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| 2019 Tables and Figures | All Years of Tables and Figures | Most Recent Full Issue of the Digest |
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| Table 224.70. | Average National Assessment of Educational Progress (NAEP) technology and engineering literacy (TEL) overall and content area scale scores of 8th-graders and percentage of 8th-graders attaining TEL achievement levels, by selected student and school characteristics: 2018 |
| [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 | |||||||||||||||||
| Technology and society | Design and systems | Information and commu- nication technology | Total at or above Basic3 | At Basic3 | At or above Proficient4 | |||||||||||||||
| Total at or above Proficient4 | At Proficient4 | At Advanced5 | ||||||||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | ||||||||||
| All students | 152 | (0.6) | 152 | (0.7) | 153 | (0.8) | 153 | (0.7) | 16 | (0.6) | 84 | (0.6) | 38 | (0.7) | 46 | (0.8) | 42 | (0.7) | 5 | (0.3) |
| Sex | ||||||||||||||||||||
| Male | 150 | (0.7) | 151 | (0.7) | 152 | (0.9) | 149 | (0.7) | 18 | (0.7) | 82 | (0.7) | 38 | (0.8) | 44 | (0.9) | 40 | (0.9) | 4 | (0.4) |
| Female | 155 | (0.8) | 154 | (0.8) | 154 | (0.9) | 156 | (0.9) | 14 | (0.6) | 86 | (0.6) | 37 | (0.8) | 49 | (1.0) | 44 | (1.0) | 5 | (0.4) |
| Race/ethnicity | ||||||||||||||||||||
| White | 163 | (0.7) | 163 | (0.7) | 164 | (1.0) | 162 | (0.8) | 8 | (0.6) | 92 | (0.6) | 33 | (0.9) | 59 | (1.0) | 52 | (1.0) | 7 | (0.5) |
| Black | 132 | (1.1) | 132 | (1.1) | 131 | (1.3) | 133 | (1.3) | 32 | (1.4) | 68 | (1.4) | 44 | (1.4) | 23 | (1.3) | 23 | (1.2) | 1 | (0.3) |
| Hispanic | 139 | (0.8) | 139 | (0.9) | 141 | (1.0) | 140 | (0.9) | 24 | (0.9) | 76 | (0.9) | 45 | (1.0) | 31 | (1.0) | 29 | (1.0) | 2 | (0.3) |
| Asian | 169 | (2.0) | 167 | (2.4) | 168 | (2.4) | 172 | (2.7) | 8 | (1.0) | 92 | (1.0) | 25 | (2.7) | 66 | (2.8) | 53 | (2.4) | 13 | (1.4) |
| Pacific Islander | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) |
| American Indian/Alaska Native | 133 | (6.2) | 135 | (6.4) | 135 | (5.7) | 131 | (5.0) | 33 | (6.6) | 67 | (6.6) | 38 | (4.2) | 29 | (5.8) | 27 | (5.6) | 2 | (†) |
| Two or more races | 157 | (1.9) | 157 | (2.2) | 156 | (2.7) | 157 | (2.0) | 13 | (1.9) | 87 | (1.9) | 34 | (2.9) | 53 | (3.2) | 48 | (3.3) | 5 | (1.2) |
| English language learner (ELL) status | ||||||||||||||||||||
| ELL | 106 | (1.3) | 109 | (1.4) | 106 | (1.8) | 106 | (1.5) | 61 | (2.1) | 39 | (2.1) | 34 | (2.1) | 5 | (0.9) | 5 | (0.9) | # | (†) |
| Non-ELL | 155 | (0.6) | 155 | (0.7) | 156 | (0.8) | 156 | (0.7) | 13 | (0.6) | 87 | (0.6) | 38 | (0.7) | 49 | (0.8) | 44 | (0.7) | 5 | (0.3) |
| Disability status6 | ||||||||||||||||||||
| Identified as student with a disability (SD) |
118 | (1.1) | 120 | (1.1) | 120 | (1.4) | 117 | (1.3) | 48 | (1.4) | 52 | (1.4) | 39 | (1.5) | 13 | (1.2) | 13 | (1.1) | 1 | (0.2) |
| Not identified as SD | 157 | (0.6) | 157 | (0.6) | 158 | (0.8) | 158 | (0.7) | 11 | (0.5) | 89 | (0.5) | 37 | (0.7) | 51 | (0.8) | 46 | (0.7) | 5 | (0.3) |
| Access to desktop or laptop computer at home |
||||||||||||||||||||
| Yes | 156 | (0.6) | 155 | (0.6) | 156 | (0.8) | 156 | (0.7) | 13 | (0.5) | 87 | (0.5) | 37 | (0.7) | 50 | (0.8) | 44 | (0.7) | 5 | (0.3) |
| No | 134 | (1.1) | 134 | (1.1) | 134 | (1.4) | 134 | (1.0) | 31 | (1.5) | 69 | (1.5) | 43 | (1.5) | 26 | (1.4) | 25 | (1.4) | 1 | (0.4) |
| Access to Internet at home | ||||||||||||||||||||
| Yes | 153 | (0.7) | 153 | (0.6) | 154 | (0.8) | 154 | (0.7) | 15 | (0.6) | 85 | (0.6) | 37 | (0.7) | 47 | (0.8) | 42 | (0.7) | 5 | (0.3) |
| No | 127 | (2.0) | 128 | (2.2) | 129 | (2.9) | 126 | (2.2) | 38 | (3.0) | 62 | (3.0) | 41 | (3.4) | 21 | (2.8) | 21 | (2.9) | 1 | (†) |
| Highest education level of either parent7 |
||||||||||||||||||||
| Did not finish high school | 138 | (1.3) | 138 | (1.3) | 138 | (1.5) | 140 | (1.5) | 24 | (1.9) | 76 | (1.9) | 47 | (2.3) | 29 | (1.9) | 28 | (1.9) | 1 | (0.4) |
| Graduated high school | 138 | (1.0) | 138 | (1.0) | 139 | (1.3) | 138 | (1.0) | 26 | (1.4) | 74 | (1.4) | 45 | (1.6) | 29 | (1.2) | 28 | (1.2) | 1 | (0.4) |
| Some education after high school | 151 | (1.1) | 151 | (1.2) | 152 | (1.5) | 152 | (1.2) | 14 | (0.9) | 86 | (0.9) | 42 | (1.4) | 44 | (1.7) | 41 | (1.6) | 3 | (0.7) |
| Graduated college | 163 | (0.7) | 163 | (0.7) | 163 | (1.0) | 163 | (0.8) | 9 | (0.5) | 91 | (0.5) | 32 | (0.8) | 59 | (0.9) | 51 | (0.9) | 7 | (0.5) |
| Percent of students in school eligible for free or reduced-price lunch8 |
||||||||||||||||||||
| 0 to 25 percent eligible | 170 | (1.4) | 169 | (1.8) | 169 | (1.8) | 170 | (1.7) | 6 | (0.8) | 94 | (0.8) | 27 | (1.7) | 67 | (2.0) | 57 | (1.8) | 10 | (1.2) |
| 26 to 50 percent eligible | 157 | (1.3) | 157 | (1.5) | 159 | (1.7) | 157 | (1.4) | 12 | (0.9) | 88 | (0.9) | 37 | (1.4) | 51 | (1.9) | 46 | (1.5) | 5 | (0.7) |
| 51 to 75 percent eligible | 148 | (1.0) | 148 | (0.9) | 148 | (1.2) | 148 | (1.1) | 17 | (1.1) | 83 | (1.1) | 42 | (1.3) | 41 | (1.5) | 39 | (1.4) | 2 | (0.4) |
| 76 to 100 percent eligible | 134 | (1.2) | 135 | (1.3) | 134 | (1.5) | 135 | (1.4) | 30 | (1.4) | 70 | (1.4) | 45 | (1.2) | 26 | (1.2) | 25 | (1.1) | 1 | (0.3) |
| School control9 | ||||||||||||||||||||
| Public | 151 | (0.7) | 151 | (0.7) | 151 | (0.8) | 151 | (0.7) | 17 | (0.6) | 83 | (0.6) | 38 | (0.7) | 45 | (0.9) | 40 | (0.8) | 4 | (0.3) |
| Private | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) |
| School locale | ||||||||||||||||||||
| City | 147 | (1.4) | 148 | (1.3) | 148 | (1.6) | 148 | (1.5) | 21 | (1.2) | 79 | (1.2) | 38 | (1.2) | 42 | (1.8) | 37 | (1.5) | 4 | (0.5) |
| Suburb | 156 | (0.8) | 156 | (1.0) | 156 | (0.9) | 157 | (0.9) | 13 | (0.7) | 87 | (0.7) | 36 | (1.0) | 51 | (1.2) | 45 | (1.1) | 6 | (0.5) |
| Town | 153 | (2.6) | 153 | (2.3) | 156 | (2.8) | 153 | (2.6) | 14 | (2.4) | 86 | (2.4) | 41 | (1.8) | 46 | (3.1) | 42 | (2.4) | 4 | (1.1) |
| Rural | 152 | (1.7) | 153 | (2.0) | 153 | (2.5) | 152 | (1.8) | 15 | (1.2) | 85 | (1.2) | 40 | (1.5) | 45 | (2.1) | 41 | (1.7) | 4 | (0.8) |
| †Not applicable. | ||||||||||||||||||||
| #Rounds to zero. | ||||||||||||||||||||
| ‡Reporting standards not met (too few cases for a reliable estimate) or the standard error could not be accurately determined. | ||||||||||||||||||||
| 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 In addition to students with an Individualized Education Program (IEP), also includes students with a 504 plan. | ||||||||||||||||||||
| 7 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. | ||||||||||||||||||||
| 8 Nonresponse rate for this item was greater than 15 percent but not greater than 50 percent. | ||||||||||||||||||||
| 9 Bureau of Indian Education and Department of Defense schools are excluded from the Public category but included elsewhere in this table. The Private category includes Catholic and Other private schools. | ||||||||||||||||||||
| NOTE: Includes students tested with accommodations (11 percent of all 8th-graders); excludes only those students with disabilities and English language learners who were unable to be tested even with accommodations (2 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), 2018 Technology and Engineering Literacy (TEL) Assessment, retrieved February 12, 2019, from the Main NAEP Data Explorer (https://nces.ed.gov/nationsreportcard/naepdata/). (This table was prepared February 2019.) |
