Elementary and Secondary Education

Eighth Grade Mathematics Performance: 2005

  • 1st quartile
    (292–284)
  • 2nd quartile
    (283–281)
  • 3rd quartile
    (280–272)
  • 4th quartile
    (271–245)

Quartiles

Eighth grade mathematics performance: 2005
 
1st Quartile
(292–284)
2nd Quartile
(283–281)
3rd Quartile
(280–272)
4th Quartile
(271–245)
 
Iowa Colorado Alaska Alabama
Kansas Connecticut Arizona California
Massachusetts Delaware Arkansas District of Columbia
Minnesota Idaho Florida Hawaii
Montana Indiana Georgia Louisiana
Nebraska Maine Illinois Mississippi
New Hampshire North Carolina Kentucky Nevada
New Jersey Ohio Maryland New Mexico
North Dakota Oregon Michigan Oklahoma
South Dakota Pennsylvania Missouri Tennessee
Vermont South Carolina New York West Virginia
Virginia Texas Rhode Island  
Washington Wyoming Utah  
Wisconsin      
 
SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (various years). See Data Table.

Findings

  • In 2005, the nationwide average mathematics score of eighth grade public school students was 278, an increase from 272 in 2000.
  • Of the 41 jurisdictions that participated in both the 2000 and 2005 mathematics assessments, 37 reported increases in the average score for public school eighth graders, but only 28 of these increases were statistically significant. A single state reported a decline in test scores between 2000 and 2005 for public school eighth graders, but this decline was not statistically significant, meaning that no state showed a statistically significant decline in test scores during this period.
  • The entire eighth grade student sample, including students performing at the 10th, 25th, 50th, 75th, and 90th percentiles, demonstrated statistically significant gains in mathematics scores between 2000 and 2005.
  • The gaps in mathematics scores between white eighth graders and black or Hispanic eighth graders narrowed significantly between 2000 and 2005. The eighth grade gender gap in mathematics scores, although much smaller, remained unchanged between 2000 and 2005.

Description

This indicator reports each state's average score on the National Assessment of Educational Progress (NAEP) in mathematics for its eighth grade students in public schools. High scores indicate that eighth graders are demonstrating a solid foundation for adult mathematics competency. The NAEP mathematics assessment is a federally authorized assessment of student performance in which all 50 states and the District of Columbia participated in 2005. Student performance is described in terms of average scores on a scale from 0 to 500.

Several recent changes to the NAEP methodology affect yearly comparisons. Beginning in 2002, NAEP obtained the national sample by aggregating the samples from each state rather than by selecting it independently; the increased national sample size makes smaller differences statistically significant. In 2005, NAEP included in the definition of the national sample all international Department of Defense schools.

NAEP allows students with disabilities or limited English proficiency to use certain accommodations (e.g., extended time, individual testing, or small group testing). All data presented here represent scores from tests taken with accommodations offered.

Data Table

Table 8-5
Eighth grade mathematics performance, by state: 2000, 2003, and 2005
(Score)
 
State 2000 2003 2005
 
United States 272 276 278
Alabama 264 262 262
Alaska NA 279 279
Arizona 269 271 274
Arkansas 257 266 272
California 260 267 269
Colorado NA 283 281
Connecticut 281 284 281
Delaware NA 277 281
District of Columbia 235 243 245
Florida NA 271 274
Georgia 265 270 272
Hawaii 262 266 266
Idaho 277 280 281
Illinois 275 277 278
Indiana 281 281 282
Iowa NA 284 284
Kansas 283 284 284
Kentucky 270 274 274
Louisiana 259 266 268
Maine 281 282 281
Maryland 272 278 278
Massachusetts 279 287 292
Michigan 277 276 277
Minnesota 287 291 290
Mississippi 254 261 262
Missouri 271 279 276
Montana 285 286 286
Nebraska 280 282 284
Nevada 265 268 270
New Hampshire NA 286 285
New Jersey NA 281 284
New Mexico 259 263 263
New York 271 280 280
North Carolina 276 281 282
North Dakota 282 287 287
Ohio 281 282 283
Oklahoma 270 272 271
Oregon 280 281 282
Pennsylvania NA 279 281
Rhode Island 269 272 272
South Carolina 265 277 281
South Dakota NA 285 287
Tennessee 262 268 271
Texas 273 277 281
Utah 274 281 279
Vermont 281 286 287
Virginia 275 282 284
Washington NA 281 285
West Virginia 266 271 269
Wisconsin NA 284 285
Wyoming 276 284 282
 
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 8 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
    (292–284)
  • 2nd quartile
    (283–281)
  • 3rd quartile
    (280–272)
  • 4th quartile
    (271–245)

Quartiles

Eighth grade mathematics performance: 2005
 
1st Quartile
(292–284)
2nd Quartile
(283–281)
3rd Quartile
(280–272)
4th Quartile
(271–245)
 
Iowa Colorado Alaska Alabama
Kansas Connecticut Arizona California
Massachusetts Delaware Arkansas District of Columbia
Minnesota Idaho Florida Hawaii
Montana Indiana Georgia Louisiana
Nebraska Maine Illinois Mississippi
New Hampshire North Carolina Kentucky Nevada
New Jersey Ohio Maryland New Mexico
North Dakota Oregon Michigan Oklahoma
South Dakota Pennsylvania Missouri Tennessee
Vermont South Carolina New York West Virginia
Virginia Texas Rhode Island  
Washington Wyoming Utah  
Wisconsin      
 
SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (various years). See Data Table.

Findings

  • In 2005, the nationwide average mathematics score of eighth grade public school students was 278, an increase from 272 in 2000.
  • Of the 41 jurisdictions that participated in both the 2000 and 2005 mathematics assessments, 37 reported increases in the average score for public school eighth graders, but only 28 of these increases were statistically significant. A single state reported a decline in test scores between 2000 and 2005 for public school eighth graders, but this decline was not statistically significant, meaning that no state showed a statistically significant decline in test scores during this period.
  • The entire eighth grade student sample, including students performing at the 10th, 25th, 50th, 75th, and 90th percentiles, demonstrated statistically significant gains in mathematics scores between 2000 and 2005.
  • The gaps in mathematics scores between white eighth graders and black or Hispanic eighth graders narrowed significantly between 2000 and 2005. The eighth grade gender gap in mathematics scores, although much smaller, remained unchanged between 2000 and 2005.

Description

This indicator reports each state's average score on the National Assessment of Educational Progress (NAEP) in mathematics for its eighth grade students in public schools. High scores indicate that eighth graders are demonstrating a solid foundation for adult mathematics competency. The NAEP mathematics assessment is a federally authorized assessment of student performance in which all 50 states and the District of Columbia participated in 2005. Student performance is described in terms of average scores on a scale from 0 to 500.

Several recent changes to the NAEP methodology affect yearly comparisons. Beginning in 2002, NAEP obtained the national sample by aggregating the samples from each state rather than by selecting it independently; the increased national sample size makes smaller differences statistically significant. In 2005, NAEP included in the definition of the national sample all international Department of Defense schools.

NAEP allows students with disabilities or limited English proficiency to use certain accommodations (e.g., extended time, individual testing, or small group testing). All data presented here represent scores from tests taken with accommodations offered.

Data Table

Table 8-5
Eighth grade mathematics performance, by state: 2000, 2003, and 2005
(Score)
 
State 2000 2003 2005
 
United States 272 276 278
Alabama 264 262 262
Alaska NA 279 279
Arizona 269 271 274
Arkansas 257 266 272
California 260 267 269
Colorado NA 283 281
Connecticut 281 284 281
Delaware NA 277 281
District of Columbia 235 243 245
Florida NA 271 274
Georgia 265 270 272
Hawaii 262 266 266
Idaho 277 280 281
Illinois 275 277 278
Indiana 281 281 282
Iowa NA 284 284
Kansas 283 284 284
Kentucky 270 274 274
Louisiana 259 266 268
Maine 281 282 281
Maryland 272 278 278
Massachusetts 279 287 292
Michigan 277 276 277
Minnesota 287 291 290
Mississippi 254 261 262
Missouri 271 279 276
Montana 285 286 286
Nebraska 280 282 284
Nevada 265 268 270
New Hampshire NA 286 285
New Jersey NA 281 284
New Mexico 259 263 263
New York 271 280 280
North Carolina 276 281 282
North Dakota 282 287 287
Ohio 281 282 283
Oklahoma 270 272 271
Oregon 280 281 282
Pennsylvania NA 279 281
Rhode Island 269 272 272
South Carolina 265 277 281
South Dakota NA 285 287
Tennessee 262 268 271
Texas 273 277 281
Utah 274 281 279
Vermont 281 286 287
Virginia 275 282 284
Washington NA 281 285
West Virginia 266 271 269
Wisconsin NA 284 285
Wyoming 276 284 282
 
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 8 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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