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| Table 224.70. | Average National Assessment of Educational Progress (NAEP) technology and engineering literacy (TEL) scale score of 8th-graders, their scores on the three TEL content areas, and percentage attaining TEL achievement levels, by selected student and school characteristics: 2014 |
| [Standard errors appear in parentheses] | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Selected student or school characteristic | Average scale score1 | Percent attaining TEL achievement levels2 | ||||||||||||||
| Overall TEL score | Content area | Below Basic3 | At or above Basic3 | At or above Proficient4 | At Advanced5 | |||||||||||
| Technology and society | Design and systems | Information and communication technology | ||||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | ||||||||
| All students | 150 | (0.6) | 150 | (0.6) | 150 | (0.6) | 150 | (0.6) | 17 | (0.4) | 83 | (0.4) | 43 | (0.7) | 3 | (0.2) |
| Sex | ||||||||||||||||
| Male | 149 | (0.7) | 149 | (0.7) | 150 | (0.7) | 147 | (0.7) | 18 | (0.6) | 82 | (0.6) | 42 | (0.9) | 3 | (0.3) |
| Female | 151 | (0.6) | 151 | (0.6) | 150 | (0.7) | 153 | (0.7) | 15 | (0.5) | 85 | (0.5) | 45 | (0.7) | 3 | (0.3) |
| Race/ethnicity | ||||||||||||||||
| White | 160 | (0.8) | 160 | (0.9) | 161 | (0.9) | 159 | (0.8) | 9 | (0.5) | 91 | (0.5) | 56 | (1.0) | 5 | (0.4) |
| Black | 128 | (1.1) | 129 | (1.1) | 127 | (1.2) | 130 | (1.2) | 35 | (1.6) | 65 | (1.6) | 18 | (1.0) | # | (†) |
| Hispanic | 138 | (0.7) | 138 | (0.8) | 138 | (0.8) | 138 | (1.0) | 24 | (0.7) | 76 | (0.7) | 28 | (1.1) | 1 | (0.2) |
| Asian | 160 | (1.8) | 158 | (1.8) | 158 | (2.0) | 163 | (1.9) | 11 | (1.4) | 89 | (1.4) | 56 | (2.4) | 7 | (1.1) |
| Pacific Islander | 142 | (2.9) | 141 | (4.4) | 147 | (6.7) | 137 | (4.5) | 18 | (4.1) | 82 | (4.1) | 30 | (6.8) | # | (†) |
| American Indian/Alaska Native | 146 | (4.6) | 147 | (4.9) | 148 | (4.6) | 147 | (4.3) | 20 | (5.1) | 80 | (5.1) | 42 | (6.2) | 2 | (†) |
| Two or more races | 154 | (2.6) | 156 | (3.0) | 154 | (3.0) | 152 | (2.8) | 12 | (2.6) | 88 | (2.6) | 45 | (3.6) | 5 | (1.8) |
| English language learner (ELL) status | ||||||||||||||||
| ELL | 108 | (1.4) | 110 | (1.5) | 111 | (1.7) | 107 | (1.7) | 59 | (2.1) | 41 | (2.1) | 5 | (0.9) | # | (†) |
| Non-ELL | 152 | (0.6) | 152 | (0.6) | 152 | (0.6) | 152 | (0.6) | 14 | (0.5) | 86 | (0.5) | 45 | (0.7) | 4 | (0.2) |
| Disability status6 | ||||||||||||||||
| Identified as student with disability (SD) | 116 | (1.1) | 119 | (1.2) | 117 | (1.3) | 115 | (1.3) | 51 | (1.4) | 49 | (1.4) | 13 | (1.1) | 1 | (0.3) |
| Not identified as SD | 155 | (0.6) | 154 | (0.6) | 154 | (0.6) | 155 | (0.6) | 12 | (0.4) | 88 | (0.4) | 47 | (0.8) | 4 | (0.2) |
| Use of computer at home | ||||||||||||||||
| Yes | 152 | (0.6) | 152 | (0.6) | 152 | (0.7) | 152 | (0.7) | 15 | (0.5) | 85 | (0.5) | 46 | (0.8) | 4 | (0.2) |
| No | 128 | (1.1) | 130 | (1.2) | 129 | (1.3) | 128 | (1.2) | 35 | (1.3) | 65 | (1.3) | 19 | (1.4) | 1 | (0.2) |
| Access to Internet at home7 | ||||||||||||||||
| Yes | 152 | (0.6) | 152 | (0.6) | 152 | (0.6) | 152 | (0.6) | 15 | (0.4) | 85 | (0.4) | 45 | (0.7) | 4 | (0.2) |
| No | 124 | (1.6) | 126 | (1.6) | 125 | (1.7) | 124 | (1.7) | 40 | (1.8) | 60 | (1.8) | 19 | (1.5) | 1 | (0.3) |
| Highest education level of either parent8 | ||||||||||||||||
| Did not finish high school | 133 | (0.9) | 133 | (1.1) | 135 | (1.3) | 132 | (1.2) | 28 | (1.3) | 72 | (1.3) | 20 | (1.4) | # | (†) |
| Graduated high school | 137 | (1.0) | 138 | (1.0) | 137 | (1.1) | 137 | (1.0) | 26 | (1.1) | 74 | (1.1) | 27 | (1.1) | 1 | (0.3) |
| Some education after high school | 152 | (0.8) | 152 | (0.8) | 151 | (1.0) | 152 | (0.9) | 11 | (0.8) | 89 | (0.8) | 44 | (1.3) | 2 | (0.4) |
| Graduated college | 159 | (0.7) | 159 | (0.8) | 159 | (0.7) | 159 | (0.7) | 11 | (0.5) | 89 | (0.5) | 55 | (1.0) | 5 | (0.4) |
| Percent of students in school eligible for | ||||||||||||||||
| free or reduced-price lunch | ||||||||||||||||
| 0 to 25 percent eligible | 167 | (1.0) | 166 | (1.2) | 166 | (1.2) | 167 | (1.2) | 6 | (0.6) | 94 | (0.6) | 65 | (1.4) | 8 | (0.8) |
| 26 to 50 percent eligible | 155 | (1.0) | 155 | (1.1) | 155 | (1.1) | 155 | (1.1) | 12 | (0.7) | 88 | (0.7) | 49 | (1.3) | 4 | (0.4) |
| 51 to 75 percent eligible | 143 | (0.8) | 143 | (0.9) | 144 | (1.1) | 142 | (1.0) | 21 | (0.9) | 79 | (0.9) | 34 | (1.1) | 1 | (0.2) |
| 76 to 100 percent eligible | 132 | (1.1) | 132 | (1.1) | 132 | (1.1) | 132 | (1.2) | 31 | (1.3) | 69 | (1.3) | 21 | (1.1) | 1 | (0.2) |
| School control | ||||||||||||||||
| Public | 149 | (0.6) | 149 | (0.6) | 149 | (0.6) | 149 | (0.6) | 17 | (0.5) | 83 | (0.5) | 42 | (0.7) | 3 | (0.2) |
| Private | 164 | (1.6) | 165 | (1.6) | 162 | (1.8) | 163 | (1.4) | 7 | (1.0) | 93 | (1.0) | 60 | (2.3) | 6 | (1.0) |
| School locale | ||||||||||||||||
| City | 144 | (1.0) | 145 | (1.0) | 144 | (1.0) | 145 | (1.0) | 22 | (0.9) | 78 | (0.9) | 37 | (1.1) | 3 | (0.3) |
| Suburb | 154 | (1.0) | 154 | (1.0) | 153 | (1.1) | 154 | (1.0) | 15 | (0.8) | 85 | (0.8) | 48 | (1.2) | 5 | (0.4) |
| Town | 149 | (1.5) | 148 | (1.5) | 151 | (2.0) | 148 | (1.8) | 16 | (1.2) | 84 | (1.2) | 42 | (2.2) | 2 | (0.6) |
| Rural | 152 | (1.4) | 151 | (1.5) | 153 | (1.4) | 151 | (1.4) | 14 | (0.9) | 86 | (0.9) | 45 | (1.9) | 3 | (0.5) |
| †Not applicable. | ||||||||||||||||
| #Rounds to zero. | ||||||||||||||||
| 1 Scale ranges from 0 to 300. | ||||||||||||||||
| 2 TEL achievement levels are for performance on the TEL assessment overall, rather than performance on any specific content area. | ||||||||||||||||
| 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 Advanced signifies superior performance. | ||||||||||||||||
| 6 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). | ||||||||||||||||
| 7 “Access to the Internet” was one item on a list preceded by the question “Do you have the following in your home?” For each item, students could either select “Yes” or leave the item blank. Students who left “Access to the Internet” blank are counted as having no internet access at home. | ||||||||||||||||
| 8 These data are based on students’ responses to questions about their parents’ education level. Data for students whose parents have an unknown level of education are included in table totals, but not shown separately. | ||||||||||||||||
| NOTE: Includes students tested with accommodations (10 percent of all 8th-graders); excludes only those students with disabilities and English language learners who were unable to be tested even with accommodations (1 percent of all 8th-graders). 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), 2014 Technology and Engineering Literacy (TEL) Assessment, retrieved September 18, 2016, from the Main NAEP Data Explorer (http://nces.ed.gov/nationsreportcard/naepdata/). (This table was prepared September 2016.) |
