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America's Children: Key National Indicators of Well-Being, 2007

Mathematics and Reading Achievement

The extent and content of students' knowledge, as well as their ability to think, learn, and communicate, affect their likelihood to be productive and active citizens as adults. Mathematics and reading achievement test scores are important measures of students' skills in these subject areas, as well as good indicators of overall achievement in school. To assess progress in mathematics and reading, the National Assessment of Educational Progress (NAEP) measures national trends in the academic performance of students in grades 4, 8, and 12.

Indicator ED2.A: Average mathematics scale scores for students in grades 4, 8, and 12, selected years 1990–2005

NOTE: Data are available for 1990, 1992, 1996, 2000, 2003, and 2005, although the 2003 assessment only included grades 4 and 8. The 2005 assessment included a 12th-grade component, but the National Assessment Governing Board introduced changes in the 2005 NAEP mathematics framework for grade 12 in both the assessment content and administration procedures. As a result, the 12th-grade assessment results cannot be compared with those of previous assessments. In early years of the assessment, testing accommodations (e.g., extended time, small group testing) for children with disabilities and limited-English-proficient students were not permitted. In 1996, scores are shown for both the assessments with and without accommodations to show comparability across the assessments.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress.

At grades 4 and 8, average mathematics scores were higher in 2005 than in all previous assessments.
The 12th-grade NAEP mathematics assessment in 2005 was based on a mathematics framework that was revised to reflect changes in high school mathematics standards and coursework. As a result, the 2005 results cannot be compared with those from previous years.¹⁰³
In 2005, 36 percent of 4th-graders, 30 percent of 8th-graders, and 23 percent of 12th-graders were at or above the Proficient level, indicating solid academic achievement. The percentages of 4th- and 8th-graders at or above Basic (indicating partial mastery of prerequisite knowledge and skills) and Proficient and at Advanced (indicating superior performance) in mathematics in 2005 were higher than in all previous assessments.¹⁰⁴
At grades 4, 8, and 12 in 2005, Asian/Pacific Islander and White, non-Hispanic students scored higher on average in mathematics than their Black, non-Hispanic, American Indian/Alaska Native, and Hispanic peers; Hispanic students also had higher average scores than Black, non-Hispanic students.

Indicator ED2.B: Average reading scale scores for students in grades 4, 8, and 12, selected years 1992–2005

NOTE: Data are available for 1992, 1994, 1998, 2000, 2002, 2003, and 2005, although the 2000 assessment only included grade 4, and the 2003 assessment only included grades 4 and 8. In early years of the assessment, testing accommodations (e.g., extended time, small group testing) for children with disabilities and limited-English-proficient students were not permitted. In 1998, scores are shown for both the assessments with and without accommodations to show comparability across the assessments.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress.

At grade 4, there was a 2-point increase in the average reading score between 1992 and 2005. At grade 8, there was a 1-point decline between 2003 and 2005, but the 2005 score was 2 points higher than in 1992. The average score at grade 12 was 6 points lower in 2005 than in 1992.
In 2005, 31 percent of 4th-graders were at or above the Proficient achievement level, indicating solid academic achievement, a higher percentage than in 1992. At grade 8, 31 percent of students were at or above Proficient, a higher percentage than in 1992. At grade 12, 35 percent were at or above Proficient in 2005, a lower percentage than in 1992 and 1998 but not statistically different than in 2002.¹⁰⁴
In reading, White, non-Hispanic students had higher scores in 2005 than their Black, non-Hispanic and Hispanic peers at grades 4, 8, and 12. There were no changes in the gaps between White, non-Hispanic students and their Black, non-Hispanic or Hispanic peers from 1992 to 2005 at grades 4, 8, and 12.
Females had higher reading scores than males at grades 4, 8, and 12 in 2005. In mathematics, males outperformed females at grades 4, 8, and 12 in 2005.
In both mathematics and reading, higher parental education levels were associated with higher achievement scores.¹⁰⁵

table icon ED2A HTML Table, ED2B HTML Table

excel icon ED2A Excel Table, ED2B Excel Table

¹⁰³ Among other changes, the framework was revised by merging the measurement and geometry content areas into one and by adding additional questions on algebra, data analysis, and probability. For more details, see Grigg, W., Donahue, P., and Dion, G. (2007). The Nation's Report Card: 12th-Grade Reading and Mathematics 2005 (NCES 2007-468). U.S. Department of Education, National Center for Education Statistics, Washington, DC: U.S. Government Printing Office.

¹⁰⁴ The achievement levels define what students should know and be able to do at each grade. They are set by the National Assessment Governing Board (NAGB) and have undergone several evaluations but remain developmental in nature and continue to be used on a trial basis. Until the Commissioner of the National Center for Education Statistics determines that the levels are reasonable, valid, and informative to the public, they should be interpreted and used with caution. For more information, see http://nces.ed.gov/nationsreportcard/.

¹⁰⁵ Data on parents' level of education are not reliable for fourth-graders.