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Percent of public school 8th graders Proficient on the NAEP in mathematics 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
Percent of 8th graders who scored at or above Proficient in mathematics Total White Black Hispanic Asian/ Pacific Islander American Indian/ Alaska Native
2007 38 41 ‡ ‡ ‡ 15
2009 44 47 ‡ 27 ‡ 16
Is change significant? higher higher ‡ ‡ ‡ 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 287 291 ‡ ‡ ‡ 260 † † † 31
2009 292 296 ‡ 278 ‡ 260 † 17 † 36
Trends in mathematics scores 1990 1992 1996 2000 2003 2005 2007 2009 Change from 2007 to 2009
All students 280 — 283 285 286 286 287 292 higher
25th percentile 262 — — 266 267 267 267 272 higher
75th percentile 300 — — 308 308 308 310 315 higher
Student characteristics                  
Eligible for free- or reduced-price lunch — — — — 273 272 272 277 higher
Not eligible for free- or reduced-price lunch — — — — 292 293 295 299 higher
English language learners — — — — ‡ 243 237 236 no statistical difference
Not English language learners — — — — 287 288 289 293 higher
Students with disabilities — — — — 246 252 248 244 no statistical difference
Students without disabilities — — — — 291 291 292 297 higher
Percentage of assessed students 1990 1992 1996 2000 2003 2005 2007 2009 Change from 2007 to 2009
Who are eligible for free- or reduced-price lunch — — — — 30 31 34 34 no statistical difference
Who are English language learners — — — — 2 4 5 3 lower
With disabilities — — — — 11 11 10 10 no statistical difference
Percentage of all students who were excluded in NAEP 1990 1992 1996 2000 2003 2005 2007 2009 Change from 2007 to 2009
Identified as students who are English language learners — — — — # # # # no statistical difference
Identified as students with disabilities — — — — 2 2 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), Mathematics 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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