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Percent of public school 4th 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 4th graders who scored at or above Proficient in mathematics Total White Black Hispanic Asian/ Pacific Islander American Indian/ Alaska Native
2007 51 58 16 22 43 28
2009 54 61 25 29 44 27
Is change significant? no statistical difference no statistical difference 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 247 252 222 229 239 234 31 23 13 18
2009 249 255 227 232 243 233 28 23 11 22
Trends in mathematics scores 1990 1992 1996 2000 2003 2005 2007 2009 Change from 2007 to 2009
All students — 228 232 234 242 246 247 249 no statistical difference
25th percentile — 209 — 215 224 229 230 231 no statistical difference
75th percentile — 250 — 255 262 265 267 270 no statistical difference
Student characteristics                  
Eligible for free- or reduced-price lunch — — — — 226 231 232 234 no statistical difference
Not eligible for free- or reduced-price lunch — — — — 248 252 253 257 higher
English language learners — — — — 213 222 221 224 no statistical difference
Not English language learners — — — — 244 248 249 252 no statistical difference
Students with disabilities — — — — 220 228 225 232 higher
Students without disabilities — — — — 245 248 250 252 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 — — — — 27 29 30 31 no statistical difference
Who are English language learners — — — — 5 7 8 8 no statistical difference
With disabilities — — — — 12 11 12 13 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 — — — — 1 1 1 1 no statistical difference
Identified as students with disabilities — — — — 2 2 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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