bypass top and left hand navigationNational Science Board   HOME     PDF     SEARCH     HELP     COMMENTS  
Science and Engineering Indicators 2004
  Table of Contents     Figures     Tables     Appendix Tables     Presentation Slides  
Chapter 8:
Secondary Education
Higher Education
Financial Research and Development Inputs
R&D Outputs
Science and Technology in the Economy



Data Tools
Tell us what you think about the new state indicators chapter

State Indicators

PDFPrint this chapter (2.34MB)
Secondary Education

Select Indicator:

Quartiles | Findings | Description

Eighth grade mathematics performance: 2000 North Dakota: 283 North Carolina: 280 New York: 276 New Mexico: 260 Nevada: 268 Nebraska: 281 Montana: 287 Wyoming: 277 Wisconsin: NA West Virginia: 271 Washington: NA Virginia: 277 Vermont: 283 Utah: 275 Texas: 275 Tennessee: 263 South Dakota: NA South Carolina: 266 Rhode Island: 273 Pennsylvania: NA Oregon: 281 Oklahoma: 272 Ohio: 283 Missouri: 274 Mississippi: 254 Minnesota: 288 Michigan: 278 Maine: 284 Louisiana: 259 Florida: NA Connecticut: 282 Colorado: NA California: 262 Arkansas: 261 Arizona: 271 Alabama: 262 Alaska: NA New Jersey: NA Massachusetts: 283 New Hampshire: NA Delaware: NA Maryland: 276 District of Columbia: 234 Puerto Rico: NA Hawaii: 263 Kentucky: 272 Kansas: 284 Iowa: NA Indiana: 283 Illinois: 277 Idaho: 278 Georgia: 266

Quartiles top

Quartile groups for eighth grade mathematics performance: 2000*
1st Quartile 2nd Quartile 3rd Quartile 4th Quartile No data
(288 - 282) (281 - 276) (275 - 266) (263 - 254)  
Connecticut Idaho Arizona Alabama Alaska
Indiana Illinois Georgia Arkansas Colorado
Kansas Maryland Kentucky California Delaware
Maine Michigan Missouri District of Columbia Florida
Massachusetts Nebraska Nevada Hawaii Iowa
Minnesota New York Oklahoma Louisiana New Hampshire
Montana North Carolina Rhode Island Mississippi New Jersey
North Dakota Oregon South Carolina New Mexico Pennsylvania
Ohio Virginia Texas Tennessee South Dakota
Vermont Wyoming Utah   Washington
    West Virginia   Wisconsin
*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 8-1.

Findings top

  • 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.

Description top

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 grade level.

  Top Of Page