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| Table 222.30. | Average National Assessment of Educational Progress (NAEP) mathematics scale score and percentage distribution of 8th-graders, by selected attitudes toward mathematics, level of interest in/enjoyment of mathematics, and selected student characteristics: 2019 |
| [Standard errors appear in parentheses] | ||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Student characteristic | Selected attitudes toward mathematics1 | Level of interest in/enjoyment of mathematics2 |
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| I want to become better in math this year | I want to understand as much as I can in math class | |||||||||||||||||||||||||
| Not at all like me |
A little bit like me |
Somewhat like me |
Quite a bit like me |
Exactly like me |
Not at all like me |
A little bit like me |
Somewhat like me |
Quite a bit like me |
Exactly like me |
Low | Moderate | High | ||||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | |||||||||||||
| Average mathematics scale score3 | ||||||||||||||||||||||||||
| All students | 260 | (1.2) | 267 | (0.9) | 272 | (0.6) | 288 | (0.4) | 286 | (0.3) | 257 | (1.0) | 266 | (1.0) | 272 | (0.6) | 287 | (0.4) | 287 | (0.3) | 272 | (0.4) | 284 | (0.4) | 292 | (0.4) |
| Sex | ||||||||||||||||||||||||||
| Male | 259 | (1.4) | 266 | (1.1) | 272 | (0.7) | 289 | (0.6) | 288 | (0.5) | 258 | (1.3) | 267 | (1.2) | 271 | (0.7) | 288 | (0.5) | 288 | (0.5) | 272 | (0.5) | 283 | (0.5) | 293 | (0.5) |
| Female | 260 | (1.9) | 268 | (1.5) | 273 | (0.9) | 287 | (0.5) | 285 | (0.4) | 256 | (1.7) | 264 | (1.4) | 272 | (1.0) | 285 | (0.6) | 286 | (0.4) | 273 | (0.5) | 285 | (0.5) | 290 | (0.5) |
Race/ethnicity |
||||||||||||||||||||||||||
| White | 267 | (1.3) | 276 | (1.1) | 283 | (0.6) | 295 | (0.5) | 298 | (0.4) | 264 | (1.2) | 275 | (1.0) | 281 | (0.6) | 294 | (0.5) | 298 | (0.4) | 280 | (0.4) | 294 | (0.4) | 304 | (0.4) |
| Black | 244 | (2.8) | 244 | (2.0) | 251 | (1.4) | 267 | (1.1) | 263 | (0.6) | 242 | (2.5) | 244 | (1.7) | 253 | (1.2) | 265 | (1.1) | 263 | (0.6) | 255 | (0.8) | 261 | (0.8) | 265 | (0.7) |
| Hispanic | 251 | (2.3) | 257 | (1.6) | 259 | (1.0) | 274 | (0.8) | 272 | (0.6) | 250 | (2.1) | 255 | (2.0) | 259 | (1.0) | 274 | (0.7) | 272 | (0.6) | 261 | (0.7) | 270 | (0.6) | 277 | (0.8) |
| Asian | 291 | (8.7) | 287 | (6.0) | 303 | (2.7) | 316 | (1.7) | 318 | (1.3) | 294 | (8.0) | 297 | (6.8) | 299 | (3.0) | 317 | (1.9) | 317 | (1.2) | 298 | (2.3) | 314 | (1.8) | 323 | (1.2) |
| Pacific Islander | ‡ | (†) | ‡ | (†) | 254 | (8.4) | 269 | (7.4) | 273 | (3.0) | ‡ | (†) | ‡ | (†) | 264 | (9.2) | 265 | (7.8) | 274 | (3.1) | 249 | (6.7) | 273 | (4.6) | 274 | (3.3) |
| American Indian/Alaska Native | 252 | (4.3) | 247 | (7.1) | 258 | (2.8) | 267 | (2.1) | 268 | (2.8) | 244 | (8.9) | 249 | (5.0) | 257 | (2.9) | 267 | (2.2) | 268 | (2.5) | 258 | (2.5) | 263 | (1.6) | 275 | (3.0) |
| Two or more races | 261 | (5.0) | 279 | (4.0) | 274 | (2.1) | 291 | (1.8) | 292 | (1.6) | 258 | (5.1) | 276 | (4.0) | 275 | (2.5) | 290 | (2.0) | 293 | (1.6) | 276 | (1.8) | 288 | (1.3) | 300 | (1.9) |
Eligibility for free or reduced-price lunch |
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| Eligible | 249 | (1.4) | 255 | (1.2) | 259 | (0.8) | 273 | (0.6) | 270 | (0.4) | 248 | (1.4) | 254 | (1.3) | 259 | (0.7) | 272 | (0.5) | 270 | (0.4) | 260 | (0.4) | 268 | (0.4) | 274 | (0.5) |
| Not eligible | 271 | (1.7) | 279 | (1.2) | 286 | (0.8) | 299 | (0.5) | 301 | (0.4) | 269 | (1.6) | 278 | (1.1) | 285 | (0.8) | 298 | (0.5) | 301 | (0.4) | 284 | (0.5) | 297 | (0.5) | 307 | (0.5) |
| Unknown | 273 | (6.2) | 282 | (4.3) | 286 | (2.3) | 300 | (2.5) | 297 | (1.9) | 269 | (6.2) | 279 | (4.0) | 287 | (2.5) | 298 | (2.6) | 299 | (1.6) | 281 | (1.7) | 293 | (1.9) | 309 | (1.9) |
Highest education level of either parent4 |
||||||||||||||||||||||||||
| Did not finish high school | 249 | (3.0) | 256 | (2.6) | 257 | (2.5) | 270 | (1.2) | 267 | (1.1) | 246 | (3.4) | 255 | (2.8) | 258 | (2.3) | 270 | (1.1) | 267 | (1.1) | 259 | (1.1) | 264 | (1.4) | 272 | (1.1) |
| Graduated high school | 248 | (2.4) | 257 | (2.5) | 260 | (1.3) | 272 | (1.1) | 268 | (0.7) | 249 | (2.4) | 254 | (2.4) | 260 | (1.2) | 271 | (1.0) | 269 | (0.7) | 260 | (0.8) | 268 | (0.9) | 272 | (0.8) |
| Some education after high school | 265 | (2.6) | 265 | (2.0) | 273 | (1.6) | 284 | (0.9) | 283 | (0.6) | 260 | (3.0) | 267 | (1.7) | 272 | (1.4) | 283 | (1.1) | 283 | (0.7) | 273 | (0.9) | 281 | (0.8) | 288 | (1.0) |
| Graduated college | 270 | (1.9) | 278 | (1.3) | 283 | (0.8) | 298 | (0.5) | 297 | (0.4) | 267 | (1.8) | 276 | (1.2) | 282 | (0.8) | 297 | (0.6) | 298 | (0.4) | 282 | (0.5) | 294 | (0.5) | 302 | (0.5) |
| Percentage distribution of students | ||||||||||||||||||||||||||
| All students | 3 | (0.1) | 5 | (0.1) | 14 | (0.2) | 26 | (0.2) | 52 | (0.2) | 3 | (0.1) | 5 | (0.1) | 13 | (0.2) | 24 | (0.2) | 54 | (0.3) | 28 | (0.2) | 37 | (0.2) | 35 | (0.2) |
| Sex | ||||||||||||||||||||||||||
| Male | 4 | (0.1) | 7 | (0.2) | 16 | (0.3) | 28 | (0.3) | 46 | (0.4) | 4 | (0.1) | 6 | (0.2) | 16 | (0.2) | 26 | (0.3) | 48 | (0.4) | 27 | (0.3) | 38 | (0.3) | 35 | (0.3) |
| Female | 2 | (0.1) | 4 | (0.1) | 11 | (0.2) | 25 | (0.3) | 58 | (0.4) | 2 | (0.1) | 4 | (0.1) | 11 | (0.2) | 22 | (0.2) | 61 | (0.3) | 28 | (0.3) | 37 | (0.3) | 34 | (0.4) |
Race/ethnicity |
||||||||||||||||||||||||||
| White | 3 | (0.1) | 6 | (0.1) | 13 | (0.2) | 29 | (0.3) | 49 | (0.4) | 3 | (0.1) | 5 | (0.2) | 13 | (0.2) | 26 | (0.3) | 53 | (0.4) | 29 | (0.3) | 38 | (0.3) | 32 | (0.3) |
| Black | 3 | (0.2) | 5 | (0.3) | 13 | (0.4) | 20 | (0.4) | 60 | (0.5) | 3 | (0.3) | 4 | (0.2) | 13 | (0.4) | 19 | (0.5) | 61 | (0.6) | 24 | (0.5) | 36 | (0.6) | 40 | (0.6) |
| Hispanic | 3 | (0.2) | 6 | (0.2) | 15 | (0.4) | 25 | (0.5) | 52 | (0.5) | 3 | (0.2) | 6 | (0.3) | 15 | (0.3) | 24 | (0.4) | 53 | (0.5) | 28 | (0.5) | 37 | (0.5) | 35 | (0.7) |
| Asian | 1 | (0.3) | 3 | (0.4) | 11 | (0.8) | 27 | (1.2) | 58 | (1.3) | 2 | (0.3) | 3 | (0.3) | 11 | (0.8) | 26 | (1.0) | 59 | (1.0) | 19 | (1.0) | 38 | (1.2) | 44 | (1.4) |
| Pacific Islander | 1 | (0.4) | 5 | (1.6) | 13 | (1.7) | 33 | (4.2) | 48 | (3.4) | 2 | (0.7) | 5 | (1.6) | 16 | (2.4) | 28 | (3.9) | 48 | (4.1) | 27 | (2.6) | 32 | (2.9) | 41 | (3.3) |
| American Indian/Alaska Native | 4 | (0.6) | 7 | (1.0) | 20 | (1.5) | 25 | (1.6) | 43 | (2.3) | 5 | (0.8) | 8 | (0.8) | 17 | (1.4) | 23 | (1.5) | 48 | (2.3) | 36 | (2.3) | 35 | (1.8) | 29 | (1.6) |
| Two or more races | 3 | (0.4) | 6 | (0.5) | 14 | (0.8) | 29 | (1.1) | 48 | (1.2) | 3 | (0.5) | 6 | (0.6) | 14 | (0.8) | 27 | (1.0) | 50 | (1.2) | 31 | (1.2) | 37 | (1.3) | 32 | (1.0) |
Eligibility for free or reduced-price lunch |
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| Eligible | 3 | (0.1) | 6 | (0.2) | 15 | (0.3) | 25 | (0.3) | 51 | (0.4) | 3 | (0.1) | 6 | (0.2) | 15 | (0.3) | 23 | (0.3) | 53 | (0.4) | 29 | (0.3) | 36 | (0.3) | 35 | (0.4) |
| Not eligible | 2 | (0.1) | 5 | (0.1) | 12 | (0.2) | 28 | (0.3) | 52 | (0.3) | 3 | (0.1) | 5 | (0.1) | 12 | (0.2) | 26 | (0.3) | 55 | (0.3) | 27 | (0.3) | 38 | (0.3) | 34 | (0.3) |
| Unknown | 3 | (0.5) | 5 | (0.7) | 11 | (0.8) | 27 | (0.9) | 55 | (1.5) | 2 | (0.4) | 5 | (0.6) | 11 | (0.8) | 24 | (0.9) | 58 | (1.4) | 27 | (1.3) | 39 | (1.4) | 34 | (1.6) |
Highest education level of either parent4 |
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| Did not finish high school | 4 | (0.4) | 7 | (0.6) | 16 | (0.9) | 25 | (0.8) | 49 | (1.0) | 4 | (0.4) | 6 | (0.5) | 15 | (0.7) | 24 | (0.8) | 50 | (0.9) | 32 | (0.9) | 35 | (0.8) | 33 | (0.9) |
| Graduated high school | 3 | (0.2) | 7 | (0.3) | 16 | (0.4) | 25 | (0.6) | 49 | (0.6) | 4 | (0.2) | 6 | (0.3) | 15 | (0.4) | 23 | (0.5) | 51 | (0.7) | 31 | (0.5) | 36 | (0.6) | 32 | (0.6) |
| Some education after high school | 3 | (0.2) | 6 | (0.3) | 13 | (0.4) | 27 | (0.6) | 51 | (0.7) | 3 | (0.2) | 5 | (0.3) | 13 | (0.4) | 25 | (0.5) | 54 | (0.6) | 31 | (0.7) | 38 | (0.6) | 31 | (0.7) |
| Graduated college | 2 | (0.1) | 4 | (0.1) | 12 | (0.2) | 27 | (0.3) | 55 | (0.3) | 2 | (0.1) | 4 | (0.1) | 11 | (0.2) | 25 | (0.2) | 57 | (0.3) | 25 | (0.3) | 38 | (0.3) | 37 | (0.3) |
| †Not applicable. | ||||||||||||||||||||||||||
| ‡Reporting standards not met (too few cases for a reliable estimate). | ||||||||||||||||||||||||||
| 1 Students were asked, "How much does each of the following statements describe a person like you?" | ||||||||||||||||||||||||||
| 2 Students were assigned a level on the "students' interest/enjoyment in mathematics index" based on their responses to six items about their enjoyment of math, interest in math, and opinions on the importance of math. | ||||||||||||||||||||||||||
| 3 Scale ranges from 0 to 500. | ||||||||||||||||||||||||||
| 4 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, private, Bureau of Indian Education, and Department of Defense Education Activity schools. Includes students tested with accommodations (13 percent of all 8th-grade students); excludes only those students with disabilities and English language learners who were unable to be tested even with accommodations (1 percent of all 8th-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), 2019 Mathematics Assessment, retrieved November 10, 2019, from the Main NAEP Data Explorer (https://nces.ed.gov/nationsreportcard/naepdata/). (This table was prepared November 2019.) |