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
| 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 |
|||
Source Data
Quartiles
| 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 |
|||
Source Data
