Elementary and Secondary Education

Fourth Grade Mathematics Proficiency: 2005

  • 1st quartile
    (49%–41%)
  • 2nd quartile
    (40%–37%)
  • 3rd quartile
    (36%–28%)
  • 4th quartile
    (27%–9%)

Quartiles

Fourth grade mathematics proficiency: 2005
 
1st Quartile
(49%–41%)
2nd Quartile
(40%–37%)
3rd Quartile
(36%–28%)
4th Quartile
(27%–9%)
 
Connecticut Colorado Alaska Alabama
Idaho Indiana Arizona District of Columbia
Kansas Iowa Arkansas Hawaii
Massachusetts Maine California Kentucky
Minnesota Maryland Delaware Louisiana
New Hampshire Michigan Florida Mississippi
New Jersey Montana Georgia Nevada
North Dakota North Carolina Illinois New Mexico
Ohio Oregon Missouri West Virginia
Pennsylvania South Dakota Nebraska  
Vermont Texas New York  
Washington Utah Oklahoma  
Wyoming Virginia Rhode Island  
  Wisconsin South Carolina  
    Tennessee  
 
SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (various years). See Data Table.

Findings

  • In 2005 nationwide, 35% of fourth grade public school students performed at or above the proficient level in mathematics, which represents a significant increase from 22% in 2000.
  • Of the 41 jurisdictions that participated in both the 2000 and 2005 assessments, all showed increases in mathematics proficiency levels for public school fourth graders in 2005. In 2005, only 3 states and the District of Columbia had mathematics proficiency percentages below the 2000 national average of 22% compared with 20 jurisdictions below 22% in 2000.
  • Substantial differences in mathematics proficiency exist between racial/ethnic groups of fourth graders. The gaps increased between 2000 and 2005 as blacks and Hispanics failed to match the gains made in mathematics proficiency by whites. The gender gap in proficiency among fourth graders is much smaller and remained unchanged between 2000 and 2005.

Description

This indicator is the proportion of a state's fourth grade students in public schools that have achieved proficiency in mathematics. High indicator values show that a high percentage of a state's fourth graders has demonstrated a solid foundation for adult mathematics competency. Proficiency is based on achievement levels in the National Assessment of Educational Progress (NAEP) that reflect performance standards set by the National Assessment Governing Board to provide a context for interpreting student performance on NAEP. Approximately 172,000 fourth grade students in 8,700 schools participated in the 2005 NAEP mathematics assessment.

For the fourth grade, the basic level (scores of 214–248) denotes partial mastery of knowledge and skills that are prerequisite for proficient work. The proficient level (249–281) represents solid academic performance and demonstrates competency over challenging subject matter knowledge, its application to real-world situations, and mastery of appropriate analytical skills. The advanced level (282–500) signifies superior performance.

Data Table

Table 8-2
Fourth grade mathematics proficiency, by state: 2000, 2003, and 2005
(Percent)
 
State 2000 2003 2005
 
United States 22 31 35
Alabama 13 19 21
Alaska NA 30 34
Arizona 16 25 28
Arkansas 14 26 34
California 13 25 28
Colorado NA 34 39
Connecticut 31 41 43
Delaware NA 31 36
District of Columbia 5 7 9
Florida NA 31 36
Georgia 17 27 30
Hawaii 14 23 27
Idaho 20 31 41
Illinois 20 32 32
Indiana 30 35 38
Iowa 26 36 37
Kansas 29 41 47
Kentucky 17 22 27
Louisiana 14 21 24
Maine 23 34 39
Maryland 21 31 38
Massachusetts 31 41 49
Michigan 28 34 37
Minnesota 33 42 47
Mississippi 9 17 19
Missouri 23 30 31
Montana 24 31 39
Nebraska 24 34 36
Nevada 16 23 26
New Hampshire NA 43 47
New Jersey NA 39 46
New Mexico 12 17 19
New York 21 33 36
North Carolina 25 41 40
North Dakota 25 34 41
Ohio 25 36 43
Oklahoma 16 23 28
Oregon 23 33 37
Pennsylvania NA 36 41
Rhode Island 22 28 31
South Carolina 18 32 36
South Dakota NA 34 40
Tennessee 18 24 28
Texas 25 33 40
Utah 23 31 37
Vermont 29 42 43
Virginia 24 36 40
Washington NA 36 42
West Virginia 17 24 26
Wisconsin NA 35 40
Wyoming 25 39 42
 
Puerto Rico NA NA NA
 

NA = not available

NOTES: National average for United States is reported value in National Assessment of Educational Progress (NAEP) reports. NAEP grade 4 mathematics scores for public schools only.

SOURCE: National Center for Education Statistics, NAEP (various years).

Science and Engineering Indicators 2008

Excel.Source Data
  • 1st quartile
    (49%–41%)
  • 2nd quartile
    (40%–37%)
  • 3rd quartile
    (36%–28%)
  • 4th quartile
    (27%–9%)

Quartiles

Fourth grade mathematics proficiency: 2005
 
1st Quartile
(49%–41%)
2nd Quartile
(40%–37%)
3rd Quartile
(36%–28%)
4th Quartile
(27%–9%)
 
Connecticut Colorado Alaska Alabama
Idaho Indiana Arizona District of Columbia
Kansas Iowa Arkansas Hawaii
Massachusetts Maine California Kentucky
Minnesota Maryland Delaware Louisiana
New Hampshire Michigan Florida Mississippi
New Jersey Montana Georgia Nevada
North Dakota North Carolina Illinois New Mexico
Ohio Oregon Missouri West Virginia
Pennsylvania South Dakota Nebraska  
Vermont Texas New York  
Washington Utah Oklahoma  
Wyoming Virginia Rhode Island  
  Wisconsin South Carolina  
    Tennessee  
 
SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (various years). See Data Table.

Findings

  • In 2005 nationwide, 35% of fourth grade public school students performed at or above the proficient level in mathematics, which represents a significant increase from 22% in 2000.
  • Of the 41 jurisdictions that participated in both the 2000 and 2005 assessments, all showed increases in mathematics proficiency levels for public school fourth graders in 2005. In 2005, only 3 states and the District of Columbia had mathematics proficiency percentages below the 2000 national average of 22% compared with 20 jurisdictions below 22% in 2000.
  • Substantial differences in mathematics proficiency exist between racial/ethnic groups of fourth graders. The gaps increased between 2000 and 2005 as blacks and Hispanics failed to match the gains made in mathematics proficiency by whites. The gender gap in proficiency among fourth graders is much smaller and remained unchanged between 2000 and 2005.

Description

This indicator is the proportion of a state's fourth grade students in public schools that have achieved proficiency in mathematics. High indicator values show that a high percentage of a state's fourth graders has demonstrated a solid foundation for adult mathematics competency. Proficiency is based on achievement levels in the National Assessment of Educational Progress (NAEP) that reflect performance standards set by the National Assessment Governing Board to provide a context for interpreting student performance on NAEP. Approximately 172,000 fourth grade students in 8,700 schools participated in the 2005 NAEP mathematics assessment.

For the fourth grade, the basic level (scores of 214–248) denotes partial mastery of knowledge and skills that are prerequisite for proficient work. The proficient level (249–281) represents solid academic performance and demonstrates competency over challenging subject matter knowledge, its application to real-world situations, and mastery of appropriate analytical skills. The advanced level (282–500) signifies superior performance.

Data Table

Table 8-2
Fourth grade mathematics proficiency, by state: 2000, 2003, and 2005
(Percent)
 
State 2000 2003 2005
 
United States 22 31 35
Alabama 13 19 21
Alaska NA 30 34
Arizona 16 25 28
Arkansas 14 26 34
California 13 25 28
Colorado NA 34 39
Connecticut 31 41 43
Delaware NA 31 36
District of Columbia 5 7 9
Florida NA 31 36
Georgia 17 27 30
Hawaii 14 23 27
Idaho 20 31 41
Illinois 20 32 32
Indiana 30 35 38
Iowa 26 36 37
Kansas 29 41 47
Kentucky 17 22 27
Louisiana 14 21 24
Maine 23 34 39
Maryland 21 31 38
Massachusetts 31 41 49
Michigan 28 34 37
Minnesota 33 42 47
Mississippi 9 17 19
Missouri 23 30 31
Montana 24 31 39
Nebraska 24 34 36
Nevada 16 23 26
New Hampshire NA 43 47
New Jersey NA 39 46
New Mexico 12 17 19
New York 21 33 36
North Carolina 25 41 40
North Dakota 25 34 41
Ohio 25 36 43
Oklahoma 16 23 28
Oregon 23 33 37
Pennsylvania NA 36 41
Rhode Island 22 28 31
South Carolina 18 32 36
South Dakota NA 34 40
Tennessee 18 24 28
Texas 25 33 40
Utah 23 31 37
Vermont 29 42 43
Virginia 24 36 40
Washington NA 36 42
West Virginia 17 24 26
Wisconsin NA 35 40
Wyoming 25 39 42
 
Puerto Rico NA NA NA
 

NA = not available

NOTES: National average for United States is reported value in National Assessment of Educational Progress (NAEP) reports. NAEP grade 4 mathematics scores for public schools only.

SOURCE: National Center for Education Statistics, NAEP (various years).

Science and Engineering Indicators 2008

Excel.Source Data
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