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| 2020 Tables and Figures | All Years of Tables and Figures | Most Recent Full Issue of the Digest |
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| Table 224.74d. | Average National Assessment of Educational Progress (NAEP) technology and engineering literacy (TEL) scale score and percentage distribution of 8th-graders, by frequency of using a computer or other digital technology to perform various activities for school work and selected student and school characteristics: 2014 |
| [Standard errors appear in parentheses] | ||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Selected student or school characteristic | Frequency of using computer or other digital technology to perform activity for school work1 | |||||||||||||||||||||||||||||
| To create, edit, or organize digital media | To create a presentation | To create a spreadsheet2 | ||||||||||||||||||||||||||||
| Never or almost never | A few times a year | Once or twice a month | Once or twice a week | Every day or almost every day | Never or almost never | A few times a year | Once or twice a month | Once or twice a week | Every day or almost every day | Never or almost never | A few times a year | Once or twice a month | Once or twice a week | Every day or almost every day | ||||||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | |||||||||||||||
| Average TEL scale score3 | ||||||||||||||||||||||||||||||
| All students | 144 | (0.7) | 150 | (0.9) | 155 | (0.8) | 153 | (0.8) | 154 | (1.3) | 131 | (1.1) | 151 | (0.8) | 155 | (0.7) | 150 | (1.1) | 148 | (1.8) | 150 | (0.6) | 155 | (0.8) | 151 | (1.0) | 143 | (1.1) | 137 | (1.5) |
| Sex | ||||||||||||||||||||||||||||||
| Male | 142 | (0.9) | 149 | (1.3) | 153 | (1.0) | 152 | (1.0) | 153 | (1.5) | 130 | (1.3) | 149 | (0.9) | 155 | (0.8) | 149 | (1.5) | 146 | (2.4) | 147 | (0.7) | 154 | (0.9) | 150 | (1.3) | 142 | (1.4) | 137 | (1.7) |
| Female | 145 | (0.9) | 151 | (0.9) | 156 | (0.9) | 154 | (1.0) | 154 | (1.6) | 133 | (1.4) | 153 | (0.8) | 155 | (0.9) | 151 | (1.1) | 149 | (2.3) | 152 | (0.7) | 156 | (0.8) | 153 | (1.1) | 143 | (1.3) | 137 | (1.9) |
| Race/ethnicity | ||||||||||||||||||||||||||||||
| White | 153 | (1.0) | 160 | (1.2) | 164 | (0.9) | 165 | (1.1) | 164 | (1.6) | 140 | (1.6) | 160 | (1.0) | 165 | (0.9) | 162 | (1.4) | 161 | (2.6) | 159 | (0.8) | 164 | (0.9) | 162 | (1.2) | 154 | (1.7) | 148 | (2.6) |
| Black | 126 | (1.5) | 127 | (1.8) | 133 | (1.6) | 129 | (1.5) | 129 | (1.9) | 114 | (1.7) | 130 | (1.4) | 133 | (1.5) | 127 | (1.5) | 128 | (2.0) | 130 | (1.3) | 132 | (1.7) | 130 | (1.8) | 124 | (1.9) | 121 | (1.7) |
| Hispanic | 134 | (1.0) | 139 | (1.1) | 141 | (1.2) | 139 | (1.5) | 141 | (2.3) | 127 | (1.5) | 139 | (0.8) | 142 | (0.9) | 138 | (1.8) | 136 | (3.0) | 139 | (0.8) | 142 | (1.1) | 138 | (1.2) | 132 | (1.6) | 132 | (2.7) |
| Asian | 150 | (3.2) | 159 | (2.6) | 166 | (2.7) | 162 | (2.6) | 165 | (2.6) | 146 | (6.0) | 159 | (2.5) | 164 | (2.4) | 160 | (3.5) | 160 | (5.5) | 160 | (3.7) | 163 | (1.9) | 160 | (3.0) | 155 | (3.9) | ‡ | (†) |
| Pacific Islander | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) |
| American Indian/Alaska Native | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) |
| Two or more races | 145 | (4.1) | 153 | (3.8) | 160 | (4.1) | 158 | (5.3) | ‡ | (†) | ‡ | (†) | 153 | (4.1) | 162 | (2.9) | ‡ | (†) | ‡ | (†) | 153 | (4.0) | 160 | (3.3) | 153 | (3.9) | ‡ | (†) | ‡ | (†) |
| English language learner (ELL) status | ||||||||||||||||||||||||||||||
| ELL | 105 | (2.1) | 108 | (2.3) | 112 | (3.2) | 112 | (2.7) | 107 | (4.0) | 99 | (2.6) | 112 | (1.8) | 113 | (2.0) | 106 | (2.9) | ‡ | (†) | 107 | (2.2) | 114 | (2.0) | 109 | (2.5) | 105 | (3.1) | 103 | (5.0) |
| Non-ELL | 146 | (0.7) | 152 | (0.9) | 157 | (0.8) | 155 | (0.8) | 155 | (1.3) | 134 | (1.1) | 153 | (0.8) | 157 | (0.7) | 153 | (1.1) | 150 | (1.7) | 152 | (0.6) | 157 | (0.8) | 153 | (1.0) | 145 | (1.2) | 139 | (1.4) |
| Disability status4 | ||||||||||||||||||||||||||||||
| Identified as student with disability (SD) | 114 | (1.8) | 113 | (1.8) | 124 | (2.7) | 119 | (2.4) | 118 | (2.6) | 105 | (1.9) | 121 | (1.9) | 122 | (1.7) | 118 | (2.5) | 111 | (3.7) | 116 | (1.4) | 121 | (2.1) | 120 | (2.0) | 112 | (2.3) | 106 | (2.9) |
| Not identified as SD | 149 | (0.7) | 154 | (0.9) | 158 | (0.8) | 157 | (0.8) | 159 | (1.2) | 140 | (1.1) | 154 | (0.7) | 158 | (0.7) | 155 | (1.1) | 154 | (1.7) | 154 | (0.6) | 159 | (0.7) | 155 | (1.1) | 147 | (1.1) | 144 | (1.4) |
| Highest education level of either parent5 | ||||||||||||||||||||||||||||||
| Did not finish high school | 132 | (1.8) | 132 | (2.0) | 136 | (2.1) | 130 | (2.4) | 134 | (2.8) | 125 | (2.3) | 135 | (1.3) | 136 | (1.6) | 128 | (3.5) | ‡ | (†) | 134 | (1.5) | 134 | (1.8) | 133 | (2.0) | 129 | (2.6) | 127 | (3.4) |
| Graduated high school | 134 | (1.2) | 139 | (1.5) | 142 | (1.7) | 139 | (1.9) | 133 | (2.6) | 123 | (2.3) | 141 | (1.2) | 141 | (1.5) | 137 | (2.2) | 132 | (3.8) | 140 | (1.1) | 140 | (1.4) | 139 | (2.0) | 130 | (2.1) | 121 | (3.2) |
| Some education after high school | 148 | (1.1) | 153 | (1.7) | 156 | (1.4) | 153 | (1.7) | 152 | (1.8) | 141 | (2.1) | 154 | (1.3) | 154 | (1.1) | 150 | (1.8) | 147 | (3.3) | 154 | (1.1) | 155 | (1.2) | 151 | (1.5) | 145 | (2.2) | 143 | (3.1) |
| Graduated college | 153 | (0.9) | 159 | (1.1) | 163 | (0.9) | 162 | (1.0) | 164 | (1.5) | 140 | (1.2) | 159 | (0.9) | 164 | (0.8) | 161 | (1.4) | 156 | (1.9) | 159 | (0.8) | 164 | (0.8) | 160 | (1.2) | 152 | (1.6) | 146 | (1.8) |
| Percent of students in school eligible for free or reduced-price lunch |
||||||||||||||||||||||||||||||
| 0 to 25 percent eligible | 161 | (1.7) | 164 | (1.6) | 171 | (1.5) | 171 | (1.8) | 171 | (1.9) | 146 | (3.1) | 166 | (1.7) | 170 | (1.4) | 171 | (2.0) | 165 | (2.8) | 167 | (1.7) | 171 | (1.1) | 168 | (1.8) | 159 | (2.8) | 157 | (3.3) |
| 26 to 50 percent eligible | 149 | (1.3) | 155 | (2.1) | 159 | (1.1) | 157 | (1.4) | 157 | (1.7) | 137 | (2.2) | 155 | (1.5) | 159 | (1.1) | 154 | (1.7) | 153 | (3.6) | 156 | (1.0) | 159 | (1.5) | 155 | (1.7) | 148 | (1.8) | 141 | (3.0) |
| 51 to 75 percent eligible | 139 | (1.3) | 144 | (1.3) | 148 | (1.3) | 144 | (1.4) | 142 | (2.0) | 132 | (1.7) | 145 | (1.2) | 146 | (1.2) | 143 | (2.4) | 141 | (3.3) | 144 | (1.1) | 146 | (1.2) | 146 | (1.7) | 135 | (2.2) | 132 | (4.2) |
| 76 to 100 percent eligible | 130 | (1.6) | 133 | (1.6) | 135 | (1.9) | 132 | (1.8) | 130 | (1.8) | 122 | (2.3) | 135 | (1.2) | 135 | (1.4) | 131 | (2.2) | 123 | (3.5) | 135 | (1.6) | 135 | (1.8) | 132 | (1.5) | 127 | (1.8) | 122 | (2.2) |
| School control | ||||||||||||||||||||||||||||||
| Public | 143 | (0.8) | 149 | (1.0) | 154 | (0.9) | 152 | (0.8) | 151 | (1.4) | 131 | (1.2) | 150 | (0.8) | 154 | (0.8) | 149 | (1.1) | 146 | (1.9) | 149 | (0.6) | 154 | (0.8) | 150 | (1.1) | 141 | (1.2) | 135 | (1.7) |
| Private | 160 | (1.9) | 162 | (1.8) | 165 | (2.1) | 165 | (2.1) | 168 | (3.7) | 143 | (5.1) | 162 | (1.7) | 167 | (1.7) | 166 | (2.5) | 162 | (4.9) | 161 | (1.9) | 166 | (1.6) | 165 | (2.2) | 163 | (3.1) | 156 | (5.7) |
| School locale | ||||||||||||||||||||||||||||||
| City | 139 | (1.1) | 144 | (1.1) | 149 | (1.2) | 147 | (1.6) | 148 | (2.1) | 127 | (1.6) | 147 | (1.1) | 149 | (1.3) | 144 | (1.9) | 138 | (2.6) | 144 | (1.1) | 150 | (1.1) | 146 | (1.5) | 137 | (1.6) | 131 | (2.4) |
| Suburb | 146 | (1.2) | 153 | (1.3) | 158 | (1.3) | 158 | (1.4) | 160 | (1.9) | 132 | (1.6) | 154 | (1.1) | 159 | (1.2) | 155 | (2.0) | 156 | (2.7) | 152 | (1.0) | 159 | (1.3) | 154 | (1.6) | 148 | (2.2) | 144 | (2.4) |
| Town | 142 | (2.2) | 149 | (2.8) | 156 | (1.9) | 152 | (2.5) | 148 | (3.9) | 132 | (2.9) | 150 | (2.4) | 155 | (2.2) | 146 | (2.2) | 145 | (4.9) | 150 | (1.7) | 153 | (2.2) | 150 | (2.7) | 137 | (2.8) | 138 | (5.0) |
| Rural | 146 | (1.6) | 152 | (2.0) | 156 | (2.2) | 153 | (2.0) | 152 | (2.5) | 135 | (2.6) | 152 | (1.3) | 156 | (1.7) | 153 | (2.0) | 149 | (4.1) | 152 | (1.2) | 155 | (1.9) | 154 | (1.9) | 145 | (2.5) | 136 | (3.2) |
| Percentage distribution of students | ||||||||||||||||||||||||||||||
| All students | 24 | (0.6) | 26 | (0.4) | 22 | (0.4) | 17 | (0.4) | 12 | (0.4) | 10 | (0.5) | 37 | (0.6) | 37 | (0.6) | 12 | (0.4) | 4 | (0.2) | 30 | (0.7) | 33 | (0.6) | 21 | (0.4) | 11 | (0.3) | 5 | (0.2) |
| Sex | ||||||||||||||||||||||||||||||
| Male | 25 | (0.6) | 25 | (0.5) | 21 | (0.5) | 17 | (0.5) | 12 | (0.5) | 10 | (0.5) | 38 | (0.7) | 36 | (0.7) | 11 | (0.4) | 4 | (0.2) | 29 | (0.8) | 33 | (0.6) | 21 | (0.6) | 11 | (0.4) | 5 | (0.3) |
| Female | 23 | (0.6) | 27 | (0.5) | 22 | (0.5) | 17 | (0.4) | 11 | (0.4) | 9 | (0.5) | 36 | (0.7) | 38 | (0.6) | 13 | (0.5) | 4 | (0.3) | 30 | (0.7) | 33 | (0.7) | 21 | (0.4) | 11 | (0.4) | 5 | (0.3) |
| Race/ethnicity | ||||||||||||||||||||||||||||||
| White | 24 | (0.8) | 25 | (0.7) | 22 | (0.6) | 16 | (0.5) | 12 | (0.6) | 8 | (0.7) | 38 | (1.0) | 38 | (0.9) | 12 | (0.6) | 4 | (0.3) | 30 | (0.9) | 35 | (0.8) | 21 | (0.6) | 10 | (0.4) | 4 | (0.3) |
| Black | 25 | (0.9) | 26 | (0.9) | 20 | (0.8) | 17 | (0.5) | 13 | (0.5) | 12 | (0.8) | 32 | (0.8) | 37 | (0.8) | 13 | (0.7) | 7 | (0.5) | 28 | (0.8) | 28 | (1.0) | 21 | (0.7) | 14 | (0.6) | 9 | (0.5) |
| Hispanic | 25 | (0.8) | 28 | (0.7) | 21 | (0.6) | 16 | (0.6) | 9 | (0.5) | 12 | (0.6) | 37 | (0.9) | 35 | (0.7) | 11 | (0.7) | 4 | (0.2) | 31 | (0.8) | 30 | (0.6) | 22 | (0.7) | 13 | (0.6) | 5 | (0.3) |
| Asian | 18 | (1.2) | 23 | (1.4) | 26 | (1.2) | 20 | (1.0) | 13 | (1.1) | 7 | (0.8) | 35 | (2.1) | 40 | (1.7) | 13 | (1.1) | 5 | (0.7) | 24 | (1.6) | 37 | (1.8) | 23 | (1.3) | 10 | (1.1) | 5 | (0.5) |
| Pacific Islander | 16 | (4.6) | 19 | (6.2) | 28 | (5.5) | 27 | (5.0) | 9 | (3.5) | 6 | (2.7) | 35 | (6.2) | 35 | (5.9) | 21 | (5.4) | 2 | (†) | 27 | (5.8) | 41 | (6.3) | 17 | (5.2) | 11 | (4.0) | 3 | (2.1) |
| American Indian/Alaska Native | 34 | (4.2) | 24 | (3.4) | 20 | (4.3) | 8 | (2.6) | 14 | (3.5) | 15 | (2.8) | 37 | (5.7) | 33 | (4.3) | 9 | (3.1) | 6 | (2.4) | 32 | (4.5) | 35 | (5.6) | 15 | (4.7) | 11 | (3.1) | 7 | (3.0) |
| Two or more races | 23 | (2.1) | 25 | (1.8) | 21 | (1.9) | 18 | (2.4) | 13 | (1.4) | 8 | (1.7) | 35 | (2.5) | 39 | (3.2) | 14 | (1.7) | 4 | (0.8) | 26 | (2.1) | 33 | (2.3) | 24 | (1.8) | 12 | (1.8) | 5 | (1.3) |
| English language learner (ELL) status | ||||||||||||||||||||||||||||||
| ELL | 26 | (1.2) | 25 | (1.3) | 22 | (1.8) | 18 | (1.4) | 9 | (1.3) | 15 | (1.4) | 34 | (1.4) | 33 | (1.5) | 13 | (1.0) | 5 | (0.7) | 26 | (1.4) | 29 | (1.5) | 22 | (1.4) | 16 | (1.4) | 7 | (0.9) |
| Non-ELL | 24 | (0.6) | 26 | (0.4) | 22 | (0.4) | 17 | (0.4) | 12 | (0.4) | 9 | (0.5) | 37 | (0.6) | 37 | (0.6) | 12 | (0.4) | 4 | (0.2) | 30 | (0.7) | 33 | (0.6) | 21 | (0.4) | 11 | (0.3) | 5 | (0.2) |
| Disability status4 | ||||||||||||||||||||||||||||||
| Identified as student with disability (SD) | 31 | (1.1) | 23 | (0.9) | 19 | (0.9) | 14 | (0.8) | 13 | (0.8) | 20 | (0.9) | 34 | (1.1) | 28 | (1.1) | 12 | (0.6) | 6 | (0.5) | 30 | (1.2) | 29 | (1.3) | 20 | (1.1) | 13 | (0.9) | 8 | (0.6) |
| Not identified as SD | 23 | (0.6) | 26 | (0.4) | 22 | (0.4) | 17 | (0.4) | 11 | (0.4) | 8 | (0.5) | 37 | (0.7) | 38 | (0.6) | 12 | (0.4) | 4 | (0.2) | 30 | (0.7) | 34 | (0.6) | 21 | (0.4) | 11 | (0.3) | 5 | (0.2) |
| Highest education level of either parent5 | ||||||||||||||||||||||||||||||
| Did not finish high school | 30 | (1.2) | 27 | (1.3) | 20 | (1.0) | 14 | (0.9) | 9 | (0.8) | 14 | (1.1) | 39 | (1.4) | 33 | (1.5) | 11 | (1.0) | 3 | (0.4) | 30 | (1.2) | 31 | (1.2) | 21 | (0.9) | 13 | (0.9) | 6 | (0.6) |
| Graduated high school | 27 | (1.0) | 27 | (0.9) | 20 | (0.9) | 15 | (0.8) | 11 | (0.5) | 13 | (0.9) | 37 | (1.1) | 35 | (1.0) | 12 | (0.8) | 4 | (0.3) | 33 | (1.2) | 30 | (1.0) | 20 | (0.8) | 12 | (0.7) | 5 | (0.5) |
| Some education after high school | 25 | (1.1) | 27 | (1.1) | 23 | (0.9) | 16 | (0.7) | 10 | (0.7) | 9 | (0.7) | 39 | (1.2) | 37 | (1.1) | 11 | (0.8) | 4 | (0.4) | 31 | (1.2) | 33 | (1.1) | 20 | (1.0) | 10 | (0.6) | 5 | (0.5) |
| Graduated college | 21 | (0.6) | 25 | (0.6) | 23 | (0.5) | 18 | (0.5) | 13 | (0.6) | 7 | (0.5) | 35 | (0.8) | 40 | (0.7) | 13 | (0.4) | 5 | (0.3) | 27 | (0.7) | 35 | (0.6) | 22 | (0.5) | 11 | (0.5) | 5 | (0.2) |
| Percent of students in school eligible for free or reduced-price lunch |
||||||||||||||||||||||||||||||
| 0-25 percent eligible | 19 | (0.9) | 24 | (1.1) | 25 | (0.9) | 19 | (0.9) | 14 | (1.2) | 5 | (0.4) | 34 | (1.6) | 44 | (1.3) | 13 | (0.9) | 5 | (0.5) | 27 | (1.2) | 37 | (1.0) | 22 | (0.9) | 10 | (0.7) | 4 | (0.4) |
| 26-50 percent eligible | 22 | (0.9) | 27 | (0.9) | 23 | (0.7) | 17 | (0.9) | 11 | (0.8) | 7 | (0.7) | 38 | (1.3) | 39 | (1.2) | 13 | (0.8) | 4 | (0.3) | 31 | (1.1) | 33 | (1.2) | 21 | (0.7) | 10 | (0.7) | 4 | (0.3) |
| 51-75 percent eligible | 28 | (1.0) | 26 | (0.7) | 22 | (0.8) | 14 | (0.6) | 10 | (0.6) | 14 | (0.9) | 40 | (1.3) | 32 | (1.1) | 10 | (0.7) | 4 | (0.5) | 32 | (1.5) | 32 | (1.2) | 20 | (0.8) | 11 | (0.6) | 5 | (0.4) |
| 76-100 percent eligible | 27 | (1.0) | 26 | (0.8) | 20 | (0.7) | 17 | (0.7) | 10 | (0.7) | 14 | (1.1) | 34 | (1.2) | 34 | (1.2) | 13 | (1.1) | 4 | (0.5) | 30 | (1.1) | 27 | (0.9) | 21 | (0.8) | 14 | (0.6) | 7 | (0.5) |
| School control | ||||||||||||||||||||||||||||||
| Public | 24 | (0.6) | 26 | (0.5) | 22 | (0.4) | 16 | (0.4) | 11 | (0.4) | 10 | (0.5) | 37 | (0.6) | 36 | (0.6) | 12 | (0.4) | 4 | (0.2) | 30 | (0.7) | 32 | (0.6) | 21 | (0.4) | 11 | (0.3) | 5 | (0.2) |
| Private | 20 | (1.3) | 23 | (1.3) | 20 | (1.1) | 20 | (1.0) | 17 | (1.9) | 5 | (0.8) | 31 | (2.1) | 44 | (1.8) | 14 | (1.2) | 6 | (0.8) | 24 | (2.0) | 39 | (1.3) | 23 | (1.5) | 9 | (0.9) | 5 | (0.6) |
| School locale | ||||||||||||||||||||||||||||||
| City | 24 | (0.9) | 26 | (0.7) | 22 | (0.7) | 17 | (0.6) | 11 | (0.6) | 10 | (0.6) | 36 | (0.9) | 37 | (0.9) | 12 | (0.6) | 5 | (0.3) | 28 | (1.0) | 32 | (0.8) | 22 | (0.7) | 12 | (0.4) | 6 | (0.4) |
| Suburb | 23 | (0.6) | 26 | (0.8) | 22 | (0.6) | 17 | (0.6) | 12 | (0.8) | 9 | (0.5) | 37 | (1.2) | 39 | (0.9) | 11 | (0.6) | 4 | (0.3) | 30 | (1.0) | 34 | (0.7) | 21 | (0.6) | 11 | (0.5) | 4 | (0.3) |
| Town | 25 | (2.3) | 27 | (0.8) | 20 | (1.3) | 18 | (1.6) | 11 | (1.1) | 11 | (1.4) | 36 | (1.9) | 36 | (2.0) | 13 | (1.4) | 5 | (0.9) | 32 | (1.5) | 34 | (2.1) | 19 | (1.2) | 10 | (0.9) | 5 | (0.9) |
| Rural | 26 | (1.2) | 25 | (0.8) | 22 | (0.9) | 16 | (0.5) | 12 | (0.7) | 10 | (1.3) | 37 | (1.4) | 35 | (1.6) | 13 | (0.8) | 5 | (0.5) | 30 | (1.2) | 33 | (1.0) | 22 | (0.8) | 11 | (0.9) | 5 | (0.4) |
| †Not applicable. | ||||||||||||||||||||||||||||||
| ‡Reporting standards not met (too few cases for a reliable estimate). | ||||||||||||||||||||||||||||||
| 1 Based on student reports. | ||||||||||||||||||||||||||||||
| 2 A spreadsheet is a table or grid that displays data into columns and rows and may be used to create charts and graphs. | ||||||||||||||||||||||||||||||
| 3 Scale ranges from 0 to 300. | ||||||||||||||||||||||||||||||
| 4 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). | ||||||||||||||||||||||||||||||
| 5 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 29, 2016, from the Main NAEP Data Explorer (http://nces.ed.gov/nationsreportcard/naepdata/). (This table was prepared September 2016.) |
