | (0.5) | 36 | (0.5) | 27 | (0.5) | 11 | (0.4) | 7 | (0.2) | 35 | (0.5) | 37 | (0.5) | 21 | (0.4) | 32 | (0.5) | 47 | (0.5) | 15 | (0.3) | 6 | (0.3) |
| Sex | ||||||||||||||||||||||||
| Male | 25 | (0.6) | 35 | (0.6) | 28 | (0.7) | 12 | (0.5) | 8 | (0.4) | 36 | (0.7) | 37 | (0.7) | 18 | (0.5) | 27 | (0.6) | 48 | (0.7) | 18 | (0.4) | 7 | (0.4) |
| Female | 27 | (0.7) | 37 | (0.7) | 25 | (0.5) | 11 | (0.4) | 6 | (0.3) | 34 | (0.7) | 36 | (0.6) | 23 | (0.6) | 36 | (0.8) | 47 | (0.7) | 13 | (0.4) | 4 | (0.3) |
| Race/ethnicity | ||||||||||||||||||||||||
| White | 28 | (0.6) | 35 | (0.6) | 27 | (0.6) | 10 | (0.4) | 8 | (0.4) | 35 | (0.6) | 37 | (0.7) | 21 | (0.5) | 34 | (0.7) | 45 | (0.7) | 14 | (0.4) | 6 | (0.3) |
| Black | 27 | (1.0) | 37 | (1.0) | 24 | (1.0) | 13 | (0.9) | 8 | (0.5) | 37 | (1.3) | 34 | (1.0) | 22 | (1.2) | 32 | (1.0) | 48 | (1.2) | 14 | (0.8) | 6 | (0.5) |
| Hispanic | 24 | (0.9) | 35 | (1.0) | 28 | (0.8) | 13 | (0.7) | 6 | (0.3) | 35 | (1.0) | 39 | (1.0) | 20 | (0.8) | 25 | (0.8) | 52 | (1.0) | 18 | (0.8) | 6 | (0.5) |
| Asian | 13 | (1.1) | 37 | (1.5) | 32 | (1.6) | 17 | (1.4) | 6 | (1.1) | 36 | (1.8) | 36 | (1.7) | 21 | (1.6) | 24 | (1.7) | 49 | (2.1) | 20 | (1.7) | 8 | (1.1) |
| Pacific Islander | 20 | (5.5) | 42 | (7.2) | 18 | (4.6) | 20 | (6.7) | 7 | (3.9) | 32 | (7.0) | 31 | (7.1) | 31 | (5.8) | 36 | (7.7) | 41 | (6.5) | 19 | (6.1) | 4 | (2.5) |
| American Indian/Alaska Native | 27 | (4.9) | 40 | (5.1) | 22 | (4.8) | 11 | (3.0) | 10 | (3.1) | 30 | (6.9) | 38 | (5.8) | 22 | (4.0) | 30 | (6.0) | 50 | (6.0) | 11 | (4.2) | 10 | (3.6) |
| Two or more races | 28 | (2.6) | 40 | (3.3) | 22 | (2.7) | 10 | (1.7) | 6 | (1.3) | 36 | (3.3) | 37 | (3.2) | 21 | (2.7) | 35 | (3.3) | 46 | (3.0) | 13 | (2.2) | 6 | (1.6) |
| Eligibility for free or reduced-price lunch |
||||||||||||||||||||||||
| Eligible | 25 | (0.6) | 35 | (0.7) | 27 | (0.8) | 12 | (0.6) | 7 | (0.4) | 36 | (0.8) | 35 | (0.8) | 21 | (0.6) | 27 | (0.6) | 50 | (0.9) | 17 | (0.5) | 6 | (0.5) |
| Not eligible | 27 | (0.7) | 36 | (0.6) | 26 | (0.6) | 11 | (0.4) | 7 | (0.3) | 35 | (0.7) | 37 | (0.8) | 21 | (0.6) | 34 | (0.7) | 46 | (0.6) | 15 | (0.4) | 6 | (0.3) |
| Unknown | 25 | (2.0) | 37 | (1.5) | 28 | (1.8) | 10 | (1.3) | 6 | (0.9) | 33 | (1.9) | 40 | (1.6) | 21 | (1.6) | 38 | (2.1) | 44 | (1.9) | 14 | (1.6) | 4 | (0.8) |
| Highest education level of either parent2 | ||||||||||||||||||||||||
| Did not finish high school | 25 | (1.3) | 35 | (1.0) | 26 | (1.1) | 14 | (0.9) | 7 | (0.7) | 38 | (1.5) | 35 | (1.4) | 20 | (1.2) | 24 | (1.3) | 49 | (1.4) | 20 | (1.0) | 7 | (0.8) |
| Graduated high school | 29 | (1.1) | 36 | (1.0) | 26 | (0.9) | 10 | (0.6) | 8 | (0.5) | 36 | (1.1) | 37 | (1.1) | 19 | (0.7) | 29 | (1.0) | 49 | (1.1) | 15 | (0.8) | 6 | (0.5) |
| Some education after high school | 27 | (0.9) | 38 | (1.0) | 25 | (0.9) | 9 | (0.6) | 8 | (0.5) | 35 | (0.9) | 36 | (0.9) | 21 | (0.8) | 32 | (0.8) | 47 | (0.8) | 15 | (0.6) | 5 | (0.4) |
| Graduated college | 25 | (0.7) | 35 | (0.6) | 28 | (0.6) | 12 | (0.5) | 7 | (0.3) | 35 | (0.7) | 37 | (0.8) | 21 | (0.6) | 34 | (0.7) | 46 | (0.7) | 14 | (0.4) | 6 | (0.3) |
| †Not applicable. | ||||||||||||||||||||||||
| ‡Reporting standards not met (too few cases for a reliable estimate). | ||||||||||||||||||||||||
| 1 Scale ranges from 0 to 300. | ||||||||||||||||||||||||
| 2 Based on student reports. The category of students whose parents have an unknown level of education is not shown, although data for these students is included in table totals. | ||||||||||||||||||||||||
| NOTE: Includes public and private schools. Includes students tested with accommodations (9 percent of all 12th-grade students); excludes only those students with disabilities and English language learners who were unable to be tested even with accommodations (2 percent of all 12th-grade students). Race categories exclude persons of Hispanic ethnicity. Detail may not sum to totals because of rounding. | ||||||||||||||||||||||||
| SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2013 Mathematics Assessment, retrieved October 20, 2014, from the Main NAEP Data Explorer (http://nces.ed.gov/nationsreportcard/naepdata/). (This table was prepared October 2014.) |
