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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 224.73. | Average scale score of 8th-graders on the information and communication technology (ICT) content area of the National Assessment of Educational Progress (NAEP) technology and engineering literacy (TEL) assessment and percentage distribution of 8th-graders, by computer use and internet access at home and other selected characteristics: 2018 |
| [Standard errors appear in parentheses] | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Selected characteristic | Percent of all students | Average ICT scale score1 | Percentage distribution of students | |||||||||||||||||
| All students | Student uses a computer at home | Student has access to Internet at home2 | Student uses a computer at home | Student has access to Internet at home2 | ||||||||||||||||
| Yes | No | Yes | No | Yes | No | Yes | No | |||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | ||||||||||
| Total | 100 | (†) | 153 | (0.7) | 156 | (0.7) | 134 | (1.0) | 154 | (0.7) | 126 | (2.2) | 87 | (0.4) | 13 | (0.4) | 97 | (0.2) | 3 | (0.2) |
| Sex | ||||||||||||||||||||
| Male | 50 | (0.3) | 149 | (0.7) | 153 | (0.7) | 132 | (1.3) | 150 | (0.7) | 122 | (3.4) | 85 | (0.5) | 15 | (0.5) | 97 | (0.3) | 3 | (0.3) |
| Female | 50 | (0.3) | 156 | (0.9) | 159 | (0.9) | 138 | (1.5) | 157 | (0.9) | 131 | (2.2) | 88 | (0.5) | 12 | (0.5) | 97 | (0.3) | 3 | (0.3) |
Race/ethnicity |
||||||||||||||||||||
| White | 49 | (1.4) | 162 | (0.8) | 164 | (0.8) | 147 | (1.8) | 163 | (0.8) | 139 | (3.3) | 90 | (0.5) | 10 | (0.5) | 97 | (0.3) | 3 | (0.3) |
| Black | 13 | (1.2) | 133 | (1.3) | 136 | (1.2) | 122 | (2.4) | 135 | (1.3) | 109 | (4.8) | 84 | (0.9) | 16 | (0.9) | 96 | (0.4) | 4 | (0.4) |
| Hispanic | 27 | (1.6) | 140 | (0.9) | 144 | (1.0) | 127 | (1.4) | 141 | (1.0) | 120 | (3.0) | 81 | (0.8) | 19 | (0.8) | 96 | (0.4) | 4 | (0.4) |
| Asian | 6 | (0.6) | 172 | (2.7) | 175 | (2.4) | ‡ | (†) | 173 | (2.6) | ‡ | (†) | 94 | (1.3) | 6 | (1.3) | 98 | (0.4) | 2 | (0.4) |
| Pacific Islander | # | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) |
| American Indian/Alaska Native | 1 | (0.3) | 131 | (5.0) | 136 | (4.5) | 122 | (6.9) | 132 | (4.9) | ‡ | (†) | 68 | (5.4) | 32 | (5.4) | 95 | (0.9) | 5 | (0.9) |
| Two or more races | 3 | (0.2) | 157 | (2.0) | 160 | (2.1) | 136 | (5.5) | 157 | (2.1) | ‡ | (†) | 87 | (1.5) | 13 | (1.5) | 97 | (0.7) | 3 | (0.7) |
English learner (EL) status |
||||||||||||||||||||
| EL | 6 | (0.4) | 106 | (1.5) | 110 | (1.9) | 98 | (2.2) | 108 | (1.5) | 90 | (4.8) | 71 | (1.6) | 29 | (1.6) | 91 | (1.2) | 9 | (1.2) |
| Non-EL | 94 | (0.4) | 156 | (0.7) | 158 | (0.7) | 139 | (1.2) | 157 | (0.7) | 133 | (2.4) | 88 | (0.4) | 12 | (0.4) | 97 | (0.2) | 3 | (0.2) |
Disability status3 |
||||||||||||||||||||
| Identified as student with disability (SD) | 12 | (0.4) | 117 | (1.3) | 121 | (1.4) | 107 | (2.2) | 119 | (1.3) | 99 | (4.3) | 78 | (1.0) | 22 | (1.0) | 94 | (0.6) | 6 | (0.6) |
| Not identified as SD | 88 | (0.4) | 158 | (0.7) | 160 | (0.7) | 141 | (1.1) | 159 | (0.7) | 134 | (2.4) | 88 | (0.4) | 12 | (0.4) | 97 | (0.2) | 3 | (0.2) |
Percent of students in school eligible for free or reduced-price lunch4 |
||||||||||||||||||||
| 0 to 25 percent eligible | 18 | (1.8) | 170 | (1.7) | 171 | (1.7) | 158 | (4.1) | 171 | (1.7) | ‡ | (†) | 95 | (0.7) | 5 | (0.7) | 99 | (0.2) | 1 | (0.2) |
| 26 to 50 percent eligible | 30 | (2.3) | 157 | (1.4) | 159 | (1.3) | 139 | (2.4) | 158 | (1.3) | 129 | (6.2) | 89 | (0.8) | 11 | (0.8) | 97 | (0.5) | 3 | (0.5) |
| 51 to 75 percent eligible | 23 | (2.2) | 148 | (1.1) | 151 | (1.1) | 134 | (2.0) | 149 | (1.1) | 133 | (4.4) | 86 | (0.7) | 14 | (0.7) | 96 | (0.5) | 4 | (0.5) |
| 76 to 100 percent eligible | 28 | (1.8) | 135 | (1.4) | 139 | (1.4) | 125 | (1.6) | 137 | (1.4) | 114 | (2.8) | 76 | (1.0) | 24 | (1.0) | 95 | (0.4) | 5 | (0.4) |
School control5 |
||||||||||||||||||||
| Public | 92 | (0.6) | 151 | (0.7) | 155 | (0.7) | 133 | (1.0) | 153 | (0.7) | 126 | (2.3) | 86 | (0.5) | 14 | (0.5) | 97 | (0.2) | 3 | (0.2) |
| Private | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) |
School locale |
||||||||||||||||||||
| City | 31 | (1.3) | 148 | (1.5) | 152 | (1.4) | 128 | (1.6) | 149 | (1.5) | 114 | (3.9) | 83 | (1.0) | 17 | (1.0) | 97 | (0.3) | 3 | (0.3) |
| Large | 16 | (1.3) | 146 | (2.2) | 150 | (2.2) | 125 | (2.5) | 147 | (2.2) | 116 | (4.1) | 84 | (1.2) | 16 | (1.2) | 97 | (0.5) | 3 | (0.5) |
| Midsize | 9 | (1.5) | 148 | (2.7) | 153 | (2.6) | 129 | (2.0) | 150 | (2.8) | 108 | (7.5) | 82 | (2.0) | 18 | (2.0) | 96 | (0.4) | 4 | (0.4) |
| Small | 6 | (1.1) | 152 | (4.1) | 157 | (3.6) | 133 | (4.0) | 154 | (3.9) | ‡ | (†) | 83 | (3.0) | 17 | (3.0) | 97 | (0.6) | 3 | (0.6) |
| Suburb | 40 | (2.1) | 157 | (0.9) | 159 | (0.9) | 137 | (1.9) | 158 | (0.9) | 123 | (3.9) | 90 | (0.6) | 10 | (0.6) | 98 | (0.3) | 2 | (0.3) |
| Large | 36 | (2.2) | 157 | (1.0) | 160 | (0.9) | 137 | (2.1) | 158 | (0.9) | 123 | (4.5) | 91 | (0.6) | 9 | (0.6) | 98 | (0.3) | 2 | (0.3) |
| Midsize | 1 | (0.6) | 152 | (4.9) | 154 | (5.0) | ‡ | (†) | 153 | (4.6) | ‡ | (†) | 87 | (4.0) | 13 | (4.0) | 97 | (---) | 3 | (---) |
| Small | 2 | (0.8) | 152 | (4.0) | 155 | (3.9) | ‡ | (†) | 153 | (4.0) | ‡ | (†) | 87 | (2.0) | 13 | (2.0) | 97 | (1.2) | 3 | (1.2) |
| Town | 11 | (1.7) | 153 | (2.6) | 156 | (2.6) | 137 | (3.5) | 154 | (2.7) | ‡ | (†) | 86 | (1.3) | 14 | (1.3) | 96 | (0.9) | 4 | (0.9) |
| Fringe | 2 | (0.7) | 156 | (6.4) | 159 | (5.3) | ‡ | (†) | 156 | (5.9) | ‡ | (†) | 86 | (2.4) | 14 | (2.4) | 96 | (1.5) | 4 | (1.5) |
| Distant | 5 | (1.1) | 154 | (3.2) | 157 | (3.4) | 136 | (5.5) | 155 | (3.4) | ‡ | (†) | 87 | (1.9) | 13 | (1.9) | 96 | (1.5) | 4 | (1.5) |
| Remote | 3 | (1.2) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) |
| Rural | 18 | (1.6) | 152 | (1.8) | 154 | (1.9) | 141 | (2.8) | 153 | (1.9) | 138 | (4.9) | 85 | (1.1) | 15 | (1.1) | 95 | (0.6) | 5 | (0.6) |
| Fringe | 13 | (2.1) | 153 | (2.4) | 155 | (2.6) | 139 | (2.5) | 154 | (2.4) | 131 | (6.7) | 87 | (1.0) | 13 | (1.0) | 95 | (0.6) | 5 | (0.6) |
| Distant | 4 | (0.9) | 150 | (3.1) | 152 | (2.8) | 144 | (6.2) | 151 | (3.2) | ‡ | (†) | 81 | (3.1) | 19 | (3.1) | 95 | (0.9) | 5 | (0.9) |
| Remote | 1 | (0.6) | 152 | (3.6) | 153 | (3.4) | ‡ | (†) | 152 | (3.5) | ‡ | (†) | 85 | (2.1) | 15 | (2.1) | 90 | (1.9) | 10 | (1.9) |
| ---Not available. | ||||||||||||||||||||
| †Not applicable. | ||||||||||||||||||||
| #Rounds to zero. | ||||||||||||||||||||
| ‡Reporting standards not met (too few cases for a reliable estimate). | ||||||||||||||||||||
| 1 Scale ranges from 0 to 300. Information and communication technology (ICT) is one of three content areas on the TEL assessment. The ICT content area covers software and systems used for accessing, creating, and communicating information, and for facilitating creative expression. | ||||||||||||||||||||
| 2 "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. | ||||||||||||||||||||
| 3 In addition to students with an Individualized Education Program (IEP), also includes students with a 504 plan. | ||||||||||||||||||||
| 4 Nonresponse rate for free or reduced-price lunch was greater than 15 percent but not greater than 50 percent. | ||||||||||||||||||||
| 5 Bureau of Indian Education and Department of Defense Education Activity schools are excluded from the Public category but included elsewhere in this table. The Private category was created by combining two school types: Catholic and Other private. | ||||||||||||||||||||
| NOTE: Includes students tested with accommodations (11 percent of all 8th-graders); excludes only those students with disabilities and English 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 August 4, 2022, from the Main NAEP Data Explorer (https://www.nationsreportcard.gov/ndecore/xplore/NDE). (This table was prepared August 2022.) |
