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(31KB)| Table 222.85. | Average National Assessment of Educational Progress (NAEP) mathematics scale score, by age and selected student characteristics: Selected years, 1973 through 2012 |
| [Standard errors appear in parentheses] | ||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Selected student characteristic | 1973 | 1978 | 1982 | 1986 | 1990 | 1992 | 1994 | 1996 | 1999 | 20041 | 2008 | |||||||||||||||
| Previous format | Revised format | 2012 | ||||||||||||||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | |||||||||||||
| 9-year-olds | ||||||||||||||||||||||||||
| All students | 219 | (0.8) | 219 | (0.8) | 219 | (1.1) | 222 | (1.0) | 230 | (0.8) | 230 | (0.8) | 231 | (0.8) | 231 | (0.8) | 232 | (0.8) | 241 | (0.9) | 239 | (0.9) | 243 | (0.8) | 244 | (1.0) |
| Sex | ||||||||||||||||||||||||||
| Male | 218 | (0.7) | 217 | (0.7) | 217 | (1.2) | 222 | (1.1) | 229 | (0.9) | 231 | (1.0) | 232 | (1.0) | 233 | (1.2) | 233 | (1.0) | 243 | (1.1) | 239 | (1.0) | 242 | (0.9) | 244 | (1.2) |
| Female | 220 | (1.1) | 220 | (1.0) | 221 | (1.2) | 222 | (1.2) | 230 | (1.1) | 228 | (1.0) | 230 | (0.9) | 229 | (0.7) | 231 | (0.9) | 240 | (1.1) | 240 | (1.0) | 243 | (1.0) | 244 | (1.0) |
| Gap between female and male score | 2 | (1.3) | 3 | (1.3) | 4 | (1.7) | # | (†) | 1 | (1.4) | -2 | (1.4) | -2 | (1.4) | -4 | (1.4) | -2 | (1.3) | -3 | (1.5) | 1 | (1.4) | 1 | (1.3) | # | (†) |
| Race/ethnicity | ||||||||||||||||||||||||||
| White | 225 | (1.0) | 224 | (0.9) | 224 | (1.1) | 227 | (1.1) | 235 | (0.8) | 235 | (0.8) | 237 | (1.0) | 237 | (1.0) | 239 | (0.9) | 247 | (0.9) | 245 | (0.8) | 250 | (0.8) | 252 | (1.1) |
| Black | 190 | (1.8) | 192 | (1.1) | 195 | (1.6) | 202 | (1.6) | 208 | (2.2) | 208 | (2.0) | 212 | (1.6) | 212 | (1.4) | 211 | (1.6) | 224 | (2.1) | 221 | (2.1) | 224 | (1.9) | 226 | (1.8) |
| Hispanic | 202 | (2.4) | 203 | (2.2) | 204 | (1.3) | 205 | (2.1) | 214 | (2.1) | 212 | (2.3) | 210 | (2.3) | 215 | (1.7) | 213 | (1.9) | 230 | (2.0) | 229 | (2.0) | 234 | (1.2) | 234 | (0.9) |
| Gap between White and Black score | 35 | (2.1) | 32 | (1.5) | 29 | (2.0) | 25 | (2.0) | 27 | (2.4) | 27 | (2.2) | 25 | (1.8) | 25 | (1.8) | 28 | (1.8) | 23 | (2.2) | 24 | (2.2) | 26 | (2.1) | 25 | (2.1) |
| Gap between White and Hispanic score | 23 | (2.6) | 21 | (2.4) | 20 | (1.7) | 21 | (2.3) | 21 | (2.3) | 23 | (2.5) | 27 | (2.5) | 22 | (2.0) | 26 | (2.1) | 18 | (2.2) | 16 | (2.1) | 16 | (1.4) | 17 | (1.5) |
| 13-year-olds | ||||||||||||||||||||||||||
| All students | 266 | (1.1) | 264 | (1.1) | 269 | (1.1) | 269 | (1.2) | 270 | (0.9) | 273 | (0.9) | 274 | (1.0) | 274 | (0.8) | 276 | (0.8) | 281 | (1.0) | 279 | (1.0) | 281 | (0.9) | 285 | (1.1) |
| Sex | ||||||||||||||||||||||||||
| Male | 265 | (1.3) | 264 | (1.3) | 269 | (1.4) | 270 | (1.1) | 271 | (1.2) | 274 | (1.1) | 276 | (1.3) | 276 | (0.9) | 277 | (0.9) | 283 | (1.2) | 279 | (1.0) | 284 | (1.0) | 286 | (1.3) |
| Female | 267 | (1.1) | 265 | (1.1) | 268 | (1.1) | 268 | (1.5) | 270 | (0.9) | 272 | (1.0) | 273 | (1.0) | 272 | (1.0) | 274 | (1.1) | 279 | (1.0) | 278 | (1.2) | 279 | (1.0) | 284 | (1.1) |
| Gap between female and male score | 2 | (1.7) | 1 | (1.7) | -1 | (1.7) | -2 | (1.9) | -2 | (1.5) | -2 | (1.5) | -3 | (1.6) | -4 | (1.4) | -3 | (1.4) | -3 | (1.6) | -1 | (1.6) | -4 | (1.4) | -2 | (1.7) |
| Race/ethnicity | ||||||||||||||||||||||||||
| White | 274 | (0.9) | 272 | (0.8) | 274 | (1.0) | 274 | (1.3) | 276 | (1.1) | 279 | (0.9) | 281 | (0.9) | 281 | (0.9) | 283 | (0.8) | 288 | (0.9) | 287 | (0.9) | 290 | (1.2) | 293 | (1.1) |
| Black | 228 | (1.9) | 230 | (1.9) | 240 | (1.6) | 249 | (2.3) | 249 | (2.3) | 250 | (1.9) | 252 | (3.5) | 252 | (1.3) | 251 | (2.6) | 262 | (1.6) | 257 | (1.8) | 262 | (1.2) | 264 | (1.9) |
| Hispanic | 239 | (2.2) | 238 | (2.0) | 252 | (1.7) | 254 | (2.9) | 255 | (1.8) | 259 | (1.8) | 256 | (1.9) | 256 | (1.6) | 259 | (1.7) | 265 | (2.0) | 264 | (1.5) | 268 | (1.2) | 271 | (1.4) |
| Gap between White and Black score | 46 | (2.1) | 42 | (2.1) | 34 | (1.9) | 24 | (2.6) | 27 | (2.6) | 29 | (2.1) | 29 | (3.7) | 29 | (1.6) | 32 | (2.7) | 27 | (1.8) | 30 | (2.1) | 28 | (1.7) | 28 | (2.2) |
| Gap between White and Hispanic score | 35 | (2.4) | 34 | (2.1) | 22 | (1.9) | 19 | (3.2) | 22 | (2.1) | 20 | (2.0) | 25 | (2.1) | 25 | (1.9) | 24 | (1.9) | 23 | (2.2) | 23 | (1.8) | 23 | (1.7) | 21 | (1.8) |
| Parents' highest level of education | ||||||||||||||||||||||||||
| Did not finish high school | — | (†) | 245 | (1.2) | 251 | (1.4) | 252 | (2.3) | 253 | (1.8) | 256 | (1.0) | 255 | (2.1) | 254 | (2.4) | 256 | (2.8) | 262 | (2.2) | 263 | (1.9) | 268 | (1.3) | 266 | (2.5) |
| Graduated high school | — | (†) | 263 | (1.0) | 263 | (0.8) | 263 | (1.2) | 263 | (1.2) | 263 | (1.2) | 266 | (1.1) | 267 | (1.1) | 264 | (1.1) | 271 | (1.7) | 270 | (1.3) | 272 | (1.1) | 270 | (1.1) |
| Some education after high school | — | (†) | 273 | (1.2) | 275 | (0.9) | 274 | (0.8) | 277 | (1.0) | 278 | (1.0) | 277 | (1.6) | 277 | (1.4) | 279 | (0.9) | 283 | (1.0) | 282 | (1.4) | 285 | (1.1) | 286 | (1.4) |
| Graduated college | — | (†) | 284 | (1.2) | 282 | (1.5) | 280 | (1.4) | 280 | (1.0) | 283 | (1.0) | 285 | (1.2) | 283 | (1.2) | 286 | (1.0) | 292 | (0.9) | 289 | (1.1) | 291 | (1.0) | 296 | (1.3) |
| 17-year-olds | ||||||||||||||||||||||||||
| All students | 304 | (1.1) | 300 | (1.0) | 298 | (0.9) | 302 | (0.9) | 305 | (0.9) | 307 | (0.9) | 306 | (1.0) | 307 | (1.2) | 308 | (1.0) | 307 | (0.8) | 305 | (0.7) | 306 | (0.6) | 306 | (0.8) |
| Sex | ||||||||||||||||||||||||||
| Male | 309 | (1.2) | 304 | (1.0) | 301 | (1.0) | 305 | (1.2) | 306 | (1.1) | 309 | (1.1) | 309 | (1.4) | 310 | (1.3) | 310 | (1.4) | 308 | (1.0) | 307 | (0.9) | 309 | (0.7) | 308 | (1.0) |
| Female | 301 | (1.1) | 297 | (1.0) | 296 | (1.0) | 299 | (1.0) | 303 | (1.1) | 305 | (1.1) | 304 | (1.1) | 305 | (1.4) | 307 | (1.0) | 305 | (0.9) | 304 | (0.8) | 303 | (0.8) | 304 | (0.8) |
| Gap between female and male score | -8 | (1.6) | -7 | (1.4) | -6 | (1.4) | -5 | (1.5) | -3 | (1.5) | -4 | (1.5) | -4 | (1.8) | -5 | (1.9) | -3 | (1.7) | -3 | (1.4) | -3 | (1.2) | -5 | (1.1) | -4 | (1.3) |
| Race/ethnicity | ||||||||||||||||||||||||||
| White | 310 | (1.1) | 306 | (0.9) | 304 | (0.9) | 308 | (1.0) | 309 | (1.0) | 312 | (0.8) | 312 | (1.1) | 313 | (1.4) | 315 | (1.1) | 313 | (0.7) | 311 | (0.7) | 314 | (0.7) | 314 | (1.0) |
| Black | 270 | (1.3) | 268 | (1.3) | 272 | (1.2) | 279 | (2.1) | 289 | (2.8) | 286 | (2.2) | 286 | (1.8) | 286 | (1.7) | 283 | (1.5) | 285 | (1.6) | 284 | (1.4) | 287 | (1.2) | 288 | (1.3) |
| Hispanic | 277 | (2.2) | 276 | (2.3) | 277 | (1.8) | 283 | (2.9) | 284 | (2.9) | 292 | (2.6) | 291 | (3.7) | 292 | (2.1) | 293 | (2.5) | 289 | (1.8) | 292 | (1.2) | 293 | (1.1) | 294 | (1.1) |
| Gap between White and Black score | 40 | (1.7) | 38 | (1.6) | 32 | (1.5) | 29 | (2.3) | 21 | (3.0) | 26 | (2.4) | 27 | (2.1) | 27 | (2.2) | 31 | (1.9) | 28 | (1.8) | 27 | (1.6) | 26 | (1.4) | 26 | (1.6) |
| Gap between White and Hispanic score | 33 | (2.5) | 30 | (2.4) | 27 | (2.0) | 24 | (3.0) | 26 | (3.1) | 20 | (2.8) | 22 | (3.9) | 21 | (2.5) | 22 | (2.7) | 24 | (1.9) | 19 | (1.4) | 21 | (1.3) | 19 | (1.5) |
| Parents' highest level of education | ||||||||||||||||||||||||||
| Did not finish high school | — | (†) | 280 | (1.2) | 279 | (1.0) | 279 | (2.3) | 285 | (2.2) | 285 | (2.3) | 284 | (2.4) | 281 | (2.4) | 289 | (1.8) | 287 | (2.4) | 287 | (1.2) | 292 | (1.3) | 290 | (1.4) |
| Graduated high school | — | (†) | 294 | (0.8) | 293 | (0.8) | 293 | (1.0) | 294 | (0.9) | 298 | (1.7) | 295 | (1.1) | 297 | (2.4) | 299 | (1.6) | 295 | (1.1) | 294 | (0.9) | 296 | (1.2) | 291 | (1.1) |
| Some education after high school | — | (†) | 305 | (0.9) | 304 | (0.9) | 305 | (1.2) | 308 | (1.0) | 308 | (1.1) | 305 | (1.3) | 307 | (1.5) | 308 | (1.6) | 306 | (1.1) | 305 | (0.9) | 306 | (0.8) | 306 | (0.9) |
| Graduated college | — | (†) | 317 | (1.0) | 312 | (1.0) | 314 | (1.4) | 316 | (1.3) | 316 | (1.0) | 318 | (1.4) | 317 | (1.3) | 317 | (1.2) | 317 | (0.9) | 315 | (0.9) | 316 | (0.7) | 317 | (0.8) |
| —Not available. | ||||||||||||||||||||||||||
| †Not applicable. | ||||||||||||||||||||||||||
| #Rounds to zero. | ||||||||||||||||||||||||||
| 1 In 2004, two assessments were conducted--one using the same format that was used in previous assessments, and one using a revised assessment format that provides accommodations for students with disabilities and for English language learners. The 2004 data in column 11 are for the format that was used in previous assessment years, while the 2004 data in column 12 are for the revised format. In subsequent years, only the revised format was used. | ||||||||||||||||||||||||||
| NOTE: Scale ranges from 0 to 500. Students scoring 150 (or higher) know some basic addition and subtraction facts. Students scoring 200 have a considerable understanding of two-digit numbers and know some basic multiplication and division facts. Students scoring 250 have an initial understanding of the four basic operations and are developing an ability to analyze simple logical relations. Students scoring 300 can perform reasoning and problem solving involving fractions, decimals, percents, elementary geometry, and simple algebra. Students scoring 350 can perform reasoning and problem solving involving geometry, algebra, and beginning statistics and probability. Includes public and private schools. For assessment years prior to 2004, accommodations were not permitted. For 2004 (revised format) and later years, includes students tested with accommodations; 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, depending on age and assessment year). Race categories exclude persons of Hispanic ethnicity. Totals include other racial/ethnic groups not shown separately. | ||||||||||||||||||||||||||
| SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), NAEP 2012 Trends in Academic Progress; and 2012 NAEP Long-Term Trend Mathematics Assessment, retrieved August 29, 2013, from Long-Term Trend NAEP Data Explorer (http://nces.ed.gov/nationsreportcard/naepdata/). (This table was prepared August 2013.) |
