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Percent of public school 8th graders Proficient on the NAEP in reading Choose another Indicator

The President's 2020 College Attainment Goal

25- to 34-year-olds who completed an associate's or higher degree

Early Learning through High School

3- and 4-year-olds enrolled in preschool4th graders Proficient on the NAEP in reading4th graders Proficient on the NAEP in mathematics8th graders Proficient on the NAEP in reading8th graders Proficient on the NAEP in mathematicsFreshmen graduating from high school within 4 yearsPublic school graduates who took at least one Advanced Placement test in high school

Postsecondary Education and Training

18- to 24-year-olds enrolled in colleges and universitiesStudents completing a bachelor's degree within 6 yearsStudents completing an associate's degree within 3 yearsBachelor's degrees conferred in science, technology, engineering, and mathematics

Teachers and Leaders

School districts using teacher evaluation systemsSchool districts using principal evaluation systemsPublic high school teachers with a major in their main assignment area

An Excellent Education for All

Difference in current expenditures between high- and low-poverty districts
  Total White Black Hispanic Asian/ Pacific Islander American Indian/ Alaska Native
Percent of 8th graders who scored at or above Proficient            
2007 31 37 10 12 ‡ ‡
2009 34 38 14 25 ‡ ‡
Is change significant? no statistical difference no statistical difference no statistical difference no statistical difference ‡ ‡
  Gap between White and
  Total White Black Hispanic Asian/ Pacific Islander American Indian/ Alaska Native Black Hispanic Asian/ Pacific Islander American Indian/ Alaska Native
Average score                    
2007 263 270 242 248 ‡ ‡ 28 22 † †
2009 267 270 246 260 ‡ ‡ 24 10 † †
Trends in reading scores 1992 1994 1998 2002 2003 2005 2007 2009 Change from 2007 to 2009
All students — — 262 268 267 265 263 267 higher
25th percentile — — 243 250 248 244 243 247 higher
75th percentile — — 284 287 288 287 287 289 no statistical difference
Student characteristics                  
Eligible for free- or reduced-price lunch — — — — 255 253 252 253 no statistical difference
Not eligible for free- or reduced-price lunch — — — — 273 272 271 275 higher
English language learners — — — — ‡ ‡ ‡ ‡ no statistical difference
Not English language learners — — — — 268 265 264 267 higher
Students with disabilities — — — — 237 230 225 235 higher
Students without disabilities — — — — 270 268 268 270 higher
Percentage of assessed students 1992 1994 1998 2002 2003 2005 2007 2009 Change from 2007 to 2009
Who are eligible for free- or reduced-price lunch — — — — 30 37 38 36 no statistical difference
Who are English language learners — — — — 1 # 2 # —
With disabilities — — — — 9 8 10 10 no statistical difference
Percentage of all students who were excluded in NAEP 1992 1994 1998 2002 2003 2005 2007 2009 Change from 2007 to 2009
Identified as students who are English language learners — — — — 1 # # # no statistical difference
Identified as students with disabilities — — — — 8 8 3 3 no statistical difference
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), Reading Assessments, various years, retrieved from the NAEP Data Explorer (http://nces.ed.gov/nationsreportcard/naepdata/).
Download Scale Scores as Excel Download Proficiency Levels as Excel
↑ Significant increase.
↓ Significant decrease.
↔ No significant change.

— Not available.
† Not applicable.
‡ Reporting standards not met.
# Rounds to zero.
! Interpret data with caution.
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