DATA FOR

THE NATIONAL EDUCATION

GOALS REPORT

Volume Two:

State Data
For sale by the U.S. Government Printing Office

Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402
For sale by the U.S. Government Printing Office

Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402
4 
6
8 

South Dakota ...................................................................................................................................... 188

Tennessee ............................................................................................................................................ 192

Texas ................................................................................................................................................... 196

Utah .................................................................................................................................................... 200

Vermont .............................................................................................................................................. 204

Virginia ............................................................................................................................................... 208

Washington ........................................................................................................................................ 212

West Virginia ...................................................................................................................................... 216

Wisconsin ........................................................................................................................................... 220

Wyoming ............................................................................................................................................ 224

American Samoa ................................................................................................................................ 228

Guam .................................................................................................................................................. 232

Northern Marianas ............................................................................................................................. 236

Puerto Rico ......................................................................................................................................... 240

Virgin Islands ...................................................................................................................................... 244

Appendix A: Technical Notes and Sources ........................................................................................... 251

Appendix B: Acknowledgements .......................................................................................................... 261

National Education Goals Panel Staff ................................................................................................... 267
10 

The National Education Goals

GOAL 1: Ready to Learn 

By the year 2000, all children in America will start school ready to learn.

Objectives:

■ All children will have access to high-quality and developmentally appropriate

preschool programs that help prepare children for school.

■ Every parent in the United States will be a child’s first teacher and devote 

time each day to helping such parent’s preschool child learn, and parents will have

access to the training and support parents need.

■ Children will receive the nutrition, physical activity experiences, and health care

needed to arrive at school with healthy minds and bodies, and to maintain the mental 

alertness necessary to be prepared to learn, and the number of low-birthweight babies

will be significantly reduced through enhanced prenatal health systems.

Goal 2: School Completion 

By the year 2000, the high school graduation rate will increase to at least 90 percent.

Objectives:

■ The Nation must dramatically reduce its school dropout rate, and 75

percent of the students who do drop out will successfully complete a 

high school degree or its equivalent.

■ The gap in high school graduation rates between American students from minority

backgrounds and their non-minority counterparts will be eliminated.
10 

The National Education Goals

GOAL 1: Ready to Learn 

By the year 2000, all children in America will start school ready to learn.

Objectives:

■ All children will have access to high-quality and developmentally appropriate

preschool programs that help prepare children for school.

■ Every parent in the United States will be a child’s first teacher and devote 

time each day to helping such parent’s preschool child learn, and parents will have

access to the training and support parents need.

■ Children will receive the nutrition, physical activity experiences, and health care

needed to arrive at school with healthy minds and bodies, and to maintain the mental 

alertness necessary to be prepared to learn, and the number of low-birthweight babies

will be significantly reduced through enhanced prenatal health systems.

Goal 2: School Completion 

By the year 2000, the high school graduation rate will increase to at least 90 percent.

Objectives:

■ The Nation must dramatically reduce its school dropout rate, and 75

percent of the students who do drop out will successfully complete a 

high school degree or its equivalent.

■ The gap in high school graduation rates between American students from minority

backgrounds and their non-minority counterparts will be eliminated.
12 

■ Partnerships will be established, whenever possible, among local educational agencies,

institutions of higher education, parents, and local labor, business, and professional

associations to provide and support programs for the professional development of

educators.

Goal 5: Mathematics and Science 

By the year 2000, United States students will be first in the world in mathematics and science achievement.

Objectives:

■ Mathematics and science education, including the metric system of measurement, will

be strengthened throughout the system, especially in the early grades.

■ The number of teachers with a substantive background in mathematics and science,

including the metric system of measurement, will increase by 50 percent.

■ The number of United States undergraduate and graduate students, especially women

and minorities, who complete degrees in mathematics, science, and engineering will

increase significantly.

Goal 6: Adult Literacy and Lifelong Learning 

By the year 2000, every adult American will be literate and will possess the knowledge

and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship.

Objectives:

■ Every major American business will be involved in strengthening the connection

between education and work.

■ All workers will have the opportunity to acquire the knowledge and skills, from basic

to highly technical, needed to adapt to emerging new technologies, work methods, and

markets through public and private educational, vocational, technical, workplace, or

other programs.

■ The number of quality programs, including those at libraries, that are designed to serve

more effectively the needs of the growing number of part-time and midcareer students

will increase substantially.

■ The proportion of the qualified students, especially minorities, who enter college,

who complete at least two years, and who complete their degree programs will

increase substantially.

■ The proportion of college graduates who demonstrate an advanced ability to think

critically, communicate effectively, and solve problems will increase substantially.

■ Schools, in implementing comprehensive parent involvement programs, will offer more

adult literacy, parent training and lifelong learning opportunities to improve the ties

between home and school, and enhance parents’ work and home lives.
12 

■ Partnerships will be established, whenever possible, among local educational agencies,

institutions of higher education, parents, and local labor, business, and professional

associations to provide and support programs for the professional development of

educators.

Goal 5: Mathematics and Science 

By the year 2000, United States students will be first in the world in mathematics and science achievement.

Objectives:

■ Mathematics and science education, including the metric system of measurement, will

be strengthened throughout the system, especially in the early grades.

■ The number of teachers with a substantive background in mathematics and science,

including the metric system of measurement, will increase by 50 percent.

■ The number of United States undergraduate and graduate students, especially women

and minorities, who complete degrees in mathematics, science, and engineering will

increase significantly.

Goal 6: Adult Literacy and Lifelong Learning 

By the year 2000, every adult American will be literate and will possess the knowledge

and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship.

Objectives:

■ Every major American business will be involved in strengthening the connection

between education and work.

■ All workers will have the opportunity to acquire the knowledge and skills, from basic

to highly technical, needed to adapt to emerging new technologies, work methods, and

markets through public and private educational, vocational, technical, workplace, or

other programs.

■ The number of quality programs, including those at libraries, that are designed to serve

more effectively the needs of the growing number of part-time and midcareer students

will increase substantially.

■ The proportion of the qualified students, especially minorities, who enter college,

who complete at least two years, and who complete their degree programs will

increase substantially.

■ The proportion of college graduates who demonstrate an advanced ability to think

critically, communicate effectively, and solve problems will increase substantially.

■ Schools, in implementing comprehensive parent involvement programs, will offer more

adult literacy, parent training and lifelong learning opportunities to improve the ties

between home and school, and enhance parents’ work and home lives.
14
16

• Participation rates in the Advanced Placement program, though still relatively low, climbed from 1991

to 1995, particularly in core subject areas such as

English, mathematics, science, and history.

• Voter registration and voting, indicators of responsible citizenship, increased from 1988 to 1992. Among

young voters (18 to 20 years old), registration rates

climbed from 48% to 53%, while voting rates

climbed from 35% to 42%.

Goal 5 — Mathematics and Science:

• The number of undergraduate and graduate science

degrees awarded increased for both men and women

and in each racial/ethnic group from 1990 to 1993. 

Goal 6 — Adult Literacy and Lifelong Learning:

• More adults reported taking adult education courses

in 1995 than in 1991. 

However, in other cases, we have fallen further

behind:

Goal 6 — Adult Literacy and Lifelong Learning:

• Although overall participation in adult education

increased from 1991 to 1995, the gap widened

between adults who have a high school diploma or

less and those who have additional postsecondary

education or technical training.

Goal 7 — Safe, Disciplined, and Alcohol- and 

Drug-free Schools:

• Overall use of drugs, particularly marijuana, increased

in Grades 8, 10, and 12. From 1991 to 1994, atschool drug use also increased among 8th and 10th

graders.

• From 1991 to 1994, disapproval of marijuana use

declined among students in Grades 8, 10, and 12.

Eighth and 10th graders’ disapproval of binge drinking also declined.

• More 12th graders reported skipping class in 1994

than in 1990.

• A larger percentage of public school teachers reported being threatened or injured by a student from their

school in 1994 than in 1991.

• From 1991 to 1994, more secondary school teachers

reported that student misbehavior often interfered

with their teaching.

Among the states, there have also been improvements:

Goal 1 — Ready to Learn:

• Rates of prenatal care in the first trimester improved

in 45 states and the District of Columbia.

• The proportion of young children with disabilities

served by preschool programs increased in 44 states.

Goal 3 — Student Achievement and Citizenship:

• From 1991 to 1995, more than 40 states had an

increase in the number of English, mathematics, and

science Advanced Placement examinations receiving

grades of 3 or higher; more than 30 had an increase in

the number of history examinations receiving grades

of 3 or higher.

Goal 5 — Mathematics and Science:

• The use of calculators in the classroom is a type of

instruction recommended by mathematics education

experts. Between 1990 and 1992, the percentage of

teachers reporting at least weekly calculator use in the

classroom increased in 23 of 34 states.

Goal 6 — Adult Literacy and Lifelong Learning:

• Between 1988 and 1992, voter registration rates

increased in 19 states and the District of Columbia,

and voting rates increased in 31 states and the District of Columbia. 

But, there are also areas where the news is not as

encouraging:

Goal 3 — Student Achievement and Citizenship:

• The percentage of 8th graders scoring at the Proficient

or Advanced levels on the NAEP mathematics assessment increased in only 9 states from 1990 to 1992.

Goal 5 — Mathematics and Science:

• Only three states came close to the two highest performing countries on an international mathematics

comparison conducted in 1991.
16

• Participation rates in the Advanced Placement program, though still relatively low, climbed from 1991

to 1995, particularly in core subject areas such as

English, mathematics, science, and history.

• Voter registration and voting, indicators of responsible citizenship, increased from 1988 to 1992. Among

young voters (18 to 20 years old), registration rates

climbed from 48% to 53%, while voting rates

climbed from 35% to 42%.

Goal 5 — Mathematics and Science:

• The number of undergraduate and graduate science

degrees awarded increased for both men and women

and in each racial/ethnic group from 1990 to 1993. 

Goal 6 — Adult Literacy and Lifelong Learning:

• More adults reported taking adult education courses

in 1995 than in 1991. 

However, in other cases, we have fallen further

behind:

Goal 6 — Adult Literacy and Lifelong Learning:

• Although overall participation in adult education

increased from 1991 to 1995, the gap widened

between adults who have a high school diploma or

less and those who have additional postsecondary

education or technical training.

Goal 7 — Safe, Disciplined, and Alcohol- and 

Drug-free Schools:

• Overall use of drugs, particularly marijuana, increased

in Grades 8, 10, and 12. From 1991 to 1994, atschool drug use also increased among 8th and 10th

graders.

• From 1991 to 1994, disapproval of marijuana use

declined among students in Grades 8, 10, and 12.

Eighth and 10th graders’ disapproval of binge drinking also declined.

• More 12th graders reported skipping class in 1994

than in 1990.

• A larger percentage of public school teachers reported being threatened or injured by a student from their

school in 1994 than in 1991.

• From 1991 to 1994, more secondary school teachers

reported that student misbehavior often interfered

with their teaching.

Among the states, there have also been improvements:

Goal 1 — Ready to Learn:

• Rates of prenatal care in the first trimester improved

in 45 states and the District of Columbia.

• The proportion of young children with disabilities

served by preschool programs increased in 44 states.

Goal 3 — Student Achievement and Citizenship:

• From 1991 to 1995, more than 40 states had an

increase in the number of English, mathematics, and

science Advanced Placement examinations receiving

grades of 3 or higher; more than 30 had an increase in

the number of history examinations receiving grades

of 3 or higher.

Goal 5 — Mathematics and Science:

• The use of calculators in the classroom is a type of

instruction recommended by mathematics education

experts. Between 1990 and 1992, the percentage of

teachers reporting at least weekly calculator use in the

classroom increased in 23 of 34 states.

Goal 6 — Adult Literacy and Lifelong Learning:

• Between 1988 and 1992, voter registration rates

increased in 19 states and the District of Columbia,

and voting rates increased in 31 states and the District of Columbia. 

But, there are also areas where the news is not as

encouraging:

Goal 3 — Student Achievement and Citizenship:

• The percentage of 8th graders scoring at the Proficient

or Advanced levels on the NAEP mathematics assessment increased in only 9 states from 1990 to 1992.

Goal 5 — Mathematics and Science:

• Only three states came close to the two highest performing countries on an international mathematics

comparison conducted in 1991.
18

Providing Tools to Reach the Goals

The Community Action Toolkit

Created to help answer the question, “What can I do

at the local level?” the Toolkit offers an array of materials and information to help communities build broadbased support and participation in the democratic

process of setting and achieving local education goals —

tools that can add power or accelerate local education

improvement activities. 

The Toolkit follows the “Goals Process.” Simply put,

the Goals Process helps communities figure out where

they need and want to go, where they are in relation to

that destination, and what they have to do to get from

one point to the other. Through the Goals Process,

communities set ambitious but realistic targets for educational improvements, assess their current strengths

and weaknesses, chart a course of aggressive action to

reach their goals, and regularly report back to their constituents about goal achievement.

To do this, the Toolkit contains five guidebooks:

• Guide to Goals and Standards — provides an overview

on the National Education Goals and efforts to create

academic standards.

• Community Organizing Guide — details a step-by-step

process to mobilize communities to achieve the

Goals; includes suggestions such as how to create a

leadership team and implement strategies.

• Local Goals Reporting Handbook — describes how to

set up a local accountability process; offers suggestions on the kinds of questions to ask at the local

level to get started.

• Guide to Getting Out Your Message — features information to increase the impact of grassroots communication techniques; includes sample materials such as

news releases, speeches, articles, and public service

announcements.

• Resource Directory — provides a quick reference guide

to many organizations and reading materials that can

support and enrich a community campaign to reach

the National Education Goals or local goals.

Electronic Services

To reach a more extensive audience of researchers,

community leaders, and practitioners, the Goals Panel

has “teamed-up” with three partners who provide services through electronic means: the Coalition for Goals

2000, the U.S. Department of Education, and The Daily

Report Card. Users of these services can gather information on how much progress is being made toward the

Goals, promising programs being used throughout the

states and communities to reach the Goals, and Goals

Panel initiatives.

Earlier this year, the Goals Panel contracted with the

Coalition for Goals 2000 to create a customized area on

GOAL LINE, the Coalition’s education reform online

network. GOAL LINE was created to increase the scale

and pace of grassroots education reform by enabling persons interested in education to share information and

effective programs with each other. The Panel’s public

presence on GOAL LINE provides that service and

includes such information as facts and information

about the Goals Panel and its role, a publication list, an

interactive area for GOAL LINE subscribers to seek information directly from staff, and a news area to inform

users of Goals Panel activities. Many publications are

available directly online and are contained in the Goals

Panel database, allowing users to search Goals Reports

and other Panel documents easily.

In addition, the Goals Panel, in conjunction with the

U.S. Department of Education Online Library,1 will be

creating a World Wide Web Home Page. The 1994 and

1995 Goals Reports will be available in 1995, with the

1991, 1992, and 1993 Goals Reports and the Community Action Toolkit becoming available in 1996. The

U.S. Department of Education’s Online Library also

offers selected Goals Panel publications as well as a variety of documents on family involvement and education

research and statistics. 

This year the 1994 and 1995 Goals Reports also will

be available on CD-ROM for users of both IBM and

Macintosh computers. The CD-ROM will permit users

to create customized Goals reports by enabling users to

view, search (by state, Goal, or indicator), copy, and

print any portion of the Goals Report, as well as allow

the user to edit text.

Through The Daily Report Card, an online education

newsletter, the Panel supports the distribution of information on how state and local education reforms are progressing nationwide to help communities find ways to

reach the National Education Goals. Readers include

governors, state legislators, university faculty, school

superintendents, teachers, other school officials, and the

general public.

1 To get to the Department’s Online Library and the Goals Panel’s publications, use the World Wide Web: http://www.ed.gov/ or Gopher:

gopher://gopher.ed.gov:10001/11/initiatives/goals/national. 
18

Providing Tools to Reach the Goals

The Community Action Toolkit

Created to help answer the question, “What can I do

at the local level?” the Toolkit offers an array of materials and information to help communities build broadbased support and participation in the democratic

process of setting and achieving local education goals —

tools that can add power or accelerate local education

improvement activities. 

The Toolkit follows the “Goals Process.” Simply put,

the Goals Process helps communities figure out where

they need and want to go, where they are in relation to

that destination, and what they have to do to get from

one point to the other. Through the Goals Process,

communities set ambitious but realistic targets for educational improvements, assess their current strengths

and weaknesses, chart a course of aggressive action to

reach their goals, and regularly report back to their constituents about goal achievement.

To do this, the Toolkit contains five guidebooks:

• Guide to Goals and Standards — provides an overview

on the National Education Goals and efforts to create

academic standards.

• Community Organizing Guide — details a step-by-step

process to mobilize communities to achieve the

Goals; includes suggestions such as how to create a

leadership team and implement strategies.

• Local Goals Reporting Handbook — describes how to

set up a local accountability process; offers suggestions on the kinds of questions to ask at the local

level to get started.

• Guide to Getting Out Your Message — features information to increase the impact of grassroots communication techniques; includes sample materials such as

news releases, speeches, articles, and public service

announcements.

• Resource Directory — provides a quick reference guide

to many organizations and reading materials that can

support and enrich a community campaign to reach

the National Education Goals or local goals.

Electronic Services

To reach a more extensive audience of researchers,

community leaders, and practitioners, the Goals Panel

has “teamed-up” with three partners who provide services through electronic means: the Coalition for Goals

2000, the U.S. Department of Education, and The Daily

Report Card. Users of these services can gather information on how much progress is being made toward the

Goals, promising programs being used throughout the

states and communities to reach the Goals, and Goals

Panel initiatives.

Earlier this year, the Goals Panel contracted with the

Coalition for Goals 2000 to create a customized area on

GOAL LINE, the Coalition’s education reform online

network. GOAL LINE was created to increase the scale

and pace of grassroots education reform by enabling persons interested in education to share information and

effective programs with each other. The Panel’s public

presence on GOAL LINE provides that service and

includes such information as facts and information

about the Goals Panel and its role, a publication list, an

interactive area for GOAL LINE subscribers to seek information directly from staff, and a news area to inform

users of Goals Panel activities. Many publications are

available directly online and are contained in the Goals

Panel database, allowing users to search Goals Reports

and other Panel documents easily.

In addition, the Goals Panel, in conjunction with the

U.S. Department of Education Online Library,1 will be

creating a World Wide Web Home Page. The 1994 and

1995 Goals Reports will be available in 1995, with the

1991, 1992, and 1993 Goals Reports and the Community Action Toolkit becoming available in 1996. The

U.S. Department of Education’s Online Library also

offers selected Goals Panel publications as well as a variety of documents on family involvement and education

research and statistics. 

This year the 1994 and 1995 Goals Reports also will

be available on CD-ROM for users of both IBM and

Macintosh computers. The CD-ROM will permit users

to create customized Goals reports by enabling users to

view, search (by state, Goal, or indicator), copy, and

print any portion of the Goals Report, as well as allow

the user to edit text.

Through The Daily Report Card, an online education

newsletter, the Panel supports the distribution of information on how state and local education reforms are progressing nationwide to help communities find ways to

reach the National Education Goals. Readers include

governors, state legislators, university faculty, school

superintendents, teachers, other school officials, and the

general public.

1 To get to the Department’s Online Library and the Goals Panel’s publications, use the World Wide Web: http://www.ed.gov/ or Gopher:

gopher://gopher.ed.gov:10001/11/initiatives/goals/national. 
20 
22 
24

ALABAMA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 84 85 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 735 771 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 39% 37% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 75% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 41 48 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 82% 83% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 17% 20% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 10% — ns

– Grade 8 (1990, 1992) 12% 12% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 12 14 ns

– Mathematics 4 5 ns

– Science 3 6 ns

– Foreign languages 1 1 ns

– Civics and government 2 4 ns

– Economics 1 2 ns

– Fine arts 1 1 ns

– History 7 9 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

63%

37%

7%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

82% 83%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
24

ALABAMA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 84 85 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 735 771 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 39% 37% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 75% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 41 48 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 82% 83% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 17% 20% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 10% — ns

– Grade 8 (1990, 1992) 12% 12% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 12 14 ns

– Mathematics 4 5 ns

– Science 3 6 ns

– Foreign languages 1 1 ns

– Civics and government 2 4 ns

– Economics 1 2 ns

– Fine arts 1 1 ns

– History 7 9 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

63%

37%

7%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

82% 83%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
26

Switzerland3

Korea3

Taiwan3

Alabama2

0% 20% 40% 60% 80%100%

12%

41%

37%

33%

Source: Educational Testing Service,

1993

ALABAMA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 41% 42% ns

– developing reasoning ability to solve unique problems 48% 42% ns

– communicating mathematics ideas 43% 43% ns

c) who have computers available in their 

mathematics classroom 13% 15% ns

d) who use calculators in mathematics class at least

once a week 25% 45% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 34% 35% ns

– minorities (Blacks, Hispanics, American Indians) 40% 39% ns

– females 30% 31% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — —

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 74% 78% ns

b) voting 57% 64% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 56% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 5% — ns

– marijuana 2% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 18% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
26

Switzerland3

Korea3

Taiwan3

Alabama2

0% 20% 40% 60% 80%100%

12%

41%

37%

33%

Source: Educational Testing Service,

1993

ALABAMA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 41% 42% ns

– developing reasoning ability to solve unique problems 48% 42% ns

– communicating mathematics ideas 43% 43% ns

c) who have computers available in their 

mathematics classroom 13% 15% ns

d) who use calculators in mathematics class at least

once a week 25% 45% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 34% 35% ns

– minorities (Blacks, Hispanics, American Indians) 40% 39% ns

– females 30% 31% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — —

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 74% 78% ns

b) voting 57% 64% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 56% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 5% — ns

– marijuana 2% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 18% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
28

ALASKA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 48 49ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 800 831 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 37% 39% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 73% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 44 58 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 89% 90% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) — — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) — — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 21 21 ns

– Mathematics 10 10 ns

– Science 6 8 ns

– Foreign languages 1 1 ns

– Civics and government 5 4 ns

– Economics 4 3 ns

– Fine arts 2 1 ns

– History 9 7 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

2%

61%

39%

11%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

89% 90%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
28

ALASKA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 48 49ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 800 831 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 37% 39% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 73% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 44 58 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 89% 90% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) — — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) — — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 21 21 ns

– Mathematics 10 10 ns

– Science 6 8 ns

– Foreign languages 1 1 ns

– Civics and government 5 4 ns

– Economics 4 3 ns

– Fine arts 2 1 ns

– History 9 7 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

2%

61%

39%

11%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

89% 90%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
30

ALASKA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions — — ns

– developing reasoning ability to solve unique problems — — ns

– communicating mathematics ideas — — ns

c) who have computers available in their 

mathematics classroom — — ns

d) who use calculators in mathematics class at least

once a week — — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 34% 36% ns

– minorities (Blacks, Hispanics, American Indians) 34% 28% ns

– females 28% 31% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 73% 77% ns

b) voting 62% 70% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 39% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

Baseline
30

ALASKA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions — — ns

– developing reasoning ability to solve unique problems — — ns

– communicating mathematics ideas — — ns

c) who have computers available in their 

mathematics classroom — — ns

d) who use calculators in mathematics class at least

once a week — — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 34% 36% ns

– minorities (Blacks, Hispanics, American Indians) 34% 28% ns

– females 28% 31% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 73% 77% ns

b) voting 62% 70% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 39% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

Baseline
32

ARIZONA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 64 64ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 675 713ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 37% 33% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 77% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 25 35 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 83% 84% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 11% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 18% 21% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 13% — ns

– Grade 8 (1990, 1992) 16% 19% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 12 14 ns

– Mathematics 7 7 ns

– Science 6 7 ns

– Foreign languages 4 6 ns

– Civics and government 4 7 ns

– Economics 1 2 ns

– Fine arts 1 1 ns

– History 7 8 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

67%

33%

6%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

83% 84%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
32

ARIZONA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 64 64ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 675 713ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 37% 33% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 77% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 25 35 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 83% 84% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 11% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 18% 21% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 13% — ns

– Grade 8 (1990, 1992) 16% 19% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 12 14 ns

– Mathematics 7 7 ns

– Science 6 7 ns

– Foreign languages 4 6 ns

– Civics and government 4 7 ns

– Economics 1 2 ns

– Fine arts 1 1 ns

– History 7 8 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

67%

33%

6%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

83% 84%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
34

Switzerland3

Korea3

Taiwan3

Arizona2

0% 20% 40% 60% 80%100%

19%

41%

37%

33%

Source: Educational Testing Service,

1993

ARIZONA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 51% 50% ns

– developing reasoning ability to solve unique problems 43% 51% ns

– communicating mathematics ideas 38% 43% ns

c) who have computers available in their 

mathematics classroom 22% 17% ns

d) who use calculators in mathematics class at least

once a week 33% 52% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 26% 35% ns

– minorities (Blacks, Hispanics, American Indians) 22% 35% ns

– females 24% 31% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 66% 75% ns

b) voting 57% 69% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 45% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
34

Switzerland3

Korea3

Taiwan3

Arizona2

0% 20% 40% 60% 80%100%

19%

41%

37%

33%

Source: Educational Testing Service,

1993

ARIZONA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 51% 50% ns

– developing reasoning ability to solve unique problems 43% 51% ns

– communicating mathematics ideas 38% 43% ns

c) who have computers available in their 

mathematics classroom 22% 17% ns

d) who use calculators in mathematics class at least

once a week 33% 52% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 26% 35% ns

– minorities (Blacks, Hispanics, American Indians) 22% 35% ns

– females 24% 31% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 66% 75% ns

b) voting 57% 69% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 45% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
36

ARKANSAS Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 82 82 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 708 723 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 42% 41% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 71% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 45 56 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 87% 88% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 4% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 20% 20% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 10% — ns

– Grade 8 (1990, 1992) 12% 13% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 6 8 ns

– Mathematics 3 4 ns

– Science 2 3 ns

– Foreign languages <1 <1 ns

– Civics and government <1 1 ns

– Economics 0 <1 ns

– Fine arts <1 <1 ns

– History 3 5 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

59%

41%

9%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

87% 88%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
36

ARKANSAS Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 82 82 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 708 723 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 42% 41% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 71% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 45 56 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 87% 88% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 4% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 20% 20% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 10% — ns

– Grade 8 (1990, 1992) 12% 13% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 6 8 ns

– Mathematics 3 4 ns

– Science 2 3 ns

– Foreign languages <1 <1 ns

– Civics and government <1 1 ns

– Economics 0 <1 ns

– Fine arts <1 <1 ns

– History 3 5 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

59%

41%

9%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

87% 88%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
38

Switzerland3

Korea3

Taiwan3

Arkansas2

0% 20% 40% 60% 80%100%

13%

41%

37%

33%

Source: Educational Testing Service,

1993

ARKANSAS Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 33% 35% ns

– developing reasoning ability to solve unique problems 36% 31% ns

– communicating mathematics ideas 31% 30% ns

c) who have computers available in their 

mathematics classroom 16% 23% ns

d) who use calculators in mathematics class at least

once a week 26% 39% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 32% 33% ns

– minorities (Blacks, Hispanics, American Indians) 31% 35% ns

– females 28% 30% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 68% 67% ns

b) voting 56% 58% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 46% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
38

Switzerland3

Korea3

Taiwan3

Arkansas2

0% 20% 40% 60% 80%100%

13%

41%

37%

33%

Source: Educational Testing Service,

1993

ARKANSAS Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 33% 35% ns

– developing reasoning ability to solve unique problems 36% 31% ns

– communicating mathematics ideas 31% 30% ns

c) who have computers available in their 

mathematics classroom 16% 23% ns

d) who use calculators in mathematics class at least

once a week 26% 39% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 32% 33% ns

– minorities (Blacks, Hispanics, American Indians) 31% 35% ns

– females 28% 30% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 68% 67% ns

b) voting 56% 58% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 46% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
40

CALIFORNIA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 58 59ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 723 751ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 — — ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 74% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 28 32 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 77% 79% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 5% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 17% 14% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 13% — ns

– Grade 8 (1990, 1992) 16% 20% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 23 26 ns

– Mathematics 14 16 ns

– Science 12 16 ns

– Foreign languages 14 19 ns

– Civics and government 6 9 ns

– Economics 2 4 ns

– Fine arts 2 3 ns

– History 16 18 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

1990 1993

0%

20%

40%

60%

80%

100%

77% 79%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
40

CALIFORNIA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 58 59ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 723 751ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 — — ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 74% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 28 32 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 77% 79% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 5% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 17% 14% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 13% — ns

– Grade 8 (1990, 1992) 16% 20% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 23 26 ns

– Mathematics 14 16 ns

– Science 12 16 ns

– Foreign languages 14 19 ns

– Civics and government 6 9 ns

– Economics 2 4 ns

– Fine arts 2 3 ns

– History 16 18 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

1990 1993

0%

20%

40%

60%

80%

100%

77% 79%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
42

Switzerland3

Korea3

Taiwan3

California2

0% 20% 40% 60% 80%100%

20%

41%

37%

33%

Source: Educational Testing Service,

1993

CALIFORNIA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 46% 42% ns

– developing reasoning ability to solve unique problems 50% 49% ns

– communicating mathematics ideas 41% 40% ns

c) who have computers available in their 

mathematics classroom 28% 24% ns

d) who use calculators in mathematics class at least

once a week 59% 65% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 43% 45% ns

– minorities (Blacks, Hispanics, American Indians) 43% 45% ns

– females 39% 41% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 53% — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 72% 73% ns

b) voting 63% 67%

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 50% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

24% 23% 19%

26% 25% 30%

17%

3%

22%

5%

4%

30%

30%

19% 24%

Adult Literacy

Percentage of all adults aged 16 and older

scoring at five literacy levels1 (1992)

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Educational Testing Service,

1993
42

Switzerland3

Korea3

Taiwan3

California2

0% 20% 40% 60% 80%100%

20%

41%

37%

33%

Source: Educational Testing Service,

1993

CALIFORNIA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 46% 42% ns

– developing reasoning ability to solve unique problems 50% 49% ns

– communicating mathematics ideas 41% 40% ns

c) who have computers available in their 

mathematics classroom 28% 24% ns

d) who use calculators in mathematics class at least

once a week 59% 65% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 43% 45% ns

– minorities (Blacks, Hispanics, American Indians) 43% 45% ns

– females 39% 41% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 53% — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 72% 73% ns

b) voting 63% 67%

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 50% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

24% 23% 19%

26% 25% 30%

17%

3%

22%

5%

4%

30%

30%

19% 24%

Adult Literacy

Percentage of all adults aged 16 and older

scoring at five literacy levels1 (1992)

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Educational Testing Service,

1993
44

COLORADO Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 80 85 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 778 790 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 33% 31% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 75% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 27 38 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 88% 88% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 22% 23% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 18% — ns

– Grade 8 (1990, 1992) 22% 26% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 23 25 ns

– Mathematics 12 13 ns

– Science 12 13 ns

– Foreign languages 6 6 ns

– Civics and government 1 2 ns

– Economics <1 2 ns

– Fine arts 1 1 ns

– History 17 16 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

69%

31%

6%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

88% 88%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
44

COLORADO Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 80 85 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 778 790 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 33% 31% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 75% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 27 38 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 88% 88% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 22% 23% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 18% — ns

– Grade 8 (1990, 1992) 22% 26% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 23 25 ns

– Mathematics 12 13 ns

– Science 12 13 ns

– Foreign languages 6 6 ns

– Civics and government 1 2 ns

– Economics <1 2 ns

– Fine arts 1 1 ns

– History 17 16 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

69%

31%

6%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

88% 88%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
46

Switzerland3

Korea3

Taiwan3

Colorado2

0% 20% 40% 60% 80%100%

26%

41%

37%

33%

Source: Educational Testing Service,

1993

COLORADO Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 51% 53% ns

– developing reasoning ability to solve unique problems 50% 51% ns

– communicating mathematics ideas 45% 43% ns

c) who have computers available in their 

mathematics classroom 16% 15% ns

d) who use calculators in mathematics class at least

once a week 56% 73% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 48% 49% ns

– minorities (Blacks, Hispanics, American Indians) 46% 49% ns

– females 43% 46% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 76% 77% ns

b) voting 68% 71% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 50% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
46

Switzerland3

Korea3

Taiwan3

Colorado2

0% 20% 40% 60% 80%100%

26%

41%

37%

33%

Source: Educational Testing Service,

1993

COLORADO Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 51% 53% ns

– developing reasoning ability to solve unique problems 50% 51% ns

– communicating mathematics ideas 45% 43% ns

c) who have computers available in their 

mathematics classroom 16% 15% ns

d) who use calculators in mathematics class at least

once a week 56% 73% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 48% 49% ns

– minorities (Blacks, Hispanics, American Indians) 46% 49% ns

– females 43% 46% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 76% 77% ns

b) voting 68% 71% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 50% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
48

CONNECTICUT Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 66 69 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 849 875 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 25% 24% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 86% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 41 46 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 90% 93% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 30% 33% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 25% — ns

– Grade 8 (1990, 1992) 26% 30% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 21 27 ns

– Mathematics 15 18 ns

– Science 16 22 ns

– Foreign languages 10 11 ns

– Civics and government 1 1 ns

– Economics 3 5 ns

– Fine arts 2 2 ns

– History 16 19 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

76%

24%

4%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 90% 93%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
48

CONNECTICUT Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 66 69 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 849 875 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 25% 24% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 86% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 41 46 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 90% 93% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 30% 33% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 25% — ns

– Grade 8 (1990, 1992) 26% 30% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 21 27 ns

– Mathematics 15 18 ns

– Science 16 22 ns

– Foreign languages 10 11 ns

– Civics and government 1 1 ns

– Economics 3 5 ns

– Fine arts 2 2 ns

– History 16 19 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

76%

24%

4%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 90% 93%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
50

Switzerland3

Korea3

Taiwan3

Connecticut2

0% 20% 40% 60% 80%100%

30%

41%

37%

33%

Source: Educational Testing Service,

1993

CONNECTICUT Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 48% 40% ns

– developing reasoning ability to solve unique problems 47% 49% ns

– communicating mathematics ideas 41% 45% ns

c) who have computers available in their 

mathematics classroom 27% 22% ns

d) who use calculators in mathematics class at least

once a week 51% 61% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 43% 45% ns

– minorities (Blacks, Hispanics, American Indians) 47% 48% ns

– females 37% 41% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 78% 82% ns

b) voting 68% 77% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 59% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
50

Switzerland3

Korea3

Taiwan3

Connecticut2

0% 20% 40% 60% 80%100%

30%

41%

37%

33%

Source: Educational Testing Service,

1993

CONNECTICUT Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 48% 40% ns

– developing reasoning ability to solve unique problems 47% 49% ns

– communicating mathematics ideas 41% 45% ns

c) who have computers available in their 

mathematics classroom 27% 22% ns

d) who use calculators in mathematics class at least

once a week 51% 61% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 43% 45% ns

– minorities (Blacks, Hispanics, American Indians) 47% 48% ns

– females 37% 41% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 78% 82% ns

b) voting 68% 77% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 59% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
52

DELAWARE Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 76 76ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 795 805 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 40% 38% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 81% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 51 62 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 86% 94% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 21% 19% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 17% — ns

– Grade 8 (1990, 1992) 19% 18% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 18 23 ns

– Mathematics 14 17 ns

– Science 13 18 ns

– Foreign languages 5 6 ns

– Civics and government 4 4 ns

– Economics <1 1 ns

– Fine arts <1 2 ns

– History 19 22 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

62%

38%

7%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

86%

94%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
52

DELAWARE Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 76 76ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 795 805 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 40% 38% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 81% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 51 62 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 86% 94% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 21% 19% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 17% — ns

– Grade 8 (1990, 1992) 19% 18% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 18 23 ns

– Mathematics 14 17 ns

– Science 13 18 ns

– Foreign languages 5 6 ns

– Civics and government 4 4 ns

– Economics <1 1 ns

– Fine arts <1 2 ns

– History 19 22 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

62%

38%

7%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

86%

94%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
54

Switzerland3

Korea3

Taiwan3

Delaware2

0% 20% 40% 60% 80%100%

18%

41%

37%

33%

Source: Educational Testing Service,

1993

DELAWARE Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 39% 41% ns

– developing reasoning ability to solve unique problems 47% 50% ns

– communicating mathematics ideas 37% 40%

c) who have computers available in their 

mathematics classroom 13% 18% ns

d) who use calculators in mathematics class at least

once a week 48% 57% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 46% 43% ns

– minorities (Blacks, Hispanics, American Indians) 38% 34% ns

– females 40% 39% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 65% 73% ns

b) voting 60% 68% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 57% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
54

Switzerland3

Korea3

Taiwan3

Delaware2

0% 20% 40% 60% 80%100%

18%

41%

37%

33%

Source: Educational Testing Service,

1993

DELAWARE Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 39% 41% ns

– developing reasoning ability to solve unique problems 47% 50% ns

– communicating mathematics ideas 37% 40%

c) who have computers available in their 

mathematics classroom 13% 18% ns

d) who use calculators in mathematics class at least

once a week 48% 57% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 46% 43% ns

– minorities (Blacks, Hispanics, American Indians) 38% 34% ns

– females 40% 39% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 65% 73% ns

b) voting 60% 68% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 57% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
56

DISTRICT OF COLUMBIA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 151 143 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 562 569 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 48% 44% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 73% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 19 13ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 82% 86% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 12% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992) 8% — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 6% — ns

– Grade 8 (1990, 1992) 4% 6% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 29 39 ns

– Mathematics 27 25 ns

– Science 34 34 ns

– Foreign languages 26 25 ns

– Civics and government 10 9 ns

– Economics 4 6 ns

– Fine arts 4 2 ns

– History 43 33 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

56%

44%

3%

13%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

82% 86%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
56

DISTRICT OF COLUMBIA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 151 143 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 562 569 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 48% 44% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 73% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 19 13ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 82% 86% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 12% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992) 8% — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 6% — ns

– Grade 8 (1990, 1992) 4% 6% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 29 39 ns

– Mathematics 27 25 ns

– Science 34 34 ns

– Foreign languages 26 25 ns

– Civics and government 10 9 ns

– Economics 4 6 ns

– Fine arts 4 2 ns

– History 43 33 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

56%

44%

3%

13%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

82% 86%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
58

Switzerland3

Korea3

Taiwan3

District of

Columbia2

0% 20% 40% 60% 80%100%

6%

41%

37%

33%

Source: Educational Testing Service,

1993

DISTRICT OF COLUMBIA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 46% 54% ns

– developing reasoning ability to solve unique problems 65% 71% ns

– communicating mathematics ideas 63% 66% ns

c) who have computers available in their 

mathematics classroom 18% 20% ns

d) who use calculators in mathematics class at least

once a week 57% 61% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 49% 51% ns

– minorities (Blacks, Hispanics, American Indians) 44% 44% ns

– females 46% 48% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 69% 81% ns

b) voting 56% 72% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 33% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 7% — ns

– marijuana 8% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 16% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
58

Switzerland3

Korea3

Taiwan3

District of

Columbia2

0% 20% 40% 60% 80%100%

6%

41%

37%

33%

Source: Educational Testing Service,

1993

DISTRICT OF COLUMBIA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 46% 54% ns

– developing reasoning ability to solve unique problems 65% 71% ns

– communicating mathematics ideas 63% 66% ns

c) who have computers available in their 

mathematics classroom 18% 20% ns

d) who use calculators in mathematics class at least

once a week 57% 61% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 49% 51% ns

– minorities (Blacks, Hispanics, American Indians) 44% 44% ns

– females 46% 48% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 69% 81% ns

b) voting 56% 72% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 33% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 7% — ns

– marijuana 8% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 16% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
60

FLORIDA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 74 74 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 724 779 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 37% 34% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 76% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 30 38 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 83% 83% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 18% 19% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 14% — ns

– Grade 8 (1990, 1992) 15% 18% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 23 29 ns

– Mathematics 12 13 ns

– Science 10 12 ns

– Foreign languages 10 12 ns

– Civics and government 5 5 ns

– Economics 2 3 ns

– Fine arts 4 4 ns

– History 16 15 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

66%

34%

6%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

83% 83%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
60

FLORIDA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 74 74 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 724 779 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 37% 34% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 76% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 30 38 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 83% 83% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 18% 19% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 14% — ns

– Grade 8 (1990, 1992) 15% 18% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 23 29 ns

– Mathematics 12 13 ns

– Science 10 12 ns

– Foreign languages 10 12 ns

– Civics and government 5 5 ns

– Economics 2 3 ns

– Fine arts 4 4 ns

– History 16 15 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

66%

34%

6%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

83% 83%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
62

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

22% 27% 33%

15%

23% 31% 30%

14%

2%

21% 27% 31%

4%

17%

3%

Adult Literacy

Percentage of all adults aged 16 and older

scoring at five literacy levels1 (1992)

Switzerland3

Korea3

Taiwan3

Florida2

0% 20% 40% 60% 80%100%

18%

41%

37%

33%

Source: Educational Testing Service,

1993

FLORIDA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 42% 47% ns

– developing reasoning ability to solve unique problems 46% 52% ns

– communicating mathematics ideas 43% 52% ns

c) who have computers available in their 

mathematics classroom 19% 27% ns

d) who use calculators in mathematics class at least

once a week 31% 50% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 34% 33% ns

– minorities (Blacks, Hispanics, American Indians) 36% 34% ns

– females 29% 30% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 51% — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 69% 69% ns

b) voting 59% 62% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 45% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Educational Testing Service,

1993

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
62

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

22% 27% 33%

15%

23% 31% 30%

14%

2%

21% 27% 31%

4%

17%

3%

Adult Literacy

Percentage of all adults aged 16 and older

scoring at five literacy levels1 (1992)

Switzerland3

Korea3

Taiwan3

Florida2

0% 20% 40% 60% 80%100%

18%

41%

37%

33%

Source: Educational Testing Service,

1993

FLORIDA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 42% 47% ns

– developing reasoning ability to solve unique problems 46% 52% ns

– communicating mathematics ideas 43% 52% ns

c) who have computers available in their 

mathematics classroom 19% 27% ns

d) who use calculators in mathematics class at least

once a week 31% 50% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 34% 33% ns

– minorities (Blacks, Hispanics, American Indians) 36% 34% ns

– females 29% 30% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 51% — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 69% 69% ns

b) voting 59% 62% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 45% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Educational Testing Service,

1993

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
64

GEORGIA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 87 85 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 731 758 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 35% 32% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 79% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 24 37 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 86% 79% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 22% 22% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 16% — ns

– Grade 8 (1990, 1992) 17% 16% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 16 22 ns

– Mathematics 8 11 ns

– Science 6 11 ns

– Foreign languages 1 2 ns

– Civics and government 3 5 ns

– Economics <1 2 ns

– Fine arts 1 2 ns

– History 14 16 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

68%

32%

6%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

86%

79%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
64

GEORGIA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 87 85 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 731 758 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 35% 32% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 79% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 24 37 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 86% 79% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 22% 22% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 16% — ns

– Grade 8 (1990, 1992) 17% 16% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 16 22 ns

– Mathematics 8 11 ns

– Science 6 11 ns

– Foreign languages 1 2 ns

– Civics and government 3 5 ns

– Economics <1 2 ns

– Fine arts 1 2 ns

– History 14 16 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

68%

32%

6%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

86%

79%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
66

Switzerland3

Korea3

Taiwan3

Georgia2

0% 20% 40% 60% 80%100%

16%

41%

37%

33%

Source: Educational Testing Service,

1993

GEORGIA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 47% 44% ns

– developing reasoning ability to solve unique problems 50% 54% ns

– communicating mathematics ideas 52% 54% ns

c) who have computers available in their 

mathematics classroom 28% 27% ns

d) who use calculators in mathematics class at least

once a week 45% 52% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 38% 37% ns

– minorities (Blacks, Hispanics, American Indians) 44% 43% ns

– females 33% 33% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 62% 63% ns

b) voting 50% 55% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 54% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 6% — ns

– marijuana 3% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 21% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
66

Switzerland3

Korea3

Taiwan3

Georgia2

0% 20% 40% 60% 80%100%

16%

41%

37%

33%

Source: Educational Testing Service,

1993

GEORGIA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 47% 44% ns

– developing reasoning ability to solve unique problems 50% 54% ns

– communicating mathematics ideas 52% 54% ns

c) who have computers available in their 

mathematics classroom 28% 27% ns

d) who use calculators in mathematics class at least

once a week 45% 52% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 38% 37% ns

– minorities (Blacks, Hispanics, American Indians) 44% 43% ns

– females 33% 33% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 62% 63% ns

b) voting 50% 55% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 54% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 6% — ns

– marijuana 3% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 21% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
68

HAWAII Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 71 72 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 735 736 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 30% 30% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 86% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 16 21 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 93% 91% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 15% 16% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 15% — ns

– Grade 8 (1990, 1992) 14% 16% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 22 22 ns

– Mathematics 19 21 ns

– Science 16 24 ns

– Foreign languages 2 2 ns

– Civics and government 3 3 ns

– Economics 5 3 ns

– Fine arts 1 1 ns

– History 18 16 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

0%

70%

30%

4%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 93% 91%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
68

HAWAII Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 71 72 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 735 736 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 30% 30% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 86% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 16 21 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 93% 91% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 15% 16% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 15% — ns

– Grade 8 (1990, 1992) 14% 16% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 22 22 ns

– Mathematics 19 21 ns

– Science 16 24 ns

– Foreign languages 2 2 ns

– Civics and government 3 3 ns

– Economics 5 3 ns

– Fine arts 1 1 ns

– History 18 16 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

0%

70%

30%

4%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 93% 91%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
70

Switzerland3

Korea3

Taiwan3

Hawaii2

0% 20% 40% 60% 80%100%

16%

41%

37%

33%

Source: Educational Testing Service,

1993

HAWAII Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 29% 31% ns

– developing reasoning ability to solve unique problems 42% 35% ns

– communicating mathematics ideas 34% 36% ns

c) who have computers available in their 

mathematics classroom 10% 11% ns

d) who use calculators in mathematics class at least

once a week 18% 42% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 40% 37% ns

– minorities (Blacks, Hispanics, American Indians) 47% 35% ns

– females 37% 35% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 66% 65% ns

b) voting 59% 59% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 54% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 6% — ns

– marijuana 8% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 26% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
70

Switzerland3

Korea3

Taiwan3

Hawaii2

0% 20% 40% 60% 80%100%

16%

41%

37%

33%

Source: Educational Testing Service,

1993

HAWAII Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 29% 31% ns

– developing reasoning ability to solve unique problems 42% 35% ns

– communicating mathematics ideas 34% 36% ns

c) who have computers available in their 

mathematics classroom 10% 11% ns

d) who use calculators in mathematics class at least

once a week 18% 42% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 40% 37% ns

– minorities (Blacks, Hispanics, American Indians) 47% 35% ns

– females 37% 35% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 66% 65% ns

b) voting 59% 59% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 54% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 6% — ns

– marijuana 8% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 26% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
72

IDAHO Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 57 55 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 742 766 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 35% 33% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 64% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 56 56 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 83% 87% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 24% — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 16% — ns

– Grade 8 (1990, 1992) 23% 27% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 11 10 ns

– Mathematics 6 6 ns

– Science 5 6 ns

– Foreign languages <1 1 ns

– Civics and government 2 3 ns

– Economics <1 1 ns

– Fine arts <1 1 ns

– History 4 6 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

67%

33%

6%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

83% 87%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
72

IDAHO Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 57 55 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 742 766 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 35% 33% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 64% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 56 56 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 83% 87% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 24% — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 16% — ns

– Grade 8 (1990, 1992) 23% 27% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 11 10 ns

– Mathematics 6 6 ns

– Science 5 6 ns

– Foreign languages <1 1 ns

– Civics and government 2 3 ns

– Economics <1 1 ns

– Fine arts <1 1 ns

– History 4 6 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

67%

33%

6%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

83% 87%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
74

Switzerland3

Korea3

Taiwan3

Idaho2

0% 20% 40% 60% 80%100%

27%

41%

37%

33%

Source: Educational Testing Service,

1993

IDAHO Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 56% 54% ns

– developing reasoning ability to solve unique problems 39% 50%

– communicating mathematics ideas 41% 39% ns

c) who have computers available in their 

mathematics classroom 11% 15% ns

d) who use calculators in mathematics class at least

once a week 47% 73% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 34% 35% ns

– minorities (Blacks, Hispanics, American Indians) 43% 36% ns

– females 29% 30% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 72% 74% ns

b) voting 66% 69% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 49% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 8% — ns

– marijuana 5% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 24% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2percentage points.

3 Plus or minus 2 percentage points.
74

Switzerland3

Korea3

Taiwan3

Idaho2

0% 20% 40% 60% 80%100%

27%

41%

37%

33%

Source: Educational Testing Service,

1993

IDAHO Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 56% 54% ns

– developing reasoning ability to solve unique problems 39% 50%

– communicating mathematics ideas 41% 39% ns

c) who have computers available in their 

mathematics classroom 11% 15% ns

d) who use calculators in mathematics class at least

once a week 47% 73% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 34% 35% ns

– minorities (Blacks, Hispanics, American Indians) 43% 36% ns

– females 29% 30% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 72% 74% ns

b) voting 66% 69% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 49% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 8% — ns

– marijuana 5% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 24% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2percentage points.

3 Plus or minus 2 percentage points.
76

ILLINOIS Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 76 77 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 778 782 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 35% 35% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 68% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 53 48 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 85% 87% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) — — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) — — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 14 19 ns

– Mathematics 12 16 ns

– Science 12 17 ns

– Foreign languages 5 6 ns

– Civics and government 3 4 ns

– Economics 2 4 ns

– Fine arts 1 1 ns

– History 12 14 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

65%

35%

7%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

85% 87%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
76

ILLINOIS Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 76 77 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 778 782 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 35% 35% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 68% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 53 48 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 85% 87% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) — — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) — — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 14 19 ns

– Mathematics 12 16 ns

– Science 12 17 ns

– Foreign languages 5 6 ns

– Civics and government 3 4 ns

– Economics 2 4 ns

– Fine arts 1 1 ns

– History 12 14 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

65%

35%

7%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

85% 87%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
78

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

21% 27% 30%

18%

4%

24% 27% 29%

17%

3%

22% 23% 31%

19%

4%

Adult Literacy

Percentage of all adults aged 16 and older

scoring at five literacy levels1 (1992)

ILLINOIS Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions — — ns

– developing reasoning ability to solve unique problems — — ns

– communicating mathematics ideas — — ns

c) who have computers available in their 

mathematics classroom — — ns

d) who use calculators in mathematics class at least

once a week — — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 39% 38% ns

– minorities (Blacks, Hispanics, American Indians) 36% 36% ns

– females 35% 33% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 52% — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 73% 77% ns

b) voting 64% 69% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 63% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 5% — ns

– marijuana 4% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 19% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Educational Testing Service,

1993

Most

Recent

Update

Baseline
78

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

21% 27% 30%

18%

4%

24% 27% 29%

17%

3%

22% 23% 31%

19%

4%

Adult Literacy

Percentage of all adults aged 16 and older

scoring at five literacy levels1 (1992)

ILLINOIS Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions — — ns

– developing reasoning ability to solve unique problems — — ns

– communicating mathematics ideas — — ns

c) who have computers available in their 

mathematics classroom — — ns

d) who use calculators in mathematics class at least

once a week — — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 39% 38% ns

– minorities (Blacks, Hispanics, American Indians) 36% 36% ns

– females 35% 33% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 52% — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 73% 77% ns

b) voting 64% 69% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 63% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 5% — ns

– marijuana 4% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 19% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Educational Testing Service,

1993

Most

Recent

Update

Baseline
80

INDIANA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 66 67 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 779 783 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 — — ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 74% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 30 42 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 89% 88% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 27% 27% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 16% — ns

– Grade 8 (1990, 1992) 21% 24% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 5 12 ns

– Mathematics 6 10 ns

– Science 5 9 ns

– Foreign languages 1 1 ns

– Civics and government 1 1 ns

– Economics 1 1 ns

– Fine arts <1 <1 ns

– History 3 3 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

1990 1993

0%

20%

40%

60%

80%

100%

89% 88%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
80

INDIANA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 66 67 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 779 783 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 — — ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 74% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 30 42 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 89% 88% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 27% 27% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 16% — ns

– Grade 8 (1990, 1992) 21% 24% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 5 12 ns

– Mathematics 6 10 ns

– Science 5 9 ns

– Foreign languages 1 1 ns

– Civics and government 1 1 ns

– Economics 1 1 ns

– Fine arts <1 <1 ns

– History 3 3 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

1990 1993

0%

20%

40%

60%

80%

100%

89% 88%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
82

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

15%

27% 37%

18%

3%

17% 29% 34%

17%

2%

16%

27% 35%

19%

4%

Adult Literacy

Percentage of all adults aged 16 and older

scoring at five literacy levels1 (1992)

Switzerland3

Korea3

Taiwan3

Indiana2

0% 20% 40% 60% 80%100%

24%

41%

37%

33%

Source: Educational Testing Service,

1993

INDIANA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 45% 44% ns

– developing reasoning ability to solve unique problems 35% 45% ns

– communicating mathematics ideas 35% 34% ns

c) who have computers available in their 

mathematics classroom 14% 15% ns

d) who use calculators in mathematics class at least

once a week 25% 39% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 40% 40% ns

– minorities (Blacks, Hispanics, American Indians) 39% 39% ns

– females 34% 35% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 58% —ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 69% 68% ns

b) voting 61% 63% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 51% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Educational Testing Service,

1993

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
82

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

15%

27% 37%

18%

3%

17% 29% 34%

17%

2%

16%

27% 35%

19%

4%

Adult Literacy

Percentage of all adults aged 16 and older

scoring at five literacy levels1 (1992)

Switzerland3

Korea3

Taiwan3

Indiana2

0% 20% 40% 60% 80%100%

24%

41%

37%

33%

Source: Educational Testing Service,

1993

INDIANA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 45% 44% ns

– developing reasoning ability to solve unique problems 35% 45% ns

– communicating mathematics ideas 35% 34% ns

c) who have computers available in their 

mathematics classroom 14% 15% ns

d) who use calculators in mathematics class at least

once a week 25% 39% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 40% 40% ns

– minorities (Blacks, Hispanics, American Indians) 39% 39% ns

– females 34% 35% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 58% —ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 69% 68% ns

b) voting 61% 63% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 51% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Educational Testing Service,

1993

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
84

IOWA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 54 57 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 848 862 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 39% 36% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 81% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 45 48 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 95% 94% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 32% 29% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 27% — ns

– Grade 8 (1990, 1992) 30% 37% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 8 11 ns

– Mathematics 3 5 ns

– Science 2 3 ns

– Foreign languages <1 1 ns

– Civics and government 1 2 ns

– Economics 1 2 ns

– Fine arts <1 <1 ns

– History 3 4 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

64%

36%

8%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 95% 94%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
84

IOWA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 54 57 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 848 862 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 39% 36% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 81% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 45 48 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 95% 94% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 32% 29% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 27% — ns

– Grade 8 (1990, 1992) 30% 37% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 8 11 ns

– Mathematics 3 5 ns

– Science 2 3 ns

– Foreign languages <1 1 ns

– Civics and government 1 2 ns

– Economics 1 2 ns

– Fine arts <1 <1 ns

– History 3 4 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

64%

36%

8%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 95% 94%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
86

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

14% 24%

37%

21%

3%

16%

27% 36%

19%

2%

15% 22%

36%

4%

23%

Adult Literacy

Percentage of all adults aged 16 and older

scoring at five literacy levels1 (1992)

Switzerland3

Korea3

Taiwan3

Iowa2

0% 20% 40% 60% 80%100%

37%

41%

37%

33%

Source: Educational Testing Service,

1993

IOWA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 49% 55% ns

– developing reasoning ability to solve unique problems 38% 47% ns

– communicating mathematics ideas 28% 39% ns

c) who have computers available in their 

mathematics classroom 23% 20% ns

d) who use calculators in mathematics class at least

once a week 56% 68% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 33% 35% ns

– minorities (Blacks, Hispanics, American Indians) 32% 40% ns

– females 28% 30% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 61% — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 73% 79% ns

b) voting 64% 72% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 64% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Educational Testing Service,

1993

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
86

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

14% 24%

37%

21%

3%

16%

27% 36%

19%

2%

15% 22%

36%

4%

23%

Adult Literacy

Percentage of all adults aged 16 and older

scoring at five literacy levels1 (1992)

Switzerland3

Korea3

Taiwan3

Iowa2

0% 20% 40% 60% 80%100%

37%

41%

37%

33%

Source: Educational Testing Service,

1993

IOWA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 49% 55% ns

– developing reasoning ability to solve unique problems 38% 47% ns

– communicating mathematics ideas 28% 39% ns

c) who have computers available in their 

mathematics classroom 23% 20% ns

d) who use calculators in mathematics class at least

once a week 56% 68% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 33% 35% ns

– minorities (Blacks, Hispanics, American Indians) 32% 40% ns

– females 28% 30% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 61% — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 73% 79% ns

b) voting 64% 72% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 64% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Educational Testing Service,

1993

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
88

KANSAS Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 62 64 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 807 836 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 32% 31% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 82% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 33 48 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 93% 92% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) — — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) — — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 8 10 ns

– Mathematics 4 5 ns

– Science 2 3 ns

– Foreign languages 1 1 ns

– Civics and government 2 3 ns

– Economics <1 <1 ns

– Fine arts <1 <1 ns

– History 4 4 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

0%

69%

31%

5%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 93% 92%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
88

KANSAS Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 62 64 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 807 836 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 32% 31% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 82% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 33 48 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 93% 92% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) — — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) — — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 8 10 ns

– Mathematics 4 5 ns

– Science 2 3 ns

– Foreign languages 1 1 ns

– Civics and government 2 3 ns

– Economics <1 <1 ns

– Fine arts <1 <1 ns

– History 4 4 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

0%

69%

31%

5%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 93% 92%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
90

KANSAS Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions — — ns

– developing reasoning ability to solve unique problems — — ns

– communicating mathematics ideas — — ns

c) who have computers available in their 

mathematics classroom — — ns

d) who use calculators in mathematics class at least

once a week — — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 36% 37% ns

– minorities (Blacks, Hispanics, American Indians) 35% 36% ns

– females 32% 33% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 69% 78% ns

b) voting 62% 73% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 58% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

Baseline
90

KANSAS Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions — — ns

– developing reasoning ability to solve unique problems — — ns

– communicating mathematics ideas — — ns

c) who have computers available in their 

mathematics classroom — — ns

d) who use calculators in mathematics class at least

once a week — — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 36% 37% ns

– minorities (Blacks, Hispanics, American Indians) 35% 36% ns

– females 32% 33% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 69% 78% ns

b) voting 62% 73% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 58% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

Baseline
92

KENTUCKY Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 71 68 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 777 801 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 45% 43% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 80% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 68 82 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 82% 83% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 19% 22% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 13% — ns

– Grade 8 (1990, 1992) 14% 17% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 10 14 ns

– Mathematics 5 6 ns

– Science 4 6 ns

– Foreign languages 1 2 ns

– Civics and government 1 1 ns

– Economics <1 <1 ns

– Fine arts <1 1 ns

– History 8 9 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

57%

43%

10%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

82% 83%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
92

KENTUCKY Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 71 68 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 777 801 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 45% 43% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 80% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 68 82 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 82% 83% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 19% 22% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 13% — ns

– Grade 8 (1990, 1992) 14% 17% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 10 14 ns

– Mathematics 5 6 ns

– Science 4 6 ns

– Foreign languages 1 2 ns

– Civics and government 1 1 ns

– Economics <1 <1 ns

– Fine arts <1 1 ns

– History 8 9 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

57%

43%

10%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

82% 83%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
94

Switzerland3

Korea3

Taiwan3

Kentucky2

0% 20% 40% 60% 80%100%

17%

41%

37%

33%

Source: Educational Testing Service,

1993

KENTUCKY Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 46% 50% ns

– developing reasoning ability to solve unique problems 44% 53% ns

– communicating mathematics ideas 44% 45% ns

c) who have computers available in their 

mathematics classroom 15% 13% ns

d) who use calculators in mathematics class at least

once a week 31% 73% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 36% 38% ns

– minorities (Blacks, Hispanics, American Indians) 33% 35% ns

– females 31% 34% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 63% 65% ns

b) voting 50% 58% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 50% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
94

Switzerland3

Korea3

Taiwan3

Kentucky2

0% 20% 40% 60% 80%100%

17%

41%

37%

33%

Source: Educational Testing Service,

1993

KENTUCKY Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 46% 50% ns

– developing reasoning ability to solve unique problems 44% 53% ns

– communicating mathematics ideas 44% 45% ns

c) who have computers available in their 

mathematics classroom 15% 13% ns

d) who use calculators in mathematics class at least

once a week 31% 73% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 36% 38% ns

– minorities (Blacks, Hispanics, American Indians) 33% 35% ns

– females 31% 34% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 63% 65% ns

b) voting 50% 58% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 50% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
96

LOUISIANA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 92 94 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 745 763 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 39% 37% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 71% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 32 45 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 81% 84% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 13% 12% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 8% — ns

– Grade 8 (1990, 1992) 8% 10% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 7 7 ns

– Mathematics 3 3 ns

– Science 2 3 ns

– Foreign languages 1 1 ns

– Civics and government 1 1 ns

– Economics <1 <1 ns

– Fine arts <1 1 ns

– History 4 4 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

63%

37%

6%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

81% 84%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
96

LOUISIANA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 92 94 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 745 763 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 39% 37% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 71% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 32 45 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 81% 84% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 13% 12% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 8% — ns

– Grade 8 (1990, 1992) 8% 10% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 7 7 ns

– Mathematics 3 3 ns

– Science 2 3 ns

– Foreign languages 1 1 ns

– Civics and government 1 1 ns

– Economics <1 <1 ns

– Fine arts <1 1 ns

– History 4 4 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

63%

37%

6%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

81% 84%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
98

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

31% 31%

13%

2%

26% 32% 30%

11%

1%

26% 28% 29%

3% 13%

24%

Adult Literacy

Percentage of all adults aged 16 and older

scoring at five literacy levels1 (1992)

Switzerland3

Korea3

Taiwan3

Louisiana2

0% 20% 40% 60% 80%100%

10%

41%

37%

33%

Source: Educational Testing Service,

1993

LOUISIANA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 59% 72% ns

– developing reasoning ability to solve unique problems 38% 47% ns

– communicating mathematics ideas 40% 48% ns

c) who have computers available in their 

mathematics classroom 11% 12% ns

d) who use calculators in mathematics class at least

once a week 19% 38% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 37% 39% ns

– minorities (Blacks, Hispanics, American Indians) 41% 41% ns

– females 34% 36% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 46% — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 76% 79% ns

b) voting 66% 70% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 55% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 8% — ns

– marijuana 5% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 22% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Educational Testing Service,

1993

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
98

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

31% 31%

13%

2%

26% 32% 30%

11%

1%

26% 28% 29%

3% 13%

24%

Adult Literacy

Percentage of all adults aged 16 and older

scoring at five literacy levels1 (1992)

Switzerland3

Korea3

Taiwan3

Louisiana2

0% 20% 40% 60% 80%100%

10%

41%

37%

33%

Source: Educational Testing Service,

1993

LOUISIANA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 59% 72% ns

– developing reasoning ability to solve unique problems 38% 47% ns

– communicating mathematics ideas 40% 48% ns

c) who have computers available in their 

mathematics classroom 11% 12% ns

d) who use calculators in mathematics class at least

once a week 19% 38% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 37% 39% ns

– minorities (Blacks, Hispanics, American Indians) 41% 41% ns

– females 34% 36% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 46% — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 76% 79% ns

b) voting 66% 70% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 55% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 8% — ns

– marijuana 5% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 22% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Educational Testing Service,

1993

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
100

MAINE Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 51 50 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 850 873 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 35% 35% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 82% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 54 56 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 91% 94% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 31% 35% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 28% — ns

– Grade 8 (1992) 31% — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 15 23 ns

– Mathematics 5 8 ns

– Science 6 10 ns

– Foreign languages 2 2 ns

– Civics and government 1 2 ns

– Economics 1 2 ns

– Fine arts 1 1 ns

– History 7 11 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

65%

35%

7%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 91% 94%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
100

MAINE Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 51 50 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 850 873 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 35% 35% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 82% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 54 56 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 91% 94% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 31% 35% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 28% — ns

– Grade 8 (1992) 31% — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 15 23 ns

– Mathematics 5 8 ns

– Science 6 10 ns

– Foreign languages 2 2 ns

– Civics and government 1 2 ns

– Economics 1 2 ns

– Fine arts 1 1 ns

– History 7 11 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

65%

35%

7%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 91% 94%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
102

Switzerland3

Korea3

Taiwan3

Maine2

0% 20% 40% 60% 80%100%

31%

41%

37%

33%

Source: Educational Testing Service,

1993

MAINE Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 46% — ns

– developing reasoning ability to solve unique problems 50% — ns

– communicating mathematics ideas 34% — ns

c) who have computers available in their 

mathematics classroom 19% — ns

d) who use calculators in mathematics class at least

once a week 79% — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 49% 49% ns

– minorities (Blacks, Hispanics, American Indians) 64% 46% ns

– females 45% 44% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 82% 86% ns

b) voting 67% 75% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 48% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 4 percentage points.

3 Plus or minus 2 percentage points.
102

Switzerland3

Korea3

Taiwan3

Maine2

0% 20% 40% 60% 80%100%

31%

41%

37%

33%

Source: Educational Testing Service,

1993

MAINE Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 46% — ns

– developing reasoning ability to solve unique problems 50% — ns

– communicating mathematics ideas 34% — ns

c) who have computers available in their 

mathematics classroom 19% — ns

d) who use calculators in mathematics class at least

once a week 79% — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 49% 49% ns

– minorities (Blacks, Hispanics, American Indians) 64% 46% ns

– females 45% 44% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 82% 86% ns

b) voting 67% 75% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 48% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 4 percentage points.

3 Plus or minus 2 percentage points.
104

MARYLAND Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 78 83 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 835 850 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 31% 29% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 79% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 34 38 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 87% 93% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 21% 22% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 19% — ns

– Grade 8 (1990, 1992) 20% 24% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 22 29 ns

– Mathematics 15 19 ns

– Science 15 21 ns

– Foreign languages 8 9 ns

– Civics and government 4 5 ns

– Economics 1 2 ns

– Fine arts 2 2 ns

– History 22 25 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

71%

29%

5%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

87%

93%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
104

MARYLAND Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 78 83 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 835 850 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 31% 29% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 79% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 34 38 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 87% 93% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 21% 22% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 19% — ns

– Grade 8 (1990, 1992) 20% 24% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 22 29 ns

– Mathematics 15 19 ns

– Science 15 21 ns

– Foreign languages 8 9 ns

– Civics and government 4 5 ns

– Economics 1 2 ns

– Fine arts 2 2 ns

– History 22 25 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

71%

29%

5%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

87%

93%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
106

Switzerland3

Korea3

Taiwan3

Maryland2

0% 20% 40% 60% 80%100%

24%

41%

37%

33%

Source: Educational Testing Service,

1993

MARYLAND Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 51% 51% ns

– developing reasoning ability to solve unique problems 53% 51% ns

– communicating mathematics ideas 48% 46% ns

c) who have computers available in their 

mathematics classroom 16% 19% ns

d) who use calculators in mathematics class at least

once a week 37% 61% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 43% 44% ns

– minorities (Blacks, Hispanics, American Indians) 40% 39% ns

– females 38% 39% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 67% 76% ns

b) voting 57% 70% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 55% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
106

Switzerland3

Korea3

Taiwan3

Maryland2

0% 20% 40% 60% 80%100%

24%

41%

37%

33%

Source: Educational Testing Service,

1993

MARYLAND Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 51% 51% ns

– developing reasoning ability to solve unique problems 53% 51% ns

– communicating mathematics ideas 48% 46% ns

c) who have computers available in their 

mathematics classroom 16% 19% ns

d) who use calculators in mathematics class at least

once a week 37% 61% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 43% 44% ns

– minorities (Blacks, Hispanics, American Indians) 40% 39% ns

– females 38% 39% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 67% 76% ns

b) voting 57% 70% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 55% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
108

MASSACHUSETTS Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 59 60 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 843 872 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 42% 39% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 82% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 50 55 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 90% 91% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 3% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 32% 31% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 24% — ns

– Grade 8 (1992) 28% — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 21 28 ns

– Mathematics 16 20 ns

– Science 14 22 ns

– Foreign languages 9 12 ns

– Civics and government 1 2 ns

– Economics 2 2 ns

– Fine arts 2 3 ns

– History 17 22 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

2%

61%

39%

14%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

90% 91%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
108

MASSACHUSETTS Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 59 60 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 843 872 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 42% 39% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 82% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 50 55 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 90% 91% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 3% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 32% 31% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 24% — ns

– Grade 8 (1992) 28% — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 21 28 ns

– Mathematics 16 20 ns

– Science 14 22 ns

– Foreign languages 9 12 ns

– Civics and government 1 2 ns

– Economics 2 2 ns

– Fine arts 2 3 ns

– History 17 22 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

2%

61%

39%

14%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

90% 91%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
110

Switzerland3

Korea3

Taiwan3

Massachusetts2

0% 20% 40% 60% 80%100%

28%

41%

37%

33%

Source: Educational Testing Service,

1993

MASSACHUSETTS Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 47% — ns

– developing reasoning ability to solve unique problems 48% — ns

– communicating mathematics ideas 44% — ns

c) who have computers available in their 

mathematics classroom 19% — ns

d) who use calculators in mathematics class at least

once a week 35% — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 46% 44% ns

– minorities (Blacks, Hispanics, American Indians) 51% 49% ns

– females 43% 41% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 74% 77% ns

b) voting 67% 70% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 60% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 5% — ns

– marijuana 7% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 31% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
110

Switzerland3

Korea3

Taiwan3

Massachusetts2

0% 20% 40% 60% 80%100%

28%

41%

37%

33%

Source: Educational Testing Service,

1993

MASSACHUSETTS Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 47% — ns

– developing reasoning ability to solve unique problems 48% — ns

– communicating mathematics ideas 44% — ns

c) who have computers available in their 

mathematics classroom 19% — ns

d) who use calculators in mathematics class at least

once a week 35% — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 46% 44% ns

– minorities (Blacks, Hispanics, American Indians) 51% 49% ns

– females 43% 41% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 74% 77% ns

b) voting 67% 70% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 60% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 5% — ns

– marijuana 7% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 31% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
112

MICHIGAN Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 76 75 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 794 808 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 38% 36% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 61% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 34 39 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 86% 89% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992) 23% — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 19% — ns

– Grade 8 (1990, 1992) 20% 23% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 14 18 ns

– Mathematics 9 11 ns

– Science 7 12 ns

– Foreign languages 2 3 ns

– Civics and government 2 3 ns

– Economics <1 1 ns

– Fine arts 1 1 ns

– History 7 8 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

64%

36%

8%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

86% 89%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
112

MICHIGAN Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 76 75 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 794 808 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 38% 36% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 61% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 34 39 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 86% 89% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992) 23% — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 19% — ns

– Grade 8 (1990, 1992) 20% 23% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 14 18 ns

– Mathematics 9 11 ns

– Science 7 12 ns

– Foreign languages 2 3 ns

– Civics and government 2 3 ns

– Economics <1 1 ns

– Fine arts 1 1 ns

– History 7 8 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

64%

36%

8%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

86% 89%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
114

Switzerland3

Korea3

Taiwan3

Michigan2

0% 20% 40% 60% 80%100%

23%

41%

37%

33%

Source: Educational Testing Service,

1993

MICHIGAN Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 47% 47% ns

– developing reasoning ability to solve unique problems 43% 52% ns

– communicating mathematics ideas 35% 44% ns

c) who have computers available in their 

mathematics classroom 20% 13% ns

d) who use calculators in mathematics class at least

once a week 40% 76% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 40% 41% ns

– minorities (Blacks, Hispanics, American Indians) 39% 38% ns

– females 35% 36% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 74% 77% ns

b) voting 61% 68% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 59% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
114

Switzerland3

Korea3

Taiwan3

Michigan2

0% 20% 40% 60% 80%100%

23%

41%

37%

33%

Source: Educational Testing Service,

1993

MICHIGAN Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 47% 47% ns

– developing reasoning ability to solve unique problems 43% 52% ns

– communicating mathematics ideas 35% 44% ns

c) who have computers available in their 

mathematics classroom 20% 13% ns

d) who use calculators in mathematics class at least

once a week 40% 76% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 40% 41% ns

– minorities (Blacks, Hispanics, American Indians) 39% 38% ns

– females 35% 36% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 74% 77% ns

b) voting 61% 68% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 59% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
116

MINNESOTA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 51 52 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 812 818 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 28% 28% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 81% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 42 49 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 92% 93% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 28% 27% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 27% — ns

– Grade 8 (1990, 1992) 29% 37% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 7 13 ns

– Mathematics 5 11 ns

– Science 2 4 ns

– Foreign languages 1 2 ns

– Civics and government 2 3 ns

– Economics 1 3 ns

– Fine arts <1 1 ns

– History 5 9 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

72%

28%

6%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 92% 93%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
116

MINNESOTA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 51 52 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 812 818 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 28% 28% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 81% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 42 49 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 92% 93% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 28% 27% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 27% — ns

– Grade 8 (1990, 1992) 29% 37% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 7 13 ns

– Mathematics 5 11 ns

– Science 2 4 ns

– Foreign languages 1 2 ns

– Civics and government 2 3 ns

– Economics 1 3 ns

– Fine arts <1 1 ns

– History 5 9 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

72%

28%

6%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 92% 93%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
118

Switzerland3

Korea3

Taiwan3

Minnesota2

0% 20% 40% 60% 80%100%

37%

41%

37%

33%

Source: Educational Testing Service,

1993

MINNESOTA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 50% 54% ns

– developing reasoning ability to solve unique problems 36% 46% ns

– communicating mathematics ideas 29% 31% ns

c) who have computers available in their 

mathematics classroom 23% 19% ns

d) who use calculators in mathematics class at least

once a week 56% 77% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 37% 37% ns

– minorities (Blacks, Hispanics, American Indians) 39% 39% ns

– females 33% 33% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 79% 88% ns

b) voting 71% 76% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 54% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
118

Switzerland3

Korea3

Taiwan3

Minnesota2

0% 20% 40% 60% 80%100%

37%

41%

37%

33%

Source: Educational Testing Service,

1993

MINNESOTA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 50% 54% ns

– developing reasoning ability to solve unique problems 36% 46% ns

– communicating mathematics ideas 29% 31% ns

c) who have computers available in their 

mathematics classroom 23% 19% ns

d) who use calculators in mathematics class at least

once a week 56% 77% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 37% 37% ns

– minorities (Blacks, Hispanics, American Indians) 39% 39% ns

– females 33% 33% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 79% 88% ns

b) voting 71% 76% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 54% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
120

MISSISSIPPI Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 96 99 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 745 749 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 40% 39% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 83% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 46 48 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 84% 89% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 5% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 12% 15% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 7% — ns

– Grade 8 (1992) 8% — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 8 9 ns

– Mathematics 2 3 ns

– Science 2 3 ns

– Foreign languages <1 <1 ns

– Civics and government 1 2 ns

– Economics 0 <1 ns

– Fine arts <1 <1 ns

– History 4 4 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

61%

39%

7%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

84% 89%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
120

MISSISSIPPI Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 96 99 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 745 749 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 40% 39% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 83% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 46 48 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 84% 89% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 5% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 12% 15% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 7% — ns

– Grade 8 (1992) 8% — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 8 9 ns

– Mathematics 2 3 ns

– Science 2 3 ns

– Foreign languages <1 <1 ns

– Civics and government 1 2 ns

– Economics 0 <1 ns

– Fine arts <1 <1 ns

– History 4 4 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

61%

39%

7%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

84% 89%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
122

Switzerland3

Korea3

Taiwan3

Mississippi2

0% 20% 40% 60% 80%100%

8%

41%

37%

33%

Source: Educational Testing Service,

1993

MISSISSIPPI Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 44% — ns

– developing reasoning ability to solve unique problems 56% — ns

– communicating mathematics ideas 58% — ns

c) who have computers available in their 

mathematics classroom 10% — ns

d) who use calculators in mathematics class at least

once a week 25% — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 33% 36% ns

– minorities (Blacks, Hispanics, American Indians) 36% 39% ns

– females 30% 33% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 78% 80% ns

b) voting 63% 67% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 61% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 6% — ns

– marijuana 2% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 16% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
122

Switzerland3

Korea3

Taiwan3

Mississippi2

0% 20% 40% 60% 80%100%

8%

41%

37%

33%

Source: Educational Testing Service,

1993

MISSISSIPPI Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 44% — ns

– developing reasoning ability to solve unique problems 56% — ns

– communicating mathematics ideas 58% — ns

c) who have computers available in their 

mathematics classroom 10% — ns

d) who use calculators in mathematics class at least

once a week 25% — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 33% 36% ns

– minorities (Blacks, Hispanics, American Indians) 36% 39% ns

– females 30% 33% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 78% 80% ns

b) voting 63% 67% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 61% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 6% — ns

– marijuana 2% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 16% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
124

MISSOURI Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 71 73 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 785 805 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 41% 38% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 64% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 18 31 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 88% 90% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 6% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 26% 26% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 19% — ns

– Grade 8 (1992) 24% — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 7 9 ns

– Mathematics 4 6 ns

– Science 3 6 ns

– Foreign languages 1 2 ns

– Civics and government 1 1 ns

– Economics <1 1 ns

– Fine arts <1 1 ns

– History 6 7 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

62%

38%

8%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

88% 90%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
124

MISSOURI Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 71 73 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 785 805 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 41% 38% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 64% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 18 31 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 88% 90% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 6% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 26% 26% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 19% — ns

– Grade 8 (1992) 24% — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 7 9 ns

– Mathematics 4 6 ns

– Science 3 6 ns

– Foreign languages 1 2 ns

– Civics and government 1 1 ns

– Economics <1 1 ns

– Fine arts <1 1 ns

– History 6 7 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

62%

38%

8%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

88% 90%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
126

Switzerland3

Korea3

Taiwan3

Missouri2

0% 20% 40% 60% 80%100%

24%

41%

37%

33%

Source: Educational Testing Service,

1993

MISSOURI Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 43% — ns

– developing reasoning ability to solve unique problems 42% — ns

– communicating mathematics ideas 34% — ns

c) who have computers available in their 

mathematics classroom 19% — ns

d) who use calculators in mathematics class at least

once a week 78% — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 35% 35% ns

– minorities (Blacks, Hispanics, American Indians) 32% 25% ns

– females 30% 32% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 76% 75% ns

b) voting 66% 67% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 49% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
126

Switzerland3

Korea3

Taiwan3

Missouri2

0% 20% 40% 60% 80%100%

24%

41%

37%

33%

Source: Educational Testing Service,

1993

MISSOURI Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 43% — ns

– developing reasoning ability to solve unique problems 42% — ns

– communicating mathematics ideas 34% — ns

c) who have computers available in their 

mathematics classroom 19% — ns

d) who use calculators in mathematics class at least

once a week 78% — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 35% 35% ns

– minorities (Blacks, Hispanics, American Indians) 32% 25% ns

– females 30% 32% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 76% 75% ns

b) voting 66% 67% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 49% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
128

MONTANA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 62 60 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 763 782 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 38% 37% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 75% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 46 47 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 93% 92% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1994) 29% — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) — — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 9 13 ns

– Mathematics 2 3 ns

– Science 2 4 ns

– Foreign languages <1 1 ns

– Civics and government 3 4 ns

– Economics 0 0 ns

– Fine arts 2 1 ns

– History 9 8 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

63%

37%

9%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 93% 92%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
128

MONTANA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 62 60 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 763 782 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 38% 37% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 75% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 46 47 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 93% 92% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1994) 29% — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) — — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 9 13 ns

– Mathematics 2 3 ns

– Science 2 4 ns

– Foreign languages <1 1 ns

– Civics and government 3 4 ns

– Economics 0 0 ns

– Fine arts 2 1 ns

– History 9 8 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

63%

37%

9%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 93% 92%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
130

MONTANA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions — — ns

– developing reasoning ability to solve unique problems — — ns

– communicating mathematics ideas — — ns

c) who have computers available in their 

mathematics classroom — — ns

d) who use calculators in mathematics class at least

once a week — — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 38% 41% ns

– minorities (Blacks, Hispanics, American Indians) 39% 40% ns

– females 29% 33% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 76% 78% ns

b) voting 69% 72% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 51% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 9% — ns

– marijuana 5% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 22% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

Baseline
130

MONTANA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions — — ns

– developing reasoning ability to solve unique problems — — ns

– communicating mathematics ideas — — ns

c) who have computers available in their 

mathematics classroom — — ns

d) who use calculators in mathematics class at least

once a week — — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 38% 41% ns

– minorities (Blacks, Hispanics, American Indians) 39% 40% ns

– females 29% 33% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 76% 78% ns

b) voting 69% 72% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 51% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 9% — ns

– marijuana 5% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 22% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

Baseline
132

NEBRASKA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 53 56 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 825 823 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 38% 37% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 72% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 34 41 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 91% 96% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 4% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 27% 29% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 23% — ns

– Grade 8 (1990, 1992) 30% 32% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 10 12 ns

– Mathematics 3 4 ns

– Science 2 3 ns

– Foreign languages <1 1 ns

– Civics and government 1 1 ns

– Economics 1 1 ns

– Fine arts <1 <1 ns

– History 8 7 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

63%

37%

7%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 91% 96%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
132

NEBRASKA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 53 56 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 825 823 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 38% 37% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 72% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 34 41 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 91% 96% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 4% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 27% 29% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 23% — ns

– Grade 8 (1990, 1992) 30% 32% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 10 12 ns

– Mathematics 3 4 ns

– Science 2 3 ns

– Foreign languages <1 1 ns

– Civics and government 1 1 ns

– Economics 1 1 ns

– Fine arts <1 <1 ns

– History 8 7 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

63%

37%

7%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 91% 96%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
134

Switzerland3

Korea3

Taiwan3

Nebraska2

0% 20% 40% 60% 80%100%

32%

41%

37%

33%

Source: Educational Testing Service,

1993

NEBRASKA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 51% 45% ns

– developing reasoning ability to solve unique problems 39% 41% ns

– communicating mathematics ideas 31% 23% ns

c) who have computers available in their 

mathematics classroom 17% 22% ns

d) who use calculators in mathematics class at least

once a week 55% 66% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 33% 35% ns

– minorities (Blacks, Hispanics, American Indians) 32% 30% ns

– females 31% 34% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 72% 74% ns

b) voting 65% 67% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 65% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 5% — ns

– marijuana 2% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 11% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 4 percentage points.

3 Plus or minus 2 percentage points.
134

Switzerland3

Korea3

Taiwan3

Nebraska2

0% 20% 40% 60% 80%100%

32%

41%

37%

33%

Source: Educational Testing Service,

1993

NEBRASKA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 51% 45% ns

– developing reasoning ability to solve unique problems 39% 41% ns

– communicating mathematics ideas 31% 23% ns

c) who have computers available in their 

mathematics classroom 17% 22% ns

d) who use calculators in mathematics class at least

once a week 55% 66% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 33% 35% ns

– minorities (Blacks, Hispanics, American Indians) 32% 30% ns

– females 31% 34% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 72% 74% ns

b) voting 65% 67% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 65% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 5% — ns

– marijuana 2% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 11% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 4 percentage points.

3 Plus or minus 2 percentage points.
136

NEVADA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 72 71 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 725 715 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 38% 38% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 69% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 26 41 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 83% 83% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 8% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) — — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) — — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 13 17 ns

– Mathematics 6 8 ns

– Science 4 7 ns

– Foreign languages 3 4 ns

– Civics and government 6 10 ns

– Economics <1 <1 ns

– Fine Arts <1 1

– History 6 8 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

62%

38%

8%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

83% 83%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
136

NEVADA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 72 71 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 725 715 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 38% 38% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 69% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 26 41 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 83% 83% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 8% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) — — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) — — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 13 17 ns

– Mathematics 6 8 ns

– Science 4 7 ns

– Foreign languages 3 4 ns

– Civics and government 6 10 ns

– Economics <1 <1 ns

– Fine Arts <1 1

– History 6 8 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

62%

38%

8%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

83% 83%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
138

NEVADA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions — — ns

– developing reasoning ability to solve unique problems — — ns

– communicating mathematics ideas — — ns

c) who have computers available in their 

mathematics classroom — — ns

d) who use calculators in mathematics class at least

once a week — — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 30% 32% ns

– minorities (Blacks, Hispanics, American Indians) 26% 29% ns

– females 27% 30% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 58% 68% ns

b) voting 50% 63% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 33% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 6% — ns

– marijuana 8% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 30% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

Baseline
138

NEVADA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions — — ns

– developing reasoning ability to solve unique problems — — ns

– communicating mathematics ideas — — ns

c) who have computers available in their 

mathematics classroom — — ns

d) who use calculators in mathematics class at least

once a week — — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 30% 32% ns

– minorities (Blacks, Hispanics, American Indians) 26% 29% ns

– females 27% 30% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 58% 68% ns

b) voting 50% 63% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 33% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 6% — ns

– marijuana 8% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 30% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

Baseline
140

NEW HAMPSHIRE Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 49 53 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 858 873 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 35% 32% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 83% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 29 37 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 87% 87% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 34% 30% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 26% — ns

– Grade 8 (1990, 1992) 25% 30% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 15 24 ns

– Mathematics 13 17 ns

– Science 8 14 ns

– Foreign languages 4 6 ns

– Civics and government 1 2 ns

– Economics <1 <1 ns

– Fine arts 1 1 ns

– History 9 13 

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

68%

32%

6%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

87% 87%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
140

NEW HAMPSHIRE Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 49 53 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 858 873 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 35% 32% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 83% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 29 37 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 87% 87% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 34% 30% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 26% — ns

– Grade 8 (1990, 1992) 25% 30% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 15 24 ns

– Mathematics 13 17 ns

– Science 8 14 ns

– Foreign languages 4 6 ns

– Civics and government 1 2 ns

– Economics <1 <1 ns

– Fine arts 1 1 ns

– History 9 13 

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

68%

32%

6%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

87% 87%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
142

Switzerland3

Korea3

Taiwan3

New Hampshire2

0% 20% 40% 60% 80%100%

30%

41%

37%

33%

Source: Educational Testing Service,

1993

NEW HAMPSHIRE Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 47% 42% ns

– developing reasoning ability to solve unique problems 45% 47% ns

– communicating mathematics ideas 37% 37% ns

c) who have computers available in their 

mathematics classroom 24% 19% ns

d) who use calculators in mathematics class at least

once a week 58% 62% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 40% 41% ns

– minorities (Blacks, Hispanics, American Indians) 49% 51% ns

– females 37% 38% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 67% 72% ns

b) voting 59% 66% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 56% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 4% — ns

– marijuana 6% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 26% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
142

Switzerland3

Korea3

Taiwan3

New Hampshire2

0% 20% 40% 60% 80%100%

30%

41%

37%

33%

Source: Educational Testing Service,

1993

NEW HAMPSHIRE Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 47% 42% ns

– developing reasoning ability to solve unique problems 45% 47% ns

– communicating mathematics ideas 37% 37% ns

c) who have computers available in their 

mathematics classroom 24% 19% ns

d) who use calculators in mathematics class at least

once a week 58% 62% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 40% 41% ns

– minorities (Blacks, Hispanics, American Indians) 49% 51% ns

– females 37% 38% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 67% 72% ns

b) voting 59% 66% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 56% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 4% — ns

– marijuana 6% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 26% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
144

NEW JERSEY Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 70 72 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 817 815 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 31% 28% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 71% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 47 46 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 90% 91% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 31% 29% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 25% — ns

– Grade 8 (1990, 1992) 25% 28% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 20 26 ns

– Mathematics 16 19 ns

– Science 16 24 ns

– Foreign languages 7 9 ns

– Civics and government 2 3 ns

– Economics 2 3 ns

– Fine arts 1 2 ns

– History 17 20 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

72%

28%

5%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

90% 91%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
144

NEW JERSEY Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 70 72 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 817 815 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 31% 28% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 71% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 47 46 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 90% 91% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 31% 29% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 25% — ns

– Grade 8 (1990, 1992) 25% 28% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 20 26 ns

– Mathematics 16 19 ns

– Science 16 24 ns

– Foreign languages 7 9 ns

– Civics and government 2 3 ns

– Economics 2 3 ns

– Fine arts 1 2 ns

– History 17 20 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

72%

28%

5%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

90% 91%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
146

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

27% 32%

17%

4%

23% 28% 30%

16%

3%

23% 23% 32%

5%

18%

20%

Adult Literacy

Percentage of all adults aged 16 and older

scoring at five literacy levels1 (1992)

Switzerland3

Korea3

Taiwan3

New Jersey2

0% 20% 40% 60% 80%100%

28%

41%

37%

33%

Source: Educational Testing Service,

1993

NEW JERSEY Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 55% 47% ns

– developing reasoning ability to solve unique problems 49% 63% ns

– communicating mathematics ideas 49% 55% ns

c) who have computers available in their 

mathematics classroom 19% 27% ns

d) who use calculators in mathematics class at least

once a week 21% 51% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 43% 43% ns

– minorities (Blacks, Hispanics, American Indians) 48% 44% ns

– females 39% 40% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 53% — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 72% 75% ns

b) voting 64% 67% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 60% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Educational Testing Service,

1993

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
146

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

27% 32%

17%

4%

23% 28% 30%

16%

3%

23% 23% 32%

5%

18%

20%

Adult Literacy

Percentage of all adults aged 16 and older

scoring at five literacy levels1 (1992)

Switzerland3

Korea3

Taiwan3

New Jersey2

0% 20% 40% 60% 80%100%

28%

41%

37%

33%

Source: Educational Testing Service,

1993

NEW JERSEY Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 55% 47% ns

– developing reasoning ability to solve unique problems 49% 63% ns

– communicating mathematics ideas 49% 55% ns

c) who have computers available in their 

mathematics classroom 19% 27% ns

d) who use calculators in mathematics class at least

once a week 21% 51% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 43% 43% ns

– minorities (Blacks, Hispanics, American Indians) 48% 44% ns

– females 39% 40% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 53% — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 72% 75% ns

b) voting 64% 67% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 60% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Educational Testing Service,

1993

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
148

NEW MEXICO Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 74 72 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 573 617 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 37% 36% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 73% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 28 44 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 85% 84% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 8% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 20% 17% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 11% — ns

– Grade 8 (1990, 1992) 13% 14% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 15 15 ns

– Mathematics 9 6 ns

– Science 6 8 ns

– Foreign languages 4 4 ns

– Civics and government 1 1 ns

– Economics 1 1 ns

– Fine arts 1 1 ns

– History 6 4 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

64%

36%

7%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

85% 84%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
148

NEW MEXICO Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 74 72 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 573 617 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 37% 36% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 73% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 28 44 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 85% 84% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 8% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 20% 17% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 11% — ns

– Grade 8 (1990, 1992) 13% 14% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 15 15 ns

– Mathematics 9 6 ns

– Science 6 8 ns

– Foreign languages 4 4 ns

– Civics and government 1 1 ns

– Economics 1 1 ns

– Fine arts 1 1 ns

– History 6 4 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

64%

36%

7%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

85% 84%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
150

Switzerland3

Korea3

Taiwan3

New Mexico2

0% 20% 40% 60% 80%100%

14%

41%

37%

33%

Source: Educational Testing Service,

1993

NEW MEXICO Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 53% 49% ns

– developing reasoning ability to solve unique problems 48% 46% ns

– communicating mathematics ideas 40% 44% ns

c) who have computers available in their 

mathematics classroom 12% 13% ns

d) who use calculators in mathematics class at least

once a week 30% 44% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 40% 39% ns

– minorities (Blacks, Hispanics, American Indians) 38% 36% ns

– females 33% 32% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 69% 71% ns

b) voting 58% 66% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 49% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
150

Switzerland3

Korea3

Taiwan3

New Mexico2

0% 20% 40% 60% 80%100%

14%

41%

37%

33%

Source: Educational Testing Service,

1993

NEW MEXICO Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 53% 49% ns

– developing reasoning ability to solve unique problems 48% 46% ns

– communicating mathematics ideas 40% 44% ns

c) who have computers available in their 

mathematics classroom 12% 13% ns

d) who use calculators in mathematics class at least

once a week 30% 44% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 40% 39% ns

– minorities (Blacks, Hispanics, American Indians) 38% 36% ns

– females 33% 32% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 69% 71% ns

b) voting 58% 66% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 49% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
152

NEW YORK Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 76 76 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 731 747 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 — — ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 77% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 35 50 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 88% 88% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 23% 23% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 17% — ns

– Grade 8 (1990, 1992) 19% 24% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 22 25 ns

– Mathematics 18 20 ns

– Science 20 26 ns

– Foreign languages 9 11 ns

– Civics and government 4 7 ns

– Economics 2 3 ns

– Fine arts 2 3 ns

– History 21 24 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

1990 1993

0%

20%

40%

60%

80%

100%

88% 88%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
152

NEW YORK Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 76 76 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 731 747 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 — — ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 77% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 35 50 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 88% 88% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 23% 23% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 17% — ns

– Grade 8 (1990, 1992) 19% 24% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 22 25 ns

– Mathematics 18 20 ns

– Science 20 26 ns

– Foreign languages 9 11 ns

– Civics and government 4 7 ns

– Economics 2 3 ns

– Fine arts 2 3 ns

– History 21 24 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

1990 1993

0%

20%

40%

60%

80%

100%

88% 88%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
154

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

28% 30%

14%

2%

28% 29% 28%

13% 2%

28% 26% 28%

3% 15%

25%

Adult Literacy

Percentage of all adults aged 16 and older

scoring at five literacy levels1 (1992)

Switzerland3

Korea3

Taiwan3

New York2

0% 20% 40% 60% 80%100%

24%

41%

37%

33%

Source: Educational Testing Service,

1993

NEW YORK Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 49% 48% ns

– developing reasoning ability to solve unique problems 41% 40% ns

– communicating mathematics ideas 37% 38% ns

c) who have computers available in their 

mathematics classroom 10% 21% ns

d) who use calculators in mathematics class at least

once a week 16% 25% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 41% 40% ns

– minorities (Blacks, Hispanics, American Indians) 43% 42% ns

– females 38% 38% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 46% — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 67% 69% ns

b) voting 60% 63% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 67% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 6% — ns

– marijuana 7% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 28% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Educational Testing Service,

1993

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
154

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

28% 30%

14%

2%

28% 29% 28%

13% 2%

28% 26% 28%

3% 15%

25%

Adult Literacy

Percentage of all adults aged 16 and older

scoring at five literacy levels1 (1992)

Switzerland3

Korea3

Taiwan3

New York2

0% 20% 40% 60% 80%100%

24%

41%

37%

33%

Source: Educational Testing Service,

1993

NEW YORK Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 49% 48% ns

– developing reasoning ability to solve unique problems 41% 40% ns

– communicating mathematics ideas 37% 38% ns

c) who have computers available in their 

mathematics classroom 10% 21% ns

d) who use calculators in mathematics class at least

once a week 16% 25% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 41% 40% ns

– minorities (Blacks, Hispanics, American Indians) 43% 42% ns

– females 38% 38% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 46% — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 67% 69% ns

b) voting 60% 63% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 67% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 6% — ns

– marijuana 7% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 28% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Educational Testing Service,

1993

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
156

NORTH CAROLINA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 80 84 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 757 794 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 40% 38% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 84% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 39 48 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 83% 85% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 22% 26% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 13% — ns

– Grade 8 (1990, 1992) 11% 15% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 16 29 ns

– Mathematics 9 14 ns

– Science 7 15 ns

– Foreign languages 2 3 ns

– Civics and government <1 1 ns

– Economics <1 <1 ns

– Fine arts 1 2 ns

– History 13 22 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

62%

38%

8%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

83% 85%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
156

NORTH CAROLINA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 80 84 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 757 794 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 40% 38% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 84% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 39 48 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 83% 85% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 22% 26% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 13% — ns

– Grade 8 (1990, 1992) 11% 15% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 16 29 ns

– Mathematics 9 14 ns

– Science 7 15 ns

– Foreign languages 2 3 ns

– Civics and government <1 1 ns

– Economics <1 <1 ns

– Fine arts 1 2 ns

– History 13 22 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

62%

38%

8%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

83% 85%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
158

Switzerland3

Korea3

Taiwan3

North Carolina2

0% 20% 40% 60% 80%100%

15%

41%

37%

33%

Source: Educational Testing Service,

1993

NORTH CAROLINA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 44% 44% ns

– developing reasoning ability to solve unique problems 46% 48% ns

– communicating mathematics ideas 44% 42% ns

c) who have computers available in their 

mathematics classroom 21% 13% ns

d) who use calculators in mathematics class at least

once a week 30% 42% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 41% 43% ns

– minorities (Blacks, Hispanics, American Indians) 38% 42% ns

– females 36% 40% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 65% 70% ns

b) voting 54% 61% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 49% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 5% — ns

– marijuana 5% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 29% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
158

Switzerland3

Korea3

Taiwan3

North Carolina2

0% 20% 40% 60% 80%100%

15%

41%

37%

33%

Source: Educational Testing Service,

1993

NORTH CAROLINA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 44% 44% ns

– developing reasoning ability to solve unique problems 46% 48% ns

– communicating mathematics ideas 44% 42% ns

c) who have computers available in their 

mathematics classroom 21% 13% ns

d) who use calculators in mathematics class at least

once a week 30% 42% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 41% 43% ns

– minorities (Blacks, Hispanics, American Indians) 38% 42% ns

– females 36% 40% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 65% 70% ns

b) voting 54% 61% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 49% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 5% — ns

– marijuana 5% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 29% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
160

NORTH DAKOTA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 55 51 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 821 822 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 36% 36% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 81% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 39 41 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 96% 97% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 31% 32% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 23% — ns

– Grade 8 (1990, 1992) 34% 36% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 5 5 ns

– Mathematics 3 3 ns

– Science 3 4 ns

– Foreign languages <1 <1 ns

– Civics and government <1 <1 ns

– Economics 1 <1 ns

– Fine arts <1 0 ns

– History 2 2 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

64%

36%

7%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 96% 97%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
160

NORTH DAKOTA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 55 51 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 821 822 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 36% 36% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 81% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 39 41 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 96% 97% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 31% 32% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 23% — ns

– Grade 8 (1990, 1992) 34% 36% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 5 5 ns

– Mathematics 3 3 ns

– Science 3 4 ns

– Foreign languages <1 <1 ns

– Civics and government <1 <1 ns

– Economics 1 <1 ns

– Fine arts <1 0 ns

– History 2 2 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

64%

36%

7%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 96% 97%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
162

Switzerland3

Korea3

Taiwan3

North Dakota2

0% 20% 40% 60% 80%100%

36%

41%

37%

33%

Source: Educational Testing Service,

1993

NORTH DAKOTA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 56% 54% ns

– developing reasoning ability to solve unique problems 33% 48% ns

– communicating mathematics ideas 25% 33% ns

c) who have computers available in their 

mathematics classroom 20% 17% ns

d) who use calculators in mathematics class at least

once a week 51% 68% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 39% 41% ns

– minorities (Blacks, Hispanics, American Indians) 40% 39% ns

– females 35% 40% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 95% 92% ns

b) voting 74% 72% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 68% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
162

Switzerland3

Korea3

Taiwan3

North Dakota2

0% 20% 40% 60% 80%100%

36%

41%

37%

33%

Source: Educational Testing Service,

1993

NORTH DAKOTA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 56% 54% ns

– developing reasoning ability to solve unique problems 33% 48% ns

– communicating mathematics ideas 25% 33% ns

c) who have computers available in their 

mathematics classroom 20% 17% ns

d) who use calculators in mathematics class at least

once a week 51% 68% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 39% 41% ns

– minorities (Blacks, Hispanics, American Indians) 40% 39% ns

– females 35% 40% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 95% 92% ns

b) voting 74% 72% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 68% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
164

OHIO Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 71 74 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 815 823 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 41% 39% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 73% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 26 34 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 89% 90% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 24% — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 17% — ns

– Grade 8 (1990, 1992) 19% 22% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 11 15 ns

– Mathematics 6 10 ns

– Science 5 8 ns

– Foreign languages 2 3 ns

– Civics and government 2 4 ns

– Economics 1 1 ns

– Fine arts 1 1 ns

– History 8 9 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

61%

39%

8%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

89% 90%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
164

OHIO Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 71 74 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 815 823 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 41% 39% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 73% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 26 34 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 89% 90% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 24% — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 17% — ns

– Grade 8 (1990, 1992) 19% 22% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 11 15 ns

– Mathematics 6 10 ns

– Science 5 8 ns

– Foreign languages 2 3 ns

– Civics and government 2 4 ns

– Economics 1 1 ns

– Fine arts 1 1 ns

– History 8 9 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

61%

39%

8%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

89% 90%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
166

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

29% 34%

18%

3%

18%

31% 32%

17%

2%

17% 27% 33%

4%

19%

16%

Adult Literacy

Percentage of all adults aged 16 and older

scoring at five literacy levels1 (1992)

Switzerland3

Korea3

Taiwan3

Ohio2

0% 20% 40% 60% 80%100%

22%

41%

37%

33%

Source: Educational Testing Service,

1993

OHIO Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 50% 38% ns

– developing reasoning ability to solve unique problems 42% 39% ns

– communicating mathematics ideas 36% 37% ns

c) who have computers available in their 

mathematics classroom 20% 18% ns

d) who use calculators in mathematics class at least

once a week 44% 49% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 36% 36% ns

– minorities (Blacks, Hispanics, American Indians) 36% 37% ns

– females 31% 32% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 55% — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 70% 71% ns

b) voting 63% 65% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 51% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 5% — ns

– marijuana 4% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 20% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Educational Testing Service,

1993

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
166

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

29% 34%

18%

3%

18%

31% 32%

17%

2%

17% 27% 33%

4%

19%

16%

Adult Literacy

Percentage of all adults aged 16 and older

scoring at five literacy levels1 (1992)

Switzerland3

Korea3

Taiwan3

Ohio2

0% 20% 40% 60% 80%100%

22%

41%

37%

33%

Source: Educational Testing Service,

1993

OHIO Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 50% 38% ns

– developing reasoning ability to solve unique problems 42% 39% ns

– communicating mathematics ideas 36% 37% ns

c) who have computers available in their 

mathematics classroom 20% 18% ns

d) who use calculators in mathematics class at least

once a week 44% 49% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 36% 36% ns

– minorities (Blacks, Hispanics, American Indians) 36% 37% ns

– females 31% 32% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 55% — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 70% 71% ns

b) voting 63% 65% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 51% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 5% — ns

– marijuana 4% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 20% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Educational Testing Service,

1993

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
168

OKLAHOMA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 66 67 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 712 746 ns

• Percentage of infants born in the state with one or

more health risks (1992)3 36% — ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 76% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 37 37 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 87% 83% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 25% — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 14% — ns

– Grade 8 (1990, 1992) 17% 21% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 8 10 ns

– Mathematics 4 5 ns

– Science 3 4 ns

– Foreign languages 1 1 ns

– Civics and government 1 2 ns

– Economics <1 1 ns

– Fine arts <1 1 ns

– History 3 5 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

1990 1993

0%

20%

40%

60%

80%

100%

87% 83%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

64%

36%

1%

7%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995
168

OKLAHOMA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 66 67 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 712 746 ns

• Percentage of infants born in the state with one or

more health risks (1992)3 36% — ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 76% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 37 37 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 87% 83% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 25% — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 14% — ns

– Grade 8 (1990, 1992) 17% 21% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 8 10 ns

– Mathematics 4 5 ns

– Science 3 4 ns

– Foreign languages 1 1 ns

– Civics and government 1 2 ns

– Economics <1 1 ns

– Fine arts <1 1 ns

– History 3 5 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

1990 1993

0%

20%

40%

60%

80%

100%

87% 83%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

64%

36%

1%

7%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995
170

Switzerland3

Korea3

Taiwan3

Oklahoma2

0% 20% 40% 60% 80%100%

21%

41%

37%

33%

Source: Educational Testing Service,

1993

OKLAHOMA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 55% 49% ns

– developing reasoning ability to solve unique problems 41% 39% ns

– communicating mathematics ideas 40% 42% ns

c) who have computers available in their 

mathematics classroom 13% 20% ns

d) who use calculators in mathematics class at least

once a week 27% 33% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 33% 35% ns

– minorities (Blacks, Hispanics, American Indians) 34% 37% ns

– females 28% 30% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 66% 75% ns

b) voting 57% 68% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 50% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
170

Switzerland3

Korea3

Taiwan3

Oklahoma2

0% 20% 40% 60% 80%100%

21%

41%

37%

33%

Source: Educational Testing Service,

1993

OKLAHOMA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 55% 49% ns

– developing reasoning ability to solve unique problems 41% 39% ns

– communicating mathematics ideas 40% 42% ns

c) who have computers available in their 

mathematics classroom 13% 20% ns

d) who use calculators in mathematics class at least

once a week 27% 33% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 33% 35% ns

– minorities (Blacks, Hispanics, American Indians) 34% 37% ns

– females 28% 30% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 66% 75% ns

b) voting 57% 68% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 50% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
172

OREGON Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 50 52 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 757 787 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 39% 37% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 71% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 23 35 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 89% 83% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 6% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) — — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) — — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 13 13 ns

– Mathematics 6 6 ns

– Science 5 6 ns

– Foreign languages 2 2 ns

– Civics and government 1 1 ns

– Economics 1 1 ns

– Fine arts <1 <1 ns

– History 11 8 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

63%

37%

8%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

89% 83%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
172

OREGON Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 50 52 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 757 787 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 39% 37% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 71% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 23 35 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 89% 83% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 6% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) — — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) — — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 13 13 ns

– Mathematics 6 6 ns

– Science 5 6 ns

– Foreign languages 2 2 ns

– Civics and government 1 1 ns

– Economics 1 1 ns

– Fine arts <1 <1 ns

– History 11 8 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

63%

37%

8%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

89% 83%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
174

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

18%

37% 32%

8%

5%

19%

41%

28%

6%

3%

18%

41%

7%

31%

5%

Adult Literacy

Percentage of all adults aged 16-65

scoring at five literacy levels1 (1990)

OREGON Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions — — ns

– developing reasoning ability to solve unique problems — — ns

– communicating mathematics ideas — — ns

c) who have computers available in their 

mathematics classroom — — ns

d) who use calculators in mathematics class at least

once a week — — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 41% 44% ns

– minorities (Blacks, Hispanics, American Indians) 41% 40% ns

– females 37% 41% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 -65 who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1990)18 77% — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 73% 78% ns

b) voting 65% 72% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 54% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Oregon Progress Board,

1990

Most

Recent

Update

Baseline
174

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

18%

37% 32%

8%

5%

19%

41%

28%

6%

3%

18%

41%

7%

31%

5%

Adult Literacy

Percentage of all adults aged 16-65

scoring at five literacy levels1 (1990)

OREGON Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions — — ns

– developing reasoning ability to solve unique problems — — ns

– communicating mathematics ideas — — ns

c) who have computers available in their 

mathematics classroom — — ns

d) who use calculators in mathematics class at least

once a week — — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 41% 44% ns

– minorities (Blacks, Hispanics, American Indians) 41% 40% ns

– females 37% 41% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 -65 who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1990)18 77% — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 73% 78% ns

b) voting 65% 72% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 54% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Oregon Progress Board,

1990

Most

Recent

Update

Baseline
176

PENNSYLVANIA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 71 72 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 797 796 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 39% 38% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 77% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 37 37 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 90% 90% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 4% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 28% 26% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 23% — ns

– Grade 8 (1990, 1992) 21% 26% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 14 16 ns

– Mathematics 8 10 ns

– Science 7 9 ns

– Foreign languages 2 3 ns

– Civics and government 2 3 ns

– Economics 1 2 ns

– Fine arts <1 1 ns

– History 10 11 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

62%

38%

9%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 90% 90%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
176

PENNSYLVANIA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 71 72 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 797 796 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 39% 38% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 77% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 37 37 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 90% 90% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 4% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 28% 26% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 23% — ns

– Grade 8 (1990, 1992) 21% 26% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 14 16 ns

– Mathematics 8 10 ns

– Science 7 9 ns

– Foreign languages 2 3 ns

– Civics and government 2 3 ns

– Economics 1 2 ns

– Fine arts <1 1 ns

– History 10 11 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

62%

38%

9%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 90% 90%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
178

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

28% 35%

16%

3%

22% 28% 32%

15%

2%

21% 25% 33%

4%

17%

18%

Adult Literacy

Percentage of all adults aged 16 and older

scoring at five literacy levels1 (1992)

Switzerland3

Korea3

Taiwan3

Pennsylvania2

0% 20% 40% 60% 80%100%

26%

41%

37%

33%

Source: Educational Testing Service,

1993

PENNSYLVANIA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 48% 48% ns

– developing reasoning ability to solve unique problems 48% 52% ns

– communicating mathematics ideas 43% 43% ns

c) who have computers available in their 

mathematics classroom 15% 14% ns

d) who use calculators in mathematics class at least

once a week 28% 46% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 40% 41% ns

– minorities (Blacks, Hispanics, American Indians) 40% 38% ns

– females 36% 37% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 54% — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 63% 66% ns

b) voting 56% 61% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 55% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Educational Testing Service,

1993

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
178

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

28% 35%

16%

3%

22% 28% 32%

15%

2%

21% 25% 33%

4%

17%

18%

Adult Literacy

Percentage of all adults aged 16 and older

scoring at five literacy levels1 (1992)

Switzerland3

Korea3

Taiwan3

Pennsylvania2

0% 20% 40% 60% 80%100%

26%

41%

37%

33%

Source: Educational Testing Service,

1993

PENNSYLVANIA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 48% 48% ns

– developing reasoning ability to solve unique problems 48% 52% ns

– communicating mathematics ideas 43% 43% ns

c) who have computers available in their 

mathematics classroom 15% 14% ns

d) who use calculators in mathematics class at least

once a week 28% 46% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 40% 41% ns

– minorities (Blacks, Hispanics, American Indians) 40% 38% ns

– females 36% 37% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 54% — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 63% 66% ns

b) voting 56% 61% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 55% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Educational Testing Service,

1993

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
180

RHODE ISLAND Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 62 63 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 868 885 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 36% 33% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 82% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 42 51 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 87% 91% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 5% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 24% 27% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 14% — ns

– Grade 8 (1990, 1992) 18% 20% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 18 19 ns

– Mathematics 10 11 ns

– Science 7 9 ns

– Foreign languages 4 5 ns

– Civics and government 1 2 ns

– Economics 1 2 ns

– Fine arts 1 2 ns

– History 15 17 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

67%

33%

6%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

87% 91%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
180

RHODE ISLAND Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 62 63 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 868 885 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 36% 33% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 82% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 42 51 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 87% 91% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 5% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 24% 27% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 14% — ns

– Grade 8 (1990, 1992) 18% 20% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 18 19 ns

– Mathematics 10 11 ns

– Science 7 9 ns

– Foreign languages 4 5 ns

– Civics and government 1 2 ns

– Economics 1 2 ns

– Fine arts 1 2 ns

– History 15 17 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

67%

33%

6%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

87% 91%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
182

Switzerland3

Korea3

Taiwan3

Rhode Island2

0% 20% 40% 60% 80%100%

20%

41%

37%

33%

Source: Educational Testing Service,

1993

RHODE ISLAND Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 43% 45% ns

– developing reasoning ability to solve unique problems 43% 53% ns

– communicating mathematics ideas 37% 46% ns

c) who have computers available in their 

mathematics classroom 16% 15% ns

d) who use calculators in mathematics class at least

once a week 23% 47% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 34% 35% ns

– minorities (Blacks, Hispanics, American Indians) 40% 42% ns

– females 31% 32% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 73% 78% ns

b) voting 64% 73% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 64% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
182

Switzerland3

Korea3

Taiwan3

Rhode Island2

0% 20% 40% 60% 80%100%

20%

41%

37%

33%

Source: Educational Testing Service,

1993

RHODE ISLAND Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 43% 45% ns

– developing reasoning ability to solve unique problems 43% 53% ns

– communicating mathematics ideas 37% 46% ns

c) who have computers available in their 

mathematics classroom 16% 15% ns

d) who use calculators in mathematics class at least

once a week 23% 47% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 34% 35% ns

– minorities (Blacks, Hispanics, American Indians) 40% 42% ns

– females 31% 32% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 73% 78% ns

b) voting 64% 73% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 64% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
184

SOUTH CAROLINA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 87 90 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 688 713 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 43% 40% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 84% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 52 56 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 83% 87% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 19% 16% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 13% — ns

– Grade 8 (1992) 18% — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 21 26 ns

– Mathematics 14 17 ns

– Science 12 14 ns

– Foreign languages 1 1 ns

– Civics and government 2 3 ns

– Economics 1 1 ns

– Fine arts 3 5 ns

– History 16 17 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

60%

40%

8%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

83% 87%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
184

SOUTH CAROLINA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 87 90 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 688 713 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 43% 40% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 84% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 52 56 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 83% 87% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 19% 16% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 13% — ns

– Grade 8 (1992) 18% — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 21 26 ns

– Mathematics 14 17 ns

– Science 12 14 ns

– Foreign languages 1 1 ns

– Civics and government 2 3 ns

– Economics 1 1 ns

– Fine arts 3 5 ns

– History 16 17 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

60%

40%

8%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

83% 87%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
186

Switzerland3

Korea3

Taiwan3

South Carolina2

0% 20% 40% 60% 80%100%

18%

41%

37%

33%

Source: Educational Testing Service,

1993

SOUTH CAROLINA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 36% — ns

– developing reasoning ability to solve unique problems 51% — ns

– communicating mathematics ideas 54% — ns

c) who have computers available in their 

mathematics classroom 24% — ns

d) who use calculators in mathematics class at least

once a week 47% — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 37% 39% ns

– minorities (Blacks, Hispanics, American Indians) 36% 38% ns

– females 34% 35% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 61% 68% ns

b) voting 50% 59% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 43% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 8% — ns

– marijuana 4% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 25% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
186

Switzerland3

Korea3

Taiwan3

South Carolina2

0% 20% 40% 60% 80%100%

18%

41%

37%

33%

Source: Educational Testing Service,

1993

SOUTH CAROLINA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 36% — ns

– developing reasoning ability to solve unique problems 51% — ns

– communicating mathematics ideas 54% — ns

c) who have computers available in their 

mathematics classroom 24% — ns

d) who use calculators in mathematics class at least

once a week 47% — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 37% 39% ns

– minorities (Blacks, Hispanics, American Indians) 36% 38% ns

– females 34% 35% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 61% 68% ns

b) voting 50% 59% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 43% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 8% — ns

– marijuana 4% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 25% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
188

SOUTH DAKOTA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 51 52 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 787 790 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 — — ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 74% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 62 66 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 88% 93% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) — — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) — — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 3 7 ns

– Mathematics 2 3 ns

– Science 1 4 ns

– Foreign languages 0 <1 ns

– Civics and government <1 2 ns

– Economics 0 1 ns

– Fine arts <1 0 ns

– History 2 3 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

1990 1993

0%

20%

40%

60%

80%

100%

88%

93%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
188

SOUTH DAKOTA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 51 52 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 787 790 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 — — ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 74% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 62 66 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 88% 93% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) — — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) — — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 3 7 ns

– Mathematics 2 3 ns

– Science 1 4 ns

– Foreign languages 0 <1 ns

– Civics and government <1 2 ns

– Economics 0 1 ns

– Fine arts <1 0 ns

– History 2 3 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

1990 1993

0%

20%

40%

60%

80%

100%

88%

93%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
190

SOUTH DAKOTA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions — — ns

– developing reasoning ability to solve unique problems — — ns

– communicating mathematics ideas — — ns

c) who have computers available in their 

mathematics classroom — — ns

d) who use calculators in mathematics class at least

once a week — — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 44% 43% ns

– minorities (Blacks, Hispanics, American Indians) 30% 34% ns

– females 36% 37% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 80% 80% ns

b) voting 72% 70% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 53% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 10% — ns

– marijuana 4% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 19% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

Baseline
190

SOUTH DAKOTA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions — — ns

– developing reasoning ability to solve unique problems — — ns

– communicating mathematics ideas — — ns

c) who have computers available in their 

mathematics classroom — — ns

d) who use calculators in mathematics class at least

once a week — — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 44% 43% ns

– minorities (Blacks, Hispanics, American Indians) 30% 34% ns

– females 36% 37% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 80% 80% ns

b) voting 72% 70% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 53% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 10% — ns

– marijuana 4% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 19% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

Baseline
192

TENNESSEE Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 82 85 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 776 796 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 38% 38% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 74% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 37 46 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 77% 82% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 20% 22% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 10% — ns

– Grade 8 (1992) 15% — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 14 17 ns

– Mathematics 7 9 ns

– Science 6 8 ns

– Foreign languages 1 1 ns

– Civics and government 2 2 ns

– Economics 1 1 ns

– Fine arts 2 2 ns

– History 10 13 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

62%

38%

7%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

82%

77%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
192

TENNESSEE Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 82 85 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 776 796 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 38% 38% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 74% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 37 46 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 77% 82% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 20% 22% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 10% — ns

– Grade 8 (1992) 15% — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 14 17 ns

– Mathematics 7 9 ns

– Science 6 8 ns

– Foreign languages 1 1 ns

– Civics and government 2 2 ns

– Economics 1 1 ns

– Fine arts 2 2 ns

– History 10 13 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

62%

38%

7%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

82%

77%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
194

Switzerland3

Korea3

Taiwan3

Tennessee2

0% 20% 40% 60% 80%100%

15%

41%

37%

33%

Source: Educational Testing Service,

1993

TENNESSEE Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 42% — ns

– developing reasoning ability to solve unique problems 45% — ns

– communicating mathematics ideas 43% — ns

c) who have computers available in their 

mathematics classroom 18% — ns

d) who use calculators in mathematics class at least

once a week 37% — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 36% 39% ns

– minorities (Blacks, Hispanics, American Indians) 40% 39% ns

– females 32% 35% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 66% 65% ns

b) voting 52% 56% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 46% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 5% — ns

– marijuana 5% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 22% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
194

Switzerland3

Korea3

Taiwan3

Tennessee2

0% 20% 40% 60% 80%100%

15%

41%

37%

33%

Source: Educational Testing Service,

1993

TENNESSEE Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 42% — ns

– developing reasoning ability to solve unique problems 45% — ns

– communicating mathematics ideas 43% — ns

c) who have computers available in their 

mathematics classroom 18% — ns

d) who use calculators in mathematics class at least

once a week 37% — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 36% 39% ns

– minorities (Blacks, Hispanics, American Indians) 40% 39% ns

– females 32% 35% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 66% 65% ns

b) voting 52% 56% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 46% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 5% — ns

– marijuana 5% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 22% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
196

TEXAS Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 69 70 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 683 703 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 32% 31% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 71% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 29 33 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 78% 81% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 5% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 20% 22% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 16% — ns

– Grade 8 (1990, 1992) 16% 21% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 13 23 ns

– Mathematics 6 8 ns

– Science 4 8 ns

– Foreign languages 3 6 ns

– Civics and government 2 4 ns

– Economics 2 3 ns

– Fine arts <1 1 ns

– History 4 6 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

69%

31%

5%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

78% 81%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
196

TEXAS Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 69 70 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 683 703 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 32% 31% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 71% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 29 33 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 78% 81% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 5% — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 20% 22% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 16% — ns

– Grade 8 (1990, 1992) 16% 21% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 13 23 ns

– Mathematics 6 8 ns

– Science 4 8 ns

– Foreign languages 3 6 ns

– Civics and government 2 4 ns

– Economics 2 3 ns

– Fine arts <1 1 ns

– History 4 6 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

69%

31%

5%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

78% 81%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
198

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

27% 25% 30%

15%

2%

28% 27% 29%

14%

2%

28% 25% 29%

3% 15%

Adult Literacy

Percentage of all adults aged 16 and older

scoring at five literacy levels1 (1992)

Switzerland3

Korea3

Taiwan3

Texas2

0% 20% 40% 60% 80%100%

21%

41%

37%

33%

Source: Educational Testing Service,

1993

TEXAS Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 52% 57% ns

– developing reasoning ability to solve unique problems 45% 61% ns

– communicating mathematics ideas 42% 49% ns

c) who have computers available in their 

mathematics classroom 13% 15% ns

d) who use calculators in mathematics class at least

once a week 31% 64% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 34% 37% ns

– minorities (Blacks, Hispanics, American Indians) 35% 37% ns

– females 29% 34% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 47% — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 71% 71% ns

b) voting 58% 61% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 52% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Educational Testing Service,

1993

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
198

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

27% 25% 30%

15%

2%

28% 27% 29%

14%

2%

28% 25% 29%

3% 15%

Adult Literacy

Percentage of all adults aged 16 and older

scoring at five literacy levels1 (1992)

Switzerland3

Korea3

Taiwan3

Texas2

0% 20% 40% 60% 80%100%

21%

41%

37%

33%

Source: Educational Testing Service,

1993

TEXAS Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 52% 57% ns

– developing reasoning ability to solve unique problems 45% 61% ns

– communicating mathematics ideas 42% 49% ns

c) who have computers available in their 

mathematics classroom 13% 15% ns

d) who use calculators in mathematics class at least

once a week 31% 64% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 34% 37% ns

– minorities (Blacks, Hispanics, American Indians) 35% 37% ns

– females 29% 34% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 47% — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 71% 71% ns

b) voting 58% 61% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 52% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Educational Testing Service,

1993

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
200

UTAH Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 57 56 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 842 850 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 29% 28% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 70% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 33 39 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 94% 94% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 26% 25% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 20% — ns

– Grade 8 (1992) 27% — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 33 40 ns

– Mathematics 23 28 ns

– Science 22 30 ns

– Foreign languages 3 3 ns

– Civics and government 6 7 ns

– Economics 1 1 ns

– Fine arts 9 11 ns

– History 36 33 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

0%

72%

28%

4%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 94% 94%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
200

UTAH Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 57 56 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 842 850 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 29% 28% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 70% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 33 39 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 94% 94% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 26% 25% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 20% — ns

– Grade 8 (1992) 27% — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 33 40 ns

– Mathematics 23 28 ns

– Science 22 30 ns

– Foreign languages 3 3 ns

– Civics and government 6 7 ns

– Economics 1 1 ns

– Fine arts 9 11 ns

– History 36 33 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

0%

72%

28%

4%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 94% 94%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
202

Switzerland3

Korea3

Taiwan3

Utah2

0% 20% 40% 60% 80%100%

27%

41%

37%

33%

Source: Educational Testing Service,

1993

UTAH Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 59% — ns

– developing reasoning ability to solve unique problems 49% — ns

– communicating mathematics ideas 36% — ns

c) who have computers available in their 

mathematics classroom 12% — ns

d) who use calculators in mathematics class at least

once a week 77% — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 41% 41% ns

– minorities (Blacks, Hispanics, American Indians) 47% 44% ns

– females 32% 32% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 78% 81% ns

b) voting 72% 74% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 51% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 6% — ns

– marijuana 3% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 19% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
202

Switzerland3

Korea3

Taiwan3

Utah2

0% 20% 40% 60% 80%100%

27%

41%

37%

33%

Source: Educational Testing Service,

1993

UTAH Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 59% — ns

– developing reasoning ability to solve unique problems 49% — ns

– communicating mathematics ideas 36% — ns

c) who have computers available in their 

mathematics classroom 12% — ns

d) who use calculators in mathematics class at least

once a week 77% — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 41% 41% ns

– minorities (Blacks, Hispanics, American Indians) 47% 44% ns

– females 32% 32% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 78% 81% ns

b) voting 72% 74% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 51% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 6% — ns

– marijuana 3% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 19% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
204

VERMONT Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 53 56 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 824 845 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 38% 34% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 88% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 43 43 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 86% 90% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) — — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) — — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 18 19 ns

– Mathematics 9 9 ns

– Science 9 12 ns

– Foreign languages 4 4 ns

– Civics and government 0 <1 ns

– Economics 0 <1 ns

– Fine arts 1 2 ns

– History 10 8 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

0%

66%

34%

7%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

86% 90%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
204

VERMONT Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 53 56 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 824 845 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 38% 34% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 88% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 43 43 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 86% 90% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) — — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) — — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 18 19 ns

– Mathematics 9 9 ns

– Science 9 12 ns

– Foreign languages 4 4 ns

– Civics and government 0 <1 ns

– Economics 0 <1 ns

– Fine arts 1 2 ns

– History 10 8 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

0%

66%

34%

7%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

86% 90%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
206

VERMONT Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions — — ns

– developing reasoning ability to solve unique problems — — ns

– communicating mathematics ideas — — ns

c) who have computers available in their 

mathematics classroom — — ns

d) who use calculators in mathematics class at least

once a week — — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 44% 45% ns

– minorities (Blacks, Hispanics, American Indians) 43% 46% ns

– females 40% 42% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 79% 79% ns

b) voting 65% 71% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 54% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

Baseline
206

VERMONT Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions — — ns

– developing reasoning ability to solve unique problems — — ns

– communicating mathematics ideas — — ns

c) who have computers available in their 

mathematics classroom — — ns

d) who use calculators in mathematics class at least

once a week — — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 44% 45% ns

– minorities (Blacks, Hispanics, American Indians) 43% 46% ns

– females 40% 42% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 79% 79% ns

b) voting 65% 71% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 54% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

Baseline
208

VIRGINIA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 72 74 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 800 818 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 35% 34% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 81% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 38 43 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 87% 89% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 28% 23% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 19% — ns

– Grade 8 (1990, 1992) 21% 23% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 25 30 ns

– Mathematics 16 18 ns

– Science 12 19 ns

– Foreign languages 8 10 ns

– Civics and government 16 26 ns

– Economics 1 1 ns

– Fine arts 2 3 ns

– History 21 25 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

66%

34%

6%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

87% 89%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
208

VIRGINIA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 72 74 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 800 818 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 35% 34% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 81% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 38 43 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 87% 89% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 28% 23% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 19% — ns

– Grade 8 (1990, 1992) 21% 23% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 25 30 ns

– Mathematics 16 18 ns

– Science 12 19 ns

– Foreign languages 8 10 ns

– Civics and government 16 26 ns

– Economics 1 1 ns

– Fine arts 2 3 ns

– History 21 25 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

66%

34%

6%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

87% 89%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
210

Switzerland3

Korea3

Taiwan3

Virginia2

0% 20% 40% 60% 80%100%

23%

41%

37%

33%

Source: Educational Testing Service,

1993

VIRGINIA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 52% 52% ns

– developing reasoning ability to solve unique problems 46% 48% ns

– communicating mathematics ideas 46% 47% ns

c) who have computers available in their 

mathematics classroom 19% 23% ns

d) who use calculators in mathematics class at least

once a week 36% 40% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 44% 48% ns

– minorities (Blacks, Hispanics, American Indians) 41% 43% ns

– females 39% 44% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 69% 68% ns

b) voting 60% 64% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 51% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
210

Switzerland3

Korea3

Taiwan3

Virginia2

0% 20% 40% 60% 80%100%

23%

41%

37%

33%

Source: Educational Testing Service,

1993

VIRGINIA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 52% 52% ns

– developing reasoning ability to solve unique problems 46% 48% ns

– communicating mathematics ideas 46% 47% ns

c) who have computers available in their 

mathematics classroom 19% 23% ns

d) who use calculators in mathematics class at least

once a week 36% 40% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 44% 48% ns

– minorities (Blacks, Hispanics, American Indians) 41% 43% ns

– females 39% 44% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 69% 68% ns

b) voting 60% 64% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 51% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
212

WASHINGTON Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 53 53 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 773 798 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 34% 40% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 74% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 43 51 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 87% 87% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1994) 22% — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) — — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 13 13 ns

– Mathematics 7 8 ns

– Science 3 4 ns

– Foreign languages 2 1 ns

– Civics and government 1 1 ns

– Economics <1 <1 ns

– Fine arts <1 <1 ns

– History 9 9 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

60%

40%

8%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

87% 87%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
212

WASHINGTON Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 53 53 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 773 798 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 34% 40% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 74% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 43 51 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 87% 87% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1994) 22% — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) — — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 13 13 ns

– Mathematics 7 8 ns

– Science 3 4 ns

– Foreign languages 2 1 ns

– Civics and government 1 1 ns

– Economics <1 <1 ns

– Fine arts <1 <1 ns

– History 9 9 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

60%

40%

8%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

87% 87%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
214

WASHINGTON Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions — — ns

– developing reasoning ability to solve unique problems — — ns

– communicating mathematics ideas — — ns

c) who have computers available in their 

mathematics classroom — — ns

d) who use calculators in mathematics class at least

once a week — — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 40% 41% ns

– minorities (Blacks, Hispanics, American Indians) 38% 40% ns

– females 36% 37% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 69% — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 71% 75% ns

b) voting 64% 69% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 58% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

Baseline

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

21%

41%

23%

5%

11%

25%

38%

22%

4%

10%

22%

40%

6%

23%

10%

Adult Literacy

Percentage of all adults aged 16 and older

scoring at five literacy levels1 (1992)

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Educational Testing Service,

1993
214

WASHINGTON Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions — — ns

– developing reasoning ability to solve unique problems — — ns

– communicating mathematics ideas — — ns

c) who have computers available in their 

mathematics classroom — — ns

d) who use calculators in mathematics class at least

once a week — — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 40% 41% ns

– minorities (Blacks, Hispanics, American Indians) 38% 40% ns

– females 36% 37% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 69% — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 71% 75% ns

b) voting 64% 69% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 58% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

Baseline

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

12 345

0%

20%

40%

60%

80%

100%

Literacy Levels

Prose

Document

Quantitative

21%

41%

23%

5%

11%

25%

38%

22%

4%

10%

22%

40%

6%

23%

10%

Adult Literacy

Percentage of all adults aged 16 and older

scoring at five literacy levels1 (1992)

1 Test results are reported on scales of 0 to 500

points and five levels, with Level 5 being the most

proficient and Level 1 being the least proficient.

Source: Educational Testing Service,

1993
216

WEST VIRGINIA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 71 72 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 734 767 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 43% 42% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 66% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 43 61 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 83% 86% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 22% 22% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 13% — ns

– Grade 8 (1990, 1992) 12% 13% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 9 14 ns

– Mathematics 4 5 ns

– Science 3 4 ns

– Foreign languages <1 <1 ns

– Civics and government 0 1 ns

– Economics <1 <1 ns

– Fine arts 1 <1 ns

– History 3 4 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

58%

42%

9%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

83% 86%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
216

WEST VIRGINIA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 71 72 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 734 767 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 43% 42% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 66% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 43 61 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 83% 86% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 22% 22% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 13% — ns

– Grade 8 (1990, 1992) 12% 13% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 9 14 ns

– Mathematics 4 5 ns

– Science 3 4 ns

– Foreign languages <1 <1 ns

– Civics and government 0 1 ns

– Economics <1 <1 ns

– Fine arts 1 <1 ns

– History 3 4 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

58%

42%

9%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100%

83% 86%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
218

Switzerland3

Korea3

Taiwan3

West Virginia2

0% 20% 40% 60% 80%100%

13%

41%

37%

33%

Source: Educational Testing Service,

1993

WEST VIRGINIA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 41% 46% ns

– developing reasoning ability to solve unique problems 44% 47% ns

– communicating mathematics ideas 38% 38% ns

c) who have computers available in their 

mathematics classroom 26% 21% ns

d) who use calculators in mathematics class at least

once a week 24% 43% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 32% 33% ns

– minorities (Blacks, Hispanics, American Indians) 31% 33% ns

– females 29% 31% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 65% 65% ns

b) voting 53% 58% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 49% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 8% — ns

– marijuana 5% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 26% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
218

Switzerland3

Korea3

Taiwan3

West Virginia2

0% 20% 40% 60% 80%100%

13%

41%

37%

33%

Source: Educational Testing Service,

1993

WEST VIRGINIA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 41% 46% ns

– developing reasoning ability to solve unique problems 44% 47% ns

– communicating mathematics ideas 38% 38% ns

c) who have computers available in their 

mathematics classroom 26% 21% ns

d) who use calculators in mathematics class at least

once a week 24% 43% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 32% 33% ns

– minorities (Blacks, Hispanics, American Indians) 31% 33% ns

– females 29% 31% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 65% 65% ns

b) voting 53% 58% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 49% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 8% — ns

– marijuana 5% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 26% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
220

WISCONSIN Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 59 59 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 817 820 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 42% 39% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 76% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 49 57 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 93% 93% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 29% 30% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 25% — ns

– Grade 8 (1990, 1992) 29% 32% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 7 16 ns

– Mathematics 6 10 ns

– Science 4 7 ns

– Foreign languages 1 2 ns

– Civics and government 1 2 ns

– Economics 1 4 ns

– Fine arts <1 1 ns

– History 5 9 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

61%

39%

9%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 93% 93%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
220

WISCONSIN Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 59 59 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 817 820 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 42% 39% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 76% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 49 57 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 93% 93% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 29% 30% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 25% — ns

– Grade 8 (1990, 1992) 29% 32% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 7 16 ns

– Mathematics 6 10 ns

– Science 4 7 ns

– Foreign languages 1 2 ns

– Civics and government 1 2 ns

– Economics 1 4 ns

– Fine arts <1 1 ns

– History 5 9 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

61%

39%

9%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 93% 93%

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
222

Switzerland3

Korea3

Taiwan3

Wisconsin2

0% 20% 40% 60% 80%100%

32%

41%

37%

33%

Source: Educational Testing Service,

1993

WISCONSIN Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 48% 48% ns

– developing reasoning ability to solve unique problems 38% 52% ns

– communicating mathematics ideas 24% 41% ns

c) who have computers available in their 

mathematics classroom 21% 16% ns

d) who use calculators in mathematics class at least

once a week 65% 83% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 41% 42% ns

– minorities (Blacks, Hispanics, American Indians) 39% 40% ns

– females 36% 37% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 86% 85% ns

b) voting 71% 76% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 62% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 5% — ns

– marijuana 4% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 20% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
222

Switzerland3

Korea3

Taiwan3

Wisconsin2

0% 20% 40% 60% 80%100%

32%

41%

37%

33%

Source: Educational Testing Service,

1993

WISCONSIN Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 48% 48% ns

– developing reasoning ability to solve unique problems 38% 52% ns

– communicating mathematics ideas 24% 41% ns

c) who have computers available in their 

mathematics classroom 21% 16% ns

d) who use calculators in mathematics class at least

once a week 65% 83% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 41% 42% ns

– minorities (Blacks, Hispanics, American Indians) 39% 40% ns

– females 36% 37% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 86% 85% ns

b) voting 71% 76% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 62% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 5% — ns

– marijuana 4% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 20% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 3 percentage points.

3 Plus or minus 2 percentage points.
224

WYOMING Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 74 73 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 806 790 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 41% 40% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 78% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 54 70 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 91% 92% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 28% 26% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 19% — ns

– Grade 8 (1990, 1992) 24% 26% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 9 10 ns

– Mathematics 7 10 ns

– Science 1 3 ns

– Foreign languages <1 1 ns

– Civics and government 1 1 ns

– Economics 0 <1 ns

– Fine arts 0 1 ns

– History 1 1 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

60%

40%

10%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 91% 92%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
224

WYOMING Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 74 73 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 806 790 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 41% 40% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 78% — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 54 70 ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 91% 92% ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 28% 26% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 19% — ns

– Grade 8 (1990, 1992) 24% 26% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English 9 10 ns

– Mathematics 7 10 ns

– Science 1 3 ns

– Foreign languages <1 1 ns

– Civics and government 1 1 ns

– Economics 0 <1 ns

– Fine arts 0 1 ns

– History 1 1 ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

1%

60%

40%

10%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995

1990 1993

0%

20%

40%

60%

80%

100% 91% 92%ns

High School Completion

Percentage of all 18- to 24-year-olds1

who have a high school credential2

(1990, 1993)3

1 Does not include those still in high school.

2 Includes traditional high school diploma and

alternative credential.

3 Uses three-year averages (1989-1991, 1992-1994).

nsInterpret with caution. Change was not 

statistically significant.

Source: National Center for Education

Statistics and Management 

Planning Associates, Inc., 1995

Most

Recent

Update

Baseline
226

Switzerland3

Korea3

Taiwan3

Wyoming2

0% 20% 40% 60% 80%100%

26%

41%

37%

33%

Source: Educational Testing Service,

1993

WYOMING Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 48% 47% ns

– developing reasoning ability to solve unique problems 37% 40% ns

– communicating mathematics ideas 37% 32% ns

c) who have computers available in their 

mathematics classroom 25% 18% ns

d) who use calculators in mathematics class at least

once a week 54% 73% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 40% 40% ns

– minorities (Blacks, Hispanics, American Indians) 43% 33% ns

– females 35% 33% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 68% 69% ns

b) voting 62% 65% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 47% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
226

Switzerland3

Korea3

Taiwan3

Wyoming2

0% 20% 40% 60% 80%100%

26%

41%

37%

33%

Source: Educational Testing Service,

1993

WYOMING Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 48% 47% ns

– developing reasoning ability to solve unique problems 37% 40% ns

– communicating mathematics ideas 37% 32% ns

c) who have computers available in their 

mathematics classroom 25% 18% ns

d) who use calculators in mathematics class at least

once a week 54% 73% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 40% 40% ns

– minorities (Blacks, Hispanics, American Indians) 43% 33% ns

– females 35% 33% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote 68% 69% ns

b) voting 62% 65% ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 47% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 2 percentage points.

3 Plus or minus 2 percentage points.
228

AMERICAN SAMOA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 — — ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 — — ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 — — ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 — — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 — — ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 — — ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) — — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) — — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English — — ns

– Mathematics — — ns

– Science — — ns

– Foreign languages — — ns

– Civics and government — — ns

– Economics — — ns

– Fine arts — — ns

– History — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

Most

Recent

Update

Baseline
228

AMERICAN SAMOA Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 — — ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 — — ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 — — ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 — — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 — — ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 — — ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) — — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) — — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English — — ns

– Mathematics — — ns

– Science — — ns

– Foreign languages — — ns

– Civics and government — — ns

– Economics — — ns

– Fine arts — — ns

– History — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

Most

Recent

Update

Baseline
230

AMERICAN SAMOA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions — — ns

– developing reasoning ability to solve unique problems — — ns

– communicating mathematics ideas — — ns

c) who have computers available in their 

mathematics classroom — — ns

d) who use calculators in mathematics class at least

once a week — — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students — — ns

– minorities (Blacks, Hispanics, American Indians) — — ns

– females — — ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote — — ns

b) voting — — ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 20% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 11% — ns

– marijuana 6% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 14% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

Baseline
230

AMERICAN SAMOA Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions — — ns

– developing reasoning ability to solve unique problems — — ns

– communicating mathematics ideas — — ns

c) who have computers available in their 

mathematics classroom — — ns

d) who use calculators in mathematics class at least

once a week — — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students — — ns

– minorities (Blacks, Hispanics, American Indians) — — ns

– females — — ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote — — ns

b) voting — — ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 20% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol 11% — ns

– marijuana 6% — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 14% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

Baseline
232

GUAM Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 72 77 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 669 609 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 35% 48% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 — — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 — — ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 — — ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 6% 6% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 5% — ns

– Grade 8 (1990, 1992) 5% 7% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English — — ns

– Mathematics — — ns

– Science — — ns

– Foreign languages — — ns

– Civics and government — — ns

– Economics — — ns

– Fine arts — — ns

– History — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

Most

Recent

Update

Baseline

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

52%

48%

6%

18%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995
232

GUAM Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 72 77 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 669 609 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 35% 48% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 — — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 — — ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 — — ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) 6% 6% ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) 5% — ns

– Grade 8 (1990, 1992) 5% 7% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English — — ns

– Mathematics — — ns

– Science — — ns

– Foreign languages — — ns

– Civics and government — — ns

– Economics — — ns

– Fine arts — — ns

– History — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

Most

Recent

Update

Baseline

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

52%

48%

6%

18%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995
234

Switzerland3

Korea3

Taiwan3

Guam2

0% 20% 40% 60% 80%100%

7%

41%

37%

33%

Source: Educational Testing Service,

1993

GUAM Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 37% 28% ns

– developing reasoning ability to solve unique problems 15% 37% ns

– communicating mathematics ideas 19% 43% ns

c) who have computers available in their 

mathematics classroom 13% <1% ns

d) who use calculators in mathematics class at least

once a week 22% 26% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 26% 14% ns

– minorities (Blacks, Hispanics, American Indians) 0% 33% ns

– females 24% 17% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote — — ns

b) voting — — ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 51% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 1 percentage points.

3 Plus or minus 2 percentage points.
234

Switzerland3

Korea3

Taiwan3

Guam2

0% 20% 40% 60% 80%100%

7%

41%

37%

33%

Source: Educational Testing Service,

1993

GUAM Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 37% 28% ns

– developing reasoning ability to solve unique problems 15% 37% ns

– communicating mathematics ideas 19% 43% ns

c) who have computers available in their 

mathematics classroom 13% <1% ns

d) who use calculators in mathematics class at least

once a week 22% 26% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 26% 14% ns

– minorities (Blacks, Hispanics, American Indians) 0% 33% ns

– females 24% 17% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote — — ns

b) voting — — ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 51% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 1 percentage points.

3 Plus or minus 2 percentage points.
236

NORTHERN MARIANAS Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 — — ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 — — ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 — — ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 — — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 — — ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 — — ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) — — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) — — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English — — ns

– Mathematics — — ns

– Science — — ns

– Foreign languages — — ns

– Civics and government — — ns

– Economics — — ns

– Fine arts — — ns

– History — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

Most

Recent

Update

Baseline
236

NORTHERN MARIANAS Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 — — ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 — — ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 — — ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 — — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 — — ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 — — ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) — — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) — — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English — — ns

– Mathematics — — ns

– Science — — ns

– Foreign languages — — ns

– Civics and government — — ns

– Economics — — ns

– Fine arts — — ns

– History — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

Most

Recent

Update

Baseline
238

NORTHERN MARIANAS Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions — — ns

– developing reasoning ability to solve unique problems — — ns

– communicating mathematics ideas — — ns

c) who have computers available in their 

mathematics classroom — — ns

d) who use calculators in mathematics class at least

once a week — — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students — — ns

– minorities (Blacks, Hispanics, American Indians) — — ns

– females — — ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote — — ns

b) voting — — ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 69% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

Baseline
238

NORTHERN MARIANAS Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions — — ns

– developing reasoning ability to solve unique problems — — ns

– communicating mathematics ideas — — ns

c) who have computers available in their 

mathematics classroom — — ns

d) who use calculators in mathematics class at least

once a week — — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students — — ns

– minorities (Blacks, Hispanics, American Indians) — — ns

– females — — ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote — — ns

b) voting — — ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 69% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

Baseline
240

PUERTO RICO Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 91 94 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 711 764 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 48% 45% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 — — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 — — ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 — — ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) — — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) — — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English — — ns

– Mathematics — — ns

– Science — — ns

– Foreign languages — — ns

– Civics and government — — ns

– Economics — — ns

– Fine arts — — ns

– History — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

Most

Recent

Update

Baseline

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

55%

45%

<1%

3%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995
240

PUERTO RICO Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 91 94 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 711 764 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 48% 45% ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 — — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 — — ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 — — ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) — — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) — — ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English — — ns

– Mathematics — — ns

– Science — — ns

– Foreign languages — — ns

– Civics and government — — ns

– Economics — — ns

– Fine arts — — ns

– History — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

Most

Recent

Update

Baseline

3 or more

2 or more

1 or more

No risks

0% 20% 40% 60% 80% 100%

55%

45%

<1%

3%

Children’s Health Index

Percentage of infants born in the state with

1 or more health risks1 (1992)

1 Includes late (in third trimester) or no prenatal

care, low maternal weight gain (less than 21

pounds), mother smoked during pregnancy, or

mother drank alcohol during pregnancy.

Source: National Center for Health

Statistics and Westat, Inc., 1995
242

PUERTO RICO Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions — — ns

– developing reasoning ability to solve unique problems — — ns

– communicating mathematics ideas — — ns

c) who have computers available in their 

mathematics classroom — — ns

d) who use calculators in mathematics class at least

once a week — — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 31% 31% ns

– minorities (Blacks, Hispanics, American Indians) 31% 30% ns

– females 29% 28% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote — — ns

b) voting — — ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 88% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

Baseline
242

PUERTO RICO Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions — — ns

– developing reasoning ability to solve unique problems — — ns

– communicating mathematics ideas — — ns

c) who have computers available in their 

mathematics classroom — — ns

d) who use calculators in mathematics class at least

once a week — — ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 31% 31% ns

– minorities (Blacks, Hispanics, American Indians) 31% 30% ns

– females 29% 28% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote — — ns

b) voting — — ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 88% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

Baseline
244

VIRGIN ISLANDS Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 93 89 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 469 509 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 — — ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 — — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 — — ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 — — ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) — — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) 1% 1% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English — — ns

– Mathematics — — ns

– Science — — ns

– Foreign languages — — ns

– Civics and government — — ns

– Economics — — ns

– Fine arts — — ns

– History — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

Most

Recent

Update

Baseline
244

VIRGIN ISLANDS Measuring State Progress Toward the

Goals and Objectives

GOAL 1: Ready to Learn

Direct Measures of the Objectives: Children’s Health

and Nutrition

• Number of infants (per 1,000) born at low birthweight

(below 5.5 pounds) (1990, 1992)1 93 89 ns

• Number of mothers (per 1,000) receiving early (first

trimester) prenatal care (1990, 1992)2 469 509 ns

• Percentage of infants born in the state with one or

more health risks (1990, 1992)3 — — ns

• Percentage of 2-year-olds who have been fully

immunized against preventable childhood diseases (1994)4 — — ns

Direct Measure of the Objectives: Preschool Programs

• Number of children with disabilities in preschool 

(per 1,000 3- to 5-year-olds; 1991, 1994)5 — — ns

GOAL 2: School Completion

Direct Measure of the Goal: School Completion

• Percentage of all 18- to 24-year-olds who have a

high school credential (1990, 1993)6 — — ns

Direct Measure of the Objectives: School Dropouts

• Percentage of students in Grades 9-12 who left school without 

completing a recognized secondary program (1992)7 — — ns

GOAL 3: Student Achievement and Citizenship

Direct Measures of the Goal: Student Achievement

• Percentage of public school students who scored at

the Proficient or Advanced level in reading, thus

meeting the Goals Panel’s performance standard:8 ▲

– Grade 4 (1992, 1994) — — ns

• Percentage of public school students who scored at the

Proficient or Advanced level in mathematics, thus meeting

the Goals Panel’s performance standard:9

– Grade 4 (1992) — — ns

– Grade 8 (1990, 1992) 1% 1% ns

Direct Measure of the Goal: Advanced Placement Performance

• Number of Advanced Placement examinations receiving 

grades of 3 or higher in the following subject areas

(per 1,000 11th and 12th graders; 1991, 1995):10

– English — — ns

– Mathematics — — ns

– Science — — ns

– Foreign languages — — ns

– Civics and government — — ns

– Economics — — ns

– Fine arts — — ns

– History — — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

▲ Interpret with caution. Data are undergoing revision. 

See Appendix A.

Most

Recent

Update

Baseline
246

Switzerland3

Korea3

Taiwan3

Virgin Islands2

0% 20% 40% 60% 80%100%

1%

41%

37%

33%

Source: Educational Testing Service,

1993

VIRGIN ISLANDS Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 47% 25% ns

– developing reasoning ability to solve unique problems 30% 58% ns

– communicating mathematics ideas 36% 60% ns

c) who have computers available in their 

mathematics classroom 1% 3% ns

d) who use calculators in mathematics class at least

once a week 17% 39% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 25% 20% ns

– minorities (Blacks, Hispanics, American Indians) 23% 20% ns

– females 23% 17% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote — — ns

b) voting — — ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 36% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 27% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 1 percentage points.

3 Plus or minus 2 percentage points.
246

Switzerland3

Korea3

Taiwan3

Virgin Islands2

0% 20% 40% 60% 80%100%

1%

41%

37%

33%

Source: Educational Testing Service,

1993

VIRGIN ISLANDS Measuring State Progress Toward the

Goals and Objectives

Mathematics and Science (continued)

b) whose mathematics teachers heavily emphasize:

– Algebra and functions 47% 25% ns

– developing reasoning ability to solve unique problems 30% 58% ns

– communicating mathematics ideas 36% 60% ns

c) who have computers available in their 

mathematics classroom 1% 3% ns

d) who use calculators in mathematics class at least

once a week 17% 39% ns

Direct Measure of the Objectives: Degrees in 

Mathematics and Science

• Mathematics and science degrees as a percentage of all

degrees awarded to (1991, 1993):17

– all students 25% 20% ns

– minorities (Blacks, Hispanics, American Indians) 23% 20% ns

– females 23% 17% ns

GOAL 6: Adult Literacy and Lifelong Learning

Direct Measure of the Goal: Adult Literacy

• Percentage of all adults aged 16 and older who scored at 

or above Level 3 (of 5 levels) in Prose literacy (1992)18 — — ns

Direct Measure of the Goal: Citizenship

• Percentage of all U.S. citizens (1988, 1992):19

a) registered to vote — — ns

b) voting — — ns

Direct Measure of the Objectives: 

Postsecondary Enrollment

• Percentage of high school graduates in the state who 

immediately enrolled in 2- or 4-year colleges in any state (1992)20 36% — ns

GOAL 7: Safe, Disciplined, and Alcoholand Drug-free Schools

Direct Measures of the Goal: Alcohol- and Drug-free

Students and Schools

At School

• Percentage of public high school students who reported using the 

following at least once at school during the past 30 days (1993):21

– alcohol — — ns

– marijuana — — ns

• Percentage of public high school students who 

reported being offered, sold, or given an illegal drug 

on school property during the past 12 months (1993)22 27% — ns

— Data not available.

ns Interpret with caution. Change was not 

statistically significant.

* Data not reported due to small sample size.

See page 23 for a Guide to Reading the State Pages.

See 1995 Goals Report for additional information.

See Appendix A for technical notes and sources.

Most

Recent

Update

International Comparisons Baseline

in Mathematics

Percentage of students1 who scored at the

Proficient or Advanced level in mathematics

(1991 and 1992)

1 A complete description of assessment participants

can be found in Appendix A.

2 Plus or minus 1 percentage points.

3 Plus or minus 2 percentage points.
248
250
252

Goal 1: Ready to Learn

1 The numbers of cases reported as “not stated” were

distributed among the reporting categories. 

Source: U.S. Department of Health and Human

Services, Vital Statistics of the United States, 1990 and

1992, Vol. 1, Natality (Washington, D.C.: National

Center for Health Statistics, in press), calculations by

Westat, Inc.

2 Prenatal care refers to the first visit for health care

services during pregnancy.

The numbers of cases reported as “not stated” were

distributed among the reporting categories. 

Source: U.S. Department of Health and Human

Services, Vital Statistics of the United States, 1990 and

1992, Vol. 1, Natality (Washington, D.C.: National

Center for Health Statistics, in press), calculations by

Westat, Inc.

3 The percentages of infants at risk are based on the

number of births used to calculate the health index,

not the actual number of births. The percentage of

complete and usable birth records used to calculate

the 1992 health index varied from a high of 99.78 to

a low of 74.28. Four states (California, Indiana, New

York, and South Dakota) did not collect information

on all four risks in 1992; five states (California, Indiana, New York, Oklahoma, and South Dakota) did

not collect information on all four risks in 1990.

Source: Nicholas Zill and Christine Winquist Nord

of Westat, Inc., developed the concept of the Children’s Health Index. Stephanie Ventura and Sally

Clarke of the National Center for Health Statistics

provided the special tabulations of the 1990 and 1992

birth certificate data needed to produce the index,

July 1995.

4 Source: Data from the 1994 National Immunization

Survey, Centers for Disease Control and Prevention.

Morbidity and Mortality Weekly Report, August 25,

1995, 620.

5 The Individuals with Disabilities Education Act

(IDEA) supports the improvement of services for very

young children with disabilities through several programs, including the Program for Infants and Toddlers

with Disabilities (Part H), the Preschool Grants Program (Section 619 of Part B), and the Early Education

Program for Children with Disabilities (Section 623

of Part C). The Congressional mandate required

states to have a mandate in place by school year 1991-

92 that ensures a free appropriate education (FAPE)

for all eligible 3- to 5-year-old children with disabilities. 

Data are based on state information submitted to the

U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS) on the

number of children with disabilities served under

IDEA, Part B and Chapter 1 (ESEA State-Operated

Programs [SOP]) programs.

Sources: U.S. Department of Education, Fourteenth

Annual Report to Congress on the Implementation of The

Individuals with Disabilities Education Act (Washington, D.C.: Office of Special Education and Rehabilitative Services, 1992), calculations by Westat, Inc.

U.S. Department of Education, Office of Special Education Programs, Data Analysis System, unpublished

tabulations prepared by Westat, Inc., October 1994.

Goal 2: School Completion

6 The high school completion rates for 18- to 24-yearolds are computed as a percentage of the non-high

school enrolled population at these ages who possess

a high school credential (either a high school diploma or an alternative credential, such as a General

Educational Development (GED) certificate, Individual Education Plan (IEP) credential, or certificate

of attendance). Because of small sample sizes, the

state-level completion data are calculated using

three-year averages.

Source: Data from the 1989 through 1994 October

Current Population Surveys, unpublished tabulations

prepared by the National Center for Education Statistics and Management Planning Research Associates, Inc., August 1995.

7 The 1991-92 school year was the first for which states

reported school district level data on the numbers

and types of dropouts in the Common Core of Data

(CCD) Agency Universe Survey. The CCD defined

a dropout as an individual who: (1) was enrolled in

school at some time during the previous school year;

(2) was not enrolled on October 1 of the current

school year; (3) has not graduated from high school

or completed a state- or district-approved educational

program; and (4) does not meet any exclusionary

conditions. For the 1991-92 school year, 14 states

reported data that were considered to meet the CCD

standards to allow publication of their dropout data.
252

Goal 1: Ready to Learn

1 The numbers of cases reported as “not stated” were

distributed among the reporting categories. 

Source: U.S. Department of Health and Human

Services, Vital Statistics of the United States, 1990 and

1992, Vol. 1, Natality (Washington, D.C.: National

Center for Health Statistics, in press), calculations by

Westat, Inc.

2 Prenatal care refers to the first visit for health care

services during pregnancy.

The numbers of cases reported as “not stated” were

distributed among the reporting categories. 

Source: U.S. Department of Health and Human

Services, Vital Statistics of the United States, 1990 and

1992, Vol. 1, Natality (Washington, D.C.: National

Center for Health Statistics, in press), calculations by

Westat, Inc.

3 The percentages of infants at risk are based on the

number of births used to calculate the health index,

not the actual number of births. The percentage of

complete and usable birth records used to calculate

the 1992 health index varied from a high of 99.78 to

a low of 74.28. Four states (California, Indiana, New

York, and South Dakota) did not collect information

on all four risks in 1992; five states (California, Indiana, New York, Oklahoma, and South Dakota) did

not collect information on all four risks in 1990.

Source: Nicholas Zill and Christine Winquist Nord

of Westat, Inc., developed the concept of the Children’s Health Index. Stephanie Ventura and Sally

Clarke of the National Center for Health Statistics

provided the special tabulations of the 1990 and 1992

birth certificate data needed to produce the index,

July 1995.

4 Source: Data from the 1994 National Immunization

Survey, Centers for Disease Control and Prevention.

Morbidity and Mortality Weekly Report, August 25,

1995, 620.

5 The Individuals with Disabilities Education Act

(IDEA) supports the improvement of services for very

young children with disabilities through several programs, including the Program for Infants and Toddlers

with Disabilities (Part H), the Preschool Grants Program (Section 619 of Part B), and the Early Education

Program for Children with Disabilities (Section 623

of Part C). The Congressional mandate required

states to have a mandate in place by school year 1991-

92 that ensures a free appropriate education (FAPE)

for all eligible 3- to 5-year-old children with disabilities. 

Data are based on state information submitted to the

U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS) on the

number of children with disabilities served under

IDEA, Part B and Chapter 1 (ESEA State-Operated

Programs [SOP]) programs.

Sources: U.S. Department of Education, Fourteenth

Annual Report to Congress on the Implementation of The

Individuals with Disabilities Education Act (Washington, D.C.: Office of Special Education and Rehabilitative Services, 1992), calculations by Westat, Inc.

U.S. Department of Education, Office of Special Education Programs, Data Analysis System, unpublished

tabulations prepared by Westat, Inc., October 1994.

Goal 2: School Completion

6 The high school completion rates for 18- to 24-yearolds are computed as a percentage of the non-high

school enrolled population at these ages who possess

a high school credential (either a high school diploma or an alternative credential, such as a General

Educational Development (GED) certificate, Individual Education Plan (IEP) credential, or certificate

of attendance). Because of small sample sizes, the

state-level completion data are calculated using

three-year averages.

Source: Data from the 1989 through 1994 October

Current Population Surveys, unpublished tabulations

prepared by the National Center for Education Statistics and Management Planning Research Associates, Inc., August 1995.

7 The 1991-92 school year was the first for which states

reported school district level data on the numbers

and types of dropouts in the Common Core of Data

(CCD) Agency Universe Survey. The CCD defined

a dropout as an individual who: (1) was enrolled in

school at some time during the previous school year;

(2) was not enrolled on October 1 of the current

school year; (3) has not graduated from high school

or completed a state- or district-approved educational

program; and (4) does not meet any exclusionary

conditions. For the 1991-92 school year, 14 states

reported data that were considered to meet the CCD

standards to allow publication of their dropout data.
254

did not meet the minimum school participation

guidelines for public schools; therefore, their school

results were not released. Also, Washington, D.C.

withdrew from the Trial State Assessment after the

data collection phase. It should also be noted that

Montana, Nebraska, New Hampshire, Pennsylvania,

Rhode Island, Tennessee, and Wisconsin did not satisfy one of the guidelines for school sample participation rates.

Reading achievement results for 1992 and 1994

should be interpreted with caution. Figures are based

on data previously released by NCES, and data are

undergoing revision. The revised data are being

reported by NCES in the revised 1994 NAEP Reading: A First Look and will be reported in the 1996

National Education Goals Report.

Sources: Ina V.S. Mullis, Jay Campbell, and Alan J.

Farstrup, NAEP 1992 Reading Report Card for the

Nation and the States: Data from the National and Trial

State Assessments (Washington, D.C.: U.S. Department of Education, National Center for Education

Statistics, 1993).

Paul Williams, Clyde Reese, Jay Campbell, John

Mazzeo, and Gary Phillips, 1994 NAEP Reading: A

First Look (Washington, D.C.: U.S. Department of

Education, National Center for Education Statistics,

1995), 23.

9 See technical notes regarding NAEP and NAGB

under footnote 8. 

Forty jurisdictions (states and territories) participated

in the 1990 trial mathematics assessment and 44

jurisdictions participated in the 1992 state mathematics assessments of 4th and 8th graders.

Source: Ina V.S. Mullis, John A. Dossey, Eugene H.

Owen, and Gary W. Phillips, NAEP 1992 Mathematics Report Card for the Nation and the States: Data from

the National and Trial State Assessments (Washington,

D.C.: U.S. Department of Education, National Center for Education Statistics, 1993), 9-10.

10 The Advanced Placement program, sponsored by

The College Board, provides a way for high schools to

offer college-level coursework to students. At present, one or more course descriptions, examinations,

and sets of curricular materials are available in art,

biology, chemistry, computer science, economics,

English, French, German, government and politics,

history, Latin, mathematics, music, physics, and

Spanish. Advanced Placement examinations, which

are given in May, are graded on a five-point scale: 5 –

extremely well qualified; 4 – well qualified; 3 – qualified; 2 – possibly qualified; and 1 – no recommendation. Grades of 3 and above generally are accepted for

college credit and advanced placement at participating colleges and universities. 

For this Report: 

English includes English Language & Composition

and English Literature & Composition; Science

includes Biology, Chemistry, Physics B, Physics C —

Mechanics, and Physics C — Electricity and Magnetism; Mathematics includes Calculus AB and Calculus

BC; History includes U.S. History and European History; Foreign Language includes French Language,

French Literature, Spanish Language, Spanish Literature, and German; Fine Arts includes Art History,

Studio Art (Drawing and General), and Music Theory; Economics includes Macro-economics and Microeconomics; and Government includes U.S. Government and Politics and Comparative Government and

Politics.

The number of Advanced Placement examinations

graded 3 or above per 1,000 11th and 12th graders is

presented in this Report. The number of 11th and

12th graders includes public and private students.

The enrollment figures were arrived at by multiplying

the public enrollment by a private-enrollment adjustment factor.

Source: The College Board, Advanced Placement

Program, Results from the 1991 and 1995 Advanced

Placement Examinations, unpublished tabulations,

August 1991 and August 1995.

Goal 4: Teacher Education and 

Professional Development

11 Only secondary school teachers whose main assignment was in mathematics, science, English, social

studies, fine arts, foreign language, and special education were included in the analysis of whether a

teacher had a degree in his/her main assignment. 

The subject areas used for teacher’s main assignment

were defined using the following assignment categories:

Mathematics: mathematics

Science: biology/life science, chemistry,

geology/earth science/space science, physics, and

general and all other science
254

did not meet the minimum school participation

guidelines for public schools; therefore, their school

results were not released. Also, Washington, D.C.

withdrew from the Trial State Assessment after the

data collection phase. It should also be noted that

Montana, Nebraska, New Hampshire, Pennsylvania,

Rhode Island, Tennessee, and Wisconsin did not satisfy one of the guidelines for school sample participation rates.

Reading achievement results for 1992 and 1994

should be interpreted with caution. Figures are based

on data previously released by NCES, and data are

undergoing revision. The revised data are being

reported by NCES in the revised 1994 NAEP Reading: A First Look and will be reported in the 1996

National Education Goals Report.

Sources: Ina V.S. Mullis, Jay Campbell, and Alan J.

Farstrup, NAEP 1992 Reading Report Card for the

Nation and the States: Data from the National and Trial

State Assessments (Washington, D.C.: U.S. Department of Education, National Center for Education

Statistics, 1993).

Paul Williams, Clyde Reese, Jay Campbell, John

Mazzeo, and Gary Phillips, 1994 NAEP Reading: A

First Look (Washington, D.C.: U.S. Department of

Education, National Center for Education Statistics,

1995), 23.

9 See technical notes regarding NAEP and NAGB

under footnote 8. 

Forty jurisdictions (states and territories) participated

in the 1990 trial mathematics assessment and 44

jurisdictions participated in the 1992 state mathematics assessments of 4th and 8th graders.

Source: Ina V.S. Mullis, John A. Dossey, Eugene H.

Owen, and Gary W. Phillips, NAEP 1992 Mathematics Report Card for the Nation and the States: Data from

the National and Trial State Assessments (Washington,

D.C.: U.S. Department of Education, National Center for Education Statistics, 1993), 9-10.

10 The Advanced Placement program, sponsored by

The College Board, provides a way for high schools to

offer college-level coursework to students. At present, one or more course descriptions, examinations,

and sets of curricular materials are available in art,

biology, chemistry, computer science, economics,

English, French, German, government and politics,

history, Latin, mathematics, music, physics, and

Spanish. Advanced Placement examinations, which

are given in May, are graded on a five-point scale: 5 –

extremely well qualified; 4 – well qualified; 3 – qualified; 2 – possibly qualified; and 1 – no recommendation. Grades of 3 and above generally are accepted for

college credit and advanced placement at participating colleges and universities. 

For this Report: 

English includes English Language & Composition

and English Literature & Composition; Science

includes Biology, Chemistry, Physics B, Physics C —

Mechanics, and Physics C — Electricity and Magnetism; Mathematics includes Calculus AB and Calculus

BC; History includes U.S. History and European History; Foreign Language includes French Language,

French Literature, Spanish Language, Spanish Literature, and German; Fine Arts includes Art History,

Studio Art (Drawing and General), and Music Theory; Economics includes Macro-economics and Microeconomics; and Government includes U.S. Government and Politics and Comparative Government and

Politics.

The number of Advanced Placement examinations

graded 3 or above per 1,000 11th and 12th graders is

presented in this Report. The number of 11th and

12th graders includes public and private students.

The enrollment figures were arrived at by multiplying

the public enrollment by a private-enrollment adjustment factor.

Source: The College Board, Advanced Placement

Program, Results from the 1991 and 1995 Advanced

Placement Examinations, unpublished tabulations,

August 1991 and August 1995.

Goal 4: Teacher Education and 

Professional Development

11 Only secondary school teachers whose main assignment was in mathematics, science, English, social

studies, fine arts, foreign language, and special education were included in the analysis of whether a

teacher had a degree in his/her main assignment. 

The subject areas used for teacher’s main assignment

were defined using the following assignment categories:

Mathematics: mathematics

Science: biology/life science, chemistry,

geology/earth science/space science, physics, and

general and all other science
256

By linking the IAEP scale to the NAEP scale it is possible to predict the percentages of 13-year-olds in

each of the 20 countries that participated in the 1991

IAEP in mathematics who would have performed at

or above each of the three achievement levels established by the NAGB for U.S. students. These predictions can then be compared with actual performance

of U.S. eighth graders in public schools in the 1992

mathematics assessment with respect to these same

criteria. For this Report, the highest scoring counties

(Korea, Switzerland, and Taiwan) were selected for

comparison to the United States. Mathematics data

are presented only for the 42 states and territories

that participated in the 1992 NAEP. See technical

notes for Goal 3 regarding NAEP and NAGB under

footnotes 8 and 9.

Source: Peter Pashley and Gary W. Phillips, Toward

World-Class Standards: A Research Study Linking

International and National Assessments (Princeton,

N.J.: Educational Testing Service, June 1993), 25-30.

16 Source: National Center for Education Statistics,

Data Compendium for the NAEP 1992 Mathematics

Assessment of the Nation and the States (Washington,

D.C.: U.S. Department of Education, May 1993),

488, 501, 447-449, 452-459, 569, 555-556.

17 Data include only U.S. citizens and resident aliens on

permanent visas, and include institutions in U.S. Territories. Minorities are defined as Blacks, Hispanics,

and American Indians/Alaskan Natives. 

Mathematical sciences is the only field of study

included in the mathematics category for this Report.

Fields of study in the science category for this Report

include: engineering; physical sciences; geosciences;

computer science; life sciences (includes medical and

agricultural sciences); social sciences; and science

and engineering technologies (includes health technologies).

Source: Higher Education General Information Survey (HEGIS, 1977, 1979, 1981, and 1985) and the

Integrated Postsecondary Education Data System

(IPEDS 1987, 1989-92), which are conducted by the

National Center for Education Statistics. The data

were analyzed by Westat, Inc., using the National

Science Foundation’s CASPAR Database System,

Version 4.4, August 1995.

Goal 6: Adult Literacy and Lifelong Learning

18 The Department of Education and the Educational

Testing Service (ETS) characterized the literacy of

America’s adults in terms of three “literacy scales”

representing distinct and important aspects of literacy; prose, document, and quantitative literacy. Each

of the literacy scales, which range from 0 to 500, are

as follows: 

Prose literacy – the knowledge and skills needed to

understand and use information from texts that

include editorials, news stories, poems, and fiction;

for example, finding a piece of information in a newspaper article, interpreting instructions from a warranty, inferring a theme from a poem, or contrasting

views expressed in an editorial.

Level 1 – Most of the tasks in this level require the

reader to read relatively short text to locate a single piece of information which is identical to or

synonymous with the information given in the

question or directive. If plausible but incorrect

information is present in the text, it tends not to

be located near the correct information.

Level 2 – Some tasks in this level require readers to

locate a single piece of information in the text;

however, several distractors or plausible but incorrect pieces of information may be present, or lowlevel inferences may be required. Other tasks

require the reader to integrate two or more pieces

of information or to compare and contrast easily

identifiable information based on a criterion provided in the question or directive.

Level 3 – Tasks in this level tend to require readers

to make literal or synonymous matches between

the text and information given in the task, or to

make matches that require low-level inferences.

Other tasks ask readers to integrate information

from dense or lengthy text that contains no organizational aids such as headings. Readers may also be

asked to generate a response based on information

that can be easily identified in the text. Distracting information is present, but is not located near

the correct information.

Level 4 – These tasks require readers to perform

multiple-feature matches and to integrate or synthesize information from complex or lengthy passages. More complex inferences are needed to perform successfully. Conditional information is

frequently present in tasks at this level and must be

taken into consideration by the reader.

Level 5 – Some tasks in this level require the reader

to search for information in dense text which contains a number of plausible distractors. Others ask

readers to make high-level inferences or use spe256

By linking the IAEP scale to the NAEP scale it is possible to predict the percentages of 13-year-olds in

each of the 20 countries that participated in the 1991

IAEP in mathematics who would have performed at

or above each of the three achievement levels established by the NAGB for U.S. students. These predictions can then be compared with actual performance

of U.S. eighth graders in public schools in the 1992

mathematics assessment with respect to these same

criteria. For this Report, the highest scoring counties

(Korea, Switzerland, and Taiwan) were selected for

comparison to the United States. Mathematics data

are presented only for the 42 states and territories

that participated in the 1992 NAEP. See technical

notes for Goal 3 regarding NAEP and NAGB under

footnotes 8 and 9.

Source: Peter Pashley and Gary W. Phillips, Toward

World-Class Standards: A Research Study Linking

International and National Assessments (Princeton,

N.J.: Educational Testing Service, June 1993), 25-30.

16 Source: National Center for Education Statistics,

Data Compendium for the NAEP 1992 Mathematics

Assessment of the Nation and the States (Washington,

D.C.: U.S. Department of Education, May 1993),

488, 501, 447-449, 452-459, 569, 555-556.

17 Data include only U.S. citizens and resident aliens on

permanent visas, and include institutions in U.S. Territories. Minorities are defined as Blacks, Hispanics,

and American Indians/Alaskan Natives. 

Mathematical sciences is the only field of study

included in the mathematics category for this Report.

Fields of study in the science category for this Report

include: engineering; physical sciences; geosciences;

computer science; life sciences (includes medical and

agricultural sciences); social sciences; and science

and engineering technologies (includes health technologies).

Source: Higher Education General Information Survey (HEGIS, 1977, 1979, 1981, and 1985) and the

Integrated Postsecondary Education Data System

(IPEDS 1987, 1989-92), which are conducted by the

National Center for Education Statistics. The data

were analyzed by Westat, Inc., using the National

Science Foundation’s CASPAR Database System,

Version 4.4, August 1995.

Goal 6: Adult Literacy and Lifelong Learning

18 The Department of Education and the Educational

Testing Service (ETS) characterized the literacy of

America’s adults in terms of three “literacy scales”

representing distinct and important aspects of literacy; prose, document, and quantitative literacy. Each

of the literacy scales, which range from 0 to 500, are

as follows: 

Prose literacy – the knowledge and skills needed to

understand and use information from texts that

include editorials, news stories, poems, and fiction;

for example, finding a piece of information in a newspaper article, interpreting instructions from a warranty, inferring a theme from a poem, or contrasting

views expressed in an editorial.

Level 1 – Most of the tasks in this level require the

reader to read relatively short text to locate a single piece of information which is identical to or

synonymous with the information given in the

question or directive. If plausible but incorrect

information is present in the text, it tends not to

be located near the correct information.

Level 2 – Some tasks in this level require readers to

locate a single piece of information in the text;

however, several distractors or plausible but incorrect pieces of information may be present, or lowlevel inferences may be required. Other tasks

require the reader to integrate two or more pieces

of information or to compare and contrast easily

identifiable information based on a criterion provided in the question or directive.

Level 3 – Tasks in this level tend to require readers

to make literal or synonymous matches between

the text and information given in the task, or to

make matches that require low-level inferences.

Other tasks ask readers to integrate information

from dense or lengthy text that contains no organizational aids such as headings. Readers may also be

asked to generate a response based on information

that can be easily identified in the text. Distracting information is present, but is not located near

the correct information.

Level 4 – These tasks require readers to perform

multiple-feature matches and to integrate or synthesize information from complex or lengthy passages. More complex inferences are needed to perform successfully. Conditional information is

frequently present in tasks at this level and must be

taken into consideration by the reader.

Level 5 – Some tasks in this level require the reader

to search for information in dense text which contains a number of plausible distractors. Others ask

readers to make high-level inferences or use spe258 

U.S. Department of Commerce, Bureau of the Census, Voting and Registration in the Election of

November 1992, Current Population Reports, Series

P-20, no. 466 (Washington, D.C.: U.S. Government

Printing Office, 1993), and unpublished tabulations,

calculations by Westat, Inc.

20 National Center for Education Statistics, Residence

and Migration of First-Time Freshman Enrolled in Higher

Education Institutions: Fall 1992. (Washington, D.C.:

U.S. Department of Education, 1995).

Goal 7: Safe, Disciplined, and Alcohol- and

Drug-free Schools

21 The information from the Youth Risk Behavior Survey (YRBS) includes only states with weighted data.

The wording in the survey questions changed

between 1990 and 1991, which may account for any

significant differences from 1990 to 1991 and from

1990 to 1993. 

Source: Centers for Disease Control and Prevention, Current Tobacco, Alcohol, Marijuana, and

Cocaine Use Among High School Students - United

States, 1993 (Atlanta, GA: 1994).

22 See technical note under footnote 21.

Source: Ibid.

23 See technical note under footnote 21.

Sources: Centers for Disease Control and Prevention, Current Tobacco, Alcohol, Marijuana, and

Cocaine Use Among High School Students - United

States, 1990 (Atlanta, GA: 1991). 

Centers for Disease Control and Prevention, Current

Tobacco, Alcohol, Marijuana, and Cocaine Use Among

High School Students - United States, 1991 (Atlanta,

GA: 1992).

Centers for Disease Control and Prevention, Current

Tobacco, Alcohol, Marijuana, and Cocaine Use Among

High School Students - United States, 1993 (Atlanta,

GA: 1994).

24 See technical note under footnote 21.

Source: Centers for Disease Control and Prevention, Current Tobacco, Alcohol, Marijuana, and

Cocaine Use Among High School Students - United

States, 1993 (Atlanta, GA: 1994).

25 See technical note under footnote 21.

Source: Ibid.

26 See technical note under footnote 21.

Source: Ibid.

27 Source: U.S. Department of Education, National

Center for Education Statistics, Public School

Teacher Survey of the Schools and Staffing Survey,

1993-94, unpublished tabulations prepared by Westat

Inc., August 1995.

28 See technical note under footnote 11 for the definition of a secondary teacher.

Source: U.S. Department of Education, National

Center for Education Statistics, Public School

Teacher Surveys of the Schools and Staffing Survey,

1990-91 and 1993-94, unpublished tabulations prepared by Westat Inc., August 1995.

Goal 8: Parental Participation

29 Sources: U.S. Department of Education, National

Center for Education Statistics, Public School

Teacher Surveys of the Schools and Staffing Survey,

1990-91 and 1993-94, unpublished tabulations prepared by Westat Inc., August 1995.

U.S. Department of Education, National Center for

Education Statistics, Public School Principal Surveys

of the Schools and Staffing Survey, 1990-91 and

1993-94, unpublished tabulations prepared by Westat

Inc., August 1995.

30 Source: U.S. Department of Education, National

Center for Education Statistics, Public School Principal Surveys of the Schools and Staffing Survey, 1990-

91 and 1993-94, unpublished tabulations prepared by

Westat Inc., August 1995.
258 

U.S. Department of Commerce, Bureau of the Census, Voting and Registration in the Election of

November 1992, Current Population Reports, Series

P-20, no. 466 (Washington, D.C.: U.S. Government

Printing Office, 1993), and unpublished tabulations,

calculations by Westat, Inc.

20 National Center for Education Statistics, Residence

and Migration of First-Time Freshman Enrolled in Higher

Education Institutions: Fall 1992. (Washington, D.C.:

U.S. Department of Education, 1995).

Goal 7: Safe, Disciplined, and Alcohol- and

Drug-free Schools

21 The information from the Youth Risk Behavior Survey (YRBS) includes only states with weighted data.

The wording in the survey questions changed

between 1990 and 1991, which may account for any

significant differences from 1990 to 1991 and from

1990 to 1993. 

Source: Centers for Disease Control and Prevention, Current Tobacco, Alcohol, Marijuana, and

Cocaine Use Among High School Students - United

States, 1993 (Atlanta, GA: 1994).

22 See technical note under footnote 21.

Source: Ibid.

23 See technical note under footnote 21.

Sources: Centers for Disease Control and Prevention, Current Tobacco, Alcohol, Marijuana, and

Cocaine Use Among High School Students - United

States, 1990 (Atlanta, GA: 1991). 

Centers for Disease Control and Prevention, Current

Tobacco, Alcohol, Marijuana, and Cocaine Use Among

High School Students - United States, 1991 (Atlanta,

GA: 1992).

Centers for Disease Control and Prevention, Current

Tobacco, Alcohol, Marijuana, and Cocaine Use Among

High School Students - United States, 1993 (Atlanta,

GA: 1994).

24 See technical note under footnote 21.

Source: Centers for Disease Control and Prevention, Current Tobacco, Alcohol, Marijuana, and

Cocaine Use Among High School Students - United

States, 1993 (Atlanta, GA: 1994).

25 See technical note under footnote 21.

Source: Ibid.

26 See technical note under footnote 21.

Source: Ibid.

27 Source: U.S. Department of Education, National

Center for Education Statistics, Public School

Teacher Survey of the Schools and Staffing Survey,

1993-94, unpublished tabulations prepared by Westat

Inc., August 1995.

28 See technical note under footnote 11 for the definition of a secondary teacher.

Source: U.S. Department of Education, National

Center for Education Statistics, Public School

Teacher Surveys of the Schools and Staffing Survey,

1990-91 and 1993-94, unpublished tabulations prepared by Westat Inc., August 1995.

Goal 8: Parental Participation

29 Sources: U.S. Department of Education, National

Center for Education Statistics, Public School

Teacher Surveys of the Schools and Staffing Survey,

1990-91 and 1993-94, unpublished tabulations prepared by Westat Inc., August 1995.

U.S. Department of Education, National Center for

Education Statistics, Public School Principal Surveys

of the Schools and Staffing Survey, 1990-91 and

1993-94, unpublished tabulations prepared by Westat

Inc., August 1995.

30 Source: U.S. Department of Education, National

Center for Education Statistics, Public School Principal Surveys of the Schools and Staffing Survey, 1990-

91 and 1993-94, unpublished tabulations prepared by

Westat Inc., August 1995.
260
262

Congressional Representatives

Sara Davis, U.S. House of Representatives, 

Office of Representative Kildee

Alyssa Hamilton, U.S. Senate, Office of Senator Gregg

Vic Klatt, U.S. House of Representatives, 

Office of Representative Goodling

Hans Meeder, U.S. House of Representatives, 

Office of Representative Goodling

Marjorie Steinberg, U.S. Senate, 

Office of Senator Bingaman

Emily Wurtz, U.S. Senate, Office of Senator Bingaman

State Legislators’ Representatives

Kim Burdick, Delaware State Legislature, 

Office of State Senator Connor

Lorissa Jackson, Wisconsin State Legislature, 

Office of State Representative Coggs

Jana Jones, Idaho State Legislature, 

Office of State Representative Jones

James Watts, North Carolina State Legislature, 

Office of State Representative Barnes

Other Working Group Contributors

Aaron Bell, National Conference of State Legislatures

Patricia Brown, National Governors’ Association

Paul Goren, National Governors’ Association

Elizabeth McLaughlin-Krile, National Conference of

State Legislatures

Patty Sullivan, National Governors’ Association

DATA ACQUISITION

Susan Ahmed, U.S. Department of Education

Nabeel Alsalam, U.S. Department of Education

Samuel Barbett, U.S. Department of Education

Stephen Berglie, Westat, Inc.

Sharon Bobbitt, U.S. Department of Education

Justin Boesel, Westat, Inc.

Michael Brick, Westat, Inc.

Susan Broyles, U.S. Department of Education

Joyce Buchanon, University of Michigan

Peggy Carr, U.S. Department of Education

Dennis Carroll, U.S. Department of Education

Kathryn Chandler, U.S. Department of Education

Jen-Chin Chen, Abt Associates, Inc.

Sally Clarke, U.S. Department of Health and 

Human Services

Mary Collins, Westat, Inc.

Wade Curry, The College Board

Margaret Daly, Westat, Inc.

Aurora D’Amico, U.S. Department of Education

Adriana de Kanter, U.S. Department of Education

Emerson Elliott, U.S. Department of Education

David Freund, Education Testing Service

Arnold Goldstein, U.S. Department of Education

Steven Gorman, U.S. Department of Education

Jeanne Griffith, U.S. Department of Education

Babette Gutmann, Westat, Inc.

Daphne Hardcastle, U.S. Department of Education

Camilla Heid, Westat, Inc.

Allison Henderson, Westat, Inc.

Mary Hess, Abt Associates, Inc.

Lee Hoffman, U.S. Department of Education

Lloyd Johnston, University of Michigan

Nancy Karweit, Abt Associates, Inc.

Phillip Kaufman, Management Planning 

Research Associates, Inc.

Kwang Kim, Westat, Inc.

Roslyn Korb, U.S. Department of Education

John Loft, Abt Associates, Inc.

Laura Loomis, Westat, Inc.

Ginger Maggio, University of Michigan

Suellen Mauchamer, U.S. Department of Education

Marilyn McMillen, U.S. Department of Education

Alan Moorhead, U.S. Department of Education

Frank Morgan, U.S. Department of Education

Mary Naiefeh, U.S. Department of Education

Christine Winquist Nord, Westat, Inc.

Laurence Ogle, U.S. Department of Education

Patrick O’Malley, University of Michigan

Gary Phillips, U.S. Department of Education

Douglas Rhodes, Educational Testing Service

Paul Planchon, U.S. Department of Education

Anne Ricciuti, Abt Associates, Inc.

Mary Rollefson, U.S. Department of Education

Elois Scott, U.S. Department of Education

Thomas M. Smith, U.S. Department of Education

Peter Stowe, U.S. Department of Education

William Thompson, Abt Associates, Inc.

Maureen Treacy, U.S. Department of Education

Stephanie Ventura, U.S. Department of Health

and Human Services

Ann Webber, Westat, Inc.

Walter G. West, U.S. Department of Education

Sheida White, U.S. Department of Education

Sharon Xu, Pinkerton Computer Consultants, Inc.

Jeffrey Yeamans, Westat, Inc.

Elizabeth Zell, Centers for Disease Control and 

Prevention

Feng Zhou, Westat, Inc.

Nicholas Zill, Westat, Inc.
262

Congressional Representatives

Sara Davis, U.S. House of Representatives, 

Office of Representative Kildee

Alyssa Hamilton, U.S. Senate, Office of Senator Gregg

Vic Klatt, U.S. House of Representatives, 

Office of Representative Goodling

Hans Meeder, U.S. House of Representatives, 

Office of Representative Goodling

Marjorie Steinberg, U.S. Senate, 

Office of Senator Bingaman

Emily Wurtz, U.S. Senate, Office of Senator Bingaman

State Legislators’ Representatives

Kim Burdick, Delaware State Legislature, 

Office of State Senator Connor

Lorissa Jackson, Wisconsin State Legislature, 

Office of State Representative Coggs

Jana Jones, Idaho State Legislature, 

Office of State Representative Jones

James Watts, North Carolina State Legislature, 

Office of State Representative Barnes

Other Working Group Contributors

Aaron Bell, National Conference of State Legislatures

Patricia Brown, National Governors’ Association

Paul Goren, National Governors’ Association

Elizabeth McLaughlin-Krile, National Conference of

State Legislatures

Patty Sullivan, National Governors’ Association

DATA ACQUISITION

Susan Ahmed, U.S. Department of Education

Nabeel Alsalam, U.S. Department of Education

Samuel Barbett, U.S. Department of Education

Stephen Berglie, Westat, Inc.

Sharon Bobbitt, U.S. Department of Education

Justin Boesel, Westat, Inc.

Michael Brick, Westat, Inc.

Susan Broyles, U.S. Department of Education

Joyce Buchanon, University of Michigan

Peggy Carr, U.S. Department of Education

Dennis Carroll, U.S. Department of Education

Kathryn Chandler, U.S. Department of Education

Jen-Chin Chen, Abt Associates, Inc.

Sally Clarke, U.S. Department of Health and 

Human Services

Mary Collins, Westat, Inc.

Wade Curry, The College Board

Margaret Daly, Westat, Inc.

Aurora D’Amico, U.S. Department of Education

Adriana de Kanter, U.S. Department of Education

Emerson Elliott, U.S. Department of Education

David Freund, Education Testing Service

Arnold Goldstein, U.S. Department of Education

Steven Gorman, U.S. Department of Education

Jeanne Griffith, U.S. Department of Education

Babette Gutmann, Westat, Inc.

Daphne Hardcastle, U.S. Department of Education

Camilla Heid, Westat, Inc.

Allison Henderson, Westat, Inc.

Mary Hess, Abt Associates, Inc.

Lee Hoffman, U.S. Department of Education

Lloyd Johnston, University of Michigan

Nancy Karweit, Abt Associates, Inc.

Phillip Kaufman, Management Planning 

Research Associates, Inc.

Kwang Kim, Westat, Inc.

Roslyn Korb, U.S. Department of Education

John Loft, Abt Associates, Inc.

Laura Loomis, Westat, Inc.

Ginger Maggio, University of Michigan

Suellen Mauchamer, U.S. Department of Education

Marilyn McMillen, U.S. Department of Education

Alan Moorhead, U.S. Department of Education

Frank Morgan, U.S. Department of Education

Mary Naiefeh, U.S. Department of Education

Christine Winquist Nord, Westat, Inc.

Laurence Ogle, U.S. Department of Education

Patrick O’Malley, University of Michigan

Gary Phillips, U.S. Department of Education

Douglas Rhodes, Educational Testing Service

Paul Planchon, U.S. Department of Education

Anne Ricciuti, Abt Associates, Inc.

Mary Rollefson, U.S. Department of Education

Elois Scott, U.S. Department of Education

Thomas M. Smith, U.S. Department of Education

Peter Stowe, U.S. Department of Education

William Thompson, Abt Associates, Inc.

Maureen Treacy, U.S. Department of Education

Stephanie Ventura, U.S. Department of Health

and Human Services

Ann Webber, Westat, Inc.

Walter G. West, U.S. Department of Education

Sheida White, U.S. Department of Education

Sharon Xu, Pinkerton Computer Consultants, Inc.

Jeffrey Yeamans, Westat, Inc.

Elizabeth Zell, Centers for Disease Control and 

Prevention

Feng Zhou, Westat, Inc.

Nicholas Zill, Westat, Inc.
264

John Porter, Urban Education Alliance, Inc.

Ramsay Selden, Council of Chief State School Officers

Nicholas Zill, Westat, Inc.

GOAL 3: STUDENT ACHIEVEMENT AND 

CITIZENSHIP

Resource Group Convener: Lauren Resnick, 

University of Pittsburgh

Members:

Gordon Ambach, Council of Chief State School 

Officers

Chester Finn, Jr., Hudson Institute

Asa Hilliard, Georgia State University

David Hornbeck, Philadelphia Public Schools

Richard Mills, Vermont Department of Education

Claire Pelton, San Jose Unified School District

Goals 3/5 NAEP Technical Advisory Subgroup

Leader: Ramsay Selden, Council of Chief State

School Officers

Members:

Eva Baker, University of California, Los Angeles

Dorothy Gilford, National Academy of Sciences

Robert Glaser, University of Pittsburgh

Steven Leinwand, Connecticut State Department of 

Education

Robert Linn, University of Colorado

Michael Nettles, University of Michigan

Senta Raizen, National Center for Improving Science 

Education

William Schmidt, Michigan State University

Elizabeth Stage, National Research Council

Uri Treisman, University of Texas, Austin

James Wilsford, Jim Wilsford Associates, Inc.

GOAL 4: TEACHER EDUCATION AND 

PROFESSIONAL DEVELOPMENT

Resource Group Convener: David Imig, American

Association of Colleges for Teacher Education

Members:

Marsha Berger, American Federation of Teachers

Gene Carter, Association for Supervision and 

Curriculum Development

Linda Darling-Hammond, Teachers College, 

Columbia University

Launa Ellison, Clara Barton School, Minneapolis, 

Minnesota

Earlene Gillan-Smith, Delaware State Education 

Association

Howard Jensen, Pioneer High School, Cupertino, 

California

James Kelly, National Board for Professional 

Teaching Standards

Judith Lanier, Michigan State University

Marion Payne, Mount View Middle School, 

Marriottsville, Maryland

Stan Paz, El Paso School District, Texas

Judith Renyi, National Foundation for the 

Improvement of Education

Ted Sanders, Ohio Department of Education

Claudette Scott, Hickman Mills Consolidated School

District #1, Kansas City, Missouri

Marilyn Scannel, Indiana Professional Standards Board

Mary Strandburg, Eagleton School, Denver, Colorado

Arthur Wise, National Council for the Accreditation of 

Teacher Education

Wayne Worner, Virginia Tech

Advisors for Resource Group on Teacher Education 

and Professional Development:

Sharon Bobbitt, U.S. Department of Education

Patricia Brown, National Governors’ Association

Terry Dozier, U.S. Department of Education

Jean Miller, Council of Chief State School Officers

Mary Rollefson, U.S. Department of Education

Joe Vaughan, U.S. Department of Education

GOAL 5: MATHEMATICS AND SCIENCE

Resource Group Convener: Alvin Trivelpiece, 

Oak Ridge National Laboratory

Members:

Iris Carl, National Council of Teachers of Mathematics

Steven Leinwand, Connecticut State Department of 

Education

Michael Nettles, University of Michigan

Alba Ortiz, University of Texas, Austin

Senta Raizen, National Center for Improving Science

Education

Ramsay Selden, Council of Chief State School Officers

Goals 3/5 Standards Review Technical Planning 

Subgroup

Leader: Shirley Malcom, American Association for

the Advancement of Science

Members:

Iris Carl, National Council of Teachers of Mathematics

Thomas Crawford, U.S. Olympic Committee
264

John Porter, Urban Education Alliance, Inc.

Ramsay Selden, Council of Chief State School Officers

Nicholas Zill, Westat, Inc.

GOAL 3: STUDENT ACHIEVEMENT AND 

CITIZENSHIP

Resource Group Convener: Lauren Resnick, 

University of Pittsburgh

Members:

Gordon Ambach, Council of Chief State School 

Officers

Chester Finn, Jr., Hudson Institute

Asa Hilliard, Georgia State University

David Hornbeck, Philadelphia Public Schools

Richard Mills, Vermont Department of Education

Claire Pelton, San Jose Unified School District

Goals 3/5 NAEP Technical Advisory Subgroup

Leader: Ramsay Selden, Council of Chief State

School Officers

Members:

Eva Baker, University of California, Los Angeles

Dorothy Gilford, National Academy of Sciences

Robert Glaser, University of Pittsburgh

Steven Leinwand, Connecticut State Department of 

Education

Robert Linn, University of Colorado

Michael Nettles, University of Michigan

Senta Raizen, National Center for Improving Science 

Education

William Schmidt, Michigan State University

Elizabeth Stage, National Research Council

Uri Treisman, University of Texas, Austin

James Wilsford, Jim Wilsford Associates, Inc.

GOAL 4: TEACHER EDUCATION AND 

PROFESSIONAL DEVELOPMENT

Resource Group Convener: David Imig, American

Association of Colleges for Teacher Education

Members:

Marsha Berger, American Federation of Teachers

Gene Carter, Association for Supervision and 

Curriculum Development

Linda Darling-Hammond, Teachers College, 

Columbia University

Launa Ellison, Clara Barton School, Minneapolis, 

Minnesota

Earlene Gillan-Smith, Delaware State Education 

Association

Howard Jensen, Pioneer High School, Cupertino, 

California

James Kelly, National Board for Professional 

Teaching Standards

Judith Lanier, Michigan State University

Marion Payne, Mount View Middle School, 

Marriottsville, Maryland

Stan Paz, El Paso School District, Texas

Judith Renyi, National Foundation for the 

Improvement of Education

Ted Sanders, Ohio Department of Education

Claudette Scott, Hickman Mills Consolidated School

District #1, Kansas City, Missouri

Marilyn Scannel, Indiana Professional Standards Board

Mary Strandburg, Eagleton School, Denver, Colorado

Arthur Wise, National Council for the Accreditation of 

Teacher Education

Wayne Worner, Virginia Tech

Advisors for Resource Group on Teacher Education 

and Professional Development:

Sharon Bobbitt, U.S. Department of Education

Patricia Brown, National Governors’ Association

Terry Dozier, U.S. Department of Education

Jean Miller, Council of Chief State School Officers

Mary Rollefson, U.S. Department of Education

Joe Vaughan, U.S. Department of Education

GOAL 5: MATHEMATICS AND SCIENCE

Resource Group Convener: Alvin Trivelpiece, 

Oak Ridge National Laboratory

Members:

Iris Carl, National Council of Teachers of Mathematics

Steven Leinwand, Connecticut State Department of 

Education

Michael Nettles, University of Michigan

Alba Ortiz, University of Texas, Austin

Senta Raizen, National Center for Improving Science

Education

Ramsay Selden, Council of Chief State School Officers

Goals 3/5 Standards Review Technical Planning 

Subgroup

Leader: Shirley Malcom, American Association for

the Advancement of Science

Members:

Iris Carl, National Council of Teachers of Mathematics

Thomas Crawford, U.S. Olympic Committee
266

Jacquelynne Eccles, University of Michigan

Jane Grinde, Wisconsin Department of Public 

Instruction

Anne Henderson, National Coalition for Parent

Involvement in Education

Thomas Hoffer, National Opinion Research 

Corporation

Adrian Lewis, National Urban League

Douglas Powell, Purdue University

Jeana Preston, San Diego City Schools

Diane Scott-Jones, Temple University

Ralph Smith, The Annie E. Casey Foundation

Layla Suleiman, Family Resource Coalition

Sherry West, Prevention Partnership (National Head

Start Association)

Advisors for Resource Group on Parental 

Participation:

Kathryn Chandler, U.S. Department of Education

Adriana de Kanter, U.S. Department of Education

Oliver Moles, U.S. Department of Education

DATA AND REPORTING TASK FORCE

Leader: Rolf Blank, Council of Chief State 

School Officers

Members:

Paul Barton, Educational Testing Service

Matthew Cohen, Ohio Department of Education

Mark Musick, Southern Regional Education Board

Cecilia Ottinger, Council of Great City Schools

Thomas Soltys, Delaware State Department of Public

Instruction

Nicholas Zill, Westat, Inc.

Task Force Advisors:

Patricia Brown, National Governors’ Association

Karen Greene, U.S. Department of Labor

Jeanne Griffith, U.S. Department of Education

Mary Rollefson, U.S. Department of Education

TASK FORCE ON EDUCATION NETWORK

TECHNOLOGY

Leader: Robert Palaich, Education Commission of

the States

Members:

Laura Breeden, U.S. Department of Commerce

John Clement, National Science Foundation

Jan Hawkins, Bank Street College of Education

Robert Kansky, National Academy of Sciences

Pamela Keating, University of Washington

Glenn Kessler, Fairfax County Public Schools, Virginia

Mark Musick, Southern Regional Education Board

Bill Padia, California Department of Education

Nora Sabelli, National Science Foundation

Rafael Valdivieso, Academy for Educational 

Development, Inc.

Task Force Advisors:

Steven Gould, Congressional Research Service

Gerald Malitz, U.S. Department of Education

Linda Roberts, U.S. Department of Education
266

Jacquelynne Eccles, University of Michigan

Jane Grinde, Wisconsin Department of Public 

Instruction

Anne Henderson, National Coalition for Parent

Involvement in Education

Thomas Hoffer, National Opinion Research 

Corporation

Adrian Lewis, National Urban League

Douglas Powell, Purdue University

Jeana Preston, San Diego City Schools

Diane Scott-Jones, Temple University

Ralph Smith, The Annie E. Casey Foundation

Layla Suleiman, Family Resource Coalition

Sherry West, Prevention Partnership (National Head

Start Association)

Advisors for Resource Group on Parental 

Participation:

Kathryn Chandler, U.S. Department of Education

Adriana de Kanter, U.S. Department of Education

Oliver Moles, U.S. Department of Education

DATA AND REPORTING TASK FORCE

Leader: Rolf Blank, Council of Chief State 

School Officers

Members:

Paul Barton, Educational Testing Service

Matthew Cohen, Ohio Department of Education

Mark Musick, Southern Regional Education Board

Cecilia Ottinger, Council of Great City Schools

Thomas Soltys, Delaware State Department of Public

Instruction

Nicholas Zill, Westat, Inc.

Task Force Advisors:

Patricia Brown, National Governors’ Association

Karen Greene, U.S. Department of Labor

Jeanne Griffith, U.S. Department of Education

Mary Rollefson, U.S. Department of Education

TASK FORCE ON EDUCATION NETWORK

TECHNOLOGY

Leader: Robert Palaich, Education Commission of

the States

Members:

Laura Breeden, U.S. Department of Commerce

John Clement, National Science Foundation

Jan Hawkins, Bank Street College of Education

Robert Kansky, National Academy of Sciences

Pamela Keating, University of Washington

Glenn Kessler, Fairfax County Public Schools, Virginia

Mark Musick, Southern Regional Education Board

Bill Padia, California Department of Education

Nora Sabelli, National Science Foundation

Rafael Valdivieso, Academy for Educational 

Development, Inc.

Task Force Advisors:

Steven Gould, Congressional Research Service

Gerald Malitz, U.S. Department of Education

Linda Roberts, U.S. Department of Education
The National Education Goals Panel values your feedback on the documents which comprise the 1995

Goals Report — the Core Report, the National Data Volume, and the State Data Volume. Please take a few

moments to fill out and return this questionnaire so that we can continue to improve future reports. Mail

or FAX to:

National Education Goals Panel

1255 22nd Street, NW, Suite 502, Washington, DC 20037

PHONE (202) 632-0952

FAX (202) 632-0957

Name: ____________________________________________________________________________________________

Organization: ______________________________________________________________________________________

Address: __________________________________________________________________________________________

Phone: ________________________________________ Fax: ____________________________________________

Please Circle As Many As Apply:

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3. How do you rate the usefulness of the following parts of each of the documents? 

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1995 Core Report

• Introduction

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• National exhibits

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• State data tables

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• Information and examples on how family-school partnerships can accelerate progress 

toward the Goals

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• Contact list

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1995 National Data Volume

• Introduction

1 2 3 4 5 N/A

• National exhibits

1 2 3 4 5 N/A

1995 National Education Goals Report

QUESTIONNAIRE
1995 State Data Volume

• Introduction

1 2 3 4 5 N/A

• State data tables

1 2 3 4 5 N/A

4. How can the Panel make the information more useful to you or your organization?

5. The Introduction describes a variety of Goals Panel resources to assist education reform initiatives at

the state and community level. Please check if you would like to obtain or receive more information

on any of the following:

Inventory of academic standards-related activities ____

The Community Action Toolkit ____

GOAL LINE ____

CD-ROM with Goals Report ____

The Daily Report Card ____

Goals Panel Publication List ____

Other ___________________________________________________________

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