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Elementary and Secondary Education
Quartiles | Findings | Description
Fourth grade mathematics proficiency: 2003
Fourth grade mathematics proficiency: 2003
Quartiles
Fourth grade mathematics proficiency: 2003*
| 1st Quartile (43%–36%) |
2nd Quartile (35%–32%) |
3rd Quartile (31%–25%) |
4th Quartile (24%–7%) |
|---|---|---|---|
| Connecticut | Colorado | Alaska | Alabama |
| Iowa | Illinois | Arizona | District of Columbia |
| Kansas | Indiana | Arkansas | Hawaii |
| Massachusetts | Maine | California | Kentucky |
| Minnesota | Michigan | Delaware | Louisiana |
| New Hampshire | Nebraska | Florida | Mississippi |
| New Jersey | New York | Georgia | Nevada |
| North Carolina | North Dakota | Idaho | New Mexico |
| Ohio | Oregon | Maryland | Oklahoma |
| Pennsylvania | South Carolina | Missouri | Tennessee |
| Vermont | South Dakota | Montana | West Virginia |
| Virginia | Texas | Rhode Island | |
| Washington | Wisconsin | Utah | |
| Wyoming | |||
| *States in alphabetical order, not data order.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress. See |
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Findings
- In 2003, the nationwide percentage of fourth grade public school students who performed at or above the proficient level in mathematics was 31%, which represented a significant increase from 22% in 2000 and 19% in 1996 based on testing with accommodations.
- The proportion of fourth graders reaching the proficient achievement level was 43% for whites, 10% for blacks, 16% for Hispanics, 48% for Asians/Pacific Islanders, and 17% for American Indians/Alaska Natives.
- Gender differences in mathematics proficiency were observed among fourth grade students; 34% of males reached the proficient level compared with 29% of females.
Description
This indicator provides a measure of the extent to which a state’s fourth grade students in public schools have achieved proficiency in mathematics. High values show that a high percentage of a state’s fourth graders have demonstrated a solid foundation for adult mathematics competency. Such competency is an important characteristic of a state’s future workforce.
Proficiency in mathematics is based on achievement level in the National Assessment of Educational Progress (NAEP) 2003 Mathematics Assessment. Achievement levels represent performance standards set by the National Assessment Governing Board to provide a context for interpreting student performance on NAEP.
The basic level (scores of 214–248) denotes partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at the fourth grade level. The proficient level (249–281) represents solid academic performance at the fourth grade level. Students who reach this level have demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter. The advanced level (282–500) signifies superior performance. Approximately 190,100 fourth grade students participated in the NAEP assessment.
