|Quartile groups for eighth
grade mathematics performance: 2000*
|(288 - 282)
||(281 - 276)
||(275 - 266)
||(263 - 254)
||District of Columbia
|*States in alphabetical order, not data order.
SOURCE: U.S. Department of Education, National Center for Education Statistics,
National Assessment of Educational Progress. See table
- Nationwide, eighth graders in public schools showed progress
throughout the decade, with a higher average score in 2000 (274) than in 1990
(263) and 1992 (267).
- In 2000, the nationwide percentage of eighth grade public school students
performing at or above the proficient level—identified by the National
Assessment Governing Board as the level that all students should reach—
was 27 percent.
- All but five of the participating states had averages in the basic achievement
level, indicating partial mastery; none reached a proficient or superior average.
Understanding mathematics is an important life skill and a prerequisite to
further study in science or engineering. This indicator measures the knowledge
of a state's eighth grade public school students in mathematics.
The National Assessment of Educational Progress (NAEP) is a federally authorized
ongoing assessment of student performance in various subjects on a national
scale. States participate at their option; no data means the state did not participate.
The mathematics assessment is based on the NAEP Mathematics Framework,
developed through a national consensus process. Questions cover five areas:
number sense, properties, and operations; measurement; geometry and spatial
sense; data analysis, statistics, and probability; and algebra and functions.
The 2000 NAEP for mathematics was administered to 4th, 8th, and 12th grade
students in 1990, 1992, 1996, and 2000. The 2000 national 8th grade public school
sample comprised 9,389 students from 385 public schools. Although the size of
individual state samples may vary, samples included about 2,500 8th graders
from 100 public schools in each state.
Student performance is described in terms of average scores on a 0-500 scale
and achievement levels: basic, proficient, and advanced. The basic level (262-298)
denotes partial mastery of the knowledge and skills that are fundamental for
proficient work in mathematics at the eighth grade level. The proficient level
(299-332) represents solid academic performance and demonstrates that the student
is competent in handling challenging mathematical subject matter. The advanced
level (333-500) signifies superior performance in mathematics at the eighth