Elementary and Secondary Education

Eighth Grade Science Proficiency: 2005

  • 1st quartile
    (43%–35%)
  • 2nd quartile
    (34%–31%)
  • 3rd quartile
    (29%–23%)
  • 4th quartile
    (22%–14%)
  • No data

Quartiles

Eighth grade science proficiency: 2005
 
1st Quartile
(43%–35%)
2nd Quartile
(34%–31%)
3rd Quartile
(29%–23%)
4th Quartile
(22%–14%)
No data
 
Colorado Connecticut Arkansas Alabama Alaska
Idaho Kentucky Delaware Arizona District of Columbia
Massachusetts Maine Georgia California Iowa
Michigan Missouri Illinois Florida Kansas
Minnesota New Jersey Indiana Hawaii Nebraska
Montana Oregon Maryland Louisiana New York
New Hampshire Utah Oklahoma Mississippi Pennsylvania
North Dakota Washington Rhode Island Nevada  
Ohio   South Carolina New Mexico  
South Dakota   Tennessee North Carolina  
Vermont   Texas    
Virginia   West Virginia    
Wisconsin        
Wyoming        
 
SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (various years). See Data Table.

Findings

  • In 2005 nationwide, 27% of eighth grade public school students performed at or above the proficient level in science, a decline from 29% in 2000.
  • Of the 36 states that participated in both the 2000 and 2005 science assessments, 13 showed increases in science proficiency for public school eighth graders in 2005, 4 of which were statistically significant. Nineteen states showed numerical declines in science proficiency among public school eighth graders in 2005, although none of the declines was statistically significant.
  • Among eighth graders in public schools in 2005, proficiency in mathematics was more widespread than proficiency in science, a reversal of the 2000 results.
  • The nationwide percentage of students who performed at or above the proficient level in science was identical for fourth and eighth graders in 2005.

Description

This indicator is the proportion of a state's eighth grade students in public schools that have achieved proficiency in science. High indicator values show that a high percentage of a state's eighth 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 143,400 eighth grade students in 6,400 schools participated in the 2005 NAEP science assessment.

For the eighth grade, the basic level (scores of 143–169) denotes partial mastery of knowledge and skills that are prerequisite for proficient work. The proficient level (170–207) 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 (208–300) signifies superior performance.

Data Table

Table 8-8
Eighth grade science proficiency, by state: 2000 and 2005
(Percent)
 
State 2000 2005
 
United States 29 27
Alabama 23 19
Alaska NA NA
Arizona 23 20
Arkansas 22 23
California 14 18
Colorado NA 35
Connecticut 35 33
Delaware NA 29
District of Columbia NA NA
Florida NA 21
Georgia 23 25
Hawaii 14 15
Idaho 37 36
Illinois 29 27
Indiana 33 29
Iowa NA NA
Kansas NA NA
Kentucky 28 31
Louisiana 18 19
Maine 35 34
Maryland 27 26
Massachusetts 39 41
Michigan 35 35
Minnesota 41 39
Mississippi 15 14
Missouri 33 33
Montana 44 42
Nebraska 38 NA
Nevada 22 19
New Hampshire NA 41
New Jersey NA 33
New Mexico 20 18
New York 28 NA
North Carolina 25 22
North Dakota 38 43
Ohio 39 35
Oklahoma 25 25
Oregon 34 32
Pennsylvania NA NA
Rhode Island 27 26
South Carolina 20 23
South Dakota NA 41
Tennessee 24 25
Texas 23 23
Utah 34 33
Vermont 39 41
Virginia 29 35
Washington NA 33
West Virginia 24 23
Wisconsin NA 39
Wyoming 34 37
 
Puerto Rico 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 science scores for public schools only. In 2000, Alaska, Colorado, Delaware, District of Columbia, Florida, Iowa, Kansas, New Hampshire, New Jersey, Pennsylvania, South Dakota, Washington, and Wisconsin did not participate or did not meet reporting standards. In 2000, Alabama, Arizona, California, Hawaii, Indiana, Kentucky, Louisiana, Massachusetts, Nevada, North Dakota, South Carolina, Vermont, Virginia, and Wyoming 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
    (43%–35%)
  • 2nd quartile
    (34%–31%)
  • 3rd quartile
    (29%–23%)
  • 4th quartile
    (22%–14%)
  • No data

Quartiles

Eighth grade science proficiency: 2005
 
1st Quartile
(43%–35%)
2nd Quartile
(34%–31%)
3rd Quartile
(29%–23%)
4th Quartile
(22%–14%)
No data
 
Colorado Connecticut Arkansas Alabama Alaska
Idaho Kentucky Delaware Arizona District of Columbia
Massachusetts Maine Georgia California Iowa
Michigan Missouri Illinois Florida Kansas
Minnesota New Jersey Indiana Hawaii Nebraska
Montana Oregon Maryland Louisiana New York
New Hampshire Utah Oklahoma Mississippi Pennsylvania
North Dakota Washington Rhode Island Nevada  
Ohio   South Carolina New Mexico  
South Dakota   Tennessee North Carolina  
Vermont   Texas    
Virginia   West Virginia    
Wisconsin        
Wyoming        
 
SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (various years). See Data Table.

Findings

  • In 2005 nationwide, 27% of eighth grade public school students performed at or above the proficient level in science, a decline from 29% in 2000.
  • Of the 36 states that participated in both the 2000 and 2005 science assessments, 13 showed increases in science proficiency for public school eighth graders in 2005, 4 of which were statistically significant. Nineteen states showed numerical declines in science proficiency among public school eighth graders in 2005, although none of the declines was statistically significant.
  • Among eighth graders in public schools in 2005, proficiency in mathematics was more widespread than proficiency in science, a reversal of the 2000 results.
  • The nationwide percentage of students who performed at or above the proficient level in science was identical for fourth and eighth graders in 2005.

Description

This indicator is the proportion of a state's eighth grade students in public schools that have achieved proficiency in science. High indicator values show that a high percentage of a state's eighth 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 143,400 eighth grade students in 6,400 schools participated in the 2005 NAEP science assessment.

For the eighth grade, the basic level (scores of 143–169) denotes partial mastery of knowledge and skills that are prerequisite for proficient work. The proficient level (170–207) 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 (208–300) signifies superior performance.

Data Table

Table 8-8
Eighth grade science proficiency, by state: 2000 and 2005
(Percent)
 
State 2000 2005
 
United States 29 27
Alabama 23 19
Alaska NA NA
Arizona 23 20
Arkansas 22 23
California 14 18
Colorado NA 35
Connecticut 35 33
Delaware NA 29
District of Columbia NA NA
Florida NA 21
Georgia 23 25
Hawaii 14 15
Idaho 37 36
Illinois 29 27
Indiana 33 29
Iowa NA NA
Kansas NA NA
Kentucky 28 31
Louisiana 18 19
Maine 35 34
Maryland 27 26
Massachusetts 39 41
Michigan 35 35
Minnesota 41 39
Mississippi 15 14
Missouri 33 33
Montana 44 42
Nebraska 38 NA
Nevada 22 19
New Hampshire NA 41
New Jersey NA 33
New Mexico 20 18
New York 28 NA
North Carolina 25 22
North Dakota 38 43
Ohio 39 35
Oklahoma 25 25
Oregon 34 32
Pennsylvania NA NA
Rhode Island 27 26
South Carolina 20 23
South Dakota NA 41
Tennessee 24 25
Texas 23 23
Utah 34 33
Vermont 39 41
Virginia 29 35
Washington NA 33
West Virginia 24 23
Wisconsin NA 39
Wyoming 34 37
 
Puerto Rico 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 science scores for public schools only. In 2000, Alaska, Colorado, Delaware, District of Columbia, Florida, Iowa, Kansas, New Hampshire, New Jersey, Pennsylvania, South Dakota, Washington, and Wisconsin did not participate or did not meet reporting standards. In 2000, Alabama, Arizona, California, Hawaii, Indiana, Kentucky, Louisiana, Massachusetts, Nevada, North Dakota, South Carolina, Vermont, Virginia, and Wyoming 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
Right-click on image to save.