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Youth Indicators, 2005: Trends in the Well-Being of American Youth

Indicator 15: Mathematics Proficiency

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Table 15. National Assessment of Educational Process (NAEP) mathematics scores, by age and selected student characteristics: Various years, 1973 to 2004
Student characteristic19731978198619901994199920041973197819861990199419992004
 White, non-Hispanic274272274276281283288310306308309312315313
 Black, non-Hispanic228230249249252251262270268279289286283285
Highest level of parental education2
 Less than high school 245252253255256262280279285284289287
 Graduated high school263263263266264271294293294295299295
 Some education after high school273274277277279283305305308305308306
 Graduated college284280280285286292317314316318317317
Amount of daily television watching
 6 hours or more 255258257260264279282287286289286
 35 hours271271274274279296299300301302300
 02 hours276277282283288305310312314315313
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. Performers at the 150 level know some basic addition and subtraction facts, and most can add two-digit numbers without regrouping. They recognize simple situations in which addition and subtraction apply. Performers at the 200 level have considerable understanding of two-digit numbers and know some basic multiplication and division facts. Performers at the 250 level have an initial understanding of the four basic operations. They can also compare information from graphs and charts, and are developing an ability to analyze simple logical relations. Performers at the 300 level can compute decimals, simple fractions, and percents. They can identify geometric figures, measure lengths and angles, and calculate areas of rectangles. They are developing the skills to operate with signed numbers, exponents, and square roots. Performers at the 350 level can apply a range of reasoning skills to solve multistep problems. They can solve routine problems involving fractions and percents, recognize properties of basic geometric figures, and work with exponents and square roots. 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 Mathematics Summary Data Tables for Age 13 Student Data, 1999 Long-Term Trend Mathematics 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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