Elementary and Secondary Education

Fourth Grade Science Proficiency: 2005

  • 1st quartile
    (40%–35%)
  • 2nd quartile
    (33%–27%)
  • 3rd quartile
    (26%–25%)
  • 4th quartile
    (24%–12%)
  • No data

Quartiles

Fourth grade science proficiency: 2005
 
1st Quartile
(40%–35%)
2nd Quartile
(33%–27%)
3rd Quartile
(26%–25%)
4th Quartile
(24%–12%)
No data
 
Kentucky Colorado Florida Alabama Alaska
Maine Connecticut Georgia Arizona District of Columbia
Massachusetts Delaware North Carolina Arkansas Iowa
Missouri Idaho Oklahoma California Kansas
Montana Illinois Oregon Hawaii Nebraska
New Hampshire Indiana South Carolina Louisiana New York
North Dakota Maryland Tennessee Mississippi Pennsylvania
Ohio Michigan Texas Nevada  
South Dakota Minnesota   New Mexico  
Vermont New Jersey   Rhode Island  
Virginia Utah   West Virginia  
Wisconsin Washington      
  Wyoming      
 
SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (various years). See Data Table.

Findings

  • In 2005 nationwide, 27% of fourth grade public school students performed at or above the proficient level in science, which showed little change from 26% in 2000.
  • Of the 36 states that participated in both the 2000 and 2005 science assessments, 18 states showed numerical increases in science proficiency for public school fourth graders in 2005, although only 4 of these increases were statistically significant. Likewise, although 13 states showed numerical decreases in 2005, none of these declines was statistically significant.
  • Among fourth graders in public schools in 2005, proficiency in mathematics was more widespread than in science, a reversal of the 2000 results.
  • Substantial differences in science proficiency exist between racial/ethnic groups of fourth graders, but these narrowed between 2000 and 2005. The gender gap 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 science. High indicator values show that a high percentage of a state's fourth graders has demonstrated a solid foundation for adult science 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. A National Academy of Sciences panel evaluated the process used to establish the achievement levels for the science assessment and urged that they be considered developmental and interpreted with caution. Approximately 147,700 fourth grade students in 8,500 schools participated in the 2005 NAEP science assessment.

For the fourth grade, the basic level (scores of 138–169) denotes partial mastery of knowledge and skills that are prerequisite for proficient work. The proficient level (170–204) 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 (205–300) signifies superior performance.

Data Table

Table 8-4
Fourth grade science proficiency, by state: 2000 and 2005
(Percent)
 
State 2000 2005
 
United States 26 27
Alabama 22 21
Alaska NA NA
Arizona 22 18
Arkansas 23 24
California 13 17
Colorado NA 32
Connecticut 35 33
Delaware NA 27
District of Columbia NA NA
Florida NA 26
Georgia 23 25
Hawaii 16 19
Idaho 29 29
Illinois 31 27
Indiana 32 27
Iowa 36 NA
Kansas NA NA
Kentucky 28 36
Louisiana 18 20
Maine 37 36
Maryland 24 27
Massachusetts 42 38
Michigan 32 30
Minnesota 34 33
Mississippi 13 12
Missouri 34 36
Montana 36 37
Nebraska 26 NA
Nevada 19 17
New Hampshire NA 37
New Jersey NA 32
New Mexico 17 18
New York 24 NA
North Carolina 23 25
North Dakota 36 36
Ohio 31 35
Oklahoma 26 25
Oregon 27 26
Pennsylvania NA NA
Rhode Island 25 23
South Carolina 20 25
South Dakota NA 35
Tennessee 24 26
Texas 23 25
Utah 31 33
Vermont 38 38
Virginia 32 40
Washington NA 28
West Virginia 24 24
Wisconsin NA 35
Wyoming 31 32
     
Puerto Rico NA NA
 

NA = not available

NOTE: National average for United States is reported value in National Assessment of Educational Progress (NAEP) reports. NAEP grade 4 science scores for public schools only. In 2000, California, Georgia, Hawaii, Kentucky, Maryland, South Carolina, Tennessee, Texas, and Virginia significantly different from 2005 when only one jurisdiction or the nation is examined. In 2005, Alaska, District of Columbia, Iowa, Kansas, Nebraska, New York, and Pennsylvania did not participate.

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

Science and Engineering Indicators 2008

Excel.Source Data
  • 1st quartile
    (40%–35%)
  • 2nd quartile
    (33%–27%)
  • 3rd quartile
    (26%–25%)
  • 4th quartile
    (24%–12%)
  • No data

Quartiles

Fourth grade science proficiency: 2005
 
1st Quartile
(40%–35%)
2nd Quartile
(33%–27%)
3rd Quartile
(26%–25%)
4th Quartile
(24%–12%)
No data
 
Kentucky Colorado Florida Alabama Alaska
Maine Connecticut Georgia Arizona District of Columbia
Massachusetts Delaware North Carolina Arkansas Iowa
Missouri Idaho Oklahoma California Kansas
Montana Illinois Oregon Hawaii Nebraska
New Hampshire Indiana South Carolina Louisiana New York
North Dakota Maryland Tennessee Mississippi Pennsylvania
Ohio Michigan Texas Nevada  
South Dakota Minnesota   New Mexico  
Vermont New Jersey   Rhode Island  
Virginia Utah   West Virginia  
Wisconsin Washington      
  Wyoming      
 
SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (various years). See Data Table.

Findings

  • In 2005 nationwide, 27% of fourth grade public school students performed at or above the proficient level in science, which showed little change from 26% in 2000.
  • Of the 36 states that participated in both the 2000 and 2005 science assessments, 18 states showed numerical increases in science proficiency for public school fourth graders in 2005, although only 4 of these increases were statistically significant. Likewise, although 13 states showed numerical decreases in 2005, none of these declines was statistically significant.
  • Among fourth graders in public schools in 2005, proficiency in mathematics was more widespread than in science, a reversal of the 2000 results.
  • Substantial differences in science proficiency exist between racial/ethnic groups of fourth graders, but these narrowed between 2000 and 2005. The gender gap 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 science. High indicator values show that a high percentage of a state's fourth graders has demonstrated a solid foundation for adult science 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. A National Academy of Sciences panel evaluated the process used to establish the achievement levels for the science assessment and urged that they be considered developmental and interpreted with caution. Approximately 147,700 fourth grade students in 8,500 schools participated in the 2005 NAEP science assessment.

For the fourth grade, the basic level (scores of 138–169) denotes partial mastery of knowledge and skills that are prerequisite for proficient work. The proficient level (170–204) 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 (205–300) signifies superior performance.

Data Table

Table 8-4
Fourth grade science proficiency, by state: 2000 and 2005
(Percent)
 
State 2000 2005
 
United States 26 27
Alabama 22 21
Alaska NA NA
Arizona 22 18
Arkansas 23 24
California 13 17
Colorado NA 32
Connecticut 35 33
Delaware NA 27
District of Columbia NA NA
Florida NA 26
Georgia 23 25
Hawaii 16 19
Idaho 29 29
Illinois 31 27
Indiana 32 27
Iowa 36 NA
Kansas NA NA
Kentucky 28 36
Louisiana 18 20
Maine 37 36
Maryland 24 27
Massachusetts 42 38
Michigan 32 30
Minnesota 34 33
Mississippi 13 12
Missouri 34 36
Montana 36 37
Nebraska 26 NA
Nevada 19 17
New Hampshire NA 37
New Jersey NA 32
New Mexico 17 18
New York 24 NA
North Carolina 23 25
North Dakota 36 36
Ohio 31 35
Oklahoma 26 25
Oregon 27 26
Pennsylvania NA NA
Rhode Island 25 23
South Carolina 20 25
South Dakota NA 35
Tennessee 24 26
Texas 23 25
Utah 31 33
Vermont 38 38
Virginia 32 40
Washington NA 28
West Virginia 24 24
Wisconsin NA 35
Wyoming 31 32
     
Puerto Rico NA NA
 

NA = not available

NOTE: National average for United States is reported value in National Assessment of Educational Progress (NAEP) reports. NAEP grade 4 science scores for public schools only. In 2000, California, Georgia, Hawaii, Kentucky, Maryland, South Carolina, Tennessee, Texas, and Virginia significantly different from 2005 when only one jurisdiction or the nation is examined. In 2005, Alaska, District of Columbia, Iowa, Kansas, Nebraska, New York, and Pennsylvania did not participate.

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

Science and Engineering Indicators 2008

Excel.Source Data
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