Mathematics Proficiency
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Headline

Average mathematics scale scores have increased steadily since 1990, and in 2007 were the highest ever for both fourth and eighth graders. (See Figure 1) Additionally, scores in all percentiles (10th, 25th, 50th, 75th, and 90th) were higher in 2007 than in any other assessment year for both fourth and eighth graders.

Importance

Competence in mathematics is essential for functioning in everyday life, as well as for success in our increasingly technological workplace. Students who take higher level mathematics and science courses which require strong fundamental skills in mathematics are more likely to attend and to complete college.¹ One study of high school females found that math scores of those who eventually dropped out of high school were lower than those who eventually graduated from high school.²

The importance of mathematics extends beyond the academic domain. Young people who transition to adulthood with limited mathematics skills are likely to find it difficult to function in society. Basic arithmetic skills are required for everyday computations and sometimes for job applications.³ Competence in mathematics skills is related to higher levels of employability.^4,5 Analyses find that, since 1976, the influence of high school students' mathematics skills on earnings later in life has grown continuously.⁶

Trends

Between 1990 and 2007, average mathematics scale scores rose from 213 to 240 for fourth graders and from 263 to 281 for eighth graders. (See Figure 1) Math proficiency scores for twelfth graders also rose between 1990 and 2000 from 294 to 300.⁷ (See Table 3) In 2005, a new mathematics framework was developed for twelfth grade students on a 0 to 300 scale, instead of the 0 to 500 scale which was used in previous years. The average score for all twelfth grade students was 150 out of 300. (See Table 3) ase in math ability for twelfth grade students from 2000 to 2005.⁸Although different scoring was used, a special study found that there was a probable incre

Additional information on the special study is available at: http://new.humrro.org/finalreports/NAEP12mathtrends.pdf

Differences by Race and Ethnicity

Scores have been rising for all race and ethnicity groups, although white students continue to outscore their black, Hispanic, and American Indian peers. These gaps are more prominent in grade eight than in grade four. (See Table 1)

In 2007, Asian students had higher math proficiency scores than white, black, and Hispanic students at all age levels. For example, among eighth grade students, Asian students had an average scale score of 297, compared with 291 for white students, 265 for Hispanic students, and 260 for black students. (See Figure 2)

Differences by Parental Education

Children of parents with high levels of education have higher math proficiency scores than do other children. In 2007, eighth graders whose parents had graduated college had an average score 29 points higher than students whose parents had not finished high school, and 22 points higher than students whose parents had a high school degree only. In 2005, twelfth grade students whose parents graduated college had an average scale score of 161, compared to 138 for students of parents with a high school degree and 130 for students of parents with less than a high school degree. See Table 3)

Differences by Gender

Male and female students in the fourth and eighth grades had similar mathematics scores, in 2007 (241 and 239, respectively among fourth graders; 282 and 280, respectively among eighth graders). (See Table 1 and Table 2) Scores for males and females in the twelfth graders are also similar (151 versus 149, respectively). Table 3)

Related Indicators

Science Proficiency, Reading Proficiency, Writing Proficiency

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State and Local Estimates

2007 mathematics estimates for 4th and 8th graders by region are available at
http://nationsreportcard.gov/math_2007/m0037.asp

2007 mathematics estimates for 4th and 8th graders for states participating in NAEP are available at
http://nationsreportcard.gov/math_2007/m0001.asp

2007 state estimates for 4th graders who scored at or above the proficient math level are available at
http://www.aecf.org/kidscount/sld/compare_results.jsp?i=540

2007 state estimates for 8th graders who scored at or above the proficient math level are available at
http://www.aecf.org/kidscount/sld/compare_results.jsp?i=540

International Estimates

International estimates for eighth grade mathematics proficiency from the Trends in International Mathematics and Science Study (TIMSS) 2003 report are available at:
http://nces.ed.gov/pubs2005/2005005.pdf

Fourth grade assessments from TIMSS are available at:
http://nces.ed.gov/pubs2005/2005005.pdf

Twelfth grade assessments from TIMSS are available at:
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=98049

International comparisons of mathematics literacy from the Organization for Economic Cooperation and Development's (OECD) Program for International Student Assessment (PISA) for 15 year olds in 2006 are available in the Performance of U.S. 15-Year-Old Students in Science and Mathematics Literacy in an International Context report at
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008016 (Table B4)

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National Goals

The No Child Left Behind Act, signed into law in January 2002, requires states to set performance standards for multiple subjects, including mathematics, and requires that each state measure students' progress in mathematics and reading every year from grades 3 to 8, and at least once in grades 10 to 12. Each state is expected to make adequate yearly progress toward meeting standards, and all children are expected to meet or exceed minimum proficiency standards, as defined by the state, within twelve years (by 2014).

For more information visit: http://www.ed.gov/nclb/methods/math/math.html

What Works: Programs and Interventions that May Influence this Indicator

Click here to view examples of programs and interventions that research has evaluated for this indicator. View programs

Research References

¹Adelman, C. (1999). Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor's Degree Attainment. Washington, DC: Office of Education Research and Improvement, U.S. Department of Education. Available at http://www.ed.gov/pubs/Toolbox/index.html

²Tyler, John H., Murname, Richard J., and Willett, John. B. (2002). "Who Benefits from a GED? Evidence for females from High School and Beyond." Economics of Education Review 22: 237-247.

³Kirsch, I., Jungeblut, A., Jenkins, L. & Kolstad, A. (1993). Adult Literacy in America: A First Look at the Findings of the National Adult Literacy Survey. Washington, DC: National Center for Education Statistics. [On-line]. Available:
http://nces.ed.gov/pubs93/93275.pdf

⁴Riley, R.W. (1998). "The State of Mathematics Education: Building a Strong Foundation for the 21st Century." Speech given at the Conference of the American Mathematical Society and the Mathematical Association of America, January 8, 1998.

⁵Murname, Richard J., Willett, John B., Braatz, M. Jay, and Duhaldeborde, Yves. (2001). "Do Different dimensions of male high school students' skills predict labor market success a decade later? Evidence from the NLSY." Economics of Education Review 20: 311-320.

⁶Murnane, R., Wilett, J., and Levy, F. (1995). "The growing importance of cognitive skills in wage determination." The Review of Economics and Statistics, 77(2): 251-266.

⁷In 1996, NAEP started allowing testing accommodations for students with disabilities and for limited English proficient students. Accommodations may include extra time, one-on-one administration, use of magnifying equipment, translation of assessments, or the use of bilingual dictionaries and are determined by state and district policies. Beginning in 2002, all NAEP assessments allow accommodations.

⁸Diaz, T.E., Le, H. A., & Wise, L.L. (2006). NAEP-QA FY06 special study: 12th grade math trend estimates. Washington, DC: U.S. Department of Education, National Center for Education Statistics Available at: href="http://new.humrro.org/finalreports/NAEP12mathtrends.pdf " target="new" style="color:blue;">http://new.humrro.org/finalreports/NAEP12mathtrends.pdf

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Definition

Mathematics proficiency is defined as performance on the National Assessment of Educational Progress (NAEP) main assessment and is measured by average scale scores. Scale scores range from 0 to 500, with a standard deviation of 100. In 2005, a new mathematics framework was adopted for twelfth graders and the scale scores range from 0 to 300.

Data Sources

U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. National Assessment of Educational Progress Mathematics Assessments (NAEP), 2007, 2005, 2003, 2000, 1996, 1992, and 1990 Mathematics Assessments. Accessed through the NAEP data tool at http://nces.ed.gov/nationsreportcard/nde/criteria.asp

Raw Data Source

National Assessment of Educational Progress Mathematics Assessments
http://nces.ed.gov/nationsreportcard/

Approximate Date of Next Update

2009

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