Updated: November Mathematics Proficiency

Transcription

1 Updated: Mathematics Proficiency

2 Average mathematics scale scores 1 for students in grades four and eight improved almost every year between 2000 and 2013, but decreased between 2013 and Twelfth-graders scores improved slightly between 2005 and 2009, but remained the same for 2013 as they were in Importance Competence in mathematics is essential for functioning in everyday life, as well as for success in our increasingly technology-based 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. 2,3 One study of high school females found that one difference between those who later dropped out of high school and those who graduated was lower math scores among the former group. 4 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. 5 Additionally, competence in mathematics skills is related to higher levels of employability. 6,7,8,9 Since 1976, the influence of high school students mathematics skills on later earnings has grown steadily. 10,11 2 P a g e

3 Average scale score Mathematics Proficiency Trends After years of steady gains, mathematics scale scores decreased in 2015 for both fourth- and eighthgraders. Between 1990 and 2013, average mathematics scale scores rose from 213 to 242 for fourthgraders, and from 263 to 285 for eighth-graders. In 2015, scores had fallen to 240 among fourth-graders, and 282 among eighth-graders. For fourth-graders, there were significant increases in every year up to 2013, except between 1996 and 2000, and between 2007 and 2009, when scores stayed level. Average scores for eighth-graders increased between each test year until (Figure 1) Math proficiency scores for twelfth-graders rose between 1990 and 2000, from 294 to In 2005, a new mathematics framework was developed for twelfth-grade students, using a 0-to-300 scale, instead of the 0- to-500 scale used in previous years. Despite this scoring change, a government study found that there was a probable increase in math ability for twelfth-grade students from 2000 to The average score for all twelfth-grade students increased between 2005 and 2009, from 150 to 153, but remained steady at 153 in (Figure 1) Figure Average Scale Scores in Mathematics for Fourth-, Eighth-, and Twelfth-Grade Students: Twelfth Grade* Eighth Grade Fourth Grade Twelfth Grade* No Accommodations permitted Accommodations Permitted *Note: In 2005, a new mathematics framework was developed for twelfth -grade scores on a 0-to-300 scale, instead of the 0-to- 500 scale which was used in previous years, therefore, scores between the two periods are not comparable. Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. National Assessment of Educational Progress Mathematics Assessments (NAEP), 2009, 2007, 2005, 2003, 2000, 1996, 1992, and 1990 Mathematics Assessments. Accessed through the NAEP Data Explorer, at 3 P a g e

4 Average Scale Score Mathematics Proficiency Differences by Race and Hispanic Origin 14 Overall, scores have been rising for all race and ethnicity groups, although white students continue to outscore their black, Hispanic, and American Indian peers. Gaps by race/hispanic origin are greater in eighth grade than in fourth or twelfth grades. (Appendices 1, 2, and 3) In the most recent year available (2013 for twelfth-graders, 2015 for younger students), Asian students had the highest math scores at all grade levels, followed by white students. Black students had the lowest math scores at all grade levels. Hispanic and American Indian students had scores between white and black students at all grade levels, and, among fourth-graders, Hispanic students had higher average scores than American Indian students. For example, among eighth-grade students, Asian students had an average scale score of 306, compared with 292 for white students, 270 and 267 for Hispanic and American Indian students, respectively, and 260 for black students. (Figure 2, Appendix 3) Figure Average Scale Scores in Mathematics for Fourth- and Eighth-Grade Students, by Race and Hispanic Origin: White Black Hispanic Asian American Indian Fourth Grade Eighth Grade Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. National Assessment of Educational Progress Mathematics Assessments (NAEP), 2015 Mathematics Assessments. Accessed through the NAEP Data Explorer, at In 2015, fourth-grade scores fell significantly only among white students (two points), with no significant change for students of other races or Hispanic origin. Eighth-grade scores fell the most among black 4 P a g e

5 Average Scale Score Mathematics Proficiency students (three points), followed by white and Hispanic students (two points, each). The eighth-grade scores for American Indian and Asian students remained steady between 2013 and (Appendices 1, 2, and 3) Differences by Parental Education Children of parents with high levels of education have higher math scores than other children. In 2015, eighth-graders whose parents had graduated college had an average score 29 points higher than students whose parents had not finished high school, and 26 points higher than students whose parents had a high school degree only. (Figure 3)In 2013, Twelfth-grade students whose parents graduated college had an average scale score of 164, compared with 139 for students of parents with a high school degree, and 137 for students of parents with less than a high school degree. (Appendix 3) Figure Average Mathematics Scale Scores of Eighth-Grade Students, by Parent's Education: Less than high school Graduated high school Some education after high school Graduated college Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. National Assessment of Educational Progress Mathematics Assessments (NAEP), 2009 Mathematics Assessments. Accessed through the NAEP Data Explorer, at Differences by Gender Male students in fourth grade scored slightly higher than female students (241 versus 239, respectively) in Similarly, in 2013, male students in twelfth grade scored slightly higher than female students (155 and 5 P a g e

6 152, respectively). (Appendices 1 and 3) There was no gender difference at eighth grade in 2013 or (Appendix 2) State and Local Estimates 2015 mathematics estimates for 4 th -and 8 th -graders for all states are available at: estimates for 4 th -and 8 th -graders in 22 large urban districts participating in NAEP are available at There are also several estimates of math proficiency available from the KIDS COUNT Data Center: International Estimates International estimates for fourth- and eighth-grade mathematics proficiency from the Trends in International Mathematics and Science Study (TIMSS) 2011 report are available at: Twelfth-grade assessments from TIMSS (1995) are available at: 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 2009 are available in the Performance of U.S. 15-Year-Old Students in Reading, Mathematics, and Science Literacy in an International Context report at 6 P a g e

7 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: Related Indicators Reading proficiency: Science proficiency: Writing proficiency: 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, with scale scores ranging from 0 to 300. Each grade level and each subject area has criteria for achievement-level, categorized as basic, proficient, or advanced. This represents what students should know. For more information on the abilities expected for each level, see Fourth Grade Basic ( ) Proficient ( ) Advanced ( ) Eighth Grade Basic ( ) Proficient ( ) Advanced ( ) Twelfth Grade Basic ( ) Proficient ( ) Advanced ( ) 7 P a g e

8 Data Sources U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. National Assessment of Educational Progress Reading and Mathematics Assessments (NAEP), 2015, 2013, 2011, 2009, 2007, 2005, 2003, 2000, 1996, 1992, and 1990 Mathematics Assessments. Accessed through the NAEP Data Explorer at Raw Data Source National Assessment of Educational Progress Mathematics Assessments 8 P a g e

9 Appendix 1 - Mathematics Scores 3 Among U.S. Students in Grade 4: Selected Years, No Accommodations Permitted 1 Accommodations Permitted 1 Total Gender Male Female Race/Hispanic Origin 2 White Black Hispanic Asian/Pacific Islander * * American Indian * * * * * Free/Reduced-Price School Lunch Program Eligibility Eligible Not eligible Information not available Type of School Public Nonpublic P a g e

10 No Accommodations Permitted 1 Accommodations Permitted 1 Type of Location City Suburb Town Rural Percentile 10 th th th th th "-" Indicates data not available *Sample size was insufficient to permit reliable estimates. 1 In 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. 2 Note that none of the race groups include Hispanics of those races. 3 Scale scores range from 0 to 500, with a standard deviation of 100. Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. National Assessment of Educational Progress Mathematics Assessments (NAEP), 2015, 2013, 2011, 2009, 2007, 2005, 2003, 2000, 1996, 1992, and 1990 Mathematics Assessments. Accessed through the NAEP Data Explorer, at 10 P a g e

11 Appendix 2 - Mathematics Scores 3 Among U.S. Students in Grade 8: Selected Years, No Accommodations Accommodations Permitted 1 Permitted 1 Total Gender Male Female Race/Hispanic Origin 2 White Black Hispanic Asian/Pacific Islander * 290 * * American Indian * * * * * Free/Reduced-Price School Lunch Program Eligibility Eligible Not eligible Information not available Parent's Education Did not finish high school Graduated high school Some education after high school Graduated college Unknown Type of School Public Nonpublic P a g e

12 Type of Location No Accommodations Accommodations Permitted 1 Permitted 1 City Suburb Town Rural Percentile 10 th th th th th "-" Indicates data not available *Sample size was insufficient to permit reliable estimates. 1 In 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. 2 Note that none of the race groups include Hispanics of those races. 3 Scale scores range from 0 to 500, with a standard deviation of 100. Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. National Assessment of Educational Progress Mathematics Assessments (NAEP), 2015, 2013, 2011, 2009, 2007, 2005, 2003, 2000, 1996, 1992, and 1990 Mathematics Assessments. Accessed through the NAEP Data Explorer, at 12 P a g e

13 Appendix 3 - Mathematics Scores 3 Among U.S. Students in Grade 12: Selected Years, ** No Accommodations Accommodations Permitted 1 Permitted 1 Total Gender Male Female Race/Hispanic Origin 2 White Black Hispanic Asian/Pacific Islander American Indian * - 294* Free/Reduced-Price School Lunch Program Eligibility Eligible Not eligible Information not available Parent's Education Did not finish high school Graduated high school Some education after high school Graduated college Unknown Type of School Public Nonpublic P a g e

14 Type of Location ** No Accommodations Accommodations Permitted 1 Permitted 1 City Suburb Town Rural Percentile 10 th th th th th "-" Indicates data not available. *The nature of the sample does not allow accurate determination of the variability of the statistic. **In 2005, a new mathematics framework was developed on a 0 to 300 scale, instead of the 0 to 500 scale which was used in previous years, therefore, scores are incomparable. 1 In 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. 2 Note that none of the race groups include Hispanics of those races. 3 Scale scores range from 0 to 500, with a standard deviation of 100. Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. National Assessment of Educational Progress Mathematics Assessments (NAEP), 2013, 2009, 2005, 2003, 2000, 1996, 1992, and 1990 Mathematics Assessments. Accessed through the NAEP Data Explorer, at 14 P a g e

15 Endnotes 1 Scale scores are derived from student responses to assessment items, summarizing the overall level of performance. While NAEP does not report scale scores for individual students, NAEP does produce summary statistics describing scale scores for groups of students. NAEP subject-area scales typically range from 0 to 500 (reading, fourth- and eighth-grade mathematics, U.S. history, and geography) or from 0 to 300 (science, writing, twelfth-grade mathematics, and civics). 2 Adelman, 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: 3 Attawell, P., & Domina, T. (2008). Raising the bar: Curricular intensity and academic performance. Educational Evaluation and Policy Analysis, 30(1), Tyler, John H., Murname, R. J., and Willett, J. B. (2002). Who benefits from a GED? Evidence for females from High School and Beyond. Economics of Education Review, 22, Kirsch, 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 at: 6 Riley, R. W. (1998). The state of mathematics education: Building a strong foundation for the 21 st century. Speech given at the Conference of the American Mathematical Society and the Mathematical Association of America, January 8, Murname, R. J., Willett, J. B., Braatz, M. J., and Duhaldeborde, Y. (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, Finnie, R. & Meng, R. (2006). The importance of functional literacy: Reading and math skills and labour market outcomes of high school drop-outs. Statistics Canada. Available at: 9 Tyler, J. H. (2004). Basic skills and the earnings of dropouts. Economics of Education Review, 23(3), Murnane, R., Wilett, J., and Levy, F. (1995). The growing importance of cognitive skills in wage determination. The Review of Economics and Statistics, 77(2): Reyna, V. F. & Brainerd, C. J. (2007). The importance of mathematics in health and human judgment: Numeracy, risk communication, and medical decision making. Learning and Individual Differences, 17(2), In 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 15 P a g e

16 of assessments, or the use of bilingual dictionaries and are determined by state and district policies. Beginning in 2002, all NAEP assessments allow accommodations. 13 Diaz, T. E., Le, H. A., and Wise, L. L. (2006). NAEP-QA FY06 special study: 12 th grade math trend estimates. Washington, DC: U.S. Department of Education, National Center for Education Statistics Available at: 14 Hispanics may be any race. Note that none of the race groups in this report include Hispanics of those races, and that the Asian race group includes Pacific Islanders as well. 16 P a g e