This indicator represents the proportion of a state’s fourth grade students in public schools that has met or exceeded the proficiency standard in mathematics. The National Assessment Governing Board sets performance standards that provide a context for interpreting National Assessment of Educational Progress (NAEP) results. The standards define “proficiency” as well as “advanced” and “basic” accomplishment. For the fourth grade, the proficient level (scores 249–281) represents solid academic performance and demonstrates competency over challenging subject-matter knowledge. The advanced level (282–500) signifies superior performance. The basic level (214–248) denotes partial mastery of knowledge and skills that are prerequisite for proficient work. The National Center for Education Statistics has determined that achievement levels should be used on a trial basis and interpreted with caution.
Approximately 210,000 fourth grade students in 8,500 schools participated in the 2011 NAEP mathematics assessment. Students with disabilities or limited English-language proficiency are allowed to use certain accommodations (e.g., extra testing time or individual rather than group administration). All data presented here represent scores from tests taken with accommodations offered. For additional details on NAEP scores by gender and race/ethnicity, see appendix tables 8-1 to 8-12.
Table 8-2 | |||
Students reaching proficiency in fourth grade mathematics, by state: 2003, 2007, and 2011 | |||
(Percent) | |||
State | 2003 | 2007 | 2011 |
---|---|---|---|
United States | 31 | 39 | 40 |
Alabama | 19 | 26 | 27 |
Alaska | 30 | 38 | 37 |
Arizona | 25 | 31 | 34 |
Arkansas | 26 | 37 | 37 |
California | 25 | 30 | 34 |
Colorado | 34 | 41 | 47 |
Connecticut | 41 | 45 | 45 |
Delaware | 31 | 40 | 39 |
District of Columbia | 7 | 14 | 22 |
Florida | 31 | 40 | 37 |
Georgia | 27 | 32 | 37 |
Hawaii | 23 | 33 | 40 |
Idaho | 31 | 40 | 39 |
Illinois | 32 | 36 | 38 |
Indiana | 35 | 46 | 44 |
Iowa | 36 | 43 | 43 |
Kansas | 41 | 51 | 48 |
Kentucky | 22 | 31 | 39 |
Louisiana | 21 | 24 | 26 |
Maine | 34 | 42 | 45 |
Maryland | 31 | 40 | 48 |
Massachusetts | 41 | 58 | 58 |
Michigan | 34 | 37 | 35 |
Minnesota | 42 | 51 | 53 |
Mississippi | 17 | 21 | 25 |
Missouri | 30 | 38 | 41 |
Montana | 31 | 44 | 45 |
Nebraska | 34 | 38 | 39 |
Nevada | 23 | 30 | 36 |
New Hampshire | 43 | 52 | 57 |
New Jersey | 39 | 52 | 51 |
New Mexico | 17 | 24 | 30 |
New York | 33 | 43 | 36 |
North Carolina | 41 | 41 | 44 |
North Dakota | 34 | 46 | 46 |
Ohio | 36 | 46 | 45 |
Oklahoma | 23 | 33 | 33 |
Oregon | 33 | 35 | 37 |
Pennsylvania | 36 | 47 | 48 |
Rhode Island | 28 | 34 | 43 |
South Carolina | 32 | 36 | 36 |
South Dakota | 34 | 41 | 40 |
Tennessee | 24 | 29 | 30 |
Texas | 33 | 40 | 39 |
Utah | 31 | 39 | 43 |
Vermont | 42 | 49 | 49 |
Virginia | 36 | 42 | 46 |
Washington | 36 | 44 | 45 |
West Virginia | 24 | 33 | 31 |
Wisconsin | 35 | 47 | 47 |
Wyoming | 39 | 44 | 44 |
Puerto Rico | NA | NA | NA |
NA = not available. NOTES: National Assessment of Educational Progress (NAEP) grade 4 mathematics scores are for public schools only. For additional details on NAEP scores by sex and race or ethnicity, see appendix tables 8-1–8-12. SOURCE: National Center for Education Statistics, NAEP (various years). Science and Engineering Indicators 2014 |
The state data tool allows interactive exploration of the 58 indicators in this chapter. Users have the ability to choose and explore a single indicator in-depth, compare multiple indicators for preselected groups, customize their own graphics, or download data tables. Click the button below to get started.