'03 '03

Grade 4 Grade 8

68

29%

45%

29%

39%

23%

4% 5%

77%

32%

23% 32%

How well did students perform in 2003?

The figures to the right show that 32 percent of

fourth-graders and 29 percent of eighthgraders performed at or above the Proficient

level in 2003. The percentages of students

performing at or above Basic in 2003 were 77

percent at grade 4 and 68 percent at grade 8.

NOTE: Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, Institute of Education Sciences,

National Center for Education Statistics, National Assessment of Educational

Progress (NAEP), 2003 Mathematics Assessment.

Background Information

Important Indicator of

Educational Progress

Since 1969 the National

Assessment of Educational Progress (NAEP) has

been an ongoing nationally representative

indicator of what American

students know and can do

in major academic

subjects.

Over the years, NAEP

has measured students’

achievement in many

subjects, including

reading, mathematics,

science, writing, U.S.

history, geography, civics,

and the arts. In 2003,

NAEP conducted a

national and state

assessment in mathematics at grades 4 and 8.

NAEP is a project of the

National Center for

Education Statistics

(NCES) within the Institute

of Education Sciences of

the U.S. Department of

Education, and is overseen by the National

Assessment Governing

Board (NAGB).

INSIDE THIS ISSUE:

1 Average Scale Scores

2 Students Reaching NAEP

Achievement Levels

3 Percentile Results

3 2003 Assessment Design

4 State Results

11 Subgroup Results

16 Sample Mathematics

Questions

20 Technical Notes

21 Additional Data Tables

36 NAEP on the Web

Fourth- and Eighth-Graders’ Averag

Mathematics Scores Increase

Average test scores have a

standard error—a range of up

to a few points above or below

the score—due to sampling

error and measurement error.

Statistical tests are used to

determine whether the differences between average scores

are significant; therefore, not

all apparent differences may be

found to be statistically significant. All the differences

discussed in this report were

tested for statistical significance

at the .05 level.

Beginning in 2002, the NAEP

national sample was obtained

by aggregating the samples

from each state, rather than by

e atos epot Cad

Mathematics Highlights 2003

Average scores were higher in 2003 than in all the previous assessment years at bot

4 and 8. (Differences are discussed in the report only if they were found to be stati

significant.)

U.S. Department of Education

Institute of Education Sciences NCES 20

*Significantly different from 2003.

NOTE: Average mathematics scores are reported on a 0–500 scale. In addition to allowing for accommodations, the

accommodations-permitted results (1996–2003) differ slightly from previous years’ results, and from previously

reported results for 1996 and 2000, due to changes in sample weighting procedures. Significance tests were

performed using unrounded numbers.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

National Assessment of Educational Progress (NAEP), 1990, 1992, 1996, 2000, and 2003 Mathematics Assessments.

Accommod

Accommod

'90 '92 '96 '00 '03

213*

220* 224* 228*

263* 268* 272* 275*

Grade 4

Grade 8

224*

270* 273*

226*

278

235

obtaining an independently

selected national sample. As a

consequence, the size of the

national sample increased, and

smaller differences between

years or between types of

students were found to be

statistically significant than

would have been detected in

previous assessments. In

keeping with past practice, all

statistically significant differences are indicated in the

current report.

The results presented in the

figures and tables throughout

this report distinguish between

two different reporting samples

that reflect a change in administration procedures be

in 1996. This change in

permitting students wi

disabilities or limited-E

proficient students to u

certain accommodatio

extended time, small g

testing). Comparisons 

results from 2003 and 

from assessment years 

both types of administ

procedures were used 

and 2000) are discusse

on the results when ac

dations were permitted

although significant di

in results when accomm

tions were not permitt

be noted in the figure

tables.
2

*Significantly different from 2003.

NOTE: Detail may not sum to totals because of rounding. In addition to allowing for accommodations, the accommodations-permitted results (1996–200

slightly from previous years' results, and from previously reported results for 1996 and 2000, due to changes in sample weighting procedures. Significanc

performed using unrounded numbers.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Pro

1990, 1992, 1996, 2000, and 2003 Mathematics Assessments.

At or above At or above

Grade 4 Below Basic Basic Proficient At Advanced

Accommodations not permitted 1990 50 * 50 * 13 * 1 *

1992 41 * 59 * 18 * 2 *

1996 36 * 64 * 21 * 2 *

2000 31 * 69 * 26 * 3 *

Accommodations permitted 1996 37 * 63 * 21 * 2 *

2000 35 * 65 * 24 * 3 *

2003 23 77 32 4

Grade 8

Accommodations not permitted 1990 48 * 52 * 15 * 2 *

1992 42 * 58 * 21 * 3 *

1996 38 * 62 * 24 * 4 *

2000 34 * 66 * 27 5

Accommodations permitted 1996 39 * 61 * 23 * 4 *

2000 37 * 63 * 26 * 5

2003 32 68 29 5

Level Performance

As shown in the table and figure below, the percentages of fourth- and eighth-grade

or above Basic, at or above Proficient, and at Advanced were all higher in 2003 than in

1990. There were also recent increases from 2000 to 2003 in the percentages of fou

graders at or above Basic and Proficient and at Advanced, and in the percentages of

eighth-graders at or above Basic and Proficient.

Percentages of students, by mathematics achievement level, grades 4 and 8: 1990–20

Achievement Levels

Basic: This level denotes partial mastery of prerequisite knowledge and skills that 

fundamental for proficient work at each grade.

Proficient: This level represents solid academic performance for each grade assess

Students reaching this level have demonstrated competency over challenging subjec

matter, including subject-matter knowledge, application of such knowledge to real-w

situations, and analytical skills appropriate to the subject matter.

Advanced: This level signifies superior performance.

*Significantly different from 2003.

NOTE: In addition to allowing for accommodations, the accommodations-permitted results (1996–2003) differ slightly from previous years’ results, a

previously reported results for 1996 and 2000, due to changes in sample weighting procedures. Significance tests were performed using unrounded n

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Education

(NAEP), 1990, 1992, 1996, 2000, and 2003 Mathematics Assessments.

Percentages of students at or above Basic and Proficient in mathematics, grades 4 an

1990–2003

0

10

20

30

40

50

60

70

80

90

Grade 4

Accommodations

not permitted

Accommodations

permitted

'90 '92 '96 '00

50

*

*

59 *

64

69

'96 '00 '03

63 65

77

Accommodations

not permitted

Accommodations

permitted

'90 '92 '96 '00

52

58

62

66

'96 '00 '03

61 63

68

Grade 8

* *

* * * * * * * *

13

18 21

26

21 24

32

15

21

24 27

23

26 29

* * * * * * * * * * *

% at or above Basic

% at or above Proficient

Accommodations not permitted

% at or 

% at or 

Accommoda

Standards for

Student

Performance

Achievement levels are

performance standards

set by NAGB to provide a

context for interpreting

student performance on

NAEP. These performance standards, based

on recommendations

from broadly representative panels of educators

and members of the

public, are used to

report what students

should know and be able

to do at the Basic, Proficient, and Advanced levels

of performance in each

subject area and at each

grade assessed.

Detailed descriptions of

the NAEP mathematics

achievement levels can

be found on the NAGB

web site (http://

www.nagb.org/pubs/

pubs.html).

The minimum scale

scores for achievement

levels are as follows:

Grade Grade

4 8

Basic 214 262

Proficient 249 299

Advanced 282 333

As provided by law, NCES,

upon review of a congressionally mandated

evaluation of NAEP, has

determined that achievement levels are to be

used on a trial basis and

should be interpreted

and used with caution.

However, both NCES

and NAGB believe that

these performance

standards are useful for

understanding trends in

student achievement.

NAEP achievement levels

have been widely used by

national and state officials.
3

*Significantly different from 2003.

NOTE: In addition to allowing for acco

the accommodations-permitted result

differ slightly from previous years’ resu

previously reported results for 1996 a

to changes in sample weighting proce

Significance tests were performed usi

numbers.

SOURCE: U.S. Department of Educati

Education Sciences, National Center f

Statistics, National Assessment of Ed

Progress (NAEP), 1990, 1992, 1996, 

2003 Mathematics Assessments.

321

227*

252*

277*

301

'90 '92 '96 '00 '03

Grade 8

500

310

290

270

250

230

210

0

239*

215*

243*

221*

248*

224*

245*

221*

269*

264*

273*

273*

294*

288*

298*

297*

315*

307* 316*

317*

223*

275*

300*

320*

249*

230

279

303

323

254

266*

186*

208*

230*

250*

'90 '92 '96 '00 '03

500

310

330 330

290

270

250

230

210

190

170

190

170

0

193*

171*

199*

177*

204*

182*

203*

182*

221*

214*

226*

225*

242*

235*

246*

245*

259*

253* 262*

262*

184*

227*

248*

265*

205*

197

236

255

270

216

Grade 4

10th

25th

50th

75th

90th

Percentiles

10th

25th

50th

75th

90th

Percentiles

Accommodations not perm

Accommodations permitted

Performing Students

Mathematics scale score percentiles, grades 4 and 8: 1990–2003

Assessment Framework

The NAEP mathematics

framework, which defines

the content for the 1990–

2003 assessments, was

developed through a

comprehensive national

consultative process and

adopted by NAGB.

The mathematics framework calls for the assessment to include questions based on five mathematics content areas: 1)

number sense, properties, and operations; 2)

measurement; 3) geometry and spatial sense; 4)

data analysis, statistics,

and probability; and 5)

algebra and functions.

In addition, the framework specifies that each

question measure one of

three mathematical

abilities. The three

Looking at changes in

scores for students at lower-,

middle-, and higher-performance levels gives a more

complete picture of student

progress. An examination of

scores at different percentiles on the 0–500 mathematics scale at each grade

indicates whether or not the

changes seen in the national

average score results are

reflected in the performance

of lower-, middle-, and

higher-performing students.

The percentile indicates the

percentage of students whose

scores fell below a particular

score. For example, 25

percent of assessed students’

scores fell below the 25th

percentile score and 75

percent fell below the 75th

percentile score.

At both grades 4 and 8,

scores at the 10th, 25th,

50th, 75th, and 90th percentiles were higher in 2003

NAEP 2003 Mathematics Assessment Design

than in any of the pr

assessment years.

At grade 4, gains det

between 2000 and 2

ranged from approx

5 scale score points f

students performing 

90th percentile to 13 

for students at the 10

percentile.

At grade 8, increases 

2000 ranged from ap

mately 3 scale score 

at the 90th percentil

points at the 10th pe

mathematical abilities

specified by the framework

are 1) conceptual understanding, 2) procedural

knowledge, and 3) problem

solving.

The sample questions on

pages 16–19 illustrate how

the assessment was developed to measure the

content areas and mathematical abilities. Each

student answered approximately 45 questions in 50

minutes.

The complete framework is

available on the NAGB web

site (http://www.nagb.org/

pubs/pubs.html).

Student Samples

Results from the 2003

mathematics assessment are

reported for the nation and

states at grades 4 and 8.

The national results are

based on a representative

sample of students in both

public schools and

nonpublic schools, while the

state results are based only

on public-school students.

Accommodations

It is NAEP’s intent to assess

all selected students from

the target population.

Before 1996, no testing

accommodations were

provided to students with

disabilities and limitedEnglish-proficient students

who participated in the

NAEP mathematics assessments. In 1996 (national

only) and 2000 (national

and state), NAEP was administered to two reporting

samples—“accommodations

not permitted” and “accommodations permitted.”

Beginning in 2003, the

NAEP mathematics assessment has adopted the new

“accommodations-p

ted” procedure as its 

administration proc

and thus again had o

one reporting sampl

in mathematics asses

ment years prior to 

Because the represe

tiveness of samples i

ultimately a validity i

NCES has commissio

studies of the impac

assessment accommo

tions on overall scor

One paper that expl

the impact of two po

scenarios on NAEP i

available on the NAE

web site (http://

www.nces.ed.gov/

nationsreportcard/p

main2002/statmeth
4

In addition to national

results, the 2003 mathematics assessment collected

performance data for

fourth- and eighth-graders

who attended public schools

in 50 states and 3 other

jurisdictions that participated.

Grades 4 and 8

all 42 of the states a

jurisdictions that pa

pated in the 1992 an

assessments showed 

creases in average sc

State Average Score

Results

Tables 1 and 2 present

average mathematics score

results for fourth- and

eighth-graders respectively.

Among the 43 states and

jurisdictions that participated in both the 2000 and

2003 fourth-grade assessments, all showed increases

in average scores. Similarly,

Table 1. Average mathematics scale scores, grade 4 public schools: By state, 1992–2003

—Not available.

*Significantly different from 200

one jurisdiction or the nation is b

examined.

**Significantly different from 2003 

multiple-comparison procedure base

jurisdictions that participated in both 

1National results for assessments p

are based on the national sample, n

aggregated state samples.

2Department of Defense Domestic 

Elementary and Secondary Schools

3Department of Defense Dependen

(Overseas).

NOTE: State-level data were not c

1990. Comparative performance 

be affected by changes in exclusio

students with disabilities and limi

proficient students in the NAEP sa

addition to allowing for accommo

accommodations-permitted resu

national public schools (2000 an

differ slightly from previous years

from previously reported results f

to changes in sample weighting p

Significance tests were performe

unrounded numbers.

SOURCE: U.S. Department of Edu

Institute of Education Sciences, N

Center for Education Statistics, N

Assessment of Educational Progr

1992, 1996, 2000, and 2003 M

Assessments.

Accommodations Accommodations

 not permitted permitted

1992 1996 2000 2000 2003

Nation (public) 1 219 * 222 * 226 * 224 * 234

Alabama 208 *,

** 212 *,** 218 *,** 217 *,** 223

Alaska — 224 *,** — — 233

Arizona 215 *,

** 218 *,** 219 *,** 219 *,** 229

Arkansas 210 *,

** 216 *,** 217 *,** 216 *,** 229

California 208 *,** 209 *,** 214 *,** 213 *,** 227

Colorado 221 *,** 226 *,** — — 235

Connecticut 227 *,

** 232 *,** 234 *,** 234 *,** 241

Delaware 218 *,** 215 *,** — — 236

Florida 214 *,

** 216 *,** — — 234

Georgia 216 *,

** 215 *,** 220 *,** 219 *,** 230

Hawaii 214 *,

** 215 *,** 216 *,** 216 *,** 227

Idaho 222 *,

** — 227 *,** 224 *,** 235

Illinois — — 225 *,

** 223 *,** 233

Indiana 221 *,** 229 *,** 234 *,** 233 *,** 238

Iowa 230 *,

** 229 *,** 233 *,** 231 *,** 238

Kansas — — 232 *,

** 232 *,** 242

Kentucky 215 *,** 220 *,** 221 *,** 219 *,** 229

Louisiana 204 *,

** 209 *,** 218 *,** 218 *,** 226

Maine 232 *,

** 232 *,** 231 *,** 230 *,** 238

Maryland 217 *,** 221 *,** 222 *,** 222 *,** 233

Massachusetts 227 *,** 229 *,** 235 *,** 233 *,** 242

Michigan 220 *,

** 226 *,** 231 *,** 229 *,** 236

Minnesota 228 *,** 232 *,** 235 *,** 234 *,** 242

Mississippi 202 *,

** 208 *,** 211 *,** 211 *,** 223

Missouri 222 *,** 225 *,** 229 *,** 228 *,** 235

Montana — 228 *,

** 230 *,** 228 *,** 236

Nebraska 225 *,

** 228 *,** 226 *,** 225 *,** 236

Nevada — 218 *,** 220 *,** 220 *,** 228

New Hampshire 230 *,** —— — 243

New Jersey 227 *,

** 227 *,** — — 239

New Mexico 213 *,

** 214 *,** 214 *,** 213 *,** 223

New York 218 *,** 223 *,** 227 *,** 225 *,** 236

North Carolina 213 *,

** 224 *,** 232 *,** 230 *,** 242

North Dakota 229 *,** 231 *,** 231 *,** 230 *,** 238

Ohio 219 *,** — 231 *,** 230 *,** 238

Oklahoma 220 *,

** — 225 *,** 224 *,** 229

Oregon — 223 *,** 227 *,** 224 *,** 236

Pennsylvania 224 *,** 226 *,** — — 236

Rhode Island 215 *,

** 220 *,** 225 *,** 224 *,** 230

South Carolina 212 *,** 213 *,** 220 *,** 220 *,** 236

South Dakota ——— — 237

Tennessee 211 *,** 219 *,** 220 *,** 220 *,** 228

Texas 218 *,** 229 *,** 233 *,** 231 *,** 237

Utah 224 *,** 227 *,** 227 *,** 227 *,** 235

Vermont — 225 *,

** 232 *,** 232 *,** 242

Virginia 221 *,

** 223 *,** 230 *,** 230 *,** 239

Washington — 225 *,** — — 238

West Virginia 215 *,

** 223 *,** 225 *,** 223 *,** 231

Wisconsin 229 *,** 231 *,** — — 237

Wyoming 225 *,** 223 *,** 229 *,** 229 *,** 241

Other jurisdictions

District of Columbia 193 *,

** 187 *,** 193 *,** 192 *,** 205

DDESS 2 — 224 *,** 228 *,** 228 *,** 237

DoDDS 3 — 223 *,

** 228 *,** 226 *,** 237
5

Accommodations Accommodations

 not permitted permitted

1990 1992 1996 2000 2000 2003

Nation (public) 1 262 * 267 * 271 * 274 272 * 276

Alabama 253 *,

** 252 *,** 257 * 262 264 262

Alaska — — 278 — — 279

Arizona 260 *,

** 265 *,** 268 271 269 271

Arkansas 256 *,** 256 *,** 262 * 261 * 257 *,** 266

California 256 *,** 261 *,** 263 262 * 260 *,** 267

Colorado 267 *,

** 272 *,** 276 *,** — — 283

Connecticut 270 *,** 274 *,** 280 *,** 282 281 284

Delaware 261 *,** 263 *,** 267 *,** — — 277

Florida 255 *,

** 260 *,** 264 *,** — — 271

Georgia 259 *,** 259 *,** 262 *,** 266 265 *,** 270

Hawaii 251 *,

** 257 *,** 262 *,** 263 262 * 266

Idaho 271 *,

** 275 *,** — 278 277 * 280

Illinois 261 *,** — — 277 275 277

Indiana 267 *,** 270 *,** 276 *,** 283 281 281

Iowa 278 *,

** 283 284 — — 284

Kansas ——— 284 283 284

Kentucky 257 *,

** 262 *,** 267 *,** 272 270 *,** 274

Louisiana 246 *,

** 250 *,** 252 *,** 259 *,** 259 *,** 266

Maine — 279 *,** 284 284 281 282

Maryland 261 *,** 265 *,** 270 *,** 276 272 *,** 278

Massachusetts — 273 *,

** 278 *,** 283 * 279 *,** 287

Michigan 264 *,** 267 *,** 277 278 277 276

Minnesota 275 *,** 282 *,** 284 *,** 288 287 * 291

Mississippi — 246 *,

** 250 *,** 254 *,** 254 *,** 261

Missouri — 271 *,

** 273 *,** 274 *,** 271 *,** 279

Montana 280 *,

** — 283 287 285 286

Nebraska 276 *,

** 278 *,** 283 281 280 282

Nevada ——— 268 265 *,

** 268

New Hampshire 273 *,

** 278 *,** ——— 286

New Jersey 270 *,

** 272 *,** ——— 281

New Mexico 256 *,

** 260 *,** 262 260 259 *,** 263

New York 261 *,

** 266 *,** 270 *,** 276 271 *,** 280

North Carolina 250 *,

** 258 *,** 268 *,** 280 276 *,** 281

North Dakota 281 *,

** 283 *,** 284 *,** 283 *,** 282 *,** 287

Ohio 264 *,

** 268 *,** — 283 281 282

Oklahoma 263 *,

** 268 *,** — 272 270 272

Oregon 271 *,

** — 276 *,** 281 280 281

Pennsylvania 266 *,

** 271 *,** ——— 279

Rhode Island 260 *,

** 266 *,** 269 *,** 273 269 * 272

South Carolina — 261 *,

** 261 *,** 266 *,** 265 *,** 277

South Dakota ——— —— 285

Tennessee — 259 *,

** 263 *,** 263 262 *,** 268

Texas 258 *,

** 265 *,** 270 *,** 275 273 277

Utah — 274 *,

** 277 *,** 275 *,** 274 *,** 281

Vermont — — 279 *,

** 283 281 *,** 286

Virginia 264 *,

** 268 *,** 270 *,** 277 * 275 *,** 282

Washington — — 276 *,

** — — 281

West Virginia 256 *,

** 259 *,** 265 *,** 271 266 *,** 271

Wisconsin 274 *,

** 278 *,** 283 — — 284

Wyoming 272 *,

** 275 *,** 275 *,** 277 *,** 276 *,** 284

Other jurisdictions

District of Columbia 231 *,

** 235 *,** 233 *,** 234 *,** 235 *,** 243

DDESS 2 — — 269 *,

** 277 274 *,** 282

DoDDS 3 — — 275 *,** 278 *,** 278 *,** 286

At grade 8, of the 42 states

and jurisdictions that

participated in both the

2000 and 2003 assessments,

28 had higher average

scores in 2003 and none

Table 2. Average mathematics scale scores, grade 8 public schools: By state, 1990–2003

—Not available.

*Significantly different from 200

one jurisdiction or the nation is 

examined.

**Significantly different from 2003 

multiple-comparison procedure bas

jurisdictions that participated in bot

1National results for assessments p

are based on the national sample, 

aggregated state samples.

2Department of Defense Domestic 

Elementary and Secondary Schools

3Department of Defense Dependen

(Overseas).

NOTE: Comparative performance 

affected by changes in exclusion 

students with disabilities and lim

proficient students in the NAEP sa

addition to allowing for accomm

accommodations-permitted resu

national public schools (2000 a

differ slightly from previous years

from previously reported results 

to changes in sample weighting 

Significance tests were performe

unrounded numbers.

SOURCE: U.S. Department of Ed

Institute of Education Sciences, 

Center for Education Statistics, N

Assessment of Educational Progr

1990, 1992, 1996, 2000, and 2

Mathematics Assessments.

showed a decline. All 38

states and jurisdictions

that participated in both

1990 and 2003 had

higher average scores

in 2003.
6

Figures 1 and 2 show how

the performance of students

in participating states and

jurisdictions compares to the

performance of students in

the national public-school

sample.

ppg

average scores that were

higher than the national

average, 11 had scores that

were not found to differ

significantly from the

national average, and 16

Of the 53 states and other

jurisdictions that participated at grade 8, 30 had

average scores higher than

the national average, 7 had

average scores that were not

g

that were lower than 

national average.

Figure 1. Comparison of state and national public school average mathematics scores, grade 4: 2003

Figure 2. Comparison of state and national public school average mathematics scores, grade 8: 2003

AK

CO

FL

ID

IL

MD

MI

MO

PA

SC

UT

AL

AZ

AR

CA

DC

HI GA

KY

LA

MS

NV

NM OK

RI

TN

WV

DE

CT

IN

IA

KS

ME

MA

MN

MT

NE

NH

NJ

NY

NC

ND

OH

OR

SD

TX

VT

VA

WA

WI

WY

DDESS1

DoDDS2

IL

KY

MD

MI

SC

TX

AL

AZ

AR

CA

DC

FL

HI GA

LA

MS

NV

NM OK

RI

TN

WV

AK

CO

CT

ID

IN

IA

KS

ME

MA

MN

MO

MT

NE

NH

NJ

NY

NC

ND

OH

OR

PA

SD

UT

VT

VA

WA

WI

WY

DDESS1

DoDDS2

DE

1

Department of Defense Domestic Dependent Elementary and Secondary Schools.

2

Department of Defense Dependents Schools (Overseas).

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Ma

Assessment.

State/jurisdiction had higher average scale score than nation.

State/jurisdiction was not found to be significantly different from nation in average scale score.

State/jurisdiction had lower average scale score than nation.
7

Figure 3. Percentage of students within each mathematics achievement level, grade 4 public schools: By state, 2003

1Department of Defense Domestic Dependent Elementary and Secondary Schools.

2Department of Defense Dependents Schools (Overseas).

NOTE: Detail may not sum to totals because of rounding. The shaded bars are graphed using unrounded numbers.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Mathematics Assessment.

Below Basic Basic Proficient Advanced

100 90 80 70 60 50 40 30 20 10 0 10 20 30 40 50 60

35 46 18 1

25 45 27 4

30 45 23 2

29 45 24 2

33 42 22 3

23 43 30 4

18 41 36 5

19 50 28 3

64 29 6 1

24 45 27 4

28 45 23 3

32 45 22 2

20 49 28 2

27 41 27 5

18 47 31 4

17 48 32 3

15 44 36 6

28 50 20 2

33 46 20 2

17 49 31 3

27 41 26 5

16 43 35 6

23 43 30 5

16 42 35 7

38 45 16 1

21 49 27 3

19 50 29 2

20 46 30 3

31 46 22 1

13 45 37 6

20 42 34 5

37 46 16 1

21 46 29 4

15 44 35 6

17 49 32 2

19 45 32 4

26 51 21 1

21 46 29 4

22 42 32 4

28 43 25 3

21 47 28 4

18 48 31 3

30 46 21 2

18 49 29 4

21 48 29 2

15 43 36 5

17 47 31 5

19 45 31 5

25 51 22 2

21 44 31 4

13 48 35 4

16 54 28 2

16 53 29 2

24 45 28 4

Alabama Alabama

Alaska Alaska

Arizona Arizona

Arkansas Arkansas

California California

Colorado Colorado

Connecticut Connectic

Delaware Delaware

District of Columbia District of C

Florida Florida

Georgia Georgia

Hawaii Hawaii

Idaho Idaho

Illinois Illinois

Indiana Indiana

Iowa Iowa

Kansas Kansas

Kentucky Kentucky

Louisiana Louisiana

Maine Maine

Maryland Maryland

Massachusetts Massachu

Michigan Michigan

Minnesota Minnesota

Mississippi Mississipp

Missouri Missouri

Montana Montana

Nebraska Nebraska

Nevada Nevada

New Hampshire New Hamp

New Jersey New Jerse

New Mexico New Mexic

New York New York

North Carolina North Caro

North Dakota North Dak

Ohio Ohio

Oklahoma Oklahoma

Oregon Oregon

Pennsylvania Pennsylva

Rhode Island Rhode Isla

South Carolina South Car

South Dakota South Dak

Tennessee Tennessee

Texas Texas

Utah Utah

Vermont Vermont

Virginia Virginia

Washington Washingto

West Virginia West Virgi

Wisconsin Wisconsin

Wyoming Wyoming

DDESS 1 DDESS 1

DoDDS 2 DoDDS 2

NATION (public) NATION (

Percentage at or above Proficient was higher than nation (public)

Percentage at or above Proficient was not significantly different from nation (public)

Percentage at or above Proficient was lower than nation (public)

Percentage below Basic and at Basic Percentage at Proficient and Advanced

The figures on this and the

next page show the percentages of fourth- and eighthgraders at each achievement

level for the states and

jurisdictions that participated in the 2003 mathematics assessment. In both

figures, the shaded bars

Proficient, and Advanced—as

well as the proportion

below Basic. The central

vertical line divides the

proportion of students

who fell below the Proficient

level (i.e., at Basic or below

Basic) from those who

f

Advanced). Scanning down

the horizontal bars to the

right of the vertical line allows

easy comparison of states’ and

jurisdictions’ percentages of

students at or above Proficient—the achievement level

identified by the National

other jurisdictions a

alphabetically within 

groups; percentage 

above Proficient was h

than, not found to b

significantly differen

or lower than the na
8

Figure 4. Percentage of students within each mathematics achievement level, grade 8 public schools: By state, 2003

jurisdictions had higher

percentages of students at or

above Proficient than the

nation, 19 had percentages

the nation, and 16 had

percentages that were lower

than the nation.

jurisdictions had higher

percentages of students at or

above Proficient than the

nation, 12 had percentages

1Department of Defense Dependents Schools (Overseas).

2Department of Defense Domestic Dependent Elementary and Secondary Schools.

NOTE: Detail may not sum to totals because of rounding. The shaded bars are graphed using unrounded numbers.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Mathematics Assessment.

Basic Proficient Advanced

100 90 80 70 60 50 40 30 20 10 0 10 20 30 40 50 60

47 37 14 2

30 40 24 6

39 41 18 3

42 39 16 2

44 34 17 4

26 39 27 8

27 38 27 8

71 23 5 1

38 38 19 4

41 38 17 4

44 39 14 2

26 43 25 5

24 43 28 5

24 42 28 6

35 42 20 4

43 40 15 2

24 38 30 8

18 38 35 9

53 35 11 1

21 44 29 6

26 42 27 5

41 39 18 3

21 44 28 7

28 38 27 6

48 37 13 2

30 39 26 6

28 39 25 7

19 45 31 5

35 44 18 2

30 38 25 7

37 39 21 3

32 41 21 5

41 38 18 3

31 44 21 4

37 43 18 2

21 44 29 5

Alabama Alabama

Alaska Alaska

Arizona Arizona

Arkansas Arkansas

California California

Colorado Colorado

Connecticut Connect

District of Columbia District o

Florida Florida

Georgia Georgia

Hawaii Hawaii

Indiana Indiana

Iowa Iowa

Kansas Kansas

Kentucky Kentucky

Louisiana Louisian

Massachusetts Massach

Minnesota Minneso

Mississippi Mississip

Montana Montana

Nebraska Nebrask

Nevada Nevada

New Hampshire New Ham

New Jersey New Jers

New Mexico New Mex

New York New Yor

North Carolina North Ca

North Dakota North Da

Oklahoma Oklahom

Oregon Oregon

Pennsylvania 31 39 25 5

Rhode Island Rhode Is

South Carolina South Ca

Tennessee Tenness

Texas Texas

West Virginia West Vir

DoDDS 1 DoDDS 1

Percentage at or above Proficient was higher than nation (public)

32 43 21 4

27 44 24 4

34 37 23 6

25 45 24 5

33 37 23 7

32 40 23 5

29 43 24 4

26 43 25 5

22 43 30 5

28 41 25 6

23 42 28 7

28 41 25 6

28 40 26 6

25 40 29 6

23 44 28 4

22 51 22 5

33 39 22 5

Delaware Delaware

Idaho Idaho

Illinois Illinois

Maine Maine

Maryland Maryland

Michigan Michigan

Missouri Missouri

Ohio Ohio

Pennsylv

South Dakota South Da

Utah Utah

Vermont Vermont

Virginia Virginia

Washington Washing

Wisconsin Wiscons

Wyoming Wyoming

DDESS 2 DDESS 2

NATION (public) NATION 

Percentage at or above Proficient was not significantly different from nation (public)

Percentage at or above Proficient was lower than nation (public)

Percentage below Basic and at Basic Percentage at Proficient and Advanced

Below Basic

the nation, and 17 h

percentages that we

than the nation.
9

Nation (public) 1 17 * 20 * 25 * 22 * 31

Alabama 10 *,** 11 *,** 14 *,** 13 *,** 19

Alaska — 21 *,

** — — 30

Arizona 13 *,** 15 *,** 17 *,** 16 *,** 25

Arkansas 10 *,

** 13 *,** 13 *,** 14 *,** 26

California 12 *,

** 11 *,** 15 *,** 13 *,** 25

Colorado 17 *,

** 22 *,** — — 34

Connecticut 24 *,

** 31 *,** 32 *,** 31 *,** 41

Delaware 17 *,

** 16 *,** — — 31

Florida 13 *,** 15 *,** — — 31

Georgia 15 *,

** 13 *,** 18 *,** 17 *,** 27

Hawaii 15 *,

** 16 *,** 14 *,** 14 *,** 23

Idaho 16 *,** — 21 *,** 20 *,** 31

Illinois — — 21 *,

** 20 *,** 32

Indiana 16 *,

** 24 *,** 31 * 30 *,** 35

Iowa 26 *,** 22 *,** 28 *,** 26 *,** 36

Kansas — — 30 *,** 29 *,** 41

Kentucky 13 *,

** 16 *,** 17 *,** 17 *,** 22

Louisiana 8 *,** 8 *,** 14 *,** 14 *,** 21

Maine 27 *,

** 27 *,** 25 *,** 23 *,** 34

Maryland 18 *,

** 22 *,** 22 *,** 21 *,** 31

Massachusetts 23 *,

** 24 *,** 33 *,** 31 *,** 41

Michigan 18 *,

** 23 *,** 29 *,** 28 *,** 34

Minnesota 26 *,

** 29 *,** 34 *,** 33 *,** 42

Mississippi 6 *,** 8 *,** 9 *,** 9 *,** 17

Missouri 19 *,

** 20 *,** 23 *,** 23 *,** 30

Montana — 22 *,

** 25 *,** 24 *,** 31

Nebraska 22 *,** 24 *,** 24 *,** 24 *,** 34

Nevada — 14 *,

** 16 *,** 16 *,** 23

New Hampshire 25 *,** —— — 43

New Jersey 25 *,** 25 *,** — — 39

New Mexico 11 *,

** 13 *,** 12 *,** 12 *,** 17

New York 17 *,** 20 *,** 22 *,** 21 *,** 33

North Carolina 13 *,** 21 *,** 28 *,** 25 *,** 41

North Dakota 22 *,

** 24 *,** 25 *,** 25 *,** 34

Ohio 16 *,** — 26 *,** 25 *,** 36

Oklahoma 14 *,

** — 16 *,** 16 *,** 23

Oregon — 21 *,

** 23 *,** 23 *,** 33

Pennsylvania 22 *,** 20 *,** — — 36

Rhode Island 13 *,** 17 *,** 23 *,** 22 *,** 28

South Carolina 13 *,

** 12 *,** 18 *,** 18 *,** 32

South Dakota ——— — 34

Tennessee 10 *,

** 17 *,** 18 *,** 18 *,** 24

Texas 15 *,

** 25 *,** 27 *,** 25 *,** 33

Utah 19 *,** 23 *,** 24 *,** 23 *,** 31

Vermont — 23 *,** 29 *,** 29 *,** 42

Virginia 19 *,

** 19 *,** 25 *,** 24 *,** 36

Washington — 21 *,** — — 36

West Virginia 12 *,** 19 *,** 18 *,** 17 *,** 24

Wisconsin 24 *,

** 27 *,** — — 35

Wyoming 19 *,** 19 *,** 25 *,** 25 *,** 39

Other jurisdictions

District of Columbia 5 *,

** 5 *,** 6 5 *,** 7

DDESS 2 — 20 *,** 24 *,** 23 *,** 30

DoDDS 3 — 19 *,** 22 *,** 21 *,** 31

Table 3. Percentage of students at or above Proficient in mathematics, grade 4 public schools: By state, 1992–2003

pg

at or above the Proficient

level across years is presented in table 3 for grade 4

and in table 4 for grade 8.

pg

graders at or above Proficient

was higher in 2003 than in

2000 for all 43 states and

jurisdictions that participated in both years. The

—Not available.

*Significantly different from 200

one jurisdiction or the nation is b

examined.

**Significantly different from 2003 

multiple-comparison procedure base

jurisdictions that participated in both 

1National results for assessments p

are based on the national sample, n

aggregated state samples.

2Department of Defense Domestic D

Elementary and Secondary Schools

3Department of Defense Dependent

(Overseas).

NOTE: State-level data were not c

1990. Comparative performance 

affected by changes in exclusion r

students with disabilities and limi

proficient students in the NAEP sa

addition to allowing for accommo

accommodations-permitted resu

national public schools (2000 an

differ slightly from previous years

from previously reported results f

to changes in sample weighting p

Significance tests were performe

unrounded numbers.

SOURCE: U.S. Department of Edu

Institute of Education Sciences, N

Center for Education Statistics, N

Assessment of Educational Progr

1992, 1996, 2000, and 2003 M

Assessments.

Accommodations Accommodations

 not permitted permitted

1992 1996 2000 2000 2003

pg

from 1992 to 2003 for all

42 states and jurisdictions

that participated in both

those assessment years.
10

Nation (public) 1 15 * 20 * 23 * 26 25 * 27

Alabama 9 *,

** 10 *,** 12 16 16 16

Alaska — — 30 — — 30

Arizona 13 *,

** 15 *,** 18 21 20 21

Arkansas 9 *,** 10 *,** 13 *,** 14 *,** 13 *,** 19

California 12 *,

** 16 *,** 17 *,** 18 * 17 * 22

Colorado 17 *,** 22 *,** 25 *,** — — 34

Connecticut 22 *,** 26 *,** 31 * 34 33 35

Delaware 14 *,

** 15 *,** 19 *,** — — 26

Florida 12 *,

** 15 *,** 17 *,** — — 23

Georgia 14 *,** 13 *,** 16 *,** 19 19 22

Hawaii 12 *,

** 14 *,** 16 16 16 17

Idaho 18 *,

** 22 *,** — 27 26 28

Illinois 15 *,** — — 27 26 29

Indiana 17 *,

** 20 *,** 24 *,** 31 29 31

Iowa 25 *,

** 31 31 — — 33

Kansas — —— 34 34 34

Kentucky 10 *,

** 14 *,** 16 *,** 21 20 24

Louisiana 5 *,

** 7 *,** 7 *,** 12 *,** 11 *,** 17

Maine — 25 * 31 32 30 29

Maryland 17 *,** 20 *,** 24 * 29 27 30

Massachusetts — 23 *,** 28 *,** 32 *,** 30 *,** 38

Michigan 16 *,** 19 *,** 28 28 28 28

Minnesota 23 *,

** 31 *,** 34 *,** 40 39 * 44

Mississippi — 6 *,

** 7 *,** 8 *,** 9 *,** 12

Missouri — 20 *,** 22 *,** 22 *,** 21 *,** 28

Montana 27 *,

** — 32 37 36 35

Nebraska 24 *,

** 26 *,** 31 31 30 32

Nevada — —— 20 18 20

New Hampshire 20 *,** 25 *,** ——— 35

New Jersey 21 *,

** 24 *,** ——— 33

New Mexico 10 *,

** 11 *,** 14 13 12 * 15

New York 15 *,** 20 *,** 22 *,** 26 *,** 24 *,** 32

North Carolina 9 *,

** 12 *,** 20 *,** 30 27 *,** 32

North Dakota 27 *,

** 29 *,** 33 31 *,** 30 *,** 36

Ohio 15 *,** 18 *,** — 31 30 30

Oklahoma 13 *,** 17 *,** — 19 18 20

Oregon 21 *,

** — 26 *,** 32 31 32

Pennsylvania 17 *,** 21 *,** ——— 30

Rhode Island 15 *,

** 16 *,** 20 * 24 22 24

South Carolina — 15 *,

** 14 *,** 18 *,** 17 *,** 26

South Dakota — —— — — 35

Tennessee — 12 *,

** 15 *,** 17 16 * 21

Texas 13 *,

** 18 *,** 21 24 24 25

Utah — 22 *,** 24 *,** 26 *,** 25 *,** 31

Vermont — — 27 *,

** 32 31 * 35

Virginia 17 *,

** 19 *,** 21 *,** 26 *,** 25 *,** 31

Washington — — 26 *,** — — 32

West Virginia 9 *,

** 10 *,** 14 *,** 18 17 20

Wisconsin 23 *,

** 27 *,** 32 — — 35

Wyoming 19 *,** 21 *,** 22 *,** 25 *,** 23 *,** 32

Other jurisdictions

District of Columbia 3 *,

** 4 5 6 6 6

DDESS 2 — — 21 27 24 27

DoDDS 3 — — 23 *,

** 27 *,** 27 *,** 35

Table 4. Percentage of students at or above Proficient in mathematics, grade 8 public schools: By state, 1990–2003

—Not available.

*Significantly different from 2003 

only one jurisdiction or the nation 

examined.

**Significantly different from 2003 

a multiple-comparison procedure ba

jurisdictions that participated in both 

1National results for assessments p

2003 are based on the national sam

on aggregated state samples.

2Department of Defense Domestic 

Elementary and Secondary Schools

3Department of Defense Dependen

(Overseas).

NOTE: Comparative performance 

may be affected by changes in ex

rates for students with disabilities 

limited-English-proficient students 

NAEP samples. In addition to allo

accommodations, the accommod

permitted results for national pub

schools (2000 and 2003) differ 

from previous years’ results, and 

previously reported results for 20

to changes in sample weighting

procedures. Significance tests we

performed using unrounded num

SOURCE: U.S. Department of Edu

Institute of Education Sciences, N

Center for Education Statistics, N

Assessment of Educational Progr

(NAEP), 1990, 1992, 1996, 200

2003 Mathematics Assessments

Accommodations Accommodations

 not permitted permitted

1990 1992 1996 2000 2000 2003

pated in both the 2000 and

2003 eighth-grade assessments, 18 showed an

Proficient and none showed

a decline. The percentage

of eighth-graders at or

38 states and jurisdictions

that participated in both

years.
11

In addition to reporting

on overall students’

performance on its

assessments, NAEP also

reports on the performance of various subgroups of students. The

mathematics performance

of subgroups of students

in 2003 indicates whether

they have progressed since

earlier assessments and

allows for comparisons

with the performance of

other subgroups in 2003.

When reading these

subgroup results, it is

important to keep in mind

that there is no simple,

cause-and-effect relationship between membership

in a subgroup and achievement in NAEP. A complex

mix of educational and

socioeconomic factors may

interact to affect student

performance.

Students Performed on NAEP

Average Mathematics Scores by Gender

Average mathematics scale scores, by gender, grades 4 and 8: 1990–2003

*Significantly different from 2003.

NOTE: In addition to allowing for accom

tions, the accommodations-permitted 

(1996–2003) differ slightly from previo

years’ results, and from previously repo

results for 1996 and 2000, due to cha

sample weighting procedures. Significa

tests were performed using unrounded

numbers.

SOURCE: U.S. Department of Educatio

Institute of Education Sciences, Nation

Center for Education Statistics, Nationa

Assessment of Educational Progress (N

1990, 1992, 1996, 2000, and 2003

Mathematics Assessments.

The figures below present

average mathematics scores

for males and females

across assessment years.

At both grades 4 and 8, the

average scores for male and

female students were

# The estimate rounds to zero.

NOTE: Score gaps are calculated based on differences between unrounded average scale scores.

Significance tests were performed using unrounded numbers.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for

Education Statistics, National Assessment of Educational Progress (NAEP), 1990, 1992, 1996, 2000,

and 2003 Mathematics Assessments.

Male

'90 '92 '96 '00 '03

500

300

290

280

270

260

250

240

230

220

210

200

190

180

0

221*

214*

226* 229*

263*

268*

272*

224* 227*

271*

Grade 4

Grade 8

274* 278

236

277

Female

'90 '92 '96 '00 '03

500

300

290

280

270

260

250

240

230

220

210

200

190

180

0

219*

213* 222*

226*

262*

269* 272*

223*

224*

269*

Grade 4

Grade 8

272*

277

233

274*

Average Mathematics Score Gaps

Between Males and Females

In 2003, male students scored higher on average

than female students by 3 points at grade 4 and by

2 points at grade 8. The gap in 2003 was not found

to be significantly different from the gap in any of

the previous assessment years.

1990

2000

1996

1992 Accommodations

not permitted

1996

2000

1992

1990 Accommodations

not permitted

Score gaps

–10 20 0 10 30

Grade 4

Grade 8

Male average score

minus female average score

2

1

1

–1

–1

3

2003

2000

1996 Accommodations

permitted

1996 Accommodations

permitted

#

3

3

3

3

2000 2

2

2003 2

higher in 2003 than in any

of the previous assessment

years. In 2003, male students scored higher 

average than female 

dents at both grade

Accommodations not permi

Accommodations permitted
12

and female students at or

above the Basic and Proficient

mathematics achievement

levels are presented below.

of male and female students

at or above Basic and Proficient were higher in 2003

assessment years. At grade

8, the percentages of male

and female students at or

were also higher in 2

than in all previous a

ment years.

Percentages of students at or above Basic and Proficient in mathematics, by gender, grades 4 and 8: 1990–2003

*Significantly different from 2003.

NOTE: In addition to allowing for accommodations, the accommodations-permitted results (1

differ slightly from previous years’ results, and from previously reported results for 1996 and 

changes in sample weighting procedures. Significance tests were performed using unrounded 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for 

Statistics, National Assessment of Educational Progress (NAEP), 1990, 1992, 1996, 2000, a

Mathematics Assessments.

0

White

Male

10

20

30

40

50

60

70

80

90

Grade 4

Accommodations

not permitted

Accommodations

permitted

'90 '92 '96 '00

51

*

*

60 *

65

70

'96 '00 '03

63

67

78

Accommodations

not permitted

Accommodations

permitted

'90 '92 '96 '00

52

57

62

67

'96 '00 '03

62 64

69

Grade 8

* *

* * * * * * * *

13

19

24

28

22

26

35

17

,

21

25

29

25 27 30

* * * * * * * * * * *

0

White

Female

10

20

30

40

50

60

70

80

90

Grade 4

Accommodations

not permitted

Accommodations

permitted

'90 '92 '96 '00

49

*

*

57 *

63

68

'96 '00 '03

63 64

76

Accommodations

not permitted

Accommodations

permitted

'90 '92 '96 '00

52

58

63 65

'96 '00 '03

60 63

67

Grade 8

* *

* * * * * * * *

12

16

19

24

20 22

30

14

21 23 25

22 24 27

* * * * * * * * * * *

% at or above Basic

% at or above Proficient

Accommodations not permitted

% at or above Basic

% at or above Proficient

Accommodations permitted
13

NAEP mathematics assessment were identified as

belonging to one of the

racial/ethnic subgroups

shown in the figures below

or as “other” based on

information obtained from

school records. The results

presented here for 1990

through 2000 differ from

those presented in earlier

mathematics reports in

which results were reported

ries based on student selfidentification.

At grades 4 and 8, White,

Black, and Hispanic students all had higher average

scores in 2003 than in any of

the previous assessment

years. The average score of

Asian/Pacific Islander

students was higher in 2003

than in 1990 at both grades

4 and 8. There was no

in the average score for

Asian/Pacific Islander

students between 2000 and

2003 at grade 8. American

Indian/Alaska Native

students had higher average

scores in 2003 than in 2000

at grade 4, but the apparent

increase at grade 8 was not

found to be statistically

significant.

Average Mathematics Score Gaps Between Selected Racial/Ethnic Subgroups

Average score gaps across assessment years between White and Black students and between

White and Hispanic students are presented in the

figures shown to the right.

At grade 4, the score gap between White and

Black students decreased between 2000 and

2003, and was smaller in 2003 than in 1990. The

gap between White and Hispanic fourth-graders

also narrowed between 2000 and 2003, but the

gap in 2003 was not found to be significantly

different from that in 1990.

At grade 8, the score gap between White and

Black students was narrower in 2003 than in

2000, but the gap in 2003 was not found to differ

significantly from 1990. The score gap between

White and Hispanic eighth-graders in 2003 was

not found to differ significantly from the gap in

any of the previous assessment years.

White average sc

minus Hispanic avera

1990

2000

1996

1992

1996

2000

1992

1990

Score gaps

0 10 20 30 40

Grade 4

Grade 8

32*

35*

32

31

33

40*

39

39*

2003

2000

1996

1996

34*

31*

41*

27

2000 40*

2003 35

1990

2000

1996

1992

1996

2000

1992

1990

Score ga

0 10 20 

20

2003

2000

1996

1996

2

2000 

2003 

Accommodations

not permitted

Accommodations

not permitted

Accommodations

permitted

Accommodations

permitted

White average score

minus Black average score

*Significantly different from 2003.

1Special analyses raised concerns about the accuracy and precision of national grade 8 Asian/Pacific Islander results in 1996, and grade 4 Asian/Pacific Islander results in 2000. As a result, they are omitted from 

2Sample size was insufficient to permit a reliable estimate for American Indian/Alaska Native students in 1990 and 1992 at grades 4 and 8, and in 1996 at grade 8.

NOTE: At each grade, approximately 1 percent of students were classified as American Indian/Alaska Native or “other” (not shown). In addition to allowing for accommodations, the accommodations-permitted resu

differ slightly from previous years’ results, and from previously reported results for 1996 and 2000, due to changes in sample weighting procedures. Significance tests were performed using unrounded numbers.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1990, 1992, 1996, 2000, and 2003 Mathemati

Asian/Pacific Island

students scored high

average in 2003 than 

students. Both White 

Asian/Pacific Island

students had higher 

scores than Black, H

and American India

Alaska Native studen

Hispanic and Ameri

Indian/Alaska Nativ

students scored high

average than Black s

at both grades.

Average mathematics scale scores, by race/ethnicity, grades 4 and 8: 1990–2003

Accommodations not permitted Accommodations p

White

'90 '92 '96 '00 '03

500

300

290

280

270

260

250

240

230

220

210

200

190

180

0

227*

220* 231*

235*

270*

277* 281*

232*

234*

281*

288

243

Black

'90 '92 '96 '00 '03

193* 188*

199*

204*

237* 237*

242*

198*

203*

240*

252

216

Hispanic

'90 '92 '96 '00 '03

202* 200*

205*

209*

246* 249* 251*

207*

208*

251*

259

222

Asian/Pacific Islander1

'90 '92 '96 '00 '03

231*

225*

226*

275*

290

229*

291

246

American Indian/Alaska Nati

'90 '92 '96 '00 '

212*

217

208*

285*

246*

253*

255

284*

244*

253*

288

259

287

*Significantly different from 2003.

NOTE: Score gaps are calculated based on differences between unrounded average scale scores. Significance test

performed using unrounded numbers.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, 

Assessment of Educational Progress (NAEP), 1990, 1992, 1996, 2000, and 2003 Mathematics Assessments.
14

for the racial/ethnic subgroups are presented in the

figures below. At grade 4,

the percentages of White,

Black, and Hispanic students at or above the Basic

and Proficient levels were

higher in 2003 than in any

years. The percentages of

Asian/Pacific Islander

students at or above Basic

and Proficient were higher in

2003 than in 1990. The

percentage of American

Indian/Alaska Native

students at or above Basic

Percentages of students at or above Basic and Proficient in mathematics, by race/ethnicity, grades 4 and 8: 1990–200

2000, but the apparent

increase in the percentage

at or above Proficient was not

found to be statistically

significant.

At grade 8, the percentages

of White, Black, and His-

*Significantly different from 2003.

1Special analyses raised concerns about the accuracy and precision of national grade 8 Asian

results in 1996, and grade 4 Asian/Pacific Islander results in 2000. As a result, they are omitte

report.

2Sample size was insufficient to permit a reliable estimate for American Indian/Alaska Native s

and 1992 at grades 4 and 8, and in 1996 at grade 8.

NOTE: At each grade, approximately 1 percent of students were classified as American Indian/

“other” (not shown). In addition to allowing for accommodations, the accommodations-permitt

(1996–2003) differ slightly from previous years’ results, and from previously reported results fo

2000, due to changes in sample weighting procedures. Significance tests were performed usin

numbers.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for E

Statistics, National Assessment of Educational Progress (NAEP), 1990, 1992, 1996, 2000, an

Mathematics Assessments.

0

White

10

20

30

40

50

60

70

80

90

Grade 4

Accommodations

not permitted

Accommodations

permitted

'90 '92 '96 '00

59

*

*

69 *

74

79

'96 '00 '03

76 78

87

Accommodations

not permitted

Accommodations

permitted

'90 '92 '96 '00

60

68

73

77

'96 '00 '03

73 76

80

Grade 8

* *

*

* * * * * * *

16

22

27

33

27

31

43

18

,

26

30

34

30

34 37

* * * * *

*

* * * * * *

0

White

Black

10

20

30

40

50

60

70

80

90

Grade 4

Accommodations

not permitted

Accommodations

permitted

'90 '92 '96 '00

17* *22

30

37

'96 '00 '03

27

36

54

Accommodations

not permitted

Accommodations

permitted

'90 '92 '96 '00

22 20

27

31

'96 '00 '03

25

31

39

Grade 8

* *

* *

* * * * * *

1 2 4 5 3 5

10

5 2 5 5 4 5 7 * * * * * * * * * * * *

0

White

Hispanic

10

20

30

40

50

60

70

80

90

Grade 4

Accommodations

not permitted

Accommodations

permitted

'90 '92 '96 '00

33

* *

34 *

39

46

'96 '00 '03

40 42

62

Accommodations

not permitted

Accommodations

permitted

'90 '92 '96 '00

34 35

39 41

'96 '00 '03

39 41

48

Grade 8

*

*

* * * * * * * *

5 6 7 9 7 7

16

7 7 9 9 8 8 12 * * * * * * * * * * 0

White

Asian/Pacific Islander

10

20

30

40

50

60

70

80

90

Grade 4

Accommodations

not permitted

Accommodations

permitted

'90 '92 '96 '00

62 *

73

*

65

'96 '00 '03

67

87

Accommodations

not permitted

Accommodations

permitted

'90 '92 '96 '00

64

76 74

'96 '00 '03

75 78

Grade 8

* * * *

22

28

21

27

48

29

43 41 41

1

43

* * * *

*

0

American Indian/Alaska Native2

10

20

30

40

50

60

70

80

90

Grade 4

Accommodations

not permitted

Accommodations

permitted

'90 '92 '96 '00

45

'96 '00 '03

57

40

64

Accommodations

not permitted

Accommodations

permitted

'90 '92 '96 '00

42

'96 '00 '03

47

52

Grade 8

11 10 8

17

9 10

15

*

Basic and Proficient w

higher in 2003 than 

of the previous asses

years. The percenta

Asian/Pacific Island

students at or above 

and Proficient were h

2003 than in 1990.

% at or above Basic

% at or above Proficient

Accommodations not permitted

% at or above Basic

% at or above Proficient

Accommodations permitted
15

Average Mathematics Score Gaps Between

Students Who Were Eligible and Those Who

Were Not Eligible for Free/Reduced-Price

Lunch

At grade 4, the average score gap between students

who were eligible and students who were not eligible

for free/reduced-price lunch decreased from 2000 to

2003, but the gap in 2003 was not found to be significantly different from the gap in 1996.

No significant change was detected in the gap in 2003

compared to the gap in any of the previous assessment

years at grade 8.

students’ eligibility for free/

reduced-price lunch as an

indicator of family economic status. Eligibility for

free and reduced-price

lunches is determined by

students’ family income in

relation to the federally

established poverty level.

Free lunch qualification is

set at 130 percent of the

poverty level, and reducedprice lunch qualification is

set at between 130 and 185

percent of the poverty level.

Information regarding

students’ eligibility in 2003

was not available for 10

percent of fourth-graders

and 11 percent of eighthgraders, either because their

schools did not participate

in the National School

Lunch Program or for other

reasons.

*Significantly different from 2003.

NOTE: In addition to allowing for accommodations, the accommodations-permitted results (

slightly from previously reported results for 1996 and 2000, due to changes in sample weigh

Significance tests were performed using unrounded numbers.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for 

Statistics, National Assessment of Educational Progress (NAEP), 1996, 2000, and 2003 Ma

Assessments.

*Significantly diffe

2003.

NOTE: Score gaps a

calculated based o

between unrounded 

scale scores. Signif

were performed us

unrounded number

SOURCE: U.S. Dep

Education, Institute 

Education Sciences

Center for Educatio

National Assessme

Educational Progres

1996, 2000, and 2

Mathematics Asses

Accommodations no

Accommodations pe

Grade 4

'96 '00 '03

500

300

290

280

270

260

250

240

230

220

210

200

190

180

0

500

300

290

280

270

260

250

240

230

220

210

200

190

180

0

Eligible

Not eligible

Grade 8

'96 '00 '03

207*

210*

252* 255*

231*

236*

280* 285*

207*

208*

2

222

232*

235*

277*

28

283*

244

253* 250*

2000

1996

1996

2000

Score gaps

0 10 20 30 40

Grade 4

Grade 8

25

26*

28

30

2003

2000

1996

1996

26

26*

27

23

2000 30

2003 28

Accommodations

not permitted

Accommodations

not permitted

Accommodations

permitted

Accommodations

permitted

Not eligible average score

minus eligible average score

average mathematics scores

in 2003 were higher than

the scores in 1996 and 2000

both for students who were

eligible and for students

who were not eligible for

free/reduced-price lunch.

The average mathematics

score for students who were

eligible for free/reducedprice lunch was lower than

the average score for students who were not eligible

at both grades.

Results broken down by

student’s eligibility for free

lunch and eligibility for

reduced-price lunch are

available on the NAEP

web site (http://

www.nces.ed.gov/

nationsreportcard/

naepdata).

At both grades 4 and 8, the

percentages of students at

or above Basic and Proficient

were higher in 2003 than in

1996 and 2000 for both

students who were eligible

and students who were not

eligible for free/reducedprice lunch.

Achievement-Level Results by Students’ Eligibility for Free/Reduced-Price Lunc

*Significantly different from 2003.

NOTE: In addition to allowing for accommodations, the accommodations-permitted results (1996-2003) differ slightly from previously reported results for

1996 and 2000, due to changes in sample weighting procedures. Significance tests were performed using unrounded numbers.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational

Progress (NAEP), 1996, 2000, and 2003 Mathematics Assessments.

0

Eligible

10

20

30

40

50

60

70

80

90

Grade 4

Accommodations

not permitted

Accommodations

permitted

'96 '00

*

42 46

'96 '00 '03

40 43

62

Accommodations

not permitted

Accommodations

permitted

'96 '00

39 43

'96 '00 '03

38 41

48

Grade 8

* * * * * * * *

9 9 8 8

15

8 10 8 9 * * * * * * * 12 0

White

Not Eligible

10

20

30

40

50

60

70

80

90

Grade 4

Accommodations

not permitted

Accommodations

permitted

'96 '00

*

74

79

'96 '00 '03

76 78

88

Accommodations

not permitted

Ac

'96 '00

71 76

'9

6

Grade 8

* *

* * * * 

*

26

33

27 32

45

30 35

2

* * * * * 

*

% at or above Basic

% at or above Proficient

Accommodations not permitted

% at or a

% at or a

Accommodati
16

The following pages present

sample questions from the

NAEP 2003 Mathematics

Assessment. Students

answered a combination of

multiple-choice and constructed-response questions.

Some constructed-response

questions required students

to provide answers to

computation problems or to

describe solutions in one or

two sentences. Extended

constructed-response

questions required students

to provide longer written

answers, in order to measure students’ ability to

reason, communicate, and

make connections between

concepts and skills, either

across the mathematics

content areas or from

mathematics to other

curricular areas.

The tables presented here

with each sample question

show the percentage of

students who answered a

multiple-choice question

correctly or whose responses

to a constructed-response

question were rated at or

above a particular score

level, first as the overall

percentage and then as the

percentage of students at

each achievement level who

answered successfully. For

the multiple-choice questions shown, the oval corresponding to the correct

response is filled in. For the

constructed-response questions, sample student re

Grade 4 Sample Questions and Responses

sponses are presente

addition, the mathem

content area and ma

ics ability assessed by 

question are identifi

Additional sample m

ematics questions fro

the 2003 and previou

assessments are avail

on the NAEP web sit

(http://nces.ed.gov

nationsreportcard/i

Mathematics Content Area: Mathematics Ability:

Number Sense, Properties, and Operations Procedural Knowledge

Percentage correct

Overall percentage Below Basic At Basic At Proficient At Advanced

correct 213 or below1 214–2481 249–2811 282 or above1

89 79 91 95 97

Fourth-Grade Multiple-Choice Question

1

NAEP mathematics composite scale range.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Asses

of Educational Progress (NAEP), 2003 Mathematics Assessment.

Students are expected to be

able to compute with

numbers at each grade level

assessed by NAEP. Some

questions, such as this one,

are administered in a

section that does not permit

calculator use. Although for

this question students are

instructed to add, for other

questions, presented in the

context of a story problem,

students must decide

whether to add, subtract,

multiply, or divide.

Overall percentage Below Basic At Basic At Proficient At Advanced

correct 213 or below1 214–2481 249–2811 282 or above1

47 19 40 75 92 Fourth-graders have been

taught properties of

common geometric figures,

including how to find the

perimeter. To solve this

problem, the student needs

to know that a square has 4

sides of equal length. In

order for the perimeter to

be 36 inches, each side

must be 364, or 9 inches

long.

Fourth-Grade Multiple-Choice Question Percentage correct

1

NAEP mathematics composite scale range.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Asses

of Educational Progress (NAEP), 2003 Mathematics Assessment.

Mathematics Content Area: Mathematics Ability:

Measurement Problem Solving

The perimeter of a square is 36 inches. What is the length of one

side of the square?

A 4 inches

B 6 inches

C 9 inches

D 18 inches

Add:

238

+ 462

A 600

B 690

C 700

D 790
17

30 2 19 58 89

1

NAEP mathematics composite scale range.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Asses

of Educational Progress (NAEP), 2003 Mathematics Assessment.

Mathematics Content Area: Mathematics Ability:

Number Sense, Properties, and Operations Problem Solving

Percentage “Extended”

Overall percentage Below Basic At Basic At Proficient At Advanced

“Extended” 213 or below1 214–2481 249–2811 282 or above1

19 1 9 40 77

Sample “Satisfactory” Response

Sample “Extended” Response

1

NAEP mathematics composite scale range.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Asses

of Educational Progress (NAEP), 2003 Mathematics Assessment.

begin to develop an understanding of fractions by

relating them to various

models. This NAEP extended

constructed-response

question was designed to

assess fourth-grade

students’ understanding of

equivalent fractions. The

question uses a shaded

region model in which three

rectangular regions of equal

length are divided into 6

equal parts, 2 equal parts,

and 10 equal parts, respectively. Students are told that

the first strip shows 3/6 and

are asked what fraction the

other strips show. The

expected answers are 1/2

and 5/10. By asking, “What

do the fractions shown in A,

B, and C have in common?”

the question assesses

students’ understanding of

equivalent fractions. Students are also asked to

shade two other strips to

represent different fractions

that are equivalent to the

ones shown.

Answers to this question

were scored on five levels:

“Incorrect,”“Minimal,”

“Partial,”“Satisfactory,” or

“Extended.”

The first sample response

was rated only “Satisfactory”

because the shaded fraction

strip for 2/4 was not

accurate.
18

Mathematics Content Area: Mathematics Ability:

Geometry and Spatial Sense Problem Solving

Mathematics Content Area: Mathematics Ability:

Algebra and Functions Procedural Knowledge

Students are expected to be

able to compute with numbers

at each grade level assessed

by NAEP. By eighth grade,

students are expected to be

able to carry out long division.

This sample question is

presented in a constructedresponse format because if it

were a multiple-choice

question students could use

the choices and work backwards by multiplying to find the

answer. This question was in a

section that did not permit

calculator use.

Answers to this question were

scored as “Unsatisfactory” or

“Satisfactory.”

Eighth-Grade Multiple-Choice Question Percentage correct

Overall percentage Below Basic At Basic At Proficient At Advanced

correct 261 or below1 262–2981 299–3321 333 or above1

33 19 29 49 77

1NAEP mathematics composite scale range.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National

Assessment of Educational Progress (NAEP), 2003 Mathematics Assessment.

This multiple-choice geometry

question requires students to

use information given in a

figure to find the degree

measure of ∠ABC. The question requires students to use

what they know about angles

related to a triangle to find a

missing angle measure. The

expected solution involves

finding the measure of ∠ACB.

This angle measure is 180o –

135o or 45o. Because the sum

of the degree measures of all

angles in a triangle is 180o, the

measure of ∠ABC is 180o –

25o – 45o, or 110o.

gpQgy

Overall percentage Below Basic At Basic At Proficient At Advanced

“Satisfactory” 261 or below1 262–2981 299–3321 333 or above1

73 52 78 89 94

1

NAEP mathematics composite scale range.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National

Assessment of Educational Progress (NAEP), 2003 Mathematics Assessment.

Eighth-Grade Multiple-Choice Question Percentage correct

Overall percentage Below Basic At Basic At Proficient At Advanced

correct 261 or below1 262–2981 299–3321 333 or above1

77 52 84 95 99

1

NAEP mathematics composite scale range.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National

Assessment of Educational Progress (NAEP), 2003 Mathematics Assessment.

Algebraic concepts are

included in the mathematics

curriculum before eighth

grade. This sample question

uses the variable x in the

expression x + 2. The student

is asked to identify a value of

x that would make x + 2 less

than 12. Of the choices listed,

only 8 is a value that satisfies

this condition.

Divide:

21 504

Answer: _________________________

Mathematics Content Area: Mathematics Ability:

Number Sense, Properties, and Operations Procedural Knowledge

If the value of the expression x + 2 is less than 12, which of the following could be a value of 

A 16

B 14

C 12

D 10

E 8

In the triangle, what is the degree measure of 

A 45

B 100

C 110

D 135

E 160
19

10 # 2 23 66

#The estimate rounds to zero.

1

NAEP mathematics composite scale range.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Asses

of Educational Progress (NAEP), 2003 Mathematics Assessment.

Mathematics Content Area: Mathematics Ability:

Measurement Problem Solving

Sample “Satisfactory” Response

Ted wants to purchase floor covering for the hallway shown above. He knows th

many ways to find the area of the hallway. One way is to divide the hallway in

sections shown below and then add together the area of each section.

Area of Hallway = Area of Region I + Area of Region II

Area = (5 10) 

+

 (7 5)

Use the figures below to show 3 other ways that Ted can divide the hallway to 

area. Below each figure explain what numbers and operations Ted could use to ca

the area.

Percentage “Extended”

Overall percentage Below Basic At Basic At Proficient At Advanced

“Extended” 261 or below1 262–2981 299–3321 333 or above1

6 # 1 12 41

Sample “Extended” Response

#The estimate rounds to zero.

1

NAEP mathematics composite scale range.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National As

of Educational Progress (NAEP), 2003 Mathematics Assessment.

10

12

5

5

10

10

12

I

II

5 5

5

5

7 7

g

figures cannot be calculated

directly, but the figure can be

partitioned into simpler

figures whose areas can be

easily determined. This

extended constructedresponse question requires

students to identify different

ways of finding the area of a

hallway. One way to partition

the hallway is shown. The

corresponding area is 50 +

35 = 85. Students are asked

to show three other ways the

hallway can be divided and

for each of them to show

how the area can be

calculated.

Answers to this question

were scored on five levels:

“Incorrect,”“Minimal,”

“Partial,”“Satisfactory,” or

“Extended.”

The first sample response

was only rated “Satisfactory”

because the computation

given to calculate the area

for the first figure should

have been 5 x 5 + 12 x 5.
20

PA

RI CT

ME

MA

NH

NJ

NY

VT

FL

MD

SC

AL

AR

DC

GA

KY

LA

MS

OK

TN

WV

DE

NC

TX

VA

IL

MI

MO

IN

IA

KS

MN

NE

ND

OH

SD WI

AK

CO

ID

UT

AZ

CA

HI

NV

NM

MT

OR

WA

WY

Northeast

Midwest

South

West

Figure A.1 Map of regions of the country according to U.S. Census

SOURCE: U.S. Department of Commerce Economics and Statistics Administration, U.S. Census Bureau.

School and Student Samples

All 50 states and three jurisdictions participated and met

the minimum guidelines for reporting their results in 2003.

Approximately 190,000 fourth-graders from 7,500 schools

and 153,000 eighth-graders from 6,100 schools were assessed in mathematics in 2003. The national samples were

larger in 2003 than in previous assessment years because

they were based on the combined sample of students

assessed in each participating state, plus an additional

sample from private schools. In 1990–2000 the national

samples were drawn separately from the state samples and

were smaller than the samples resulting from aggregating

the state samples.

There has been a shift in the racial/ethnic composition of

the student population and students participating in NAEP.

The percentage of Hispanic students increased from 6

percent in 1990 to 18 percent in 2003 at grade 4, and from

7 percent to 15 percent at grade 8. The percentage of

White students decreased from 75 percent in 1990 t

percent in 2003 at grade 4, and from 73 percent to 

percent at grade 8. The percentage of Black studen

which has changed less over the years, is approxima

percent at grade 4 and 16 percent at grade 8.

Prior to 2003, results in NAEP were reported for fou

NAEP-defined regions of the nation: Northeast, Sou

Central, and West. To align NAEP with other federa

collections, beginning in 2003 NAEP analysis and re

have used U.S. Census Bureau definitions of “region

four Census-defined regions are: Northeast, South, 

and West. Figure A.1 shows how states are subdivide

these census regions (the two Department of Defen

Educational Activities jurisdictions are not assigned 

region). As a result of this change in the region vari

the following section presents the results by region 

country for the 2003 assessment only.
21

Grade 4

Northeast 18 238 19 81 37 5

Midwest 23 238 20 80 36 5

South 36 234 23 77 31 4

West 24 231 28 72 28 3

Grade 8

Northeast 18 282 28 72 33 6

Midwest 23 283 26 74 33 6

South 36 275 34 66 25 5

West 23 273 37 63 26 5

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003

Mathematics Assessment.

Table B.1 Average mathematics scale scores and achievement-level results, by region of the country,

grades 4 and 8: 2003

Percentage of students

Weighted

percentage Average Below At or above At or above

of students scale score Basic Basic Proficient At Advanced

Table B.2 Average mathematics scale scores and achievement-level results, by type of school, grades 4 and 8: 2003

Grade 4

Public 90 234 24 76 31 4

Nonpublic 10 244 12 88 44 6

Catholic 5 244 12 88 43 5

Other 5 245 13 87 45 7

Grade 8

Public 91 276 33 67 27 5

Nonpublic 9 292 18 82 43 10

Catholic 5 289 19 81 39 8

Other 4 294 17 83 47 12

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003

Mathematics Assessment.

Percentage of students

Weighted

percentage Average Below At or above At or above

of students scale score Basic Basic Proficient At Advanced

National Results by Region of the Country

National Results by Type of School
22

Male Female

Percentage of students Percentage of students

Average At or At or Average At or 

scale Below above above scale Below above 

scores Basic Basic Proficient scores Basic Basic Pr

Table B.3 Average mathematics scale scores and achievement-level results, by gender, grade 4 public schools: By state, 2003

Nation (public) 235 23 77 34 233 25 75 

Alabama 223 35 65 19 223 36 64 

Alaska 235 24 76 33 231 26 74 

Arizona 231 28 72 28 227 32 68 

Arkansas 228 30 70 27 230 27 73 

California 229 31 69 28 225 35 65 

Colorado 237 22 78 37 233 24 76 

Connecticut 243 15 85 45 238 20 80 

Delaware 237 20 80 34 235 19 81 

Florida 235 24 76 33 233 25 75 

Georgia 231 28 72 29 229 29 71 

Hawaii 227 32 68 24 226 32 68 

Idaho 237 19 81 34 233 22 78 

Illinois 234 26 74 34 232 28 72 

Indiana 239 17 83 37 237 18 82 

Iowa 240 15 85 39 236 19 81 

Kansas 244 14 86 44 240 17 83 

Kentucky 230 26 74 24 227 30 70 

Louisiana 227 33 67 22 226 33 67 

Maine 239 16 84 37 236 19 81 

Maryland 235 26 74 33 232 29 71 

Massachusetts 244 14 86 44 239 18 82 

Michigan 238 21 79 38 233 25 75 

Minnesota 244 15 85 45 240 17 83 

Mississippi 223 38 62 18 223 37 63 

Missouri 235 22 78 30 235 20 80 

Montana 236 19 81 33 235 19 81 

Nebraska 238 19 81 36 235 22 78 

Nevada 229 30 70 25 226 31 69 

New Hampshire 246 11 89 46 240 15 85 

New Jersey 240 19 81 41 237 20 80 

New Mexico 224 36 64 21 221 39 61 

New York 237 21 79 35 235 22 78 

North Carolina 243 15 85 42 241 15 85 

North Dakota 240 16 84 38 235 18 82 

Ohio 239 19 81 37 237 19 81 

Oklahoma 230 26 74 25 228 27 73 

Oregon 237 20 80 35 235 22 78 

Pennsylvania 238 21 79 39 234 23 77 

Rhode Island 231 27 73 29 229 30 70 

South Carolina 237 18 82 34 234 23 77 

South Dakota 239 16 84 37 235 20 80 

Tennessee 228 31 69 25 228 30 70 

Texas 239 17 83 35 236 18 82 

Utah 236 20 80 34 233 22 78 

Vermont 244 14 86 44 240 17 83 

Virginia 240 18 82 38 239 17 83 

Washington 240 18 82 39 237 20 80 

West Virginia 232 24 76 26 230 25 75 

Wisconsin 238 20 80 38 235 21 79 

Wyoming 242 12 88 41 240 14 86 

Other jurisdictions

District of Columbia 204 64 36 8 206 63 37 

DDESS1 239 15 85 34 235 16 84 

DoDDS2 239 14 86 34 236 18 82 

1Department of Defense Domestic Dependent Elementary and Secondary Schools.

2Department of Defense Dependents Schools (Overseas).

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Mathematics Assessment.
23

Male Female

Percentage of students Percentage of students

Average At or At or Average At or 

scale Below above above scale Below above a

scores Basic Basic Proficient scores Basic Basic Pro

Table B.4 Average mathematics scale scores and achievement-level results, by gender, grade 8 public schools: By state, 2003

Nation (public) 277 33 67 29 275 34 66 

Alabama 263 45 55 18 261 49 51 

Alaska 280 29 71 32 278 31 69 

Arizona 271 39 61 21 271 38 62 

Arkansas 265 43 57 19 267 41 59 

California 268 43 57 23 266 45 55 

Colorado 284 26 74 35 283 26 74 

Connecticut 285 27 73 37 283 27 73 

Delaware 278 30 70 27 276 33 67 

Florida 273 36 64 26 269 41 59 

Georgia 270 40 60 24 269 41 59 

Hawaii 265 44 56 17 266 45 55 

Idaho 281 27 73 30 279 28 72 

Illinois 278 33 67 31 276 34 66 

Indiana 282 25 75 33 280 28 72 

Iowa 285 23 77 35 283 24 76 

Kansas 284 25 75 34 284 24 76 

Kentucky 275 35 65 25 274 34 66 

Louisiana 267 42 58 19 266 44 56 

Maine 283 24 76 31 281 26 74 

Maryland 279 32 68 33 276 34 66 

Massachusetts 289 22 78 42 284 26 74 

Michigan 277 33 67 30 276 32 68 

Minnesota 289 20 80 43 292 16 84 

Mississippi 262 51 49 14 260 55 45 

Missouri 280 29 71 30 278 30 70 

Montana 286 21 79 36 286 20 80 

Nebraska 284 25 75 35 281 27 73 

Nevada 268 41 59 21 268 41 59 

New Hampshire 287 21 79 36 286 22 78 

New Jersey 282 28 72 34 281 29 71 

New Mexico 264 47 53 16 263 49 51 

New York 281 29 71 33 279 30 70 

North Carolina 281 29 71 32 282 28 72 

North Dakota 287 19 81 37 287 19 81 

Ohio 283 25 75 32 281 27 73 

Oklahoma 272 36 64 22 272 35 65 

Oregon 282 29 71 33 280 30 70 

Pennsylvania 280 30 70 33 277 32 68 

Rhode Island 273 37 63 26 271 38 62 

South Carolina 280 30 70 29 274 35 65 

South Dakota 286 21 79 35 284 23 77 

Tennessee 268 42 58 22 268 41 59 

Texas 278 31 69 27 276 32 68 

Utah 282 28 72 33 280 28 72 

Vermont 286 23 77 35 286 22 78 

Virginia 283 26 74 33 280 29 71 

Washington 282 28 72 33 281 29 71 

West Virginia 271 38 62 21 271 37 63 

Wisconsin 284 25 75 36 284 24 76 

Wyoming 284 24 76 34 283 22 78 

Other jurisdictions

District of Columbia 242 71 29 7 244 71 29 

DDESS1 284 21 79 31 280 23 77 

DoDDS2 287 20 80 37 284 22 78 

1Department of Defense Domestic Dependent Elementary and Secondary Schools.

2Department of Defense Dependents Schools (Overseas).

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Mathematics Assessment.
24

See notes at end of table. !

Nation (public) 58 243 13 87 42 17 216 46 54 10 19 221 38 62 

Alabama 61 232 22 78 27 36 208 59 41 5 1 ‡ ‡ ‡ 

Alaska 56 242 14 86 41 5 221 36 64 15 5 228 32 68 

Arizona 50 241 15 85 39 4 215 48 52 11 38 217 44 56 

Arkansas 69 237 17 83 34 25 206 61 39 5 4 221 38 62 

California 32 243 14 86 42 7 213 49 51 9 49 216 47 53 

Colorado 65 243 12 88 44 5 217 46 54 12 25 217 46 54 

Connecticut 67 250 8 92 53 14 217 45 55 10 15 223 36 64 

Delaware 56 244 9 91 43 33 223 34 66 12 7 226 31 69 

Florida 50 243 13 87 43 25 215 48 52 8 21 232 26 74 

Georgia 50 241 16 84 40 39 217 44 56 11 7 219 40 60 

Hawaii 16 238 18 82 35 3 221 36 64 16 3 219 45 55 

Idaho 83 238 16 84 34 1 ‡ ‡ ‡ ‡ 13 217 45 55 

Illinois 59 244 13 87 44 20 210 56 44 7 18 218 45 55 

Indiana 80 242 13 87 40 12 215 46 54 7 4 226 31 69 

Iowa 87 241 14 86 39 5 215 50 50 9 5 222 38 62 

Kansas 78 246 10 90 47 11 217 45 55 13 8 230 22 78 

Kentucky 85 231 25 75 24 12 214 47 53 8 1 ‡ ‡ ‡ 

Louisiana 44 242 12 88 39 53 213 51 49 6 1 ‡ ‡ ‡ 

Maine 97 238 17 83 34 1 ‡ ‡ ‡ ‡ 1 ‡ ‡ ‡ 

Maryland 51 244 15 85 44 37 216 47 53 11 6 227 32 68 

Massachusetts 73 247 9 91 49 11 222 38 62 13 12 222 37 63 

Michigan 70 244 12 88 43 21 209 58 42 7 4 223 39 61 

Minnesota 81 246 11 89 47 8 219 46 54 16 4 220 40 60 

Mississippi 44 236 17 83 30 55 212 54 46 6 1 ‡ ‡ ‡ 

Missouri 77 240 14 86 35 18 216 47 53 9 3 220 43 57 

Montana 86 238 16 84 34 1 ‡ ‡ ‡ ‡ 2 236 17 83 

Nebraska 80 241 13 87 39 7 211 56 44 7 9 213 49 51 

Nevada 53 236 19 81 32 10 215 48 52 10 30 216 47 53 

New Hampshire 94 244 12 88 43 2 ‡ ‡ ‡ ‡ 3 225 35 65 

New Jersey 58 248 10 90 51 18 217 45 55 11 16 224 33 67 

New Mexico 31 237 18 82 33 3 216 44 56 10 53 217 45 55 

New York 54 246 9 91 45 19 219 42 58 12 20 221 38 62 

North Carolina 58 251 6 94 55 30 225 32 68 14 6 235 21 79 

North Dakota 88 240 13 87 37 1 ‡ ‡ ‡ ‡ 1 ‡ ‡ ‡ 

Ohio 77 243 13 87 42 19 217 46 54 10 2 225 34 66 

Oklahoma 59 235 18 82 29 12 211 53 47 6 7 220 39 61 

Oregon 75 240 16 84 36 3 223 39 61 20 14 218 46 54 

Pennsylvania 74 243 13 87 44 20 212 52 48 8 5 216 48 52 

Rhode Island 70 239 17 83 37 9 210 55 45 7 16 207 58 42 

South Carolina 55 246 10 90 46 40 222 35 65 13 3 232 22 78 

South Dakota 84 241 13 87 38 1 ‡ ‡ ‡ ‡ 2 223 37 63 

Tennessee 71 235 20 80 30 26 208 59 41 6 2 218 43 57 

Texas 40 248 8 92 49 13 226 29 71 15 44 230 24 76 

Utah 82 238 16 84 35 1 ‡ ‡ ‡ ‡ 11 216 48 52 

Vermont 95 242 15 85 42 2 ‡ ‡ ‡ ‡ 1 ‡ ‡ ‡ 

Virginia 62 246 10 90 46 26 223 34 66 13 7 230 25 75 

Washington 71 242 14 86 40 6 222 38 62 17 12 223 39 61 

West Virginia 95 231 24 76 24 4 221 38 62 13 1 ‡ ‡ ‡ 

Wisconsin 76 243 12 88 43 12 209 59 41 8 8 221 37 63 

Wyoming 86 243 11 89 42 1 ‡ ‡ ‡ ‡ 8 229 24 76 

Other jurisdictions

District of Columbia 4 262 3 97 71 87 202 67 33 4 8 205 61 39 

DDESS1 47 243 9 91 40 25 225 29 71 13 19 236 15 85 

DoDDS2 48 241 12 88 38 22 227 25 75 15 11 233 21 79 

Percentage of students Percentage of students Percentage of 

Weighted Average At or At or Weighted Average At or At or Weighted Average At or 

percentage scale Below above above percentage scale Below above above percentage scale Below above 

of students scores Basic Basic Proficient of students scores Basic Basic Proficient of students scores Basic Basic 
25

Percentage of students Percentage of students

Weighted Average At or At or Weighted Average At or At or

percentage scale Below above above percentage scale Below above above

of students scores Basic Basic Proficient of students scores Basic Basic Proficient

Nation (public) 4 246 13 87 48 1 224 35 65 18

Alabama 1 ‡ ‡ ‡ ‡ 1 ‡ ‡ ‡ ‡

Alaska 7 230 27 73 27 26 218 46 54 13

Arizona 2 244 11 89 41 6 210 56 44 8

Arkansas 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

California 11 246 13 87 49 # ‡ ‡ ‡ ‡

Colorado 3 242 19 81 44 1 ‡ ‡ ‡ ‡

Connecticut 3 249 8 92 52 # ‡ ‡ ‡ ‡

Delaware 3 250 13 87 59 # ‡ ‡ ‡ ‡

Florida 2 249 10 90 53 # ‡ ‡ ‡ ‡

Georgia 2 248 13 87 53 # ‡ ‡ ‡ ‡

Hawaii 67 225 34 66 21 1 ‡ ‡ ‡ ‡

Idaho 1 ‡ ‡ ‡ ‡ 1 ‡ ‡ ‡ ‡

Illinois 2 252 8 92 58 # ‡ ‡ ‡ ‡

Indiana 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

Iowa 2 ‡ ‡ ‡ ‡ 1 ‡ ‡ ‡ ‡

Kansas 2 ‡ ‡ ‡ ‡ 1 ‡ ‡ ‡ ‡

Kentucky 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

Louisiana 1 ‡ ‡ ‡ ‡ 1 ‡ ‡ ‡ ‡

Maine 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

Maryland 6 254 10 90 58 # ‡ ‡ ‡ ‡

Massachusetts 4 248 11 89 49 # ‡ ‡ ‡ ‡

Michigan 2 248 14 86 47 1 ‡ ‡ ‡ ‡

Minnesota 5 229 32 68 27 2 ‡ ‡ ‡ ‡

Mississippi 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

Missouri 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

Montana 1 ‡ ‡ ‡ ‡ 10 217 45 55 11

Nebraska 1 ‡ ‡ ‡ ‡ 2 219 39 61 11

Nevada 5 237 18 82 34 2 215 45 55 10

New Hampshire 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

New Jersey 7 256 5 95 61 1 ‡ ‡ ‡ ‡

New Mexico 1 ‡ ‡ ‡ ‡ 11 210 55 45 7

New York 6 250 9 91 51 1 ‡ ‡ ‡ ‡

North Carolina 2 255 7 93 60 1 ‡ ‡ ‡ ‡

North Dakota 1 ‡ ‡ ‡ ‡ 8 215 48 52 9

Ohio 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

Oklahoma 2 247 9 91 45 18 225 32 68 16

Oregon 4 245 12 88 46 2 ‡ ‡ ‡ ‡

Pennsylvania 2 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

Rhode Island 4 225 37 63 22 1 ‡ ‡ ‡ ‡

South Carolina 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

South Dakota 1 ‡ ‡ ‡ ‡ 12 217 46 54 9

Tennessee 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

Texas 3 258 2 98 62 # ‡ ‡ ‡ ‡

Utah 4 224 34 66 16 1 ‡ ‡ ‡ ‡

Vermont 2 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

Virginia 5 255 6 94 60 # ‡ ‡ ‡ ‡

Washington 7 244 15 85 44 3 229 31 69 24

West Virginia 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

Wisconsin 3 230 28 72 26 2 224 41 59 17

Wyoming 1 ‡ ‡ ‡ ‡ 3 221 37 63 16

Other jurisdictions

District of Columbia 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

DDESS1 3 ‡‡ ‡ ‡ 1 ‡‡ ‡ ‡

DoDDS2 10 240 14 86 38 1 ‡ ‡ ‡ ‡

#The estimate rounds to zero.

‡Reporting standards not met. Sample size is insufficient to permit a reliable estimate.

1Department of Defense Domestic Dependent Elementary and Secondary Schools.

2Department of Defense Dependents Schools (Overseas).

NOTE: Results are not shown for students whose race based on school records was “other” or, if school data were missing, who self-reported their race as “multiracial” but not “Hispanic,” or did not self-report racia

information.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Mathematics Assessment.
26

See notes at end of table. !

Percentage of students Percentage of students Percentage of 

Weighted Average At or At or Weighted Average At or At or Weighted Average At or 

percentage scale Below above above percentage scale Below above above percentage scale Below above 

of students scores Basic Basic Proficient of students scores Basic Basic Proficient of students scores Basic Basic 

Nation (public) 62 287 21 79 36 17 252 61 39 7 15 258 53 47 

Alabama 62 274 32 68 23 36 240 73 27 3 1 ‡ ‡ ‡ 

Alaska 58 290 19 81 41 5 263 44 56 11 3 263 49 51 

Arizona 50 284 22 78 32 4 256 55 45 7 37 258 55 45 

Arkansas 72 275 31 69 24 24 239 74 26 3 3 248 63 37 

California 37 283 26 74 34 9 246 65 35 6 39 250 63 37 

Colorado 70 292 16 84 43 5 255 60 40 9 21 259 52 48 

Connecticut 71 293 17 83 44 13 255 58 42 7 12 259 52 48 

Delaware 60 287 19 81 35 31 260 52 48 8 6 257 53 47 

Florida 50 286 22 78 34 27 249 64 36 7 19 264 47 53 

Georgia 53 284 23 77 32 39 250 64 36 7 4 262 51 49 

Hawaii 15 273 36 64 25 2 ‡ ‡ ‡ ‡ 3 263 52 48 

Idaho 85 284 23 77 31 1 ‡ ‡ ‡ ‡ 11 251 61 39 

Illinois 62 289 20 80 40 20 249 66 34 6 15 259 52 48 

Indiana 82 286 21 79 35 12 251 60 40 7 3 261 51 49 

Iowa 90 287 20 80 35 4 257 58 42 11 4 255 56 44 

Kansas 79 290 17 83 39 9 252 65 35 8 9 263 51 49 

Kentucky 88 277 32 68 25 9 250 62 38 5 1 ‡ ‡ ‡ 

Louisiana 51 281 25 75 28 46 250 64 36 5 2 ‡ ‡ ‡ 

Maine 97 282 25 75 30 1 ‡ ‡ ‡ ‡ 1 ‡ ‡ ‡ 

Maryland 58 289 21 79 40 31 256 56 44 9 6 262 51 49 

Massachusetts 77 292 17 83 44 8 260 52 48 10 10 255 59 41 

Michigan 70 286 21 79 35 22 245 68 32 4 3 267 43 57 

Minnesota 83 295 13 87 49 6 251 57 43 9 3 262 52 48 

Mississippi 49 275 33 67 22 48 246 73 27 3 1 ‡ ‡ ‡ 

Missouri 82 284 23 77 32 15 250 65 35 6 2 ‡ ‡ ‡ 

Montana 87 289 17 83 37 1 ‡ ‡ ‡ ‡ 2 ‡ ‡ ‡ 

Nebraska 84 287 20 80 36 5 247 65 35 7 7 255 60 40 

Nevada 57 278 29 71 27 9 248 65 35 9 25 250 63 37 

New Hampshire 95 287 20 80 35 1 ‡ ‡ ‡ ‡ 2 ‡ ‡ ‡ 

New Jersey 61 292 16 84 42 18 253 59 41 7 14 262 50 50 

New Mexico 34 282 24 76 31 3 254 60 40 5 51 254 59 41 

New York 56 293 14 86 44 20 255 57 43 10 17 262 50 50 

North Carolina 59 294 15 85 44 30 260 51 49 11 5 263 45 55 

North Dakota 90 290 15 85 39 1 ‡ ‡ ‡ ‡ 1 ‡ ‡ ‡ 

Ohio 79 287 20 80 35 17 257 55 45 8 2 270 42 58 

Oklahoma 63 278 27 73 25 10 249 63 37 5 6 258 53 47 

Oregon 79 284 25 75 35 3 265 47 53 17 10 258 58 42 

Pennsylvania 80 285 24 76 35 15 247 68 32 4 3 253 58 42 

Rhode Island 76 280 28 72 29 7 244 71 29 5 13 245 71 29 

South Carolina 56 291 16 84 39 40 258 54 46 8 2 ‡ ‡ ‡ 

South Dakota 89 288 18 82 37 1 ‡ ‡ ‡ ‡ 1 ‡ ‡ ‡ 

Tennessee 74 277 31 69 26 23 242 72 28 5 2 ‡ ‡ ‡ 

Texas 44 290 16 84 38 16 260 53 47 8 38 267 42 58 

Utah 86 285 23 77 34 1 ‡ ‡ ‡ ‡ 9 249 65 35 

Vermont 97 286 22 78 35 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ 

Virginia 64 290 18 82 40 27 262 51 49 11 5 268 41 59 

Washington 75 285 24 76 36 5 262 46 54 13 9 263 50 50 

West Virginia 96 271 37 63 20 4 253 61 39 6 # ‡ ‡ ‡ 

Wisconsin 84 290 18 82 40 8 241 76 24 5 4 262 50 50 

Wyoming 89 286 20 80 35 1 ‡ ‡ ‡ ‡ 7 265 46 54 

Other jurisdictions

District of Columbia 3 ‡ ‡ ‡ ‡ 87 240 74 26 3 9 246 67 33 

DDESS1 39 294 10 90 42 22 268 39 61 10 27 276 28 72 

DoDDS2 48 292 14 86 42 21 270 37 63 15 10 280 28 72 
27

Percentage of students Percentage of students

Weighted Average At or At or Weighted Average At or At or

percentage scale Below above above percentage scale Below above above

of students scores Basic Basic Proficient of students scores Basic Basic Proficient

Nation (public) 4 289 23 77 42 1 265 46 54 16

Alabama 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

Alaska 7 280 30 70 29 25 259 51 49 12

Arizona 2 ‡ ‡ ‡ ‡ 7 254 61 39 7

Arkansas 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

California 13 287 26 74 39 1 ‡ ‡ ‡ ‡

Colorado 4 290 20 80 38 1 ‡ ‡ ‡ ‡

Connecticut 3 296 21 79 51 # ‡ ‡ ‡ ‡

Delaware 2 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

Florida 2 287 25 75 41 # ‡ ‡ ‡ ‡

Georgia 3 286 27 73 40 # ‡ ‡ ‡ ‡

Hawaii 69 265 46 54 15 # ‡ ‡ ‡ ‡

Idaho 1 ‡ ‡ ‡ ‡ 1 ‡ ‡ ‡ ‡

Illinois 3 302 11 89 58 # ‡ ‡ ‡ ‡

Indiana 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

Iowa 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

Kansas 2 284 21 79 34 1 ‡ ‡ ‡ ‡

Kentucky 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

Louisiana 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

Maine 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

Maryland 5 302 10 90 56 # ‡ ‡ ‡ ‡

Massachusetts 4 304 12 88 57 # ‡ ‡ ‡ ‡

Michigan 2 ‡ ‡ ‡ ‡ 2 ‡ ‡ ‡ ‡

Minnesota 5 284 25 75 32 2 ‡ ‡ ‡ ‡

Mississippi 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

Missouri 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

Montana 1 ‡ ‡ ‡ ‡ 9 260 52 48 15

Nebraska 2 ‡ ‡ ‡ ‡ 2 ‡ ‡ ‡ ‡

Nevada 7 280 27 73 31 1 ‡ ‡ ‡ ‡

New Hampshire 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

New Jersey 6 306 10 90 61 # ‡ ‡ ‡ ‡

New Mexico 1 ‡ ‡ ‡ ‡ 10 245 70 30 3

New York 6 290 21 79 41 1 ‡ ‡ ‡ ‡

North Carolina 2 297 13 87 48 2 259 52 48 13

North Dakota 1 ‡ ‡ ‡ ‡ 7 261 50 50 11

Ohio 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

Oklahoma 1 ‡ ‡ ‡ ‡ 17 265 44 56 14

Oregon 4 292 22 78 41 2 263 50 50 14

Pennsylvania 2 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

Rhode Island 3 265 46 54 20 # ‡ ‡ ‡ ‡

South Carolina 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

South Dakota 1 ‡ ‡ ‡ ‡ 8 255 57 43 9

Tennessee 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

Texas 3 303 9 91 58 # ‡ ‡ ‡ ‡

Utah 3 275 34 66 25 1 ‡ ‡ ‡ ‡

Vermont 1 ‡ ‡ ‡ ‡ 1 ‡ ‡ ‡ ‡

Virginia 4 297 14 86 48 # ‡ ‡ ‡ ‡

Washington 8 285 28 72 37 2 264 44 56 17

West Virginia # ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

Wisconsin 4 273 33 67 17 1 ‡ ‡ ‡ ‡

Wyoming 1 ‡ ‡ ‡ ‡ 3 261 52 48 14

Other jurisdictions

District of Columbia 1 ‡ ‡ ‡ ‡ # ‡ ‡ ‡ ‡

DDESS1 7 ‡‡ ‡ ‡ 1 ‡‡ ‡ ‡

DoDDS2 11 288 18 82 38 1 ‡ ‡ ‡ ‡

#The estimate rounds to zero.

‡Reporting standards not met. Sample size is insufficient to permit a reliable estimate.

1Department of Defense Domestic Dependent Elementary and Secondary Schools.

2Department of Defense Dependents Schools (Overseas).

NOTE: Results are not shown for students whose race based on school records was “other” or, if school data were missing, who self-reported their race as “multiracial” but not “Hispanic,” or did not self-report

racial/ethnic information.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Mathematics Assessment.
28

Nation (public) 44 222 38 62 15 52 244 12 88 

Alabama 57 213 50 50 8 43 237 16 84 

Alaska 33 220 41 59 14 59 241 16 84 

Arizona 47 217 45 55 12 42 241 14 86 

Arkansas 54 221 39 61 18 43 239 16 84 

California 52 216 46 54 11 44 241 16 84 

Colorado 31 219 42 58 14 68 243 14 86 

Connecticut 30 220 40 60 12 66 250 8 92 

Delaware 38 225 31 69 16 53 243 12 88 

Florida 49 222 37 63 16 48 245 12 88 

Georgia 48 219 41 59 12 46 241 16 84 

Hawaii 49 216 46 54 11 51 237 18 82 

Idaho 43 227 31 69 20 50 241 13 87 

Illinois 41 216 48 52 11 55 246 11 89 

Indiana 34 225 31 69 17 65 245 10 90 

Iowa 33 227 30 70 20 66 244 11 89 

Kansas 40 231 25 75 24 59 249 9 91 

Kentucky 51 220 38 62 12 47 237 17 83 

Louisiana 65 220 41 59 13 31 242 15 85 

Maine 34 228 29 71 21 64 243 11 89 

Maryland 36 216 48 52 10 60 244 15 85 

Massachusetts 29 226 31 69 17 63 249 9 91 

Michigan 36 220 41 59 15 63 245 12 88 

Minnesota 27 226 33 67 20 73 248 10 90 

Mississippi 69 216 47 53 9 26 238 16 84 

Missouri 42 224 32 68 15 53 243 12 88 

Montana 38 227 29 71 20 57 242 11 89 

Nebraska 36 222 37 63 17 59 244 10 90 

Nevada 42 216 47 53 11 52 237 18 82 

New Hampshire 17 229 28 72 24 73 247 9 91 

New Jersey 29 221 40 60 15 63 247 11 89 

New Mexico 65 217 45 55 11 25 236 19 81 

New York 50 225 34 66 18 46 247 9 91 

North Carolina 42 229 27 73 21 52 252 6 94 

North Dakota 31 228 28 72 21 67 242 12 88 

Ohio 35 224 36 64 17 56 246 9 91 

Oklahoma 57 223 35 65 14 41 239 14 86 

Oregon 36 226 32 68 19 61 242 15 85 

Pennsylvania 37 220 40 60 16 60 246 12 88 

Rhode Island 40 217 45 55 13 52 242 14 86 

South Carolina 53 226 31 69 18 46 247 9 91 

South Dakota 37 227 30 70 21 62 244 10 90 

Tennessee 40 216 46 54 11 55 236 20 80 

Texas 54 229 25 75 20 44 247 9 91 

Utah 34 225 33 67 20 65 240 15 85 

Vermont 29 229 29 71 23 69 248 9 91 

Virginia 32 225 32 68 14 66 246 10 90 

Washington 38 226 32 68 20 52 247 10 90 

West Virginia 53 225 32 68 16 45 237 17 83 

Wisconsin 32 221 39 61 17 65 244 12 88 

Wyoming 35 233 20 80 25 63 246 8 92 

Other jurisdictions

District of Columbia 71 200 71 29 3 24 221 43 57 

DDESS1 37 233 20 80 24 53 240 13 87 

DoDDS2 — ——— —————

—Not available.

1Department of Defense Domestic Dependent Elementary and Secondary Schools.

2Department of Defense Dependents Schools (Overseas).

NOTE: Results are not shown for students whose eligibility status was not available.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Mathematics Assessment.

Eligible Not eligible

Percentage of students Percentage of student

Weighted Average At or At or Weighted Average At or 

percentage scale Below above above percentage scale Below above 

of students scores Basic Basic Proficient of students scores Basic Basic 
29

Eligible Not eligible

Percentage of students Percentage of student

Weighted Average At or At or Weighted Average At or 

percentage scale Below above above percentage scale Below above 

of students scores Basic Basic Proficient of students scores Basic Basic 

Nation (public) 36 258 53 47 11 58 287 22 78 

Alabama 47 246 65 35 7 53 276 32 68 

Alaska 24 260 49 51 13 67 285 24 76 

Arizona 41 258 55 45 9 47 282 25 75 

Arkansas 46 256 53 47 12 49 276 30 70 

California 41 251 62 38 9 46 281 30 70 

Colorado 26 262 50 50 13 72 292 17 83 

Connecticut 26 260 50 50 12 71 292 18 82 

Delaware 33 261 50 50 10 58 285 23 77 

Florida 43 256 55 45 11 52 284 25 75 

Georgia 43 253 61 39 8 52 284 23 77 

Hawaii 43 254 58 42 8 56 275 34 66 

Idaho 35 267 40 60 17 56 287 20 80 

Illinois 37 256 57 43 10 60 290 19 81 

Indiana 29 266 42 58 16 67 288 20 80 

Iowa 25 266 43 57 15 72 290 17 83 

Kansas 32 270 39 61 19 66 291 17 83 

Kentucky 42 261 49 51 11 55 284 24 76 

Louisiana 50 256 55 45 8 38 280 28 72 

Maine 28 268 40 60 16 70 287 19 81 

Maryland 26 255 58 42 10 67 285 25 75 

Massachusetts 23 261 51 49 13 65 295 15 85 

Michigan 26 257 53 47 13 66 285 23 77 

Minnesota 22 271 36 64 24 77 297 13 87 

Mississippi 57 251 67 33 5 39 275 34 66 

Missouri 31 263 47 53 13 66 286 21 79 

Montana 30 273 35 65 23 65 292 15 85 

Nebraska 28 265 45 55 15 68 290 17 83 

Nevada 32 254 57 43 10 64 274 33 67 

New Hampshire 13 268 42 58 16 79 289 18 82 

New Jersey 24 256 56 44 10 68 290 19 81 

New Mexico 51 252 61 39 7 40 275 33 67 

New York 44 262 48 52 16 51 293 15 85 

North Carolina 37 263 47 53 14 51 291 18 82 

North Dakota 27 274 33 67 23 73 292 13 87 

Ohio 23 263 46 54 11 65 289 19 81 

Oklahoma 44 260 50 50 10 54 282 24 76 

Oregon 26 266 45 55 17 68 286 24 76 

Pennsylvania 28 257 55 45 10 69 288 21 79 

Rhode Island 29 253 59 41 8 63 284 23 77 

South Carolina 45 263 49 51 12 53 289 19 81 

South Dakota 32 272 37 63 22 68 291 15 85 

Tennessee 37 250 61 39 9 60 279 30 70 

Texas 45 264 46 54 12 53 288 19 81 

Utah 27 266 44 56 18 70 286 22 78 

Vermont 25 268 41 59 16 75 291 16 84 

Virginia 25 261 51 49 11 71 289 19 81 

Washington 27 265 44 56 16 59 288 21 79 

West Virginia 47 261 49 51 10 53 280 27 73 

Wisconsin 22 259 52 48 12 68 292 16 84 

Wyoming 27 271 38 62 18 72 288 18 82 

Other jurisdictions

District of Columbia 57 235 79 21 2 31 254 60 40 

DDESS1 24 281 24 76 25 57 283 21 79 

DoDDS2 — ——— —————

—Not available.

1Department of Defense Domestic Dependent Elementary and Secondary Schools.

2Department of Defense Dependents Schools (Overseas).

NOTE: Results are not shown for students whose eligibility status was not available.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Mathematics Assessment.
30

See notes at end of table. !

Less than high school Graduated high school

Percentage of students Percentage of studen

Weighted Average At or At or Weighted Average At or 

percentage scale Below above above percentage scale Below above 

of students scores Basic Basic Proficient of students scores Basic Basic 

Nation (public) 7 256 56 44 9 18 267 42 58 

Alabama 9 249 61 39 5 22 253 59 41 

Alaska ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ 

Arizona 10 257 55 45 7 17 266 45 55 

Arkansas 8 253 53 47 9 23 259 49 51 

California 10 246 68 32 6 13 255 57 43 

Colorado 6 254 58 42 7 13 270 41 59 

Connecticut 5 259 48 52 12 16 273 35 65 

Delaware 5 258 53 47 9 22 271 37 63 

Florida 7 255 57 43 9 18 264 46 54 

Georgia 9 254 60 40 7 20 259 52 48 

Hawaii 4 255 57 43 8 18 256 56 44 

Idaho 7 260 50 50 10 16 269 39 61 

Illinois 6 256 60 40 8 17 269 40 60 

Indiana 7 265 44 56 13 23 274 31 69 

Iowa 4 255 55 45 4 20 272 36 64 

Kansas 6 260 54 46 11 16 275 33 67 

Kentucky 8 258 56 44 9 23 266 43 57 

Louisiana 7 256 57 43 8 24 262 49 51 

Maine 4 255 58 42 6 20 272 35 65 

Maryland 5 259 52 48 7 17 265 45 55 

Massachusetts 5 262 53 47 13 14 271 38 62 

Michigan 4 253 57 43 8 19 268 41 59 

Minnesota 3 262 46 54 15 14 279 28 72 

Mississippi 7 253 65 35 5 25 253 63 37 

Missouri 6 265 46 54 11 19 271 37 63 

Montana 4 263 44 56 14 17 277 30 70 

Nebraska 5 253 62 38 10 17 273 35 65 

Nevada 10 249 64 36 8 20 263 46 54 

New Hampshire 4 260 52 48 6 15 276 30 70 

New Jersey 3 260 50 50 9 16 269 39 61 

New Mexico 11 246 68 32 4 22 254 60 40 

New York 5 259 52 48 13 15 270 38 62 

North Carolina 7 264 45 55 14 19 270 40 60 

North Dakota 2 257 57 43 11 16 278 26 74 

Ohio 5 260 51 49 8 24 276 29 71 

Oklahoma 8 254 57 43 4 19 262 46 54 

Oregon 7 261 51 49 12 15 271 39 61 

Pennsylvania 4 252 59 41 7 23 269 40 60 

Rhode Island 6 249 65 35 7 13 264 45 55 

South Carolina 6 269 43 57 17 23 267 41 59 

South Dakota 4 267 42 58 16 18 277 31 69 

Tennessee 9 253 59 41 9 24 258 52 48 

Texas 13 265 46 54 11 19 271 37 63 

Utah 5 253 61 39 9 13 265 44 56 

Vermont 4 262 54 46 17 19 276 31 69 

Virginia 6 262 52 48 11 18 271 37 63 

Washington 7 263 45 55 10 15 271 36 64 

West Virginia 9 255 58 42 7 25 266 43 57 

Wisconsin 4 255 55 45 8 21 276 30 70 

Wyoming 5 269 38 62 17 18 277 30 70 

Other jurisdictions

District of Columbia 7 236 75 25 2 23 235 81 19 

DDESS1 2 ‡ ‡ ‡ ‡ 13 273 30 70 

DoDDS2 1 ‡ ‡ ‡ ‡ 10 277 33 67 
31

Some education after high school Graduated college

Percentage of students Percentage of student

Weighted Average At or At or Weighted Average At or 

percentage scale Below above above percentage scale Below above 

of students scores Basic Basic Proficient of students scores Basic Basic 

Nation (public) 18 280 27 73 28 45 287 23 77 

Alabama 18 267 39 61 15 44 270 38 62 

Alaska ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ 

Arizona 18 277 30 70 22 38 284 25 75 

Arkansas 19 275 31 69 22 39 274 35 65 

California 18 275 33 67 25 40 282 30 70 

Colorado 17 282 25 75 28 55 295 14 86 

Connecticut 16 280 28 72 27 53 295 17 83 

Delaware 20 278 27 73 23 45 286 25 75 

Florida 18 280 27 73 28 43 280 30 70 

Georgia 18 277 31 69 25 45 280 30 70 

Hawaii 20 270 37 63 17 43 273 37 63 

Idaho 18 283 21 79 27 47 291 17 83 

Illinois 17 278 30 70 27 48 288 23 77 

Indiana 20 284 21 79 31 42 290 20 80 

Iowa 17 288 17 83 34 52 294 14 86 

Kansas 18 287 18 82 33 49 294 15 85 

Kentucky 21 278 28 72 23 39 286 24 76 

Louisiana 20 274 33 67 21 38 271 38 62 

Maine 19 281 23 77 26 50 291 16 84 

Maryland 17 281 26 74 27 51 288 24 76 

Massachusetts 14 281 26 74 29 57 298 13 87 

Michigan 20 280 27 73 29 47 284 25 75 

Minnesota 17 295 13 87 46 57 298 12 88 

Mississippi 16 268 44 56 17 45 266 47 53 

Missouri 22 281 24 76 28 43 287 22 78 

Montana 19 288 17 83 35 52 292 15 85 

Nebraska 16 283 23 77 32 52 292 16 84 

Nevada 19 277 30 70 24 39 279 29 71 

New Hampshire 16 287 19 81 36 55 295 13 87 

New Jersey 16 280 28 72 27 55 292 19 81 

New Mexico 20 268 40 60 14 35 277 31 69 

New York 14 282 22 78 30 54 289 21 79 

North Carolina 21 283 24 76 31 44 291 20 80 

North Dakota 16 290 15 85 37 59 293 14 86 

Ohio 20 281 25 75 29 43 291 18 82 

Oklahoma 21 275 31 69 20 43 282 24 76 

Oregon 20 283 24 76 29 46 293 19 81 

Pennsylvania 18 280 29 71 30 45 289 21 79 

Rhode Island 16 271 37 63 20 48 284 24 76 

South Carolina 16 283 22 78 28 46 284 27 73 

South Dakota 19 285 20 80 33 51 293 13 87 

Tennessee 19 274 34 66 24 40 280 30 70 

Texas 17 282 24 76 28 39 286 22 78 

Utah 16 281 27 73 28 55 292 17 83 

Vermont 16 286 19 81 31 53 294 15 85 

Virginia 17 282 24 76 28 51 291 19 81 

Washington 19 283 24 76 33 47 292 19 81 

West Virginia 21 275 30 70 21 36 279 29 71 

Wisconsin 19 286 22 78 38 46 293 17 83 

Wyoming 19 284 19 81 31 48 291 16 84 

Other jurisdictions

District of Columbia 18 252 63 37 6 37 250 64 36 

DDESS 1 24 283 21 79 27 53 285 19 81 

DoDDS 2 22 286 18 82 31 58 290 18 82 

‡Reporting standards not met. Sample size is insufficient to permit a reliable estimate.

1Department of Defense Domestic Dependent Elementary and Secondary Schools.

2Department of Defense Dependents Schools (Overseas).

NOTE: Results are not shown for students who reported that they didn’t know their parents’ highest level of education.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Mathematics Assessment.
32

Students with disabilities

Yes No

Percentage of students Percentage of students

Weighted Weighted 

percentage Average At or At or percentage Average At or At or 

of students scale Below above above of students scale Below above above 

assessed scores Basic Basic Proficient assessed scores Basic Basic Proficient 

See notes at end of table. !

Nation (public) 11 214 50 50 12 89 236 21 79 34 

Alabama 10 192 78 22 3 90 227 31 69 20 

Alaska 16 212 54 46 11 84 237 20 80 34 

Arizona 9 210 56 44 8 91 231 27 73 27 

Arkansas 13 202 65 35 6 87 233 24 76 29 

California 8 208 59 41 12 92 229 30 70 26 

Colorado 11 209 57 43 9 89 238 19 81 37 

Connecticut 10 219 44 56 17 90 243 15 85 44 

Delaware 10 215 50 50 11 90 238 16 84 33 

Florida 17 214 50 50 13 83 238 19 81 35 

Georgia 11 209 57 43 11 89 233 25 75 29 

Hawaii 10 197 73 27 5 90 230 27 73 25 

Idaho 11 208 59 41 7 89 238 16 84 33 

Illinois 13 215 49 51 14 87 236 24 76 34 

Indiana 13 221 42 58 17 87 240 14 86 38 

Iowa 13 213 54 46 7 87 242 11 89 40 

Kansas 12 219 43 57 13 88 245 11 89 45 

Kentucky 11 208 60 40 8 89 231 24 76 24 

Louisiana 19 208 60 40 6 81 230 27 73 25 

Maine 15 215 51 49 10 85 242 12 88 38 

Maryland 10 215 51 49 13 90 235 25 75 33 

Massachusetts 16 224 35 65 19 84 245 12 88 46 

Michigan 7 219 41 59 14 93 237 21 79 36 

Minnesota 12 220 43 57 17 88 245 13 87 45 

Mississippi 5 212 53 47 12 95 223 37 63 17 

Missouri 13 222 39 61 15 87 237 18 82 32 

Montana 12 212 53 47 6 88 239 14 86 35 

Nebraska 14 220 40 60 15 86 239 17 83 37 

Nevada 11 206 60 40 9 89 230 27 73 25 

New Hampshire 16 222 37 63 15 84 247 8 92 48 

New Jersey 13 212 51 49 10 87 243 15 85 43 

New Mexico 16 207 61 39 12 84 225 33 67 18 

New York 11 215 49 51 11 89 239 18 82 36 

North Carolina 14 230 30 70 26 86 244 13 87 43 

North Dakota 14 215 49 51 9 86 241 12 88 38 

Ohio 9 214 49 51 9 91 240 16 84 38 

Oklahoma 14 209 57 43 8 86 232 21 79 25 

Oregon 15 218 46 54 13 85 239 17 83 36 

Pennsylvania 11 209 58 42 12 89 239 18 82 39 

Rhode Island 19 210 56 44 9 81 235 22 78 33 

South Carolina 11 221 38 62 14 89 238 19 81 34 

South Dakota 13 219 44 56 15 87 240 14 86 37 

Tennessee 11 206 61 39 12 89 230 27 73 25 

Texas 8 224 35 65 16 92 239 16 84 34 

Utah 10 213 50 50 9 90 237 18 82 34 

Vermont 14 221 40 60 16 86 245 11 89 46 

Virginia 9 220 41 59 15 91 241 15 85 38 

Washington 12 214 53 47 11 88 242 14 86 40 

West Virginia 13 208 61 39 7 87 234 20 80 26 

Wisconsin 12 211 55 45 9 88 240 16 84 39 

Wyoming 14 221 39 61 13 86 244 9 91 43 

Other jurisdictions

District of Columbia 10 177 91 9 2 90 208 61 39 8 

DDESS1 10 220 39 61 11 90 239 13 87 33 

DoDDS2 8 215 52 48 11 92 239 13 87 33 
33

Limited-English-proficient students

Yes No

Percentage of students Percentage of students

Weighted Weighted 

percentage Average At or At or percentage Average At or At or 

of students scale Below above above of students scale Below above above 

assessed scores Basic Basic Proficient assessed scores Basic Basic Proficient 

Nation (public) 9 214 51 49 9 91 236 21 79 34 

Alabama 1 ‡ ‡ ‡ ‡ 99 224 35 65 19 

Alaska 18 215 52 48 12 82 237 20 80 34 

Arizona 18 207 62 38 6 82 234 23 77 30 

Arkansas 3 221 37 63 16 97 229 28 72 27 

California 32 212 53 47 8 68 235 23 77 32 

Colorado 9 206 65 35 5 91 238 19 81 37 

Connecticut 3 211 54 46 3 97 242 16 84 42 

Delaware 2 ‡ ‡ ‡ ‡ 98 236 19 81 31 

Florida 9 222 38 62 16 91 235 23 77 33 

Georgia 4 208 59 41 8 96 231 27 73 28 

Hawaii 5 197 77 23 2 95 228 29 71 24 

Idaho 6 211 56 44 7 94 237 18 82 32 

Illinois 7 204 66 34 5 93 235 24 76 34 

Indiana 3 216 45 55 8 97 239 17 83 36 

Iowa 3 217 46 54 6 97 239 16 84 36 

Kansas 3 224 33 67 16 97 242 15 85 42 

Kentucky 1 ‡ ‡ ‡ ‡ 99 229 27 73 22 

Louisiana 2 ‡ ‡ ‡ ‡ 98 226 33 67 21 

Maine 1 ‡ ‡ ‡ ‡ 99 238 17 83 34 

Maryland 3 219 44 56 15 97 234 27 73 32 

Massachusetts 4 217 45 55 9 96 243 14 86 43 

Michigan 5 228 37 63 24 95 236 22 78 35 

Minnesota 5 213 50 50 7 95 244 14 86 44 

Mississippi # ‡ ‡ ‡ ‡ 100 223 38 62 17 

Missouri 2 ‡ ‡ ‡ ‡ 98 235 20 80 30 

Montana 4 208 60 40 2 96 237 17 83 32 

Nebraska 4 204 66 34 5 96 238 18 82 35 

Nevada 15 208 61 39 6 85 231 25 75 26 

New Hampshire 2 224 40 60 19 98 244 12 88 43 

New Jersey 4 213 52 48 7 96 240 18 82 40 

New Mexico 28 209 59 41 7 72 228 29 71 21 

New York 5 206 61 39 6 95 237 19 81 34 

North Carolina 5 231 26 74 25 95 243 15 85 42 

North Dakota 4 211 54 46 5 96 239 15 85 35 

Ohio 1 213 53 47 18 99 238 19 81 36 

Oklahoma 6 220 41 59 16 94 230 26 74 23 

Oregon 11 212 54 46 9 89 239 17 83 36 

Pennsylvania 2 ‡ ‡ ‡ ‡ 98 236 22 78 36 

Rhode Island 8 196 77 23 3 92 233 24 76 30 

South Carolina 2 ‡ ‡ ‡ ‡ 98 236 21 79 32 

South Dakota 4 206 66 34 5 96 238 16 84 35 

Tennessee 1 ‡ ‡ ‡ ‡ 99 228 30 70 24 

Texas 15 219 40 60 11 85 241 14 86 37 

Utah 11 215 49 51 10 89 237 18 82 34 

Vermont 2 ‡ ‡ ‡ ‡ 98 242 15 85 42 

Virginia 6 226 32 68 19 94 240 16 84 37 

Washington 6 212 55 45 7 94 240 17 83 38 

West Virginia # ‡ ‡ ‡ ‡ 100 231 25 75 24 

Wisconsin 6 215 48 52 10 94 238 19 81 37 

Wyoming 4 215 46 54 10 96 242 11 89 40 

Other jurisdictions

District of Columbia 6 200 72 28 3 94 205 63 37 7 

DDESS1 3 ‡ ‡ ‡ ‡ 97 237 15 85 31 

DoDDS2 6 221 40 60 14 94 238 14 86 32 

# The estimate rounds to zero.

‡Reporting standards not met. Sample size is insufficient to permit a reliable estimate.

1Department of Defense Domestic Dependent Elementary and Secondary Schools.

2Department of Defense Dependents Schools (Overseas).

NOTE: Detail may not sum to totals because of rounding. The results for students with disabilities and limited-English-proficient students are based on students who were assessed and cannot be generalized to th

population of such students. The weighted percentages of students with and without disabilities and limited English proficiency are based on the total number of students assessed while the percentages excluded 

the number of students sampled.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Mathematics Assessment.
34

Students with disabilities

Yes No

Percentage of students Percentage of students

Weighted Weighted 

percentage Average At or At or percentage Average At or At or 

of students scale Below above above of students scale Below above above 

assessed scores Basic Basic Proficient assessed scores Basic Basic Proficient 

See notes at end of table. !

Nation (public) 11 242 71 29 6 89 280 29 71 30 

Alabama 11 213 88 12 2 89 268 42 58 17 

Alaska 14 248 66 34 9 86 284 25 75 33 

Arizona 9 240 75 25 3 91 274 35 65 23 

Arkansas 13 219 88 12 1 87 273 35 65 21 

California 10 232 80 20 5 90 271 40 60 24 

Colorado 11 249 65 35 7 89 287 22 78 38 

Connecticut 12 252 60 40 8 88 288 22 78 39 

Delaware 9 237 80 20 3 91 281 27 73 28 

Florida 12 235 76 24 5 88 277 33 67 26 

Georgia 10 234 76 24 6 90 274 37 63 23 

Hawaii 13 228 87 13 1 87 271 38 62 19 

Idaho 10 241 75 25 5 90 284 22 78 31 

Illinois 12 241 72 28 5 88 282 28 72 33 

Indiana 12 244 69 31 4 88 286 21 79 34 

Iowa 14 245 72 28 4 86 290 16 84 38 

Kansas 11 252 61 39 6 89 288 20 80 38 

Kentucky 9 230 83 17 3 91 279 30 70 26 

Louisiana 12 233 79 21 4 88 271 38 62 19 

Maine 13 253 62 38 7 87 286 20 80 33 

Maryland 11 248 65 35 12 89 281 29 71 32 

Massachusetts 15 254 59 41 9 85 292 18 82 43 

Michigan 9 240 73 27 5 91 280 28 72 30 

Minnesota 11 251 61 39 6 89 296 13 87 48 

Mississippi 4 231 86 14 2 96 262 51 49 13 

Missouri 12 247 70 30 5 88 283 24 76 31 

Montana 11 246 69 31 4 89 291 15 85 39 

Nebraska 12 250 65 35 4 88 287 20 80 36 

Nevada 11 233 78 22 4 89 272 37 63 22 

New Hampshire 16 258 56 44 8 84 292 15 85 40 

New Jersey 15 247 66 34 7 85 287 22 78 38 

New Mexico 18 238 74 26 6 82 269 42 58 17 

New York 13 243 68 32 7 87 285 24 76 36 

North Carolina 13 255 56 44 13 87 285 24 76 35 

North Dakota 13 253 59 41 6 87 292 13 87 41 

Ohio 8 245 67 33 5 92 285 22 78 33 

Oklahoma 14 238 76 24 4 86 277 29 71 23 

Oregon 12 249 66 34 7 88 285 25 75 35 

Pennsylvania 13 244 73 27 6 87 284 25 75 33 

Rhode Island 18 244 69 31 8 82 278 30 70 27 

South Carolina 8 249 62 38 5 92 280 30 70 28 

South Dakota 9 246 69 31 5 91 289 17 83 38 

Tennessee 12 242 70 30 16 88 272 37 63 22 

Texas 10 245 72 28 4 90 281 27 73 27 

Utah 9 243 73 27 5 91 284 24 76 34 

Vermont 15 258 54 46 10 85 291 17 83 39 

Virginia 9 255 58 42 10 91 285 24 76 33 

Washington 11 240 74 26 5 89 286 22 78 36 

West Virginia 14 232 86 14 1 86 277 30 70 23 

Wisconsin 13 247 69 31 7 87 289 18 82 39 

Wyoming 14 248 70 30 4 86 289 16 84 37 

Other jurisdictions

District of Columbia 11 204 96 4 1 89 248 67 33 7 

DDESS1 11 249 66 34 6 89 286 17 83 29 

DoDDS2 6 236 75 25 2 94 289 18 82 36 
35

Limited-English-proficient students

Yes No

Percentage of students Percentage of students

Weighted Weighted 

percentage Average At or At or percentage Average At or At or 

of students scale Below above above of students scale Below above above 

assessed scores Basic Basic Proficient assessed scores Basic Basic Proficient 

Nation (public) 5 241 74 26 5 95 278 31 69 29 

Alabama 1 ‡ ‡ ‡ ‡ 99 262 47 53 16 

Alaska 11 251 63 37 9 89 283 26 74 33 

Arizona 14 246 73 27 4 86 275 33 67 24 

Arkansas 2 ‡ ‡ ‡ ‡ 98 266 41 59 19 

California 19 239 76 24 4 81 274 37 63 26 

Colorado 4 243 75 25 5 96 285 24 76 36 

Connecticut 3 241 69 31 11 97 285 26 74 35 

Delaware 1 ‡ ‡ ‡ ‡ 99 278 31 69 26 

Florida 6 236 78 22 2 94 273 36 64 25 

Georgia 2 239 75 25 4 98 270 40 60 22 

Hawaii 5 238 79 21 2 95 267 42 58 18 

Idaho 5 241 74 26 3 95 282 25 75 30 

Illinois 3 237 80 20 4 97 279 31 69 30 

Indiana 2 ‡ ‡ ‡ ‡ 98 282 26 74 31 

Iowa 2 245 68 32 9 98 285 23 77 34 

Kansas 3 249 67 33 9 97 285 23 77 35 

Kentucky 1 ‡ ‡ ‡ ‡ 99 275 34 66 24 

Louisiana 1 ‡ ‡ ‡ ‡ 99 266 43 57 17 

Maine 1 ‡ ‡ ‡ ‡ 99 282 25 75 30 

Maryland 2 ‡ ‡ ‡ ‡ 98 278 32 68 30 

Massachusetts 2 242 71 29 4 98 287 23 77 39 

Michigan 2 ‡ ‡ ‡ ‡ 98 277 32 68 28 

Minnesota 3 253 56 44 4 97 292 17 83 45 

Mississippi 1 ‡ ‡ ‡ ‡ 99 261 53 47 12 

Missouri 1 ‡ ‡ ‡ ‡ 99 279 29 71 28 

Montana 2 ‡ ‡ ‡ ‡ 98 287 20 80 36 

Nebraska 2 ‡ ‡ ‡ ‡ 98 283 25 75 33 

Nevada 7 234 78 22 3 93 270 38 62 21 

New Hampshire 1 ‡ ‡ ‡ ‡ 99 286 21 79 35 

New Jersey 2 ‡ ‡ ‡ ‡ 98 282 27 73 34 

New Mexico 19 240 75 25 3 81 269 41 59 18 

New York 4 237 79 21 3 96 282 27 73 33 

North Carolina 3 250 62 38 7 97 282 27 73 33 

North Dakota 2 ‡ ‡ ‡ ‡ 98 288 18 82 37 

Ohio 1 235 78 22 3 99 282 26 74 31 

Oklahoma 5 251 60 40 12 95 273 34 66 20 

Oregon 6 246 70 30 4 94 283 27 73 34 

Pennsylvania 2 ‡ ‡ ‡ ‡ 98 279 31 69 30 

Rhode Island 4 228 87 13 3 96 274 35 65 25 

South Carolina 1 ‡ ‡ ‡ ‡ 99 277 32 68 26 

South Dakota 3 239 75 25 4 97 286 20 80 36 

Tennessee 2 ‡ ‡ ‡ ‡ 98 269 41 59 21 

Texas 6 243 75 25 4 94 279 29 71 26 

Utah 7 248 67 33 7 93 283 26 74 33 

Vermont 1 ‡ ‡ ‡ ‡ 99 286 23 77 35 

Virginia 2 ‡ ‡ ‡ ‡ 98 282 27 73 31 

Washington 4 246 69 31 6 96 283 26 74 33 

West Virginia # ‡ ‡ ‡ ‡ 100 271 37 63 20 

Wisconsin 3 ‡ ‡ ‡ ‡ 97 285 23 77 36 

Wyoming 3 254 64 36 7 97 285 22 78 33 

Other jurisdictions

District of Columbia 4 231 79 21 3 96 244 70 30 6 

DDESS1 6 ‡ ‡ ‡ ‡ 94 283 20 80 28 

DoDDS2 3 256 59 41 9 97 287 20 80 35 

# The estimate rounds to zero.

‡Reporting standards not met. Sample size is insufficient to permit a reliable estimate.

1Department of Defense Domestic Dependent Elementary and Secondary Schools.

2Department of Defense Dependents Schools (Overseas).

NOTE: Detail may not sum to totals because of rounding. The results for students with disabilities and limited-English-proficient students are based on students who were assessed and cannot be generalized to th

population of such students. The weighted percentages of students with and without disabilities and limited English proficiency are based on the total number of students assessed while the percentages excluded 

the number of students sampled.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Mathematics Assessment.
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Highlights

2003

National Center for

Education Statistics