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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 19 19 4 ‡ ‡ ‡
2009 19 20 11 ‡ ‡ ‡
Is change significant? no statistical difference no statistical difference higher ‡ ‡ ‡
  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 270 271 250 ‡ ‡ ‡ 21 † † †
2009 270 271 263 ‡ ‡ ‡ 7 † † †
Trends in mathematics scores 1990 1992 1996 2000 2003 2005 2007 2009 Change from 2007 to 2009
All students 256 259 265 266 271 269 270 270 no statistical difference
25th percentile 234 238 — 246 250 249 249 249 no statistical difference
75th percentile 277 281 — 290 293 291 292 293 no statistical difference
Student characteristics                  
Eligible for free- or reduced-price lunch — — — — 261 259 260 262 no statistical difference
Not eligible for free- or reduced-price lunch — — — — 280 278 279 280 no statistical difference
English language learners — — — — ‡ ‡ ‡ ‡ —
Not English language learners — — — — 271 269 270 270 no statistical difference
Students with disabilities — — — — 232 235 237 237 no statistical difference
Students without disabilities — — — — 277 275 276 276 no statistical difference
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 — — — — 47 48 48 52 higher
Who are English language learners — — — — # # 1 # —
With disabilities — — — — 14 14 15 14 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 — — — — 3 3 2 2 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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