NAEP reports significant gains in math scores
11/25/03 -- Fourth and eighth graders have made significant gains in mathematics on the National Assessment of Educational Progress (NAEP), the U.S. Education Department reported Nov. 13. However, there has not been a significant change in NAEP reading scores for either grade.
The percentage of fourth graders demonstrating at least a proficient level in math rose from 65 percent in 2000 to 77 percent in 2003 -- a 12-point jump.
NAEP ranks students' scores on a numerical scale and categorizes them as advanced, proficient, basic, or below basic.
Among African American fourth graders, the percentage performing at the basic level in math rose from 36 percent in 2000 to 54 percent in 2003. The percentage of Hispanics scoring at the basic level rose from 42 to 62 percent.
Among eighth graders, 68 percent scored at the basic level in math in 2003, up from 63 percent in 2000 and 61 percent in 1996. Thirty-nine percent of African Americans and 48 percent of Hispanics scored at the basic level in 2003, up from 31 percent and 41 percent, respectively, in 2000.
In reading, the overall average score for fourth graders was 218 in 2003, which was not measurably different from the average scores in 2002 and 1992. For eighth graders, the average score in reading in 2003 was 263, a one-point decrease from 2002 and a slight increase from 1992.
The results of the math portion of NAEP "show that the achievement gap is closing -- slowly, but surely," says NSBA Executive Director Anne L. Bryant. "This is a hopeful trend because 'closing the gap' has been a top priority of our school board members across the country. The reading results, which compare to last year's results, are not as dramatic but continue on an upward trend."
School boards, policymakers, lawmakers, teachers, staff, and students "must continue to work together to make sure these improvements stick and to ensure that we continue to improve in math and reading achievement," Bryant says. "But we need a commitment from Congress and the White House for adequate federal funding levels" for Title I and other programs to help districts implement the No Child Left Behind Act.
U.S. Education Secretary Rod Paige called the math results "stellar" and says the narrowing achievement gap in math is "an important turning point in American educational history." But he says, "as long as any achievement gap remains, we should all be concerned."
Here are some other findings from the latest NAEP report:
• In 2003, fourth-grade females outscored males in reading by an average of seven points. In eighth grade, females outscored males in reading by 11 points.
• Performance in reading for whites, blacks, and Asian fourth graders showed improvement from 1992 to 2003. The average scores in reading for Hispanics did not change during that period, but the percent of Hispanics increased from 7 percent to 17 percent.
• Black student performance in reading increased from 1992 to 2003 for both fourth and eighth graders. But white students' average scores remained about 30 points higher at both grade levels.
• White students' average scores in reading were about 27 points higher than that of Hispanics, and that gap did not change significantly from 1992 to 2003.
• Of the 42 states and jurisdictions that participated in both the 1992 and 2003 fourth-grade reading assessments, 13 showed increases in average scores, five showed declines, and 24 did not show a measurable difference.
• Eighth-grade state-level comparisons in reading can only be made as far back as 1998. Of the 39 states and jurisdictions that participated in 1998 and 2003, eight showed increases, seven showed decreases, and 24 did not show a measurable difference.
• In math, the percentage of fourth graders scoring at or above the basic level increased from 50 percent in 1990 to 77 percent in 2003. The percentage at or above proficient increased from 13 percent to 32 percent.
• The percentage of eighth graders scoring at or above the basic level in math increased from 52 percent in 1990 to 68 percent in 2003. The percentage at or above proficient increased from 15 percent to 29 percent.
• The average math score for male fourth graders was three points higher than the female average in 2003. In eighth grade, the average score for males was one point higher.
• The average score for fourth-grade black students increased by 28 points from 1990 to 2003, and the average for eighth-grade black students increased by 15 points.
• During the same period, the average math scores for Hispanics increased by 22 points for fourth graders and 13 points for eighth graders.
• The gap between white and black fourth graders' average math scores is narrower in 2003 than in 2000 or 1990. At the eighth grade, the gap is unchanged from 1990 but is smaller than in 2000.
• The gap between white and Hispanic eighth graders' average scores has not changed in the three years, but has shrunk for fourth graders from 2000.
• All 42 states and jurisdictions that participated in the 1992 and 2003 math assessments had higher fourth-grade scores in 2003 than in 1992. All participating states also showed improvements from 2000.
• All of the 38 states that participated in the eighth-grade assessment in 1992 and 2003 showed an increase. Among the 42 states that participated in 2000, 28 showed an increase, and none showed a decline.
NAEP is administered by the National Center for Education Statistics, a principal component of the Education Department's Institute of Education Sciences.
Policy for the assessment, including content and standards, is set by the independent, bipartisan National Assessment Governing Board.
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| Reproduced with permission from the 2003 issue of School Board News. Copyright © 2003, National School Boards Association. Opinions expressed in this newspaper do not necessarily reflect positions of NSBA. This article may be printed out and photocopied for individual or educational use, provided this copyright notice appears on each copy. This article may not be otherwise transmitted or reproduced in print or electronic form without the consent of the Publisher. For more information, call (703) 838-6789. |