| Total | 255 | 256 | 257 | 257 | 258 | 259 | 259 | 285 | 286 | 289 | 290 | 288 | 288 | 285 |
| Sex |
| Male | 250 | 250 | 253 | 251 | 251 | 254 | 254 | 279 | 280 | 284 | 284 | 282 | 281 | 278 |
| Female | 261 | 262 | 262 | 263 | 266 | 265 | 264 | 291 | 291 | 294 | 296 | 295 | 295 | 292 |
| Race/ethnicity |
| White, non-Hispanic | 261 | 262 | 263 | 262 | 265 | 267 | 266 | 291 | 293 | 295 | 297 | 296 | 295 | 293 |
| Black, non-Hispanic | 222 | 226 | 236 | 241 | 234 | 238 | 244 | 239 | 241 | 264 | 267 | 266 | 264 | 264 |
| Hispanic | — | 232 | 240 | 238 | 235 | 244 | 242 | — | 252 | 268 | 275 | 263 | 271 | 264 |
| Highest level of parental education2 |
| Less than high school | 238 | 239 | 240 | 241 | 237 | 238 | 240 | 261 | 263 | 269 | 270 | 268 | 265 | 259 |
| Graduated high school | 256 | 255 | 253 | 251 | 251 | 251 | 251 | 283 | 281 | 281 | 283 | 276 | 274 | 274 |
| Some education after high school | — | — | 266 | 267 | 266 | 269 | 264 | — | — | 298 | 295 | 294 | 295 | 286 |
| Graduated from college | — | — | 268 | 267 | 269 | 270 | 270 | — | — | 302 | 302 | 300 | 298 | 298 |
| Number of hours spent on homework |
| Did not have homework | — | — | 254 | 252 | 250 | 251 | 248 | — | — | 276 | 274 | 273 | 275 | 270 |
| Did not do homework | — | — | 247 | 244 | 243 | 249 | 245 | — | — | 287 | 288 | 285 | 282 | 279 |
| Less than 1 hour | — | — | 261 | 258 | 261 | 262 | 261 | — | — | 290 | 291 | 288 | 291 | 287 |
| 1-2 hours | — | — | 266 | 265 | 268 | 269 | 268 | — | — | 296 | 300 | 297 | 296 | 295 |
| More than 2 hours | — | — | 265 | 262 | 270 | 269 | 272 | — | — | 303 | 307 | 306 | 300 | 304 |
| — Not available. |
| 1All participants of this age were in school. |
| 2As reported by students. |
| NOTE: The NAEP scores range from 0 to 500, but have been evaluated at certain performance levels. A score of 150 implies an ability to follow written directions and select phrases to describe pictures. A score of 200 implies an ability to understand, combine ideas, and make inferences based on short uncomplicated passages about specific or sequentially related information. A score of 250 implies an ability to search for specific information, interrelate ideas, and make generalizations about rather lengthy literature, science, and social studies materials. A score of 300 implies an ability to find, understand, summarize, and explain relatively complicated literary and informational material. A score of 350 implies an ability to extend, restructure, and synthesize ideas presented in specialized and complex scientific materials, literary essays, and historical documents. Excludes persons not enrolled in school and those who were unable to be tested due to limited proficiency in English or due to a disability. Includes students in public and private schools. |
| SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), NAEP 1999 Long-Term Trend Reading Summary Data Tables for Age 13 Student Data, 1999 Long-Term Trend Reading Summary Data Tables for Age 17 Student Data, and 2004 Trends in Academic Progress, Three Decades of Student Performance in Reading and Mathematics, 2005. |
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