Elementary and Secondary Education

Eighth Grade Mathematics Proficiency: 2005

  • 1st quartile
    (43%–34%)
  • 2nd quartile
    (33%–30%)
  • 3rd quartile
    (29%–22%)
  • 4th quartile
    (21%–7%)

Quartiles

Eighth grade mathematics proficiency: 2005
 
1st Quartile
(43%–34%)
2nd Quartile
(33%–30%)
3rd Quartile
(29%–22%)
4th Quartile
(21%–7%)
 
Connecticut Colorado Alaska Alabama
Iowa Delaware Arizona District of Columbia
Kansas Idaho Arkansas Hawaii
Massachusetts Indiana California Louisiana
Minnesota Maine Florida Mississippi
Montana Maryland Georgia Nevada
Nebraska Michigan Illinois New Mexico
New Hampshire New York Kentucky Oklahoma
New Jersey North Carolina Missouri Tennessee
North Dakota Oregon Rhode Island West Virginia
Ohio Pennsylvania Wyoming  
South Dakota South Carolina    
Vermont Texas    
Washington Utah    
Wisconsin Virginia    
 
SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (various years). See Data Table.

Findings

  • In 2005 nationwide, 29% of eighth grade public school students performed at or above the proficient level in mathematics, which represents a significant increase from 25% in 2000.
  • Of the 39 states that participated in both the 2000 and 2005 assessments, 35 showed increases in mathematics proficiency among public school eighth graders in 2005. In 2005, 14 states and the District of Columbia had mathematics proficiency percentages below the 2000 national average of 25% compared with 21 jurisdictions in 2000.
  • In 2005, all states showed higher proficiency in mathematics among fourth grade public school students than among eighth grade public school students.
  • Substantial differences in mathematics proficiency exist between racial/ethnic groups of eighth graders, but these remained unchanged between 2000 and 2005. The gender gap in proficiency among eighth graders is much smaller and also remained unchanged between 2000 and 2005.

Description

This indicator is the proportion of a state's eighth grade students in public schools that have achieved proficiency in mathematics. High indicator values show that a high percentage of a state's eighth 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 161,600 eighth graders in 6,500 schools participated in the 2005 NAEP mathematics assessment.

For the eighth grade, the basic level (scores of 262–298) denotes partial mastery of knowledge and skills that are prerequisite for proficient work. The proficient level (299–332) 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 (333–500) signifies superior performance.

Data Table

Table 8-6
Eighth grade mathematics proficiency, by state: 2000, 2003, and 2005
(Percent)
 
State 2000 2003 2005
 
United States 25 27 29
Alabama 16 16 15
Alaska NA 30 29
Arizona 20 21 26
Arkansas 13 19 22
California 17 22 22
Colorado NA 34 32
Connecticut 33 35 35
Delaware NA 26 30
District of Columbia 6 6 7
Florida NA 23 26
Georgia 19 22 23
Hawaii 16 17 18
Idaho 26 28 30
Illinois 26 29 28
Indiana 29 31 30
Iowa NA 33 34
Kansas 34 34 34
Kentucky 20 24 22
Louisiana 11 17 16
Maine 30 29 30
Maryland 27 30 30
Massachusetts 30 38 43
Michigan 28 28 30
Minnesota 39 44 43
Mississippi 9 12 13
Missouri 21 28 26
Montana 36 35 36
Nebraska 30 32 35
Nevada 18 20 21
New Hampshire NA 35 35
New Jersey NA 33 36
New Mexico 12 15 14
New York 24 32 31
North Carolina 27 32 32
North Dakota 30 36 35
Ohio 30 30 34
Oklahoma 18 20 20
Oregon 31 32 33
Pennsylvania NA 30 31
Rhode Island 22 24 23
South Carolina 17 26 30
South Dakota NA 35 36
Tennessee 16 21 21
Texas 24 25 31
Utah 25 31 30
Vermont 31 35 38
Virginia 25 31 33
Washington NA 32 36
West Virginia 17 20 17
Wisconsin NA 35 36
Wyoming 23 32 29
 
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
    (43%–34%)
  • 2nd quartile
    (33%–30%)
  • 3rd quartile
    (29%–22%)
  • 4th quartile
    (21%–7%)

Quartiles

Eighth grade mathematics proficiency: 2005
 
1st Quartile
(43%–34%)
2nd Quartile
(33%–30%)
3rd Quartile
(29%–22%)
4th Quartile
(21%–7%)
 
Connecticut Colorado Alaska Alabama
Iowa Delaware Arizona District of Columbia
Kansas Idaho Arkansas Hawaii
Massachusetts Indiana California Louisiana
Minnesota Maine Florida Mississippi
Montana Maryland Georgia Nevada
Nebraska Michigan Illinois New Mexico
New Hampshire New York Kentucky Oklahoma
New Jersey North Carolina Missouri Tennessee
North Dakota Oregon Rhode Island West Virginia
Ohio Pennsylvania Wyoming  
South Dakota South Carolina    
Vermont Texas    
Washington Utah    
Wisconsin Virginia    
 
SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (various years). See Data Table.

Findings

  • In 2005 nationwide, 29% of eighth grade public school students performed at or above the proficient level in mathematics, which represents a significant increase from 25% in 2000.
  • Of the 39 states that participated in both the 2000 and 2005 assessments, 35 showed increases in mathematics proficiency among public school eighth graders in 2005. In 2005, 14 states and the District of Columbia had mathematics proficiency percentages below the 2000 national average of 25% compared with 21 jurisdictions in 2000.
  • In 2005, all states showed higher proficiency in mathematics among fourth grade public school students than among eighth grade public school students.
  • Substantial differences in mathematics proficiency exist between racial/ethnic groups of eighth graders, but these remained unchanged between 2000 and 2005. The gender gap in proficiency among eighth graders is much smaller and also remained unchanged between 2000 and 2005.

Description

This indicator is the proportion of a state's eighth grade students in public schools that have achieved proficiency in mathematics. High indicator values show that a high percentage of a state's eighth 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 161,600 eighth graders in 6,500 schools participated in the 2005 NAEP mathematics assessment.

For the eighth grade, the basic level (scores of 262–298) denotes partial mastery of knowledge and skills that are prerequisite for proficient work. The proficient level (299–332) 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 (333–500) signifies superior performance.

Data Table

Table 8-6
Eighth grade mathematics proficiency, by state: 2000, 2003, and 2005
(Percent)
 
State 2000 2003 2005
 
United States 25 27 29
Alabama 16 16 15
Alaska NA 30 29
Arizona 20 21 26
Arkansas 13 19 22
California 17 22 22
Colorado NA 34 32
Connecticut 33 35 35
Delaware NA 26 30
District of Columbia 6 6 7
Florida NA 23 26
Georgia 19 22 23
Hawaii 16 17 18
Idaho 26 28 30
Illinois 26 29 28
Indiana 29 31 30
Iowa NA 33 34
Kansas 34 34 34
Kentucky 20 24 22
Louisiana 11 17 16
Maine 30 29 30
Maryland 27 30 30
Massachusetts 30 38 43
Michigan 28 28 30
Minnesota 39 44 43
Mississippi 9 12 13
Missouri 21 28 26
Montana 36 35 36
Nebraska 30 32 35
Nevada 18 20 21
New Hampshire NA 35 35
New Jersey NA 33 36
New Mexico 12 15 14
New York 24 32 31
North Carolina 27 32 32
North Dakota 30 36 35
Ohio 30 30 34
Oklahoma 18 20 20
Oregon 31 32 33
Pennsylvania NA 30 31
Rhode Island 22 24 23
South Carolina 17 26 30
South Dakota NA 35 36
Tennessee 16 21 21
Texas 24 25 31
Utah 25 31 30
Vermont 31 35 38
Virginia 25 31 33
Washington NA 32 36
West Virginia 17 20 17
Wisconsin NA 35 36
Wyoming 23 32 29
 
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
Right-click on image to save.