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| 2022 Tables and Figures | All Years of Tables and Figures | Most Recent Full Issue of the Digest |
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| Table 222.85. | Average National Assessment of Educational Progress (NAEP) mathematics scale score, by age and selected student characteristics: Selected years, 1973 through 2020 |
| [Standard errors appear in parentheses] | ||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Selected student characteristic | 19731 | 1978 | 1982 | 1986 | 1990 | 1992 | 1994 | 1996 | 1999 | 20042 | 2008 | 2012 | 2020 | |||||||||||||||
| Previous format | Revised format | |||||||||||||||||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | ||||||||||||||
| 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) | 241 | (0.8) |
| 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) | 243 | (1.0) |
| 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) | 239 | (0.8) |
| 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) | # | (†) | -4 | (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) | 250 | (1.0) |
| 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) | 225 | (1.5) |
| 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) | 232 | (1.2) |
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) | 25 | (1.8) |
| 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) | 18 | (1.6) |
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) | 280 | (0.8) |
| 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) | 281 | (1.0) |
| 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) | 278 | (0.9) |
| 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) | -3 | (1.4) |
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) | 291 | (1.0) |
| 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) | 256 | (1.7) |
| 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) | 267 | (1.0) |
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) | 35 | (2.0) |
| 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) | 24 | (1.4) |
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) | 261 | (2.0) |
| 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) | 264 | (1.4) |
| 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) | 281 | (1.2) |
| 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) | 292 | (0.9) |
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) | [3] | (†) |
| 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) | [3] | (†) |
| 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) | [3] | (†) |
| 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) | [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) | [3] | (†) |
| 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) | [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) | [3] | (†) |
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) | [3] | (†) |
| 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) | [3] | (†) |
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) | [3] | (†) |
| 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) | [3] | (†) |
| 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) | [3] | (†) |
| 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) | [3] | (†) |
| ---Not available. | ||||||||||||||||||||||||||||
| †Not applicable. | ||||||||||||||||||||||||||||
| #Rounds to zero. | ||||||||||||||||||||||||||||
| 1 Extrapolated. Caution should be used in interpreting the patterns of trends when comparing results from other assessment years to 1973. For more information, see https://www.nationsreportcard.gov/ltt/about/ltt-mathematics/?age=9#1973-mathematics-result. | ||||||||||||||||||||||||||||
| 2 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 learners. In subsequent years, only the revised format was used. | ||||||||||||||||||||||||||||
| 3 Data are not available for 17-year-olds because the 2020 administration of the Long-Term Trend Assessment at age 17 was postponed due to the coronavirus pandemic. | ||||||||||||||||||||||||||||
| 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, private, Bureau of Indian Education, and Department of Defense Education Activity 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 learners who were unable to be tested even with accommodations (1 to 8 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 2020 Trends in Academic Progress; and 2020 NAEP Long-Term Trend Mathematics Assessment, retrieved October 18, 2021, from Long-Term Trend NAEP Data Explorer (https://www.nationsreportcard.gov/ndecore/xplore/NDE). (This table was prepared October 2021.) |
