NCES 2017-056

U.S. DEPARTMENT OF EDUCATION

Certification Status and 

Experience of U.S. Public 

School Teachers

Variations Across Student Subgroups

Certification Status and 

Experience of U.S. Public 

School Teachers

Variations Across Student Subgroups

MARCH 2017

Taslima Rahman

National Center for Education Statistics

Mary Ann Fox

Sakiko Ikoma

American Institutes for Research

Lucinda Gray

Westat

NCES 2017-056

U.S. DEPARTMENT OF EDUCATION
U.S. Department of Education

Betsy DeVos

Secretary

Institute of Education Sciences

Thomas Brock

Commissioner, National Center for Education Research

Delegated the Duties of IES Director

National Center for Education Statistics

Peggy G. Carr

Acting Commissioner

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting 

data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, 

analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish 

reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in 

improving their statistical systems; and review and report on education activities in foreign countries. 

NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and 

accurate indicators of education status and trends; and report timely, useful, and high-quality data to the U.S. Department 

of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. 

Unless specifically noted, all information contained herein is in the public domain. 

We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. 

You, as our customer, are the best judge of our success in communicating information effectively. If you have any comments 

or suggestions about this or any other NCES product or report, we would like to hear from you. Please direct your 

comments to

NCES, IES, U.S. Department of Education 

Potomac Center Plaza

550 12th Street SW

Washington, DC 20202

March 2017

The NCES Home Page address is http://nces.ed.gov.

The NCES Publications and Products address is http://nces.ed.gov/pubsearch.

This report was prepared for the National Center for Education Statistics under Contract No. ED-IES-12-D-0002 with 

the American Institutes for Research and ED-IES-12-D-0027 with Westat and Sanametrix, Inc. Mention of trade names, 

commercial products, or organizations does not imply endorsement by the U.S. Government.

Suggested Citation

Rahman, T., Fox, M.A., Ikoma, S., and Gray, L. (2017). Certification Status and Experience of U.S. Public School Teachers: 

Variations Across Student Subgroups (NCES 2017-056). U.S. Department of Education, National Center for Education 

Statistics. Washington, DC: U.S. Government Printing Office.

Content Contact 

Taslima Rahman

(202) 245-6514

Taslima.Rahman@ed.gov
Certification Status and Experience of U.S. Public School Teachers—Executive Summary iii

EXECUTIVE SUMMARY

This report provides a snapshot of the extent to 

which U.S. public school students are taught by 

certified and experienced teachers. The report 

uses two datasets available to the National Center 

for Education Statistics (NCES): the Schools 

and Staffing Survey (SASS) and the National 

Assessment of Educational Progress (NAEP). 

SASS provides a comprehensive picture, as it 

includes teachers of K–12 students in all subjects. 

NAEP provides a picture specific to grades 4 and 

8. In addition, NAEP data are directly related 

to teachers of two key subjects: reading and 

mathematics. SASS data are available for the 

2011–12 school year and NAEP data are available 

for 2013 and 2015.

The report presents the percentage of U.S. public 

school students who are taught by teachers 

with state certification, by teachers with more 

than 5 years of experience, and by teachers 

with a postsecondary degree in the subject in 

which they teach by various school and student 

characteristics. Taken together, the information 

from SASS and NAEP illustrates that access to 

teachers with certification and other qualifications 

varies among students in different demographic 

groups, in different school settings, and in 

different states and large urban school districts.

CERTIFICATION

At least 90 percent of the nation’s public 

school students, at the primary and 

secondary levels, were taught by teachers 

with state certification in the years studied: 

2011–12, 2013, and 2015. However, the 

percentage differed by various school and 

student characteristics and across various 

jurisdictions.

YEARS OF EXPERIENCE

At least 75 percent of students had a teacher 

with more than 5 years of experience in the 

2011–12 school year and in 2015. As with 

teacher certification, the percentage differed 

by various school and student characteristics 

and across various jurisdictions.
iv Certification Status and Experience of U.S. Public School Teachers—Executive Summary

Grades K–12:

94 percent of public school students were taught by a certified teacher in 2011–12

Based on the SASS data, the percentage of students taught by a state-certified teacher1

 in the 2011–12 

school year was about 94 or 95 percent in each of the four school locale categories (i.e., city, suburb, 

town, and rural) and between 89 and 99 percent in each of the states with reportable data. 

1 For SASS, teachers are counted as certified if they reported having a “regular or standard state certificate or advanced professional 

certificate” or “certificate issued after satisfying all requirements except the completion of a probationary period.”

In the 2011–12 school year, the percentage of public school students taught by a certified teacher did 

not vary by students’ disability status, English language learner status, or grade level (i.e., primary, 

middle, and high school).

However, differences existed 

between the percentages 

of middle grade and high 

school students who were 

taught by a teacher certified 

in their specific subject area. 

Specifically, a larger percentage 

of high school students than 

middle school students were 

taught by a teacher certified 

in the subject area in which 

they were teaching for English, 

mathematics, science, and social 

science classes (see figure ES-1).

FIGURE ES-1. Percentage of public school students in departmentalized classes 

taught by a teacher certified in a specific subject area, by student grade level: 

2011–12

 

NOTE: Middle school includes any classes taught to students in any of grades 6–8. High school includes 

classes taught to students in any of grades 9–12. A certification is credited if it is a regular or standard 

state certificate or a probationary in-subject certification and in any of grades 6–8 (for middle school) 

or at the secondary level (for high school).

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

Statistics, Schools and Staffing Survey (SASS), “Public School Teacher Data File,” 2011–12.
Certification Status and Experience of U.S. Public School Teachers—Executive Summary v

Grades 4 and 8 Mathematics:

At least 90 percent of public school students in 2013 and in 2015 were taught by 

a certified teacher

Based on the NAEP data, nationally, 92 percent of 4th-graders and 90 percent of 8th-graders in 2015 

were taught by a state-certified mathematics teacher.2

 The percentages were 93 percent and 92 percent 

for grades 4 and 8, respectively, in 2013. However, in each grade, the percentages differed across states 

and urban school districts, and by various school and student characteristics.3

2 For NAEP, teachers are counted as state certified if they responded “Yes, I hold a permanent certificate” to the question “Do you hold 

a regular or standard certificate that is valid in the state in which you are currently teaching?” Other response options were “Yes, I hold 

a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently 

working toward certification,” and “No, and I am not planning to obtain certification.”

3 Selected large urban schools districts participate in the NAEP assessments. These large urban districts are referred to as the Trial Urban 

District Assessment districts, or TUDA districts. See the Technical Notes, table TN-2, for a full listing of the 2013 and 2015 participating 

TUDA districts and their states.

In 2015, the percentage of students who had 

a mathematics teacher with state certification 

ranged from 61 percent in Ohio to almost 100 

percent in Alabama in 4th grade and from 59 

percent in the District of Columbia to 99 percent 

in Nebraska in 8th grade.

In the 21 urban school districts participating in 

the NAEP Trial Urban District Assessment (the 

TUDA districts), the percentage of students who 

were taught by a state-certified teacher ranged 

from 67 to 97 percent in 4th grade and from 68 

to 99 percent in 8th grade in 2015. 

Among the various school characteristics, for 

both grades 4 and 8, the percentage of students 

who had a mathematics teacher with state 

certification was lower for students in schools in 

cities than for students in suburban schools and 

lower for students in schools with high-minority 

enrollment than for students in schools with 

lower minority enrollment. Furthermore, at 

grade 4, the percentage was lower for students 

in schools in cities than in rural schools (see 

table ES-1).

Among the student characteristics, for both 

grades 4 and 8, the percentage of students who 

had a mathematics teacher with state certification 

was lower for students eligible for the National School Lunch Program (NSLP) than for noneligible 

students and lower for Black students than for White students. Furthermore, at grade 8, the 

percentage was lower for Hispanic students than for White students (see table ES-1). 

TABLE ES-1. Percentage of 4th- and 8th-grade public 

school students who had a mathematics teacher with 

state certification, by selected school and student 

characteristics: 2015

4th grade

City: 90% < Suburban: 93%

City: 90% < Rural: 92%

Rural: 92% Suburban: 93%

High-minority 

enrollment: 90% < Lower minority enrollment: 93%

SD: 92% Non-SD: 92%

ELL: 91% Non-ELL: 92%

NSLP: 91% < Non-NSLP: 93%

Black: 90% < White: 92%

Hispanic: 92% White: 92%

8th grade

City: 88% < Suburban: 91%

City: 88% Rural: 89%

Rural: 89% Suburban: 91%

High-minority 

enrollment: 84% < Lower minority 

enrollment: 92%

SD: 89% Non-SD: 90%

ELL: 88% Non-ELL: 90%

NSLP: 88% < Non-NSLP: 92%

Black: 86% < White: 91%

Hispanic: 88% < White: 91%

< Indicates a statistically significant difference.

NOTE: High-minority enrollment = schools with minority enrollment 

of 75 percent or higher. Minority includes the following reporting 

categories: Black, Hispanic, Asian, American Indian/Alaska Native, 

Native Hawaiian/Other Pacific Islander, and Two or more races. SD = 

students with disabilities; ELL = English language learners; NSLP = eligible 

for National School Lunch Program. Race/ethnicity based on school 

records. Race categories exclude persons of Hispanic ethnicity.

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

National Center for Education Statistics, National Assessment of 

Educational Progress (NAEP), 2015 Mathematics Assessment.
vi Certification Status and Experience of U.S. Public School Teachers—Executive Summary

In 2015, there were 27 states 

in grade 4 and 21 states in 

grade 8 where the percentage 

of students who had a 

mathematics teacher with 

state certification was higher 

than 90 percent (the lowest 

percentage across the two grades 

for the nation). Differences 

were found by student race 

and ethnicity. At grade 4, the 

percentage of students who had 

a mathematics teacher with 

state certification was higher 

than 90 percent in eight states 

for Black students, in 21 states 

for Hispanic students, and in 

30 states for White students. 

Similarly, at grade 8, this 

percentage was higher than 

90 percent in eight states for 

Black students, eight states 

for Hispanic students, and in 

24 states for White students 

(see figure ES-2).

FIGURE ES-2. Percentage of 4th-grade and 8th-grade public school students who 

had a mathematics teacher with state certification, by state and selected race/

ethnicity: 2015

0 10 20 30 40 50

Nation

(public)

27

8

29

6

21

24

3

6

15

30

17

7

Black1

Hispanic2

White

Grade 4

AL, AR, CA, CT, DE, GA, HI, IL, KS, MA, MD, ME, MN, MT, NC, NE, NH, NJ, NM, 

NY, OK, OR, RI, TN, VA, VT, WY

DC, IN, MI, OH, SD, 

WI, WV

AK, AZ, CO, FL, IA, ID, KY, LA, MO, MS, ND, NV, 

PA, SC, TX, UT, WA

AL, DE, GA, NC, ND, 

NE, NJ, RI

DC, IN, NV, OH, 

WI, WV

AK, AR, AZ, CA, CO, CT, FL, IA, IL, KS, KY, LA, MA, MD, ME, MI, MN, MO, MS, NY, OK, 

OR, PA, SC, SD, TN, TX, VA, WA

AK, AL, AR, CT, GA, HI, IA, IL, KY, MA, MD, MT, NC, NE, NJ, 

NM, OK, RI, SC, TN, WY

DC, ID, 

OH

AZ, CA, CO, DE, FL, IN, KS, LA, MI, MN, MO, MS, ND, NH, NV, NY, OR, 

PA, SD, TX, UT, VA, WA, WI

AL, AR, CA, CT, DE, FL, GA, HI, IL, KS, LA, MD, ME, MN, MT, NC, NE, NH, NJ, NV, NY, OK, 

RI, SC, TN, TX, UT, VA, VT, WY 

DC, IN, MI, OH, 

WV, SD

AK, AZ, CO, IA, ID, KY, MA, MO, MS, ND, 

NM, OR, PA, WA, WI

Number of states

More than 90 percent Not measurably different 

from 90 percent

Less than 90 percent

Percentage of students taught by certified mathematics teachers

0 10 20 30 40 50

Nation

(public)

Black3

Hispanic4

White

Grade 8

Number of states

AK, AL, AR, CT, DE, HI, IL, KS, MD, ME, MN, MS, MT, NE, NH, 

NJ, PA, RI, SC, VA, WY 

AZ, DC, ID, IN, LA, MA, ND, OH, 

SD, VT, WV

CA, CO, FL, GA, IA, KY, MI, MO, NC, NM, NV, NY, OK, 

OR, TN, TX, UT, WA, WI

DE, IL, MN, MO, MS, 

NE, RI, WI

DC, LA, MI, NY, 

OH, WV

AL, AR, AZ, CA, CO, CT, FL, GA, IA, IN, KS, KY, MA, MD, NC, ND, NJ, NV, 

OK, PA, SC, TN, TX, VA, WA

DE, IA, IL, KS, MD, NE, 

NJ, WY

AZ, DC, ID, MA, 

NV

AK, AL, AR, CA, CO, CT, FL, GA, HI, IN, KY, LA, MI, MN, MO, MS, MT, NC, ND, NH, NM, NY, OH, OK, OR, 

PA, RI, SC, SD, TN, TX, UT, VA, WA, WI

AK, AL, AR, CA, CT, DE, FL, GA, KS, MD, ME, MN, MS, MT, NE, NH, NJ, 

PA, RI, SC, TN, VA, WA, WY

AZ, DC, ID, IN, LA, MA, ND, OH, 

SD, VT, WV

CO, HI, IA, IL, KY, MI, MO, NC, NM, NV, NY, 

OK, OR, TX, UT, WI

21

19

11

8

25

6

8

35

5

24

16

11

0 10 20 30 40 50

Nation

(public)

27

8

29

6

21

24

3

6

15

30

17

7

Black1

Hispanic2

White

Grade 4

AL, AR, CA, CT, DE, GA, HI, IL, KS, MA, MD, ME, MN, MT, NC, NE, NH, NJ, NM, 

NY, OK, OR, RI, TN, VA, VT, WY

DC, IN, MI, OH, SD, 

WI, WV

AK, AZ, CO, FL, IA, ID, KY, LA, MO, MS, ND, NV, 

PA, SC, TX, UT, WA

AL, DE, GA, NC, ND, 

NE, NJ, RI

DC, IN, NV, OH, 

WI, WV

AK, AR, AZ, CA, CO, CT, FL, IA, IL, KS, KY, LA, MA, MD, ME, MI, MN, MO, MS, NY, OK, 

OR, PA, SC, SD, TN, TX, VA, WA

AK, AL, AR, CT, GA, HI, IA, IL, KY, MA, MD, MT, NC, NE, NJ, 

NM, OK, RI, SC, TN, WY

DC, ID, 

OH

AZ, CA, CO, DE, FL, IN, KS, LA, MI, MN, MO, MS, ND, NH, NV, NY, OR, 

PA, SD, TX, UT, VA, WA, WI

AL, AR, CA, CT, DE, FL, GA, HI, IL, KS, LA, MD, ME, MN, MT, NC, NE, NH, NJ, NV, NY, OK, 

RI, SC, TN, TX, UT, VA, VT, WY 

DC, IN, MI, OH, 

WV, SD

AK, AZ, CO, IA, ID, KY, MA, MO, MS, ND, 

NM, OR, PA, WA, WI

Number of states

More than 90 percent Not measurably different 

from 90 percent

Less than 90 percent

Percentage of students taught by certified mathematics teachers

1

 HI, ID, MT, NH, NM, UT, VT, and WY did not meet reporting standards.

2

 ME, VT, and WV did not meet reporting standards. 

3

 AK, HI, ID, ME, MT, NH, NM, OR, SD, UT, VT, and WY did not meet reporting standards. 

4

 ME, VT, and WV did not meet reporting standards. 

NOTE: Ninety percent was chosen as a reference point because at least 90 percent of the nation’s 

public school students in both grades 4 and 8 were taught by a mathematics teacher with state 

certification in 2015. Race/ethnicity based on school records. Race categories exclude persons of 

Hispanic ethnicity.

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

Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Executive Summary vii

Grades K–12:

80 percent of public school students in 2011–12 had a teacher with more than 

5 years of experience

Grades 4 and 8 Mathematics:

According to the SASS data, a larger percentage of primary school students (82 percent) than high school 

students (79 percent) had a teacher with more than 5 years of experience in the 2011–12 school year. 

About 75 percent of public school students in 2015 had a teacher with more than 

5 years of experience

Based on the NAEP data, about 76 percent of 4th-graders and about 75 percent of 8th-graders had a 

mathematics teacher with more than 5 years of experience in 2015. However, these percentages differed 

among states, large cities, and urban school districts and by various school and student characteristics. 

In 2015, the percentage of students who had a mathematics teacher with more than 5 years of experience 

ranged from 54 percent in the District of Columbia to 87 percent in Rhode Island in 4th grade and 

from 50 percent in the District of Columbia to 

89 percent in Alaska and Maine in 8th grade. 

Among the participating TUDA districts in 

2015, the percentage of students who had a 

mathematics teacher with more than 5 years of 

experience ranged from 60 percent to 95 percent 

in 4th grade and from 50 percent to 98 percent 

in 8th grade. 

Among the various school characteristics, for both 

grades 4 and 8, the percentage of students who 

had a mathematics teacher with more than 5 years 

of experience was lower for students in schools 

in cities than for students in suburban and rural 

schools and lower for students enrolled in highminority schools than for students enrolled in 

lower minority schools (see table ES-2).

Among the student characteristics, for both 

grades 4 and 8, the percentage of students who 

had a mathematics teacher with more than 

5 years of experience was lower for NSLPeligible students than for noneligible students, 

lower for Black students than for White 

students, and lower for Hispanic students than 

for White students. Furthermore, for grade 8, the 

percentage was lower for ELL students than for 

non-ELL students. 

TABLE ES-2. Percentage of 4th- and 8th-grade public school 

students who had a mathematics teacher with more than 

5 years of experience, by selected school and student 

characteristics: 2015

4th grade

City: 73% < Suburban: 78%

City: 73% < Rural: 78%

Rural: 78% Suburban: 78%

High-minority 

enrollment: 72% < Lower minority enrollment: 78%

SD: 76% Non-SD: 76%

ELL: 74% Non-ELL: 77%

NSLP: 74% < Non-NSLP: 79%

Black: 71% < White: 78%

Hispanic: 75% < White: 78%

8th grade

City: 72% < Suburban: 77%

City: 72% < Rural: 76%

Rural: 76% Suburban: 77%

High-minority 

enrollment: 69% < Lower minority 

enrollment: 77%

SD: 74% Non-SD: 75%

ELL: 71% < Non-ELL: 76%

NSLP: 73% < Non-NSLP: 78%

Black: 70% < White: 78%

Hispanic: 72% < White: 78%

< Indicates a statistically significant difference.

NOTE: High-minority enrollment = schools with minority enrollment 

of 75 percent or higher. Minority includes the following reporting 

categories: Black, Hispanic, Asian, American Indian/Alaska Native, 

Native Hawaiian/Other Pacific Islander, and Two or more races. SD = 

students with disabilities; ELL = English language learners; NSLP = eligible 

for National School Lunch Program. Race/ethnicity based on school 

records. Race categories exclude persons of Hispanic ethnicity.

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

National Center for Education Statistics, National Assessment of 

Educational Progress (NAEP), 2015 Mathematics Assessment.
viii Certification Status and Experience of U.S. Public School Teachers—Executive Summary

In 2015, there were 12 

states in grade 4 and 15 

states in grade 8 where the 

percentage of students who 

had a mathematics teacher 

with more than 5 years 

of experience was higher 

than 75 percent (the lowest 

percentage across the two grades 

for the nation). Differences 

were found by student race 

and ethnicity. At grade 4, the 

percentage of students who 

had a mathematics teacher 

with more than 5 years of 

experience was higher than 

75 percent in two states for 

Black and Hispanic students 

and in 18 states for White 

students. Similarly, at grade 

8, this percentage was higher 

than 75 percent in no states 

for Black students, eight states 

for Hispanic students, and in 

18 states for White students 

(see figure ES-3). 

FIGURE ES-3. Percentage of 4th-grade and 8th-grade public school students who 

had a mathematics teacher with more than 5 years of experience, by state and 

selected race/ethnicity: 2015

0 10 20 30 40 50

Nation

(public)

Black1

Hispanic2

White

Grade 4

Number of states

AK, CA, GA, ME, MT, NH, NY, OH, 

PA, RI, VT, WI 

CO, DC, KS, MO, MS, NC, ND, NE, 

NM, NV, UT, WY

AL, AR, AZ, CT, DE, FL, HI, IA, ID, IL, IN, KY, LA, MA, MD, MI, MN, NJ, OK, OR, SC, 

SD, TN, TX, VA, WA, WV

AK, 

NY

CO, CT, DC, DE, FL, IA, KY, MO, MS, NC, 

NV, OK, TN, TX

AL, AR, AZ, CA, GA, IL, IN, KS, LA, MA, MD, ME, MI, MN, ND, NE, NJ, OH, OR, 

PA, RI, SC, SD, VA, WA, WI, WV

CA, 

NY

AZ, CO, DC, KS, NE, NM, NV, 

OK, SD, WY

AK, AL, AR, CT, DE, FL, GA, HI, IA, ID, IL, IN, KY, LA, MA, MD, MI, MN, MO, MS, MT, NC, ND, NH, NJ, OH, 

OR, PA, RI, SC, TN, TX, UT, VA, WA, WI

AK, CA, CT, DE, GA, ID, LA, ME, MI, MT, NH, NY, OH, 

PA, RI, VT, WA, WI

DC, ND, NE, 

NM, UT

AL, AR, AZ, CO, FL, HI, IA, IL, IN, KS, KY, MA, MD, MN, MO, MS, NC, NJ, NV, OK, 

OR, SC, SD, TN, TX, VA, WV, WY

More than 75 percent Not measurably different 

from 75 percent

Less than 75 percent

Percentage of students taught by mathematics teachers 

with more than 5 years of experience

18

2

2

12

28

36

27

27

5

10

14

12

0 10 20 30 40 50

Nation

(public)

Black3

Hispanic4

White

Grade 8

AK, DE, ME, MI, MT, NH, NJ, NY, OR, PA, RI, 

SD, VT, WI, WY

CO, DC, HI, ID, ND, 

TN, UT

AL, AR, AZ, CA, CT, FL, GA, IA, IL, IN, KS, KY, LA, MA, MD, MN, MO, MS, NC, NE, NM, 

NV, OH, OK, SC, TX, VA, WA, WV

AR, CT, DC, FL, LA, NE, 

TX, VA

AL, AZ, CA, CO, DE, GA, IA, IL, IN, KS, KY, MA, MD, MI, MN, MO, MS, NC, ND, NJ, NV, NY, 

OH, OK, PA, RI, SC, TN, WA, WI, WV

AK, DE, MI, NJ, OH, 

PA, WI, WY

AR, CO, CT, DC, KY, NE, NV, 

RI, UT, VA

AL, AZ, CA, FL, GA, HI, IA, ID, IL, IN, KS, LA, MA, MD, MN, MO, MS, MT, NC, ND, NH, NM, 

NY, OK, OR, SC, SD, TN, TX, WA

AK, DE, IN, MD, ME, MI, MN, MT, NH, NV, NY, OR, PA, 

RI, SD, VT, WI, WY

DC, HI, ID, 

ND, UT

AL, AR, AZ, CA, CO, CT, FL, GA, IA, IL, KS, KY, LA, MA, MO, MS, NC, NE, NJ, NM, 

OH, OK, SC, TN, TX, VA, WA, WV

†

Number of states

15

8

18

29

31

30

28

7

8

10

5

0 10 20 30 40 50

Nation

(public)

Black1

Hispanic2

White

Grade 4

Number of states

AK, CA, GA, ME, MT, NH, NY, OH, 

PA, RI, VT, WI 

CO, DC, KS, MO, MS, NC, ND, NE, 

NM, NV, UT, WY

AL, AR, AZ, CT, DE, FL, HI, IA, ID, IL, IN, KY, LA, MA, MD, MI, MN, NJ, OK, OR, SC, 

SD, TN, TX, VA, WA, WV

AK, 

NY

CO, CT, DC, DE, FL, IA, KY, MO, MS, NC, 

NV, OK, TN, TX

AL, AR, AZ, CA, GA, IL, IN, KS, LA, MA, MD, ME, MI, MN, ND, NE, NJ, OH, OR, 

PA, RI, SC, SD, VA, WA, WI, WV

CA, 

NY

AZ, CO, DC, KS, NE, NM, NV, 

OK, SD, WY

AK, AL, AR, CT, DE, FL, GA, HI, IA, ID, IL, IN, KY, LA, MA, MD, MI, MN, MO, MS, MT, NC, ND, NH, NJ, OH, 

OR, PA, RI, SC, TN, TX, UT, VA, WA, WI

AK, CA, CT, DE, GA, ID, LA, ME, MI, MT, NH, NY, OH, 

PA, RI, VT, WA, WI

DC, ND, NE, 

NM, UT

AL, AR, AZ, CO, FL, HI, IA, IL, IN, KS, KY, MA, MD, MN, MO, MS, NC, NJ, NV, OK, 

OR, SC, SD, TN, TX, VA, WV, WY

More than 75 percent Not measurably different 

from 75 percent

Less than 75 percent

Percentage of students taught by mathematics teachers 

with more than 5 years of experience

18

2

2

12

28

36

27

27

5

10

14

12

† Not applicable. There are no states that correspond to this category. 

1

 HI, ID, MT, NH, NM, UT, VT, and WY did not meet reporting standards.

2

 ME, VT, and WV did not meet reporting standards.

3

 AK, HI, ID, ME, MT, NH, NM, OR, SD, UT, VT, and WY did not meet reporting standards. 

4

 ME, VT, and WV did not meet reporting standards. 

NOTE: Seventy-five percent was chosen as a reference point because at least 75 percent of the nation’s 

public school students in both grades 4 and 8 were taught by a mathematics teacher with more than 5 

years of experience in 2015. Race/ethnicity based on school records. Race categories exclude persons 

of Hispanic ethnicity.

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

Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers ix

CONTENTS

EXECUTIVE SUMMARY .............................................................................................................. iii

LIST OF FIGURES ...........................................................................................................................x

LIST OF TABLES .............................................................................................................................xi

CHAPTER 1. INTRODUCTION ...................................................................................................1

Data Sources ..................................................................................................................................2

Interpreting Results ........................................................................................................................3

Organization of This Report ..........................................................................................................5

CHAPTER 2. TO WHAT EXTENT ARE STUDENTS TAUGHT BY CERTIFIED 

TEACHERS? .................................................................................................................................7

K–12: Results from the Schools and Staffing Survey ......................................................................7

Grades 4 and 8: Results from the National Assessment of Educational Progress ...........................11

Conclusion ..................................................................................................................................22

CHAPTER 3. TO WHAT EXTENT ARE STUDENTS TAUGHT BY TEACHERS 

WITH MORE THAN 5 YEARS OF EXPERIENCE OR BY TEACHERS WITH 

A POSTSECONDARY DEGREE IN THE FIELD THAT THEY TEACH? ............................23

Teacher experience .......................................................................................................................23

Teacher field of study in postsecondary education ........................................................................31

Conclusion ..................................................................................................................................36

REFERENCES ................................................................................................................................37

TECHNICAL NOTES ....................................................................................................................39

APPENDIX A: CHAPTER 2 DATA TABLES ..............................................................................A-1

APPENDIX B: CHAPTER 3 DATA TABLES ..............................................................................B-1
x Certification Status and Experience of U.S. Public School Teachers

FIGURE PAGE

LIST OF FIGURES

ES-1. Percentage of public school students in departmentalized classes taught by a

teacher certified in a specific subject area, by student grade level: 2011–12 ...........................iv

ES-2. Percentage of 4th-grade and 8th-grade public school students who had a mathematics 

teacher with state certification, by state and selected race/ethnicity: 2015 .............................vi

ES-3. Percentage of 4th-grade and 8th-grade public school students who had a mathematics 

teacher with more than 5 years of experience, by state and selected race/ethnicity: 2015 ....viii

3-1. Percentage distribution of grade K–12 public school students in classes taught by

teachers with various years of teaching experience, by school level: 2011–12 .......................24
Certification Status and Experience of U.S. Public School Teachers xi

LIST OF TABLES

ES-1. Percentage of 4th- and 8th-grade public school students who had a mathematics 

teacher with state certification, by selected school and student characteristics: 2015 ..............v

ES-2. Percentage of 4th- and 8th-grade public school students who had a mathematics 

teacher with more than 5 years of experience, by selected school and student 

characteristics: 2015 ............................................................................................................vii

2-1. Percentage of K–12 public school students taught by teachers with full state 

certification, by selected student characteristics and school location 2011–12 ........................8

2-2. Percentage of public-school students taught by teachers with full state certification, 

by certification in-grade range status and student grade level: 2011–12 .................................9

2-3. Percentage distribution of public school students in middle grade and high school 

departmentalized classes taught by a certified teacher in a specific subject area, 

by the teacher’s certification and major status in selected subject areas: 2011–12 .................10

2-4. Percentage of 4th-grade public school students who had a mathematics teacher 

with state certification, by selected race/ethnicity and school characteristics: 2015 ...............13

2-5. Percentage of 8th-grade public school students who had a mathematics teacher 

with state certification, by selected race/ethnicity and school characteristics: 2015 ...............16

2-6. Percentage of 8th-grade public school students who had a mathematics teacher 

with state certification, by National School Lunch Program (NSLP) eligibility and 

selected school characteristics: 2015 ....................................................................................18

2-7. Percentage of 8th-grade public school students who had a reading teacher with 

state certification, by selected race/ethnicity and school characteristics: 2015 .......................19

3-1. Percentage of 4th-grade public school students who had a mathematics teacher 

with more than 5 years of experience, by selected race/ethnicity and school 

characteristics: 2015 ............................................................................................................25

3-2. Percentage of 8th-grade public school students who had a mathematics teacher 

with more than 5 years of experience, by National School Lunch Program (NSLP) 

eligibility and selected school characteristics: 2015 ..............................................................28

TABLE PAGE
xii Certification Status and Experience of U.S. Public School Teachers

TABLE PAGE

3-3. Percentage point difference of 8th-grade public school students who had a 

mathematics teacher with an undergraduate or graduate major or minor in 

mathematics, by selected race/ethnicity and state: 2015 .......................................................32

3-4. Percentage of 8th-grade public school students who had a mathematics teacher 

with an undergraduate or graduate major or minor in mathematics, by disability 

status and selected school characteristics: 2015 ....................................................................33

3-5. Percentage of 8th-grade public school students who had a reading teacher with 

an undergraduate or graduate major or minor in reading, by disability status and 

selected school characteristics: 2015 ....................................................................................35

TN-1. School, teacher, and student participation totals and target population, by 

assessment subject and grade level: 2013 and 2015 ..............................................................44

TN-2. List of participating districts in the NAEP Trial Urban District Assessment (TUDA) 

and the percentages of students with missing teacher certification data, mathematics: 

2013 and 2015 ....................................................................................................................46

List of Appendix A tables starts on page A-1.

List of Appendix B tables starts on page B-1.
Certification Status and Experience of U.S. Public School Teachers—Chapter 1 1

CHAPTER 1. Introduction

This special report from the National Center 

for Education Statistics (NCES) provides 

information about the extent to which students 

attending U.S. K–12 public schools are taught 

by teachers with state-conferred teaching 

certification. It was prepared to address a request 

by the Committees on Appropriations of the U.S. 

House of Representatives and the U.S. Senate; 

the Committee on Education and the Workforce 

of the U.S. House of Representatives; and the 

Committee on Health, Education, Labor and 

Pensions of the U.S. Senate. Their request was to 

provide

 ... data from the most recent school 

year by State and each local educational 

agency, regarding the extent at the schoollevel to which students in the following 

categories are taught by teachers who have 

not yet obtained full State certification: 

students with disabilities, English 

Learners, students in rural areas, students 

from low-income families, and minority 

students (H.R. 3020 2016, p. 77).

In addition to the data on teachers with state 

certification, the report includes data on other 

teacher qualifications, such as years of experience 

and field of postsecondary education, to provide 

additional context. 

The report utilizes data on teachers with state 

certification from two NCES data collections: 

the National Assessment of Educational Progress 

(NAEP) and the Schools and Staffing Survey 

(SASS). The data from these collections can be 

used to provide information on the percentages 

of U.S. public school students who are taught by 

teachers with state certification and to provide 

evidence about whether these percentages differ 

by student characteristics, school characteristics, 

and school location. 

Teacher credentials (e.g., certification status) and 

experience are the most widely used indicators 

of teachers’ individual inputs to the workforce 

(Goldhaber, Lavery, and Theobald 2015). 

However, the literature does not suggest a strong 

association between these indicators and student 

achievement, perhaps due to the complexity 

of the relationships among other teacher 

attributes, student and school characteristics, 

and student achievement (Darling-Hammond 

2000; Goldhaber 2015; Goldhaber, Lavery, and 

Theobald 2015; Harris and Sass 2011; Wayne 

and Youngs 2003). Accordingly, recent studies 

have tended to include other indicators—such 

as teacher licensure exam scores and estimates of 

teacher effectiveness from value-added models—

which indeed seem to be more closely related 

to student achievement gains (Goldhaber 2015; 

Goldhaber, Lavery, and Theobald 2015). Yet 

at the national level, these indicators can be 

problematic because teacher licensure exams vary 

substantially by state, and value-added models 

can produce varying results depending on the 

conceptual framework on which they are based.
2 Certification Status and Experience of U.S. Public School Teachers—Chapter 1

Focusing on schools with high-poverty and 

high-minority student populations, the research 

consistently shows that these schools tend to have 

teachers with temporary certification, with fewer 

years of teaching experience, and who teach in 

fields in which they are not necessarily certified 

(Clotfelter et al. 2006; Darling-Hammond 2002; 

Hanushek, Kain, and Rivkin 2004; Imazeki 

and Goe 2009; Rice 2013). In addition, highly 

qualified teachers—that is, teachers who scored 

well on their knowledge certification exams 

and completed all of the requirements for full 

certification—are more likely to transfer from 

or quit lower achieving schools than higher 

achieving schools (e.g., Boyd et al. 2005). 

Moreover, newly hired teachers are more likely 

to start their career at a school in a city or in a 

rural area with more minority students and more 

students eligible for the National School Lunch 

Program (NSLP), an indicator of poverty, than in 

a school in a suburban area with fewer minority 

students and fewer students eligible for the NSLP 

(Gagnon and Mattingly 2012; Goe 2002). A 

study of 26 school districts found similar patterns 

of teacher hiring, transfers, and attrition (Isenberg 

et al. 2016). However, except in a small number 

of study districts, these patterns of teacher hiring 

and transfers contributed only to small differences 

between high- and low-income students in terms 

of their access to effective teachers. Regarding the 

pattern of teacher attrition, the difference was not 

statistically significant.

Clotfelter, Ladd, and Vigdor (2010) studied high 

school students in North Carolina and found 

that students in higher poverty schools had less 

qualified teachers—as measured by years of 

experience and educational background, licensure 

test scores, and type of licensure—than those 

in lower poverty schools. With the value-added 

estimates incorporated, Goldhaber, Lavery, and 

Theobald (2015) also found that economically 

disadvantaged students, underrepresented 

minority students, and students with low prior 

academic performance in Washington State 

were less likely to be assigned to highly qualified 

teachers at various grade levels.

This report focuses on teachers’ certification status, 

years of experience, and postsecondary education, 

emphasizing that they are important in developing 

an understanding of the status of U.S. public 

teachers at the national and state levels, but that 

they are nonetheless only part of the larger context 

that conceptualizes teacher quality.

DATA SOURCES

This report uses data from two national data 

collections—SASS and NAEP—sponsored 

and implemented by NCES. SASS provides 

information on teachers of students in all of 

grades K–12; however, SASS is limited in 

terms of the recency of its data, as its last data 

collection was in the 2011–12 school year. NAEP 

provides data from 2013 and 2015, but its data 

are specific to teachers of students at grades 4 

and 8. NAEP data are directly related to teachers 

of two key subjects: reading and mathematics. 

An overview of each collection is provided next. 

More detailed information related to sampling, 

methodology, and definitions is provided in the 

Technical Notes. 

SCHOOLS AND STAFFING SURVEY

SASS collects information that can be used to 

provide a detailed picture of U.S. elementary 

and secondary schools and their staff. This 

information is collected through the following 

surveys: district, school, principal, teacher, and 

library media center. SASS is a national and 

state-level representative sample survey of public 

(including traditional public and charter schools) 

and private K–12 schools in the 50 states and the 

District of Columbia. This report presents results 

for public school students from the 2011–12 

school year, the last time SASS was conducted. 
Certification Status and Experience of U.S. Public School Teachers—Chapter 1 3

The 2011–12 SASS used a school-based sample 

of public schools. The school sample was drawn 

to support estimates on a wide range of topics by 

public school characteristics such as grade level 

and community type. Teachers associated with 

a selected school were sampled from a teacher 

list provided by the school or district. The data 

collected from public school teachers included 

class organization, subject taught, grade level 

taught, and number of students taught. Teachers 

also provided the counts of their students with 

an Individualized Education Program (IEP) 

because they have disabilities or are special 

education students and the counts of English 

language learners (ELL). Data were also collected 

about teachers’ education and state teaching 

certification.

NATIONAL ASSESSMENT OF EDUCATIONAL 

PROGRESS

NAEP is an assessment program conducted by 

NCES to inform the public of what elementary 

and secondary students in the United States 

know and can do in various subject areas, 

including mathematics and reading. The NAEP 

reading and mathematics assessments at grades 

4 and 8 are congressionally mandated to be 

conducted biannually. All 50 states and the 

District of Columbia, as well as selected large 

urban schools districts, participate in these 

assessments. These large urban districts are 

referred to as the Trial Urban District Assessment 

districts, or TUDA districts, throughout this 

report.1

 The National Assessment Governing 

Board oversees and sets policy for the NAEP 

program. Results from 2015 and 2013, the two 

most recent NAEP data collection years, are 

provided for both grades 4 and 8. Comparisons 

are provided within each grade. No comparisons 

are made either between years within a grade or 

between grades.

1 The District of Columbia participates in NAEP as both a state 

and a TUDA district, and the results differ due to the treatment of 

public charter schools. When the District of Columbia is reported 

as a state, public charter schools are included in the results. When 

it is reported as a TUDA district, public charter schools are not 

included in the results. See the Technical Notes, table TN-2, for a 

full listing of the 2013 and 2015 participating TUDA districts and 

their states.

Results from NAEP are based on nationally 

representative samples of students. Schools are 

selected to participate in NAEP, and students 

at the target grade level are randomly selected 

from these schools. The “subject teacher” of each 

selected student at grades 4 and 8 (i.e., the teacher 

of the subject in which the student is assessed in 

NAEP) is asked to complete a questionnaire that 

asks for information regarding permanent state 

certification, years of experience, and educational 

background. Since the teachers are linked with 

the sample of students, NAEP can provide 

information on the percentage of students who 

have subject teachers with certain characteristics. 

For comparisons between SASS and NAEP on 

their purpose, sampling, data collection window, 

collection of information at the state and district 

levels, and collection of student information, see 

exhibit 1.

INTERPRETING RESULTS

Using estimates calculated from data based on a 

sample of the population requires consideration 

of several factors before the estimates become 

meaningful. Data from samples can provide only 

an approximation of the true or actual value. The 

range of estimates of the true value depends on 

several factors, such as the amount of variation 

in the responses, the size and representativeness 

of the sample, and the size of the subgroup for 

which the estimate is computed. The magnitude 

of this variation is called the “standard error” of 

an estimate. 
4 Certification Status and Experience of U.S. Public School Teachers—Chapter 1

EXHIBIT 1. Selected components of the NCES Schools and Staffing Survey and the National Assessment of Educational 

Progress

Survey component SASS NAEP

Survey purpose Surveys background and qualifications 

of teachers

Assesses subject-specific knowledge 

and skills of students and links 

students’ performance with teacher 

qualifications

Sampling Teachers from selected K–12 schools Students from grades 4, 8, and 12 in 

selected schools

Data collection window September to June. Every 4 even 

school years

January through March. Odd years for 

reading and mathematics

State and school district All 50 states and the District of 

Columbia are included in the universe 

of schools; the first stage of SASS 

sampling involves the selection of 

schools 

Mandatory for all 50 states to 

participate in biannual grade 4 

and 8 reading and mathematics 

assessments; some selected large 

urban school districts volunteer to 

participate

Student demographic information Teachers provide a count of students 

they teach, a count of students with 

disabilities, and a count of English 

language learners 

Collected directly from the school. 

Demographics include gender, 

race/ethnicity, disability and English 

language learner status, and eligibility 

for the National School Lunch Program

Note that all differences calculated in this report 

are based on unrounded estimates. In this report, 

differences between estimates are provided only 

when they are statistically significant in order 

to ensure that they are larger than might be 

expected due to sampling variation. To determine 

whether the differences reported are statistically 

significant, t tests at the .05 level of significance 

were performed. Differences identified in this 

report as higher, lower, larger, or smaller meet 

the requirements for statistical significance. 

Although one estimate may appear to be larger 

than another, a statistical test for significance may 

find that the apparent difference between them is 

not significant due to the amount of uncertainty 

around the estimates. In this case, the estimates 

will be described as having no measurable 

difference, meaning that the difference 

between them is not statistically significant. No 

adjustments were made for multiple comparisons.

The data presented in this report were taken from 

two different data sources in order to provide a 

picture of teacher certification and other teacher 

quality indicators in grades K–12 as well as in 

two specific grades (4 and 8). However, the results 

should not be directly compared across data 

sources as there are differences in the populations 

studied, study designs, and reference periods, 

as shown above in exhibit 1. More information 

on these two data sources can be found in the 

Technical Notes of this report.

The data in this report cannot be used to 

investigate more complex hypotheses or support 

causal inferences. Readers who are interested in 

more complex relationships and in-depth analysis 

are encouraged to explore other NCES resources, 

including publications, online data tools, and 

public- and restricted-use datasets at http://nces.

ed.gov.
Certification Status and Experience of U.S. Public School Teachers—Chapter 1 5

ORGANIZATION OF THIS 

REPORT

This report presents detailed results from SASS 

and from NAEP for two research questions. 

Chapter 2 examines the extent to which U.S. 

public school students are taught by certified 

teachers. It shows results from the 2011–12 SASS 

for grades K–12 and from the 2013 and 2015 

NAEP for grade 4 (mathematics) and grade 8 

(mathematics and reading). Chapter 3 examines 

the extent to which U.S. public school students 

are taught by teachers who have more than 

5 years of teaching experience. Again, results are 

presented first from the 2011–12 SASS for grades 

K–12 and then from the 2015 NAEP for grade 

4 (mathematics) and grade 8 (mathematics and 

reading). Chapter 3 also provides information 

from the 2015 NAEP mathematics and reading 

assessments for grade 8 on whether teachers had 

a major or minor in a mathematics field (for 

students assessed in mathematics) or a reading 

field (for students assessed in reading) during 

their postsecondary studies. 

For both chapters, results are presented in 

two major segments. “Results across student 

subgroups” include results for students at the 

national, school locale (i.e., city, suburb, town, 

and rural), state, and large urban school district 

(i.e., TUDA district) levels, where available. 

“Results by student subgroups” include results 

for students by race/ethnicity, for students with 

disabilities (SD), for English language learners 

(ELL), and for students eligible for the National 

School Lunch Program (NSLP), where available.

The Technical Notes provide detailed information 

on the survey questions, definitions of categories, 

and sampling and methodology for each data 

collection. Tables of estimates and their associated 

standard errors can be found in the appendices. 

Appendix A includes data tables related to the 

results found in chapter 2, and appendix B 

has data tables related to the results found in 

chapter 3.
This page intentionally left blank.
Certification Status and Experience of U.S. Public School Teachers—Chapter 2 7

CHAPTER 2. To What Extent Are Students 

Taught by Certified Teachers?

State teaching certification is often used as a 

measure of teacher quality. The requirements 

for certification and licensing vary by state, and 

these requirements can include a test of basic 

skills, a subject knowledge exam, a subjectspecific pedagogy exam, and an assessment of 

teaching performance. In addition, not all states 

have the same set of requirements for teachers 

in charter schools, and 15 states and the District 

of Columbia do not require teachers in charter 

schools to have any certification (NCES 2016).

This chapter examines the following question:

What percentage of public school students 

have a teacher with state certification? Does 

this percentage differ by various student and 

school characteristics and across various 

jurisdictions? 

The first section of the chapter focuses on students 

in K–12 public schools and presents national- and 

state-level data from the 2011–12 Schools and 

Staffing Survey (SASS). The next section focuses 

on students in grades 4 and 8 and presents data for 

the nation, states, large cities, and TUDA districts 

from the 2013 and 2015 National Assessment of 

Educational Progress (NAEP). Where possible, 

results are presented across student subgroups for 

the nation and by selected subgroups. Student 

subgroups include students with disabilities, 

English language learners, and students eligible 

for the National School Lunch Program. 

K–12: RESULTS FROM THE 

SCHOOLS AND STAFFING 

SURVEY

One purpose of SASS was to provide nationaland state-level data about public school teachers. 

The data collected from public school teachers 

covered class organization, subject taught, grade 

level taught, and number of students taught. Data 

were also collected about teachers’ education and 

state teaching certification. With proper weight 

adjustments, the data can also be used to study 

public school student experiences. For more 

information on SASS and data definitions, see 

the Technical Notes. 

Specifically, this section presents information 

on the extent to which K–12 public school 

students are taught by teachers who have 

obtained full state certification by selected student 

characteristics. It also provides additional context 

by providing information on in-grade teaching 

at the primary level and in-field teaching at the 

middle and high school levels. 

The 2011–12 SASS public school teacher survey 

contained a series of questions about the sampled 

teacher’s state teaching certification, including 

the type, content area(s), and grade range(s) of 

the certificate(s). Data were collected for up to 

two certificates in the state in which the teacher 

currently teaches using the following question: 
8 Certification Status and Experience of U.S. Public School Teachers—Chapter 2

CERTIFICATION: 

K–12

2011–12

“Which of the following describes the teaching 

certificate you currently hold that certifies you to 

teach in THIS state?” The response options were 

as follows: 

1. “Regular or standard state certificate or

advanced professional certificate;”

2. “Certificate issued after satisfying all

requirements except the completion of a

probationary period;”

3. “Certificate that requires some additional

coursework, student teaching, or passage

of a test before regular certification can be

obtained;”

4. “Certificate issued to persons who must

complete a certification program in order

to continue teaching;” and

5. “I do not hold any of the above certifications

in THIS state.”

For the SASS results presented in this report, 

teachers are defined as having full state teaching 

certification if they selected (1) “regular or 

standard state certificate or advanced professional 

certificate” or (2) “certificate issued after satisfying 

all requirements except the completion of a 

probationary period.” This definition reflects the 

fact that some states issue an initial or preliminary 

license to all fully qualified teachers for an initial 

period. Thus, references to “certified teachers” or 

“state-certified teachers” reflect this definition of 

state teaching certification. All SASS estimates 

and their standard errors for this section can be 

found in appendix A, tables A-1 through A-5.

K–12 RESULTS

Results across student subgroups: Nationally, 

among K–12 public school students, 94 percent 

were taught by teachers with full state certification in the 2011–12 school year (see table 2-1). 

The percentages did not differ measurably by 

school locale, with 94 percent of students in city 

and suburban schools and 95 percent of students 

in town and rural schools taught by state-certified 

teachers (see table A-1). 

TABLE 2-1. Percentage of K–12 public school students 

taught by teachers with full state certification, by selected 

student characteristics and school location 2011–12

 

Total

Students with 

disabilities1

English 

language 

learners2

Total 94.3 93.7 93.2

School location

City 93.6 92.2 93.9

Suburb 94.5 95.1 92.3

Town 94.9 93.3 93.5

Rural 94.5 93.7 93.0

1

 Based on the 12 percent of K–12 public school students who have an 

Individualized Education Program (IEP). 

2

 Based on the 9 percent of K–12 public school students who are 

limited English proficient or are English language learners (ELLs). 

NOTE: Teachers are counted as certified if they reported having 

a “regular or standard state certificate or advanced professional 

certificate” or “certificate issued after satisfying all requirements except 

the completion of a probationary period.” 

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

National Center for Education Statistics, Schools and Staffing Survey 

(SASS), “Public School Teacher Data File,” 2011–12.

Across the states, the percentage of K–12 students 

taught by state-certified teachers ranged from 

89 percent in Arizona to 99 percent in Iowa and 

Nebraska.2 By locale, the percentages ranged from 

87 percent in Louisiana and Washington to about 

100 percent in Nebraska and West Virginia for 

city schools; 85 percent in Virginia to about 100 

percent in Mississippi and Nebraska for suburban 

schools; 74 percent in Washington to almost 100 

percent in Massachusetts and Wyoming for town 

schools; and from 88 percent in Pennsylvania to 

99 percent in Idaho, Illinois, Iowa, New Jersey, 

and Nebraska for rural schools (see table A-2).3

2 Forty-five of the 50 states and the District of Columbia had 

data that met reporting standards. Reporting standards were not 

met when the coefficient of variation (CV) for the estimate was 

50 percent or greater (i.e., the standard error was 50 percent or 

more of the estimate), the response rate for the state was below 

50 percent, or there were too few cases for a reliable estimate.

3 For city, town, and rural school data, 45 states met reporting 

standards; for suburban schools, 41 states met reporting standards.

Results by student subgroups

Students with disabilities: Among students 

who had an Individualized Education Program 

(IEP) because they have disabilities or are special 
Certification Status and Experience of U.S. Public School Teachers—Chapter 2 9

CERTIFICATION: 

K–12

2011–12

education students, 94 percent were taught 

by state-certified teachers. Across locales, the 

percentages taught by state-certified teachers were 

92 percent for city, 95 percent for suburban, 93 

percent for town, and 94 percent for rural schools. 

Across the states, the percentage of students with 

an IEP taught by state-certified teachers ranged 

from 88 percent in Arizona to 99 percent in Iowa 

and Nebraska (see tables A-1 and A-2).

English language learners: Among students 

who were limited English proficient or were 

ELL students, about 93 percent were taught by 

state-certified teachers. The percentages of ELL 

students taught by state-certified teachers were 

94 percent for city, 92 percent for suburban, 

93 percent for town, and 93 percent for rural 

schools. Across the states, the percentage of 

ELL students taught by state-certified teachers 

ranged from 73 percent in Montana to about 

100 percent in Iowa, Nebraska, and West 

Virginia (see tables A-1 and A-2).

IN-GRADE CERTIFICATION

This section presents findings for in-grade 

certification for all grade levels. The SASS public 

school teacher survey collected information on 

the grades that the teacher taught during the 

2011–12 school year and the grade level(s) that 

the state certification allowed the teacher to teach. 

Teachers are counted as having certification 

in grade range if they were certified in “early 

childhood, preschool, or at least one of grades 

K–5” for primary school students, were certified 

in “at least one of grades 6–8” for middle school 

students, or were certified in “at least one of 

grades 9–12” for high school students.

Results across student subgroups: About 

92 percent of all students were taught by teachers 

with certification in the grade level that they 

taught (see table 2-2 and table A-3). The 

percentage did not vary among the primary, 

middle, and high school levels. 

TABLE 2-2. Percentage of public-school students taught by 

teachers with full state certification, by certification 

in-grade range status and student grade level: 2011–12

Characteristic

Taught by teachers with full 

state certification:

Certified in 

grade range

Not certified in 

grade range

Total 92.3 2.0

Student grade level

Primary (grades K–5) 91.6 2.6

Middle (grades 6–8) 92.1 2.3

High (grades 9–12) 93.3 0.9

NOTE: Details do not add to totals because the category “Taught by 

teachers without full state certification” is not shown. Teachers are 

counted as certified if they reported having a “regular or standard 

state certificate or advanced professional certificate” or “certificate 

issued after satisfying all requirements except the completion of a 

probationary period.” Teachers are counted as having certification in 

grade range if they were certified in “early childhood, preschool, or at 

least one of grades K–5” for primary school students, were certified in “at 

least one of grades 6-8” for middle school students, or were certified in 

“at least one of grades 9-12” for high school students. 

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

National Center for Education Statistics, Schools and Staffing Survey 

(SASS), “Public School Teacher Data File,” 2011–12.

Results by student subgroups

Students with disabilities: Among K–5 students 

who had an IEP because they had disabilities or 

were special education students, 93 percent were 

taught by teachers certified in the grade range, 

which was not measurably different from the 

percentage for all students (see table A-4). 

English language learners: Among K–5 students 

who were limited English proficient or were 

ELL students, 92 percent were taught by teachers 

certified in the grade range, a percentage not 

measurably different from that for all students 

(see table A-4). 

IN-FIELD CERTIFICATION

SASS also collected information on the subject 

taught, the content area(s) that the state 

certification allowed the teacher to teach, and 

the teacher’s postsecondary education degree. 

Teacher qualifications were measured by the 

correspondence between the major field of the 

teacher’s degree and the subject(s) taught. Using 
10 Certification Status and Experience of U.S. Public School Teachers—Chapter 2

CERTIFICATION: 

K–12

2011–12

this information, teachers were classified into 

one of the following categories based on the 

correspondence of their state certification and 

major field to the subject matter taught: 

(1) both the certification and major were in field,

(2) only the certification was in field, (3) only the

major was in field, or (4) neither the certification

nor the major was in field. Information is only

available for students in grades 6–12 and is not

available by student subgroups. For more details,

see the Technical Notes

TABLE 2-3. Percentage distribution of public school students in middle grade and high school departmentalized classes 

taught by a certified teacher in a specific subject area, by the teacher’s certification and major status in selected subject 

areas: 2011–12

Grade level English Mathe matics Science

Social 

science

General 

elementary 

education

Middle school

Total certified in subject 57.9 54.4 58.1 60.6 64.9

Both certification and major 37.5 23.7 34.3 39.6 53.2

Certification only 20.4 30.7 23.8 20.9 11.7!

Major only 10.2 7.1 11.1 12.1 23.6!

Neither major nor certification 31.9 38.5 30.8 27.4 11.5

High school

Total certified in subject 81.7 80.8 84.6 82.3 †

Both certification and major 68.6 61.5 72.1 67.6 †

Certification only 13.0 19.3 12.5 14.7 †

Major only 9.9 8.7 6.7 11.3 †

Neither major nor certification 8.5 10.5 8.7! 6.4 †

† Not applicable.

! Interpret data with caution. The standard error is at least 30 percent and less than 50 percent of the estimate.

NOTE: Middle grade includes any classes taught to students in any of grades 6–8. High school includes classes taught to students in any of grades 9–12. 

Majors are included regardless of whether they are held within or outside the school/college of education. Majors in main assignment are credited if 

they are held at the bachelor’s degree level or higher. A certification is credited if it is a regular or standard state certificate or a probationary in-subject 

certification and in any of grades 6–8 (for middle grades) or at the secondary level (for high school). Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, Schools and Staffing Survey (SASS), 

“Public School Teacher Data File,” 2011–12.

.

At the middle grade level (grades 6–8), 

58 percent of students in English, 54 percent 

in mathematics, 58 percent in science, 61 percent 

in social science, and 65 percent in general 

elementary education were taught by a teacher 

certified in the subject area (see tables 2-3 and 

A-5).4 At the high school level (grades 9–12),

82 percent of students in English, 81 percent

in mathematics, 85 percent in science, and

82 percent in social science were taught by a

teacher certified in the subject area. In each of

these four subjects, a larger percentage of high

school students than middle grade students were

taught by a teacher certified in the subject area.

4 While the term “general elementary education” implies that it 

was not an assignment applicable to middle grade teachers, some 

teachers who reported this assignment taught students meeting 

the SASS definition of the middle grades. Of the total general 

elementary classrooms in grades 5–8, 59 percent were 5th-grade 

classrooms, 28 percent were 6th-grade classrooms, 6 percent were 

7th-grade classrooms, and 7 percent were 8th-grade classrooms.

Furthermore, the percentage of middle grade 

students in departmentalized classes taught by 

teachers with both an in-field certification and 

major ranged from 24 percent for mathematics 

to 40 percent for social studies. In addition, 

53 percent of middle grade students were taught 

by teachers with both an in-field certification 

and major for general elementary education 

classes. The percentage of middle grade students 
Certification Status and Experience of U.S. Public School Teachers—Chapter 2 11

CERTIFICATION:

Grade 4

2013 and 2015

in departmentalized classes taught by teachers 

with neither an in-field certification nor an 

in-field major ranged from 27 percent for 

social science to 38 percent for mathematics; 

furthermore, 12 percent of middle grade students 

in general elementary classes were taught by 

a teacher with neither an in-field certification 

nor an in-field major. 

The percentage of high school students in 

departmentalized classes taught by teachers with 

both an in-field certification and major ranged 

from 62 percent for mathematics to 72 percent 

for science. The percentage of high school 

students in departmentalized classes taught by 

teachers with neither an in-field certification nor 

an in-field major ranged from 6 percent for social 

science to 10 percent for mathematics (see tables 

2-3 and A-5).

GRADES 4 AND 8: RESULTS 

FROM THE NATIONAL 

ASSESSMENT OF EDUCATIONAL 

PROGRESS

In NAEP, the assessed students identified the 

teacher who taught them in the subject area of 

the assessment (e.g., reading or mathematics), 

and these teachers were asked to provide 

information related to their demographic 

characteristics; preparation, credentials, and 

experiences; attitudes and expectations; job 

support; and job satisfaction. NAEP was 

conducted in mathematics and reading in 

grades 4 and 8 in 2013 and 2015.

In this section, results are presented for public 

school students in grades 4 and 8. Results for each 

grade are presented for the nation, states, large 

cities, and TUDA districts and by selected school 

and student characteristics. Results for 2015 are 

presented and supplemented with results from 

2013, when relevant, to show recent changes.

Fourth-grade students, or elementary students in 

general, are often taught by the same teacher for 

reading and mathematics. For example, according 

to the 2015 NAEP mathematics assessment, 

approximately 72 percent of 4th-grade students 

were taught by a mathematics teacher who teaches 

all or most subjects. For this reason, one would 

expect few differences between these subject areas 

in the prevalence of teachers with permanent certification. Therefore, in the body of the text, results 

for grade 4 are presented only for the mathematics 

assessment. For grade 8, results are presented for 

the mathematics and reading assessments. 

All NAEP estimates and their standard errors for 

this section can be found in appendix A. Data 

for 2013 and 2015 can be found in tables A-6 

through A-17 for grade 4 mathematics; in tables 

A-18 through A-29 for grade 4 reading; in tables 

A-30 through A-42 for grade 8 mathematics; and 

in tables A-43 through A-54 for grade 8 reading.

Teachers of the assessed students were asked, 

“Do you hold a regular or standard certificate 

that is valid in the state in which you are currently 

teaching?” with four response options to consider: 

1. “Yes, I hold a permanent certificate;” 

2. “Yes, I hold a temporary certificate. (This 

type of certificate may require additional 

coursework, student teaching, etc.);” 

3. “No, but I am currently working toward 

certification;” and 

4. “No, and I am not planning to obtain 

certification.” 

For this report, the percentage of students 

with teachers who have state certification 

includes teachers who selected response option 

(1) “Yes, I hold a permanent certificate.” All 

other responses were recoded to calculate the 

percentage of students with teachers who do not 

have a permanent certification. In the following 
12 Certification Status and Experience of U.S. Public School Teachers—Chapter 2

CERTIFICATION:

Grade 4

2013 and 2015

section, therefore, references to “teachers with 

certification” or “certified teachers” reflect this 

definition. Readers should note that the question 

and responses differ from those posed in SASS; 

therefore, direct comparisons should not be made 

between the results from the two surveys. 

GRADE 4

Results across student subgroups: Nationally, 

in both 2013 and 2015, over 90 percent of all 

public school students in grade 4 had a teacher 

who had a permanent teaching certificate in the 

state where they taught (92 percent in 2015 and 

93 percent in 2013). In 2015, across the school 

locales, this percentage was lower for students in 

city schools (90 percent) than in suburban schools 

(93 percent) and rural schools (92 percent). In 

public schools with high percentages of minority 

students (defined in this report as schools with 

minority enrollment of 75 percent or higher), this 

percentage was lower than it was in schools with 

less than 75 percent minority enrollment (90 vs. 

93 percent). In 2013, the percentage of 4th-grade 

students who had a state-certified teacher was 

about the same in cities and suburban schools 

(94 percent each), and both percentages were 

higher than the percentage for students in towns 

(91 percent) (see table A-6). 

The percentage of 4th-grade students with a 

teacher who had a state certification varied across 

the states,5

 ranging from 61 percent in Ohio and 

64 percent in the District of Columbia to almost 

100 percent in Alabama in 2015. The percentage 

of 4th-grade students who had a teacher with 

state certification was higher than 90 percent in 

27 states. In 2013, the percentage ranged from 

66 percent in Ohio and 72 percent in the District 

of Columbia to almost 100 percent in Nebraska 

(see table A-7). 

5 Throughout this report, references to “states” include the 50 states 

and the District of Columbia.

In large cities, the percentage of 4th-grade 

students with a teacher who had a state 

certification was 88 percent in 2015 and 

92 percent in 2013. For the 21 urban school 

districts that participated in NAEP’s Trial 

Urban District Assessment in 2015 (the TUDA 

districts),6 the percentage ranged from 67 percent 

in Cleveland to 97 percent in Miami-Dade. 

In addition, for the 21 TUDA districts that 

participated in the 2013 NAEP, the percentage 

ranged from 65 percent in Cleveland to 99 

percent in Hillsborough Country (see table A-8).

6 See the Technical Notes, table TN-2, for a full listing of the 2013 

and 2015 participating TUDA districts and their states.

Results by student subgroups

Race and ethnicity: In NAEP, information on 

race and ethnicity is collected for each student 

from the sampled school. NAEP typically reports 

race/ethnicity using seven mutually exclusive race/

ethnicity categories: American Indian/Alaska 

Native, Asian, Black, Native Hawaiian/Pacific 

Islander, Hispanic, White, and Two or more 

races.7

 Although results for three major groups—

Black, Hispanic, and White—are highlighted 

here, results for all race/ethnicity categories are 

available in the data tables in appendix A. 

7 Throughout this report, all students of Hispanic origin are 

categorized as Hispanic regardless of race, and all students referred 

to as being in a specific race category are non-Hispanic.

In 2015, the percentage of 4th-grade students 

who had a certified teacher was lower for Black 

students (90 percent) than for White students 

(92 percent), while there was no measurable 

difference between the percentages of Hispanic 

students (92 percent) and White students (see 

table 2-4). Unlike 2015, in 2013, the percentage 

of 4th-grade students who had certified teachers 

was not measurably different for Black and 

White students. However, such percentages 

varied by school locale and the percentage of 

minority enrollment. For example, in both years, 

for students in schools located in cities and in 
Certification Status and Experience of U.S. Public School Teachers—Chapter 2 13

CERTIFICATION:

Grade 4

2013 and 2015

schools with high-minority enrollment, the 

percentage who had teachers with certification 

was lower for Black students than for White 

students (see table A-6).

TABLE 2-4. Percentage of 4th-grade public school students 

who had a mathematics teacher with state certification, 

by selected race/ethnicity and school characteristics: 

2015

Selected characteristic White Black His panic

Nation (public) 92.2 89.9* 92.0

Location

City 92.5 86.1* 90.0*

Suburban 92.8 92.7 93.0

Town 91.5 93.7 92.8

Rural 91.5 94.4* 96.0*

Minority enrollment

75 percent or more 91.8 88.2* 90.6

Less than 75 percent 92.2 92.2 94.1*

* Significantly different (p < .05) from the percentage for White. 

NOTE: Race/ethnicity based on school records. Race categories 

exclude persons of Hispanic ethnicity.

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

National Center for Education Statistics, National Assessment of 

Educational Progress (NAEP), 2015 Mathematics Assessment.

In eight states in 2015, the percentage of 

4th-grade students who had a teacher with 

certification was lower for Black students than 

for White students. For example, in the District 

of Columbia, 59 percent of Black students 

had a teacher with certification, compared to 

83 percent of White students. In contrast, in 

North Dakota and Rhode Island, the percentages 

of students who had a teacher with certification 

were higher for Black students than for White 

students. The results varied similarly across the 

states in 2013 (see table A-7).

In five states in 2015, the percentage of Hispanic 

4th-graders whose teachers had certification was 

lower than the percentage of White students, 

with a 16-percentage-point gap in the District 

of Columbia. However, in three states—Iowa, 

Massachusetts, and Michigan—the percentages 

of students who had a teacher with certification 

were higher for Hispanic students than for White 

students. Similar differences across the states were 

seen in 2013 (see table A-7).

In 2015, within large cities,8

 the percentage 

of Black students with a teacher who had 

certification was lower than the percentage of 

White students, by about 9 percentage points 

(82 vs. 91 percent). A similar pattern was seen 

in four TUDA districts—Boston, Chicago, 

the District of Columbia,9 and San Diego. The 

gap ranged from 8 percentage points in Boston 

(88 vs. 96 percent) and Chicago (91 vs. 99 

percent) to 13 percentage points in San Diego 

(86 vs. 99 percent). Similar results were seen 

in 2013 (see table A-8). 

8 In NAEP, “large cities” includes students from all cities in the 

nation with populations of 250,000 or more, including the 

participating TUDA districts.

9 The District of Columbia is classified both as a state and a TUDA 

district; however, the results differ due to the treatment of public 

charter schools. When the District of Columbia is reported as 

a state, public charter schools are included in the results. When 

it is reported as a TUDA district, public charter schools are not 

included in the results.

Although no measurable difference was found 

in large cities overall in 2015, the percentage 

of Hispanic students who had a teacher with 

certification was lower than for White students 

in five TUDA districts: Albuquerque, Boston, 

Dallas, the District of Columbia, and San Diego. 

Although the results were similar in 2013, a 

higher percentage of Hispanic students than 

White students had a teacher with certification 

in Boston (95 vs. 90 percent) and Atlanta 

(about 100 vs. 97 percent) (see table A-8).

Students with disabilities: Within public 

schools in 2015, the percentage of students 

who had a teacher with certification was 92 

percent for both SD and non-SD students 

(see table A-9).

Across the states, only Rhode Island in 2015 

had a measurable difference in the percentage of 

students with and without a disability who had a 

teacher with certification. In Rhode Island, about 

99 percent of SD students had a teacher with 
14 Certification Status and Experience of U.S. Public School Teachers—Chapter 2

CERTIFICATION:

Grade 4

2013 and 2015

certification, compared to 96 percent of non-SD 

students (see table A-10).

Differences between the percentages of SD 

students and non-SD students who had a teacher 

with certification were found in only New York 

City in 2015 and Los Angeles in 2013. In New 

York City in 2015, the percentage of SD students 

who had a teacher with certification was lower 

than that of non-SD students (83 vs. 91 percent). 

In Los Angeles in 2013, almost all SD students, 

compared to 97 percent of non-SD students, 

had a teacher with certification (see table A-11).

English language learners: In 2015, about 91 

percent of all ELL students had a teacher who 

had certification. Within rural schools, a higher 

percentage of ELL students had a teacher with a 

certification than did non-ELL students (96 vs. 

92 percent). In 2013, the overall results differed, 

with a lower percentage of ELL students (92 

percent) than non-ELL students (94 percent) 

who had a teacher with certification. Additionally, 

within city schools and schools with less than 

75 percent minority enrollment, the percentage 

for ELL students was lower than the percentage 

for non-ELL students (see table A-12). 

In four states (Massachusetts, Michigan, Rhode 

Island, and Tennessee) in 2015, the percentage 

of 4th-grade students who had a teacher with 

certification was higher for ELL students than for 

non-ELL students. For example, in Michigan, 

97 percent of ELL students had a teacher with 

certification, compared to 85 percent of non-ELL 

students. In 2013, the percentage of ELL students 

was lower than the percentage for non-ELL 

students in five states, yet percentages were higher 

for ELL than non-ELL students in Connecticut, 

Delaware, and Georgia (see table A-13).

 In two TUDA districts, the percentage of ELL 

students with a teacher who had certification was 

lower than the percentage of non-ELL students 

(by 16 percentage points in Dallas and by 

15 percentage points in the District of Columbia) 

in 2015. In contrast, in Detroit, 96 percent of 

ELL students had a teacher with certification, 

compared to 80 percent of non-ELL students. 

Similar contrasts across TUDA districts were 

observed in 2013 (see table A-14). 

Students eligible for the National School 

Lunch Program: In 2015, the percentage of 

NSLP-eligible students who had a teacher with 

certification was lower than that for students who 

were not eligible (91 vs. 93 percent). The same 

pattern was found for students within suburban 

schools and schools with less than 75 percent 

minority enrollment. While the overall results 

were similar in 2013, lower percentages of NSLPeligible than noneligible students were observed 

for students in schools in cities and suburbs and 

in both categories of minority enrollment (see 

table A-15). 

In 2015, in seven states (the District of 

Columbia, Illinois, Kansas, Maryland, Nevada, 

New York, and Vermont), the percentage of 

students who had a teacher with certification 

was lower for NSLP-eligible students than for 

students who were not eligible. The differences 

in these states ranged from 2 percentage points 

in Vermont to 16 percentage points in the 

District of Columbia. Similarly, the percentages 

varied by states in 2013 (see table A-16). 

In 2015, the percentage for three TUDA districts 

was lower for NSLP-eligible students than for 

noneligible students. These districts were the 

District of Columbia (75 vs. 86 percent), Fresno 

(92 vs. almost 100 percent), and San Diego (85 vs. 

98 percent). Some results in 2013 were different. 

For example, in large cities, the percentage of 

NSLP-eligible students who had a teacher with 

certification (91 percent) was lower than the 

percentage of noneligible students (95 percent). 

In addition, in eight TUDA districts—Atlanta, 
Certification Status and Experience of U.S. Public School Teachers—Chapter 2 15

CERTIFICATION 

Grade 8 Mathematics

2013 and 2015

Austin, Charlotte, Dallas, District of Columbia, 

Fresno, Houston, and Philadelphia—the percentage was lower for NSLP-eligible students than 

for noneligible students, and in Boston, a higher 

percentage of NSLP-eligible students than 

noneligible students (95 vs. 90 percent) had a 

teacher with certification (see table A-17).

GRADE 8

This section examines data from the NAEP 

mathematics and reading assessments at grade 

8. It should be noted that in 2015, there was 

an atypically high nonresponse rate among 

teachers. Specifically, nine states and the District 

of Columbia and 15 of the 21 NAEP TUDA 

districts were missing teacher data for more than 

15 percent of their students. Readers should use 

caution when interpreting data for these states 

and TUDA districts. More information can be 

found in the Technical Notes. 

The estimates presented in the text are based 

on nonmissing information for the variable 

of interest. A footnote is included when the 

comparison in the text is for a category, state, or 

TUDA district that is missing teacher data for 

more than 15 percent of students. 

GRADE 8: MATHEMATICS

Results across student subgroups: In 2015, 90 

percent of 8th-grade students had a mathematics 

teacher with state certification. The percentage 

was lower for students in schools in cities (88 

percent) than in suburbs (91 percent). In schools 

with high percentages of minority students 

(i.e., with a minority enrollment of 75 percent 

or more), this percentage was 8 percentage 

points lower, at 84 percent, than in schools with 

less than 75 percent minority enrollment. In 

2013, the same patterns generally held and the 

percentage of students who had a mathematics 

teacher with state certification was 92 percent 

overall (see table A-30).10

10 More than 15 percent of students were missing teacher data in 

the category of “city” (2015) and “75 percent or more minority 

enrollment” (2015).

The percentage of 8th-grade students with a 

mathematics teacher who had state certification 

varied across the states in 2015, ranging from 

59 percent in the District of Columbia and 

62 percent in Ohio to almost 99 percent in 

Nebraska. The percentage of 8th-grade students 

who had a mathematics teacher with state 

certification was higher than 90 percent in 

21 states. The results for 2013 also varied by 

state, ranging from 62 percent in the District 

of Columbia to 99 percent in Illinois and 

Nebraska (see table A 31).11

11 More than 15 percent of students were missing teacher data in 

the District of Columbia (2013 and 2015). 

In large cities, the percentage of 8th-grade 

students who had a mathematics teacher with 

state certification was 84 percent in 2015 

and 88 percent in 2013. For the 21 TUDA 

districts that participated in NAEP in 2015, the 

percentage ranged from 68 percent in Cleveland 

to 99 percent in Philadelphia, and the percentage 

of 8th-grade students with teachers who had state 

certification was higher than 90 percent in five 

TUDA districts. Similar results were found in 

the TUDA districts in 2013 (see table A-32).12

12 More than 15 percent of students were missing teacher data in 

the category of “large city” (2015) and in Cleveland (2015).

Results by student subgroups

Race and ethnicity: In 2015, the percentage of 

8th-grade students who had a mathematics teacher 

with certification was lower for Black (86 percent) 

and Hispanic (88 percent) students than for 

White students (91 percent). Such percentages 

varied by school locale and by the percentage of 

school minority enrollment (see table 2-5). For 

example, within cities, the percentage of students 

who had a teacher with certification was lower 
16 Certification Status and Experience of U.S. Public School Teachers—Chapter 2

CERTIFICATION 

Grade 8 Mathematics

2013 and 2015

for Black students (83 percent) and Hispanic 

students (85 percent) than for White students 

(93 percent). In addition, in schools with a high 

percentage of minority students, the percentage 

of Black students with a mathematics teacher who 

had certification was 80 percent, compared to 

88 percent for White students.13

13 More than 15 percent of students were missing teacher data 

overall (for Black students) and in the category of “75 percent or 

more minority enrollment.”

TABLE 2-5. Percentage of 8th-grade public school students 

who had a mathematics teacher with state certification, 

by selected race/ethnicity and school characteristics: 2015

Selected characteristic White Black His panic

Nation (public) 91.1 85.5* 87.9*

Location

City 93.0 82.7* 84.7*

Suburban 91.8 87.7* 91.4

Town 89.1 84.2 91.0

Rural 89.8 89.7 83.9

Minority enrollment

75 percent or more 88.1 79.7* 83.9

Less than 75 percent 91.2 91.8 92.9*

* Significantly different (p < .05) from the percentage for White. 

NOTE: Race/ethnicity based on school records. Race categories 

exclude persons of Hispanic ethnicity.

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

National Center for Education Statistics, National Assessment of 

Educational Progress (NAEP), 2015 Mathematics Assessment.

Similar patterns were observed in 2013. For 

example, in 2013, the percentage of 8th-grade 

students who had a teacher with certification was 

lower for Black students (89 percent) than for 

White students (92 percent). In addition, within 

cities and within schools with a high percentage 

of minority students, the percentage of Black 

students with a mathematics teacher who had 

certification was lower than the percentage of 

White students (see table A-30). 

Differences by race and ethnicity were also 

observed at the state level in both 2015 and 2013. 

For example, in 2015, the percentage of 8th-grade 

students who had a mathematics teacher with 

certification was lower for Black students than 

for White students in 11 states, which includes 

a 31-point and a 29-point gap, respectively, in 

the District of Columbia (53 vs. 84 percent) and 

Michigan (64 vs. 93 percent). In contrast, the 

percentages were higher for Black students than 

for White students in Missouri (96 vs. 90 percent) 

and Wisconsin (96 vs. 86 percent).14

14 More than 15 percent of students were missing teacher data 

in the District of Columbia, Michigan (for Black students), and 

Missouri (for Black students).

There were also differences between the 

percentages of White and Hispanic 8th-grade 

students who had a mathematics teacher with 

certification. In 2015, the percentage was lower 

for Hispanic students than for White students 

in four states. The gap ranged from 2 percentage 

points in Nebraska (97 vs. 99 percent) to 

16 percentage points in the District of Columbia 

(67 vs. 84 percent). In contrast, the percentage 

was higher for Hispanic students than for White 

students in Ohio (78 vs. 62 percent). In 2013, 

the percentage of 8th-grade students who had a 

teacher with certification was lower for Hispanic 

students than for White students in four states (see 

table A-31).15

15 More than 15 percent of students were missing teacher data in 

the District of Columbia (2015) and Ohio (for Hispanic students 

in 2015).

Within large cities and TUDA districts, the 

results also differed by race/ethnicity in 2015 and 

2013. In large cities in 2015, for example, the 

percentage of Black students with a mathematics 

teacher who had certification was lower than 

the percentage of White students by about 

14 percentage points (78 vs. 92 percent). A similar 

pattern was seen in 11 of the 21 TUDA districts, 

with a 38-percentage-point gap in the District of 

Columbia (62 vs. almost 100 percent). In 2013, 

the difference in the percentage between Black and 

White students was 7 percentage points in large 

cities (84 vs. 90 percent).16

16 More than 15 percent of students were missing teacher data in 

the category of “large city” (for Black students in 2013 and overall 

in 2015) and the District of Columbia (2015).
Certification Status and Experience of U.S. Public School Teachers—Chapter 2 17

CERTIFICATION 

Grade 8 Mathematics

2013 and 2015

Comparisons between the percentages of 

Hispanic and White students who had a 

mathematics teacher with certification show lower 

percentages for Hispanic students than for White 

students in large cities and in six TUDA districts 

in 2015. The largest gap was in Charlotte, where 

74 percent of Hispanic students, compared to 

93 percent of White students, had a mathematics 

teacher with certification. In 2013, although the 

percentages of Hispanic and White students who 

had a mathematics teacher with certification were 

not measurably different in large cities overall, the 

percentage was lower for Hispanic students than 

for White students in six TUDA districts (see 

table A-32).

Students with disabilities: The percentages 

of students with and without a disability who 

had a mathematics teacher with certification 

in 2013 (91 and 92 percent, respectively) and 

2015 (89 and 90 percent, respectively) were 

not measurably different. This was also the 

case within each locale (city, suburban, town, 

and rural) as well as within schools with highminority enrollment (see table A-33).17

17 More than 15 percent of students were missing teacher data in 

the categories of “city” (2013 and 2015) and “75 percent or more 

minority enrollment” (2013 and 2015).

In 2015, only the District of Columbia and 

Utah had measurable state-level differences in 

the percentages of students with and without a 

disability who had a mathematics teacher with 

certification. In the District of Columbia, a lower 

percentage of SD students had a mathematics 

teacher with certification (50 percent) than did 

their non-SD peers (60 percent). In contrast, 

in Utah, a higher percentage of SD students 

had a mathematics teacher with certification 

(95 percent) than did their non-SD peers 

(90 percent). In 2013, five states had measurable 

differences; two reported lower percentages and 

three reported higher percentages for students 

with disabilities than for students without 

disabilities (see table A-34).18

18 More than 15 percent of students were missing teacher data in 

the District of Columbia (2015).

Within large cities, there were no measurable 

differences between the percentages of SD 

and non-SD students who had a teacher with 

certification in either 2015 or 2013. However, 

in 2015, the percentage of SD students who had 

teachers with such certification was lower than 

the percentage of their non-SD peers in three 

TUDA districts: Austin (84 vs. 90 percent), the 

District of Columbia (63 vs. 74 percent), and 

Jefferson County19 (73 vs. 88 percent). A similar 

pattern was found in three TUDA districts in 

2013 (see table A-35).20

19 Jefferson County includes Louisville.

20 More than 15 percent of students were missing teacher data in 

the District of Columbia (2015).

English language learners: In 2015, about 88 

percent of all ELL students had a mathematics 

teacher who had certification. No measurable 

differences were found between the percentages 

for ELL and non-ELL students overall or within 

any of the locale categories (city, suburb, town, 

and rural) or for high-minority schools in 2015 

or in 2013 (see table A-36). 

Within three states in 2015, the percentage of 

8th-grade students who had a mathematics teacher 

with certification was lower for ELL students than 

for non-ELL students. These states were Nevada 

(82 vs. 89 percent), Rhode Island (92 vs. 98 

percent), and Utah (77 vs. 91 percent). Similarly, 

in 2013, three states (Alaska, Nevada, and New 

Mexico) had lower percentages of ELL students 

than non-ELL students who had a mathematics 

teacher with certification (see table A-37).21

21 More than 15 percent of students were missing teacher data in 

Rhode Island (2015), Utah (for ELL students in 2015), and New 

Mexico (for ELL students in 2013).
18 Certification Status and Experience of U.S. Public School Teachers—Chapter 2

CERTIFICATION 

Grade 8 Mathematics

2013 and 2015

Within large cities, there was no measurable 

difference in either 2015 or 2013 between the 

percentage of ELL students and non-ELL students 

who had a mathematics teacher with certification. 

In two TUDA districts in 2015, Dallas and 

Hillsborough County, the percentage for ELL 

students was lower than the percentage for nonELL students (by 7 percentage points in Dallas 

and by 14 percentage points in Hillsborough 

County). In New York City, 94 percent of 

ELL students had a mathematics teacher with 

certification, compared to 84 percent of nonELL students. In 2013, there were five TUDA 

districts—Albuquerque, Austin, Dallas, Fresno, 

and Jefferson County—in which the percentage 

for ELL students was lower than the percentage 

for non-ELL students. However, in Detroit, 

almost all ELL students had a mathematics teacher 

with certification, compared to 82 percent of nonELL students (see table A-38).22

22 More than 15 percent of students were missing teacher data 

in Dallas (2015), Hillsborough County (2015), New York City 

(2015), Albuquerque (for ELL students in 2013), Austin (2013), 

and Detroit (2013).

Students eligible for the National School 

Lunch Program: In 2015, the percentage of 

NSLP-eligible students who had a mathematics 

teacher with certification was about 4 percentage 

points lower than the percentage for students 

who were not eligible (88 vs. 92 percent). The 

gap was 8 percentage points within city schools 

and 5 percentage points within schools with a 

minority enrollment of 75 percent or more (table 

2-6). Lower percentages of NSLP-eligible than 

noneligible students were also observed in 2013 at 

the national level, within city schools, and within 

schools with a minority enrollment of 75 percent 

or more (see table A-39).23

23 More than 15 percent of students were missing teacher data in 

the categories of “city” (2015) and “75 percent or more minority 

enrollment” (2015).

In 13 states, the percentage of students who had 

a mathematics teacher with certification in 2015 

was lower for NSLP-eligible students than for 

noneligible students. For example, in the District 

of Columbia, the percentage was 52 percent for 

NSLP-eligible students, compared to 74 percent 

for noneligible students, and in Arizona, the 

percentage was 76 percent for NSLP-eligible 

students, compared to 86 percent for noneligible 

students. In 2013, the same pattern was observed 

in nine states (see table A-40).24

24 More than 15 percent of students were missing teacher data in 

the District of Columbia (2015).

TABLE 2-6. Percentage of 8th-grade public school students 

who had a mathematics teacher with state certification, 

by National School Lunch Program (NSLP) eligibility and 

selected school characteristics: 2015

Selected characteristic NSLP eligible Not NSLP eligible

Nation (public) 87.8* 91.7

Location

City 85.1* 92.9

Suburban 90.5 92.0

Town 88.9 89.4

Rural 87.3 91.0

Minority enrollment

75 percent or more 82.7* 88.0

Less than 75 percent 91.3 92.1

* Significantly different (p < .05) from the percentage for students who 

are not eligible for NSLP.

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

National Center for Education Statistics, National Assessment of 

Educational Progress (NAEP), 2015 Mathematics Assessment.

In 2015, within large cities, the percentage of 

students who had a mathematics teacher with 

certification was lower for NSLP-eligible students 

(81 percent) than for students who were not 

eligible (90 percent). In addition, the percentages 

for NSLP-eligible students were lower than the 

percentages for their noneligible peers in 10 of 

the 21 TUDA districts. In two TUDA districts 

(Atlanta and Detroit), the percentages were 

higher for NSLP-eligible students than for their 

noneligible peers. Similar results were seen in 

2013 (see table A-41).25

25 More than 15 percent of students were missing teacher data in 

the category of “large city” (2015).
Certification Status and Experience of U.S. Public School Teachers—Chapter 2 19

CERTIFICATION 

Grade 8 Reading

2013 and 2015

GRADE 8: READING

Results across student subgroups: In 2015, 

approximately 91 percent of 8th-graders had a 

reading teacher who had state certification. The 

percentage was lower for students in schools in 

cities (89 percent) than in suburbs (93 percent). 

In schools with high-minority enrollment, the 

percentage was 4 percentage points lower, at 

88 percent, than it was in schools where the 

minority enrollment was less than 75 percent. 

The results from 2013 show the same pattern 

(see table A-42).26

26 More than 15 percent of students were missing teacher data 

in the categories of “city” (2015), “suburban” (2015), and “75 

percent or more minority enrollment” (2015).

In 2015, the percentage of 8th-grade students with 

a reading teacher who had state certification varied 

among the states, ranging from 68 percent in 

Ohio and 69 percent in the District of Columbia 

to about 99 percent in Illinois and Nebraska. 

The percentage of 8th-grade students who had 

a reading teacher with state certification was 

higher than 90 percent in 28 states. In 2013, the 

percentage ranged from 60 percent in the District 

of Columbia to almost 100 percent in Illinois, 

Nebraska, and Wyoming (see table A-43).27

27 More than 15 percent of students were missing teacher data in 

the District of Columbia (2013 and 2015).

In large cities, 87 percent of 8th-grade students 

had a reading teacher with state certification 

in 2015. For the 21 TUDA districts that 

participated in NAEP in 2015, the percentage 

of 8th-grade students who had a reading teacher 

with state certification ranged from 69 percent 

in Baltimore to almost 100 percent in Atlanta 

and Austin, and the percentage was higher than 

90 percent for six TUDA districts. In 2013, 

about 90 percent of students in large cities had 

a reading teacher with state certification and the 

percentage ranged from 75 percent in Charlotte

to 98 percent in Chicago and San Diego among 

the TUDA districts (see table A-44).28

28 More than 15 percent of students were missing teacher data in 

the category of “large city” (2015) and Baltimore (2015).

Results by student subgroups

Race and ethnicity: In 2015, the percentage of 

8th-grade students who had a reading teacher 

with certification was lower for Black (90 percent) 

and Hispanic (89 percent) students than for 

White students (92 percent). Similarly, within 

cities, the percentage of students who had a 

reading teacher with certification was lower for 

Black (88 percent) and Hispanic (85 percent) 

students than for White students (92 percent) 

(see table 2-7).29

29 More than 15 percent of students were missing teacher data 

overall (for Black and Hispanic students in 2015).

TABLE 2-7. Percentage of 8th-grade public school students 

who had a reading teacher with state certification, by 

selected race/ethnicity and school characteristics: 2015

Selected characteristic White Black His panic

Nation (public) 92.2 89.8* 89.2*

Location

City 91.7 88.4* 85.0*

Suburban 92.6 91.2 94.0

Town 92.7 91.4 86.5

Rural 91.5 89.7 90.8

Minority enrollment

75 percent or more 89.7 88.0 86.6

Less than 75 percent 92.3 91.7 92.5

* Significantly different (p < .05) from the percentage for White. 

NOTE: Race/ethnicity based on school records. Race categories 

exclude persons of Hispanic ethnicity.

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

National Center for Education Statistics, National Assessment of 

Educational Progress (NAEP), 2015 Reading Assessment. 

Similar patterns for Black and White students 

were observed in 2013, with one exception: 

the percentage who had a reading teacher with 

certification was lower for Black students than 

White students in schools with high-minority 

enrollment (87 vs. 92 percent). In addition, in 

2013, no measurable differences were found 

between the percentages of White and Hispanic 

students at the national level or within the 

reported school characteristics (see table A-42). 
20 Certification Status and Experience of U.S. Public School Teachers—Chapter 2

CERTIFICATION 

Grade 8 Reading

2013 and 2015

In 2015, the percentage of 8th-grade students who 

had a reading teacher with certification was lower 

for Black students than for White students in 

seven states, including an 18-point gap in Nevada 

(75 vs. 93 percent). In 2013, the same pattern 

was found in four states. Similarly, the percentage 

of 8th-grade students who had a teacher with 

certification was lower for Hispanic students than 

for White students in four states in 2015. (The gap 

ranged from 10 percentage points in California to 

3 percentage points in Rhode Island.) However, 

the percentages were higher for Hispanic students 

than for White students in Alaska (99 vs. 96 

percent) and Ohio (81 vs. 67 percent). In 2013, 

the percentages were lower in one state and higher 

in two states for Hispanic students than for White 

students (see table A-43).30

30 More than 15 percent of students were missing teacher data in 

California (2015), Rhode Island (2015), and Alaska (2015).

In 2015, no measurable difference was found 

between the percentage of Black students and 

White students in large city schools who had a 

reading teacher with certification. However, in 

4 of the 21 TUDA districts, the percentage was 

lower for Black students than for White students, 

including gaps of 19 percentage points in Duval 

County (70 vs. 89 percent) and 12 percentage 

points in Charlotte (83 vs. 94 percent). In 

contrast, the percentage was higher for Black 

students (91 percent) than for White students 

(75 percent) in Boston. In 2013, the comparison 

within large cities was different than in 2015 in 

that the percentage of 8th-graders with a reading 

teacher who had certification was lower, by about 

5 percentage points, for Black students than for 

White students (87 vs. 92 percent). In 2013, the 

percentages were lower for Black students than 

for White students in four TUDA districts and 

higher for Black students than for White students 

in one TUDA district.31

31 More than 15 percent of students were missing teacher data in 

the category of “large city” (for Black students in 2013 and overall 

in 2015), Duval County (for Black students in 2015), Charlotte 

(for Black students in 2015), and Boston (2015).

In both 2013 and 2015, there were no 

measurable differences in large cities overall 

between the percentages of Hispanic students and 

White students who had a reading teacher with 

certification. In both years, however, there were 

differences within the TUDA districts. In 2015, 

among the 21 TUDA districts, the percentage 

was lower for Hispanic students than for White 

students in Charlotte (87 vs. 94 percent), while 

the percentage was higher for Hispanic students 

than for White students in Boston (91 vs. 

75 percent). In 2013, seven TUDA districts 

had a lower percentage of reading teachers with 

certification for Hispanic students than for White 

students and two had higher percentages for 

Hispanic than White students (see table A-44).32

32 More than 15 percent of students were missing teacher data in 

Charlotte (for Hispanic students in 2015).

Students with disabilities: In both 2013 and 

2015, there was no measurable difference between 

the percentage of students with and without 

a disability who had a reading teacher with 

certification. This was also the case within each 

locale (city, suburb, town, and rural) as well as 

within schools with high-minority enrollment, 

with one exception: in 2013, in suburbs, a 

lower percentage of students with a disability 

than without one had a reading teacher with 

certification (92 vs. 94 percent) (see table A-45).33

33 More than 15 percent of students were missing teacher data 

overall (for SD students in 2013) and in the categories of “city” 

(2013), “suburban” (2013), and “75 percent or more minority 

enrollment” (2013).

In 2015, North Dakota and Wyoming had a 

higher percentage of SD students than nonSD students who had a reading teacher with 

certification (96 vs. 91 percent in North Dakota; 

97 vs. 91 percent in Wyoming). In contrast, in 

2013, two states had a lower percentage of SD 

students than non-SD students who had a reading 

teacher with certification (95 vs. 99 percent in 

Delaware and 90 vs. 95 percent in Hawaii). In 

addition, in Minnesota in 2013, the percentage 
Certification Status and Experience of U.S. Public School Teachers—Chapter 2 21

CERTIFICATION 

Grade 8 Reading

2013 and 2015

was higher for those with a disability (almost 100 

percent) than for those without one (98 percent) 

(see table A-46).34

34 More than 15 percent of students were missing teacher data 

in North Dakota (2015), Wyoming (for SD students in 2015), 

Delaware (2013), and Hawaii (for SD students in 2013).

In both years, within large cities, there were no 

measurable differences by disability status in 

the percentage of students who had a reading 

teacher with certification. In 2015, in two 

TUDA districts, the percentage of SD students 

who had a reading teacher with certification 

was lower than the percentage for their non-SD 

peers (96 vs. almost 100 percent in Atlanta and 

70 vs. 84 percent in the District of Columbia). 

In contrast, the percentage of SD students who 

had a reading teacher with certification was 

higher than the percentage for their non-SD 

peers in Boston (95 vs. 87 percent) and Detroit 

(90 vs. 84 percent). In 2013, the percentage of 

SD students who had a reading teacher with 

certification was lower than the percentage for 

students without a disability in one TUDA 

district. However, the percentage of students 

with a disability who had a reading teacher with 

certification was higher than the percentage 

for students without a disability in two TUDA 

districts (see table A-47).35

35 More than 15 percent of students were missing teacher data 

in the category of “large city” (2013 and 2015), the District of 

Columbia (2015), Boston (2015), and Detroit (2015).

English language learners: In 2015, about 

91 percent of all ELL students had a reading 

teacher who had certification, which was not 

measurably different from the percentage for 

non-ELL students. In suburban schools, the 

percentage for ELL students (95 percent) was 

higher than the percentage for non-ELL students 

(93 percent). In 2013, about 92 percent of 

ELL students had a reading teacher who had 

certification (see table A-48).36

36 More than 15 percent of students were missing teacher data 

overall (for ELL students in 2015) and in the category of 

“suburban” (for ELL students in 2015).

In 2015, the percentage of 8th-grade students 

who had a reading teacher with certification 

was lower for ELL students than for non-ELL 

students (73 vs. 96 percent) in Alaska. However, 

the percentage was higher for ELL students than 

for non-ELL students in three other states. In 

Ohio, for example, there was a 22-percentagepoint difference (89 vs. 67 percent). In 2013, 

the percentage of 8th-grade students who had 

a reading teacher with certification was lower for 

ELL students than for non-ELL students in three 

states and higher for ELL students than for nonELL students in two states (see table A-49).37

37 More than 15 percent of students were missing teacher data in 

Alaska (2015), Illinois (2015), and Washington (2015).

Within large cities, in both 2015 and 2013, there 

were no measurable differences in the percentages 

of ELL and non-ELL students who had a reading 

teacher with certification. However, in the TUDA 

district of Albuquerque in 2015, the percentage 

for ELL students was 7 points lower than the 

percentage for non-ELL students. In contrast, 

higher percentages of ELL students than nonELL students in Chicago (almost 100 percent 

vs. 95 percent) and Detroit (95 vs. 83 percent) 

had a reading teacher with certification. In 2013, 

the percentage for ELL students was lower than 

the percentage for non-ELL students in Boston, 

but higher for ELL students than for non-ELL 

students in Austin, Cleveland, and Fresno (see 

table A-50).38

38 More than 15 percent of students were missing teacher data in 

the category of “large city” (2013 and 2015), Albuquerque (2015), 

Chicago (2015), Detroit (2015), Cleveland (2013), and Fresno 

(2013).

Students eligible for the National School 

Lunch Program: In 2015, the percentage of 

students eligible for the NSLP who had a reading 

teacher with certification was about 3 percentage 

points lower (90 percent) than the percentage 

for students who were not eligible (93 percent). 

In city schools, there was a gap of 6 percentage 

points (87 vs. 92 percent). In 2013, only in city 
22 Certification Status and Experience of U.S. Public School Teachers—Chapter 2

CERTIFICATION 

Grade 8 Reading

2013 and 2015

schools was there a lower percentage of NSLPeligible students than noneligible students who 

had a reading teacher with certification (90 vs. 

93 percent) (see table A-51).39

39 More than 15 percent of students were missing teacher data 

overall (for NSLP students in 2015) and in the category of “city” 

(for NSLP students in 2015).

In 2015, the percentage of students who had a 

teacher with certification was lower for NSLPeligible students than for noneligible students 

in six states (for example, Nevada, where the 

percentage was 83 vs. 92 percent). However, the 

percentage was higher for NSLP-eligible students 

than for noneligible students in three states, 

with differences of 3 percentage points in New 

Hampshire and North Dakota and 2 percentage 

points in Wyoming. In 2013, in seven states, 

the percentage was lower for students who were 

eligible for the NSLP than for students who 

were not eligible. In contrast, the percentage 

was higher for NSLP-eligible students than for 

noneligible students in the District of Columbia 

and New Mexico (see table A-52).40

40 More than 15 percent of students were missing teacher data in 

New Hampshire (2015), North Dakota (2015), and the District 

of Columbia (2013).

Within large cities, there were no measurable 

differences in either 2015 or 2013 between 

the percentages of NSLP-eligible students and 

noneligible students who had a reading teacher 

with certification. In 5 of the 21 TUDA districts 

participating in 2015, the percentages of students 

who had a reading teacher with certification 

were lower for NSLP-eligible students than for 

noneligible students. For example, in Baltimore, 

66 percent of NSLP-eligible students had a 

reading teacher with certification, compared to 

82 percent of noneligible students. In contrast, 

the percentage for NSLP-eligible students was 

higher than the percentage for their noneligible 

peers in Detroit (87 vs. 80 percent). For the 

TUDA districts participating in 2013, there was 

a lower percentage of NSLP-eligible students 

than of noneligible students in six districts and 

a higher percentage of NSLP-eligible students 

than of noneligible students in three districts 

(see table A-53).41

41 More than 15 percent of students were missing teacher data 

in the category of “large city” (for NSLP students in 2015), 

Baltimore (2015), and Charlotte (for NSLP students in 2015).

CONCLUSION

The snapshot of teacher certification presented 

in this chapter, based on data collected from 

the NCES 2011–12 SASS and the 2013 and 

2015 NAEP, indicates that about 9 out of 10 

U.S. K–12 public school students were taught 

by certified teachers. However, the percentage of 

students who had a teacher with state certification 

varied when the data were further explored by 

student and school characteristics and across 

states and urban districts. Students in certain 

locales and states appeared to be less likely to have 

teachers with state certification. Some student 

groups stand out: in particular, Black students, 

Hispanic students, students in high-minority 

schools, and students eligible for the NSLP 

(a proxy measure of socioeconomic status) were 

less likely to have certified teachers than were 

their respective peers.
Certification Status and Experience of U.S. Public School Teachers—Chapter 3 23

CHAPTER 3. To What Extent Are Students 

Taught by Teachers with More than 

5 Years of Experience or by Teachers 

with a Postsecondary Degree in the 

Field That They Teach?

Another measure that was found to be related 

to student achievement is the experience level of 

the classroom teacher (Goldhaber, Lavery, and 

Theobald 2015; Rice 2013). Both the Schools 

and Staffing Survey (SASS) and the National 

Assessment of Educational Progress (NAEP) 

provide information to answer the question: 

What percentage of public school students 

are taught by teachers with more than 5 years 

of experience? Does this percentage differ by 

various student and school characteristics and 

across various jurisdictions? 

Results are presented first on students in K–12 

public schools and include national-level data on 

teacher experience from the 2011–12 SASS. The 

following section focuses on students in grades 4 

and 8 and presents data on teacher experience for 

the nation, states, large cities, and urban districts 

from the 2015 NAEP. In addition, information 

from NAEP is used to explore the percentage 

of teachers with a postsecondary degree in the 

subject they are teaching. 

TEACHER EXPERIENCE

K–12: RESULTS FROM THE SCHOOLS AND 

STAFFING SURVEY

For SASS, teachers were asked to provide the 

number of years they taught full or part time in 

public and private schools, but not to include 

time spent as a student teacher. Their responses 

were categorized into the following categories: 

“1 to 5 years,” “6–10 years,” “11–15 years,” 

“16–25 years,” and “26 or more years.” 

Results across student subgroups: Overall, 

20 percent of K–12 students were taught by 

teachers with 1–5 years of experience and 80 

percent were taught by teachers with more than 

5 years. Specifically, 23 percent were taught by 

teachers with 6–10 years of experience, 20 percent 

by teachers with 11–15 years, 23 percent by 

teachers with 16–25 years, and 14 percent by 

teachers with 26 or more years (see figure 3-1 

and table B-1). 

GRADE 4 AND 8: RESULTS FROM THE 

NATIONAL ASSESSMENT OF EDUCATIONAL 

PROGRESS 

For NAEP, teachers were asked, “Excluding 

student teaching, how many years have you 

worked as an elementary or secondary teacher, 

counting this year?” The six response options were 

1. “less than 1 year,” 

2. “1–2 years,” 

3. “3–5 years,” 

4. “6–10 years,” 

5. “11–20 years,” and 

6. “21 or more years.” 
24 Certification Status and Experience of U.S. Public School Teachers—Chapter 3

YEARS OF EXPERIENCE: 

Grade 4

2015

FIGURE 3-1. Percentage distribution of grade K–12 public school students in classes taught by teachers with various years of 

teaching experience, by school level: 2011–12

 

NOTE: Data for students in combined level schools are included in the overall percentages but not shown separately. Detail may not sum to totals because 

of rounding.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, Schools and Staffing Survey (SASS), “Public 

School Teacher Data File,” 2011–12.

The response options were combined to form the 

categories of “less than 1 year,” “2–5 years,” and 

“more than 5 years.” This section focuses on the 

comparison of the percentage of students taught 

by teachers with more than 5 years of experience. 

Research suggests that there is a significant 

growth in teacher effectiveness during the first 

3 to 5 years and the relationship between teacher 

experience and student achievement is more likely 

to be nonlinear with a threshold of about 5 years 

(Clotfelter, Ladd, and Vigdor 2010; Goldhaber 

2015). 

Grade 4 results are provided from the 2015 

Mathematics Assessment. Fourth-grade teachers, 

or elementary school teachers in general, often 

teach reading and mathematics; therefore, one 

would expect few differences between these 

subject areas in teacher years of experience. For 

this reason, results for grade 4 are presented only 

for the mathematics assessment. For grade 8, 

results are presented from the Mathematics and 

Reading Assessments.

All NAEP estimates and their standard errors 

for this section can be found in appendix B. 

Data can be found in tables B-2 through B-13 

for grade 4 mathematics, in tables B-14 through 

B-25 for grade 4 reading, in tables B-26 through 

B-37 for grade 8 mathematics, and in tables B-38 

through B-49 for grade 8 reading.

GRADE 4

Results across student subgroups: In 2015, 

about 76 percent of 4th-grade students had a 

teacher with more than 5 years of experience. 

The percentage of students in cities and towns 

who had a teacher with more than 5 years of 

experience (73 and 74 percent, respectively) 

was lower than the percentage for students in 

suburban and rural areas (78 percent for both). 

The percentage of students who had a teacher 

with more than 5 years of experience was lower 

for students in high-minority enrollment schools 

(72 percent) than for students in schools with less 

than 75 percent minority enrollment (78 percent) 

(see table B-2). 
Certification Status and Experience of U.S. Public School Teachers—Chapter 3 25

YEARS OF EXPERIENCE: 

Grade 4

2015

The percentage of 4th-grade students with a 

teacher who had more than 5 years of experience 

varied across the states, ranging from 54 percent 

in the District of Columbia to 87 percent in 

Rhode Island.42 In large cities, 73 percent of 

4th-grade students had a teacher with more 

than 5 years of experience. For the 21 TUDA 

districts that participated in NAEP in 2015, the 

percentage ranged from 60 percent in the District 

of Columbia to 95 percent in Los Angeles (see 

tables B-3 and B-4).

42 The District of Columbia participates in NAEP as both a state 

and a TUDA district and results differ due to the treatment of 

public charter schools. When the District of Columbia is reported 

as a state, public charter schools are included in the results. When 

it is reported as a TUDA district, public charter schools are not 

included in the results.

Results by student subgroups

Race and ethnicity: The percentage of 4thgrade students who had a teacher with more 

than 5 years of experience was lower for Black 

(71 percent) and Hispanic (75 percent) students 

than for White students (78 percent). Similarly, 

within cities and suburban areas, the percentage 

of students with a teacher with more than 5 years 

of experience was lower for Black students than 

for White students, by 7 and 9 percentage points, 

respectively. In suburban areas, the percentage 

of Hispanic students who had a teacher with 

more than 5 years of experience was lower than 

the percentage of White students by about 5 

percentage points (see table 3-1 and table B-2). 

In 11 states, the percentage of 4th-grade students 

who had a teacher with more than 5 years of 

experience was lower for Black students than 

for White students, with the largest gap in 

Connecticut (64 vs. 81 percent). In 10 states, 

the percentage of 4th-grade students who had 

a teacher with more than 5 years of experience 

was lower for Hispanic students than for White 

students, with the largest gap in Oklahoma 

(58 vs. 75 percent) (see table B-3). 

TABLE 3-1. Percentage of 4th-grade public school students 

who had a mathematics teacher with more than 5 years 

of experience, by selected race/ethnicity and school 

characteristics: 2015

Selected characteristic White Black Hispanic

Nation (public) 78.4 70.8* 75.2*

Location

City 76.3 69.0* 73.4

Suburban 81.0 72.4* 75.8*

Town 74.0 68.8 75.6

Rural 78.0 74.5 81.7

Minority enrollment

75 percent or more 71.0 68.0 74.0

Less than 75 percent 78.8 74.4* 77.1

* Significantly different (p < .05) from the percentage for White. 

NOTE: Race/ethnicity based on school records. Race categories 

exclude persons of Hispanic ethnicity.

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

National Center for Education Statistics, National Assessment of 

Educational Progress (NAEP), 2015 Mathematics Assessment.

Within large cities, the percentage of Black 

students who had a teacher with more than 

5 years of experience was lower than the 

percentage of White students by about 7 

percentage points (68 vs. 75 percent). Similarly, 

in seven TUDA districts, the percentage of Black 

students with a teacher with more than 5 years 

of experience was lower than the percentage of 

White students, with the largest gap in Austin 

(30 vs. 81 percent). In contrast, in Los Angeles, 

almost all Black students, compared to 83 percent 

of White students, had a teacher with more than 

5 years of experience. Additionally, in five TUDA 

districts, the percentage of Hispanic students with 

a teacher with more than 5 years of experience 

was lower than the percentage of White students, 

with the largest gap, of 27 percentage points, in 

Austin (see table B-4). 

Students with disabilities: Overall, about 

76 percent of SD students had a teacher with 

more than 5 years of experience. There were two 

comparisons where relatively fewer students with 

a disability than without one had a teacher with 

more than 5 years of experience. Within cities, 

a lower percentage of students with a disability 

(70 percent) than without one (74 percent) had 

a teacher with more than 5 years of experience. 
26 Certification Status and Experience of U.S. Public School Teachers—Chapter 3

YEARS OF EXPERIENCE: 

Grade 8 Mathematics

2015

In Los Angeles, the percentage of SD students 

who had a teacher with more than 5 years of 

experience (88 percent) was lower than the 

percentage for non-SD students (96 percent) 

(see tables B-5 through B-7). 

English language learners: About 74 percent of 

all ELL students had a teacher with more than 

5 years of experience. Within the rural locale, a 

higher percentage of ELL students (84 percent) 

than of non-ELL students (78 percent) had a 

teacher with more than 5 years of experience 

(see table B-8). 

In contrast, in eight states, the percentage of 

4th-grade students who had a teacher with more 

than 5 years of experience was lower for ELL 

students than for non-ELL students. The gap was 

largest in Oklahoma, where 48 percent of ELL 

students, compared to 73 percent of non-ELL 

students, had a teacher with more than 5 years of 

experience (see table B-9). 

Similarly, in two TUDA districts, Austin and San 

Diego, the percentage of ELL students was lower 

than that of non-ELL students (by 12 percentage 

points in Austin and by 11 percentage points in 

San Diego) (see table B-10). 

Students eligible for the National School 

Lunch Program: The percentage of NSLPeligible students who had a teacher with more 

than 5 years of experience was 5 percentage 

points lower than that of noneligible students 

(74 vs. 79 percent). Similarly, the percentages for 

NSLP-eligible students who had a teacher with 

more than 5 years of experience were lower than 

the percentages for non-NSLP-eligible students 

in cities and suburbs and in schools with less than 

75 percent minority enrollment (see table B-11). 

In 11 states, the percentage of students who had 

a teacher with more than 5 years of experience 

was lower for NSLP-eligible students than for 

noneligible students. In these states, the difference 

in the percentage-point differences ranged from 

4 points in North Dakota to 17 points in Nevada 

(see table B-12). 

In six TUDA districts (Albuquerque, Atlanta, 

Austin, Charlotte, Jefferson County, and San 

Diego), the percentage of students who had a 

teacher with more than 5 years of experience 

was lower for NSLP-eligible students than for 

noneligible students, with the largest gap, at 

32 percentage points, in Austin (see table B-13).

GRADE 8: MATHEMATICS 

This section examines data from the NAEP 

Mathematics Assessment at grade 8 in 2015. 

Results across student subgroups: About 75 

percent of all 8th-graders had a mathematics 

teacher with more than 5 years of experience. 

For students in cities, the percentage who had a 

more experienced teacher (72 percent) was lower 

than the percentage for students in suburban 

and rural areas (77 and 76 percent, respectively). 

Furthermore, students in schools with highminority enrollment were less likely to have a 

mathematics teacher with more than 5 years of 

experience (69 percent) than were students in 

schools with a minority enrollment of less than 

75 percent (77 percent) (see table B-26). 

The percentage of 8th-grade students with a 

mathematics teacher who had more than 5 years 

of experience varied by state, ranging from 50 

percent in the District of Columbia to 89 percent 

in Alaska and Maine (see table B-27). For large 

cities, 71 percent of students had a mathematics 

teacher with more than 5 years of experience. 

Across the TUDA districts, the percentage ranged 

from 50 percent in the District of Columbia to 

98 percent in Detroit (see table B-28).43

43 More than 15 percent of students were missing teacher data in 

Alaska, the District of Columbia (state and TUDA), and Detroit.
Certification Status and Experience of U.S. Public School Teachers—Chapter 3 27

YEARS OF EXPERIENCE: 

Grade 8 Mathematics

2015

Results by student subgroups

Race and ethnicity: The percentages of 8thgraders with a mathematics teacher who had 

more than 5 years of experience were lower for 

Black students than for their White peers overall 

(70 vs. 78 percent), as well as within cities 

(67 vs. 76 percent) and in suburban areas (73 vs. 

79 percent). The percentage was also lower for 

Hispanic students than for White students overall 

(72 vs. 78 percent) and within rural areas (65 vs. 

78 percent) (see table B-26). 

For 10 states, the percentage of 8th-grade 

students who had a mathematics teacher with 

more than 5 years of experience was lower 

for Black students than for White students. 

For example, the percentages in Indiana were 

61 percent for Black students versus 82 percent 

for White students. In contrast, in the District of 

Columbia, a higher percentage of Black students 

than White students had teachers with more than 

5 years of experience (57 vs. 22 percent). In five 

states, the percentage was lower for Hispanic 

students than for White students, with the largest 

gap in Nevada (69 vs. 88 percent). In contrast, 

the percentage was higher for Hispanic students 

than for White students in the District of 

Columbia (37 vs. 22 percent) and in Ohio (89 vs. 

73 percent) (see table B-27).44

44 More than 15 percent of students were missing teacher data in 

the District of Columbia and Ohio (for Hispanic students).

Within large cities, the percentage of 8thgraders who had a mathematics teacher with 

more than 5 years of experience was lower for 

Black students than for White students (66 vs. 

75 percent). Similarly, in four TUDA districts, 

the percentage was lower for Black students than 

for White students. For example, in Miami-Dade, 

72 percent of Black students had a mathematics 

teacher with more than 5 years of experience, 

compared to 96 percent of White students. In 

contrast, in Atlanta and the District of Columbia, 

the percentage was higher for Black students 

than for White students (76 vs. 65 percent and 

57 vs. 21 percent, respectively). Additionally, 

in six TUDA districts, the percentage of 

Hispanic students with a mathematics teacher 

with more than 5 years of experience was lower 

than the percentage for White students, with 

a 26-percentage-point gap in Baltimore City. 

Again, in the District of Columbia, a higher 

percentage of Hispanic than White students had 

a mathematics teacher with more than 5 years of 

experience (55 vs. 21 percent) (see table B-28).45

45 More than 15 percent of students were missing teacher data 

in the category of “large city,” Miami-Dade, the District of 

Columbia, and Atlanta (for White students).

Students with disabilities: Overall, 74 percent 

of SD students had a mathematics teacher with 

more than 5 years of experience (see table B-29). 

Within the states, Delaware had a lower 

percentage of SD students (76 percent) than nonSD students (83 percent) who had a mathematics 

teacher with more than 5 years of experience; 

whereas, in North Dakota, the percentage was 

higher for SD students (81 percent) than for 

non-SD students (71 percent) (see table B-30).46

46 More than 15 percent of students were missing teacher data in 

North Dakota (for SD students).

Within large cities, there were no measurable 

differences between the percentages of students 

with and without a disability who had a 

mathematics teacher with more than 5 years of 

experience. In three TUDA districts—Boston, 

Charlotte, and Jefferson County—the percentage 

of SD students who had a teacher with more 

than 5 years of experience was lower than the 

percentage for students without a disability. 

In contrast, in the District of Columbia, the 

percentage was higher for SD students than for 

non-SD students (see table B-31).47

47 More than 15 percent of students were missing teacher data for 

the category of “large city” (for SD students), in Boston (for SD 

students), and in the District of Columbia.
28 Certification Status and Experience of U.S. Public School Teachers—Chapter 3

YEARS OF EXPERIENCE: 

Grade 8 Mathematics

2015

English language learners: About 71 percent 

of all ELL students had a mathematics teacher 

with more than 5 years of experience, compared 

with 76 percent of non-ELL students.48 Within 

the school-level variables included in this report, 

no measurable differences were found between 

the percentages of ELL students and non-ELL 

students (see table B-32). 

48 More than 15 percent of ELL students were missing teacher data 

for national (public).

In five states, the percentage of 8th-graders with 

a mathematics teacher with more than 5 years of 

experience was lower for ELL students than for 

non-ELL students. For example, in Rhode Island, 

60 percent of ELL students, compared to 83 

percent of non-ELL students, had a teacher with 

more than 5 years of experience (see table B-33). 

In two TUDA districts, Boston and Dallas, the 

percentage of 8th-grade ELL students who had 

a mathematics teacher with more than 5 years 

of experience was lower than the percentage for 

non-ELL students (by 11 percentage points in 

each). In Detroit, almost all ELL and non-ELL 

students (about 100 percent and 97 percent, 

respectively) had a teacher with more than 5 years 

of experience (see table B-34).49

49 More than 15 percent of students were missing teacher data in 

Boston, Dallas, and Detroit.

Students eligible for the National School 

Lunch Program: The percentage of NSLPeligible students who had a mathematics 

teacher with more than 5 years of experience 

(73 percent) was lower than the percentage of 

noneligible students (78 percent). Similarly, the 

percentages for NSLP-eligible students were 

lower than those for noneligible students in 

cities, suburban, and rural areas and in schools 

with less than 75 percent minority enrollment 

(see table 3-2 and table B-35).50

50 More than 15 percent of students were missing teacher data in 

the category of “city.”

TABLE 3-2. Percentage of 8th-grade public school students 

who had a mathematics teacher with more than 5 years 

of experience, by National School Lunch Program (NSLP) 

eligibility and selected school characteristics: 2015

Selected characteristic NSLP eligible

Not NSLP 

eligible

Nation (public) 72.5* 78.4

Location

City 70.5* 75.2

Suburban 73.5* 79.9

Town 74.5 79.1

Rural 73.2* 78.0

Minority enrollment

75 percent or more 68.6 72.1

Less than 75 percent 75.2* 79.1

* Significantly different (p < .05) from the percentage for students who 

are not NSLP eligible. 

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

National Center for Education Statistics, National Assessment of 

Educational Progress (NAEP), 2015 Mathematics Assessment.

In 12 states, the percentage of students who had 

a mathematics teacher with more than 5 years of 

experience was lower for NSLP-eligible students 

than for noneligible students. The differences in 

these states ranged from 6 percentage points in 

Wyoming to 15 percentage points in Nevada. In 

contrast, in the District of Columbia and North 

Dakota, the percentage of students who had a 

mathematics teacher with more than 5 years of 

experience was higher for NSLP-eligible students 

than for noneligible students (57 vs. 33 percent 

in the District of Columbia and 75 vs. 71 

percent in North Dakota) (see table B-36).51

51 More than 15 percent of students were missing teacher data in 

the District of Columbia.

In five TUDA districts—Austin, Charlotte, 

Jefferson County, Miami-Dade, and Duval 

County—the percentage of students who had a 

mathematics teacher with more than 5 years of 

experience was lower for NSLP-eligible students 

than for noneligible students. Whereas, in three 

districts—Atlanta, the District of Columbia, and 

Fresno—the percentage was higher for NSLPeligible students than for noneligible students 

(see table B-37).52

52 More than 15 percent of students were missing teacher data 

in Miami-Dade, Duval County, the District of Columbia, and 

Fresno.
Certification Status and Experience of U.S. Public School Teachers—Chapter 3 29

YEARS OF EXPERIENCE: 

Grade 8 Reading

2015

GRADE 8: READING

Results across student subgroups: About 76 

percent of all 8th-graders had a reading teacher 

with more than 5 years of experience. In cities, 

there was a lower percentage of students with 

more experienced teachers than there was in 

suburban areas (72 vs. 80 percent). Furthermore, 

students in schools with high-minority enrollment were less likely to have a teacher with more 

than 5 years of experience (70 percent) than were 

students in schools with less than 75 percent 

minority enrollment (79 percent) 

(see table B-38).53

53 More than 15 percent of students were missing teacher data 

in the categories of “city” and “75 percent or more minority 

enrollment.”

The percentage of 8th-grade students with a 

reading teacher who had more than 5 years of 

experience varied by state, ranging from 

61 percent in the District of Columbia to 

89 percent in New Hampshire (see table B-39).54

54 More than 15 percent of students were missing teacher data in 

the District of Columbia and New Hampshire.

In large cities, 72 percent of students had a 

reading teacher with more than 5 years of 

experience. For the 21 TUDA districts that 

participated in NAEP in 2015, the percentage 

ranged from 42 percent in Dallas to 97 percent 

in Cleveland (see table B-40).

Results by student subgroups

Race and ethnicity: The percentages of 8thgraders with a reading teacher who had more 

than 5 years of experience was lower for Black 

students than for their White peers overall 

(72 vs. 79 percent) as well as within cities (68 vs. 

77 percent), suburban areas (77 vs. 81 percent), 

and towns (68 vs. 80 percent). The percentage 

was also lower for Hispanic students than for 

White students overall (72 vs. 79 percent) as well 

as within cities (69 vs. 77 percent) and rural areas 

(66 vs. 78 percent) (see table B-38). 

For five states, the percentage of 8th-grade 

students who had a reading teacher with more 

than 5 years of experience was lower for Black 

students than for White students. For example, 

Minnesota had a 26-percentage-point gap 

(55 vs. 81 percent). In nine states, the percentage 

was lower for Hispanic students than for 

White students; for example, Nevada had an 

18-percentage-point gap (66 vs. 83 percent). In 

contrast, in New Hampshire, the percentage of 

teachers with more than 5 years of experience 

was higher for Hispanic students than for White 

students (96 vs. 89 percent) (see table B-39).55

55 More than 15 percent of students were missing teacher data in 

Minnesota (for Black students) and in New Hampshire.

Within large cities, the percentage of 8th-graders 

with a reading teacher with more than 5 years of 

experience was lower for Black students than for 

White students (69 vs. 78 percent). Similarly, in 

nine TUDA districts, the percentage was lower 

for Black students than for White students, with 

a 26-percentage-point gap in Boston (68 vs. 94 

percent). In seven TUDA districts, the percentage 

of Hispanic students with a teacher with more 

than 5 years of experience was lower than the 

percentage for White students. For example, there 

was a 24-percentage-point gap in Philadelphia 

(75 vs. 99 percent) (see table B-40).56

56 More than 15 percent of students were missing teacher data in 

the category of “large city,” in Boston, and in Philadelphia (for 

Hispanic students).

Students with disabilities: Overall, 76 percent 

of 8th-graders with a disability had a reading 

teacher with more than 5 years of experience 

(see table B-41). Within states, Hawaii had a 

lower percentage of SD students (58 percent) 

than non-SD students (72 percent) who had a 

teacher with more than 5 years of experience; 

in Alaska, Idaho, North Dakota, and Wyoming, 

the percentage was higher for SD students than 

for non-SD students (see table B-42).57

57 More than 15 percent of students were missing teacher data 

in Hawaii, Alaska, North Dakota, and in Wyoming (for SD 

students).

 For three 
30 Certification Status and Experience of U.S. Public School Teachers—Chapter 3

YEARS OF EXPERIENCE: 

Grade 8 Reading

2015

TUDA districts—Boston, Jefferson County, and 

New York City—the percentage of SD students 

who had a teacher with more than 5 years of 

experience was lower than the percentage of 

non-SD students (see table B-43).58

58 More than 15 percent of students were missing teacher data in 

the category of “large city” (for SD students), Boston, and New 

York.

English language learners: About 72 percent 

of all ELL students had a teacher with more 

than 5 years of experience, compared to about 

77 percent of non-ELL students.59 Within the 

school-level characteristics explored in this report, 

the only measurable difference was for schools 

where less than 75 percent of the students were 

minorities; in these schools, 74 percent of ELL 

students, compared to 79 percent of non-ELL 

students, had a reading teacher with more than 

5 years of experience (see table B-44). 

59 For the nation (public), more than 15 percent of ELL students 

had missing teacher data.

Within five states, the percentage of 8th-grade 

students with a reading teacher with more than 

5 years of experience was lower for ELL students 

than for non-ELL students. For example, 

in Minnesota 53 percent of ELL students, 

compared to 79 percent of non-ELL students, 

had a teacher with more than 5 years 

of experience (see table B-45).60

60 More than 15 percent of students were missing teacher data in 

Minnesota (for ELL students).

In four TUDA districts (Albuquerque, Boston, 

Fresno, and New York City), the percentage of 

8th-grade ELL students who had a reading teacher 

with more than 5 years of experience was lower 

than the percentage for non-ELL students. In 

contrast, in Detroit, almost all ELL students had 

a teacher with more than 5 years of experience, 

compared to 88 percent of non-ELL students 

(see table B-46).61

61 More than 15 percent of students were missing teacher data in 

Albuquerque, Boston, Detroit, Fresno, and New York City.

Students eligible for the National School 

Lunch Program: The percentage of 8th-graders 

who had a reading teacher with more than 

5 years of experience was lower for NSLPeligible students than for noneligible students 

(74 vs. 79 percent). Similarly, the percentages 

for NSLP-eligible students were lower than those 

for noneligible students in cities and rural areas 

and in schools with less than 75 percent minority 

enrollment (see table B-47).62

62 The category of “city” had more than 15 percent of students 

with missing teacher data. For the nation (public), more than 15 

percent of NSLP-eligible students had missing teacher data.

In 11 states, the percentage of students who had 

a teacher with more than 5 years of experience 

was lower for NSLP-eligible students than for 

noneligible students. In these states, the difference 

in percentages ranged from 4 percentage points in 

Rhode Island to 15 percentage points in Nevada. 

However, in the District of Columbia and North 

Dakota, the percentage was higher for NSLPeligible students than for noneligible students 

(63 vs. 55 percent in the District of Columbia 

and 73 vs. 64 percent in North Dakota) (see 

table B-48).63

63 More than 15 percent of students were missing teacher data in 

the District of Columbia and Rhode Island.

Within large cities, 69 percent of NSLP-eligible 

students had a teacher with more than 5 years of 

experience, compared to 77 percent of noneligible 

students. A similar pattern was evident in seven 

TUDA districts, with a gap of 18 percentage 

points in Austin (49 percent of NSLP-eligible 

students). In contrast, in Detroit, the percentage 

was higher for NSLP-eligible students than for 

noneligible students (91 vs. 86 percent) (see 

table B-49).64

64 More than 15 percent of students were missing teacher data in 

the category of “large city” and in Detroit.
Certification Status and Experience of U.S. Public School Teachers—Chapter 3 31

MAJOR/MINOR: 

Grade 8 Mathematics

2015

TEACHER FIELD OF STUDY IN 

POSTSECONDARY EDUCATION

In this section, results are presented to answer the 

following question: 

What percentage of public school students are 

taught by teachers who had a postsecondary 

major or minor in the field that they teach? 

Does this percentage differ by various student 

and school characteristics and across various 

jurisdictions?

In NAEP, data on whether teachers had a major or 

minor in a mathematics field (for students assessed 

in mathematics) or a reading field (for students 

assessed in reading) during their postsecondary 

studies were captured through a set of questions 

in the NAEP teacher questionnaire (details about 

these questions can be found in the Technical 

Notes). Note that the data presented here differs 

in several respects from results presented in the 

section “In-Field Certification” in chapter 2 based 

on the SASS data. First, the SASS data presented in 

chapter 2 reported on whether both the teachers’ 

postsecondary field of study and certification were 

in the subject of their main teaching assignment. 

Second, SASS restricts the postsecondary studies to 

include a major in the main teaching assignment. 

The NAEP data presented in this section do not 

include whether or not the teacher was certified 

and they do include postsecondary minors in the 

subjects taught. 

Fourth-grade teachers, or elementary school 

teachers in general, often teach reading and 

mathematics and therefore one would not expect 

their postsecondary studies to be subject specific; 

therefore, results are not reported for NAEP at 

grade 4. Results for 2015 are presented for grade 

8 for mathematics and reading. The data can be 

found in tables B-50 through B-61 for grade 8 

mathematics and in tables B-62 through B-73 

for grade 8 reading.

GRADE 8: MATHEMATICS

In the following section, the percentage of 

students whose teachers had a degree in a 

mathematics field includes those teachers 

who responded that at least one of their 

undergraduate or graduate majors or minors was 

in “mathematics education,” “mathematics,” or 

some “other mathematics-related subject, such 

as statistics.” In this section, all references to 

teachers are to the students’ mathematics teacher. 

Results across student subgroups: In 2015, 

about 82 percent of all 8th-graders had a teacher 

with a degree in mathematics. This percentage 

was lower for students in city schools than it 

was for students in suburban schools (81 vs. 

84 percent). In addition, 79 percent of students 

in high-minority schools (a minority enrollment 

of 75 percent or more) had a teacher who had 

a degree in mathematics, while 84 percent of 

students in schools with a minority enrollment 

of less than 75 percent had a teacher who had 

a degree in mathematics (see table B-50). Across 

the states, this percentage ranged from 62 percent 

in Louisiana to 98 percent in Minnesota (see 

table B-51). For large cities, 80 percent of 8thgrade students had a teacher who had a degree 

in mathematics. In the TUDA districts, this 

percentage ranged from 60 percent in Duval 

County to 92 percent in Detroit (see table B-52).65

65 More than 15 percent of students were missing teacher data in 

Duval County and Detroit.

Results by student subgroups

Race and ethnicity: Overall, the percentage 

of 8th-grade students who had a teacher with 

a degree in mathematics was lower for Black 

(78 percent) and Hispanic (80 percent) students 
32 Certification Status and Experience of U.S. Public School Teachers—Chapter 3

MAJOR/MINOR: 

Grade 8 Mathematics

2015

than for White students (85 percent). Similarly, 

within each locale, the percentage of students with 

a teacher with a mathematics degree was lower for 

Black than for White students. The percentage 

was lower for Hispanic than White students in 

suburban and rural schools (see table B-50).66

66 More than 15 percent of students were missing teacher data in 

the category of “city.”

In seven states, the percentage of 8th-graders 

who had a teacher with a mathematics degree was 

lower for Black students than for White students; 

for example, in New York, 74 percent of Black 

students versus 94 percent of White students 

had a teacher with a mathematics degree.67 In 

Nebraska, the percentage was higher for Black 

students than for White students. For Hispanic 

students, in six states, the percentage was lower 

than for White students, while in another three 

states, the percentage was higher for Hispanic 

students than for White students (see table 3-3 

and table B-51). 

67 More than 15 percent of students were missing teacher data in 

New York.

Within large cities, the percentage of Black 

students who had a teacher with a mathematics 

degree was lower than the percentage of White 

students (76 vs. 81 percent). A similar pattern 

was seen in six TUDA districts, with a gap 

of 29 percentage points in Baltimore City 

(65 vs. 94 percent). In four TUDA districts, 

the percentage of Hispanic students who had 

a teacher with a mathematics degree was lower 

than the percentage of White students, with a 

23-percentage-point gap in Philadelphia (see 

table B-52).68

68 More than 15 percent of students were missing teacher data in 

Baltimore City and in Philadelphia (for Hispanic students).

Students with disabilities: Overall, the 

percentage of students who had a teacher with 

a degree in mathematics was lower for SD 

students than for non-SD students overall (74 vs. 

84 percent) as well as for all school-level variables 

reported (see table 3-4 and table B-53).69

69 The categories of “city” and “75 percent or more minority 

enrollment” had more than 15 percent of students with missing 

teacher data. In addition, the nation (public) and the category of 

“suburb” had more than 15 percent of students with disabilities 

with missing teacher data.

TABLE 3-3. Percentage point difference of 8th-grade public school students who had a mathematics teacher with an 

undergraduate or graduate major or minor in mathematics, by selected race/ethnicity and state: 2015

Higher percentage 

for White students than 

Black students

Lower percentage 

for White students than 

Black students

Higher percentage for 

White students than 

Hispanic students

Lower percentage for

White students than 

Hispanic students

State Difference State Difference State Difference State Difference

Illinois 8.4 Nebraska 5.7 Maryland 11.9 Kentucky 6.7

Massachusetts 14.5 New Jersey 14.4 Nevada 6.7

New York 20.3 New York 11.6 North Carolina 7.7

North Dakota 8.6 Pennsylvania 13.3

Rhode Island 7.0 Rhode Island 10.1

Virginia 10.1 Wyoming 3.9

Wisconsin 16.1

NOTE: Difference is calculated using unrounded estimates. Teachers were classified as having a major or minor in mathematics if they answered “yes” 

to having a major, minor, or special emphasis in either undergraduate or graduate coursework in mathematics education, mathematics, or other 

mathematics-related subject, such as statistics. Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity.

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

Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Chapter 3 33

MAJOR/MINOR: 

Grade 8 Mathematics

2015

TABLE 3-4. Percentage of 8th-grade public school students 

who had a mathematics teacher with an undergraduate 

or graduate major or minor in mathematics, by disability 

status and selected school characteristics: 2015

Selected characteristic With disability

Without 

disability

Nation (public) 73.5* 83.6

Location

City 72.7* 82.0

Suburban 74.5* 84.8

Town 72.2* 85.0

Rural 73.5* 82.6

Minority enrollment

75 percent or more 71.3* 79.6

Less than 75 percent 74.3* 85.0

* Significantly different (p < .05) from the percentage for students 

without a disability. 

NOTE: Teachers were classified as having a major or minor in 

mathematics if they answered “yes” to having a major, minor, or 

special emphasis in either undergraduate or graduate coursework in 

mathematics education, mathematics, or other mathematics-related 

subject, such as statistics.

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

National Center for Education Statistics, National Assessment of 

Educational Progress (NAEP), 2015 Mathematics Assessment.

In addition, in 36 states, lower percentages of 

SD students than non-SD students had a teacher 

with a mathematics degree (see table B-54). 

Similarly, in large cities and nine TUDA districts, 

the percentage of students who had a teacher with 

a mathematics degree was lower for SD students 

than for non-SD students (see table B-55).70

70 More than 15 percent of students were missing teacher data for 

the category of “large city.”

English language learners: About 79 percent 

of all ELL students had a teacher with a degree 

in mathematics, compared to 83 percent of 

non-ELL students. In addition, the percentage 

was lower for ELL students than for non-ELL 

students in schools in suburban areas and in 

schools with a minority enrollment of less than 

75 percent (see table B-56).71

71 For the nation (public) and the category of “suburb,” more than 

15 percent of ELL students were missing teacher data.

In four states, the percentage of 8th-graders 

with a teacher who had a mathematics degree 

was lower for ELL students than for non-ELL 

students. For instance, in Rhode Island, the 

percentage was 55 percent for ELL students, 

compared to 96 percent for non-ELL students 

(see table B-57).72

72 More than 15 percent of students were missing teacher data in 

Rhode Island.

In Austin, a lower percentage of ELL students 

than of non-ELL students had a teacher with 

a mathematics degree (48 vs. 73 percent). In 

contrast, in Detroit, a higher percentage of ELL 

students than of non-ELL students had a teacher 

with a mathematics degree (99 vs. 90 percent) 

(see table B-58).73

73 More than 15 percent of students were missing teacher data for 

the category of “large city” and in Detroit. 

Students eligible for the National School 

Lunch Program: The percentage of NSLPeligible students who had a teacher with a degree 

in mathematics (80 percent) was lower than the 

percentage for noneligible students (85 percent). 

Similarly, percentages for NSLP students were 

lower than percentages for noneligible students 

in suburban and rural areas and in schools with 

less than 75 percent minority enrollment (see 

table B-59). 

In 12 states, the percentage of students who 

had a mathematics teacher with a mathematics 

degree was lower for NSLP-eligible students 

than for noneligible students. In these states, the 

differences ranged from 4 percentage points in 

Delaware and Wyoming to 14 percentage points 

in New Jersey (see table B-60). 

In four TUDA districts (Albuquerque, Austin, 

the District of Columbia, and Philadelphia), the 

percentage of students who had a teacher with a 

mathematics degree was lower for NSLP-eligible 

students than for noneligible students, while 

in Atlanta and Miami-Dade, the percentage 

was higher for NSLP-eligible students than for 

noneligible students (see table B-61).74

74 More than 15 percent of students were missing teacher data in 

Albuquerque, the District of Columbia, Miami-Dade, Atlanta (for 

non-NSLP students), and in Philadelphia (for NSLP students).
34 Certification Status and Experience of U.S. Public School Teachers—Chapter 3

MAJOR/MINOR: 

Grade 8 Reading

2015

GRADE 8: READING

This section examines the percentage of students 

who had a reading teacher with a degree in 

reading. This percentage includes those teachers 

who responded that at least one of their 

undergraduate or graduate majors or minors was 

in “reading, language arts, or literacy education,” 

“English,” or some “other language arts-related 

subject.” In this section, all references to teachers 

are to the students’ reading teacher.

Results across student subgroups: In 2015, 

about 86 percent of all 8th-graders had a teacher 

with a degree in reading. The only significant 

difference within the school-level characteristics 

selected for this report was between the 

percentages for suburban (87 percent) and rural 

(83 percent) students (see table B-62).75

75 More than 15 percent of students were missing teacher data for 

the category of “suburb.”

Across the states, the percentage of 8th-grade 

students who had a teacher with a degree in 

reading ranged from 67 percent in Louisiana 

to 97 percent in Iowa and New York (see 

table B-63).76

76 More than 15 percent of students were missing teacher data in 

New York.

In large cities, 86 percent of 8th-grade students 

had a teacher with a degree in reading. In the 

TUDA districts, the percentage ranged from 

65 percent in Cleveland to 95 percent in 

Boston, Jefferson County, and New York City 

(see table B-64).77

77 More than 15 percent of students were missing teacher data for 

the category of “large city,” and in Cleveland, Boston, and New 

York.

Results by student subgroups

Race and ethnicity: There were no measurable 

differences in the percentages of Black or 

Hispanic 8th graders compared to their White 

peers whose teachers had a reading degree, except 

in schools where minority enrollment was less 

than 75 percent, where the percentage was lower 

for Hispanic than for White students (84 vs. 

87 percent) (see table B-62). 

In four states, there were measurable differences 

in the percentage of Black students compared 

to White students who had a teacher with a 

reading degree. The percentages were lower for 

Black students than White students in New York 

(96 vs. 99 percent) and in Pennsylvania (82 vs. 

90 percent), while the percentages for Black 

students were higher than White students in 

Nebraska (97 vs. 86 percent) and in Tennessee 

(81 vs. 66 percent). For Hispanic students, while 

each of the percentages were above 90 percent in 

New York and Rhode Island, the percentages were 

lower than the percentages for White students. 

In four states, the percentages of students who 

had a teacher with a reading degree were higher 

for Hispanic students than for White students. 

For example, in Montana, 82 percent of Hispanic 

students, compared to 74 percent of White 

students, had a teacher with a reading degree 

(see table B-63).78

78 More than 15 percent of students were missing teacher data in 

New York, Pennsylvania (for Black students), and Rhode Island.

In five TUDA districts (Atlanta, Boston, 

Charlotte, Cleveland, and Duval County), 

the percentage of Black students who had a 

teacher with a reading degree was lower than 

the percentage for White students, with a 

22-percentage-point gap in Cleveland (56 vs. 

78 percent).79 In two TUDA districts, the 

percentage of students who had a teacher with 

a reading degree was lower for Hispanic students 

than for White students (see table B-64). 

79 More than 15 percent of students were missing teacher data for 

the category of “large city” and in Boston, Charlotte, Cleveland, 

and Duval County. 
Certification Status and Experience of U.S. Public School Teachers—Chapter 3 35

MAJOR/MINOR: 

Grade 8 Reading

2015

Students with disabilities: Similar to the results 

for mathematics, the percentage of students who 

had a teacher with a degree in reading was lower 

for SD students than for non-SD students overall 

(80 vs. 87 percent) as well as for all school-level 

variables reported (see table 3-5 and table B-65).80

80 The categories of “city,” “suburb,” and “75 percent or more 

minority enrollment” had more than 15 percent of students with 

missing teacher data.

TABLE 3-5. Percentage of 8th-grade public school students 

who had a reading teacher with an undergraduate or 

graduate major or minor in reading, by disability status and 

selected school characteristics: 2015

Selected characteristic With disability

Without 

disability

Nation (public) 80.2* 86.8

Location

City 83.2* 87.3

Suburban 80.3* 88.1

Town 77.0* 85.6

Rural 78.1* 84.2

Minority enrollment

75 percent or more 80.2* 85.8

Less than 75 percent 80.2* 87.2

* Significantly different (p < .05) from the percentage for students 

without a disability. 

NOTE: A reading teacher refers to a teacher whose students were 

assessed on NAEP reading. Teachers were classified as having a major 

or minor in reading if they answered “”yes”” to having a major, minor, 

or special emphasis in either undergraduate or graduate coursework 

in reading, language arts, or literacy education; English; or some other 

language arts-related subject.

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

National Center for Education Statistics, National Assessment of 

Educational Progress (NAEP), 2015 Reading Assessment.

In 21 states, lower percentages of SD students 

than non-SD students had a teacher with a degree 

in reading. In Utah, 71 percent of SD students, 

compared to 98 percent of non-SD students, had 

a teacher with a reading degree (see table B-66).81

81 More than 15 percent of students were missing teacher data in 

Utah.

In seven TUDA districts, a lower percentage of 

SD students than non-SD students had a teacher 

with a reading degree (see table B-67).82

82 More than 15 percent of students were missing teacher data in 

the category of “large city.”

English language learners: About 84 percent of 

ELL students had a teacher with a reading degree 

(see table B-68). In two states, Massachusetts 

and New York, the percentage of 8th-grade 

students who had a teacher with a reading 

degree was lower for ELL students than for nonELL students. In contrast, in Oklahoma, the 

percentage was higher for ELL students than for 

non-ELL students: 92 percent for ELL students 

versus 76 percent for non-ELL students (see table 

B-69).83 In Boston and Detroit, lower percentages 

of ELL students than non-ELL students had a 

teacher with a reading degree (see table B-70).84

83 More than 15 percent of students were missing teacher data in 

Oklahoma.

84 More than 15 percent of students were missing teacher data in 

the nation (for ELL students) and in Boston and Detroit.

Students eligible for the National School 

Lunch Program: Overall, the percentage of 

students who had a teacher with a degree in 

reading was lower for NSLP-eligible students 

than for noneligible students (85 vs. 87 percent) 

(see table B-71). Additionally, in five states, the 

percentage of students who had a teacher with 

a reading degree was lower for NSLP-eligible 

students than for noneligible students, including 

in North Dakota with a 7-percentage-point gap 

(88 vs. 95 percent). In contrast, the percentages 

were higher for NSLP-eligible students than 

for noneligible students in Nebraska (92 vs. 

85 percent), Nevada (89 vs. 85 percent), and 

Vermont (97 vs. 94 percent) (see table B-72).85

85 More than 15 percent of students were missing teacher data in 

North Dakota and Nebraska (for NSLP-eligible students).

In large cities, no measurable difference was 

found by NSLP eligibility in the percentage of 

students who had a teacher with a reading degree. 

However, in seven TUDA districts, the percentage 

was lower for NSLP-eligible students than for 

noneligible students, and in one TUDA district, 

Jefferson County, the percentage was higher 

for NSLP-eligible students than for noneligible 

students (96 vs. 92 percent) (see table B-73).
36 Certification Status and Experience of U.S. Public School Teachers—Chapter 3

CONCLUSION

The two indicators of teacher qualifications 

presented in this chapter, years of teaching 

experience and teachers’ postsecondary field of 

study, based on data collected from the NCES 

2011–12 SASS and the 2015 NAEP, indicate 

that about three-quarters of public school 

students had a teacher with more than 5 years 

of teaching experience and more than four-fifths 

of 8th-grade students had a mathematics teacher 

who had a major or minor in mathematics or 

a reading teacher who had major or minor in 

reading or literacy. However, these percentages 

of students varied when the data were further 

explored by school and student characteristics 

and across states and urban districts.

Students in certain locales and states appeared 

to be less likely to have teachers with more than 

5 years of experience and less likely to have 

teachers with a postsecondary degree in their 

respective field of teaching. In particular, the 

student groups that stand out are Black students, 

Hispanic students, students in schools with highminority enrollment, and students eligible for the 

NSLP (a proxy measure of socioeconomic status). 

Similar to the results on teacher certification 

presented in chapter 2, these students, in general, 

were less likely to be taught by teachers having 

more than 5 years of teaching experience and 

with a postsecondary degree in the subject area in 

which they teach.
Certification Status and Experience of U.S. Public School Teachers—References 37

REFERENCES

Baldi, S., Warner-Griffin, C., and Tadler, C. (2015). Education and Certification Qualifications of Public 

Middle Grades Teachers of Selected Subjects: Evidence From the 2011–12 Schools and Staffing Survey

(NCES 2015-815). U.S. Department of Education, National Center for Education Statistics. 

Washington, DC: U.S. Government Printing Office.

Boyd, D., Lankford, H., Loeb, S., and Wyckoff, J. (2005). Explaining the Short Careers of HighAchieving Teachers in Schools With Low-Performing Students. The American Economic Review, 

95(2): 166–171.

Clotfelter, C., Ladd, H.F., Vigdor, J., and Wheeler, J. (2006). High-Poverty Schools and the 

Distribution of Teachers and Principals. North Carolina Law Review, 85, 1345.

Clotfelter, C.T., Ladd, H.F., and Vigdor, J.L. (2010). Teacher Credentials and Student Achievement in 

High School: A Cross-Subject Analysis with Student Fixed Effects. Journal of Human Resources, 

45(3): 655–681.

Darling-Hammond, L. (2000). Teaching Quality and Student Achievement: A Review of State Policy 

Evidence. Educational Policy Analysis Archives, 8(1): 1–50.

Darling-Hammond, L. (2002). Access to Quality Teaching: An Analysis of Inequality in California’s 

Public Schools. Santa Clara Law Review, 43: 1045.

Departments of Labor, Health and Human Services, and Education, and Related Agencies 

Appropriations Act, 2016, H.R. 3020, 114th Cong. (conference agreement). Retrieved January 

17, 2017, from http://docs.house.gov/meetings/RU/RU00/20151216/104298/HMTG-114-

RU00-20151216-SD009.pdf.

Gagnon, D., and Mattingly, M.J. (2012). Beginning Teachers Are More Common in Rural, High-Poverty, 

and Racially Diverse Schools. Issue Brief No. 53. Carsey Institute.

Goe, L. (2002). The Distribution of Emergency Permit Teachers in California. Education Policy Analysis 

Archives, 10(42).

Goldhaber, D. (2015). Teachers Clearly Matter, but Finding Effective Teacher Policies Has Proven 

Challenging. In H.F. Lass and M.E. Goertz (Eds.), Handbook of Research in Education Finance and 

Policy. New York, NY: Routledge.

Goldhaber, D., Lavery, L., and Theobald, R. (2015). Uneven Playing Field? Assessing the Teacher 

Quality Gap between Advantaged and Disadvantaged Students. Educational Researcher, 44(5): 

293–307.
38 Certification Status and Experience of U.S. Public School Teachers—References

Hanushek, E.A., Kain, J.F., and Rivkin, S.G. (2004). The Revolving Door: Factors Affecting Teacher 

Turnover. In W.J. Fowler, Jr. (Ed.), Developments in School Finance, 2003: Fiscal Proceedings From 

the Annual State Data Conference of July 2003 (pp. 5–16) (NCES 2004-325). U.S. Department of 

Education, National Center for Education Statistics, Washington, DC: U.S. Government Printing 

Office.

Harris, D., and Sass, T. (2011). Teacher Training, Teacher Quality, and Student Achievement. Journal of 

Public Economics, 95(7–8): 798–812.

Hill, J., and Stearns, C. (2015). Education and Certification Qualifications of Departmentalized Public 

High School-Level Teachers of Selected Subjects: Evidence From the 2011–12 Schools and Staffing 

Survey (NCES 2015-814). U.S. Department of Education, National Center for Education 

Statistics. Washington, DC: U.S. Government Printing Office.

Imazeki, J., and Goe, L. (2009). The Distribution of Highly Qualified, Experienced Teachers: Challenges 

and Opportunities (TQ Research & Policy Brief). National Comprehensive Center for Teacher 

Quality.

Ingersoll, R. (2002, January). Out-of-Field Teaching, Educational Inequality, and the Organization of 

Schools: An Exploratory Analysis (R-02-1). Seattle, WA: Center for the Study of Teaching and 

Policy.

Isenberg, E., Max, J., Gleason, P., Johnson, M., Deutsch, J., and Hansen, M. (2016). Do Low-Income 

Students Have Equal Access to Effective Teachers? Evidence from 26 Districts (NCEE 2017-4008). 

Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of 

Education Sciences, U.S. Department of Education.

National Center for Education Statistics (NCES). (2010).The Nation’s Report Card: Reading 2009 Trial 

Urban District Assessment (NCES 2010-459). Institute of Education Sciences, U.S. Department of 

Education, Washington, DC.

National Center for Education Statistics (NCES). (2016). State Education Reforms (data tables). 

Institute of Education Sciences, U.S. Department of Education, Washington, DC. Retrieved 

October 15, 2016 from: http://nces.ed.gov/programs/statereform/tab3_1.asp and http://nces.

ed.gov/programs/statereform/tab3_3.asp.

Rice, J.K. (2013). Learning from Experience? Evidence on the Impact and Distribution of Teacher 

Experience and the Implications for Teacher Policy. Education Finance and Policy, 8(3): 332–348.

U.S. Department of Agriculture. (2015). The Community Eligibility Provision (CEP): What Does It Mean 

For Your School or Local Educational Agency? United States Department of Agriculture Fact Sheet. 

Retrieved August 24, 2016 from: http://www.fns.usda.gov/sites/default/files/cn/CEPfactsheet.pdf.

Wayne, A.J., and Youngs, P. (2003). Teacher Characteristics and Student Achievement Gains: A Review. 

Review of Educational Research, 73(1): 89–122.
Certification Status and Experience of U.S. Public School Teachers—Technical Notes 39

TECHNICAL NOTES

This report presents data from two different 

NCES data collections: the Schools and Staffing 

Survey (SASS) and the National Assessment 

of Educational Progress (NAEP). There are 

differences in the methods of sampling, data 

collection windows, data definitions, and 

data processing between these surveys and, 

therefore, results from the two surveys should 

not be directly compared. This section provides 

information regarding the sampling methods and 

the data definitions relevant to this report. 

SCHOOLS AND STAFFING 

SURVEY 

The 2011–12 SASS used a school-based sample 

of elementary and secondary public schools, and 

the Public School Teacher Data File provided 

nationally and state-level-representative data on 

K–12 public school teachers and the students 

they taught. NCES redesigned SASS after the 

data collection in 2011–12 and named it the 

National Teacher and Principal Survey (NTPS) to 

reflect the redesigned study’s focus on the teacher 

and principal labor market and on the state of 

K–12 school staff.

SAMPLING AND DATA COLLECTION

In SASS, a school was defined as an institution 

that provides classroom instruction to students, 

has one or more teachers to provide instruction, 

serves students in one or more of grades 1–12, 

and is located in one or more buildings apart 

from a private home. If two or more schools 

shared the same building, they were treated 

as different schools if they had different 

administrators (i.e., principal or school head).

Teachers were sampled from teacher lists received 

from the sampled schools or their districts. 

Teachers were defined as staff members who 

taught regularly scheduled classes to students in 

any of grades K–12. About 9,800 public schools 

and 47,600 public school teachers were sampled 

for the 2011–12 SASS, with participation rates of 

80.4 and 84.0, respectively.

Data were collected via mailed and web-based 

questionnaires (see http://nces.ed.gov/surveys/

sass/question1112.asp), with telephone and inperson follow-up. School packages were mailed 

in October 2011, and data collection ended in 

June 2012. More information about SASS can 

be found at http://nces.ed.gov/surveys/sass.

DEFINITIONS

State Teaching Certification

Data are presented on the extent to which 

students are taught by certified teachers. The 

following variables were used to determine if 

a teacher had state teaching certification. 

Results for teacher state certification were based 

on responses to the survey question “Which of 
40 Certification Status and Experience of U.S. Public School Teachers—Technical Notes

the following describes the teaching certificate 

you currently hold that certifies you to teach in 

THIS state?” with response options of 

“1 = Regular or standard state certificate or 

advanced professional certificate;”

“2 = Certificate issued after satisfying all 

requirements except the completion of a 

probationary period;”

“3 = Certificate that requires some 

additional coursework, student teaching, or 

passage of a test before regular certification 

can be obtained;”

“4 = Certificate issued to persons who must 

complete a certification program in order to 

continue teaching;” and 

“5 = I do not hold any of the above 

certifications in the THIS state.”

Teachers were then asked to select all of the 

content areas and grade ranges in which they 

hold a current teaching certification in the state 

where they teach. Specifically, for each content 

and grade range, the question asks: “Using Table 

3 on page 23, in what content area(s) and grade 

range(s) does the teaching certificate marked 

above allow you to teach in THIS state?”

Teachers were also asked if they hold another 

current teaching certificate and the corresponding 

question is “Do you have another current 

teaching certificate that certifies you to teach in 

THIS state?” with response options as “Yes” and 

“No.” If the response is “Yes,” the teacher can 

record the additional certification using the same 

response options 1–5 as noted above. 

In-Field Teaching

The SASS public school teacher survey collected 

information on the subject taught by each of the 

sampled teachers as well as information on the 

content areas that the state certification allowed 

the teacher to teach. Different approaches could 

be taken to define and report on in-field teaching. 

This report uses the results published in two 

other NCES reports that analyzed SASS data to 

examine the prevalence of in-field teaching and 

certification by content areas and grade ranges 

for middle grade students (Baldi, Warner-Griffin, 

and Tadler 2015) and high school students (Hill 

and Stearns 2015). Information is presented for 

students in grades 6–12 because more than 70 

percent of elementary school teachers selected 

“General education” as main teaching assignment 

rather than a specific subject. For these reports, a 

teacher’s postsecondary education qualifications 

were measured by the correspondence between 

the major field of the teacher’s degree and 

the subjects taught. Three criteria were used 

to determine teacher certification status: the 

certification type, the correspondence of the 

certified content areas with the subject being 

taught, and the correspondence of the certified 

grade levels with the grade level being taught. 

To report on the match between a teacher’s 

assignment and college major or certification 

subject, a typology of subject-matter specialties 

was developed based on the core subjects in the 

Elementary and Secondary Education Act (ESEA) 

of 1965, as amended in the 2001 No Child 

Left Behind Act and state teaching certification 

requirements. For documentation on the survey 

data items used and the development of the 

key measures for this analysis, see the middle 

grades report at http://nces.ed.gov/pubsearch/

pubsinfo.asp?pubid=2015815 and the high school 

report at http://nces.ed.gov/pubsearch/pubsinfo.

asp?pubid=2015814.

Years of Teaching Experience

The variable “Teacher’s years of experience,” 

accounts for the year the teacher began teaching 

and is a created variable for the teacher’s adjusted 

years of teaching experience. Experience is 

calculated as the sum of years taught full or part 

time in public and private schools. Teaching 

experience may overlap by sector (public and 

private) or status (full or part time). To adjust for 
Certification Status and Experience of U.S. Public School Teachers—Technical Notes 41

this, the total years of experience cannot sum to 

more than the number of years that have elapsed 

between the year the teacher began teaching and 

the survey year (2012). 

Teachers who began teaching in the 2011–12 

school year are assigned 1 year of experience. 

Otherwise, years of experience was calculated 

using the responses to the following questions:

School year began teaching – general 

“In what school year did you FIRST begin 

teaching, either full-time or part-time, at the 

elementary or secondary level? ___ School year

Do NOT include time spent as a student teacher. 

(Example: If you FIRST began teaching in 

September 2010 or in January 2011, you would 

report 2010–11.)”

School years as teacher – general, excluding 

leave

“Excluding time spent on maternity/paternity 

leave or sabbatical, how many school years have 

you worked as an elementary- or secondarylevel teacher in public, public charter, or private 

schools? ___ School years

Include the current school year.

Do NOT include time spent as a student teacher.

Record whole years, not fractions or months.”

School years as teacher – public/private, same 

school year

“Of the school years you have worked as an 

elementary- or secondary-level teacher in public, 

public charter, or private schools, how many were 

– In public and private schools during the SAME 

school year? None or ___ School years

Include the current school year.

Do NOT include time spent as a student teacher.

Record whole years, not fractions or months.”

School years as teacher – public

“Of the school years you have worked as an 

elementary- or secondary-level teacher in public, 

public charter, or private schools, how many were 

– In public schools only? 

None or ___ School years

Include the current school year.

Do NOT include time spent as a student teacher.

Record whole years, not fractions or months.”

School years as teacher – private

“Of the school years you have worked as an 

elementary- or secondary-level teacher in public, 

public charter, or private schools, how many were 

– In private schools only? 

None or ___ School years

Include the current school year.

Do NOT include time spent as a student teacher.

Record whole years, not fractions or months.”

School Level

The four-category level of school was based on 

grade levels offered, as reported by the school. The 

levels are as follows: 

1 = Primary: Schools with at least one grade 

lower than 5 and no grade higher than 8; 

2 = Middle: Schools with no grade lower 

than 5 and no grade higher than 8; 

3 = High: Schools with no grade lower than 

7 and at least one grade higher than 8; and 

4 = Combined: Schools with at least one 

grade lower than 7 and at least one grade 

higher than 8. Schools with only ungraded 

classes were included with combined 

schools. 

If the school was a noninterview, a sample file 

or other information, if available, was used to 

impute the school level.
42 Certification Status and Experience of U.S. Public School Teachers—Technical Notes

Grades Taught

Information on the grade levels taught by teachers 

was captured through the following questions: 

Grades taught – PK; “Do you currently teach 

students in any of these grades at THIS school? 

Prekindergarten 

1 = Yes 2 = No”

Grades taught – K; “Do you currently teach 

students in any of these grades at THIS school? 

Kindergarten 

1 = Yes 2 = No”

Grades taught – 1st; “Do you currently teach 

students in any of these grades at THIS school? 

1st 

1 = Yes 2 = No”

....

Grades taught – 12th; “Do you currently teach 

students in any of these grades at THIS school? 

12th 

1 = Yes 2 = No” and 

Grades taught – Ungraded; “Do you currently 

teach students in any of these grades at THIS 

school? Ungraded 

1 = Yes 2 = No”

Numbers of Students and Class 

Organization

The SASS public school teacher survey collected 

information on each of the sampled teacher’s 

classes, including the number of students in 

each class. Teachers also reported on the number 

of their students who had an Individualized 

Education Program (IEP), because they have 

disabilities or are special education students, and 

the number of their students who were limited 

English proficient or classified as English language 

learners (ELLs). 

The questions used to report students with 

disabilities, English language learners, and the 

teachers’ class organization are as follows: 

IEP students;

“Of all the students you teach at this school, how 

many have an Individualized Education Program 

(IEP) because they have disabilities or are special 

education students? 

0 = None or ___ Students”

LEP students;

“Of all the students you teach at this school, how 

many are of limited-English proficiency or are 

English-language learners (ELLs)? 

0 = None or ___ Students”

Class organization;

“Which statement best describes the way YOUR 

classes at THIS school are organized?

1 = You instruct several classes of different 

students most or all of the day in one or more 

subjects (sometimes called Departmentalized 

Instruction).

2 = You are an elementary school teacher who 

teaches only one subject to different classes of 

students (sometimes called an Elementary Subject 

Specialist).

3 = You instruct the same group of students all or 

most of the day in multiple subjects (sometimes 

called a Self-Contained Class).

4 = You are one of two or more teachers, in the 

same class, at the same time, and are jointly 

responsible for teaching the same group of 

students all or most of the day (sometimes called 

Team Teaching).

5 = You instruct a small number of selected 

students released from or in their regular classes 

in specific skills or to address specific needs 

(sometimes called a “Pull-Out” Class or “Push-In” 

Instruction).”
Certification Status and Experience of U.S. Public School Teachers—Technical Notes 43

In addition, to report the number of students in 

each class for the teacher, the responses to the 

following questions were used: 

Student enrollment in class;

“During your most recent FULL WEEK of 

teaching at THIS school, what is the total 

number of students enrolled in the class you 

taught? __ Students”

Average students in class;

“During your most recent FULL WEEK of 

teaching at THIS school, what is the average 

number of students you taught at any one time? 

__ Students”

Number of classes taught;

“How many separate class periods or sections do 

you currently teach at THIS school?

__ Number of classes or sections”

Do NOT include homeroom periods or study 

halls. (Example: If you teach 2 classes or sections of 

chemistry I, a class or section of physics I, and a class 

or section of physics II, you would report 04 classes or 

sections.)

For each class, the teacher was asked to provide 

the enrollment recorded in the following variable 

and questions: 

Class 1 enrollment — Class 10 enrollment

“For EACH class period or section that you 

reported in item 23, record the subject name, 

subject matter code, grade level code, and number 

of students. Number of Students (1) ___”

...

“For EACH class period or section that you 

reported in item 23, record the subject name, 

subject matter code, grade level code, and number 

of students. Number of Students (10) ___”

School Location

School location, also referred to as “school 

community type” in some SASS reports, is taken 

from the public and private school data files, 

this is a created 4-level variable of urban-centric 

school locale code. The methodology was updated 

to incorporate 2000 Census population and 

geographic information. The categories are

1 = City,

2 = Suburb,

3 = Town, and

4 = Rural

NATIONAL ASSESSMENT OF 

EDUCATIONAL PROGRESS 

SAMPLING AND WEIGHTING

This report uses data from NAEP, specifically, the 

2013 and 2015 Mathematics and Reading Main 

NAEP assessments. The schools and students 

participating in NAEP assessments are selected 

to be nationally representative of all schools and 

students at the assessed grade level (i.e., grade 4, 

8, or 12). The results from the assessed students 

are combined to provide accurate estimates of 

the overall performance of students in public, 

private, and other types of schools (e.g., Bureau 

of Indian Education schools and Department 

of Defense schools) in the nation, states, and 

any jurisdictions participating in the NAEP 

Trial Urban District Assessment (TUDA), as 

applicable. In order to ensure the accuracy of 

the estimates, the NAEP sampling procedure 

is complex. 

Below is a brief overview of the sampling 

design for public schools, as NAEP state and 

TUDA districts involve only public schools. 

The sample of students in the TUDA districts 

that participated in NAEP is considered as an 

extension of the sample of students who would 

usually be selected by NAEP as part of state and 

national samples. More detailed information 

on sampling is available at http://nces.ed.gov/

nationsreportcard/about/nathow.aspx.
44 Certification Status and Experience of U.S. Public School Teachers—Technical Notes

For the selection of public schools, the 

Common Core of Data (CCD) data file is used 

as a comprehensive list of schools from each 

jurisdiction (a state, the District of Columbia, 

a U.S. territory, a TUDA district, etc.) to 

select schools based on location, racial/ethnic 

composition within each location, and student 

achievement with probability proportional to 

the size of schools. The selected school list is also 

verified by state representatives. In the selected 

schools, all students in the target grades are listed 

and, typically, 30 students per grade per subject 

are randomly selected for the assessment. See 

table TN-1 for participation counts for schools, 

teachers, and students. 

Students with disabilities (SD) and English 

Language Learners (ELL) were included in 

the sample in proportion to their numbers in 

the student population; however, SD and ELL 

students in the selected samples who were deemed 

unable to be assessed were excluded from the 

assessment. Caution is needed to interpret the 

results, especially for SD and ELL students. 

The exclusion rates and the proportions of SD 

and ELL students vary among the states. In 

addition, the exclusion and accommodation rates, 

due to differences in policies and practices for 

identifying and including SD and ELL students, 

should be considered when comparing students’ 

performance over time and across states. More 

detailed information on inclusion for the NAEP 

assessment is available at https://nces.ed.gov/

nationsreportcard/about/inclusion.aspx.

The teachers of the 4th- and 8th-grade students 

participating in the NAEP mathematics and 

reading assessments were asked to complete a 

teacher questionnaire (see https://nces.ed.gov/

nationsreportcard/bgquest.aspx). Because the 

sampling for the teacher questionnaires was based 

on participating students, the responses to a 

particular teacher questionnaire do not necessarily 

represent all teachers of that subject at that grade 

level in the nation. It is important to note that 

in all NAEP reports, the student is the unit of 

analysis, even when information from the teacher 

or school questionnaire is being reported. 

In order to adjust the disproportionate 

representation of the selected sample of students 

in the NAEP assessment, appropriate weights 

should be used to compute the estimates. In this 

report, the overall student weight and 62 replicate 

weights were used in calculating the estimates and 

the sampling errors of these estimates. 

MISSING DATA

It should be noted that the teacher questionnaire 

is voluntary and some teachers did not complete 

it. Therefore, in each assessment year and subject, 

there are missing teacher data for some students. 

In 2015, at the national level within public 

TABLE TN-1. School, teacher, and student participation totals and target population, by assessment subject and grade level: 

2013 and 2015

Participant

Mathematics Reading

2013 2015 2013 2015

Grade 4

School 7,540 7,230 7,530 7,240

Teacher 24,930 21,080 25,940 21,690

Student 180,250 134,750 184,040 125,820

Target population 3,523,770 3,560,520 3,481,870 3,543,850

Grade 8

School 6,200 5,670 6,190 5,670

Teacher 16,420 12,980 17,090 13,290

Student 164,550 132,530 166,280 112,150

Target population 3,500,000 3,540,730 3,474,020 3,526,740

NOTE: Numbers are rounded. Includes only information from public schools. 

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

Progress (NAEP), 2013 and 2015 Reading and Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Technical Notes 45

schools, about 6 percent of 4th-graders and 12 

percent of 8th-graders were missing data for their 

mathematics teacher. Similarly, about 5 percent 

of 4th-graders and 14 percent of 8th-graders were 

missing data for their reading teacher. Whereas 

there is only one state, Alaska, with more than 15 

percent of students missing teacher data in grade 

4, there are 10 states for mathematics and 17 states 

for reading with 15 percent of students missing 

teacher data in grade 8 (the percentage of missing 

data for these states ranges from 16 percent to 

37 percent). Therefore, especially for grade 8, 

estimates were suppressed (i.e., reported as “‡ 

Reporting standards not met” in the data tables) if 

more than 50 percent of all students had missing 

teacher data and are not reported in the discussion. 

Comparisons in the discussion are flagged with 

a footnote if more than 15 percent of students 

had missing teacher data. It should be noted that 

the NAEP teacher survey and SASS differ in 

their reporting goals and consequently in their 

operational procedures: sampling, recruiting, and 

following up. All of these factors may explain the 

different response rates between NAEP and SASS. 

DEFINITIONS

Teacher Certification

Regarding their teaching certificates, teachers of 

the assessed students were asked “Do you hold 

a regular or standard certificate that is valid in 

the state in which you are currently teaching?” 

with four response options to consider: “Yes, 

I hold a permanent certificate,” “Yes, I hold a 

temporary certificate. (This type of certificate may 

require additional coursework, student teaching, 

etc.),” “No, but I am currently working toward 

certification,” and “No, and I am not planning to 

obtain certification.” For this report, the percentage 

of students with teachers who have a permanent 

certification includes teachers who selected 

the response option “Yes, I hold a permanent 

certification.” All other responses were recoded to 

calculate the percentage of students with teachers 

who do not have a permanent certification.

Years of Experience

The NAEP teacher questionnaire asked teachers, 

“Excluding student teaching, how many years 

have you worked as an elementary or secondary 

teacher, counting this year?” with six options 

from which to choose: “less than 1 year,” “1–2 

years,” “3–5 years,” “6–10 years,” “11–20 years,” 

and “21 or more years.” For this report, these 

options were collapsed into three categories, 

as follows: “less than 1 year,” “1–5 years,” and 

“more than 5 years.” Among these three options, 

the results focus particularly on the “more than 

5 years” category. 

Major/Minor in Postsecondary Studies

The NAEP teacher questionnaire also asked 

teachers about their major and minor during 

their postsecondary studies. More specifically, 

teachers were asked, “Did you have a major, 

minor, or special emphasis in any of the following 

subjects as part of your undergraduate/graduate 

coursework?” for various postsecondary studies. 

Undergraduate and graduate coursework were 

asked about separately and both had the same 

three response options: “Yes, a major,” “Yes, a 

minor or special emphasis,” and “No.” In this 

report, teachers who have at least one major 

or minor in either their undergraduate or 

their graduate postsecondary studies related 

to their teaching subject are recognized as 

those who have a degree in that subject. For 

example, mathematics teachers with a degree in 

mathematics are those who responded that at least 

one of their undergraduate or graduate majors 

or minors was either “mathematic education,” 

“mathematics,” or some “other mathematicsrelated subject, such as statistics.” In a similar 

vein, reading teachers with a degree in reading 

are those who responded that at least one of their 

undergraduate or graduate majors or minors 

was either “reading, language arts, or literacy 

education,” “English,” or some “other language 

arts-related subject.”
46 Certification Status and Experience of U.S. Public School Teachers—Technical Notes

States, Trial Urban Districts, Large City, 

Urbanicity, and Minority Enrollment

All 50 states and the District of Columbia 

participated in NAEP in 2013 and 2015. In 

addition, a total of 22 urban districts participated 

in the 2013 and 2015 NAEP assessments; 

table TN-2 provides a list of the full names of 

these districts, including the state where they 

are located, the assessment years in which they 

participated, and the percentage of students with 

missing teacher data. 

TABLE TN-2. List of participating districts in the NAEP Trial Urban District Assessment (TUDA) and the percentages of students with 

missing teacher certification data, mathematics: 2013 and 2015

NAEP TUDA district State

2013 2015

Grade 4 Grade 8 Grade 4 Grade 8

Participated

Percentage 

of students 

with missing 

teacher data

Participated

Percentage 

of students 

with missing 

teacher data

Participated

Percentage 

of students 

with missing 

teacher data

Participated

Percentage 

of students 

with missing 

teacher data

Albuquerque Public 

Schools NM • 12 • 14 • 11 • 24

Atlanta Public Schools GA • 7 • 23 • 2 • 9

Austin Independent 

School District TX • 5 • 20 • 3 • 8

Baltimore City Public 

Schools MD • 7 • 22 • 6 • 17

Boston Public Schools MA • 8 • 13 • 11 • 18

Charlotte-Mecklenburg 

Schools NC • 2 • 5 • 1 • 9

Chicago Public Schools IL • 9 • 14 • 12 • 25

Cleveland Metropolitan 

School District OH • 10 • 19 • 20 • 40

Dallas Independent 

School District TX • 6 • 11 • 12 • 39

Detroit Public Schools MI • 15 • 31 • 24 • 26

District of Columbia Public 

Schools DC • 11 • 34 • 15 • 35

Fresno Unified School 

District CA • 4 • 13 • 5 • 42

Hillsborough County 

Public Schools FL • 8 • 14 • 15 • 25

Houston Independent 

School District TX • 2 • 18 • 7 • 16

Jefferson County Public 

Schools1 KY • 3 • 8 • 1 • 6

Los Angeles Unified School 

District CA • 10 • 14 • 16 • 24

Miami-Dade County 

Public Schools FL • 5 • 13 • 14 • 30

Milwaukee Public Schools WI • 1 • 15 — — — —

New York City Department 

of Education NY • 7 • 20 • 21 • 32

School District of 

Philadelphia PA • 6 • 20 • 11 • 13

San Diego Unified School 

District CA • 3 • 6 • 10 • 6

Duval County Public 

Schools FL — — — — • 5 • 15

— Not applicable (did not participate). 

• Participated in the Trial Urban District Assessment (TUDA).

1

 Jefferson County includes Louisville.

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

(NAEP), 2013 and 2015 Mathematics Assessments.

The District of Columbia is classified both as a 

state and a TUDA district; however, the results 
Certification Status and Experience of U.S. Public School Teachers—Technical Notes 47

differ due to the treatment of public charter 

schools. When the District of Columbia is 

reported as a state, public charter schools are 

included in the results. When it is reported as a 

TUDA district, public charter schools are not 

included in the results. This distinction comes 

by way of the 2009 change in NAEP 

methodology such that charter schools are 

included in TUDA results only if they contribute 

to the district’s Annual Yearly Progress (AYP) 

report under the Elementary and Secondary 

Education Act. School districts vary in whether 

charter schools are independent and not included 

in the AYP report; however, all District of 

Columbia charter schools are independent of 

the school district and thus excluded from the 

TUDA estimates (NCES 2010). 

Along with the TUDA results, NAEP also 

reports results for “large cities” (formerly referred 

to as large central cities). A “large city” is defined 

as a “territory inside an urbanized area and inside 

a principal city with a population of 250,000 

or more.” 

NAEP results are reported for four mutually 

exclusive categories of school locales: city, suburb, 

town, and rural. The categories are based on 

standard definitions established by the Office of 

Management and Budget using population and 

geographic information from the U.S. Census 

Bureau. Schools are assigned to these categories 

based on their physical address available in CCD. 

More detail on the locale codes is available at 

http://nces.ed.gov/ccd/rural_locales.asp. 

This report also classifies schools as “highminority” schools at the national level when their 

enrollment is 75 percent or more minority. The 

percentage of White students (25 percent or less) 

was used to create this category. 

Race/Ethnicity 

The students participating in NAEP were 

identified by their school as being in one of seven 

racial/ethnic categories: White, Black, Hispanic, 

Asian, American Indian/Alaska Native, Native 

Hawaiian/Other Pacific Islander, and Two or 

more races. Students who were identified as 

Hispanic are categorized as Hispanic even if 

they are identified with another racial/ethnic 

group. Students who were identified as being in 

multiple racial/ethnic groups, except Hispanic, 

are classified as “Two or more races.” 

Students With Disabilities 

Students with disabilities are one of the main 

student reporting groups for NAEP. Data for 

student disability is collected from several 

questions completed by each sampled student’s 

teacher or school administrator. An item in the 

questionnaire asks, for each sampled student: 

“Record the student’s current SD classification 

using one of the codes below.” This question 

has three response options: “Has an IEP for a 

disability,” “Has a Section 504 Plan and needs 

accommodation to be tested,” and “Does not 

have an IEP or Section 504 Plan.” In this report, 

students with a disability include “Has an IEP 

for a disability” and “Has a section 504 Plan and 

needs accommodation to be tested.” 

English Language Learners 

Similar to identifying students with disabilities, 

English language learner students are identified 

through the ELL worksheet completed by a 

school staff member knowledgeable about those 

students who were selected to participate in the 

assessment. Specifically, the ELL worksheet, for 

each sampled student, asks the staff member to 

“record the student’s current ELL classification 

using one of the codes below,” and it has three 

response options: “Yes, ELL”; “No, formerly 

ELL,” and “No, not ELL.” Within this report, 

ELL students include “Yes, ELL.” 
48 Certification Status and Experience of U.S. Public School Teachers—Technical Notes

 The National School Lunch Program 

The National School Lunch Program (NSLP) 

serves as a marker of socioeconomic status of the 

student’s family. Students whose family income 

is at or below 130 percent of the poverty level 

qualify to receive free lunches, and students 

whose family income is between 130 percent 

and 185 percent of the poverty level qualify to 

receive reduced-price lunches. For the 2014–15 

school year, these thresholds were $31,005 and 

$44,123, respectively, for a family of four. The 

classification applies only to the school year when 

the assessment was administered and is not based 

on eligibility in previous years.

NAEP data on the NSLP are collected from 

school records. Categories for the NSLP are 

“Eligible,” “Not eligible,” and “Information 

not available,” and the results of the first two 

categories were included in this report. 

In 2015, a new variable was included indicating 

schools’ status for the Community Eligibility 

Provision (CEP) or as a universal feeding program 

(UFP) school. Under these programs, 100 percent 

of students in schools that apply and are approved 

(schools with at least 40 percent eligibility in the 

prior year may apply) are eligible for a free lunch 

and breakfast (U.S. Department of Agriculture 

2015). The program was phased in over a 3-year 

period, beginning with Washington, DC, 

Illinois, Kentucky, Michigan, New York, Ohio, 

West Virginia, Florida, Georgia, Maryland, and 

Massachusetts, and became nationwide in the 

2014–15 school year. As such, NAEP’s 2013 and 

2015 assessments marked the first administrations 

of NAEP showing 100 percent eligibility in 

the NSLP for particular districts, including 

the TUDA Boston Public Schools (2015) and 

Cleveland Metropolitan School District (2013 and 

2015), which currently participate in the CEP.

DRAWING INFERENCES 

FROM THE RESULTS

The reported statistics are estimates and are 

therefore subject to a measure of uncertainty. 

The comparisons in this report are based on 

statistical tests that consider both the magnitude 

of the differences between percentages and the 

estimated standard errors of the percentages being 

compared. Estimates based on smaller groups 

are likely to have relatively large standard errors. 

As a consequence, a numerical difference that 

appears large may not be statistically significant. 

Furthermore, differences of the same magnitude 

may or may not be statistically significant, 

depending on the size of the standard errors. 

Any difference between percentages that is 

identified in this report as higher, lower, larger, 

or smaller meets the requirements for statistical 

significance at the .05 level.

ANALYZING GROUP DIFFERENCES IN 

PERCENTAGES

Statistical tests determine whether, based on 

the data from the groups in the sample, there 

is strong enough evidence to conclude that the 

averages or percentages are actually different for 

those groups in the population. If the evidence 

is strong (i.e., the difference is statistically 

significant), the report describes the group 

percentages as being different (e.g., one group has 

a higher percentage of teachers who have more 

than 5 years of teaching experience). The reader 

is cautioned to rely on the results of the statistical 

tests rather than on the apparent magnitude of 

the difference between sample percentages when 

determining whether the sample differences are 

likely to represent actual differences among the 

groups in the population. 
Certification Status and Experience of U.S. Public School Teachers—Technical Notes 49

To determine whether a real difference exists 

between the percentages for two groups in the 

population, one needs to obtain an estimate 

of the degree of uncertainty associated with 

the difference between the percentages of these 

groups for the sample. This estimate of the degree 

of uncertainty, called the “standard error of the 

difference” between the groups, is obtained by 

taking the square of each group’s standard error, 

summing the squared standard errors, and taking 

the square root of that sum.

The standard error of the difference can be used, 

just like the standard error for an individual group 

percentage, to help determine whether differences 

among groups in the population are real. The 

difference between the percentages of the two 

groups plus or minus 1.96 standard errors of the 

difference represents an approximately 95 percent 

confidence interval. If the resulting interval 

includes zero, there is insufficient evidence to 

claim a real difference between the groups in the 

population. If the interval does not contain zero, 

the difference between the groups is statistically 

significant at the .05 level. No adjustments were 

made for multiple comparisons, which may 

influence the possibility of a Type I error. 

The following example addresses the problem of 

determining whether the percentage of students 

who had a teacher with permanent certification 

in group A is higher than that in group B. The 

sample estimates of the percentages and estimated 

standard errors are as follows:

Group Percentage Standard error

A 59.6 0.79

B 75.7 1.84

The difference between the estimates of the 

average scale scores of groups A and B is 16.1 

percentage points (75.7 – 59.6). The standard 

error of this difference is √(1.842 − 0.792) = 2.00 

Thus, an approximately 95 percent confidence 

interval for this difference is plus or minus 1.96 

standard errors of the difference:

16.1 ± 1.96 × 2

16.1 ± 3.92

(12.2, 20.0)

The value zero is not within the confidence 

interval; therefore, there is sufficient evidence 

to conclude that group A’s performance is 

statistically different from group B’s.
This page intentionally left blank.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-1

TABLE PAGE

APPENDIX A. Chapter 2 Data Tables

A-1. Percentage of grade K–12 public school students in classes taught by teachers with 

full state certification, by selected student and school characteristics: 2011–12 ...................A-5

A-2. Percentage of grade K–12 public school students in classes taught by teachers with 

full state certification, by school location, student characteristics, and state: 2011–12 ........A-5

A-3. Percentage of students in primary, middle grade, and high school public school classes, 

by teacher certification for that grade range: 2011–12 ........................................................A-6

A-4. Percentage distribution of students in grade K–5 public school classes, by teacher 

certification in grade range, school location, and student characteristics: 2011–12 .............A-7

A-5. Percentage of students in middle grade and high school departmentalized public 

school classes taught by a teacher certified in the subject area and percentage distribution 

of those students, by the teacher’s certification and major status in selected subject areas: 

2011–12 .............................................................................................................................A-7

A-6. Percentage of 4th-grade public school students who have a mathematics teacher with 

a permanent teaching certificate, by race/ethnicity and selected school characteristics: 

2013 and 2015 ...................................................................................................................A-8

A-7. Percentage of 4th-grade public school students who have a mathematics teacher with 

a permanent teaching certificate, by race/ethnicity and state: 2013 and 2015 .....................A-9

A-8. Percentage of 4th-grade public school students who have a mathematics teacher with 

a permanent teaching certificate, by race/ethnicity and jurisdiction: 2013 and 2015 ........A-12

A-9. Percentage of 4th-grade public school students who have a mathematics teacher with 

a permanent teaching certificate, by disability status and selected school characteristics: 

2013 and 2015 .................................................................................................................A-14

A-10. Percentage of 4th-grade public school students who have a mathematics teacher with

a permanent teaching certificate, by disability status and state: 2013 and 2015 ................A-14

A-11. Percentage of 4th-grade public school students who have a mathematics teacher with

a permanent teaching certificate, by disability status and jurisdiction: 2013 and 2015 ......A-16

A-12. Percentage of 4th-grade public school students who have a mathematics teacher with

a permanent teaching certificate, by English language learner status and selected school 

characteristics: 2013 and 2015 .........................................................................................A-17

A-13. Percentage of 4th-grade public school students who have a mathematics teacher with

a permanent teaching certificate, by English language learner status and state: 2013 

and 2015 ..........................................................................................................................A-17
A-2 Certification Status and Experience of U.S. Public School Teachers—Appendix A

TABLE PAGE

A-14. Percentage of 4th-grade public school students who have a mathematics teacher with

a permanent teaching certificate, by English language learner status and jurisdiction: 

2013 and 2015 .................................................................................................................A-19

A-15. Percentage of 4th-grade public school students who have a mathematics teacher with

a permanent teaching certificate, by National School Lunch Program status and selected 

school characteristics: 2013 and 2015 ..............................................................................A-20

A-16. Percentage of 4th-grade public school students who have a mathematics teacher with

a permanent teaching certificate, by National School Lunch Program status and state: 

2013 and 2015 .................................................................................................................A-20

A-17. Percentage of 4th-grade public school students who have a mathematics teacher with

a permanent teaching certificate, by National School Lunch Program status and 

jurisdiction: 2013 and 2015 .............................................................................................A-22

A-18. Percentage of 4th-grade public school students who have a reading teacher with

a permanent teaching certificate, by race/ethnicity and selected school characteristics: 

2013 and 2015 .................................................................................................................A-23

A-19. Percentage of 4th-grade public school students who have a reading teacher with

a permanent teaching certificate, by race/ethnicity and state: 2013 and 2015 ...................A-24

A-20. Percentage of 4th-grade public school students who have a reading teacher with

a permanent teaching certificate, by race/ethnicity and jurisdiction: 2013 and 2015 ........A-27

A-21. Percentage of 4th-grade public school students who have a reading teacher with

a permanent teaching certificate, by disability status and selected school characteristics: 

2013 and 2015 .................................................................................................................A-29

A-22. Percentage of 4th-grade public school students who have a reading teacher with

a permanent teaching certificate, by disability status and state: 2013 and 2015 ................A-29

A-23. Percentage of 4th-grade public school students who have a reading teacher with

a permanent teaching certificate, by disability status and jurisdiction: 2013 and 2015 ......A-30

A-24. Percentage of 4th-grade public school students who have a reading teacher with

a permanent teaching certificate, by English language learner status and selected school 

characteristics: 2013 and 2015 .........................................................................................A-31

A-25. Percentage of 4th-grade public school students who have a reading teacher with

a permanent teaching certificate, by English language learner status and state: 

2013 and 2015 .................................................................................................................A-32

A-26. Percentage of 4th-grade public school students who have a reading teacher with

a permanent teaching certificate, by English language learner status and jurisdiction: 

2013 and 2015 .................................................................................................................A-33

A-27. Percentage of 4th-grade public school students who have a reading teacher with

a permanent teaching certificate, by National School Lunch Program status and selected 

school characteristics: 2013 and 2015 ...............................................................................A-34

A-28. Percentage of 4th-grade public school students who have a reading teacher with

a permanent teaching certificate, by National School Lunch Program status and state: 

2013 and 2015 .................................................................................................................A-34
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-3

TABLE PAGE

A-29. Percentage of 4th-grade public school students who have a reading teacher with

a permanent teaching certificate, by National School Lunch Program status and 

jurisdiction: 2013 and 2015 .............................................................................................A-36

A-30. Percentage of 8th-grade public school students who have a mathematics teacher with

a permanent teaching certificate, by race/ethnicity and selected school characteristics: 

2013 and 2015 .................................................................................................................A-37

A-31. Percentage of 8th-grade public school students who have a mathematics teacher with

a permanent teaching certificate, by race/ethnicity and state: 2013 and 2015 ...................A-38

A-32. Percentage of 8th-grade public school students who have a mathematics teacher with

a permanent teaching certificate, by race/ethnicity and jurisdiction: 2013 and 2015 ........A-41

A-33. Percentage of 8th-grade public school students who have a mathematics teacher with

a permanent teaching certificate, by disability status and selected school characteristics: 

2013 and 2015 .................................................................................................................A-43

A-34. Percentage of 8th-grade public school students who have a mathematics teacher with

a permanent teaching certificate, by disability status and state: 2013 and 2015 ................A-43

A-35. Percentage of 8th-grade public school students who have a mathematics teacher with

a permanent teaching certificate, by disability status and jurisdiction: 2013 and 2015 ......A-44

A-36. Percentage of 8th-grade public school students who have a mathematics teacher with

a permanent teaching certificate, by English language learner status and selected school 

characteristics: 2013 and 2015 .........................................................................................A-45

A-37. Percentage of 8th-grade public school students who have a mathematics teacher with

a permanent teaching certificate, by English language learner status and state: 

2013 and 2015 .................................................................................................................A-46

A-38. Percentage of 8th-grade public school students who have a mathematics teacher with

a permanent teaching certificate, by English language learner status and jurisdiction: 

2013 and 2015 .................................................................................................................A-47

A-39. Percentage of 8th-grade public school students who have a mathematics teacher with

a permanent teaching certificate, by National School Lunch Program status and selected 

school characteristics: 2013 and 2015 ...............................................................................A-48

A-40. Percentage of 8th-grade public school students who have a mathematics teacher with

a permanent teaching certificate, by National School Lunch Program status and state: 

2013 and 2015 .................................................................................................................A-48

A-41. Percentage of 8th-grade public school students who have a mathematics teacher with

a permanent teaching certificate, by National School Lunch Program status and 

jurisdiction: 2013 and 2015 .............................................................................................A-50

A-42. Percentage of 8th-grade public school students who have a reading teacher with

a permanent teaching certificate, by race/ethnicity and selected school characteristics: 

2013 and 2015 .................................................................................................................A-51

A-43. Percentage of 8th-grade public school students who have a reading teacher with

a permanent teaching certificate, by race/ethnicity and state: 2013 and 2015 ...................A-52
A-4 Certification Status and Experience of U.S. Public School Teachers—Appendix A

TABLE PAGE

A-44. Percentage of 8th-grade public school students who have a reading teacher with

a permanent teaching certificate, by race/ethnicity and jurisdiction: 2013 and 2015 ........A-55

A-45. Percentage of 8th-grade public school students who have a reading teacher with

a permanent teaching certificate, by disability status and selected school characteristics: 

2013 and 2015 .................................................................................................................A-57

A-46. Percentage of 8th-grade public school students who have a reading teacher with

a permanent teaching certificate, by disability status and state: 2013 and 2015 ................A-57

A-47. Percentage of 8th-grade public school students who have a reading teacher with

a permanent teaching certificate, by disability status and jurisdiction: 2013 and 2015 ......A-59

A-48. Percentage of 8th-grade public school students who have a reading teacher with

a permanent teaching certificate, by English language learner status and selected school 

characteristics: 2013 and 2015 .........................................................................................A-59

A-49. Percentage of 8th-grade public school students who have a reading teacher with

a permanent teaching certificate, by English language learner status and state: 

2013 and 2015 .................................................................................................................A-60

A-50. Percentage of 8th-grade public school students who have a reading teacher with

a permanent teaching certificate, by English language learner status and jurisdiction: 

2013 and 2015 .................................................................................................................A-61

A-51. Percentage of 8th-grade public school students who have a reading teacher with

a permanent teaching certificate, by National School Lunch Program status and selected 

school characteristics: 2013 and 2015 ...............................................................................A-62

A-52. Percentage of 8th-grade public school students who have a reading teacher with

a permanent teaching certificate, by National School Lunch Program status and state: 

2013 and 2015 .................................................................................................................A-62

A-53. Percentage of 8th-grade public school students who have a reading teacher with

a permanent teaching certificate, by National School Lunch Program status and 

jurisdiction: 2013 and 2015 .............................................................................................A-64
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-5

TABLE A-1. Percentage of grade K–12 public school students in classes taught by teachers with full state certification, 

by selected student and school characteristics: 2011–12

(Standard errors in parentheses)

Characteristic

All public 

school students

Students with

disabilities1

English language

 learners2

All public school students 94.3 (0.36) 93.7 (0.54) 93.2 (1.10)

School location

City 93.6 (1.02) 92.2 (1.72) 93.9 (1.57)

Suburban 94.5 (0.67) 95.1 (0.45) 92.3 (2.25)

Town 94.9 (0.76) 93.3 (1.27) 93.5 (1.75)

Rural 94.5 (0.76) 93.7 (1.27) 93.0 (1.64)

School level

Primary 94.1 (0.77) 93.9 (1.05) 93.8 (1.63)

Middle 94.9 (0.43) 93.8 (0.54) 93.0 (1.03)

High 94.4 (0.48) 93.6 (0.70) 92.6 (1.07)

Combined 92.1 (2.54) 92.4 (5.27) 89.8 (7.39)

1

 Based on the 12 percent of K–12 public school students who have an Individualized Education Program (IEP).

2

 Based on the 9 percent of K–12 public school students who are of limited-English proficiency or are English language learners (ELLs).

NOTE: Teachers are counted as certified if they reported having a “regular or standard state certificate or advanced professional certificate” or 

“certificate issued after satisfying all requirements except the completion of a probationary period.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, Schools and Staffing Survey (SASS), 

“Public School Teacher Data File,” 2011–12.

TABLE A-2. Percentage of grade K–12 public school students in classes taught by teachers with full state certification, by school 

location, student characteristics, and state: 2011–12

(Standard errors in parentheses)

State

All public 

school 

students

School location Students with 

disabilities1

English 

language 

learners City 2 Suburban Town Rural

United States 94.3 (0.36) 93.6 (1.02) 94.5 (0.67) 94.9 (0.76) 94.5 (0.76) 93.7 (0.54) 93.2 (1.10)

Alabama 96.3 (0.87) 97.3 (2.03) 99.2 (0.57) 94.0 (2.45) 95.4 (1.11) 94.6 (2.36) 96.3 (3.58)

Alaska ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Arizona 88.7 (3.55) 88.2 (2.91) 92.7 (3.29) 84.8 (5.12) 88.7 (10.19) 88.1 (3.24) 91.2 (2.76)

Arkansas 95.1 (1.22) 95.5 (1.99) 96.3 (4.25) 93.0 (3.40) 95.3 (2.06) 94.6 (1.70) 98.5 (0.73)

California 91.8 (1.06) 91.5 (1.29) 91.8 (2.41) 91.4 (3.40) 92.9 (1.88) 91.8 (1.20) 90.1 (1.52)

Colorado 94.8 (1.24) 96.9 (1.29) 97.0 (1.92) 87.8 (5.47) 89.5 (3.73) 94.5 (1.88) 88.8 (5.94)

Connecticut 97.4 (0.93) 97.7 (1.55) 98.1 (0.80) 95.7 (5.31) 95.6 (3.05) 97.9 (1.12) 98.1 (0.98)

Delaware 95.1 (3.62) 91.8 (5.03) 93.9 (6.92) 97.7 (2.22) 97.4 (1.55) 91.2 (5.36) 97.6 (2.16)

District of Columbia ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Florida ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Georgia 97.8 (1.00) 97.8 (2.10) 98.3 (2.46) 99.1 (0.86) 96.8 (1.55) 95.9 (2.44) 98.1 (2.07)

Hawaii ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Idaho 96.3 (2.31) 98.0 (3.81) 91.3 (9.14) 93.5 (2.77) 98.6 (0.85) 95.3 (2.39) 97.0 (1.19)

Illinois 97.0 (1.46) 98.5 (0.97) 94.9 (3.23) 97.6 (1.85) 99.1 (0.49) 97.1 (1.67) 85.0 (10.96)

Indiana 96.2 (1.23) 97.4 (1.75) 93.7 (3.56) 95.7 (3.40) 97.2 (1.40) 94.0 (2.58) 97.6 (1.55)

Iowa 98.9 (0.46) 98.7 (1.32) 96.3 (4.02) 99.5 (0.28) 99.3 (0.33) 99.1 (0.40) 99.5 (0.42)

Kansas 95.9 (1.71) 98.9 (0.84) 98.8 (1.00) 98.0 (0.79) 92.2 (4.13) 95.3 (1.65) 96.3 (1.79)

Kentucky 94.2 (1.50) 93.9 (2.36) 97.0 (1.58) 94.4 (2.22) 92.7 (3.37) 92.2 (2.69) 95.6 (2.83)

Louisiana 91.5 (2.05) 86.8 (6.15) 96.7 (1.77) 93.7 (3.14) 90.9 (3.49) 89.7 (2.17) 93.2 (3.93)

Maine 96.4 (1.15) 97.5 (1.78) 98.6 (3.84) 95.2 (2.67) 96.1 (1.42) 96.4 (1.15) 97.8 (1.09)

See notes at end of table.
A-6 Certification Status and Experience of U.S. Public School Teachers—Appendix A

TABLE A-2. Percentage of grade K–12 public school students in classes taught by teachers with full state certification, by school 

location, student characteristics, and state: 2011–12—Continued

(Standard errors in parentheses)

State

All public 

school 

students

School location Students with 

disabilities1

English 

language 

learners City 2 Suburban Town Rural

Maryland ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Massachusetts 91.6 (2.03) 89.9 (3.70) 91.9 (2.50) 99.8 (0.32) 90.9 (5.83) 92.0 (1.85) 90.6 (4.01)

Michigan 94.2 (1.64) 95.8 (2.58) 92.6 (3.02) 91.2 (4.61) 96.8 (1.14) 95.9 (0.98) 96.5 (1.46)

Minnesota 93.5 (2.05) 89.4 (7.22) 92.6 (2.97) 95.9 (1.45) 96.9 (0.79) 93.5 (1.53) 88.1 (6.00)

Mississippi 94.8 (1.22) 91.8 (4.97) 100.0 3 (†) 93.6 (2.43) 96.1 (1.27) 94.8 (1.50) 95.6 (4.15)

Missouri 97.4 (0.64) 97.8 (1.57) 98.7 (0.68) 96.0 (1.97) 96.9 (1.22) 96.5 (1.20) 98.5 (1.00)

Montana 96.1 (1.56) 91.2 (6.61) ‡ (†) 97.7 (1.42) 96.8 (2.34) 96.6 (1.38) 72.9 (19.68)

Nebraska 99.4 (0.49) 100.0 3 (†) 100.0 3 (†) 99.0 (1.61) 99.0 (0.49) 99.4 (0.35) 99.6 (0.55)

Nevada 92.2 (2.34) 95.5 (2.37) 88.2 (4.57) 99.1 (1.18) 89.3 (6.03) 94.0 (2.32) 91.2 (5.06)

New Hampshire 95.2 (2.27) 97.3 (5.15) 95.5 (2.12) 98.9 (1.48) 93.4 (4.41) 91.5 (4.83) 98.0 (2.32)

New Jersey 98.1 (0.57) 92.8 (5.84) 98.4 (0.54) 98.1 (3.06) 98.8 (0.97) 97.9 (0.63) 97.0 (1.61)

New Mexico 94.0 (2.04) 94.4 (5.69) 98.2 (2.41) 95.7 (1.72) 91.1 (2.40) 94.5 (1.16) 91.0 (3.90)

New York 93.3 (2.17) 91.9 (5.76) 95.1 (1.32) 97.0 (1.71) 89.9 (6.06) 89.9 (3.90) 95.1 (5.17)

North Carolina 97.7 (0.91) 98.9 (1.00) 98.1 (2.38) 97.6 (2.83) 97.2 (1.47) 96.2 (1.90) 96.9 (2.12)

North Dakota 90.1 (3.50) 97.6 (1.54) ‡ (†) 88.2 (8.82) 93.6 (3.19) 89.2 (3.51) 83.0 (10.17)

Ohio 96.4 (0.91) 92.6 (3.13) 96.7 (1.51) 96.9 (1.37) 98.0 (0.64) 95.8 (0.97) 89.4 (4.84)

Oklahoma 93.9 (1.30) 90.2 (3.36) 93.9 (2.84) 95.0 (1.75) 95.0 (1.94) 93.9 (1.42) 90.6 (4.00)

Oregon 92.4 (2.98) 88.7 (7.97) 93.6 (2.80) 96.8 (2.71) 92.5 (3.73) 89.8 (4.28) 94.0 (2.65)

Pennsylvania 93.5 (2.40) 97.6 (1.94) 94.0 (1.54) 97.5 (1.74) 88.4 (6.62) 90.9 (4.82) 96.7 (1.59)

Rhode Island ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

South Carolina 95.4 (1.55) 97.3 (2.02) 94.7 (3.93) 94.9 (3.79) 95.1 (1.61) 94.1 (2.00) 96.4 (2.31)

South Dakota 95.3 (2.13) 97.4 (1.76) ‡ (†) 99.3 (0.75) 92.5 (4.26) 95.0 (2.35) 98.9 (1.36)

Tennessee 96.2 (1.46) 94.9 (4.50) 99.1 (1.32) 95.2 (3.30) 96.0 (2.37) 95.9 (1.43) 96.0 (2.60)

Texas 94.5 (1.51) 93.2 (2.25) 97.1 (1.05) 95.7 (2.24) 93.3 (4.03) 94.5 (1.07) 96.1 (1.35)

Utah 95.1 (1.56) 96.0 (2.40) 94.1 (2.64) 97.4 (1.21) 95.6 (2.09) 96.2 (0.98) 97.1 (1.22)

Vermont 95.3 (1.43) 92.6 (5.50) 93.3 (4.52) 97.9 (1.17) 95.2 (2.06) 95.8 (1.15) 97.2 (1.33)

Virginia 91.6 (3.90) 97.8 (1.38) 85.3 (9.31) 96.0 (2.22) 94.1 (4.86) 93.5 (2.15) 92.8 (3.70)

Washington 89.5 (6.45) 86.7 (13.61) 96.2 (1.16) 73.9 (15.12) 96.4 (1.61) 90.2 (4.66) 88.0 (7.34)

West Virginia 96.7 (1.04) 100.0 3 (†) 97.8 (1.15) 98.4 (1.66) 95.2 (1.77) 96.6 (1.22) 99.6 (0.70)

Wisconsin 97.4 (0.78) 97.8 (2.21) 96.1 (1.67) 98.4 (0.90) 97.3 (1.13) 97.2 (0.74) 98.6 (0.70)

Wyoming 95.8 (2.82) 98.7 (1.14) ‡ (†) 99.9 (0.07) 90.3 (7.05) 96.0 (2.07) 91.9 (5.74)

† Not applicable.

‡ Reporting standards not met. The coefficient of variation (CV) for this estimate is 50 percent or greater (i.e., the standard error is 50 percent or more of 

the estimate), or the response rate for the state is below 50 percent, or there are too few cases for a reliable estimate.

1

 Based on the 12 percent of K–12 public school students who have an Individualized Education Program (IEP).

2

 Based on the 9 percent of K–12 public school students who are of limited-English proficiency or are English language learners (ELLs).

3

 Rounds to 100 percent.

NOTE: Teachers are counted as certified if they reported having state certification of “regular or standard state certificate or advanced professional 

certificate” or “certificate issued after satisfying all requirements except the completion of a probationary period.”

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey (SASS), “Public School Teacher Data File,” 

2011–12.

TABLE A-3. Percentage of students in primary, middle grade, and high school public school classes, by teacher certification for that 

grade range: 2011–12

(Standard errors in parentheses)

Characteristic

Taught by teachers with full state certification Taught by teachers without 

Certified in grade range Not certified in grade range full state certification

All public school students 92.3 (0.42) 2.0 (0.20) 5.7 (0.37)

Primary (grades K–5) 91.6 (1.15) 2.6 (0.50) 5.8 (1.05)

Middle (grades 6–8) 92.1 (0.54) 2.3 (0.32) 5.6 (0.47)

High (grades 9–12) 93.3 (0.55) 0.9 (0.13) 5.8 (0.54)

NOTE: Teachers are counted as having full state certification if they reported having a “regular or standard state certificate or advanced professional 

certifcate” or “certificate issued after satisfying all requirements except the completion of a probationary period.” Teachers are counted as having 

certification in grade range if they were certified in “early childhood, preschool, or at least one of grades K–5” for primary students, were certified in 

“at least one of grades 6–8” for middle students, or were certified in “at least one of grades 9–12” for high students. Detail may not sum to totals because 

of rounding.

SOURCE: U.S. Department of Education, Insititute of Education Sciences, National Center for Education Statistics, Schools and Staffing Survey (SASS), 

“Public School Teacher Data File,” 2011–12.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-7

TABLE A-4. Percentage distribution of students in grade K–5 public school classes, by teacher certification in grade range, school 

location, and student characteristics: 2011–12

(Standard errors in parentheses)

Characteristic

Taught by teachers with full state certification Taught by teachers 

without full state 

Certified in grade range Not certified in grade range certification

All public school students 91.6 (1.15) 2.6 (0.50) 5.8 (1.05)

School location

City 90.6 (2.44) 3.4 ! (1.29) 5.9 ! (2.43)

Suburban 91.9 (2.27) 1.7 ! (0.52) 6.4 ! (2.29)

Town 90.8 (2.96) 2.7 ! (1.33) 6.5 ! (2.53)

Rural 92.7 (1.82) 3.0 ! (1.14) 4.2 ! (1.50)

Students with disabilities1 92.7 (1.09) 2.1 ! (0.66) 5.2 (0.90)

English language learners2 91.9 (1.91) 2.3 ! (0.76) 5.8 ! (1.77)

! Interpret data with caution. The coefficient of variation (CV) for this estimate is between 30 percent and 50 percent (i.e., the standard error is at least 

30 percent and less than 50 percent of the estimate).

1

 Based on the 12 percent of K–12 public school students who have an Individualized Education Program (IEP).

2

 Based on the 9 percent of K–12 public school students who are of limited-English proficiency or are English language learners (ELLs).

NOTE: Teachers were teaching at least one grade K–5 and no other grades during the 2011–12 school year. Teachers are counted as having full state 

certification if they reported having “regular or standard state certificate or advanced professional certificate” or “certificate issued after satisfying all 

requirements except the completion of a probationary period.” Teachers are counted as having certification in grade range if they reported certification 

in “early childhood, preschool, or at least one of grades K–5.” Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, Schools and Staffing Survey (SASS), 

“Public School Teacher Data File,” 2011–12.

TABLE A-5. Percentage of students in middle grade and high school departmentalized public school classes taught by a teacher 

certified in the subject area and percentage distribution of those students, by the teacher’s certification and major status in 

selected subject areas: 2011–12

(Standard errors in parentheses)

Level and selected subject area

Taught by 

teacher certified 

in subject area

Taught by teachers with various certification 

and major statuses in subject area

Both 

certification 

and major

Certification 

only

Major 

only

Neither major 

nor certification

Middle grade students in grades 6–8

English 57.9 (1.80) 37.5 (1.75) 20.4 (1.58) 10.2 (1.74) 31.9 (1.74)

Mathematics 54.4 (2.16) 23.7 (1.78) 30.7 (1.74) 7.1 (1.04) 38.5 (2.05)

Science 58.1 (2.13) 34.3 (2.31) 23.8 (1.75) 11.1 (1.47) 30.8 (1.86)

Social science 60.6 (2.61) 39.6 (2.41) 20.9 (2.14) 12.1 (1.77) 27.4 (1.79)

General elementary education 64.9 (9.05) 53.2 (8.26) 11.7 ! (5.16) 23.6 ! (9.83) 11.5 (3.05)

High school students in grades 9–12

English 81.7 (1.38) 68.6 (1.63) 13.0 (1.22) 9.9 (1.19) 8.5 (0.94)

Mathematics 80.8 (1.57) 61.5 (1.77) 19.3 (1.44) 8.7 (1.30) 10.5 (1.08)

Science 84.6 (2.69) 72.1 (2.72) 12.5 (1.36) 6.7 (0.89) 8.7 ! (2.66)

Social science 82.3 (1.38) 67.6 (1.84) 14.7 (1.55) 11.3 (1.35) 6.4 (0.95)

! Interpret data with caution. The coefficient of variation (CV) for this estimate is between 30 percent and 50 percent (i.e., the standard error is at least 

30 percent and less than 50 percent of the estimate).

NOTE: Middle grade includes any classes taught to students in any of grades 6–8. High school includes classes taught to students in any of grades 9–12. 

Majors are included regardless of whether they are held within or outside the school/college of education. Majors in main assignment are credited if 

they are held at the bachelor’s degree level or higher. A certification is credited if it is a regular or standard state certificate or a probationary in-subject 

certification and in any grades 6–8 (for middle grades) or at the secondary level (for high school). Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, Schools and Staffing Survey (SASS), “Public 

School Teacher Data File,” 2011–12.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-8

TABLE A-6. Percentage of 4th-grade public school students who have a mathematics teacher with a permanent teaching certificate, by race/ethnicity and selected school 

characteristics: 2013 and 2015

(Standard errors in parentheses)

School characteristic

2013

Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Nation (public) 93.4 (0.30) 93.4 (0.35) 92.7 (0.50) 93.3 (0.53) 95.5 (0.51) 96.8 (1.09) 93.6 (1.28) 92.8 (0.67)

Location 

City 93.5 (0.36) 94.9 (0.55) 91.6 (0.65) 93.3 (0.65) 95.4 (0.84) 98.8 (0.75) 94.5 (1.14) 92.5 (1.10)

Suburban 94.2 (0.46) 93.7 (0.56) 94.0 (0.75) 94.9 (0.84) 95.7 (0.74) 96.7 (2.03) 96.4 (1.41) 94.7 (0.85)

Town 90.8 (1.07) 90.5 (1.01) 94.1 (1.70) 90.5 (1.99) 89.2 (4.12) 93.8 (3.34) 89.8 (5.26) 87.3 (2.92)

Rural 93.2 (0.69) 93.5 (0.65) 92.8 (1.77) 91.0 (2.07) 96.7 (0.94) 95.8 (2.09) 94.0 (0.99) 92.7 (1.58)

Minority enrollment

75 percent or more 93.2 (0.57) 94.7 (1.03) 92.1 (0.75) 93.4 (0.76) 95.4 (1.13) 97.0 (1.33) 90.3 (3.08) 94.1 (1.54)

Less than 75 percent 93.4 (0.34) 93.3 (0.36) 93.5 (0.74) 93.2 (0.76) 95.5 (0.54) 96.5 (1.67) 95.6 (0.80) 92.5 (0.72)

School characteristic

2015

Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Nation (public) 91.9 (0.32) 92.2 (0.34) 89.9 (0.72) 92.0 (0.65) 93.9 (0.88) 95.9 (1.67) 91.1 (1.37) 91.9 (0.79)

Location 

City 90.1 (0.71) 92.5 (0.77) 86.1 (1.27) 90.0 (0.94) 91.7 (1.93) 93.3 (3.85) 91.3 (2.63) 92.5 (1.70)

Suburban 93.0 (0.43) 92.8 (0.44) 92.7 (0.97) 93.0 (1.10) 95.9 (0.57) 96.7 (1.27) 90.4 (3.89) 91.7 (1.20)

Town 91.9 (0.87) 91.5 (0.93) 93.7 (1.31) 92.8 (1.82) 91.4 (2.53) 99.1 (0.49) 88.0 (4.11) 88.8 (2.69)

Rural 92.4 (0.59) 91.5 (0.75) 94.4 (0.85) 96.0 (1.17) 93.3 (2.40) 100.0 1 (†) 92.9 (1.21) 93.3 (1.28)

Minority enrollment

75 percent or more 90.4 (0.81) 91.8 (1.38) 88.2 (1.13) 90.6 (1.03) 95.5 (1.20) 95.7 (2.71) 91.1 (2.14) 93.7 (2.03)

Less than 75 percent 92.5 (0.33) 92.2 (0.35) 92.2 (0.72) 94.1 (0.46) 93.0 (1.07) 96.0 (1.26) 91.1 (1.74) 91.6 (0.83)

† Not applicable.

1

 Rounds to 100 percent.

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in 

the state in which you are currently teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I hold a temporary 

certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward certification,” and “No, and I am not planning to obtain certification.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2013 and 2015 Mathematics Assessments.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-9

TABLE A-7. Percentage of 4th-grade public school students who have a mathematics teacher with a permanent teaching certificate, by race/ethnicity and state: 2013 and 2015

(Standard errors in parentheses)

State 

2013

Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Nation (public) 93.4 (0.30) 93.4 (0.35) 92.7 (0.50) 93.3 (0.53) 95.5 (0.51) 96.8 (1.09) 93.6 (1.28) 92.8 (0.67)

Alabama 99.4 (0.51) 99.0 (0.84) 100.0 1 (†) 100.0 1 (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Alaska 90.8 (1.12) 92.1 (1.32) 95.8 (2.23) 92.3 (2.07) 98.3 (1.11) 94.0 (3.10) 82.4 (2.87) 95.5 (1.84)

Arizona 86.8 (1.88) 90.1 (2.02) 88.6 (3.70) 84.7 (2.78) 80.2 (6.13) ‡ (†) 80.8 (9.40) ‡ (†)

Arkansas 96.0 (1.20) 97.3 (1.08) 93.5 (2.69) 94.6 (2.22) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

California 97.2 (0.89) 97.8 (1.09) 97.7 (1.13) 96.6 (1.16) 98.4 (0.98) ‡ (†) ‡ (†) 97.5 (2.09)

Colorado 93.0 (1.50) 93.2 (1.89) 96.0 (1.73) 91.0 (2.51) 97.9 (1.46) ‡ (†) ‡ (†) 98.3 (1.35)

Connecticut 96.9 (1.07) 97.8 (0.81) 93.5 (3.99) 96.6 (1.67) 92.8 (4.13) ‡ (†) ‡ (†) ‡ (†)

Delaware 94.2 (0.93) 96.0 (0.83) 91.0 (1.86) 94.0 (1.07) 97.8 (1.67) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 71.7 (0.72) 94.4 (1.51) 67.5 (0.95) 74.9 (2.20) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Florida 95.5 (0.91) 96.1 (0.97) 93.6 (2.15) 95.7 (0.83) 98.4 (1.60) ‡ (†) ‡ (†) 96.1 (1.67)

Georgia 99.1 (0.40) 99.1 (0.49) 99.0 (0.40) 99.8 (0.23) 97.3 (1.61) ‡ (†) ‡ (†) 98.1 (1.82)

Hawaii 98.1 (0.63) 97.4 (1.14) 97.3 (2.10) 98.3 (1.08) 99.1 (0.46) 97.3 (1.09) ‡ (†) 98.3 (1.06)

Idaho 93.2 (1.28) 93.4 (1.42) ‡ (†) 92.5 (1.94) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Illinois 98.1 (0.50) 99.5 (0.21) 96.2 (1.59) 96.3 (1.34) 100.0 1 (†) ‡ (†) ‡ (†) 99.3 (0.49)

Indiana 87.7 (1.51) 88.8 (1.48) 81.7 (5.53) 85.1 (3.03) ‡ (†) ‡ (†) ‡ (†) 87.0 (3.12)

Iowa 91.0 (1.64) 91.2 (1.66) 87.5 (5.35) 89.8 (3.47) 92.9 (3.90) ‡ (†) ‡ (†) 90.7 (4.47)

Kansas 92.8 (1.21) 94.0 (1.10) 90.2 (3.37) 89.9 (2.36) 98.1 (1.33) ‡ (†) ‡ (†) 85.8 (4.49)

Kentucky 92.9 (1.33) 92.8 (1.50) 92.3 (1.74) 94.3 (2.25) 88.4 (3.13) ‡ (†) ‡ (†) 96.0 (1.69)

Louisiana 92.8 (1.64) 93.2 (1.98) 92.3 (1.83) 91.9 (3.01) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maine 95.8 (0.67) 95.7 (0.72) 95.4 (2.63) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maryland 96.6 (0.80) 98.7 (0.86) 94.3 (1.28) 95.8 (2.07) 96.1 (2.17) ‡ (†) ‡ (†) 97.6 (1.31)

Massachusetts 92.5 (1.77) 92.1 (2.11) 94.3 (2.02) 94.2 (1.91) 91.2 (3.76) ‡ (†) ‡ (†) 89.4 (5.30)

Michigan 86.7 (1.83) 85.5 (2.38) 89.2 (2.81) 85.2 (3.16) 96.3 (2.42) ‡ (†) ‡ (†) 95.5 (2.59)

Minnesota 96.1 (0.89) 97.0 (0.77) 92.1 (3.49) 94.5 (1.89) 97.0 (1.65) ‡ (†) ‡ (†) 89.4 (8.51)

Mississippi 90.0 (1.87) 92.6 (2.02) 87.8 (2.76) 89.1 (4.23) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Missouri 95.0 (1.03) 96.0 (0.97) 93.3 (1.92) 89.0 (3.29) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Montana 97.7 (0.53) 97.8 (0.51) ‡ (†) 96.4 (1.64) ‡ (†) ‡ (†) 97.9 (1.61) 91.6 (3.28)

Nebraska 99.6 (0.30) 99.4 (0.42) 100.0 1 (†) 100.0 1 (†) 100.0 1 (†) ‡ (†) ‡ (†) 100.0 1 (†)

Nevada 96.4 (0.81) 96.8 (0.93) 96.0 (1.44) 95.9 (1.06) 96.6 (1.85) ‡ (†) ‡ (†) 97.4 (1.20)

New Hampshire 97.6 (0.63) 97.5 (0.68) ‡ (†) 96.3 (2.37) 100.0 1 (†) ‡ (†) ‡ (†) ‡ (†)

New Jersey 97.7 (0.70) 98.4 (0.86) 96.5 (1.70) 96.1 (1.81) 99.0 (0.74) ‡ (†) ‡ (†) ‡ (†)

New Mexico 94.5 (0.86) 95.9 (1.27) 88.1 (5.06) 95.1 (0.98) ‡ (†) ‡ (†) 87.3 (3.08) ‡ (†)

New York 93.1 (1.05) 96.3 (1.11) 89.4 (2.66) 90.1 (1.82) 92.2 (2.13) ‡ (†) ‡ (†) ‡ (†)

North Carolina 95.3 (1.33) 96.5 (1.38) 93.2 (2.07) 96.2 (1.19) 90.1 (3.87) ‡ (†) 98.7 (1.42) 93.4 (2.04)

North Dakota 84.9 (0.45) 85.1 (0.48) 81.2 (3.37) 85.4 (4.10) ‡ (†) ‡ (†) 84.9 (1.71) ‡ (†)

Ohio 66.4 (3.65) 64.1 (4.25) 77.8 (5.05) 60.3 (5.68) 58.4 (7.41) ‡ (†) ‡ (†) 67.8 (5.35)

Oklahoma 97.0 (1.11) 97.1 (1.14) 96.4 (1.86) 96.0 (1.81) 98.1 (1.84) ‡ (†) 98.6 (0.87) 95.0 (3.49)

Oregon 94.5 (1.37) 94.4 (1.56) 99.1 (0.91) 93.5 (2.24) 96.5 (2.15) ‡ (†) ‡ (†) 95.5 (1.81)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-10

TABLE A-7. Percentage of 4th-grade public school students who have a mathematics teacher with a permanent teaching certificate, by race/ethnicity and state: 2013 and 2015—

Continued

(Standard errors in parentheses)

State 

2013

Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Pennsylvania 94.7 (1.29) 95.2 (1.55) 92.4 (1.93) 94.8 (2.11) 96.9 (2.13) ‡ (†) ‡ (†) 93.6 (4.14)

Rhode Island 97.0 (0.56) 96.8 (0.65) 97.5 (1.25) 97.6 (0.85) 98.0 (1.37) ‡ (†) ‡ (†) 94.3 (2.87)

South Carolina 92.7 (1.55) 93.1 (1.74) 92.1 (2.28) 92.5 (2.88) ‡ (†) ‡ (†) ‡ (†) 92.8 (3.09)

South Dakota 90.5 (0.78) 90.5 (0.90) 87.9 (3.83) 90.6 (2.59) ‡ (†) ‡ (†) 91.3 (1.64) ‡ (†)

Tennessee 98.0 (0.76) 98.0 (0.93) 98.8 (0.70) 95.1 (1.92) 99.0 (0.93) ‡ (†) ‡ (†) ‡ (†)

Texas 92.0 (1.45) 93.6 (1.64) 91.5 (2.34) 90.7 (1.82) 97.0 (1.60) ‡ (†) ‡ (†) 95.3 (2.85)

Utah 93.7 (1.28) 93.6 (1.33) ‡ (†) 94.0 (2.21) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Vermont 94.9 (0.28) 94.7 (0.33) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) 97.1 (1.99)

Virginia 93.6 (1.23) 95.1 (1.43) 94.2 (1.44) 87.2 (2.25) 90.3 (3.37) ‡ (†) ‡ (†) 95.8 (1.75)

Washington 93.2 (1.65) 94.7 (1.43) 89.0 (4.80) 88.5 (4.59) 94.7 (2.39) ‡ (†) ‡ (†) 95.3 (2.11)

West Virginia 89.9 (1.29) 90.3 (1.28) 82.5 (4.18) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Wisconsin 88.6 (1.88) 88.8 (2.10) 89.6 (2.06) 84.2 (3.58) 92.6 (2.38) ‡ (†) 92.6 (4.48) ‡ (†)

Wyoming 97.0 (0.24) 97.7 (0.25) ‡ (†) 95.0 (1.01) ‡ (†) ‡ (†) 92.6 (1.83) ‡ (†)

Department of 

Defense Dependents Schools 94.7 (0.26) 94.3 (0.57) 93.9 (0.97) 95.2 (0.98) 97.0 (1.29) ‡ (†) ‡ (†) 94.4 (1.44)

State

2015

Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Nation (public) 91.9 (0.32) 92.2 (0.34) 89.9 (0.72) 92.0 (0.65) 93.9 (0.88) 95.9 (1.67) 91.1 (1.37) 91.9 (0.79)

Alabama 99.6 (0.36) 99.7 (0.31) 100.0 1 (†) 96.5 (3.07) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Alaska 91.9 (1.30) 92.9 (1.57) 94.0 (2.44) 93.7 (1.68) 94.6 (3.28) ‡ (†) 85.7 (3.95) 95.7 (2.32)

Arizona 88.1 (1.52) 88.6 (1.97) 87.2 (3.64) 88.4 (2.08) ‡ (†) ‡ (†) 82.0 (5.93) ‡ (†)

Arkansas 97.1 (0.97) 98.4 (0.73) 92.5 (2.21) 97.0 (1.41) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

California 94.6 (1.34) 97.4 (1.01) 93.9 (2.23) 92.9 (1.95) 98.2 (0.87) ‡ (†) ‡ (†) 93.8 (5.37)

Colorado 90.3 (2.17) 90.4 (2.49) 88.6 (5.68) 90.7 (2.15) ‡ (†) ‡ (†) ‡ (†) 90.7 (3.31)

Connecticut 96.7 (1.06) 97.4 (0.96) 89.9 (5.19) 98.3 (0.70) 99.3 (0.80) ‡ (†) ‡ (†) ‡ (†)

Delaware 94.7 (0.62) 96.2 (0.69) 92.5 (1.08) 92.7 (1.56) 99.0 (1.05) ‡ (†) ‡ (†) 98.8 (1.23)

District of Columbia 63.6 (0.59) 82.8 (2.35) 58.8 (0.86) 66.5 (2.30) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Florida 93.0 (1.55) 94.5 (1.24) 88.7 (3.06) 93.4 (2.10) 96.3 (2.35) ‡ (†) ‡ (†) 92.4 (3.68)

Georgia 97.8 (0.63) 98.4 (0.43) 97.3 (1.11) 97.8 (1.13) 97.6 (2.38) ‡ (†) ‡ (†) 96.6 (2.19)

Hawaii 99.0 (0.39) 99.7 (0.28) ‡ (†) 97.6 (1.51) 99.4 (0.33) 98.7 (0.55) ‡ (†) 98.6 (1.12)

Idaho 89.8 (1.34) 90.9 (1.43) ‡ (†) 85.3 (2.08) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Illinois 97.5 (0.72) 99.1 (0.54) 93.6 (2.21) 97.2 (1.02) 97.0 (2.07) ‡ (†) ‡ (†) 98.4 (1.54)

Indiana 81.8 (2.31) 82.3 (2.33) 79.6 (4.84) 81.9 (4.16) ‡ (†) ‡ (†) ‡ (†) 85.0 (4.97)

Iowa 91.0 (1.75) 90.2 (1.87) 91.5 (3.42) 96.0 (1.53) 93.2 (4.00) ‡ (†) ‡ (†) 91.2 (5.29)

Kansas 95.2 (1.14) 96.6 (0.95) 86.0 (5.45) 93.4 (1.80) 98.5 (1.44) ‡ (†) ‡ (†) 93.0 (2.84)

Kentucky 92.6 (1.72) 93.0 (1.89) 89.3 (2.46) 95.3 (1.93) 80.7 (7.21) ‡ (†) ‡ (†) 93.5 (3.55)

Louisiana 91.1 (2.17) 94.7 (1.34) 87.0 (3.77) 88.3 (3.90) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-11

TABLE A-7. Percentage of 4th-grade public school students who have a mathematics teacher with a permanent teaching certificate, by race/ethnicity and state: 2013 and 2015—

Continued

(Standard errors in parentheses)

State

2015

Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Maine 94.2 (0.85) 94.3 (0.90) 91.2 (2.49) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maryland 94.1 (1.42) 97.0 (1.12) 89.0 (2.70) 95.3 (2.28) 98.1 (1.17) ‡ (†) ‡ (†) 95.7 (2.27)

Massachusetts 93.3 (1.29) 92.3 (1.76) 91.6 (2.21) 96.5 (1.03) 95.4 (1.68) ‡ (†) ‡ (†) 92.6 (3.22)

Michigan 85.1 (2.08) 84.6 (2.43) 84.9 (5.03) 92.2 (2.97) 93.0 (3.23) ‡ (†) ‡ (†) ‡ (†)

Minnesota 94.7 (1.22) 94.9 (1.31) 92.8 (2.34) 93.4 (2.74) 94.9 (2.43) ‡ (†) 97.1 (3.01) 95.6 (2.44)

Mississippi 91.1 (2.08) 93.2 (1.94) 88.9 (2.93) 91.7 (2.86) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Missouri 91.5 (1.63) 92.7 (1.52) 86.5 (4.37) 85.6 (6.71) ‡ (†) ‡ (†) ‡ (†) 98.5 (1.53)

Montana 97.9 (0.45) 97.7 (0.55) ‡ (†) 98.1 (1.29) ‡ (†) ‡ (†) 99.0 (0.79) 97.6 (2.29)

Nebraska 99.3 (0.41) 99.3 (0.42) 100.0 1 (†) 99.0 (0.69) ‡ (†) ‡ (†) ‡ (†) 98.9 (1.08)

Nevada 90.1 (1.47) 94.0 (1.25) 79.2 (3.53) 89.3 (2.21) 90.3 (3.24) ‡ (†) ‡ (†) 92.9 (3.16)

New Hampshire 96.8 (0.78) 97.0 (0.76) ‡ (†) 93.7 (3.44) 98.0 (1.39) ‡ (†) ‡ (†) ‡ (†)

New Jersey 98.9 (0.54) 99.5 (0.36) 98.9 (0.77) 97.8 (1.33) 98.1 (1.79) ‡ (†) ‡ (†) ‡ (†)

New Mexico 92.5 (1.17) 89.6 (2.16) ‡ (†) 93.1 (1.23) ‡ (†) ‡ (†) 96.0 (1.99) ‡ (†)

New York 93.6 (1.43) 97.1 (1.11) 90.0 (3.22) 89.2 (3.59) 91.3 (2.93) ‡ (†) ‡ (†) ‡ (†)

North Carolina 96.5 (0.74) 97.1 (0.81) 95.7 (1.17) 96.1 (0.96) 98.7 (0.75) ‡ (†) 91.3 (5.83) ‡ (†)

North Dakota 90.8 (0.40) 90.5 (0.44) 96.4 (1.96) 90.1 (2.43) ‡ (†) ‡ (†) 88.8 (1.98) ‡ (†)

Ohio 60.6 (3.35) 59.3 (3.79) 68.1 (6.19) 57.3 (5.12) ‡ (†) ‡ (†) ‡ (†) 62.9 (5.21)

Oklahoma 96.2 (1.05) 96.5 (1.05) 89.8 (5.88) 97.1 (1.22) ‡ (†) ‡ (†) 98.3 (0.99) 94.2 (2.22)

Oregon 93.0 (1.49) 93.4 (1.75) 95.4 (4.26) 90.9 (2.17) 96.7 (1.82) ‡ (†) ‡ (†) 92.8 (1.85)

Pennsylvania 91.4 (2.18) 92.7 (2.16) 81.3 (6.67) 92.9 (2.86) 97.7 (1.88) ‡ (†) ‡ (†) 92.9 (2.47)

Rhode Island 96.4 (0.58) 96.4 (0.71) 98.8 (0.84) 96.8 (1.06) ‡ (†) ‡ (†) ‡ (†) 91.2 (3.07)

South Carolina 92.3 (1.40) 93.6 (1.35) 88.7 (2.87) 95.9 (1.55) ‡ (†) ‡ (†) ‡ (†) 95.8 (2.95)

South Dakota 86.0 (1.13) 86.4 (1.18) 87.3 (4.34) 85.8 (3.72) ‡ (†) ‡ (†) 84.6 (3.40) 84.2 (4.13)

Tennessee 97.3 (0.90) 97.8 (0.85) 94.8 (2.91) 99.4 (0.56) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Texas 90.3 (1.59) 94.0 (1.87) 86.9 (4.36) 89.6 (1.57) 85.5 (7.61) ‡ (†) ‡ (†) 96.5 (3.41)

Utah 92.5 (1.55) 92.9 (1.41) ‡ (†) 90.1 (4.86) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Vermont 92.7 (0.47) 92.8 (0.54) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Virginia 95.0 (1.13) 96.5 (1.00) 93.2 (2.24) 93.0 (1.79) 94.8 (1.93) ‡ (†) ‡ (†) 93.2 (2.83)

Washington 88.6 (2.09) 89.1 (2.25) 94.1 (2.84) 86.7 (3.72) 86.8 (2.88) ‡ (†) 86.3 (8.03) 91.0 (2.78)

West Virginia 84.9 (1.45) 85.3 (1.49) 73.5 (4.99) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Wisconsin 85.4 (1.92) 85.9 (2.17) 79.1 (5.07) 86.8 (3.97) 87.7 (4.01) ‡ (†) 86.4 (6.03) ‡ (†)

Wyoming 96.3 (0.35) 96.4 (0.34) ‡ (†) 95.2 (1.10) ‡ (†) ‡ (†) 100.0 1 (†) ‡ (†)

Department of 

Defense Dependents Schools 94.8 (0.35) 95.2 (0.68) 91.9 (1.87) 95.7 (1.09) 92.8 (2.29) ‡ (†) ‡ (†) 95.7 (1.42)

† Not applicable.

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

1

 Rounds to 100 percent.

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in 

the state in which you are currently teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I hold a temporary 

certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward certification,” and “No, and I am not planning to obtain certification.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2013 and 2015 Mathematics Assessments.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-12

TABLE A-8. Percentage of 4th-grade public school students who have a mathematics teacher with a permanent teaching certificate, by race/ethnicity and jurisdiction: 2013 and 2015

(Standard errors in parentheses)

Jurisdiction

2013

Total

Race/ethnicity

White Black Hispanic Asian

Pacific 

Islander

American Indian/

Alaska Native

Two or 

more races

Nation (public) 93.4 (0.30) 93.4 (0.35) 92.7 (0.50) 93.3 (0.53) 95.5 (0.51) 96.8 (1.09) 93.6 (1.28) 92.8 (0.67)

Large city 92.4 (0.57) 94.1 (0.99) 89.7 (0.95) 92.9 (0.65) 94.5 (1.14) 99.4 (0.34) 94.6 (1.83) 90.1 (1.93)

Albuquerque 96.7 (0.96) 96.5 (1.26) ‡ (†) 96.7 (1.17) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Atlanta 94.3 (0.36) 97.4 (0.11) 92.8 (0.51) 100.0 1 (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Austin 96.0 (0.66) 98.9 (0.54) 97.5 (1.72) 94.4 (0.83) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Baltimore City 90.3 (1.69) 95.9 (1.92) 89.2 (1.94) 95.6 (3.24) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Boston 94.5 (0.32) 89.7 (1.41) 95.7 (0.67) 94.9 (0.57) 95.0 (1.19) ‡ (†) ‡ (†) ‡ (†)

Charlotte 94.2 (1.21) 96.0 (1.33) 94.3 (1.48) 92.3 (2.28) 91.9 (3.41) ‡ (†) ‡ (†) 89.2 (4.29)

Chicago 94.2 (1.73) 97.0 (1.98) 91.1 (3.56) 95.5 (1.68) 100.0 1 (†) ‡ (†) ‡ (†) ‡ (†)

Cleveland 64.6 (0.72) 67.8 (3.08) 66.2 (1.06) 56.6 (3.24) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Dallas 86.2 (2.44) ‡ (†) 77.6 (5.00) 88.6 (3.04) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Detroit 84.0 (2.92) ‡ (†) 82.8 (3.10) 90.4 (3.09) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 

(DCPS) 83.1 (0.72) 98.1 (1.09) 80.0 (1.07) 80.9 (2.12) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Fresno 98.2 (0.85) 100.0 1 (†) 98.3 (1.20) 98.0 (1.09) 96.7 (1.57) ‡ (†) ‡ (†) ‡ (†)

Hillsborough County 

(FL) 98.6 (0.75) 98.2 (1.45) 98.2 (1.14) 99.1 (0.62) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Houston 86.9 (2.40) 96.3 (1.95) 78.6 (6.07) 88.1 (2.25) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Jefferson County (KY) 91.8 (1.55) 93.3 (1.50) 90.5 (2.12) 91.1 (3.30) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Los Angeles 97.6 (1.04) 97.5 (2.65) 94.8 (3.86) 98.2 (0.74) 96.8 (1.84) ‡ (†) ‡ (†) ‡ (†)

Miami-Dade 94.6 (1.65) 93.2 (4.83) 88.3 (4.75) 96.8 (1.12) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Milwaukee 88.3 (1.92) 91.7 (2.03) 87.6 (2.38) 86.1 (3.73) 95.8 (4.15) ‡ (†) ‡ (†) ‡ (†)

New York City 90.8 (1.61) 91.6 (3.68) 94.0 (1.81) 89.8 (1.90) 88.6 (3.08) ‡ (†) ‡ (†) ‡ (†)

Philadelphia 95.1 (1.50) 98.1 (1.45) 92.7 (2.48) 97.3 (1.29) 98.8 (1.49) ‡ (†) ‡ (†) ‡ (†)

San Diego 98.0 (1.16) 99.7 (0.34) 99.1 (1.05) 96.4 (2.17) 99.3 (0.75) ‡ (†) ‡ (†) 100.0 1 (†)

Duval County (FL) — (†) — (†) — (†) — (†) — (†) — (†) — (†) — (†)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-13

TABLE A-8. Percentage of 4th-grade public school students who have a mathematics teacher with a permanent teaching certificate, by race/ethnicity and jurisdiction: 2013 and 

2015—Continued

(Standard errors in parentheses)

Jurisdiction

2015

Total

Race/ethnicity

White Black Hispanic Asian

Pacific 

Islander

American Indian/

Alaska Native

Two or 

more races

Nation (public) 91.9 (0.32) 92.2 (0.34) 89.9 (0.72) 92.0 (0.65) 93.9 (0.88) 95.9 (1.67) 91.1 (1.37) 91.9 (0.79)

Large city 88.3 (1.07) 90.8 (1.30) 82.2 (2.09) 89.3 (1.26) 92.3 (1.70) 91.5 (6.24) 92.6 (2.83) 92.9 (1.45)

Albuquerque 92.7 (1.34) 96.3 (1.62) ‡ (†) 90.8 (1.83) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Atlanta 95.7 (1.19) 96.3 (1.49) 95.6 (1.42) 94.8 (2.77) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Austin 94.7 (1.55) 96.0 (2.66) 98.8 (1.28) 93.5 (2.21) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Baltimore City 79.4 (4.00) 82.3 (10.05) 78.2 (4.06) 86.5 (7.99) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Boston 90.8 (1.24) 96.3 (1.69) 87.9 (2.15) 90.8 (1.98) 92.7 (3.16) ‡ (†) ‡ (†) ‡ (†)

Charlotte 93.7 (1.58) 95.5 (1.63) 93.3 (1.92) 92.8 (2.29) 93.9 (3.57) ‡ (†) ‡ (†) ‡ (†)

Chicago 94.1 (1.60) 99.0 (0.69) 91.3 (2.90) 94.5 (2.32) 100.0 1 (†) ‡ (†) ‡ (†) ‡ (†)

Cleveland 66.7 (1.06) 67.0 (3.68) 63.8 (1.61) 75.5 (3.35) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Dallas 82.3 (2.64) 97.5 (2.00) 89.3 (4.03) 78.6 (3.21) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Detroit 82.8 (2.62) ‡ (†) 78.7 (3.21) 96.2 (3.24) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 

(DCPS) 77.7 (0.67) 86.3 (2.07) 76.6 (0.91) 71.6 (2.30) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Fresno 92.7 (1.47) 94.8 (2.39) 89.4 (2.83) 92.4 (1.64) 94.3 (2.19) ‡ (†) ‡ (†) ‡ (†)

Hillsborough County 

(FL) 95.7 (2.14) 95.5 (2.88) 93.7 (5.12) 96.5 (1.65) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Houston 88.2 (2.64) 94.0 (3.05) 88.2 (4.45) 86.7 (2.59) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Jefferson County (KY) 91.9 (2.43) 92.7 (2.54) 89.4 (3.11) 94.8 (2.85) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Los Angeles 96.3 (1.19) 95.6 (3.27) 97.3 (2.18) 96.4 (1.36) 97.4 (1.72) ‡ (†) ‡ (†) ‡ (†)

Miami-Dade 97.1 (1.20) 92.1 (5.79) 95.6 (2.28) 98.0 (0.80) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Milwaukee — (†) — (†) — (†) — (†) — (†) — (†) — (†) — (†)

New York City 89.3 (2.03) 89.1 (3.96) 87.5 (5.11) 89.4 (1.82) 90.6 (3.96) ‡ (†) ‡ (†) ‡ (†)

Philadelphia 95.2 (1.80) 90.2 (5.15) 96.2 (1.69) 95.5 (2.32) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

San Diego 89.6 (2.95) 98.6 (0.97) 85.8 (4.94) 85.5 (5.21) 88.8 (4.41) ‡ (†) ‡ (†) 94.2 (2.57)

Duval County (FL) 95.9 (1.63) 95.6 (2.08) 96.2 (2.20) 95.7 (2.50) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

— Not available.

† Not applicable.

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

1

 Rounds to 100 percent.

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in 

the state in which you are currently teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I hold a temporary 

certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward certification,” and “No, and I am not planning to obtain certification.” 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2013 and 2015 Mathematics Assessments.
A-14 Certification Status and Experience of U.S. Public School Teachers—Appendix A

TABLE A-9. Percentage of 4th-grade public school students who have a mathematics teacher with a permanent teaching 

certificate, by disability status and selected school characteristics: 2013 and 2015

(Standard errors in parentheses)

School characteristic

2013 2015

Total

Disability status

Total

Disability status

With a 

disability

Without a 

disability

With a 

disability

Without a 

disability

Nation (public) 93.4 (0.30) 93.0 (0.45) 93.4 (0.30) 91.9 (0.32) 91.9 (0.51) 91.9 (0.33)

Location 

City 93.5 (0.36) 93.5 (0.46) 93.5 (0.39) 90.1 (0.71) 88.3 (1.14) 90.3 (0.70)

Suburban 94.2 (0.46) 93.1 (0.93) 94.4 (0.45) 93.0 (0.43) 94.1 (0.63) 92.8 (0.47)

Town 90.8 (1.07) 89.9 (1.53) 90.9 (1.04) 91.9 (0.87) 91.1 (1.09) 92.0 (0.89)

Rural 93.2 (0.69) 93.6 (0.83) 93.1 (0.71) 92.4 (0.59) 92.8 (0.65) 92.3 (0.63)

Minority enrollment

75 percent or more 93.2 (0.57) 93.0 (0.73) 93.2 (0.60) 90.4 (0.81) 89.9 (1.11) 90.4 (0.85)

Less than 75 percent 93.4 (0.34) 92.9 (0.54) 93.5 (0.34) 92.5 (0.33) 92.6 (0.44) 92.5 (0.34)

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working 

toward certification,” and “No, and I am not planning to obtain certification.” 

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

Progress (NAEP), 2013 and 2015 Mathematics Assessments.

TABLE A-10. Percentage of 4th-grade public school students who have a mathematics teacher with a permanent teaching 

certificate, by disability status and state: 2013 and 2015

(Standard errors in parentheses)

State

2013 2015

Total

Disability status

Total

Disability status

With a 

disability

Without a 

disability

With a 

disability

Without a 

disability

Nation (public) 93.4 (0.30) 93.0 (0.45) 93.4 (0.30) 91.9 (0.32) 91.9 (0.51) 91.9 (0.33)

Alabama 99.4 (0.51) 99.4 (0.61) 99.4 (0.50) 99.6 (0.36) 100.0 1 (†) 99.6 (0.40)

Alaska 90.8 (1.12) 92.2 (1.99) 90.5 (1.16) 91.9 (1.30) 91.0 (2.46) 92.0 (1.32)

Arizona 86.8 (1.88) 84.6 (3.42) 87.1 (1.89) 88.1 (1.52) 88.9 (2.41) 88.1 (1.57)

Arkansas 96.0 (1.20) 94.5 (1.77) 96.2 (1.16) 97.1 (0.97) 98.1 (1.11) 97.0 (1.02)

California 97.2 (0.89) 95.7 (2.59) 97.4 (0.84) 94.6 (1.34) 93.3 (2.43) 94.8 (1.38)

Colorado 93.0 (1.50) 96.0 (1.27) 92.7 (1.59) 90.3 (2.17) 92.5 (2.20) 90.1 (2.25)

Connecticut 96.9 (1.07) 96.9 (1.38) 96.9 (1.12) 96.7 (1.06) 97.0 (1.35) 96.7 (1.09)

Delaware 94.2 (0.93) 92.1 (1.50) 94.5 (0.94) 94.7 (0.62) 95.8 (0.99) 94.5 (0.65)

District of Columbia 71.7 (0.72) 67.9 (2.70) 72.4 (0.69) 63.6 (0.59) 65.4 (3.35) 63.3 (0.65)

Florida 95.5 (0.91) 95.6 (1.60) 95.5 (0.93) 93.0 (1.55) 95.2 (1.85) 92.5 (1.67)

Georgia 99.1 (0.40) 98.4 (1.06) 99.2 (0.36) 97.8 (0.63) 96.6 (1.41) 98.0 (0.64)

Hawaii 98.1 (0.63) 98.7 (0.71) 98.0 (0.67) 99.0 (0.39) 97.8 (0.93) 99.1 (0.42)

Idaho 93.2 (1.28) 92.5 (1.92) 93.3 (1.31) 89.8 (1.34) 87.0 (3.13) 90.1 (1.29)

Illinois 98.1 (0.50) 98.2 (0.72) 98.1 (0.52) 97.5 (0.72) 98.0 (0.88) 97.4 (0.80)

Indiana 87.7 (1.51) 85.9 (2.55) 88.0 (1.53) 81.8 (2.31) 81.9 (3.03) 81.7 (2.42)

Iowa 91.0 (1.64) 89.5 (2.11) 91.2 (1.68) 91.0 (1.75) 92.6 (1.86) 90.7 (1.83)

Kansas 92.8 (1.21) 89.8 (2.16) 93.3 (1.21) 95.2 (1.14) 94.6 (1.43) 95.3 (1.15)

Kentucky 92.9 (1.33) 93.2 (1.72) 92.8 (1.39) 92.6 (1.72) 93.5 (1.66) 92.4 (1.80)

Louisiana 92.8 (1.64) 93.7 (2.26) 92.6 (1.63) 91.1 (2.17) 92.2 (2.36) 90.9 (2.28)

Maine 95.8 (0.67) 94.4 (1.18) 96.2 (0.66) 94.2 (0.85) 95.5 (1.07) 93.9 (0.92)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-15

TABLE A-10. Percentage of 4th-grade public school students who have a mathematics teacher with a permanent teaching 

certificate, by disability status and state: 2013 and 2015—Continued

(Standard errors in parentheses)

State

2013 2015

Total

Disability status

Total

Disability status

With a 

disability

Without a 

disability

With a 

disability

Without a 

disability

Maryland 96.6 (0.80) 96.9 (1.02) 96.5 (0.86) 94.1 (1.42) 89.1 (2.85) 94.8 (1.30)

Massachusetts 92.5 (1.77) 93.9 (1.75) 92.2 (1.84) 93.3 (1.29) 95.3 (1.30) 92.9 (1.40)

Michigan 86.7 (1.83) 88.8 (2.40) 86.5 (1.87) 85.1 (2.08) 89.5 (2.00) 84.5 (2.16)

Minnesota 96.1 (0.89) 94.1 (1.50) 96.5 (0.84) 94.7 (1.22) 95.0 (1.60) 94.6 (1.25)

Mississippi 90.0 (1.87) 87.7 (2.31) 90.2 (1.90) 91.1 (2.08) 91.5 (2.17) 91.1 (2.16)

Missouri 95.0 (1.03) 95.8 (1.59) 94.9 (1.01) 91.5 (1.63) 90.2 (2.27) 91.7 (1.67)

Montana 97.7 (0.53) 97.3 (1.23) 97.7 (0.53) 97.9 (0.45) 97.4 (0.92) 98.0 (0.46)

Nebraska 99.6 (0.30) 99.7 (0.35) 99.5 (0.33) 99.3 (0.41) 99.0 (0.69) 99.4 (0.38)

Nevada 96.4 (0.81) 97.0 (1.03) 96.4 (0.84) 90.1 (1.47) 91.0 (2.26) 89.9 (1.48)

New Hampshire 97.6 (0.63) 97.7 (0.85) 97.6 (0.64) 96.8 (0.78) 95.5 (1.78) 97.1 (0.79)

New Jersey 97.7 (0.70) 96.6 (1.23) 97.9 (0.76) 98.9 (0.54) 98.5 (0.88) 99.0 (0.52)

New Mexico 94.5 (0.86) 93.0 (1.95) 94.7 (0.83) 92.5 (1.17) 90.6 (1.95) 92.7 (1.20)

New York 93.1 (1.05) 92.9 (1.41) 93.2 (1.15) 93.6 (1.43) 91.1 (1.70) 94.1 (1.53)

North Carolina 95.3 (1.33) 96.0 (1.36) 95.2 (1.44) 96.5 (0.74) 96.1 (0.90) 96.5 (0.82)

North Dakota 84.9 (0.45) 83.6 (1.90) 85.1 (0.49) 90.8 (0.40) 88.6 (2.04) 91.0 (0.49)

Ohio 66.4 (3.65) 71.2 (4.22) 65.6 (3.71) 60.6 (3.35) 61.9 (3.99) 60.4 (3.44)

Oklahoma 97.0 (1.11) 98.2 (0.97) 96.8 (1.19) 96.2 (1.05) 94.6 (1.89) 96.6 (0.98)

Oregon 94.5 (1.37) 95.1 (1.58) 94.4 (1.40) 93.0 (1.49) 92.9 (2.25) 93.0 (1.53)

Pennsylvania 94.7 (1.29) 94.7 (1.81) 94.7 (1.32) 91.4 (2.18) 91.7 (2.16) 91.4 (2.33)

Rhode Island 97.0 (0.56) 97.2 (1.06) 96.9 (0.57) 96.4 (0.58) 98.9 (0.62) 96.0 (0.63)

South Carolina 92.7 (1.55) 91.2 (2.13) 92.9 (1.53) 92.3 (1.40) 89.6 (1.92) 92.8 (1.43)

South Dakota 90.5 (0.78) 87.8 (1.81) 91.0 (0.78) 86.0 (1.13) 85.0 (1.93) 86.1 (1.20)

Tennessee 98.0 (0.76) 97.6 (1.04) 98.0 (0.80) 97.3 (0.90) 97.7 (1.17) 97.2 (0.94)

Texas 92.0 (1.45) 89.9 (2.62) 92.3 (1.41) 90.3 (1.59) 91.7 (2.32) 90.1 (1.63)

Utah 93.7 (1.28) 95.9 (1.42) 93.4 (1.36) 92.5 (1.55) 96.2 (1.48) 92.0 (1.64)

Vermont 94.9 (0.28) 94.6 (1.16) 94.9 (0.34) 92.7 (0.47) 90.4 (1.89) 93.1 (0.53)

Virginia 93.6 (1.23) 92.6 (2.35) 93.7 (1.30) 95.0 (1.13) 93.0 (2.68) 95.2 (1.08)

Washington 93.2 (1.65) 93.7 (1.65) 93.2 (1.74) 88.6 (2.09) 85.0 (3.09) 89.1 (2.09)

West Virginia 89.9 (1.29) 86.0 (2.27) 90.7 (1.28) 84.9 (1.45) 84.1 (1.91) 85.1 (1.58)

Wisconsin 88.6 (1.88) 89.6 (2.37) 88.5 (1.94) 85.4 (1.92) 87.4 (2.84) 85.1 (1.98)

Wyoming 97.0 (0.83) 96.7 (0.83) 97.1 (0.26) 96.3 (0.35) 96.7 (0.97) 96.2 (0.35)

Department of Defense 

Dependents Schools 94.7 (0.26) 97.0 (0.89) 94.4 (0.29) 94.8 (0.35) 96.2 (1.33) 94.6 (0.37)

† Not applicable. 

1

 Rounds to 100 percent.

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working 

toward certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Mathematics Assessments.
A-16 Certification Status and Experience of U.S. Public School Teachers—Appendix A

TABLE A-11. Percentage of 4th-grade public school students who have a mathematics teacher with a permanent teaching 

certificate, by disability status and jurisdiction: 2013 and 2015

(Standard errors in parentheses)

Jurisdiction

2013 2015

Total

Disability status

Total

Disability status

With a 

disability

Without a 

disability

With a 

disability

Without a 

disability

Nation (public) 93.4 (0.30) 92.9 (0.45) 93.4 (0.30) 91.9 (0.32) 91.9 (0.51) 91.9 (0.33)

Large city 92.4 (0.57) 91.8 (0.80) 92.5 (0.59) 88.3 (1.07) 85.1 (1.66) 88.7 (1.07)

Albuquerque 96.7 (0.96) 95.5 (1.81) 96.9 (0.92) 92.7 (1.34) 88.8 (3.22) 93.4 (1.42)

Atlanta 94.3 (0.36) 96.3 (1.59) 94.1 (0.38) 95.7 (1.19) 90.6 (3.28) 96.2 (1.19)

Austin 96.0 (0.66) 97.5 (1.07) 95.8 (0.78) 94.7 (1.55) 96.9 (1.57) 94.3 (1.66)

Baltimore City 90.3 (1.69) 89.0 (2.34) 90.6 (1.84) 79.4 (4.00) 70.3 (6.48) 81.1 (3.91)

Boston 94.5 (0.32) 94.6 (1.12) 94.4 (0.39) 90.8 (1.24) 87.1 (3.48) 91.7 (1.16)

Charlotte 94.2 (1.21) 93.0 (2.47) 94.3 (1.24) 93.7 (1.58) 88.4 (3.26) 94.3 (1.57)

Chicago 94.2 (1.73) 94.9 (1.63) 94.1 (1.82) 94.1 (1.60) 93.9 (1.72) 94.2 (1.68)

Cleveland 64.6 (0.72) 68.8 (2.79) 63.7 (0.84) 66.7 (1.06) 63.3 (3.50) 67.5 (1.30)

Dallas 86.2 (2.44) 82.5 (3.98) 86.6 (2.47) 82.3 (2.64) ‡ (†) 82.0 (2.71)

Detroit 84.0 (2.92) 79.4 (5.25) 84.7 (2.96) 82.8 (2.62) 83.6 (4.25) 82.6 (2.88)

District of Columbia 

(DCPS) 83.1 (0.72) 85.2 (2.75) 82.7 (0.81) 77.7 (0.67) 76.5 (4.05) 77.8 (0.74)

Fresno 98.2 (0.85) 97.8 (1.30) 98.2 (0.87) 92.7 (1.47) 93.3 (2.78) 92.6 (1.61)

Hillsborough County (FL) 98.6 (0.75) 97.8 (1.23) 98.8 (0.70) 95.7 (2.14) 95.5 (3.19) 95.8 (2.03)

Houston 86.9 (2.40) 91.1 (3.27) 86.5 (2.44) 88.2 (2.64) 89.6 (3.84) 88.1 (2.68)

Jefferson County (KY) 91.8 (1.55) 92.4 (2.24) 91.7 (1.61) 91.9 (2.43) 92.6 (2.90) 91.7 (2.47)

Los Angeles 97.6 (1.04) 100.0 1 (†) 97.4 (1.13) 96.3 (1.19) 91.2 (3.30) 96.9 (1.15)

Miami-Dade 94.6 (1.65) 94.0 (2.48) 94.7 (1.66) 97.1 (1.20) 95.6 (2.75) 97.2 (1.26)

Milwaukee 88.3 (1.92) 85.3 (2.77) 89.0 (1.99) — (†) — (†) — (†)

New York City 90.8 (1.61) 91.3 (2.43) 90.7 (1.76) 89.3 (2.03) 82.6 (3.41) 91.4 (2.17)

Philadelphia 95.1 (1.50) 92.3 (3.59) 95.5 (1.41) 95.2 (1.80) 96.4 (1.77) 95.0 (1.99)

San Diego 98.0 (1.16) 96.3 (2.39) 98.2 (1.20) 89.6 (2.95) 88.8 (4.43) 89.6 (2.97)

Duval County (FL) — (†) — (†) — (†) 95.9 (1.63) 97.4 (1.51) 95.6 (1.75)

— Not available.

† Not applicable.

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

1

 Rounds to 100 percent.

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working 

toward certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Mathematics Assessments.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-17

TABLE A-12. Percentage of 4th-grade public school students who have a mathematics teacher with a permanent teaching 

certificate, by English language learner status and selected school characteristics: 2013 and 2015

(Standard errors in parentheses)

School characteristic

2013 2015

Total

English language 

learner (ELL) status

Total

English language 

learner (ELL) status

ELL Not ELL ELL Not ELL 

Nation (public) 93.4 (0.30) 91.6 (0.82) 93.6 (0.28) 91.9 (0.32) 91.3 (0.80) 92.0 (0.32)

Location 

City 93.5 (0.36) 91.8 (0.67) 93.9 (0.38) 90.1 (0.71) 88.8 (1.28) 90.3 (0.73)

Suburban 94.2 (0.46) 92.7 (1.46) 94.4 (0.44) 93.0 (0.43) 92.9 (1.22) 93.0 (0.43)

Town 90.8 (1.07) 88.7 (2.90) 90.9 (1.02) 91.9 (0.87) 93.3 (1.71) 91.8 (0.89)

Rural 93.2 (0.69) 89.1 (3.59) 93.4 (0.60) 92.4 (0.59) 95.5 (1.10) 92.2 (0.60)

Minority enrollment

75 percent or more 93.2 (0.57) 92.0 (1.07) 93.6 (0.52) 90.4 (0.81) 90.6 (1.25) 90.3 (0.85)

Less than 75 percent 93.4 (0.34) 90.9 (1.22) 93.6 (0.34) 92.5 (0.33) 92.6 (0.59) 92.5 (0.33)

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward

certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Mathematics Assessments.

TABLE A-13. Percentage of 4th-grade public school students who have a mathematics teacher with a permanent teaching 

certificate, by English language learner status and state: 2013 and 2015

(Standard errors in parentheses)

State 

2013 2015

Total

English language 

learner (ELL) status

Total

English language 

learner (ELL) status

ELL Not ELL ELL Not ELL 

Nation (public) 93.4 (0.30) 91.6 (0.82) 93.6 (0.28) 91.9 (0.32) 91.3 (0.80) 92.0 (0.32)

Alabama 99.4 (0.51) 100.0 1 (†) 99.4 (0.52) 99.6 (0.36) ‡ (†) 99.6 (0.36)

Alaska 90.8 (1.12) 82.1 (4.14) 92.2 (1.00) 91.9 (1.30) 94.2 (2.47) 91.5 (1.39)

Arizona 86.8 (1.88) 87.4 (5.48) 86.8 (1.84) 88.1 (1.52) 86.0 (4.25) 88.4 (1.51)

Arkansas 96.0 (1.20) 95.1 (2.30) 96.1 (1.22) 97.1 (0.97) 97.9 (1.21) 97.1 (1.00)

California 97.2 (0.89) 95.7 (1.81) 97.8 (0.81) 94.6 (1.34) 93.3 (1.92) 95.1 (1.27)

Colorado 93.0 (1.50) 90.7 (3.33) 93.4 (1.55) 90.3 (2.17) 87.2 (3.61) 90.8 (2.14)

Connecticut 96.9 (1.07) 99.5 (0.59) 96.7 (1.12) 96.7 (1.06) 95.2 (2.37) 96.8 (1.05)

Delaware 94.2 (0.93) 100.0 1 (†) 94.0 (0.96) 94.7 (0.62) 94.1 (2.64) 94.7 (0.63)

District of Columbia 71.7 (0.72) 74.0 (4.07) 71.6 (0.76) 63.6 (0.59) 59.0 (4.73) 63.9 (0.57)

Florida 95.5 (0.91) 95.6 (1.14) 95.5 (1.01) 93.0 (1.55) 92.1 (2.81) 93.0 (1.52)

Georgia 99.1 (0.40) 100.0 1 (†) 99.1 (0.42) 97.8 (0.63) 97.5 (1.83) 97.9 (0.61)

Hawaii 98.1 (0.63) 96.7 (2.41) 98.2 (0.55) 99.0 (0.39) 99.2 (0.74) 99.0 (0.39)

Idaho 93.2 (1.28) 91.2 (3.61) 93.3 (1.30) 89.8 (1.34) 86.5 (3.31) 89.9 (1.32)

Illinois 98.1 (0.50) 95.4 (3.68) 98.4 (0.45) 97.5 (0.72) 98.0 (0.81) 97.4 (0.78)

Indiana 87.7 (1.51) 81.5 (3.78) 88.2 (1.48) 81.8 (2.31) 82.4 (4.17) 81.7 (2.35)

Iowa 91.0 (1.64) 87.6 (4.82) 91.1 (1.61) 91.0 (1.75) 93.1 (3.70) 90.8 (1.79)

Kansas 92.8 (1.21) 92.2 (2.79) 92.9 (1.28) 95.2 (1.14) 94.1 (1.90) 95.3 (1.14)

Kentucky 92.9 (1.33) 96.7 (1.67) 92.8 (1.36) 92.6 (1.72) 88.2 (4.49) 92.7 (1.75)

Louisiana 92.8 (1.64) 89.2 (6.58) 92.9 (1.60) 91.1 (2.17) ‡ (†) 91.2 (2.20)

Maine 95.8 (0.67) 95.2 (2.69) 95.9 (0.67) 94.2 (0.85) 89.5 (2.98) 94.3 (0.89)

See notes at end of table.
A-18 Certification Status and Experience of U.S. Public School Teachers—Appendix A

TABLE A-13. Percentage of 4th-grade public school students who have a mathematics teacher with a permanent teaching 

certificate, by English language learner status and state: 2013 and 2015—Continued

(Standard errors in parentheses)

State 

2013 2015

Total

English language 

learner (ELL) status

Total

English language 

learner (ELL) status

ELL Not ELL ELL Not ELL 

Maryland 96.6 (0.80) 96.8 (2.31) 96.5 (0.82) 94.1 (1.42) 94.6 (3.11) 94.0 (1.36)

Massachusetts 92.5 (1.77) 92.1 (2.98) 92.6 (1.77) 93.3 (1.29) 97.8 (0.58) 92.8 (1.40)

Michigan 86.7 (1.83) 84.9 (4.55) 86.9 (1.90) 85.1 (2.08) 97.4 (1.66) 84.5 (2.18)

Minnesota 96.1 (0.89) 96.4 (1.28) 96.1 (0.94) 94.7 (1.22) 94.0 (2.09) 94.7 (1.25)

Mississippi 90.0 (1.87) ‡ (†) 90.0 (1.87) 91.1 (2.08) ‡ (†) 91.1 (2.12)

Missouri 95.0 (1.03) ‡ (†) 95.3 (1.01) 91.5 (1.63) ‡ (†) 91.8 (1.53)

Montana 97.7 (0.53) 96.9 (2.87) 97.7 (0.52) 97.9 (0.45) ‡ (†) 97.8 (0.47)

Nebraska 99.6 (0.30) 100.0 1 (†) 99.5 (0.32) 99.3 (0.41) 98.7 (1.14) 99.3 (0.39)

Nevada 96.4 (0.81) 96.1 (1.23) 96.5 (0.81) 90.1 (1.47) 89.0 (2.75) 90.4 (1.39)

New Hampshire 97.6 (0.63) 92.8 (4.29) 97.7 (0.61) 96.8 (0.78) 96.7 (2.77) 96.8 (0.80)

New Jersey 97.7 (0.70) 84.5 (8.42) 98.1 (0.62) 98.9 (0.54) ‡ (†) 99.3 (0.41)

New Mexico 94.5 (0.86) 90.6 (2.25) 95.3 (0.82) 92.5 (1.17) 89.6 (2.48) 93.0 (1.22)

New York 93.1 (1.05) 88.2 (2.34) 93.5 (1.08) 93.6 (1.43) 89.1 (2.90) 93.9 (1.50)

North Carolina 95.3 (1.33) 95.1 (1.72) 95.3 (1.34) 96.5 (0.74) 95.3 (1.64) 96.6 (0.72)

North Dakota 84.9 (0.45) ‡ (†) 85.3 (0.43) 90.8 (0.40) ‡ (†) 90.8 (0.41)

Ohio 66.4 (3.65) 45.9 (7.08) 67.0 (3.66) 60.6 (3.35) 64.4 (7.40) 60.5 (3.41)

Oklahoma 97.0 (1.11) 96.1 (2.24) 97.1 (1.08) 96.2 (1.05) 97.8 (1.30) 96.1 (1.10)

Oregon 94.5 (1.37) 92.9 (2.46) 94.8 (1.38) 93.0 (1.49) 91.1 (2.67) 93.3 (1.60)

Pennsylvania 94.7 (1.29) 92.8 (4.87) 94.8 (1.29) 91.4 (2.18) 90.3 (4.56) 91.5 (2.21)

Rhode Island 97.0 (0.56) 98.5 (0.99) 96.9 (0.58) 96.4 (0.58) 99.4 (0.61) 96.2 (0.62)

South Carolina 92.7 (1.55) 93.4 (2.74) 92.7 (1.60) 92.3 (1.40) 96.1 (1.99) 92.0 (1.42)

South Dakota 90.5 (0.78) 90.5 (3.59) 90.5 (0.80) 86.0 (1.13) ‡ (†) 86.0 (1.14)

Tennessee 98.0 (0.76) 93.3 (2.94) 98.2 (0.77) 97.3 (0.90) 100.0 1 (†) 97.1 (0.94)

Texas 92.0 (1.45) 88.1 (2.18) 93.2 (1.42) 90.3 (1.59) 88.2 (2.35) 90.9 (1.75)

Utah 93.7 (1.28) 95.3 (2.53) 93.6 (1.31) 92.5 (1.55) 88.9 (6.63) 92.6 (1.46)

Vermont 94.9 (0.28) ‡ (†) 94.9 (0.28) 92.7 (0.47) ‡ (†) 92.6 (0.48)

Virginia 93.6 (1.23) 82.8 (4.85) 94.4 (1.18) 95.0 (1.13) 87.9 (4.07) 95.5 (1.01)

Washington 93.2 (1.65) 84.4 (6.35) 94.2 (1.41) 88.6 (2.09) 86.9 (4.42) 88.9 (2.01)

West Virginia 89.9 (1.29) ‡ (†) 89.8 (1.29) 84.9 (1.45) ‡ (†) 84.8 (1.47)

Wisconsin 88.6 (1.88) 81.9 (5.14) 89.2 (1.84) 85.4 (1.92) 86.5 (4.46) 85.3 (1.96)

Wyoming 97.0 (0.24) 88.5 (2.98) 97.2 (0.24) 96.3 (0.35) 95.7 (2.34) 96.3 (0.34)

Department of 

Defense Dependents Schools 94.7 (0.26) 94.1 (1.70) 94.7 (0.27) 94.8 (0.35) 97.5 (1.37) 94.6 (0.38)

† Not applicable. 

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

1

 Rounds to 100 percent.

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working 

toward certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Mathematics Assessments.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-19

TABLE A-14. Percentage of 4th-grade public school students who have a mathematics teacher with a permanent teaching 

certificate, by English language learner status and jurisdiction: 2013 and 2015

(Standard errors in parentheses)

Jurisdiction

2013 2015

Total

English language 

learner (ELL) status

Total

English language 

learner (ELL) status

ELL Not ELL ELL Not ELL 

Nation (public) 93.4 (0.30) 91.6 (0.82) 93.6 (0.28) 91.9 (0.32) 91.3 (0.80) 92.0 (0.32)

Large city 92.4 (0.57) 91.4 (0.85) 92.7 (0.60) 88.3 (1.07) 87.4 (1.81) 88.5 (1.13)

Albuquerque 96.7 (0.96) 96.5 (1.70) 96.7 (0.95) 92.7 (1.34) 89.3 (2.99) 93.5 (1.30)

Atlanta 94.3 (0.36) ‡ (†) 94.1 (0.37) 95.7 (1.19) ‡ (†) 95.7 (1.21)

Austin 96.0 (0.66) 92.6 (1.39) 97.7 (0.64) 94.7 (1.55) 91.3 (3.18) 96.7 (1.42)

Baltimore City 90.3 (1.69) ‡ (†) 90.0 (1.76) 79.4 (4.00) ‡ (†) 78.6 (4.13)

Boston 94.5 (0.32) 94.2 (0.64) 94.6 (0.44) 90.8 (1.24) 90.2 (1.79) 91.1 (1.26)

Charlotte 94.2 (1.21) 93.1 (2.56) 94.3 (1.24) 93.7 (1.58) 91.2 (3.69) 94.0 (1.52)

Chicago 94.2 (1.73) 97.7 (1.10) 93.5 (1.94) 94.1 (1.60) 92.7 (3.03) 94.4 (1.61)

Cleveland 64.6 (0.72) 53.9 (4.58) 65.5 (0.82) 66.7 (1.06) 68.8 (4.49) 66.5 (1.23)

Dallas 86.2 (2.44) 85.9 (3.86) 86.6 (3.00) 82.3 (2.64) 74.3 (4.19) 90.5 (3.06)

Detroit 84.0 (2.92) 94.2 (2.72) 81.8 (3.02) 82.8 (2.62) 95.9 (3.56) 79.8 (3.04)

District of Columbia 

(DCPS) 83.1 (0.72) 80.8 (4.06) 83.3 (0.83) 77.7 (0.67) 63.9 (5.07) 78.7 (0.66)

Fresno 98.2 (0.85) 96.9 (1.64) 98.6 (0.62) 92.7 (1.47) 92.5 (2.30) 92.7 (1.65)

Hillsborough County (FL) 98.6 (0.75) 99.0 (0.97) 98.6 (0.82) 95.7 (2.14) 96.4 (2.07) 95.7 (2.27)

Houston 86.9 (2.40) 85.4 (2.87) 87.8 (2.83) 88.2 (2.64) 87.9 (2.82) 88.4 (2.92)

Jefferson County (KY) 91.8 (1.55) 92.7 (3.93) 91.8 (1.54) 91.9 (2.43) 94.1 (4.32) 91.6 (2.55)

Los Angeles 97.6 (1.04) 99.4 (0.42) 97.0 (1.37) 96.3 (1.19) 96.1 (1.93) 96.4 (1.29)

Miami-Dade 94.6 (1.65) 96.8 (1.65) 93.9 (1.99) 97.1 (1.20) 98.0 (1.00) 96.8 (1.34)

Milwaukee 88.3 (1.92) 83.0 (5.56) 89.1 (1.85) — (†) — (†) — (†)

New York City 90.8 (1.61) 85.4 (2.72) 91.7 (1.76) 89.3 (2.03) 89.2 (3.44) 89.4 (2.17)

Philadelphia 95.1 (1.50) 95.1 (3.34) 95.1 (1.55) 95.2 (1.80) 97.8 (1.56) 95.0 (1.90)

San Diego 98.0 (1.16) 95.4 (3.02) 99.3 (0.40) 89.6 (2.95) 85.2 (4.97) 91.9 (2.44)

Duval County (FL) — (†) — (†) — (†) 95.9 (1.63) ‡ (†) 96.0 (1.55)

— Not available.

† Not applicable.

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

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward

certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Mathematics Assessments.
A-20 Certification Status and Experience of U.S. Public School Teachers—Appendix A

TABLE A-15. Percentage of 4th-grade public school students who have a mathematics teacher with a permanent teaching 

certificate, by National School Lunch Program status and selected school characteristics: 2013 and 2015

(Standard errors in parentheses)

School characteristic

2013 2015

Total

National School Lunch Program 

(NSLP) status 

Total

National School Lunch Program 

(NSLP) status 

NSLP eligible

Not NSLP 

eligible NSLP eligible

Not NSLP 

eligible

Nation (public) 93.4 (0.30) 92.6 (0.38) 94.2 (0.28) 91.9 (0.32) 91.0 (0.45) 92.9 (0.34)

Location 

City 93.5 (0.36) 92.5 (0.45) 95.7 (0.42) 90.1 (0.71) 89.4 (0.81) 91.4 (1.06)

Suburban 94.2 (0.46) 93.3 (0.69) 94.9 (0.42) 93.0 (0.43) 91.9 (0.77) 93.9 (0.43)

Town 90.8 (1.07) 91.4 (1.14) 90.1 (1.23) 91.9 (0.87) 91.7 (0.98) 92.2 (0.91)

Rural 93.2 (0.69) 92.5 (0.96) 93.9 (0.58) 92.4 (0.59) 92.2 (0.67) 92.5 (0.70)

Minority enrollment

75 percent or more 93.2 (0.57) 92.6 (0.62) 96.2 (0.52) 90.4 (0.81) 90.1 (0.89) 91.5 (1.14)

Less than 75 percent 93.4 (0.34) 92.6 (0.49) 94.0 (0.31) 92.5 (0.33) 91.7 (0.41) 93.1 (0.37)

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward

certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Mathematics Assessments.

TABLE A-16. Percentage of 4th-grade public school students who have a mathematics teacher with a permanent teaching 

certificate, by National School Lunch Program status and state: 2013 and 2015

(Standard errors in parentheses)

State

2013 2015

Total

National School Lunch Program 

(NSLP) status 

Total

National School Lunch Program 

(NSLP) status 

NSLP eligible

Not NSLP 

eligible NSLP eligible

Not NSLP 

eligible

Nation (public) 93.4 (0.30) 92.6 (0.38) 94.2 (0.28) 91.9 (0.32) 91.0 (0.45) 92.9 (0.34)

Alabama 99.4 (0.51) 99.2 (0.77) 99.8 (0.17) 99.6 (0.36) 99.6 (0.41) 99.7 (0.29)

Alaska 90.8 (1.12) 87.7 (1.62) 93.9 (1.05) 91.9 (1.30) 92.7 (1.76) 91.4 (1.68)

Arizona 86.8 (1.88) 84.2 (2.68) 90.3 (2.01) 88.1 (1.52) 87.7 (1.87) 91.0 (2.05)

Arkansas 96.0 (1.20) 96.3 (1.16) 95.5 (1.92) 97.1 (0.97) 96.4 (1.26) 98.7 (0.61)

California 97.2 (0.89) 96.1 (1.26) 99.0 (0.67) 94.6 (1.34) 93.1 (1.84) 97.0 (1.28)

Colorado 93.0 (1.50) 93.0 (1.88) 93.0 (1.90) 90.3 (2.17) 91.5 (1.95) 89.1 (3.04)

Connecticut 96.9 (1.07) 95.6 (2.10) 97.6 (0.72) 96.7 (1.06) 95.5 (1.70) 97.6 (0.85)

Delaware 94.2 (0.93) 93.0 (1.16) 95.5 (0.98) 94.7 (0.62) 94.1 (0.92) 95.1 (0.67)

District of Columbia 71.7 (0.72) 67.3 (0.86) 87.5 (1.35) 63.6 (0.59) 59.6 (0.79) 75.7 (1.84)

Florida 95.5 (0.91) 95.0 (0.94) 96.3 (1.02) 93.0 (1.55) 91.2 (1.94) 95.6 (1.24)

Georgia 99.1 (0.40) 99.3 (0.33) 98.8 (0.67) 97.8 (0.63) 98.1 (0.71) 96.9 (1.06)

Hawaii 98.1 (0.63) 97.9 (0.78) 98.3 (0.58) 99.0 (0.39) 99.0 (0.49) 99.1 (0.43)

Idaho 93.2 (1.28) 93.6 (1.33) 92.9 (1.53) 89.8 (1.34) 88.2 (1.60) 91.5 (1.44)

Illinois 98.1 (0.50) 97.0 (0.84) 99.3 (0.31) 97.5 (0.72) 96.3 (1.05) 99.0 (0.62)

Indiana 87.7 (1.51) 84.9 (2.09) 90.8 (1.39) 81.8 (2.31) 80.9 (2.88) 82.3 (2.38)

Iowa 91.0 (1.64) 89.7 (2.04) 91.8 (1.80) 91.0 (1.75) 91.1 (2.13) 90.8 (1.83)

Kansas 92.8 (1.21) 91.7 (1.42) 94.1 (1.45) 95.2 (1.14) 92.9 (1.76) 98.1 (0.67)

Kentucky 92.9 (1.33) 92.6 (1.31) 93.1 (1.53) 92.6 (1.72) 92.9 (1.58) 92.0 (2.31)

Louisiana 92.8 (1.64) 93.3 (1.67) 91.5 (2.56) 91.1 (2.17) 90.5 (2.65) 92.8 (1.83)

Maine 95.8 (0.67) 95.8 (0.76) 95.9 (0.81) 94.2 (0.85) 92.8 (1.30) 95.4 (0.78)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-21

TABLE A-16. Percentage of 4th-grade public school students who have a mathematics teacher with a permanent teaching 

certificate, by National School Lunch Program status and state: 2013 and 2015—Continued

(Standard errors in parentheses)

State

2013 2015

Total

National School Lunch Program 

(NSLP) status 

Total

National School Lunch Program 

(NSLP) status 

NSLP eligible

Not NSLP 

eligible NSLP eligible

Not NSLP 

eligible

Maryland 96.6 (0.80) 94.7 (1.21) 97.9 (0.70) 94.1 (1.42) 90.8 (2.07) 97.0 (1.13)

Massachusetts 92.5 (1.77) 93.8 (1.57) 91.7 (2.15) 93.3 (1.29) 93.9 (1.21) 92.8 (1.91)

Michigan 86.7 (1.83) 85.7 (2.16) 87.9 (2.14) 85.1 (2.08) 83.7 (2.53) 86.4 (2.21)

Minnesota 96.1 (0.89) 94.9 (1.52) 96.8 (0.81) 94.7 (1.22) 93.8 (1.63) 95.2 (1.30)

Mississippi 90.0 (1.87) 89.2 (2.15) 93.8 (1.52) 91.1 (2.08) 90.1 (2.48) 94.0 (1.83)

Missouri 95.0 (1.03) 94.7 (1.24) 95.4 (1.11) 91.5 (1.63) 89.7 (2.45) 93.6 (1.46)

Montana 97.7 (0.53) 97.3 (0.83) 98.0 (0.50) 97.9 (0.45) 98.2 (0.54) 97.6 (0.62)

Nebraska 99.6 (0.30) 99.9 (0.12) 99.3 (0.52) 99.3 (0.41) 99.1 (0.51) 99.4 (0.35)

Nevada 96.4 (0.81) 96.3 (0.96) 96.7 (1.05) 90.1 (1.47) 87.4 (2.18) 94.4 (1.08)

New Hampshire 97.6 (0.63) 97.5 (0.74) 97.6 (0.68) 96.8 (0.78) 96.7 (1.12) 97.5 (0.70)

New Jersey 97.7 (0.70) 96.7 (1.06) 98.3 (0.81) 98.9 (0.54) 98.2 (0.98) 99.3 (0.50)

New Mexico 94.5 (0.86) 93.8 (1.02) 96.3 (1.29) 92.5 (1.17) 92.5 (1.36) 93.3 (1.78)

New York 93.1 (1.05) 91.1 (1.46) 95.2 (1.15) 93.6 (1.43) 91.4 (1.96) 96.1 (1.37)

North Carolina 95.3 (1.33) 95.2 (1.42) 95.3 (1.48) 96.5 (0.74) 96.1 (0.85) 97.1 (0.99)

North Dakota 84.9 (0.45) 85.1 (0.93) 84.8 (0.70) 90.8 (0.40) 90.5 (0.96) 90.9 (0.57)

Ohio 66.4 (3.65) 68.8 (4.22) 64.3 (4.21) 60.6 (3.35) 60.0 (4.00) 60.7 (3.94)

Oklahoma 97.0 (1.11) 96.6 (1.30) 97.6 (0.96) 96.2 (1.05) 95.4 (1.40) 97.5 (1.04)

Oregon 94.5 (1.37) 94.7 (1.45) 94.3 (1.44) 93.0 (1.49) 92.9 (1.51) 93.3 (2.10)

Pennsylvania 94.7 (1.29) 93.6 (1.59) 95.6 (1.34) 91.4 (2.18) 88.5 (3.23) 94.1 (1.90)

Rhode Island 97.0 (0.56) 97.2 (0.70) 96.7 (0.63) 96.4 (0.58) 96.2 (0.73) 96.5 (0.76)

South Carolina 92.7 (1.55) 91.8 (1.87) 94.2 (1.42) 92.3 (1.40) 90.8 (1.91) 94.8 (1.42)

South Dakota 90.5 (0.78) 90.8 (1.11) 90.4 (0.89) 86.0 (1.13) 84.1 (1.44) 87.9 (1.34)

Tennessee 98.0 (0.76) 97.5 (0.93) 98.7 (0.54) 97.3 (0.90) 96.6 (1.20) 98.1 (0.72)

Texas 92.0 (1.45) 90.3 (1.85) 94.8 (1.36) 90.3 (1.59) 89.4 (2.19) 91.9 (1.93)

Utah 93.7 (1.28) 93.2 (1.48) 93.9 (1.44) 92.5 (1.55) 92.7 (2.50) 92.3 (1.57)

Vermont 94.9 (0.28) 95.1 (0.57) 94.7 (0.48) 92.7 (0.47) 91.4 (0.83) 93.5 (0.65)

Virginia 93.6 (1.23) 91.7 (1.84) 94.6 (1.23) 95.0 (1.13) 94.3 (1.49) 95.4 (1.16)

Washington 93.2 (1.65) 89.6 (2.84) 96.4 (1.04) 88.6 (2.09) 88.6 (2.73) 88.6 (2.07)

West Virginia 89.9 (1.29) 88.5 (1.55) 93.4 (1.57) 84.9 (1.45) 83.6 (1.80) 88.5 (2.12)

Wisconsin 88.6 (1.88) 88.5 (2.05) 88.7 (2.06) 85.4 (1.92) 86.8 (2.04) 84.1 (2.37)

Wyoming 97.0 (0.24) 96.5 (0.41) 97.3 (0.29) 96.3 (0.35) 95.7 (0.57) 96.8 (0.44)

Department of 

Defense Dependents Schools 94.7 (0.26) ‡ (†) ‡ (†) 94.8 (0.35) ‡ (†) ‡ (†)

† Not applicable.

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

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward

certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Mathematics Assessments.
A-22 Certification Status and Experience of U.S. Public School Teachers—Appendix A

TABLE A-17. Percentage of 4th-grade public school students who have a mathematics teacher with a permanent teaching 

certificate, by National School Lunch Program status and jurisdiction: 2013 and 2015

(Standard errors in parentheses)

Jurisdiction 

2013 2015

Total

National School Lunch Program 

(NSLP) status 

Total

National School Lunch Program 

(NSLP) status 

NSLP eligible

Not NSLP 

eligible NSLP eligible

Not NSLP 

eligible

Nation (public) 93.4 (0.30) 92.6 (0.38) 94.2 (0.28) 91.9 (0.32) 91.0 (0.45) 92.9 (0.34)

Large city 92.4 (0.57) 91.4 (0.62) 95.2 (0.68) 88.3 (1.07) 87.5 (1.23) 90.5 (1.31)

Albuquerque 96.7 (0.96) 96.2 (1.15) 97.6 (0.84) 92.7 (1.34) 91.3 (1.67) 95.0 (1.65)

Atlanta 94.3 (0.36) 93.7 (0.47) 96.3 (0.55) 95.7 (1.19) 95.7 (1.45) 95.6 (1.82)

Austin 96.0 (0.66) 94.4 (0.85) 98.6 (0.64) 94.7 (1.55) 93.8 (2.15) 96.3 (2.09)

Baltimore City 90.3 (1.69) 89.9 (1.69) 93.1 (3.03) 79.4 (4.00) 77.9 (4.12) 85.2 (5.17)

Boston 94.5 (0.32) 95.3 (0.36) 89.8 (1.33) 90.8 (1.24) 90.8 (1.24) ‡ (†)

Charlotte 94.2 (1.21) 92.6 (1.59) 96.5 (1.07) 93.7 (1.58) 93.0 (2.09) 95.8 (1.51)

Chicago 94.2 (1.73) 94.0 (1.88) 95.0 (2.68) 94.1 (1.60) 94.0 (1.72) 95.7 (1.47)

Cleveland 64.6 (0.72) 64.6 (0.72) ‡ (†) 66.7 (1.06) 66.7 (1.06) ‡ (†)

Dallas 86.2 (2.44) 85.7 (2.57) 94.6 (2.17) 82.3 (2.64) 81.4 (2.78) 88.7 (4.81)

Detroit 84.0 (2.92) 84.2 (2.96) 90.4 (4.24) 82.8 (2.62) 83.2 (2.91) 80.7 (3.79)

District of Columbia 

(DCPS) 83.1 (0.72) 78.4 (0.91) 97.9 (0.70) 77.7 (0.67) 74.7 (0.76) 85.8 (1.57)

Fresno 98.2 (0.85) 98.0 (0.94) 100.0 1 (†) 92.7 (1.47) 92.1 (1.55) 100.0 1 (†)

Hillsborough County (FL) 98.6 (0.75) 99.1 (0.55) 97.9 (1.64) 95.7 (2.14) 95.9 (2.63) 95.5 (3.12)

Houston 86.9 (2.40) 85.3 (2.67) 94.5 (1.92) 88.2 (2.64) 87.6 (2.99) 92.0 (2.50)

Jefferson County (KY) 91.8 (1.55) 90.7 (1.87) 93.7 (1.64) 91.9 (2.43) 91.4 (2.64) 93.0 (2.28)

Los Angeles 97.6 (1.04) 97.9 (0.85) 99.5 (0.49) 96.3 (1.19) 96.4 (1.21) 96.3 (2.76)

Miami-Dade 94.6 (1.65) 94.5 (1.84) 95.1 (2.34) 97.1 (1.20) 97.4 (1.04) 96.1 (2.22)

Milwaukee 88.3 (1.92) 88.1 (2.00) 89.4 (2.70) — (†) — (†) — (†)

New York City 90.8 (1.61) 90.9 (1.53) 90.5 (4.09) 89.3 (2.03) 89.7 (2.00) 87.7 (4.47)

Philadelphia 95.1 (1.50) 94.7 (1.60) 100.0 1 (†) 95.2 (1.80) 95.6 (1.74) 94.8 (2.38)

San Diego 98.0 (1.16) 97.0 (1.79) 100.0 1 (†) 89.6 (2.95) 85.1 (4.29) 98.4 (1.01)

Duval County (FL) — (†) — (†) — (†) 95.9 (1.63) 94.6 (2.29) 97.1 (1.34)

— Not available.

† Not applicable. 

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

1

 Rounds to 100 percent.

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working 

toward certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Mathematics Assessments.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-23

TABLE A-18. Percentage of 4th-grade public school students who have a reading teacher with a permanent teaching certificate, by race/ethnicity and selected school 

characteristics: 2013 and 2015

(Standard errors in parentheses)

School characteristic

2013

Total

Race/ethnicity

White Black Hispanic Asian

Pacific 

Islander

American Indian/

Alaska Native

Two or 

more races

Nation (public) 93.8 (0.27) 94.0 (0.31) 93.0 (0.49) 93.3 (0.51) 95.6 (0.64) 97.6 (0.60) 93.8 (1.43) 93.2 (0.69)

Location 

City 93.2 (0.41) 94.4 (0.61) 91.4 (0.74) 92.7 (0.68) 95.5 (0.82) 97.1 (1.02) 96.5 (0.77) 94.1 (0.93)

Suburban 94.0 (0.46) 93.6 (0.46) 94.1 (0.74) 94.3 (0.92) 95.4 (1.13) 99.6 (0.29) 93.0 (3.92) 92.9 (1.35)

Town 93.7 (0.71) 93.5 (0.76) 94.3 (1.39) 94.3 (1.56) 97.1 (1.07) 96.2 (1.62) 90.4 (4.84) 93.0 (2.00)

Rural 94.3 (0.58) 94.6 (0.59) 94.8 (0.99) 92.3 (1.84) 96.5 (1.31) 94.8 (1.90) 94.4 (1.02) 92.8 (1.24)

Minority enrollment

75 percent or more 93.0 (0.56) 95.6 (0.66) 92.1 (0.79) 92.9 (0.80) 95.7 (1.01) 97.9 (0.81) 90.2 (3.38) 96.2 (1.11)

Less than 75 percent 94.1 (0.31) 94.0 (0.31) 94.1 (0.47) 94.0 (0.69) 95.6 (0.78) 97.4 (0.87) 95.8 (0.89) 92.7 (0.76)

School characteristic

2015

Total

Race/ethnicity

White Black Hispanic Asian

Pacific 

Islander

American Indian/

Alaska Native

Two or 

more races

Nation (public) 92.0 (0.31) 92.5 (0.35) 90.2 (0.63) 91.5 (0.75) 94.5 (0.71) 95.1 (1.16) 92.5 (1.47) 92.0 (0.65)

Location 

City 91.2 (0.59) 92.7 (0.77) 87.7 (1.06) 91.5 (0.96) 93.9 (1.31) 94.8 (2.08) 92.4 (2.45) 91.5 (1.35)

Suburban 92.3 (0.54) 92.6 (0.60) 91.4 (0.87) 91.2 (1.45) 95.4 (0.75) 94.4 (2.04) 96.6 (1.46) 92.6 (0.91)

Town 92.6 (0.65) 92.3 (0.68) 94.1 (1.61) 93.7 (1.41) 91.3 (2.72) 96.9 (2.45) 87.5 (4.61) 91.8 (2.21)

Rural 92.4 (0.59) 92.3 (0.63) 95.0 (1.13) 90.7 (1.83) 92.7 (2.53) 100.01 (†) 93.9 (1.23) 91.9 (1.91)

Minority enrollment

75 percent or more 90.7 (0.82) 95.9 (0.70) 88.8 (0.96) 90.2 (1.22) 95.5 (1.12) 97.6 (1.13) 88.3 (3.24) 95.2 (1.30)

Less than 75 percent 92.5 (0.34) 92.3 (0.36) 92.1 (0.75) 93.5 (0.50) 94.0 (0.81) 92.1 (2.25) 95.0 (1.06) 91.5 (0.76)

† Not applicable. 

1

 Rounds to 100 percent.

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in 

the state in which you are currently teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I hold a temporary 

certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward certification,” and “No, and I am not planning to obtain certification.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2013 and 2015 Reading Assessments.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-24

TABLE A-19. Percentage of 4th-grade public school students who have a reading teacher with a permanent teaching certificate, by race/ethnicity and state: 2013 and 2015

(Standard errors in parentheses)

State

2013

Total

Race/ethnicity

White Black Hispanic Asian

Pacific 

Islander

American Indian/

Alaska Native

Two or 

more races

Nation (public) 93.8 (0.27) 94.0 (0.31) 93.0 (0.49) 93.3 (0.51) 95.6 (0.64) 97.6 (0.60) 93.8 (1.43) 93.2 (0.69)

Alabama 99.4 (0.44) 99.1 (0.74) 100.0 1 (†) 100.0 1 (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Alaska 92.1 (0.93) 93.4 (1.03) 96.8 (1.74) 95.6 (1.57) 97.6 (1.09) 92.7 (3.54) 84.7 (2.88) 96.0 (1.67)

Arizona 89.0 (1.62) 91.7 (1.77) 92.1 (2.15) 87.0 (2.24) 83.9 (6.08) ‡ (†) 85.9 (8.85) ‡ (†)

Arkansas 96.9 (0.67) 97.5 (0.76) 94.6 (1.10) 97.0 (1.22) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

California 97.3 (0.89) 98.1 (1.06) 96.9 (1.56) 96.9 (1.11) 97.9 (1.52) ‡ (†) ‡ (†) 96.5 (2.75)

Colorado 92.9 (1.79) 93.5 (1.94) 94.2 (3.31) 91.3 (2.92) 93.6 (2.50) ‡ (†) ‡ (†) 94.0 (3.12)

Connecticut 98.1 (0.71) 98.9 (0.49) 95.3 (3.49) 97.2 (1.40) 97.8 (1.44) ‡ (†) ‡ (†) ‡ (†)

Delaware 94.9 (0.90) 96.7 (0.70) 91.4 (2.05) 95.6 (1.27) 99.0 (0.93) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 75.5 (0.64) 91.3 (2.31) 71.0 (0.85) 86.6 (1.86) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Florida 95.9 (0.82) 95.3 (1.25) 97.1 (1.15) 95.5 (0.76) 95.1 (2.64) ‡ (†) ‡ (†) 98.6 (1.23)

Georgia 98.5 (0.79) 98.6 (1.16) 97.9 (0.72) 99.0 (0.56) 100.0 1 (0.05) ‡ (†) ‡ (†) 98.3 (1.57)

Hawaii 98.4 (0.42) 97.6 (0.93) 96.9 (2.42) 97.8 (1.57) 99.8 (0.14) 97.5 (0.83) ‡ (†) 98.5 (1.19)

Idaho 92.5 (1.22) 92.8 (1.37) ‡ (†) 91.3 (1.68) ‡ (†) ‡ (†) ‡ (†) 91.3 (3.24)

Illinois 98.3 (0.54) 99.6 (0.22) 97.6 (0.99) 96.3 (1.41) 98.2 (1.36) ‡ (†) ‡ (†) 100.0 1 (†)

Indiana 87.0 (1.92) 87.8 (2.01) 80.6 (6.84) 87.6 (3.01) 85.6 (5.26) ‡ (†) ‡ (†) 86.6 (3.43)

Iowa 88.8 (2.05) 88.8 (2.14) 89.5 (4.79) 86.6 (3.84) 94.2 (3.30) ‡ (†) ‡ (†) 91.0 (3.51)

Kansas 92.8 (1.27) 93.0 (1.28) 91.6 (3.03) 92.4 (2.06) 95.1 (2.61) ‡ (†) ‡ (†) 90.5 (3.15)

Kentucky 93.1 (1.26) 94.0 (1.23) 87.1 (2.53) 95.4 (1.93) 93.9 (2.92) ‡ (†) ‡ (†) 87.4 (3.90)

Louisiana 91.4 (1.44) 95.9 (1.24) 87.5 (2.23) 91.9 (3.89) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maine 95.8 (0.72) 95.8 (0.73) 96.0 (2.30) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maryland 96.4 (0.55) 99.1 (0.31) 93.4 (1.08) 94.4 (1.15) 97.8 (0.81) ‡ (†) ‡ (†) 96.3 (2.61)

Massachusetts 94.6 (1.25) 94.1 (1.64) 96.4 (1.18) 95.4 (1.81) 96.2 (1.82) ‡ (†) ‡ (†) 90.8 (4.29)

Michigan 87.8 (1.63) 87.7 (1.73) 89.3 (2.54) 84.1 (4.31) 88.8 (4.39) ‡ (†) ‡ (†) ‡ (†)

Minnesota 97.0 (0.73) 97.4 (0.70) 96.4 (2.26) 97.2 (1.41) 96.3 (2.01) ‡ (†) ‡ (†) 89.5 (3.97)

Mississippi 89.0 (2.11) 90.2 (2.50) 87.8 (2.89) 89.9 (3.21) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Missouri 93.7 (1.15) 94.5 (1.14) 91.8 (2.42) 89.3 (3.46) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Montana 97.6 (0.55) 97.9 (0.45) ‡ (†) 96.0 (2.36) ‡ (†) ‡ (†) 97.0 (1.87) ‡ (†)

Nebraska 99.0 (0.50) 98.9 (0.56) 100.0 1 (†) 100.0 1 (†) 98.8 (1.54) ‡ (†) ‡ (†) 96.2 (2.82)

Nevada 96.0 (0.87) 96.7 (0.91) 97.0 (0.98) 95.0 (1.23) 96.0 (1.94) ‡ (†) ‡ (†) 96.2 (1.75)

New Hampshire 97.5 (0.58) 97.5 (0.58) ‡ (†) 97.2 (1.76) 98.0 (1.02) ‡ (†) ‡ (†) ‡ (†)

New Jersey 97.6 (0.78) 98.4 (0.77) 97.0 (2.44) 96.1 (1.73) 98.4 (0.83) ‡ (†) ‡ (†) ‡ (†)

New Mexico 95.1 (0.69) 96.6 (0.90) 95.5 (1.54) 95.3 (0.80) ‡ (†) ‡ (†) 87.2 (4.04) ‡ (†)

New York 93.1 (1.13) 96.2 (1.08) 88.9 (2.71) 90.3 (1.71) 92.0 (2.40) ‡ (†) ‡ (†) ‡ (†)

North Carolina 97.0 (0.96) 97.4 (1.19) 96.4 (1.06) 95.5 (1.53) 98.2 (1.20) ‡ (†) 100.0 1 (†) 98.8 (0.66)

North Dakota 85.9 (0.55) 86.2 (0.53) 77.1 (4.54) 88.5 (3.67) ‡ (†) ‡ (†) 85.3 (1.77) ‡ (†)

Ohio 70.7 (3.27) 69.8 (3.54) 77.6 (5.99) 54.9 (8.30) ‡ (†) ‡ (†) ‡ (†) 73.2 (5.84)

Oklahoma 97.6 (0.86) 97.5 (0.98) 95.0 (2.27) 98.5 (1.00) 100.0 1 (†) ‡ (†) 97.9 (0.94) 100.0 1 (†)

Oregon 93.9 (1.28) 94.6 (1.33) 97.5 (1.69) 90.9 (2.61) 97.3 (1.67) ‡ (†) ‡ (†) 90.0 (2.67)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-25

TABLE A-19. Percentage of 4th-grade public school students who have a reading teacher with a permanent teaching certificate, by race/ethnicity and state: 2013 and 2015—

Continued

(Standard errors in parentheses)

State

2013

Total

Race/ethnicity

White Black Hispanic Asian

Pacific 

Islander

American Indian/

Alaska Native

Two or 

more races

Pennsylvania 93.5 (1.29) 95.5 (1.21) 86.4 (2.91) 87.7 (5.68) 98.3 (1.32) ‡ (†) ‡ (†) 96.3 (2.63)

Rhode Island 97.4 (0.50) 96.7 (0.63) 98.3 (0.73) 98.5 (0.50) 97.2 (1.84) ‡ (†) ‡ (†) ‡ (†)

South Carolina 93.9 (1.45) 93.9 (1.63) 93.9 (1.72) 94.0 (2.83) ‡ (†) ‡ (†) ‡ (†) 92.7 (2.97)

South Dakota 91.7 (0.77) 92.1 (0.77) 88.3 (3.67) 90.8 (2.38) ‡ (†) ‡ (†) 91.0 (1.80) 88.0 (3.73)

Tennessee 97.5 (0.92) 97.4 (1.29) 98.8 (0.91) 93.9 (2.14) 98.3 (1.77) ‡ (†) ‡ (†) ‡ (†)

Texas 93.1 (1.14) 96.7 (1.18) 94.8 (1.83) 90.2 (1.73) 95.4 (2.59) ‡ (†) ‡ (†) 93.2 (3.35)

Utah 93.8 (1.25) 93.8 (1.29) ‡ (†) 93.2 (2.13) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Vermont 95.0 (0.38) 95.0 (0.40) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) 94.7 (2.68)

Virginia 94.1 (1.06) 95.5 (1.18) 91.9 (2.09) 91.4 (1.69) 94.4 (2.80) ‡ (†) ‡ (†) 94.5 (2.68)

Washington 93.9 (1.48) 95.4 (1.30) 93.5 (2.87) 88.7 (4.66) 94.4 (2.44) ‡ (†) ‡ (†) 94.5 (1.84)

West Virginia 88.5 (1.60) 88.4 (1.65) 85.8 (3.83) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Wisconsin 88.3 (1.71) 88.5 (1.97) 87.9 (2.21) 84.2 (3.19) 92.8 (2.24) ‡ (†) 95.9 (2.61) ‡ (†)

Wyoming 97.4 (0.24) 97.6 (0.26) ‡ (†) 98.0 (0.47) ‡ (†) ‡ (†) 94.5 (1.70) ‡ (†)

Department of 

Defense Dependents Schools 95.1 (0.22) 95.6 (0.52) 92.8 (0.90) 96.3 (0.64) 93.8 (2.02) ‡ (†) ‡ (†) 94.1 (1.35)

State

2015

Total

Race/ethnicity

White Black Hispanic Asian

Pacific 

Islander

American Indian/

Alaska Native

Two or 

more races

Nation (public) 92.0 (0.31) 92.5 (0.35) 90.2 (0.63) 91.5 (0.75) 94.5 (0.71) 95.1 (1.16) 92.5 (1.47) 92.0 (0.65)

Alabama 99.7 (0.21) 99.8 (0.13) 99.7 (0.27) 99.2 (0.82) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Alaska 91.2 (1.45) 91.3 (1.90) ‡ (†) 89.9 (3.12) 92.0 (4.26) 100.0 1 (†) 87.7 (3.91) 95.5 (1.86)

Arizona 89.5 (1.82) 89.0 (2.39) 88.7 (3.87) 90.7 (2.17) ‡ (†) ‡ (†) 81.7 (9.42) ‡ (†)

Arkansas 95.1 (1.61) 96.5 (1.70) 89.1 (3.17) 97.4 (1.34) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

California 94.2 (1.49) 98.4 (0.83) 91.0 (3.52) 91.9 (2.36) 96.7 (1.45) ‡ (†) ‡ (†) 96.7 (2.28)

Colorado 90.6 (1.80) 91.9 (1.78) 94.9 (2.35) 86.7 (2.94) ‡ (†) ‡ (†) ‡ (†) 99.4 (0.48)

Connecticut 97.1 (0.91) 99.0 (0.36) 89.0 (4.88) 96.4 (1.46) 97.7 (1.61) ‡ (†) ‡ (†) ‡ (†)

Delaware 96.3 (0.62) 96.9 (0.80) 94.2 (1.18) 96.8 (1.07) 100.0 1 (†) ‡ (†) ‡ (†) 100.0 1 (†)

District of Columbia 71.4 (0.75) 79.4 (2.15) 69.5 (1.02) 72.6 (2.10) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Florida 92.0 (1.65) 92.3 (1.73) 85.9 (3.78) 94.9 (1.45) 96.8 (2.12) ‡ (†) ‡ (†) 92.5 (3.14)

Georgia 97.6 (0.76) 98.5 (0.61) 97.1 (1.32) 95.2 (2.75) 100.0 1 (†) ‡ (†) ‡ (†) 96.6 (1.98)

Hawaii 99.0 (0.40) 99.4 (0.44) ‡ (†) 98.9 (0.77) 99.6 (0.34) 98.3 (0.83) ‡ (†) 98.7 (0.92)

Idaho 90.5 (1.48) 90.9 (1.49) ‡ (†) 89.5 (2.11) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Illinois 97.6 (0.68) 98.8 (0.72) 94.4 (1.62) 96.9 (1.17) 99.8 (0.23) ‡ (†) ‡ (†) 98.3 (1.67)

Indiana 82.7 (2.14) 81.2 (2.31) 84.3 (4.63) 86.3 (3.29) ‡ (†) ‡ (†) ‡ (†) 87.3 (3.80)

Iowa 88.9 (1.59) 89.1 (1.56) 85.3 (5.19) 92.2 (2.52) 88.3 (6.96) ‡ (†) ‡ (†) 82.0 (4.14)

Kansas 93.5 (1.55) 95.3 (1.41) 86.3 (4.40) 90.5 (2.50) 95.8 (2.43) ‡ (†) ‡ (†) 91.8 (3.06)

Kentucky 92.9 (1.75) 93.1 (1.92) 92.1 (2.18) 87.1 (4.43) ‡ (†) ‡ (†) ‡ (†) 96.3 (2.16)

Louisiana 89.8 (2.62) 92.5 (2.47) 87.0 (4.21) 81.0 (6.19) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-26

TABLE A-19. Percentage of 4th-grade public school students who have a reading teacher with a permanent teaching certificate, by race/ethnicity and state: 2013 and 2015—

Continued

(Standard errors in parentheses)

State

2015

Total

Race/ethnicity

White Black Hispanic Asian

Pacific 

Islander

American Indian/

Alaska Native

Two or 

more races

Maine 93.8 (0.86) 94.1 (0.89) 87.6 (4.53) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maryland 93.5 (1.51) 96.4 (1.34) 88.8 (3.01) 95.2 (2.10) 95.0 (3.09) ‡ (†) ‡ (†) 93.2 (3.09)

Massachusetts 94.6 (1.05) 94.7 (1.31) 91.7 (2.05) 94.6 (1.67) 96.1 (2.42) ‡ (†) ‡ (†) 96.5 (2.37)

Michigan 83.1 (2.12) 83.4 (2.30) 80.3 (4.91) 81.4 (4.28) 92.6 (3.64) ‡ (†) ‡ (†) 85.2 (5.89)

Minnesota 94.2 (1.38) 94.0 (1.76) 96.4 (1.50) 94.1 (2.28) 92.2 (3.47) ‡ (†) 97.2 (2.58) 94.8 (2.85)

Mississippi 91.8 (1.81) 92.7 (1.79) 91.6 (2.79) 86.1 (11.14) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Missouri 92.5 (1.43) 94.1 (1.35) 84.0 (5.28) 93.9 (2.98) ‡ (†) ‡ (†) ‡ (†) 94.7 (3.10)

Montana 97.7 (0.45) 97.8 (0.45) ‡ (†) 99.0 (0.96) ‡ (†) ‡ (†) 97.5 (1.30) 95.7 (3.02)

Nebraska 99.4 (0.35) 99.6 (0.35) 100.0 1 (†) 98.2 (1.21) ‡ (†) ‡ (†) ‡ (†) 100.0 1 (†)

Nevada 89.5 (1.54) 95.0 (1.10) 78.4 (3.85) 87.7 (2.45) 95.0 (1.99) ‡ (†) ‡ (†) 93.9 (2.30)

New Hampshire 97.0 (0.77) 97.0 (0.79) ‡ (†) 95.9 (2.20) 100.0 1 (†) ‡ (†) ‡ (†) ‡ (†)

New Jersey 99.1 (0.44) 99.5 (0.38) 99.7 (0.34) 98.2 (0.97) 98.9 (1.08) ‡ (†) ‡ (†) ‡ (†)

New Mexico 93.2 (1.13) 91.3 (1.76) ‡ (†) 93.6 (1.23) ‡ (†) ‡ (†) 95.8 (1.56) ‡ (†)

New York 94.8 (0.99) 97.6 (1.06) 91.0 (2.91) 92.4 (1.56) 92.3 (2.54) ‡ (†) ‡ (†) ‡ (†)

North Carolina 95.1 (1.04) 96.6 (1.16) 92.9 (1.79) 95.2 (1.46) 96.1 (2.30) ‡ (†) 84.6 (7.37) 93.4 (3.10)

North Dakota 90.1 (0.50) 90.1 (0.58) 90.3 (3.20) 89.6 (3.04) ‡ (†) ‡ (†) 89.1 (1.50) ‡ (†)

Ohio 63.6 (3.05) 63.4 (3.26) 71.4 (5.44) 51.0 (6.24) ‡ (†) ‡ (†) ‡ (†) 53.3 (6.80)

Oklahoma 96.3 (1.01) 95.9 (1.25) 94.2 (2.49) 97.1 (1.45) ‡ (†) ‡ (†) 98.6 (0.87) 95.4 (1.98)

Oregon 91.7 (1.78) 93.0 (1.60) ‡ (†) 88.3 (3.72) 93.6 (3.01) ‡ (†) 97.2 (2.46) 89.8 (3.09)

Pennsylvania 91.5 (2.08) 93.5 (1.89) 76.5 (7.17) 93.1 (3.02) 98.7 (1.22) ‡ (†) ‡ (†) 94.2 (2.79)

Rhode Island 96.8 (0.54) 97.2 (0.55) 94.0 (2.79) 96.2 (0.96) 98.6 (1.37) ‡ (†) ‡ (†) 96.8 (1.98)

South Carolina 93.6 (1.06) 95.2 (1.03) 90.6 (2.23) 94.9 (1.91) ‡ (†) ‡ (†) ‡ (†) 92.0 (2.31)

South Dakota 88.4 (0.96) 89.1 (0.97) 83.4 (5.34) 86.7 (2.73) ‡ (†) ‡ (†) 87.7 (3.10) 84.4 (4.24)

Tennessee 96.2 (1.21) 96.7 (1.20) 93.8 (3.51) 97.9 (1.20) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Texas 91.6 (1.37) 95.4 (1.97) 93.0 (2.02) 89.1 (1.86) 91.2 (4.34) ‡ (†) ‡ (†) 97.5 (2.32)

Utah 93.9 (1.22) 94.0 (1.20) ‡ (†) 91.9 (2.98) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Vermont 94.0 (0.46) 94.2 (0.45) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Virginia 96.1 (0.77) 97.4 (0.78) 95.6 (1.34) 92.6 (1.82) 96.9 (1.42) ‡ (†) ‡ (†) 94.2 (2.71)

Washington 87.1 (2.13) 88.6 (2.12) 89.6 (5.26) 83.9 (4.96) 86.2 (3.17) ‡ (†) 96.9 (1.72) 86.3 (3.24)

West Virginia 86.3 (1.72) 86.8 (1.74) 81.0 (5.39) ‡ (†) ‡ (†) ‡ (†) ‡ (†) 79.4 (5.12)

Wisconsin 84.3 (2.05) 84.6 (2.36) 81.6 (6.32) 86.1 (3.60) 78.6 (4.68) ‡ (†) 79.5 (7.38) ‡ (†)

Wyoming 95.8 (0.33) 95.6 (0.37) ‡ (†) 96.1 (1.00) ‡ (†) ‡ (†) 96.6 (1.85) ‡ (†)

Department of 

Defense Dependents Schools 95.3 (0.24) 95.2 (0.56) 96.0 (1.26) 94.8 (1.29) 96.0 (2.00) ‡ (†) ‡ (†) 95.2 (1.43)

† Not applicable.

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

1

 Rounds to 100 percent.

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in 

the state in which you are currently teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I hold a temporary 

certificate. (This type of certificate may require additional coursework, student teaching, etc.),” No, but I am currently working toward certification,” and “No, and I am not planning to obtain certification.” 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2013 and 2015 Reading Assessments.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-27

TABLE A-20. Percentage of 4th-grade public school students who have a reading teacher with a permanent teaching certificate, by race/ethnicity and jurisdiction: 

2013 and 2015

(Standard errors in parentheses)

Jurisdiction 

2013

Total

Race/ethnicity

White Black Hispanic Asian

Pacific 

Islander

American Indian/

Alaska Native

Two or 

more races

Nation (public) 93.8 (0.27) 94.0 (0.31) 93.0 (0.49) 93.3 (0.51) 95.6 (0.64) 97.6 (0.60) 93.8 (1.43) 93.2 (0.69)

Large city 92.4 (0.69) 93.2 (1.17) 90.1 (0.95) 92.7 (0.98) 94.4 (1.14) 97.0 (1.41) 97.2 (1.04) 94.8 (1.14)

Albuquerque 97.0 (0.68) 97.9 (1.01) ‡ (†) 96.3 (0.86) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Atlanta 94.4 (0.27) 97.6 (0.60) 93.0 (0.37) 97.8 (1.23) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Austin 92.7 (1.11) 93.5 (1.20) 94.6 (2.80) 91.7 (1.52) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Baltimore City 85.5 (2.52) 86.2 (6.60) 85.9 (2.41) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Boston 94.5 (0.28) 94.7 (1.34) 95.9 (0.50) 93.2 (0.70) 95.3 (1.44) ‡ (†) ‡ (†) ‡ (†)

Charlotte 95.7 (0.92) 98.7 (0.63) 94.5 (1.64) 92.8 (1.75) 96.9 (1.91) ‡ (†) ‡ (†) ‡ (†)

Chicago 95.7 (1.30) 96.8 (2.20) 94.8 (2.10) 96.1 (1.56) 96.3 (3.87) ‡ (†) ‡ (†) ‡ (†)

Cleveland 64.8 (0.79) 65.8 (3.42) 65.0 (1.17) 63.3 (2.72) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Dallas 94.6 (1.57) ‡ (†) 97.1 (1.26) 93.7 (2.01) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Detroit 86.5 (2.55) ‡ (†) 84.4 (2.73) 95.5 (2.14) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 

(DCPS) 85.5 (0.70) 95.7 (2.01) 82.5 (1.03) 89.1 (2.03) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Fresno 98.3 (0.56) 99.4 (0.56) 95.2 (2.05) 98.4 (0.55) 98.7 (1.01) ‡ (†) ‡ (†) ‡ (†)

Hillsborough County 

(FL) 98.2 (0.84) 99.1 (0.59) 96.8 (1.96) 98.2 (1.00) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Houston 91.8 (1.41) 88.9 (2.68) 96.3 (1.19) 90.8 (1.77) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Jefferson County (KY) 89.4 (1.66) 92.2 (1.56) 85.4 (2.37) 91.9 (3.34) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Los Angeles 97.6 (0.99) 98.8 (1.28) 94.8 (3.21) 97.8 (0.91) 98.9 (1.03) ‡ (†) ‡ (†) ‡ (†)

Miami-Dade 98.6 (0.75) 100.0 1 (†) 96.4 (2.38) 99.2 (0.44) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Milwaukee 87.7 (1.65) 90.0 (2.34) 88.6 (2.25) 83.7 (3.40) 92.4 (5.15) ‡ (†) ‡ (†) ‡ (†)

New York City 91.3 (1.45) 91.7 (3.26) 92.2 (2.19) 91.6 (1.59) 89.1 (3.65) ‡ (†) ‡ (†) ‡ (†)

Philadelphia 94.0 (1.81) 98.4 (0.77) 90.8 (2.75) 97.5 (1.42) 98.3 (1.33) ‡ (†) ‡ (†) ‡ (†)

San Diego 97.6 (1.25) 100.0 1 (†) 97.3 (2.11) 96.1 (2.14) 98.0 (1.23) ‡ (†) ‡ (†) 100.0 1 (†)

Duval County (FL) — (†) — (†) — (†) — (†) — (†) — (†) — (†) — (†)

Jurisdiction

2015

Total

Race/ethnicity

White Black Hispanic Asian

Pacific 

Islander

American Indian/

Alaska Native

Two or 

more races

Nation (public) 92.0 (0.31) 92.5 (0.35) 90.2 (0.63) 91.5 (0.75) 94.5 (0.71) 95.1 (1.16) 92.5 (1.47) 92.0 (0.65)

Large city 90.2 (0.82) 92.9 (0.90) 85.1 (1.45) 90.8 (1.24) 94.0 (1.45) 96.6 (1.48) 92.9 (3.28) 92.0 (1.81)

Albuquerque 94.6 (1.25) 95.0 (2.07) ‡ (†) 94.4 (1.47) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Atlanta 95.9 (1.11) 94.9 (1.85) 96.4 (1.20) 95.8 (2.95) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Austin 94.3 (1.70) 99.1 (0.63) ‡ (†) 92.7 (2.39) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Baltimore City 82.7 (3.11) 93.3 (3.66) 80.3 (3.60) 89.8 (4.79) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Boston 93.3 (1.26) 96.4 (1.62) 89.0 (2.31) 94.5 (1.52) 97.9 (1.65) ‡ (†) ‡ (†) ‡ (†)

Charlotte 96.3 (1.13) 95.4 (1.89) 97.3 (1.14) 95.2 (1.98) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Chicago 93.6 (1.68) 98.5 (1.42) 91.0 (2.95) 93.8 (2.54) 98.6 (1.39) ‡ (†) ‡ (†) ‡ (†)

Cleveland 67.0 (1.01) 71.5 (3.28) 63.8 (1.35) 73.5 (3.42) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-28

TABLE A-20. Percentage of 4th-grade public school students who have a reading teacher with a permanent teaching certificate, by race/ethnicity and jurisdiction: 

2013 and 2015—Continued

(Standard errors in parentheses)

Jurisdiction 

2015

Total

Race/ethnicity

White Black Hispanic Asian

Pacific 

Islander

American Indian/

Alaska Native

Two or 

more races

Dallas 86.6 (3.91) ‡ (†) 85.6 (7.19) 85.7 (4.33) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Detroit 86.1 (2.80) ‡ (†) 84.2 (3.36) 95.2 (4.00) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 

(DCPS) 79.9 (0.72) 85.7 (2.05) 79.3 (1.01) 75.7 (2.54) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Fresno 93.2 (1.46) 92.3 (3.09) 94.8 (2.93) 92.6 (1.64) 94.8 (2.31) ‡ (†) ‡ (†) ‡ (†)

Hillsborough County 

(FL) 97.5 (1.21) 97.2 (1.41) 99.4 (0.63) 96.5 (2.09) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Houston 93.2 (1.58) 92.9 (4.26) 96.3 (1.57) 91.6 (2.21) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Jefferson County (KY) 91.1 (2.42) 91.5 (2.75) 89.2 (3.15) 92.9 (3.36) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Los Angeles 96.3 (1.26) 96.3 (3.45) 96.7 (2.30) 96.1 (1.52) 100.0 1 (†) ‡ (†) ‡ (†) ‡ (†)

Miami-Dade 96.5 (1.15) 96.8 (2.26) 95.7 (2.75) 96.8 (1.23) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Milwaukee — (†) — (†) — (†) — (†) — (†) — (†) — (†) — (†)

New York City 89.8 (2.00) 92.4 (3.64) 87.8 (4.70) 89.3 (2.26) 90.8 (3.50) ‡ (†) ‡ (†) ‡ (†)

Philadelphia 95.4 (1.61) 97.1 (1.91) 95.0 (1.93) 95.5 (2.65) 100.0 1 (†) ‡ (†) ‡ (†) 89.8 (4.02)

San Diego 91.7 (1.95) 98.6 (0.95) 83.3 (5.81) 89.7 (2.62) 91.5 (3.01) ‡ (†) ‡ (†) 94.2 (3.09)

Duval County (FL) 91.5 (2.36) 89.6 (3.26) 92.3 (2.74) 94.7 (2.51) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

— Not available.

† Not applicable.

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

1

 Rounds to 100 percent.

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in 

the state in which you are currently teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I hold a temporary 

certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward certification,” and “No, and I am not planning to obtain certification.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2013 and 2015 Reading Assessments.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-29

TABLE A-21. Percentage of 4th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by disability status and selected school characteristics: 2013 and 2015

(Standard errors in parentheses)

School characteristic

2013 2015

Total

Disability status

Total

Disability status

With a 

disability

Without a 

disability

With a 

disability

Without a 

disability

Nation (public) 93.8 (0.27) 93.3 (0.41) 93.8 (0.29) 92.0 (0.31) 92.2 (0.37) 92.0 (0.34)

Location 

City 93.2 (0.41) 92.1 (0.66) 93.3 (0.45) 91.2 (0.59) 91.0 (0.94) 91.2 (0.61)

Suburban 94.0 (0.46) 92.8 (0.76) 94.1 (0.48) 92.3 (0.54) 92.3 (0.76) 92.2 (0.59)

Town 93.7 (0.71) 93.3 (1.22) 93.8 (0.74) 92.6 (0.65) 94.0 (0.71) 92.4 (0.70)

Rural 94.3 (0.58) 95.4 (0.55) 94.1 (0.61) 92.4 (0.59) 92.8 (0.64) 92.4 (0.62)

Minority enrollment

75 percent or more 93.0 (0.56) 91.8 (0.86) 93.1 (0.58) 90.7 (0.82) 89.4 (1.40) 90.9 (0.83)

Less than 75 percent 94.1 (0.31) 93.8 (0.46) 94.1 (0.32) 92.5 (0.34) 93.2 (0.38) 92.4 (0.37)

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward

certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Reading Assessments.

TABLE A-22. Percentage of 4th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by disability status and state: 2013 and 2015

(Standard errors in parentheses)

State

2013 2015

Total

Disability status

Total

Disability status

With a 

disability

Without a 

disability

With a 

disability

Without a 

disability

Nation (public) 93.8 (0.27) 93.3 (0.41) 93.8 (0.29) 92.0 (0.31) 92.2 (0.37) 92.0 (0.34)

Alabama 99.4 (0.44) 99.5 (0.52) 99.4 (0.44) 99.7 (0.21) 100.0 1 (†) 99.7 (0.24)

Alaska 92.1 (0.93) 93.1 (1.63) 91.9 (0.98) 91.2 (1.45) 91.9 (2.23) 91.2 (1.49)

Arizona 89.0 (1.62) 88.6 (2.28) 89.1 (1.65) 89.5 (1.82) 92.4 (2.27) 89.0 (1.89)

Arkansas 96.9 (0.67) 97.1 (1.12) 96.9 (0.73) 95.1 (1.61) 96.0 (1.62) 94.9 (1.67)

California 97.3 (0.89) 96.3 (2.07) 97.4 (0.89) 94.2 (1.49) 91.3 (3.13) 94.5 (1.47)

Colorado 92.9 (1.79) 94.3 (1.82) 92.7 (1.85) 90.6 (1.80) 87.7 (3.39) 90.9 (1.74)

Connecticut 98.1 (0.71) 98.3 (0.82) 98.1 (0.74) 97.1 (0.91) 98.5 (0.81) 96.9 (0.99)

Delaware 94.9 (0.90) 95.7 (1.37) 94.8 (0.93) 96.3 (0.62) 97.1 (1.10) 96.2 (0.64)

District of Columbia 75.5 (0.64) 70.3 (2.95) 76.3 (0.63) 71.4 (0.75) 74.6 (2.41) 70.9 (0.79)

Florida 95.9 (0.82) 93.4 (2.93) 96.3 (0.63) 92.0 (1.65) 91.9 (2.25) 92.0 (1.71)

Georgia 98.5 (0.79) 95.8 (2.21) 98.7 (0.82) 97.6 (0.76) 97.4 (1.23) 97.6 (0.79)

Hawaii 98.4 (0.42) 99.2 (0.66) 98.3 (0.44) 99.0 (0.40) 95.9 (2.03) 99.3 (0.39)

Idaho 92.5 (1.22) 90.5 (2.82) 92.7 (1.23) 90.5 (1.48) 85.3 (2.55) 91.1 (1.48)

Illinois 98.3 (0.54) 99.3 (0.32) 98.2 (0.61) 97.6 (0.68) 98.8 (0.47) 97.4 (0.77)

Indiana 87.0 (1.92) 86.4 (3.03) 87.1 (1.88) 82.7 (2.14) 81.1 (2.66) 83.0 (2.22)

Iowa 88.8 (2.05) 86.6 (2.87) 89.2 (2.03) 88.9 (1.59) 87.9 (2.74) 89.1 (1.65)

Kansas 92.8 (1.27) 94.3 (1.18) 92.5 (1.36) 93.5 (1.55) 92.2 (2.28) 93.7 (1.58)

Kentucky 93.1 (1.26) 92.5 (1.71) 93.2 (1.29) 92.9 (1.75) 92.6 (1.85) 92.9 (1.85)

Louisiana 91.4 (1.44) 89.5 (1.71) 91.8 (1.60) 89.8 (2.62) 88.9 (3.01) 90.0 (2.66)

Maine 95.8 (0.72) 94.8 (1.17) 96.1 (0.79) 93.8 (0.86) 94.9 (1.17) 93.5 (0.95)

Maryland 96.4 (0.55) 96.8 (1.46) 96.4 (0.55) 93.5 (1.51) 93.5 (1.66) 93.5 (1.58)

Massachusetts 94.6 (1.25) 94.0 (1.81) 94.7 (1.19) 94.6 (1.05) 95.4 (1.17) 94.5 (1.19)

Michigan 87.8 (1.63) 87.1 (3.47) 87.9 (1.68) 83.1 (2.12) 89.4 (2.15) 82.2 (2.24)

Minnesota 97.0 (0.73) 98.3 (0.77) 96.8 (0.82) 94.2 (1.38) 94.2 (2.46) 94.2 (1.31)

Mississippi 89.0 (2.11) 87.3 (2.77) 89.1 (2.19) 91.8 (1.81) 89.6 (2.27) 92.1 (1.85)

See notes at end of table.
A-30 Certification Status and Experience of U.S. Public School Teachers—Appendix A

TABLE A-22. Percentage of 4th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by disability status and state: 2013 and 2015—Continued

(Standard errors in parentheses)

State

2013 2015

Total

Disability status

Total

Disability status

With a 

disability

Without a 

disability

With a 

disability

Without a 

disability

Missouri 93.7 (1.15) 92.6 (1.93) 93.9 (1.08) 92.5 (1.43) 94.7 (1.26) 92.1 (1.53)

Montana 97.6 (0.55) 97.7 (1.04) 97.6 (0.56) 97.7 (0.45) 96.2 (1.43) 97.9 (0.47)

Nebraska 99.0 (0.50) 99.5 (0.45) 99.0 (0.54) 99.4 (0.35) 99.5 (0.37) 99.4 (0.36)

Nevada 96.0 (0.87) 95.5 (1.45) 96.0 (0.88) 89.5 (1.54) 91.3 (2.73) 89.2 (1.61)

New Hampshire 97.5 (0.58) 99.2 (0.55) 97.2 (0.63) 97.0 (0.77) 95.9 (1.86) 97.2 (0.80)

New Jersey 97.6 (0.78) 97.7 (1.24) 97.6 (0.83) 99.1 (0.44) 99.3 (0.45) 99.1 (0.51)

New Mexico 95.1 (0.69) 95.0 (1.12) 95.1 (0.73) 93.2 (1.13) 96.0 (1.32) 92.8 (1.21)

New York 93.1 (1.13) 90.6 (2.15) 93.6 (1.17) 94.8 (0.99) 92.9 (1.46) 95.2 (1.06)

North Carolina 97.0 (0.96) 95.7 (1.27) 97.2 (0.97) 95.1 (1.04) 97.1 (0.91) 94.9 (1.13)

North Dakota 85.9 (0.55) 83.7 (1.92) 86.2 (0.62) 90.1 (0.50) 86.8 (1.94) 90.5 (0.58)

Ohio 70.7 (3.27) 76.5 (3.37) 69.8 (3.46) 63.6 (3.05) 65.8 (4.26) 63.2 (3.25)

Oklahoma 97.6 (0.86) 98.0 (0.97) 97.5 (0.89) 96.3 (1.01) 95.2 (1.55) 96.5 (1.00)

Oregon 93.9 (1.28) 94.9 (1.31) 93.7 (1.33) 91.7 (1.78) 94.6 (1.56) 91.3 (1.90)

Pennsylvania 93.5 (1.29) 92.7 (1.72) 93.7 (1.33) 91.5 (2.08) 93.9 (1.92) 90.9 (2.21)

Rhode Island 97.4 (0.50) 98.4 (0.77) 97.2 (0.55) 96.8 (0.54) 98.3 (0.55) 96.6 (0.61)

South Carolina 93.9 (1.45) 92.4 (2.25) 94.1 (1.47) 93.6 (1.06) 92.4 (1.77) 93.8 (1.08)

South Dakota 91.7 (0.77) 90.7 (1.63) 91.9 (0.81) 88.4 (0.96) 88.7 (1.74) 88.4 (1.02)

Tennessee 97.5 (0.92) 96.8 (0.95) 97.6 (1.02) 96.2 (1.21) 97.2 (1.14) 96.0 (1.26)

Texas 93.1 (1.14) 95.2 (1.69) 92.9 (1.20) 91.6 (1.37) 92.6 (2.61) 91.5 (1.41)

Utah 93.8 (1.25) 96.3 (1.50) 93.5 (1.28) 93.9 (1.22) 94.0 (1.97) 93.8 (1.21)

Vermont 95.0 (0.38) 96.0 (1.05) 94.8 (0.42) 94.0 (0.46) 93.0 (1.59) 94.2 (0.45)

Virginia 94.1 (1.06) 92.6 (1.79) 94.4 (1.18) 96.1 (0.77) 96.7 (1.41) 96.1 (0.86)

Washington 93.9 (1.48) 96.0 (1.58) 93.6 (1.51) 87.1 (2.13) 89.2 (2.88) 86.8 (2.18)

West Virginia 88.5 (1.60) 86.9 (1.85) 88.8 (1.68) 86.3 (1.72) 86.5 (2.35) 86.2 (1.76)

Wisconsin 88.3 (1.71) 90.1 (2.17) 88.0 (1.77) 84.3 (2.05) 88.3 (2.97) 83.8 (2.12)

Wyoming 97.4 (0.24) 95.6 (0.92) 97.7 (0.26) 95.8 (0.33) 95.8 (1.05) 95.8 (0.42)

Department of Defense 

Dependents Schools 95.1 (0.22) 94.7 (1.34) 95.1 (0.23) 95.3 (0.24) 97.0 (1.04) 95.0 (0.30)

† Not applicable. 

1

 Rounds to 100 percent.

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working 

toward certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Reading Assessments.

TABLE A-23. Percentage of 4th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by disability status and jurisdiction: 2013 and 2015

(Standard errors in parentheses)

Jurisdiction 

2013 2015

Total

Disability status

Total

Disability status

With a 

disability

Without a 

disability

With a 

disability

Without a 

disability

Nation (public) 93.8 (0.27) 93.3 (0.41) 93.8 (0.29) 92.0 (0.31) 92.2 (0.37) 92.0 (0.34)

Large city 92.4 (0.69) 90.4 (0.99) 92.6 (0.71) 90.2 (0.82) 89.0 (1.44) 90.3 (0.83)

Albuquerque 97.0 (0.68) 96.9 (1.21) 97.0 (0.79) 94.6 (1.25) 95.4 (1.93) 94.5 (1.37)

Atlanta 94.4 (0.27) 92.7 (1.78) 94.5 (0.32) 95.9 (1.11) 93.8 (2.32) 96.1 (1.19)

Austin 92.7 (1.11) 91.8 (2.56) 92.8 (1.11) 94.3 (1.70) 96.2 (2.25) 93.9 (1.75)

Baltimore City 85.5 (2.52) ‡ (†) 85.8 (2.53) 82.7 (3.11) 80.6 (5.64) 83.0 (3.07)

Boston 94.5 (0.28) 94.2 (1.36) 94.6 (0.37) 93.3 (1.26) 91.3 (2.48) 93.8 (1.27)

Charlotte 95.7 (0.92) 95.1 (2.09) 95.8 (0.87) 96.3 (1.13) 94.6 (2.05) 96.5 (1.15)

Chicago 95.7 (1.30) 96.1 (1.73) 95.7 (1.35) 93.6 (1.68) 93.6 (2.51) 93.6 (1.81)

Cleveland 64.8 (0.79) 72.1 (2.05) 63.1 (0.97) 67.0 (1.01) 67.2 (3.88) 67.0 (1.07)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-31

TABLE A-23. Percentage of 4th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by disability status and jurisdiction: 2013 and 2015—Continued

(Standard errors in parentheses)

Jurisdiction 

2013 2015

Total

Disability status

Total

Disability status

With a 

disability

Without a 

disability

With a 

disability

Without a 

disability

Dallas 94.6 (1.57) 89.2 (4.62) 95.0 (1.61) 86.6 (3.91) ‡ (†) 86.0 (4.04)

Detroit 86.5 (2.55) 82.4 (4.38) 87.0 (2.50) 86.1 (2.80) 84.4 (4.73) 86.3 (2.78)

District of Columbia 

(DCPS) 85.5 (0.70) 82.4 (3.07) 85.9 (0.72) 79.9 (0.72) 86.1 (2.76) 79.1 (0.86)

Fresno 98.3 (0.56) 97.5 (1.08) 98.4 (0.59) 93.2 (1.46) 97.5 (1.70) 92.8 (1.62)

Hillsborough County (FL) 98.2 (0.84) 97.2 (1.38) 98.4 (0.78) 97.5 (1.21) 96.8 (2.59) 97.6 (1.08)

Houston 91.8 (1.41) 94.2 (2.68) 91.7 (1.39) 93.2 (1.58) 95.9 (2.01) 93.0 (1.68)

Jefferson County (KY) 89.4 (1.66) 85.0 (4.36) 89.9 (1.64) 91.1 (2.42) 90.2 (3.77) 91.2 (2.41)

Los Angeles 97.6 (0.99) 98.6 (0.99) 97.5 (1.06) 96.3 (1.26) 90.9 (4.36) 96.9 (1.12)

Miami-Dade 98.6 (0.75) 98.3 (1.08) 98.6 (0.73) 96.5 (1.15) 94.9 (2.69) 96.7 (1.15)

Milwaukee 87.7 (1.65) 90.7 (1.89) 87.1 (1.87) — (†) — (†) — (†)

New York City 91.3 (1.45) 87.0 (3.32) 92.2 (1.57) 89.8 (2.00) 84.7 (3.01) 91.2 (2.18)

Philadelphia 94.0 (1.81) 87.5 (3.91) 95.0 (1.84) 95.4 (1.61) 94.6 (2.27) 95.5 (1.77)

San Diego 97.6 (1.25) 96.8 (2.09) 97.7 (1.29) 91.7 (1.95) 87.8 (4.39) 92.1 (1.80)

Duval County (FL) — (†) — (†) — (†) 91.5 (2.36) 92.6 (2.98) 91.3 (2.43)

— Not available.

† Not applicable.

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

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward

certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Reading Assessments.

TABLE A-24. Percentage of 4th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by English language learner status and selected school characteristics: 2013 and 2015

(Standard errors in parentheses)

School characteristic

2013 2015

Total

English language 

learner (ELL) status

Total

English language 

learner (ELL) status

ELL Not ELL ELL Not ELL 

Nation (public) 93.8 (0.27) 91.7 (0.95) 94.0 (0.25) 92.0 (0.31) 90.4 (1.07) 92.2 (0.31)

Location 

City 93.2 (0.41) 91.4 (1.27) 93.5 (0.41) 91.2 (0.59) 90.2 (1.32) 91.4 (0.62)

Suburban 94.0 (0.46) 92.7 (1.53) 94.1 (0.41) 92.3 (0.54) 90.2 (1.94) 92.5 (0.51)

Town 93.7 (0.71) 93.1 (1.94) 93.7 (0.71) 92.6 (0.65) 93.0 (1.93) 92.6 (0.65)

Rural 94.3 (0.58) 89.4 (3.68) 94.5 (0.53) 92.4 (0.59) 89.6 (4.12) 92.5 (0.58)

Minority enrollment

75 percent or more 93.0 (0.56) 91.7 (1.14) 93.4 (0.52) 90.7 (0.82) 89.6 (1.58) 91.1 (0.74)

Less than 75 percent 94.1 (0.31) 91.7 (1.63) 94.2 (0.29) 92.5 (0.34) 91.9 (0.78) 92.6 (0.35)

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward

certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Reading Assessments.
A-32 Certification Status and Experience of U.S. Public School Teachers—Appendix A

TABLE A-25. Percentage of 4th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by English language learner status and state: 2013 and 2015

(Standard errors in parentheses)

State 

2013 2015

Total

English language 

learner (ELL) status

Total

English language 

learner (ELL) status

ELL Not ELL ELL Not ELL 

Nation (public) 93.8 (0.27) 91.7 (0.95) 94.0 (0.25) 92.0 (0.31) 90.4 (1.07) 92.2 (0.31)

Alabama 99.4 (0.44) ‡ (†) 99.4 (0.45) 99.7 (0.21) ‡ (†) 99.7 (0.21)

Alaska 92.1 (0.93) 83.9 (4.31) 93.4 (0.89) 91.2 (1.45) 96.2 (2.16) 90.5 (1.60)

Arizona 89.0 (1.62) 88.1 (4.25) 89.1 (1.60) 89.5 (1.82) 91.7 (3.38) 89.2 (1.89)

Arkansas 96.9 (0.67) 97.0 (1.23) 96.9 (0.66) 95.1 (1.61) 98.8 (0.90) 94.7 (1.71)

California 97.3 (0.89) 96.1 (1.49) 97.7 (0.82) 94.2 (1.49) 91.2 (2.76) 95.3 (1.20)

Colorado 92.9 (1.79) 88.2 (4.86) 93.7 (1.67) 90.6 (1.80) 86.5 (3.64) 91.2 (1.71)

Connecticut 98.1 (0.71) 98.1 (1.77) 98.1 (0.72) 97.1 (0.91) 97.5 (1.39) 97.1 (0.93)

Delaware 94.9 (0.90) 100.0 1 (†) 94.8 (0.92) 96.3 (0.62) 98.1 (1.47) 96.2 (0.66)

District of Columbia 75.5 (0.64) 90.2 (2.65) 74.4 (0.71) 71.4 (0.75) 67.0 (4.15) 71.6 (0.78)

Florida 95.9 (0.82) 94.7 (1.41) 96.0 (0.88) 92.0 (1.65) 90.3 (3.04) 92.2 (1.62)

Georgia 98.5 (0.79) 98.8 (1.38) 98.5 (0.82) 97.6 (0.76) 96.1 (3.51) 97.6 (0.72)

Hawaii 98.4 (0.42) 98.1 (1.05) 98.4 (0.46) 99.0 (0.40) 100.0 1 (†) 98.9 (0.43)

Idaho 92.5 (1.22) 86.8 (4.13) 92.8 (1.25) 90.5 (1.48) 87.9 (4.36) 90.6 (1.45)

Illinois 98.3 (0.54) 95.0 (3.39) 98.6 (0.47) 97.6 (0.68) 97.3 (1.05) 97.6 (0.70)

Indiana 87.0 (1.92) 84.4 (4.72) 87.1 (1.93) 82.7 (2.14) 86.9 (3.95) 82.3 (2.18)

Iowa 88.8 (2.05) 85.7 (5.59) 89.0 (2.06) 88.9 (1.59) 90.4 (3.79) 88.8 (1.57)

Kansas 92.8 (1.27) 92.5 (2.55) 92.8 (1.30) 93.5 (1.55) 91.5 (2.97) 93.8 (1.51)

Kentucky 93.1 (1.26) 95.2 (2.11) 93.1 (1.26) 92.9 (1.75) 92.4 (3.85) 92.9 (1.78)

Louisiana 91.4 (1.44) 92.8 (4.38) 91.3 (1.45) 89.8 (2.62) ‡ (†) 90.0 (2.60)

Maine 95.8 (0.72) ‡ (†) 95.8 (0.73) 93.8 (0.86) ‡ (†) 94.1 (0.88)

Maryland 96.4 (0.55) 95.3 (1.97) 96.5 (0.55) 93.5 (1.51) 96.5 (2.18) 93.3 (1.56)

Massachusetts 94.6 (1.25) 97.2 (0.80) 94.3 (1.37) 94.6 (1.05) 97.1 (1.15) 94.4 (1.11)

Michigan 87.8 (1.63) 81.9 (4.59) 88.3 (1.59) 83.1 (2.12) 94.3 (2.94) 82.5 (2.21)

Minnesota 97.0 (0.73) 97.9 (1.55) 96.9 (0.78) 94.2 (1.38) 95.1 (2.10) 94.1 (1.48)

Mississippi 89.0 (2.11) ‡ (†) 89.1 (2.09) 91.8 (1.81) ‡ (†) 92.0 (1.75)

Missouri 93.7 (1.15) 87.3 (8.31) 93.9 (1.10) 92.5 (1.43) 89.5 (5.14) 92.5 (1.44)

Montana 97.6 (0.55) 98.9 (1.22) 97.6 (0.55) 97.7 (0.45) ‡ (†) 97.6 (0.47)

Nebraska 99.0 (0.50) 100.0 1 (†) 99.0 (0.54) 99.4 (0.35) 98.6 (1.02) 99.5 (0.34)

Nevada 96.0 (0.87) 95.9 (1.32) 96.0 (0.91) 89.5 (1.54) 89.6 (2.35) 89.4 (1.47)

New Hampshire 97.5 (0.58) 92.9 (4.75) 97.6 (0.58) 97.0 (0.77) 90.6 (4.28) 97.2 (0.75)

New Jersey 97.6 (0.78) 89.4 (6.37) 97.9 (0.71) 99.1 (0.44) ‡ (†) 99.3 (0.36)

New Mexico 95.1 (0.69) 92.4 (2.02) 95.6 (0.73) 93.2 (1.13) 91.0 (2.93) 93.6 (1.15)

New York 93.1 (1.13) 88.5 (2.40) 93.5 (1.19) 94.8 (0.99) 87.0 (3.92) 95.3 (1.01)

North Carolina 97.0 (0.96) 96.8 (1.07) 97.0 (1.00) 95.1 (1.04) 95.4 (2.02) 95.1 (1.04)

North Dakota 85.9 (0.55) ‡ (†) 86.1 (0.56) 90.1 (0.50) ‡ (†) 90.0 (0.51)

Ohio 70.7 (3.27) 56.6 (10.20) 71.1 (3.25) 63.6 (3.05) 50.1 (7.79) 64.1 (3.05)

Oklahoma 97.6 (0.86) 96.8 (2.47) 97.6 (0.80) 96.3 (1.01) 97.0 (1.42) 96.2 (1.02)

Oregon 93.9 (1.28) 91.7 (3.20) 94.2 (1.25) 91.7 (1.78) 87.3 (4.87) 92.4 (1.63)

Pennsylvania 93.5 (1.29) 92.0 (4.90) 93.6 (1.26) 91.5 (2.08) 93.8 (2.73) 91.4 (2.12)

Rhode Island 97.4 (0.50) 97.4 (1.54) 97.4 (0.50) 96.8 (0.54) 98.5 (1.10) 96.7 (0.57)

South Carolina 93.9 (1.45) 93.6 (3.17) 93.9 (1.46) 93.6 (1.06) 92.5 (2.32) 93.7 (1.09)

South Dakota 91.7 (0.77) 93.7 (4.09) 91.6 (0.76) 88.4 (0.96) 78.9 (5.85) 88.7 (0.95)

Tennessee 97.5 (0.92) 95.2 (1.27) 97.5 (0.95) 96.2 (1.21) 97.5 (1.73) 96.1 (1.23)

Texas 93.1 (1.14) 86.7 (3.02) 94.9 (1.08) 91.6 (1.37) 88.2 (3.08) 92.5 (1.46)

Utah 93.8 (1.25) 93.6 (2.94) 93.8 (1.28) 93.9 (1.22) 87.5 (5.14) 94.1 (1.18)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-33

TABLE A-25. Percentage of 4th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by English language learner status and state: 2013 and 2015—Continued

(Standard errors in parentheses)

State 

2013 2015

Total

English language 

learner (ELL) status

Total

English language 

learner (ELL) status

ELL Not ELL ELL Not ELL 

Vermont 95.0 (0.38) ‡ (†) 94.9 (0.39) 94.0 (0.46) ‡ (†) 94.2 (0.45)

Virginia 94.1 (1.06) 87.8 (3.37) 94.6 (1.05) 96.1 (0.77) 93.4 (2.57) 96.3 (0.78)

Washington 93.9 (1.48) 84.9 (6.89) 94.8 (1.23) 87.1 (2.13) 83.2 (5.39) 87.7 (2.00)

West Virginia 88.5 (1.60) ‡ (†) 88.5 (1.59) 86.3 (1.72) ‡ (†) 86.4 (1.72)

Wisconsin 88.3 (1.71) 82.4 (4.10) 88.8 (1.68) 84.3 (2.05) 82.4 (4.94) 84.5 (2.04)

Wyoming 97.4 (0.24) 96.0 (0.97) 97.4 (0.24) 95.8 (0.33) ‡ (†) 95.8 (0.32)

Department of Defense 

Dependents Schools 95.1 (0.22) 97.1 (1.42) 95.0 (0.23) 95.3 (0.24) 94.9 (1.32) 95.3 (0.26)

† Not applicable.

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

1

 Rounds to 100 percent.

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working 

toward certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Reading Assessments.

TABLE A-26. Percentage of 4th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by English language learner status and jurisdiction: 2013 and 2015

(Standard errors in parentheses)

Jurisdiction

2013 2015

Total

English language 

learner (ELL) status

Total

English language 

learner (ELL) status

ELL Not ELL ELL Not ELL 

Nation (public) 93.8 (0.27) 91.7 (0.95) 94.0 (0.25) 92.0 (0.31) 90.4 (1.07) 92.2 (0.31)

Large city 92.4 (0.69) 90.9 (1.68) 92.7 (0.68) 90.2 (0.82) 88.8 (1.86) 90.5 (0.78)

Albuquerque 97.0 (0.68) 97.7 (1.21) 96.9 (0.67) 94.6 (1.25) 93.5 (2.27) 94.9 (1.31)

Atlanta 94.4 (0.27) ‡ (†) 94.3 (0.27) 95.9 (1.11) ‡ (†) 96.1 (1.08)

Austin 92.7 (1.11) 89.3 (2.20) 94.2 (1.17) 94.3 (1.70) 92.1 (2.79) 95.5 (1.53)

Baltimore City 85.5 (2.52) ‡ (†) 85.7 (2.50) 82.7 (3.11) ‡ (†) 82.6 (3.15)

Boston 94.5 (0.28) 93.6 (0.62) 95.0 (0.41) 93.3 (1.26) 96.2 (1.09) 91.9 (1.56)

Charlotte 95.7 (0.92) 95.2 (2.24) 95.7 (0.92) 96.3 (1.13) 95.8 (2.00) 96.4 (1.18)

Chicago 95.7 (1.30) 98.2 (1.17) 95.3 (1.45) 93.6 (1.68) 92.0 (3.37) 93.9 (1.70)

Cleveland 64.8 (0.79) 63.8 (4.57) 64.9 (0.94) 67.0 (1.01) ‡ (†) 66.3 (1.02)

Dallas 94.6 (1.57) 93.3 (2.48) 95.6 (1.56) 86.6 (3.91) 83.5 (5.59) 89.4 (4.54)

Detroit 86.5 (2.55) 95.7 (2.23) 84.6 (2.73) 86.1 (2.80) 95.7 (3.66) 84.2 (3.24)

District of Columbia (DCPS) 85.5 (0.70) 88.4 (3.35) 85.2 (0.75) 79.9 (0.72) 71.5 (4.95) 80.5 (0.76)

Fresno 98.3 (0.56) 97.3 (1.40) 98.7 (0.38) 93.2 (1.46) 91.5 (2.33) 93.8 (1.49)

Hillsborough County (FL) 98.2 (0.84) 97.5 (1.41) 98.2 (0.82) 97.5 (1.21) 94.3 (4.50) 97.8 (0.98)

Houston 91.8 (1.41) 90.5 (2.26) 92.6 (1.34) 93.2 (1.58) 88.8 (2.77) 96.0 (1.23)

Jefferson County (KY) 89.4 (1.66) ‡ (†) 89.3 (1.67) 91.1 (2.42) 93.0 (4.00) 90.9 (2.42)

Los Angeles 97.6 (0.99) 97.9 (0.92) 97.4 (1.16) 96.3 (1.26) 96.6 (1.96) 96.2 (1.45)

Miami-Dade 98.6 (0.75) 97.3 (1.78) 98.9 (0.57) 96.5 (1.15) 95.3 (2.31) 96.8 (1.08)

Milwaukee 87.7 (1.65) 77.7 (6.90) 89.3 (1.62) — (†) — (†) — (†)

New York City 91.3 (1.45) 85.6 (2.97) 92.3 (1.54) 89.8 (2.00) 86.9 (3.85) 90.1 (2.10)

Philadelphia 94.0 (1.81) 97.8 (2.18) 93.7 (1.92) 95.4 (1.61) 94.7 (3.28) 95.5 (1.62)

San Diego 97.6 (1.25) 95.3 (2.55) 98.7 (0.66) 91.7 (1.95) 89.6 (2.73) 92.9 (2.07)

Duval County (FL) — (†) — (†) — (†) 91.5 (2.36) ‡ (†) 91.4 (2.42)

— Not available.

† Not applicable.

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

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward

certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Reading Assessments.
A-34 Certification Status and Experience of U.S. Public School Teachers—Appendix A

TABLE A-27. Percentage of 4th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by National School Lunch Program status and selected school characteristics: 2013 and 2015

(Standard errors in parentheses)

School characteristic

2013 2015

Total

National School Lunch Program 

(NSLP) status 

Total

National School Lunch Program 

(NSLP) status 

NSLP eligible

Not NSLP 

eligible NSLP eligible

Not NSLP 

eligible

Nation (public) 93.8 (0.27) 93.2 (0.35) 94.4 (0.30) 92.0 (0.31) 91.3 (0.43) 92.9 (0.38)

Location

City 93.2 (0.41) 92.3 (0.51) 95.0 (0.56) 91.2 (0.59) 90.6 (0.67) 92.5 (0.98)

Suburban 94.0 (0.46) 93.5 (0.66) 94.2 (0.49) 92.3 (0.54) 91.1 (0.88) 93.2 (0.54)

Town 93.7 (0.71) 93.9 (0.82) 93.5 (0.83) 92.6 (0.65) 92.5 (0.76) 92.8 (0.74)

Rural 94.3 (0.58) 94.0 (0.73) 94.5 (0.56) 92.4 (0.59) 92.3 (0.89) 92.6 (0.64)

Minority enrollment

75 percent or more 93.0 (0.56) 92.5 (0.63) 95.6 (0.64) 90.7 (0.82) 90.5 (0.89) 91.8 (1.27)

Less than 75 percent 94.1 (0.31) 93.7 (0.39) 94.3 (0.32) 92.5 (0.34) 92.0 (0.41) 93.0 (0.39)

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward

certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Reading Assessments.

TABLE A-28. Percentage of 4th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by National School Lunch Program status and state: 2013 and 2015

(Standard errors in parentheses)

State

2013 2015

Total

National School Lunch Program 

(NSLP) status 

Total

National School Lunch Program 

(NSLP) status 

NSLP eligible

Not NSLP 

eligible NSLP eligible

Not NSLP 

eligible

Nation (public) 93.8 (0.27) 93.2 (0.35) 94.4 (0.30) 92.0 (0.31) 91.3 (0.43) 92.9 (0.38)

Alabama 99.4 (0.44) 99.3 (0.58) 99.7 (0.26) 99.7 (0.21) 99.5 (0.34) 100.0 1 (†)

Alaska 92.1 (0.93) 89.2 (1.56) 95.1 (0.91) 91.2 (1.45) 92.6 (1.80) 90.3 (1.80)

Arizona 89.0 (1.62) 86.7 (2.26) 91.7 (1.60) 89.5 (1.82) 90.2 (2.01) 90.8 (2.36)

Arkansas 96.9 (0.67) 96.5 (0.80) 97.5 (0.65) 95.1 (1.61) 93.8 (1.97) 97.8 (1.15)

California 97.3 (0.89) 96.9 (1.09) 98.0 (1.10) 94.2 (1.49) 92.5 (2.06) 96.8 (1.15)

Colorado 92.9 (1.79) 91.3 (2.65) 94.1 (1.95) 90.6 (1.80) 88.8 (2.72) 92.0 (1.90)

Connecticut 98.1 (0.71) 96.9 (1.55) 98.9 (0.51) 97.1 (0.91) 94.3 (1.92) 98.7 (0.51)

Delaware 94.9 (0.90) 93.5 (1.34) 96.6 (0.66) 96.3 (0.62) 95.0 (1.03) 97.1 (0.57)

District of Columbia 75.5 (0.64) 73.4 (0.86) 83.0 (1.78) 71.4 (0.75) 68.6 (0.94) 79.2 (1.26)

Florida 95.9 (0.82) 96.0 (0.72) 95.6 (1.27) 92.0 (1.65) 91.5 (1.91) 92.8 (1.61)

Georgia 98.5 (0.79) 98.4 (0.82) 98.5 (0.79) 97.6 (0.76) 97.0 (1.08) 98.3 (0.85)

Hawaii 98.4 (0.42) 98.2 (0.50) 98.6 (0.46) 99.0 (0.40) 98.6 (0.60) 99.4 (0.29)

Idaho 92.5 (1.22) 92.4 (1.13) 92.6 (1.59) 90.5 (1.48) 89.3 (1.76) 91.8 (1.55)

Illinois 98.3 (0.54) 97.6 (0.78) 99.0 (0.50) 97.6 (0.68) 96.6 (0.89) 99.0 (0.58)

Indiana 87.0 (1.92) 86.6 (2.22) 87.4 (2.10) 82.7 (2.14) 83.7 (2.66) 81.5 (2.29)

Iowa 88.8 (2.05) 88.0 (2.38) 89.4 (2.24) 88.9 (1.59) 88.6 (1.87) 89.2 (1.70)

Kansas 92.8 (1.27) 91.9 (1.62) 93.7 (1.25) 93.5 (1.55) 91.6 (1.96) 95.9 (1.45)

Kentucky 93.1 (1.26) 92.8 (1.31) 93.5 (1.41) 92.9 (1.75) 93.6 (1.59) 91.8 (2.28)

Louisiana 91.4 (1.44) 89.4 (1.84) 95.8 (1.23) 89.8 (2.62) 89.2 (2.85) 91.1 (2.73)

Maine 95.8 (0.72) 95.7 (0.89) 95.9 (0.75) 93.8 (0.86) 93.4 (1.16) 94.1 (1.02)

Maryland 96.4 (0.55) 93.1 (1.02) 98.5 (0.41) 93.5 (1.51) 92.0 (1.77) 95.4 (1.57)

Massachusetts 94.6 (1.25) 96.8 (0.78) 93.1 (1.83) 94.6 (1.05) 93.5 (1.32) 95.4 (1.30)

Michigan 87.8 (1.63) 86.0 (2.05) 90.0 (1.65) 83.1 (2.12) 81.5 (2.47) 84.4 (2.36)

Minnesota 97.0 (0.73) 96.9 (0.99) 97.0 (0.84) 94.2 (1.38) 94.5 (1.39) 94.0 (1.52)

Mississippi 89.0 (2.11) 88.4 (2.37) 90.8 (2.35) 91.8 (1.81) 91.0 (2.29) 94.2 (1.95)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-35

TABLE A-28. Percentage of 4th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by National School Lunch Program status and state: 2013 and 2015—Continued

(Standard errors in parentheses)

State

2013 2015

Total

National School Lunch Program 

(NSLP) status 

Total

National School Lunch Program 

(NSLP) status 

NSLP eligible

Not NSLP 

eligible NSLP eligible

Not NSLP 

eligible

Missouri 93.7 (1.15) 93.5 (1.38) 94.0 (1.32) 92.5 (1.43) 91.2 (1.92) 93.9 (1.52)

Montana 97.6 (0.55) 97.5 (0.93) 97.7 (0.49) 97.7 (0.45) 97.1 (0.83) 98.2 (0.41)

Nebraska 99.0 (0.50) 99.4 (0.41) 98.8 (0.65) 99.4 (0.35) 99.2 (0.49) 99.6 (0.28)

Nevada 96.0 (0.87) 95.7 (0.97) 96.4 (1.02) 89.5 (1.54) 86.1 (2.34) 94.3 (1.07)

New Hampshire 97.5 (0.58) 97.3 (0.88) 97.6 (0.64) 97.0 (0.77) 95.4 (1.43) 98.1 (0.54)

New Jersey 97.6 (0.78) 96.8 (1.31) 98.2 (0.75) 99.1 (0.44) 98.6 (0.69) 99.4 (0.44)

New Mexico 95.1 (0.69) 94.7 (0.89) 96.0 (1.06) 93.2 (1.13) 93.3 (1.42) 93.1 (1.65)

New York 93.1 (1.13) 91.7 (1.53) 94.5 (1.37) 94.8 (0.99) 93.0 (1.30) 96.8 (1.24)

North Carolina 97.0 (0.96) 96.8 (1.02) 97.5 (1.04) 95.1 (1.04) 94.6 (1.23) 95.8 (1.64)

North Dakota 85.9 (0.55) 85.8 (0.94) 85.9 (0.65) 90.1 (0.50) 89.5 (0.96) 90.3 (0.69)

Ohio 70.7 (3.27) 74.0 (4.12) 67.9 (3.79) 63.6 (3.05) 62.4 (4.01) 64.3 (3.51)

Oklahoma 97.6 (0.86) 97.0 (1.14) 98.4 (0.69) 96.3 (1.01) 96.5 (1.13) 95.9 (1.37)

Oregon 93.9 (1.28) 94.0 (1.52) 94.1 (1.29) 91.7 (1.78) 91.8 (2.06) 91.8 (2.24)

Pennsylvania 93.5 (1.29) 92.3 (2.03) 94.5 (1.32) 91.5 (2.08) 88.9 (3.23) 94.2 (1.57)

Rhode Island 97.4 (0.50) 97.4 (0.60) 97.3 (0.56) 96.8 (0.54) 96.5 (0.82) 97.1 (0.56)

South Carolina 93.9 (1.45) 93.7 (1.70) 94.3 (1.56) 93.6 (1.06) 92.0 (1.46) 96.3 (1.11)

South Dakota 91.7 (0.77) 92.1 (1.07) 91.5 (0.87) 88.4 (0.96) 87.3 (1.39) 90.0 (1.07)

Tennessee 97.5 (0.92) 97.0 (1.24) 98.1 (0.67) 96.2 (1.21) 96.3 (1.42) 96.0 (1.59)

Texas 93.1 (1.14) 91.2 (1.58) 96.0 (1.09) 91.6 (1.37) 91.5 (1.62) 91.8 (2.14)

Utah 93.8 (1.25) 93.6 (1.42) 94.0 (1.45) 93.9 (1.22) 94.1 (1.80) 93.5 (1.38)

Vermont 95.0 (0.38) 95.3 (0.63) 94.7 (0.46) 94.0 (0.46) 92.6 (0.97) 95.0 (0.58)

Virginia 94.1 (1.06) 93.9 (1.05) 94.3 (1.30) 96.1 (0.77) 96.8 (0.74) 95.7 (0.95)

Washington 93.9 (1.48) 91.3 (2.46) 96.0 (1.14) 87.1 (2.13) 86.2 (3.20) 88.2 (1.98)

West Virginia 88.5 (1.60) 87.3 (1.92) 92.1 (1.70) 86.3 (1.72) 84.6 (2.08) 91.1 (2.06)

Wisconsin 88.3 (1.71) 87.7 (1.79) 88.8 (2.00) 84.3 (2.05) 84.1 (2.26) 84.3 (2.38)

Wyoming 97.4 (0.24) 96.6 (0.42) 97.8 (0.31) 95.8 (0.33) 96.4 (0.51) 95.4 (0.50)

Department of Defense 

Dependents Schools 95.1 (0.22) ‡ (†) ‡ (†) 95.3 (0.24) ‡ (†) ‡ (†)

† Not applicable.

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

1

 Rounds to 100 percent.

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working 

toward certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Reading Assessments.
A-36 Certification Status and Experience of U.S. Public School Teachers—Appendix A

TABLE A-29. Percentage of 4th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by National School Lunch Program status and jurisdiction: 2013 and 2015

(Standard errors in parentheses)

Jurisdiction 

2013 2015

Total

National School Lunch Program 

(NSLP) status 

Total

National School Lunch Program 

(NSLP) status 

NSLP eligible

Not NSLP 

eligible NSLP eligible

Not NSLP 

eligible

Nation (public) 93.8 (0.27) 93.2 (0.35) 94.4 (0.30) 92.0 (0.31) 91.3 (0.43) 92.9 (0.38)

Large city 92.4 (0.69) 91.5 (0.80) 94.7 (0.91) 90.2 (0.82) 89.6 (0.97) 92.1 (1.22)

Albuquerque 97.0 (0.68) 97.3 (0.84) 96.3 (0.90) 94.6 (1.25) 94.9 (1.34) 93.9 (2.11)

Atlanta 94.4 (0.27) 93.8 (0.38) 95.8 (0.64) 95.9 (1.11) 96.2 (1.24) 95.1 (1.43)

Austin 92.7 (1.11) 92.6 (1.38) 92.7 (1.38) 94.3 (1.70) 91.8 (2.54) 98.4 (0.94)

Baltimore City 85.5 (2.52) 84.6 (2.69) 90.9 (3.08) 82.7 (3.11) 81.3 (3.38) 90.4 (3.65)

Boston 94.5 (0.28) 95.2 (0.38) 90.1 (1.82) 93.3 (1.26) 93.3 (1.26) ‡ (†)

Charlotte 95.7 (0.92) 93.5 (1.41) 98.6 (0.57) 96.3 (1.13) 96.9 (1.11) 95.1 (2.00)

Chicago 95.7 (1.30) 96.0 (1.27) 94.4 (3.01) 93.6 (1.68) 93.3 (1.73) 97.4 (1.59)

Cleveland 64.8 (0.79) 64.8 (0.79) ‡ (†) 67.0 (1.01) 67.0 (1.01) ‡ (†)

Dallas 94.6 (1.57) 94.4 (1.62) 97.7 (1.67) 86.6 (3.91) 85.5 (4.11) 95.7 (2.50)

Detroit 86.5 (2.55) 87.8 (2.46) 88.8 (4.44) 86.1 (2.80) 87.7 (2.74) 81.3 (4.11)

District of Columbia (DCPS) 85.5 (0.70) 82.4 (0.85) 96.7 (1.22) 79.9 (0.72) 77.2 (0.94) 86.4 (1.24)

Fresno 98.3 (0.56) 98.1 (0.62) 100.0 1 (†) 93.2 (1.46) 92.6 (1.54) 100.0 1 (†)

Hillsborough County (FL) 98.2 (0.84) 98.1 (0.99) 98.3 (0.99) 97.5 (1.21) 96.9 (1.80) 98.2 (1.11)

Houston 91.8 (1.41) 91.4 (1.74) 93.7 (2.30) 93.2 (1.58) 93.1 (1.63) 94.1 (2.34)

Jefferson County (KY) 89.4 (1.66) 88.2 (2.02) 91.6 (1.86) 91.1 (2.42) 91.9 (2.37) 89.4 (3.62)

Los Angeles 97.6 (0.99) 97.8 (0.89) 98.5 (1.43) 96.3 (1.26) 96.6 (1.27) 94.5 (4.56)

Miami-Dade 98.6 (0.75) 98.2 (0.98) 99.8 (0.26) 96.5 (1.15) 96.2 (1.32) 97.2 (1.33)

Milwaukee 87.7 (1.65) 87.7 (1.72) 87.6 (3.44) — (†) — (†) — (†)

New York City 91.3 (1.45) 91.5 (1.44) 90.7 (3.86) 89.8 (2.00) 90.1 (2.03) 88.4 (4.04)

Philadelphia 94.0 (1.81) 93.6 (1.94) 99.3 (0.66) 95.4 (1.61) 95.0 (1.64) 96.7 (1.66)

San Diego 97.6 (1.25) 96.3 (1.90) 100.0 1 (†) 91.7 (1.95) 89.0 (2.61) 97.5 (1.51)

Duval County (FL) — (†) — (†) — (†) 91.5 (2.36) 91.4 (2.83) 91.7 (2.69)

— Not available.

† Not applicable.

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

1

 Rounds to 100 percent.

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working 

toward certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Reading Assessments.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-37

TABLE A-30. Percentage of 8th-grade public school students who have a mathematics teacher with a permanent teaching certificate, by race/ethnicity and selected school 

characteristics: 2013 and 2015

(Standard errors in parentheses)

School characteristic

2013

Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Nation (public) 91.8 (0.33) 92.2 (0.35) 88.7 (0.75) 91.9 (0.67) 94.4 (0.60) 94.3 (0.93) 90.9 (1.42) 92.7 (0.83)

Location 

City 88.9 (0.66) 89.9 (0.79) 84.0 (1.30) 90.3 (0.94) 92.4 (1.20) 96.0 (1.22) 93.1 (2.06) 91.2 (1.47)

Suburban 93.2 (0.55) 93.2 (0.60) 91.8 (1.07) 93.2 (1.35) 96.4 (0.51) 91.9 (1.58) 95.0 (2.18) 94.6 (0.88)

Town 91.2 (0.86) 90.6 (0.96) 92.7 (1.59) 93.2 (2.03) 88.3 (3.43) 93.2 (2.71) 88.9 (3.48) 91.1 (2.45)

Rural 93.0 (0.75) 93.1 (0.80) 92.4 (1.50) 92.6 (1.71) 96.4 (0.82) 96.0 (1.30) 88.8 (2.08) 92.3 (1.68)

Minority enrollment

75 percent or more 88.5 (0.95) 89.9 (1.62) 83.8 (1.42) 90.3 (1.16) 93.8 (1.31) 92.7 (1.23) 84.8 (3.67) 89.8 (3.02)

Less than 75 percent 92.8 (0.35) 92.3 (0.37) 93.0 (0.67) 93.9 (0.63) 94.7 (0.66) 95.6 (1.33) 93.5 (1.07) 93.1 (0.81)

School characteristic

2015

Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Nation (public) 89.6 (0.53) 91.1 (0.41) 85.5 (1.16) 87.9 (1.40) 93.9 (0.89) 87.2 (5.01) 90.0 (1.65) 90.6 (0.87)

Location 

City 87.7 (1.30) 93.0 (0.62) 82.7 (1.98) 84.7 (2.78) 94.9 (1.26) 75.6 (13.74) 90.8 (1.77) 92.1 (1.39)

Suburban 91.2 (0.77) 91.8 (0.53) 87.7 (1.38) 91.4 (2.31) 93.3 (1.33) 92.6 (1.56) 90.9 (2.54) 89.4 (1.39)

Town 89.1 (1.39) 89.1 (1.21) 84.2 (6.23) 91.0 (2.16) 95.5 (1.92) 96.0 (2.17) 84.6 (5.67) 90.5 (1.92)

Rural 89.2 (1.28) 89.8 (1.19) 89.7 (1.63) 83.9 (4.82) 92.0 (2.92) 92.0 (3.46) 93.0 (1.33) 90.8 (1.72)

Minority enrollment

75 percent or more 83.5 (1.74) 88.1 (1.72) 79.7 (2.10) 83.9 (2.39) 91.9 (2.02) 80.1 (9.89) 83.1 (4.97) 83.0 (3.76)

Less than 75 percent 91.7 (0.38) 91.2 (0.43) 91.8 (0.75) 92.9 (0.68) 95.0 (0.70) 93.8 (2.16) 92.8 (1.07) 91.6 (0.82)

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in 

the state in which you are currently teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I hold a temporary 

certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward certification,” and “No, and I am not planning to obtain certification.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2013 and 2015 Mathematics Assessments.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-38

TABLE A-31. Percentage of 8th-grade public school students who have a mathematics teacher with a permanent teaching certificate, by race/ethnicity and state: 2013 and 2015

(Standard errors in parentheses)

State 

2013

Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Nation (public) 91.8 (0.33) 92.2 (0.35) 88.7 (0.75) 91.9 (0.67) 94.4 (0.60) 94.3 (0.93) 90.9 (1.42) 92.7 (0.83)

Alabama 91.6 (1.74) 96.1 (1.07) 83.1 (3.93) 89.0 (4.59) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Alaska 94.9 (0.73) 97.0 (0.50) 95.0 (2.17) 98.2 (1.03) 94.3 (1.73) 91.5 (3.51) 89.5 (2.78) 96.0 (1.41)

Arizona 86.6 (2.06) 85.9 (2.37) 86.9 (4.67) 86.5 (2.96) 87.6 (4.80) ‡ (†) 88.3 (5.34) ‡ (†)

Arkansas 93.0 (1.37) 94.9 (1.40) 86.2 (2.94) 96.0 (1.49) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

California 96.9 (0.87) 97.0 (1.42) 95.9 (1.78) 96.8 (0.84) 97.4 (1.12) ‡ (†) ‡ (†) 99.3 (0.73)

Colorado 91.1 (1.62) 94.3 (1.17) 90.5 (3.59) 85.2 (3.53) 93.3 (3.21) ‡ (†) ‡ (†) 90.1 (3.27)

Connecticut 92.8 (1.78) 94.7 (1.35) 89.5 (4.95) 87.6 (5.59) 92.7 (3.48) ‡ (†) ‡ (†) ‡ (†)

Delaware 95.0 (0.38) 97.3 (0.39) 91.3 (0.97) 94.1 (1.27) 97.1 (1.97) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 62.5 (0.84) 76.8 (3.91) 58.0 (1.10) 78.3 (3.48) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Florida 92.8 (1.43) 93.4 (2.08) 92.7 (1.60) 91.8 (1.61) 92.7 (2.71) ‡ (†) ‡ (†) 94.2 (3.11)

Georgia 95.2 (1.27) 99.3 (0.42) 91.8 (2.55) 88.9 (4.30) 95.5 (2.49) ‡ (†) ‡ (†) 97.8 (1.54)

Hawaii 93.5 (0.70) 93.7 (0.95) ‡ (†) 90.8 (2.40) 96.5 (0.69) 91.1 (1.27) ‡ (†) 96.1 (1.80)

Idaho 91.9 (0.72) 91.6 (0.84) ‡ (†) 93.5 (1.30) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Illinois 99.4 (0.44) 99.5 (0.42) 99.1 (0.77) 99.7 (0.20) 98.2 (1.20) ‡ (†) ‡ (†) 98.7 (1.32)

Indiana 86.3 (2.27) 87.0 (2.38) 81.5 (8.01) 85.1 (4.21) ‡ (†) ‡ (†) ‡ (†) 87.6 (4.03)

Iowa 89.7 (1.64) 90.2 (1.85) 84.9 (3.12) 88.2 (2.44) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Kansas 92.5 (1.36) 92.7 (1.53) 91.2 (4.22) 93.0 (1.90) 94.3 (3.35) ‡ (†) ‡ (†) 88.3 (3.18)

Kentucky 90.1 (1.72) 90.3 (1.87) 88.7 (2.52) 88.1 (3.55) 100.0 1 (†) ‡ (†) ‡ (†) 85.9 (4.59)

Louisiana 88.3 (1.99) 90.4 (2.27) 85.3 (3.12) 91.7 (3.35) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maine 93.2 (1.33) 93.2 (1.42) 93.5 (3.05) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maryland 94.2 (0.99) 96.2 (1.24) 90.4 (1.47) 93.7 (1.94) 97.8 (1.27) ‡ (†) ‡ (†) 96.0 (2.05)

Massachusetts 84.6 (2.08) 86.4 (2.05) 78.0 (5.04) 78.9 (6.57) 87.0 (3.27) ‡ (†) ‡ (†) 87.7 (5.22)

Michigan 81.2 (3.06) 81.3 (3.39) 77.1 (7.38) 82.8 (4.19) 85.8 (5.51) ‡ (†) ‡ (†) ‡ (†)

Minnesota 96.4 (1.10) 95.5 (1.38) 99.0 (0.76) 98.2 (1.09) 98.7 (1.40) ‡ (†) ‡ (†) ‡ (†)

Mississippi 94.7 (1.25) 97.2 (0.99) 91.5 (2.20) 97.5 (1.73) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Missouri 94.9 (1.23) 94.6 (1.41) 95.6 (2.13) 94.0 (3.25) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Montana 98.0 (0.50) 98.4 (0.47) ‡ (†) 97.1 (1.81) ‡ (†) ‡ (†) 95.8 (1.31) ‡ (†)

Nebraska 98.5 (0.50) 98.7 (0.46) 98.8 (1.01) 97.9 (0.66) 96.9 (3.28) ‡ (†) ‡ (†) 97.6 (2.56)

Nevada 90.3 (1.20) 95.2 (0.75) 82.1 (5.06) 86.7 (1.77) 96.4 (1.37) ‡ (†) ‡ (†) 91.8 (2.59)

New Hampshire 95.9 (0.94) 96.1 (0.79) ‡ (†) 97.4 (2.26) 87.4 (7.07) ‡ (†) ‡ (†) ‡ (†)

New Jersey 97.5 (1.00) 98.4 (0.92) 94.1 (3.62) 97.1 (1.25) 99.0 (0.90) ‡ (†) ‡ (†) ‡ (†)

New Mexico 92.7 (1.44) 94.5 (1.43) 96.4 (2.58) 94.0 (1.18) ‡ (†) ‡ (†) 76.9 (9.30) ‡ (†)

New York 90.5 (1.80) 93.4 (2.50) 85.0 (4.16) 87.7 (2.50) 89.8 (2.81) ‡ (†) ‡ (†) ‡ (†)

North Carolina 91.2 (1.90) 94.0 (1.99) 86.8 (3.29) 90.8 (2.02) 83.1 (8.68) ‡ (†) ‡ (†) 91.6 (2.67)

North Dakota 85.0 (0.46) 84.1 (0.53) 91.2 (2.91) ‡ (†) ‡ (†) ‡ (†) 89.5 (1.65) ‡ (†)

Ohio 72.9 (3.71) 74.4 (3.91) 61.8 (8.41) 80.8 (5.04) ‡ (†) ‡ (†) ‡ (†) 75.0 (6.56)

Oklahoma 94.5 (1.46) 95.8 (1.41) 94.2 (2.41) 85.6 (5.90) ‡ (†) ‡ (†) 96.3 (1.27) 95.7 (3.45)

Oregon 95.0 (1.48) 95.1 (1.44) ‡ (†) 92.9 (2.99) 97.8 (1.54) ‡ (†) ‡ (†) 97.9 (2.01)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-39

TABLE A-31. Percentage of 8th-grade public school students who have a mathematics teacher with a permanent teaching certificate, by race/ethnicity and state: 2013 and 2015—

Continued

(Standard errors in parentheses)

State

2013

Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Pennsylvania 92.3 (1.63) 93.6 (2.02) 81.4 (2.68) 96.8 (1.85) 98.2 (1.07) ‡ (†) ‡ (†) ‡ (†)

Rhode Island 94.8 (0.39) 95.3 (0.48) 93.2 (2.02) 94.1 (1.25) 95.3 (2.69) ‡ (†) ‡ (†) ‡ (†)

South Carolina 94.6 (1.48) 95.1 (1.98) 93.8 (1.88) 94.8 (2.25) ‡ (†) ‡ (†) ‡ (†) 93.6 (3.10)

South Dakota 85.4 (1.14) 86.5 (0.79) ‡ (†) 84.2 (3.91) ‡ (†) ‡ (†) 76.5 (6.06) ‡ (†)

Tennessee 95.3 (1.69) 96.0 (1.60) 93.7 (4.27) 92.0 (3.07) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Texas 90.9 (1.96) 93.8 (2.18) 92.7 (2.39) 87.8 (2.81) 95.9 (2.05) ‡ (†) ‡ (†) 96.9 (3.03)

Utah 87.6 (1.49) 87.7 (1.33) ‡ (†) 88.0 (2.55) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Vermont 88.2 (0.42) 88.2 (0.43) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Virginia 91.0 (1.42) 93.4 (1.31) 85.2 (3.13) 87.6 (3.08) 92.4 (2.48) ‡ (†) ‡ (†) 93.8 (2.60)

Washington 90.1 (1.59) 90.5 (1.71) 92.0 (2.80) 90.7 (2.55) 81.9 (4.85) ‡ (†) ‡ (†) 89.7 (2.75)

West Virginia 91.5 (1.37) 91.3 (1.42) 93.3 (2.56) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Wisconsin 89.8 (1.73) 89.9 (1.83) 90.6 (1.91) 89.4 (3.12) 92.5 (3.03) ‡ (†) ‡ (†) ‡ (†)

Wyoming 95.1 (0.33) 95.1 (0.36) ‡ (†) 93.8 (1.13) ‡ (†) ‡ (†) 97.6 (1.63) ‡ (†)

Department of 

Defense Dependents Schools 94.5 (0.38) 95.0 (0.61) 96.9 (1.04) 92.0 (0.99) 90.4 (1.98) ‡ (†) ‡ (†) 96.5 (0.96)

State

2015

Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Nation (public) 89.6 (0.53) 91.1 (0.41) 85.5 (1.16) 87.9 (1.40) 93.9 (1.40) 87.2 (5.01) 90.0 (1.65) 90.6 (0.87)

Alabama 96.3 (1.51) 98.7 (0.69) 91.2 (4.18) 95.5 (2.90) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Alaska 95.1 (0.64) 96.4 (0.73) ‡ (†) 94.1 (2.14) 90.0 (2.58) ‡ (†) 95.0 (1.57) 94.2 (2.07)

Arizona 78.4 (2.94) 81.1 (3.69) 82.1 (5.48) 75.8 (3.52) ‡ (†) ‡ (†) 69.9 (13.48) ‡ (†)

Arkansas 93.4 (1.35) 95.2 (1.11) 88.5 (3.15) 92.6 (2.58) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

California 89.9 (2.00) 94.8 (2.15) 78.9 (6.57) 88.1 (2.64) 93.2 (2.40) ‡ (†) ‡ (†) 91.4 (5.76)

Colorado 87.5 (2.63) 91.7 (2.19) 82.0 (7.80) 82.1 (4.61) 88.4 (6.47) ‡ (†) ‡ (†) 86.8 (5.73)

Connecticut 95.4 (1.36) 97.0 (0.92) 91.4 (4.06) 92.4 (2.95) 98.0 (1.50) ‡ (†) ‡ (†) ‡ (†)

Delaware 95.8 (0.29) 96.9 (0.44) 94.1 (0.59) 94.7 (1.19) 100.0 1 (†) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 58.7 (0.80) 83.6 (2.94) 53.0 (1.05) 67.4 (2.80) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Florida 91.3 (1.72) 94.2 (1.57) 87.5 (2.52) 89.2 (2.78) 97.9 (0.66) ‡ (†) ‡ (†) 91.5 (3.81)

Georgia 93.3 (1.91) 95.9 (1.56) 90.0 (3.35) 93.4 (2.56) 93.4 (3.21) ‡ (†) ‡ (†) 92.1 (3.65)

Hawaii 92.7 (0.54) 87.0 (2.67) ‡ (†) 92.1 (2.89) 95.5 (0.93) 91.2 (1.12) ‡ (†) 95.1 (1.82)

Idaho 82.6 (1.88) 82.9 (2.11) ‡ (†) 80.3 (3.77) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Illinois 96.3 (1.63) 94.7 (2.66) 97.3 (1.51) 98.7 (0.75) 96.5 (2.22) ‡ (†) ‡ (†) ‡ (†)

Indiana 81.1 (3.34) 80.8 (3.46) 80.4 (8.80) 79.8 (7.37) ‡ (†) ‡ (†) ‡ (†) 85.1 (4.83)

Iowa 91.0 (1.74) 90.2 (1.96) 93.3 (3.38) 95.2 (1.79) 93.9 (3.31) ‡ (†) ‡ (†) ‡ (†)

Kansas 94.4 (1.56) 94.5 (1.67) 86.9 (6.00) 96.1 (1.51) ‡ (†) ‡ (†) ‡ (†) 96.2 (2.32)

Kentucky 91.8 (1.31) 92.5 (1.40) 87.3 (2.14) 87.4 (2.88) ‡ (†) ‡ (†) ‡ (†) 91.6 (4.59)

Louisiana 78.3 (3.41) 81.7 (3.94) 74.0 (4.35) 77.1 (7.14) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-40

TABLE A-31. Percentage of 8th-grade public school students who have a mathematics teacher with a permanent teaching certificate, by race/ethnicity and state: 2013 and 2015—

Continued

(Standard errors in parentheses)

State

2015

Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Maine 95.5 (0.82) 95.4 (0.87) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maryland 94.8 (0.90) 97.8 (0.75) 89.9 (1.73) 94.1 (1.85) 99.7 (0.15) ‡ (†) ‡ (†) 94.3 (2.37)

Massachusetts 80.1 (2.40) 79.7 (2.80) 85.3 (3.64) 76.4 (3.77) 85.0 (4.34) ‡ (†) ‡ (†) ‡ (†)

Michigan 88.2 (2.97) 93.4 (2.38) 64.3 (10.19) 88.4 (4.91) 100.0 1 (†) ‡ (†) ‡ (†) ‡ (†)

Minnesota 96.0 (1.40) 95.9 (1.59) 98.4 (1.23) 92.5 (3.66) 96.5 (2.22) ‡ (†) 100.0 1 (†) ‡ (†)

Mississippi 94.6 (1.55) 94.1 (1.90) 95.2 (2.06) 92.1 (3.67) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Missouri 90.6 (2.26) 90.0 (2.52) 95.8 (1.45) 88.2 (4.12) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Montana 95.7 (0.83) 96.4 (0.77) ‡ (†) 88.8 (4.07) ‡ (†) ‡ (†) 94.2 (3.49) ‡ (†)

Nebraska 98.8 (0.22) 99.4 (0.20) 96.3 (1.33) 97.0 (0.98) ‡ (†) ‡ (†) ‡ (†) 100.0 1 (†)

Nevada 88.2 (1.23) 92.3 (1.69) 87.8 (2.42) 84.8 (1.51) 89.4 (2.57) ‡ (†) ‡ (†) 88.4 (3.04)

New Hampshire 96.8 (1.08) 97.7 (0.72) ‡ (†) 91.4 (3.35) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New Jersey 98.4 (0.71) 99.3 (0.55) 95.0 (2.92) 97.6 (1.20) 100.0 1 (†) ‡ (†) ‡ (†) ‡ (†)

New Mexico 91.6 (1.27) 91.7 (1.77) ‡ (†) 91.2 (1.31) ‡ (†) ‡ (†) 92.5 (4.74) ‡ (†)

New York 88.9 (2.26) 94.0 (2.14) 73.8 (7.51) 88.0 (2.62) 91.8 (2.89) ‡ (†) ‡ (†) ‡ (†)

North Carolina 90.8 (1.61) 92.1 (1.66) 89.3 (2.65) 87.6 (3.17) 93.3 (3.81) ‡ (†) 87.0 (6.13) 96.3 (2.08)

North Dakota 83.6 (0.56) 84.6 (0.67) 88.1 (3.49) 85.5 (4.49) ‡ (†) ‡ (†) 73.6 (2.11) ‡ (†)

Ohio 61.9 (3.35) 62.0 (3.65) 57.4 (6.92) 78.4 (6.65) ‡ (†) ‡ (†) ‡ (†) 54.7 (7.66)

Oklahoma 89.9 (2.46) 91.9 (2.55) 83.2 (5.15) 82.0 (6.49) ‡ (†) ‡ (†) 93.2 (2.19) 86.2 (5.24)

Oregon 90.9 (1.77) 90.8 (1.88) ‡ (†) 92.6 (2.16) ‡ (†) ‡ (†) ‡ (†) 92.5 (3.93)

Pennsylvania 94.4 (1.86) 95.4 (2.14) 90.2 (5.19) 91.5 (4.43) 100.0 1 (†) ‡ (†) ‡ (†) 95.7 (4.24)

Rhode Island 97.2 (0.24) 99.4 (0.17) 97.1 (1.29) 89.9 (1.10) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

South Carolina 93.2 (1.28) 95.5 (1.36) 89.7 (1.90) 94.6 (2.38) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

South Dakota 86.1 (1.13) 87.2 (1.29) ‡ (†) 89.6 (3.18) ‡ (†) ‡ (†) 74.3 (3.34) ‡ (†)

Tennessee 94.3 (2.28) 98.0 (0.89) 80.7 (9.84) 93.6 (3.45) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Texas 88.8 (3.26) 92.4 (3.58) 87.5 (6.95) 86.0 (5.00) 95.3 (2.50) ‡ (†) ‡ (†) 99.6 (0.24)

Utah 90.8 (1.29) 92.0 (1.31) ‡ (†) 86.6 (3.38) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Vermont 88.2 (0.47) 87.9 (0.54) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Virginia 93.9 (1.15) 94.2 (1.19) 91.3 (2.72) 93.8 (2.10) 98.5 (1.07) ‡ (†) ‡ (†) 95.2 (2.36)

Washington 91.6 (1.67) 93.6 (1.58) 93.7 (3.78) 87.5 (3.68) 93.1 (2.39) ‡ (†) 84.0 (8.14) 90.9 (3.51)

West Virginia 83.6 (2.75) 83.9 (2.72) 73.0 (7.87) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Wisconsin 87.1 (2.66) 85.7 (2.98) 95.6 (1.66) 89.3 (4.00) ‡ (†) ‡ (†) 77.6 (6.40) ‡ (†)

Wyoming 96.2 (0.34) 96.2 (0.42) ‡ (†) 94.9 (1.29) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Department of 

Defense Dependents Schools 94.7 (0.42) 96.0 (0.94) 94.4 (1.99) 91.9 (1.58) 94.8 (2.31) ‡ (†) ‡ (†) 94.4 (1.64)

† Not applicable.

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

1

 Rounds to 100 percent.

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in 

the state in which you are currently teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I hold a temporary 

certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward certification,” and “No, and I am not planning to obtain certification.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2013 and 2015 Mathematics Assessments.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-41

TABLE A-32. Percentage of 8th-grade public school students who have a mathematics teacher with a permanent teaching certificate, by race/ethnicity and jurisdiction: 2013 and 2015

(Standard errors in parentheses)

Jurisdiction

2013

Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Nation (public) 91.8 (0.33) 92.2 (0.35) 88.7 (0.75) 91.9 (0.67) 94.4 (0.60) 94.3 (0.93) 90.9 (1.42) 92.7 (0.83)

Large city 88.4 (0.84) 90.2 (1.42) 83.6 (1.60) 89.1 (0.99) 93.7 (1.21) 94.2 (2.12) 93.6 (1.85) 91.4 (2.36)

Albuquerque 94.5 (0.68) 96.4 (1.34) ‡ (†) 93.4 (0.96) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Atlanta 93.1 (0.35) 90.0 (2.35) 93.5 (0.47) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Austin 91.7 (0.79) 94.4 (1.29) 89.9 (3.40) 90.1 (1.04) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Baltimore City 81.9 (3.54) 82.0 (10.75) 81.9 (3.41) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Boston 96.1 (0.26) 99.1 (0.61) 94.6 (0.71) 95.5 (0.70) 98.6 (0.97) ‡ (†) ‡ (†) ‡ (†)

Charlotte 78.7 (1.07) 84.3 (1.46) 74.7 (1.76) 76.2 (2.90) 83.2 (4.88) ‡ (†) ‡ (†) ‡ (†)

Chicago 99.4 (0.39) 98.0 (2.11) 99.8 (0.18) 99.4 (0.45) 98.7 (1.29) ‡ (†) ‡ (†) ‡ (†)

Cleveland 74.0 (0.74) 71.7 (2.60) 74.5 (1.14) 68.9 (3.43) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Dallas 86.9 (0.77) ‡ (†) 85.2 (2.04) 87.1 (1.08) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Detroit 84.7 (1.24) ‡ (†) 82.1 (1.50) 100.0 1 (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 

(DCPS) 81.6 (1.14) 100.0 1 (†) 76.8 (1.59) 89.0 (3.03) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Fresno 93.7 (0.59) 97.2 (1.42) 89.7 (2.70) 93.5 (0.81) 93.8 (1.68) ‡ (†) ‡ (†) ‡ (†)

Hillsborough County 

(FL) 93.6 (1.54) 96.2 (1.20) 90.1 (2.84) 91.3 (2.33) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Houston 92.1 (0.97) 93.4 (1.57) 91.4 (1.95) 91.9 (0.95) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Jefferson County (KY) 92.8 (0.58) 94.8 (0.85) 90.7 (1.28) 88.2 (3.50) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Los Angeles 93.2 (1.21) 98.2 (1.19) 93.4 (3.69) 91.8 (1.32) 98.7 (1.04) ‡ (†) ‡ (†) ‡ (†)

Miami-Dade 91.8 (1.96) 92.3 (2.99) 85.5 (4.62) 93.7 (1.82) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Milwaukee 91.1 (1.80) 97.6 (1.80) 88.3 (2.07) 95.3 (2.85) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New York City 84.0 (3.42) 87.7 (4.99) 81.7 (6.01) 83.4 (3.77) 86.4 (4.01) ‡ (†) ‡ (†) ‡ (†)

Philadelphia 92.5 (2.91) 98.4 (1.58) 90.0 (4.32) 93.2 (4.65) 97.4 (2.53) ‡ (†) ‡ (†) ‡ (†)

San Diego 97.8 (1.49) 99.1 (0.59) 92.8 (5.83) 97.8 (1.37) 98.9 (1.00) ‡ (†) ‡ (†) ‡ (†)

Duval County (FL) — (†) — (†) — (†) — (†) — (†) — (†) — (†) — (†)

Jurisdiction

2015

Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Nation (public) 89.6 (0.53) 91.1 (0.41) 85.5 (1.16) 87.9 (1.40) 93.9 (0.89) 87.2 (5.01) 90.0 (1.65) 90.6 (0.87)

Large city 83.6 (2.02) 92.1 (1.00) 78.4 (2.61) 81.1 (3.92) 92.5 (2.21) 70.4 (19.49) 90.9 (3.36) 88.0 (3.13)

Albuquerque 85.0 (1.95) 80.5 (4.69) ‡ (†) 86.4 (1.73) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Atlanta 86.5 (0.66) 82.0 (3.26) 87.3 (0.61) 84.1 (4.26) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Austin 89.0 (0.94) 93.9 (1.39) 80.5 (4.80) 87.1 (1.29) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Baltimore City 77.9 (4.79) 94.1 (3.04) 76.2 (5.08) 76.4 (13.65) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Boston 86.9 (0.82) 93.2 (1.78) 82.7 (1.73) 88.6 (1.72) 84.6 (3.02) ‡ (†) ‡ (†) ‡ (†)

Charlotte 84.3 (2.51) 92.6 (2.12) 81.8 (1.91) 73.7 (7.46) 91.9 (3.42) ‡ (†) ‡ (†) ‡ (†)

Chicago 97.0 (1.60) 100.0 1 (†) 95.2 (2.98) 98.0 (1.62) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Cleveland 67.6 (1.11) 78.0 (3.40) 63.7 (1.70) 71.4 (3.38) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-42

TABLE A-32. Percentage of 8th-grade public school students who have a mathematics teacher with a permanent teaching certificate, by race/ethnicity and jurisdiction: 2013 and 

2015—Continued

(Standard errors in parentheses)

Jurisdiction

2015

Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Dallas 87.1 (1.30) ‡ (†) 91.3 (2.31) 86.3 (1.62) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Detroit 81.1 (0.67) ‡ (†) 81.0 (0.78) 75.6 (1.74) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 

(DCPS) 72.2 (1.25) 100.0 1 (†) 62.3 (1.75) 90.1 (2.75) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Fresno 92.9 (0.71) 97.8 (1.42) ‡ (†) 91.9 (0.98) 94.2 (2.80) ‡ (†) ‡ (†) ‡ (†)

Hillsborough County 

(FL) 86.0 (1.49) 89.1 (2.47) 83.1 (3.15) 83.2 (2.70) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Houston 89.5 (1.11) 100.0 1 (†) 91.7 (2.03) 86.7 (1.71) 100.0 1 (†) ‡ (†) ‡ (†) ‡ (†)

Jefferson County (KY) 86.1 (0.93) 90.2 (1.26) 81.2 (2.05) 76.9 (5.01) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Los Angeles 93.0 (1.96) 94.9 (2.56) 94.9 (3.69) 92.5 (2.11) 93.8 (3.82) ‡ (†) ‡ (†) ‡ (†)

Miami-Dade 94.3 (2.01) 99.0 (0.99) 84.4 (6.71) 96.0 (1.85) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Milwaukee — (†) — (†) — (†) — (†) — (†) — (†) — (†) — (†)

New York City 84.9 (2.69) 92.5 (4.76) 78.6 (3.00) 84.1 (3.37) 88.8 (4.25) ‡ (†) ‡ (†) ‡ (†)

Philadelphia 99.0 (0.58) 100.0 1 (†) 99.3 (0.55) 96.0 (2.44) 100.0 1 (†) ‡ (†) ‡ (†) ‡ (†)

San Diego 91.9 (0.80) 87.1 (2.49) ‡ (†) 91.6 (1.46) 98.7 (0.87) ‡ (†) ‡ (†) ‡ (†)

Duval County (FL) 87.2 (1.32) 92.8 (1.30) 81.6 (3.01) 87.6 (3.81) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

— Not available.

† Not applicable.

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

1

 Rounds to 100 percent.

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in 

the state in which you are currently teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I hold a temporary 

certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward certification,” and “No, and I am not planning to obtain certification.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2013 and 2015 Mathematics Assessments.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-43

TABLE A-33. Percentage of 8th-grade public school students who have a mathematics teacher with a permanent teaching 

certificate, by disability status and selected school characteristics: 2013 and 2015

(Standard errors in parentheses)

School characteristic

2013 2015

Total

Disability status

Total

Disability status

With a

disability

Without a 

disability

With a 

disability

Without a 

disability

Nation (public) 91.8 (0.33) 91.4 (0.43) 91.8 (0.34) 89.6 (0.53) 88.7 (0.65) 89.7 (0.54)

Location 

City 88.9 (0.66) 86.9 (1.16) 89.2 (0.64) 87.7 (1.30) 86.0 (1.46) 87.9 (1.36)

Suburban 93.2 (0.55) 93.6 (0.53) 93.2 (0.58) 91.2 (0.77) 91.0 (0.86) 91.3 (0.82)

Town 91.2 (0.86) 90.6 (1.26) 91.3 (0.86) 89.1 (1.39) 85.7 (2.29) 89.5 (1.34)

Rural 93.0 (0.75) 93.5 (0.79) 93.0 (0.79) 89.2 (1.28) 89.5 (1.46) 89.2 (1.30)

Minority enrollment

75 percent or more 88.5 (0.95) 87.6 (1.29) 88.6 (0.97) 83.5 (1.74) 81.2 (1.99) 83.8 (1.78)

Less than 75 percent 92.8 (0.35) 92.5 (0.46) 92.8 (0.36) 91.7 (0.38) 91.2 (0.54) 91.8 (0.39)

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” ”No, but I am currently working toward

certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Mathematics Assessments.

TABLE A-34. Percentage of 8th-grade public school students who have a mathematics teacher with a permanent teaching 

certificate, by disability status and state: 2013 and 2015

(Standard errors in parentheses)

State 

2013 2015

Total

Disability status

Total

Disability status

With a 

disability

Without a 

disability 

With a 

disability

Without a 

disability 

Nation (public) 91.8 (0.33) 91.4 (0.43) 91.8 (0.34) 89.6 (0.53) 88.7 (0.65) 89.7 (0.54)

Alabama 91.6 (1.74) 89.6 (3.53) 91.8 (1.69) 96.3 (1.51) 97.8 (1.31) 96.1 (1.57)

Alaska 94.9 (0.73) 97.2 (1.06) 94.5 (0.82) 95.1 (0.64) 93.7 (1.94) 95.2 (0.58)

Arizona 86.6 (2.06) 88.5 (2.98) 86.4 (2.09) 78.4 (2.94) 76.3 (4.06) 78.7 (3.06)

Arkansas 93.0 (1.37) 89.7 (2.08) 93.4 (1.39) 93.4 (1.35) 95.4 (1.79) 93.2 (1.40)

California 96.9 (0.87) 96.2 (1.40) 96.9 (0.91) 89.9 (2.00) 89.1 (2.87) 90.0 (2.08)

Colorado 91.1 (1.62) 90.5 (2.64) 91.1 (1.63) 87.5 (2.63) 89.7 (3.28) 87.3 (2.67)

Connecticut 92.8 (1.78) 94.3 (1.95) 92.6 (1.82) 95.4 (1.36) 95.8 (1.63) 95.4 (1.37)

Delaware 95.0 (0.38) 94.4 (0.90) 95.1 (0.40) 95.8 (0.29) 96.2 (0.89) 95.7 (0.40)

District of Columbia 62.5 (0.84) 50.9 (3.62) 64.6 (1.10) 58.7 (0.80) 49.9 (3.14) 60.4 (0.81)

Florida 92.8 (1.43) 92.9 (2.05) 92.8 (1.40) 91.3 (1.72) 90.7 (2.37) 91.4 (1.72)

Georgia 95.2 (1.27) 95.4 (2.03) 95.2 (1.26) 93.3 (1.91) 93.4 (2.63) 93.2 (1.97)

Hawaii 93.5 (0.70) 92.4 (1.82) 93.6 (0.75) 92.7 (0.54) 92.0 (1.75) 92.8 (0.56)

Idaho 91.9 (0.72) 93.5 (1.45) 91.8 (0.76) 82.6 (1.88) 81.6 (3.74) 82.7 (1.84)

Illinois 99.4 (0.44) 97.7 (1.43) 99.6 (0.31) 96.3 (1.63) 97.4 (1.40) 96.1 (1.77)

Indiana 86.3 (2.27) 88.0 (2.63) 86.0 (2.40) 81.1 (3.34) 76.3 (4.29) 81.7 (3.33)

Iowa 89.7 (1.64) 89.6 (2.39) 89.7 (1.64) 91.0 (1.74) 90.4 (2.66) 91.1 (1.74)

Kansas 92.5 (1.36) 89.4 (2.60) 92.9 (1.35) 94.4 (1.56) 94.9 (1.84) 94.3 (1.62)

Kentucky 90.1 (1.72) 87.5 (2.99) 90.4 (1.76) 91.8 (1.31) 91.3 (2.10) 91.9 (1.35)

Louisiana 88.3 (1.99) 84.2 (2.89) 88.9 (2.01) 78.3 (3.41) 76.0 (5.07) 78.8 (3.50)

Maine 93.2 (1.33) 90.9 (1.97) 93.7 (1.30) 95.5 (0.82) 96.6 (1.16) 95.3 (0.91)

Maryland 94.2 (0.99) 92.4 (2.60) 94.4 (0.93) 94.8 (0.90) 92.5 (1.71) 95.2 (0.91)

Massachusetts 84.6 (2.08) 83.0 (3.18) 84.9 (2.07) 80.1 (2.40) 79.9 (3.11) 80.1 (2.53)

Michigan 81.2 (3.06) 80.2 (3.72) 81.4 (3.14) 88.2 (2.97) 86.0 (3.76) 88.4 (2.96)

Minnesota 96.4 (1.10) 97.8 (1.12) 96.2 (1.14) 96.0 (1.40) 96.8 (1.52) 95.9 (1.46)

Mississippi 94.7 (1.25) 92.3 (3.27) 94.9 (1.24) 94.6 (1.55) 96.9 (1.50) 94.3 (1.65)

See notes at end of table.
A-44 Certification Status and Experience of U.S. Public School Teachers—Appendix A

TABLE A-34. Percentage of 8th-grade public school students who have a mathematics teacher with a permanent teaching 

certificate, by disability status and state: 2013 and 2015—Continued

(Standard errors in parentheses)

State 

2013 2015

Total

Disability status

Total

Disability status

With a 

disability

Without a 

disability 

With a 

disability

Without a 

disability 

Missouri 94.9 (1.23) 95.1 (1.79) 94.9 (1.30) 90.6 (2.26) 92.5 (2.67) 90.3 (2.27)

Montana 98.0 (0.50) 98.3 (1.13) 98.0 (0.51) 95.7 (0.83) 97.8 (1.06) 95.5 (0.92)

Nebraska 98.5 (0.50) 99.0 (0.82) 98.5 (0.50) 98.8 (0.22) 98.4 (0.78) 98.9 (0.23)

Nevada 90.3 (1.20) 83.1 (2.56) 91.1 (1.20) 88.2 (1.23) 84.2 (3.07) 88.6 (1.19)

New Hampshire 95.9 (0.94) 95.7 (1.05) 96.0 (1.00) 96.8 (1.08) 96.4 (1.19) 96.9 (1.17)

New Jersey 97.5 (1.00) 96.6 (1.35) 97.7 (1.00) 98.4 (0.71) 97.8 (1.17) 98.5 (0.75)

New Mexico 92.7 (1.44) 90.3 (3.01) 93.0 (1.32) 91.6 (1.27) 88.7 (3.05) 91.9 (1.21)

New York 90.5 (1.80) 90.0 (1.89) 90.5 (1.91) 88.9 (2.26) 88.6 (3.05) 89.0 (2.25)

North Carolina 91.2 (1.90) 92.1 (1.90) 91.1 (1.96) 90.8 (1.61) 91.5 (2.27) 90.7 (1.67)

North Dakota 85.0 (0.46) 88.0 (1.55) 84.6 (0.59) 83.6 (0.56) 81.3 (2.15) 83.9 (0.61)

Ohio 72.9 (3.71) 75.2 (4.26) 72.6 (3.80) 61.9 (3.35) 57.6 (4.82) 62.5 (3.47)

Oklahoma 94.5 (1.46) 95.8 (2.23) 94.3 (1.45) 89.9 (2.46) 92.6 (2.28) 89.4 (2.70)

Oregon 95.0 (1.48) 94.9 (1.93) 95.0 (1.48) 90.9 (1.77) 92.1 (2.38) 90.7 (1.82)

Pennsylvania 92.3 (1.63) 90.0 (2.45) 92.7 (1.60) 94.4 (1.86) 94.5 (2.38) 94.3 (1.88)

Rhode Island 94.8 (0.39) 94.1 (1.39) 94.9 (0.42) 97.2 (0.24) 95.9 (1.04) 97.5 (0.29)

South Carolina 94.6 (1.48) 97.2 (1.06) 94.3 (1.60) 93.2 (1.28) 94.5 (1.66) 93.1 (1.38)

South Dakota 85.4 (1.14) 84.1 (2.42) 85.5 (1.15) 86.1 (1.13) 84.3 (2.99) 86.3 (1.11)

Tennessee 95.3 (1.69) 96.6 (1.43) 95.2 (1.78) 94.3 (2.28) 90.3 (5.20) 94.8 (1.92)

Texas 90.9 (1.96) 91.9 (1.73) 90.7 (2.06) 88.8 (3.26) 84.8 (4.38) 89.2 (3.21)

Utah 87.6 (1.49) 92.2 (2.14) 87.2 (1.51) 90.8 (1.29) 95.1 (1.73) 90.3 (1.37)

Vermont 88.2 (0.42) 90.0 (1.66) 87.8 (0.48) 88.2 (0.47) 87.8 (1.91) 88.3 (0.60)

Virginia 91.0 (1.42) 95.1 (1.35) 90.5 (1.51) 93.9 (1.15) 92.7 (2.43) 94.1 (1.20)

Washington 90.1 (1.59) 90.9 (1.94) 90.0 (1.69) 91.6 (1.67) 93.7 (2.13) 91.4 (1.83)

West Virginia 91.5 (1.37) 89.3 (2.60) 91.8 (1.37) 83.6 (2.75) 82.9 (3.74) 83.7 (2.86)

Wisconsin 89.8 (1.73) 90.2 (2.09) 89.7 (1.82) 87.1 (2.66) 85.9 (3.41) 87.2 (2.67)

Wyoming 95.1 (0.33) 96.5 (0.88) 94.8 (0.34) 96.2 (0.34) 97.4 (1.06) 96.0 (0.37)

Department of Defense 

Dependents Schools 94.5 (0.38) 96.8 (1.34) 94.2 (0.40) 94.7 (0.42) 96.0 (1.91) 94.6 (0.43)

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward

certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Mathematics Assessments.

TABLE A-35. Percentage of 8th-grade public school students who have a mathematics teacher with a permanent teaching 

certificate, by disability status and jurisdiction: 2013 and 2015

(Standard errors in parentheses)

Jurisdiction

2013 2015

Total

Disability status

Total

Disability status

With a 

disability

Without a 

disability 

With a 

disability

Without a 

disability 

Nation (public) 91.8 (0.33) 91.4 (0.43) 91.8 (0.34) 89.6 (0.53) 88.7 (0.65) 89.7 (0.54)

Large city 88.4 (0.84) 86.0 (1.47) 88.7 (0.83) 83.6 (2.02) 81.0 (2.04) 84.0 (2.14)

Albuquerque 94.5 (0.68) 96.1 (1.98) 94.3 (0.65) 85.0 (1.95) 81.7 (5.51) 85.5 (1.75)

Atlanta 93.1 (0.35) 90.5 (2.64) 93.4 (0.38) 86.5 (0.66) 85.0 (2.38) 86.7 (0.78)

Austin 91.7 (0.79) 92.0 (2.13) 91.6 (0.86) 89.0 (0.94) 84.1 (2.42) 89.8 (0.99)

Baltimore City 81.9 (3.54) 90.6 (3.20) 80.3 (3.78) 77.9 (4.79) 78.3 (5.15) 77.8 (5.04)

Boston 96.1 (0.26) 97.0 (0.80) 95.9 (0.30) 86.9 (0.82) 90.9 (2.20) 86.1 (1.09)

Charlotte 78.7 (1.07) 80.0 (3.26) 78.6 (1.09) 84.3 (2.51) 76.5 (5.57) 85.1 (2.47)

Chicago 99.4 (0.39) 99.0 (0.73) 99.5 (0.39) 97.0 (1.60) 98.4 (1.16) 96.8 (1.74)

Cleveland 74.0 (0.74) 72.5 (3.03) 74.4 (0.99) 67.6 (1.11) 69.6 (3.22) 67.1 (1.21)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-45

TABLE A-35. Percentage of 8th-grade public school students who have a mathematics teacher with a permanent teaching 

certificate, by disability status and jurisdiction: 2013 and 2015—Continued

(Standard errors in parentheses)

Jurisdiction

2013 2015

Total

Disability status

Total

Disability status

With a 

disability

Without a 

disability 

With a 

disability

Without a 

disability 

Dallas 86.9 (0.77) 83.4 (3.82) 87.2 (0.87) 87.1 (1.30) ‡ (†) 87.4 (1.31)

Detroit 84.7 (1.24) 85.7 (3.54) 84.5 (1.19) 81.1 (0.67) 79.1 (4.21) 81.5 (0.78)

District of Columbia (DCPS) 81.6 (1.14) 66.0 (4.95) 84.2 (1.44) 72.2 (1.25) 62.8 (4.61) 73.9 (1.22)

Fresno 93.7 (0.59) 84.1 (4.55) 94.4 (0.57) 92.9 (0.71) ‡ (†) 93.7 (0.73)

Hillsborough County (FL) 93.6 (1.54) 95.5 (1.85) 93.2 (1.57) 86.0 (1.49) 82.1 (3.59) 86.7 (1.50)

Houston 92.1 (0.97) 85.6 (2.83) 92.7 (0.91) 89.5 (1.11) 88.5 (2.72) 89.6 (1.24)

Jefferson County (KY) 92.8 (0.58) 90.1 (2.66) 93.1 (0.64) 86.1 (0.93) 73.3 (3.50) 87.6 (0.91)

Los Angeles 93.2 (1.21) 92.9 (2.09) 93.2 (1.25) 93.0 (1.96) 90.1 (3.25) 93.4 (2.08)

Miami-Dade 91.8 (1.96) 92.6 (3.09) 91.7 (1.96) 94.3 (2.01) 95.4 (2.94) 94.2 (2.01)

Milwaukee 91.1 (1.80) 93.6 (2.15) 90.4 (1.87) — (†) — (†) — (†)

New York City 84.0 (3.42) 83.6 (3.36) 84.0 (3.78) 84.9 (2.69) 84.3 (3.91) 84.9 (2.95)

Philadelphia 92.5 (2.91) 90.4 (3.61) 92.9 (3.00) 99.0 (0.58) 98.0 (1.54) 99.2 (0.54)

San Diego 97.8 (1.49) 96.1 (1.66) 98.0 (1.60) 91.9 (0.80) 90.0 (2.92) 92.1 (0.81)

Duval County (FL) — (†) — (†) — (†) 87.2 (1.32) 84.1 (3.68) 87.5 (1.34)

— Not available.

† Not applicable.

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

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward

certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Mathematics Assessments.

TABLE A-36. Percentage of 8th-grade public school students who have a mathematics teacher with a permanent teaching 

certificate, by English language learner status and selected school characteristics: 2013 and 2015

(Standard errors in parentheses)

School characteristic

2013 2015

Total

English language 

learner (ELL) status

Total

English language 

learner (ELL) status

ELL Not ELL ELL Not ELL 

Nation (public) 91.8 (0.33) 90.1 (0.95) 91.8 (0.33) 89.6 (0.53) 88.2 (1.19) 89.7 (0.51)

Location 

City 88.9 (0.66) 88.4 (1.25) 89.0 (0.67) 87.7 (1.30) 86.7 (1.98) 87.8 (1.31)

Suburban 93.2 (0.55) 91.3 (2.07) 93.3 (0.55) 91.2 (0.77) 90.4 (2.38) 91.3 (0.71)

Town 91.2 (0.86) 91.8 (2.71) 91.2 (0.84) 89.1 (1.39) 90.6 (2.54) 89.0 (1.42)

Rural 93.0 (0.75) 91.9 (1.78) 93.0 (0.76) 89.2 (1.28) 84.5 (3.74) 89.3 (1.25)

Minority enrollment

75 percent or more 88.5 (0.95) 88.7 (1.51) 88.5 (0.98) 83.5 (1.74) 85.6 (1.89) 83.2 (1.82)

Less than 75 percent 92.8 (0.35) 92.1 (0.95) 92.8 (0.35) 91.7 (0.38) 92.2 (1.16) 91.7 (0.38)

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward

certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Mathematics Assessments.
A-46 Certification Status and Experience of U.S. Public School Teachers—Appendix A

TABLE A-37. Percentage of 8th-grade public school students who have a mathematics teacher with a permanent teaching 

certificate, by English language learner status and state: 2013 and 2015

(Standard errors in parentheses)

State 

2013 2015

Total

English language 

learner (ELL) status

Total

English language 

learner (ELL) status

ELL Not ELL ELL Not ELL 

Nation (public) 91.8 (0.33) 90.1 (0.95) 91.8 (0.33) 89.6 (0.53) 88.2 (1.19) 89.7 (0.51)

Alabama 91.6 (1.74) ‡ (†) 91.7 (1.73) 96.3 (1.51) ‡ (†) 96.2 (1.53)

Alaska 94.9 (0.73) 86.4 (4.22) 95.9 (0.54) 95.1 (0.64) 95.0 (2.26) 95.0 (0.60)

Arizona 86.6 (2.06) ‡ (†) 86.7 (2.06) 78.4 (2.94) 79.4 (6.64) 78.4 (2.96)

Arkansas 93.0 (1.37) 97.3 (1.39) 92.7 (1.49) 93.4 (1.35) 91.1 (3.09) 93.6 (1.34)

California 96.9 (0.87) 95.7 (1.32) 97.0 (0.88) 89.9 (2.00) 86.4 (3.29) 90.5 (1.90)

Colorado 91.1 (1.62) 80.3 (6.06) 91.9 (1.42) 87.5 (2.63) 77.7 (7.98) 88.8 (2.32)

Connecticut 92.8 (1.78) 78.0 (14.27) 93.3 (1.64) 95.4 (1.36) ‡ (†) 95.5 (1.32)

Delaware 95.0 (0.38) ‡ (†) 95.3 (0.36) 95.8 (0.29) ‡ (†) 95.8 (0.30)

District of Columbia 62.5 (0.84) ‡ (†) 61.9 (0.89) 58.7 (0.80) ‡ (†) 58.4 (0.82)

Florida 92.8 (1.43) 88.1 (3.29) 93.0 (1.41) 91.3 (1.72) 82.2 (5.71) 91.9 (1.61)

Georgia 95.2 (1.27) 87.2 (4.81) 95.4 (1.26) 93.3 (1.91) 95.5 (2.98) 93.2 (1.93)

Hawaii 93.5 (0.70) 91.7 (2.09) 93.7 (0.64) 92.7 (0.54) 93.1 (2.46) 92.7 (0.56)

Idaho 91.9 (0.72) 93.8 (2.64) 91.9 (0.74) 82.6 (1.88) ‡ (†) 82.7 (1.88)

Illinois 99.4 (0.44) 98.8 (0.82) 99.4 (0.46) 96.3 (1.63) 96.7 (2.10) 96.2 (1.67)

Indiana 86.3 (2.27) ‡ (†) 86.4 (2.25) 81.1 (3.34) 76.1 (11.42) 81.3 (3.23)

Iowa 89.7 (1.64) 90.9 (3.68) 89.7 (1.67) 91.0 (1.74) 95.5 (2.30) 90.8 (1.78)

Kansas 92.5 (1.36) 94.7 (2.08) 92.3 (1.45) 94.4 (1.56) 97.4 (1.50) 94.0 (1.68)

Kentucky 90.1 (1.72) 88.1 (2.77) 90.1 (1.75) 91.8 (1.31) ‡ (†) 91.9 (1.33)

Louisiana 88.3 (1.99) ‡ (†) 88.2 (2.01) 78.3 (3.41) ‡ (†) 78.3 (3.38)

Maine 93.2 (1.33) ‡ (†) 93.3 (1.35) 95.5 (0.82) ‡ (†) 95.6 (0.79)

Maryland 94.2 (0.99) 92.4 (2.93) 94.2 (1.01) 94.8 (0.90) 95.6 (2.17) 94.8 (0.91)

Massachusetts 84.6 (2.08) 78.5 (7.45) 84.9 (2.09) 80.1 (2.40) 86.7 (3.38) 79.7 (2.52)

Michigan 81.2 (3.06) 69.3 (10.62) 81.6 (3.09) 88.2 (2.97) 94.3 (3.56) 88.0 (3.04)

Minnesota 96.4 (1.10) 97.5 (2.50) 96.3 (1.12) 96.0 (1.40) 93.8 (3.45) 96.2 (1.36)

Mississippi 94.7 (1.25) ‡ (†) 94.6 (1.26) 94.6 (1.55) ‡ (†) 94.7 (1.54)

Missouri 94.9 (1.23) ‡ (†) 95.0 (1.22) 90.6 (2.26) ‡ (†) 90.6 (2.23)

Montana 98.0 (0.50) ‡ (†) 98.1 (0.51) 95.7 (0.83) ‡ (†) 95.7 (0.82)

Nebraska 98.5 (0.50) 98.4 (1.60) 98.6 (0.52) 98.8 (0.22) ‡ (†) 98.8 (0.23)

Nevada 90.3 (1.20) 81.5 (3.58) 91.0 (1.12) 88.2 (1.23) 82.2 (2.62) 89.1 (1.17)

New Hampshire 95.9 (0.94) ‡ (†) 95.9 (0.95) 96.8 (1.08) ‡ (†) 96.8 (1.09)

New Jersey 97.5 (1.00) ‡ (†) 97.5 (1.02) 98.4 (0.71) ‡ (†) 98.5 (0.68)

New Mexico 92.7 (1.44) 85.2 (2.58) 93.8 (1.40) 91.6 (1.27) 90.5 (2.81) 91.7 (1.25)

New York 90.5 (1.80) 83.7 (4.87) 90.9 (1.86) 88.9 (2.26) 87.3 (4.62) 89.0 (2.29)

North Carolina 91.2 (1.90) 89.5 (2.86) 91.3 (1.93) 90.8 (1.61) 92.6 (2.90) 90.7 (1.62)

North Dakota 85.0 (0.46) ‡ (†) 84.9 (0.46) 83.6 (0.56) ‡ (†) 83.6 (0.58)

Ohio 72.9 (3.71) 79.8 (6.98) 72.8 (3.73) 61.9 (3.35) 86.8 (12.81) 61.2 (3.39)

Oklahoma 94.5 (1.46) 82.5 (7.36) 95.0 (1.38) 89.9 (2.46) 84.5 (12.71) 90.1 (2.34)

Oregon 95.0 (1.48) 92.9 (3.44) 95.1 (1.44) 90.9 (1.77) ‡ (†) 90.8 (1.77)

Pennsylvania 92.3 (1.63) 95.8 (2.63) 92.2 (1.64) 94.4 (1.86) 97.7 (1.96) 94.3 (1.89)

Rhode Island 94.8 (0.39) 92.0 (2.37) 94.9 (0.39) 97.2 (0.24) 91.8 (2.75) 97.5 (0.28)

South Carolina 94.6 (1.48) 95.7 (2.59) 94.5 (1.50) 93.2 (1.28) 92.1 (3.45) 93.3 (1.24)

South Dakota 85.4 (1.14) ‡ (†) 85.2 (1.24) 86.1 (1.13) ‡ (†) 85.9 (1.14)

Tennessee 95.3 (1.69) ‡ (†) 95.4 (1.67) 94.3 (2.28) ‡ (†) 94.2 (2.30)

Texas 90.9 (1.96) 85.5 (4.63) 91.3 (1.92) 88.8 (3.26) 90.3 (2.81) 88.6 (3.40)

Utah 87.6 (1.49) 90.1 (4.47) 87.6 (1.43) 90.8 (1.29) 77.1 (6.41) 91.2 (1.25)

Vermont 88.2 (0.42) ‡ (†) 88.0 (0.42) 88.2 (0.47) ‡ (†) 88.1 (0.48)

Virginia 91.0 (1.42) 92.9 (2.88) 90.9 (1.43) 93.9 (1.15) 94.9 (3.18) 93.8 (1.20)

Washington 90.1 (1.59) 82.9 (5.51) 90.4 (1.58) 91.6 (1.67) 89.3 (4.40) 91.8 (1.61)

West Virginia 91.5 (1.37) ‡ (†) 91.6 (1.35) 83.6 (2.75) ‡ (†) 83.5 (2.76)

Wisconsin 89.8 (1.73) 92.2 (2.64) 89.6 (1.79) 87.1 (2.66) 85.0 (6.00) 87.1 (2.67)

Wyoming 95.1 (0.33) ‡ (†) 95.0 (0.35) 96.2 (0.34) ‡ (†) 96.2 (0.36)

Department of Defense 

Dependents Schools 94.5 (0.38) 92.9 (3.06) 94.5 (0.38) 94.7 (0.42) 92.2 (3.38) 94.9 (0.47)

† Not applicable.

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

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward

certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Mathematics Assessments.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-47

TABLE A-38. Percentage of 8th-grade public school students who have a mathematics teacher with a permanent teaching 

certificate, by English language learner status and jurisdiction: 2013 and 2015

(Standard errors in parentheses)

Jurisdiction

2013 2015

Total

English language 

learner (ELL) status

Total

English language 

learner (ELL) status

ELL Not ELL ELL Not ELL 

Nation (public) 91.8 (0.33) 90.1 (0.95) 91.8 (0.33) 89.6 (0.53) 88.2 (1.19) 89.7 (0.51)

Large city 88.4 (0.84) 86.8 (1.53) 88.6 (0.85) 83.6 (2.02) 83.1 (2.84) 83.7 (2.07)

Albuquerque 94.5 (0.68) 89.8 (2.23) 95.2 (0.65) 85.0 (1.95) 86.2 (2.99) 84.8 (2.14)

Atlanta 93.1 (0.35) ‡ (†) 92.9 (0.35) 86.5 (0.66) ‡ (†) 86.4 (0.66)

Austin 91.7 (0.79) 86.0 (3.09) 92.6 (0.74) 89.0 (0.94) 85.9 (2.78) 89.5 (0.89)

Baltimore City 81.9 (3.54) ‡ (†) 82.2 (3.50) 77.9 (4.79) ‡ (†) 78.1 (4.73)

Boston 96.1 (0.26) 94.9 (1.03) 96.4 (0.34) 86.9 (0.82) 82.5 (2.85) 88.1 (1.13)

Charlotte 78.7 (1.07) 76.1 (4.42) 78.9 (1.12) 84.3 (2.51) ‡ (†) 84.4 (2.64)

Chicago 99.4 (0.39) 98.6 (1.33) 99.5 (0.41) 97.0 (1.60) 93.1 (5.31) 97.3 (1.53)

Cleveland 74.0 (0.74) ‡ (†) 73.9 (0.81) 67.6 (1.11) ‡ (†) 66.5 (1.25)

Dallas 86.9 (0.77) 82.6 (1.91) 88.1 (0.92) 87.1 (1.30) 82.5 (2.99) 89.4 (1.48)

Detroit 84.7 (1.24) 100.0 1 (†) 82.0 (1.43) 81.1 (0.67) 79.3 (2.02) 81.6 (0.78)

District of Columbia (DCPS) 81.6 (1.14) ‡ (†) 81.5 (1.27) 72.2 (1.25) ‡ (†) 71.9 (1.27)

Fresno 93.7 (0.59) 88.6 (2.13) 94.6 (0.65) 92.9 (0.71) 87.6 (3.37) 93.9 (0.72)

Hillsborough County (FL) 93.6 (1.54) 91.4 (3.15) 93.8 (1.64) 86.0 (1.49) 73.1 (5.79) 87.3 (1.46)

Houston 92.1 (0.97) 89.2 (2.27) 92.7 (0.94) 89.5 (1.11) 92.7 (1.81) 88.9 (1.23)

Jefferson County (KY) 92.8 (0.58) 73.6 (4.95) 93.7 (0.59) 86.1 (0.93) ‡ (†) 86.8 (0.98)

Los Angeles 93.2 (1.21) 89.0 (2.21) 93.9 (1.18) 93.0 (1.96) 86.5 (3.99) 93.9 (1.87)

Miami-Dade 91.8 (1.96) 88.1 (3.12) 92.2 (2.03) 94.3 (2.01) 95.1 (2.98) 94.1 (1.99)

Milwaukee 91.1 (1.80) 88.6 (6.46) 91.3 (1.73) — (†) — (†) — (†)

New York City 84.0 (3.42) 83.6 (5.11) 84.0 (3.58) 84.9 (2.69) 93.8 (2.20) 84.0 (2.93)

Philadelphia 92.5 (2.91) 86.7 (9.05) 93.0 (2.88) 99.0 (0.58) ‡ (†) 99.1 (0.55)

San Diego 97.8 (1.49) 97.3 (1.91) 97.8 (1.46) 91.9 (0.80) 93.0 (2.39) 91.7 (0.87)

Duval County (FL) — (†) — (†) — (†) 87.2 (1.32) ‡ (†) 87.8 (1.29)

— Not available.

† Not applicable. 

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

1

 Rounds to 100 percent.

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working 

toward certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Mathematics Assessments.
A-48 Certification Status and Experience of U.S. Public School Teachers—Appendix A

TABLE A-39. Percentage of 8th-grade public school students who have a mathematics teacher with a permanent teaching 

certificate, by National School Lunch Program status and selected school characteristics: 2013 and 2015

(Standard errors in parentheses)

School characteristic

2013 2015

Total

National School Lunch Program 

(NSLP) status 

Total

National School Lunch Program 

(NSLP) status 

NSLP eligible

Not NSLP 

eligible NSLP eligible

Not NSLP 

eligible 

Nation (public) 91.8 (0.33) 90.8 (0.43) 92.7 (0.37) 89.6 (0.53) 87.8 (0.86) 91.7 (0.36)

Location 

City 88.9 (0.66) 87.8 (0.80) 91.0 (0.74) 87.7 (1.30) 85.1 (1.68) 92.9 (0.85)

Suburban 93.2 (0.55) 92.3 (0.85) 93.8 (0.55) 91.2 (0.77) 90.5 (1.41) 92.0 (0.63)

Town 91.2 (0.86) 91.7 (0.95) 90.7 (0.97) 89.1 (1.39) 88.9 (1.76) 89.4 (1.17)

Rural 93.0 (0.75) 92.7 (0.82) 93.2 (0.84) 89.2 (1.28) 87.3 (1.66) 91.0 (1.27)

Minority enrollment

75 percent or more 88.5 (0.95) 87.8 (1.00) 91.2 (1.06) 83.5 (1.74) 82.7 (1.89) 88.0 (1.82)

less than 75 percent 92.8 (0.35) 92.6 (0.42) 92.9 (0.39) 91.7 (0.38) 91.3 (0.51) 92.1 (0.40)

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward

certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Mathematics Assessments.

TABLE A-40. Percentage of 8th-grade public school students who have a mathematics teacher with a permanent teaching 

certificate, by National School Lunch Program status and state: 2013 and 2015

(Standard errors in parentheses)

State 

2013 2015

Total

National School Lunch Program 

(NSLP) status 

Total

National School Lunch Program 

(NSLP) status 

NSLP eligible

Not NSLP 

eligible NSLP eligible

Not NSLP 

eligible 

Nation (public) 91.8 (0.33) 90.8 (0.43) 92.7 (0.37) 89.6 (0.53) 87.8 (0.86) 91.7 (0.36)

Alabama 91.6 (1.74) 89.5 (2.52) 94.3 (1.75) 96.3 (1.51) 95.0 (2.13) 97.8 (0.96)

Alaska 94.9 (0.73) 92.8 (1.40) 96.6 (0.65) 95.1 (0.64) 92.8 (0.93) 96.9 (0.66)

Arizona 86.6 (2.06) 85.0 (3.13) 90.6 (2.68) 78.4 (2.94) 76.1 (3.72) 86.2 (2.56)

Arkansas 93.0 (1.37) 91.3 (1.97) 95.4 (0.77) 93.4 (1.35) 92.1 (1.70) 95.4 (1.49)

California 96.9 (0.87) 96.7 (0.84) 97.0 (1.29) 89.9 (2.00) 87.3 (2.88) 95.3 (1.87)

Colorado 91.1 (1.62) 86.0 (3.02) 94.5 (1.08) 87.5 (2.63) 82.9 (3.91) 92.1 (2.10)

Connecticut 92.8 (1.78) 88.6 (4.10) 94.9 (1.43) 95.4 (1.36) 93.4 (2.31) 96.5 (1.10)

Delaware 95.0 (0.38) 93.8 (0.63) 96.1 (0.36) 95.8 (0.29) 96.1 (0.66) 95.5 (0.47)

District of Columbia 62.5 (0.84) 56.8 (1.25) 80.4 (1.52) 58.7 (0.80) 52.4 (1.05) 74.5 (1.84)

Florida 92.8 (1.43) 92.5 (1.29) 93.3 (1.74) 91.3 (1.72) 89.1 (2.13) 95.0 (1.34)

Georgia 95.2 (1.27) 93.1 (1.85) 98.1 (0.72) 93.3 (1.91) 92.3 (2.48) 93.9 (2.31)

Hawaii 93.5 (0.70) 91.7 (1.00) 95.3 (0.72) 92.7 (0.54) 91.9 (0.85) 93.6 (0.76)

Idaho 91.9 (0.72) 91.9 (0.85) 91.8 (0.95) 82.6 (1.88) 82.1 (2.60) 83.0 (2.10)

Illinois 99.4 (0.44) 99.2 (0.58) 99.6 (0.34) 96.3 (1.63) 97.4 (1.03) 95.1 (2.52)

Indiana 86.3 (2.27) 86.4 (2.70) 86.1 (2.58) 81.1 (3.34) 80.7 (3.71) 81.3 (3.58)

Iowa 89.7 (1.64) 88.4 (1.77) 90.5 (1.87) 91.0 (1.74) 91.8 (1.90) 90.5 (1.92)

Kansas 92.5 (1.36) 90.6 (1.87) 94.1 (1.28) 94.4 (1.56) 93.5 (1.99) 95.2 (1.44)

Kentucky 90.1 (1.72) 88.8 (2.05) 91.3 (1.65) 91.8 (1.31) 90.5 (1.55) 93.4 (1.33)

Louisiana 88.3 (1.99) 88.1 (2.41) 88.6 (2.30) 78.3 (3.41) 77.0 (3.71) 80.9 (3.92)

Maine 93.2 (1.33) 90.5 (2.12) 95.2 (0.97) 95.5 (0.82) 94.9 (0.96) 95.9 (0.94)

Maryland 94.2 (0.99) 92.4 (1.18) 95.4 (1.11) 94.8 (0.90) 92.0 (1.35) 96.5 (0.83)

Massachusetts 84.6 (2.08) 81.8 (3.42) 86.2 (2.11) 80.1 (2.40) 82.2 (3.08) 78.4 (2.87)

Michigan 81.2 (3.06) 79.9 (3.79) 82.4 (3.32) 88.2 (2.97) 82.7 (4.95) 92.4 (2.22)

Minnesota 96.4 (1.10) 96.9 (1.28) 96.1 (1.08) 96.0 (1.40) 95.5 (1.55) 96.3 (1.55)

Mississippi 94.7 (1.25) 93.4 (1.64) 97.4 (0.74) 94.6 (1.55) 94.6 (1.81) 94.3 (1.85)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-49

TABLE A-40. Percentage of 8th-grade public school students who have a mathematics teacher with a permanent teaching 

certificate, by National School Lunch Program status and state: 2013 and 2015—Continued

(Standard errors in parentheses)

State 

2013 2015

Total

National School Lunch Program 

(NSLP) status 

Total

National School Lunch Program 

(NSLP) status 

NSLP eligible

Not NSLP 

eligible NSLP eligible

Not NSLP 

eligible 

Missouri 94.9 (1.23) 94.4 (1.50) 95.3 (1.32) 90.6 (2.26) 87.9 (3.19) 92.7 (1.76)

Montana 98.0 (0.50) 98.1 (0.56) 98.0 (0.59) 95.7 (0.83) 95.6 (1.19) 96.0 (0.84)

Nebraska 98.5 (0.50) 97.8 (0.76) 99.1 (0.39) 98.8 (0.22) 97.7 (0.47) 99.5 (0.20)

Nevada 90.3 (1.20) 86.5 (1.47) 95.1 (1.03) 88.2 (1.23) 85.9 (1.53) 90.8 (1.23)

New Hampshire 95.9 (0.94) 96.7 (0.90) 97.0 (0.45) 96.8 (1.08) 97.0 (0.83) 98.9 (0.32)

New Jersey 97.5 (1.00) 96.5 (1.95) 98.0 (0.93) 98.4 (0.71) 96.3 (1.83) 99.4 (0.34)

New Mexico 92.7 (1.44) 92.5 (1.56) 93.2 (1.84) 91.6 (1.27) 91.8 (1.36) 90.7 (1.93)

New York 90.5 (1.80) 87.1 (2.44) 93.1 (1.97) 88.9 (2.26) 86.1 (3.10) 92.9 (2.05)

North Carolina 91.2 (1.90) 90.2 (2.06) 92.4 (2.32) 90.8 (1.61) 88.9 (2.29) 93.3 (1.30)

North Dakota 85.0 (0.46) 86.0 (1.19) 84.6 (0.55) 83.6 (0.56) 80.0 (1.30) 85.1 (0.80)

Ohio 72.9 (3.71) 70.2 (5.05) 74.8 (3.57) 61.9 (3.35) 65.0 (4.15) 59.4 (3.73)

Oklahoma 94.5 (1.46) 92.8 (2.16) 96.4 (1.20) 89.9 (2.46) 88.7 (3.10) 91.4 (2.52)

Oregon 95.0 (1.48) 94.5 (1.85) 95.6 (1.37) 90.9 (1.77) 92.2 (1.70) 89.2 (2.36)

Pennsylvania 92.3 (1.63) 90.9 (1.52) 93.2 (1.91) 94.4 (1.86) 92.1 (2.75) 96.3 (1.62)

Rhode Island 94.8 (0.39) 94.1 (0.70) 95.2 (0.45) 97.2 (0.24) 95.0 (0.56) 99.0 (0.23)

South Carolina 94.6 (1.48) 95.0 (1.28) 94.1 (2.48) 93.2 (1.28) 91.8 (1.73) 95.2 (1.38)

South Dakota 85.4 (1.14) 84.8 (2.62) 85.7 (0.98) 86.1 (1.13) 84.2 (1.64) 87.0 (1.28)

Tennessee 95.3 (1.69) 94.7 (2.25) 96.1 (1.33) 94.3 (2.28) 91.9 (3.80) 97.0 (1.39)

Texas 90.9 (1.96) 88.8 (2.43) 93.3 (1.90) 88.8 (3.26) 86.1 (4.28) 91.8 (2.78)

Utah 87.6 (1.49) 88.3 (2.04) 87.2 (1.40) 90.8 (1.29) 86.7 (2.23) 93.0 (1.24)

Vermont 88.2 (0.42) 87.6 (0.86) 88.5 (0.60) 88.2 (0.47) 86.6 (1.05) 89.2 (0.81)

Virginia 91.0 (1.42) 89.2 (1.86) 91.9 (1.49) 93.9 (1.15) 91.9 (1.83) 95.1 (1.27)

Washington 90.1 (1.59) 89.2 (1.85) 90.8 (1.93) 91.6 (1.67) 90.7 (2.26) 92.5 (2.05)

West Virginia 91.5 (1.37) 91.4 (1.58) 91.7 (1.57) 83.6 (2.75) 83.4 (3.07) 83.7 (3.23)

Wisconsin 89.8 (1.73) 90.4 (1.72) 89.2 (1.98) 87.1 (2.66) 90.0 (2.63) 88.1 (3.15)

Wyoming 95.1 (0.33) 95.1 (0.57) 95.1 (0.44) 96.2 (0.34) 96.5 (0.70) 96.0 (0.48)

Department of Defense 

Dependents Schools 94.5 (0.38) ‡ (†) ‡ (†) 94.7 (0.42) ‡ (†) ‡ (†)

† Not applicable.

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

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward

certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Mathematics Assessments.
A-50 Certification Status and Experience of U.S. Public School Teachers—Appendix A

TABLE A-41. Percentage of 8th-grade public school students who have a mathematics teacher with a permanent teaching 

certificate, by National School Lunch Program status and jurisdiction: 2013 and 2015

(Standard errors in parentheses)

Jurisdiction

2013 2015

Total

National School Lunch Program 

(NSLP) status 

Total

National School Lunch Program 

(NSLP) status 

NSLP eligible

Not NSLP 

eligible NSLP eligible

Not NSLP 

eligible 

Nation (public) 91.8 (0.33) 90.8 (0.43) 92.7 (0.37) 89.6 (0.53) 87.8 (0.86) 91.7 (0.36)

Large city 88.4 (0.84) 86.9 (0.94) 91.9 (0.84) 83.6 (2.02) 81.0 (2.36) 90.5 (1.58)

Albuquerque 94.5 (0.68) 94.0 (0.92) 95.5 (0.99) 85.0 (1.95) 85.1 (1.90) 84.6 (3.06)

Atlanta 93.1 (0.35) 93.0 (0.42) 93.4 (1.60) 86.5 (0.66) 88.4 (0.57) 76.9 (3.09)

Austin 91.7 (0.79) 89.1 (1.15) 95.0 (0.95) 89.0 (0.94) 85.7 (1.39) 93.2 (1.14)

Baltimore City 81.9 (3.54) 81.5 (3.56) 83.9 (5.44) 77.9 (4.79) 76.3 (5.13) 83.4 (4.50)

Boston 96.1 (0.26) 95.2 (0.31) 99.1 (0.60) 86.9 (0.82) 86.9 (0.82) ‡ (†)

Charlotte 78.7 (1.07) 74.8 (1.55) 83.3 (1.47) 84.3 (2.51) 79.5 (3.25) 91.3 (2.71)

Chicago 99.4 (0.39) 99.8 (0.15) 97.6 (2.32) 97.0 (1.60) 96.8 (1.72) 98.4 (1.86)

Cleveland 74.0 (0.74) 74.0 (0.74) ‡ (†) 67.6 (1.11) 67.6 (1.11) ‡ (†)

Dallas 86.9 (0.77) 86.1 (0.85) 93.4 (2.51) 87.1 (1.30) 86.3 (1.40) 93.7 (3.54)

Detroit 84.7 (1.24) 85.0 (1.46) 82.5 (3.44) 81.1 (0.67) 82.7 (1.20) 77.1 (2.32)

District of Columbia (DCPS) 81.6 (1.14) 73.2 (1.71) 100.0 1 (†) 72.2 (1.25) 60.6 (1.80) 100.0 1 (†)

Fresno 93.7 (0.59) 93.1 (0.64) 99.4 (0.56) 92.9 (0.71) 90.9 (0.90) 100.0 1 (†)

Hillsborough County (FL) 93.6 (1.54) 92.0 (1.39) 95.4 (2.53) 86.0 (1.49) 83.3 (2.11) 89.7 (2.19)

Houston 92.1 (0.97) 90.9 (1.10) 97.4 (0.96) 89.5 (1.11) 87.4 (1.48) 95.9 (0.89)

Jefferson County (KY) 92.8 (0.58) 90.6 (0.87) 96.4 (0.87) 86.1 (0.93) 79.8 (1.44) 94.3 (1.23)

Los Angeles 93.2 (1.21) 91.9 (1.40) 97.9 (1.21) 93.0 (1.96) 92.3 (2.23) 97.6 (1.44)

Miami-Dade 91.8 (1.96) 91.6 (2.26) 92.4 (2.55) 94.3 (2.01) 92.5 (2.65) 98.7 (0.64)

Milwaukee 91.1 (1.80) 90.1 (2.05) 96.0 (1.50) — (†) — (†) — (†)

New York City 84.0 (3.42) 83.4 (3.33) 86.5 (4.76) 84.9 (2.69) 83.6 (3.09) 89.1 (2.68)

Philadelphia 92.5 (2.91) 92.2 (2.90) 94.6 (4.72) 99.0 (0.58) 99.7 (0.25) 98.3 (1.09)

San Diego 97.8 (1.49) 96.2 (2.51) 100.0 1 (†) 91.9 (0.80) 92.9 (1.20) 90.0 (1.87)

Duval County (FL) — (†) — (†) — (†) 87.2 (1.32) 81.5 (2.86) 91.4 (0.91)

— Not available.

† Not applicable. 

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

1

 Rounds to 100 percent.

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working 

toward certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Mathematics Assessments.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-51

TABLE A-42. Percentage of 8th-grade public school students who have a reading teacher with a permanent teaching certificate, by race/ethnicity and selected school 

characteristics: 2013 and 2015

(Standard errors in parentheses)

School characteristic

2013

Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Nation (public) 92.3 (0.36) 92.5 (0.46) 90.7 (0.66) 92.3 (0.71) 95.5 (0.67) 92.1 (1.83) 93.3 (0.87) 94.0 (0.70)

Location 

City 90.8 (0.79) 92.6 (0.85) 87.2 (1.45) 90.5 (1.21) 95.2 (1.46) 93.9 (3.41) 91.8 (2.85) 92.2 (1.61)

Suburban 93.8 (0.49) 93.4 (0.54) 94.2 (0.81) 94.1 (1.43) 96.2 (0.61) 93.4 (1.97) 91.9 (2.53) 94.7 (0.95)

Town 90.8 (1.34) 90.2 (1.51) 91.4 (1.65) 91.4 (2.08) 91.4 (2.26) 92.2 (2.93) 96.2 (1.19) 94.6 (2.05)

Rural 92.7 (0.76) 92.5 (0.89) 92.4 (1.22) 93.6 (1.38) 95.0 (1.30) 85.7 (6.70) 93.0 (1.28) 94.8 (1.13)

Minority enrollment

75 percent or more 90.4 (1.02) 92.0 (1.31) 87.4 (1.31) 91.3 (1.27) 95.6 (2.00) 92.5 (2.39) 86.3 (3.24) 89.5 (3.42)

Less than 75 percent 93.0 (0.40) 92.5 (0.47) 93.7 (0.64) 93.4 (0.64) 95.4 (0.54) 91.9 (2.88) 96.1 (0.66) 94.7 (0.66)

School characteristic

2015

Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Nation (public) 91.3 (0.47) 92.2 (0.35) 89.8 (0.78) 89.2 (1.24) 95.0 (0.54) 93.2 (1.76) 92.1 (1.34) 92.0 (0.78)

Location 

City 88.8 (1.19) 91.7 (0.66) 88.4 (1.20) 85.0 (2.68) 94.3 (0.85) 91.6 (3.15) 92.6 (1.92) 93.2 (1.35)

Suburban 93.0 (0.47) 92.6 (0.55) 91.2 (0.97) 94.0 (0.77) 95.9 (0.69) 93.8 (3.07) 92.6 (3.52) 91.8 (1.20)

Town 91.5 (1.34) 92.7 (0.95) 91.4 (2.25) 86.5 (5.67) 98.1 (1.12) 97.8 (1.88) 92.9 (3.11) 89.4 (2.43)

Rural 91.3 (0.96) 91.5 (0.80) 89.7 (1.60) 90.8 (3.03) 92.0 (2.10) 87.9 (5.23) 90.9 (2.21) 92.4 (2.35)

Minority enrollment

75 percent or more 88.1 (1.46) 89.7 (2.07) 88.0 (1.22) 86.6 (2.17) 95.0 (1.15) 94.2 (1.82) 89.2 (3.43) 93.1 (1.99)

Less than 75 percent 92.4 (0.36) 92.3 (0.36) 91.7 (0.73) 92.5 (0.91) 95.0 (0.66) 92.3 (2.78) 93.5 (1.40) 91.9 (0.86)

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in 

the state in which you are currently teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I hold a temporary 

certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward certification,” and “No, and I am not planning to obtain certification.” 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2013 and 2015 Reading Assessments.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-52

TABLE A-43. Percentage of 8th-grade public school students who have a reading teacher with a permanent teaching certificate, by race/ethnicity and state: 2013 and 2015

(Standard errors in parentheses)

State 

2013

Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Nation (public) 92.3 (0.36) 92.5 (0.46) 90.7 (0.66) 92.3 (0.71) 95.5 (0.67) 92.1 (1.83) 93.3 (0.87) 94.0 (0.70)

Alabama 97.3 (1.12) 99.2 (0.50) 94.1 (2.85) 93.3 (3.49) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Alaska 94.0 (1.08) 95.8 (1.47) 98.8 (1.32) 99.5 (0.58) 94.9 (1.95) ‡ (†) 85.6 (3.14) 99.0 (0.82)

Arizona 83.7 (2.20) 85.3 (2.65) 79.9 (6.02) 81.9 (3.15) 90.5 (3.84) ‡ (†) 83.3 (4.49) ‡ (†)

Arkansas 93.6 (1.36) 95.0 (1.39) 90.4 (2.31) 90.1 (2.76) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

California 93.9 (1.54) 96.3 (1.32) 87.5 (3.88) 92.5 (2.04) 97.4 (1.69) ‡ (†) ‡ (†) 95.7 (4.28)

Colorado 94.1 (1.46) 94.5 (1.12) 97.4 (1.70) 92.3 (3.59) 98.8 (1.17) ‡ (†) ‡ (†) 93.7 (3.26)

Connecticut 97.2 (1.20) 98.1 (0.84) 94.9 (3.82) 95.2 (2.85) 97.4 (2.52) ‡ (†) ‡ (†) ‡ (†)

Delaware 98.2 (0.20) 98.9 (0.32) 96.4 (0.48) 99.5 (0.34) 100.0 1 (†) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 59.9 (0.78) 51.5 (5.18) 59.6 (1.01) 64.8 (3.08) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Florida 94.5 (1.10) 95.4 (1.45) 92.9 (1.49) 93.7 (1.03) 94.5 (2.68) ‡ (†) ‡ (†) 98.1 (1.24)

Georgia 97.0 (1.31) 98.1 (1.36) 95.4 (2.11) 96.4 (2.65) 100.0 1 (†) ‡ (†) ‡ (†) ‡ (†)

Hawaii 94.6 (0.46) 96.0 (1.07) 85.2 (4.77) 98.7 (0.92) 95.8 (0.51) 92.6 (0.99) ‡ (†) 96.7 (1.52)

Idaho 98.2 (0.47) 98.1 (0.51) ‡ (†) 98.9 (0.55) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Illinois 99.5 (0.24) 99.9 (0.09) 99.4 (0.48) 98.8 (0.92) 99.8 (0.20) ‡ (†) ‡ (†) 100.0 1 (†)

Indiana 87.4 (2.48) 88.2 (2.35) 82.5 (11.39) 87.9 (4.36) ‡ (†) ‡ (†) ‡ (†) 88.9 (4.02)

Iowa 91.2 (1.88) 91.2 (2.11) 90.1 (3.71) 91.6 (2.28) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Kansas 93.4 (1.35) 93.9 (1.40) 89.8 (3.81) 92.7 (2.26) ‡ (†) ‡ (†) ‡ (†) 94.6 (2.12)

Kentucky 94.4 (1.00) 94.4 (1.11) 92.6 (1.32) 96.9 (2.67) ‡ (†) ‡ (†) ‡ (†) 99.6 (0.45)

Louisiana 89.6 (1.68) 89.8 (2.25) 88.9 (2.28) 92.0 (2.84) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maine 94.9 (1.00) 94.8 (1.04) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maryland 93.6 (1.21) 93.9 (1.62) 92.5 (1.50) 92.6 (2.43) 96.1 (1.92) ‡ (†) ‡ (†) 98.7 (1.26)

Massachusetts 88.0 (2.33) 87.2 (2.71) 89.5 (2.54) 88.2 (3.28) 94.5 (1.86) ‡ (†) ‡ (†) 90.0 (4.52)

Michigan 85.4 (2.86) 85.6 (2.96) 79.5 (6.63) 93.9 (3.04) 91.9 (3.60) ‡ (†) ‡ (†) ‡ (†)

Minnesota 98.0 (0.78) 97.5 (0.98) 100.0 1 (†) 98.5 (0.89) 100.0 1 (†) ‡ (†) ‡ (†) ‡ (†)

Mississippi 92.8 (1.46) 94.4 (1.71) 90.9 (1.75) 91.8 (3.71) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Missouri 92.9 (2.24) 96.0 (1.26) 79.2 (8.86) 96.2 (2.27) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Montana 92.6 (0.86) 93.6 (0.72) ‡ (†) 93.9 (2.74) ‡ (†) ‡ (†) 84.0 (4.84) ‡ (†)

Nebraska 99.7 (0.29) 99.6 (0.33) 100.0 1 (†) 100.0 1 (†) ‡ (†) ‡ (†) ‡ (†) 97.7 (2.17)

Nevada 90.0 (0.47) 93.2 (0.87) 86.8 (2.62) 87.0 (1.09) 92.3 (1.85) ‡ (†) ‡ (†) 92.2 (1.79)

New Hampshire 96.8 (0.87) 96.9 (0.92) ‡ (†) 96.7 (1.88) 91.7 (3.08) ‡ (†) ‡ (†) ‡ (†)

New Jersey 97.4 (0.98) 98.1 (0.84) 94.2 (3.72) 98.1 (0.96) 96.8 (1.49) ‡ (†) ‡ (†) ‡ (†)

New Mexico 95.8 (0.49) 96.3 (0.82) ‡ (†) 94.9 (0.71) ‡ (†) ‡ (†) 99.5 (0.33) ‡ (†)

New York 91.8 (1.44) 92.1 (1.87) 91.3 (3.48) 90.2 (1.95) 95.5 (1.55) ‡ (†) ‡ (†) ‡ (†)

North Carolina 89.4 (1.93) 91.2 (2.68) 86.9 (2.29) 88.7 (2.35) 79.7 (6.88) ‡ (†) ‡ (†) 91.0 (2.79)

North Dakota 89.1 (0.37) 89.1 (0.40) 89.7 (3.97) ‡ (†) ‡ (†) ‡ (†) 87.6 (1.83) ‡ (†)

Ohio 72.7 (3.04) 73.2 (2.98) 67.9 (7.91) 77.5 (5.22) 75.5 (6.63) ‡ (†) ‡ (†) 77.3 (6.71)

Oklahoma 96.2 (1.22) 98.0 (0.61) 94.9 (2.18) 86.2 (6.00) ‡ (†) ‡ (†) 99.7 (0.25) 97.7 (1.56)

Oregon 94.9 (1.31) 95.0 (1.45) ‡ (†) 94.7 (1.53) 92.6 (3.29) ‡ (†) ‡ (†) 96.5 (2.16)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-53

TABLE A-43. Percentage of 8th-grade public school students who have a reading teacher with a permanent teaching certificate, by race/ethnicity and state: 2013 and 2015—

Continued

(Standard errors in parentheses)

State 

2013

Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Pennsylvania 95.2 (1.17) 95.3 (1.36) 95.9 (1.55) 93.2 (3.08) 95.8 (2.26) ‡ (†) ‡ (†) ‡ (†)

Rhode Island 92.1 (0.44) 92.4 (0.54) 88.1 (2.25) 92.1 (0.98) 91.5 (3.02) ‡ (†) ‡ (†) ‡ (†)

South Carolina 93.5 (1.51) 93.8 (1.51) 92.7 (1.95) 94.5 (2.77) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

South Dakota 87.9 (0.77) 89.3 (0.77) ‡ (†) 89.5 (3.59) ‡ (†) ‡ (†) 81.2 (3.06) ‡ (†)

Tennessee 97.5 (1.03) 97.5 (1.22) 97.0 (2.46) 98.4 (1.55) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Texas 91.5 (2.22) 87.6 (5.16) 95.3 (1.47) 92.4 (1.73) 98.0 (1.44) ‡ (†) ‡ (†) 99.5 (0.22)

Utah 91.4 (1.66) 91.6 (1.69) ‡ (†) 90.5 (2.76) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Vermont 96.2 (0.25) 96.1 (0.25) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Virginia 94.7 (1.11) 96.7 (0.91) 92.1 (2.52) 92.7 (2.50) 88.8 (3.11) ‡ (†) ‡ (†) 95.1 (2.17)

Washington 91.3 (1.90) 91.6 (2.13) 90.5 (3.44) 91.2 (2.25) 90.1 (3.80) ‡ (†) ‡ (†) 91.3 (3.13)

West Virginia 85.5 (1.73) 85.9 (1.67) 78.3 (5.93) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Wisconsin 91.0 (2.03) 90.4 (2.34) 94.3 (1.44) 91.3 (2.50) 92.4 (3.08) ‡ (†) ‡ (†) ‡ (†)

Wyoming 99.9 (0.07) 99.8 (0.08) ‡ (†) 100.0 1 (†) ‡ (†) ‡ (†) 100.0 1 (†) ‡ (†)

Department of 

Defense Dependents Schools 97.0 (0.28) 96.9 (0.49) 95.4 (1.25) 98.5 (0.64) 97.6 (1.15) ‡ (†) ‡ (†) 96.4 (1.18)

State

2015

Total

Race/ethnicity

White Black Hispanic Asian Pacific Islander 

American Indian/ 

Alaska Native 

Two or more 

races 

Nation (public) 91.3 (0.47) 92.2 (0.35) 89.8 (0.78) 89.2 (1.24) 95.0 (0.54) 93.2 (1.76) 92.1 (1.34) 92.0 (0.78)

Alabama 97.8 (0.99) 99.5 (0.51) 94.5 (2.43) 96.6 (3.23) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Alaska 92.8 (1.26) 96.4 (0.71) ‡ (†) 99.1 (0.89) 100.0 1 (†) ‡ (†) 80.4 (3.97) 96.1 (2.05)

Arizona 77.4 (2.89) 73.9 (4.02) 80.6 (5.23) 80.7 (3.58) ‡ (†) ‡ (†) 75.5 (10.49) ‡ (†)

Arkansas 97.3 (1.12) 97.3 (1.21) 98.6 (0.93) 94.1 (2.72) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

California 92.0 (1.51) 97.2 (1.21) 91.9 (2.33) 87.7 (2.46) 97.3 (1.02) ‡ (†) ‡ (†) 92.3 (4.64)

Colorado 87.3 (3.07) 88.0 (3.12) 94.4 (2.82) 84.6 (4.81) 95.0 (2.53) ‡ (†) ‡ (†) 87.2 (5.51)

Connecticut 96.0 (1.25) 96.8 (1.25) 96.0 (2.75) 92.1 (3.16) 100.0 1 (†) ‡ (†) ‡ (†) ‡ (†)

Delaware 90.5 (0.55) 91.4 (0.97) 89.5 (1.12) 90.8 (1.72) 91.3 (2.68) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 68.8 (0.87) ‡ (†) 71.3 (1.07) 58.4 (3.43) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Florida 91.4 (1.87) 92.0 (2.25) 89.5 (2.67) 91.0 (2.10) 96.6 (2.62) ‡ (†) ‡ (†) 98.4 (0.72)

Georgia 97.1 (1.09) 97.2 (1.47) 96.8 (1.35) 97.5 (1.32) 96.9 (2.51) ‡ (†) ‡ (†) 98.1 (1.84)

Hawaii 93.2 (1.11) 91.1 (3.70) ‡ (†) 90.8 (2.56) 94.3 (0.79) 94.3 (1.67) ‡ (†) 88.5 (2.48)

Idaho 94.7 (1.04) 95.0 (1.06) ‡ (†) 93.8 (1.98) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Illinois 99.1 (0.41) 99.7 (0.26) 96.1 (2.02) 99.1 (0.60) 99.8 (0.19) ‡ (†) ‡ (†) ‡ (†)

Indiana 87.7 (2.44) 87.9 (2.36) 89.1 (6.85) 85.9 (4.35) ‡ (†) ‡ (†) ‡ (†) 90.9 (3.63)

Iowa 88.1 (2.48) 88.0 (2.62) 90.4 (3.19) 86.8 (4.72) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Kansas 93.5 (1.18) 94.9 (0.95) 90.1 (3.51) 91.3 (2.86) ‡ (†) ‡ (†) ‡ (†) 89.7 (3.56)

Kentucky 90.7 (1.92) 91.2 (1.95) 88.1 (2.88) 87.1 (4.16) 92.5 (3.95) ‡ (†) ‡ (†) 89.6 (4.39)

Louisiana 75.7 (4.02) 81.8 (4.19) 68.5 (5.22) 75.8 (6.47) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-54

TABLE A-43. Percentage of 8th-grade public school students who have a reading teacher with a permanent teaching certificate, by race/ethnicity and state: 2013 and 2015—

Continued

(Standard errors in parentheses)

State

2015

Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Maine 93.8 (0.89) 93.8 (0.96) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maryland 94.0 (1.28) 95.9 (1.58) 90.5 (1.63) 95.8 (1.79) 95.7 (2.40) ‡ (†) ‡ (†) 90.6 (4.83)

Massachusetts 89.2 (2.29) 89.0 (2.79) 84.9 (4.76) 89.8 (2.83) 92.0 (2.73) ‡ (†) ‡ (†) 95.7 (2.61)

Michigan 87.6 (3.01) 87.1 (3.41) 87.9 (4.44) 87.8 (5.68) 98.4 (1.39) ‡ (†) ‡ (†) ‡ (†)

Minnesota 97.3 (1.11) 97.5 (1.08) 97.0 (1.78) 96.5 (1.67) 96.6 (2.08) ‡ (†) 100.0 1 (†) ‡ (†)

Mississippi 95.0 (1.65) 95.0 (2.38) 94.9 (1.94) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Missouri 96.5 (1.20) 97.6 (0.67) 88.2 (7.32) 98.9 (1.09) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Montana 94.9 (0.98) 94.8 (1.17) ‡ (†) 96.8 (1.84) ‡ (†) ‡ (†) 93.0 (1.58) ‡ (†)

Nebraska 99.5 (0.33) 99.5 (0.35) 99.0 (0.94) 99.3 (0.58) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Nevada 87.1 (0.95) 93.1 (1.17) 74.8 (4.60) 84.8 (1.28) 88.8 (2.31) ‡ (†) ‡ (†) 86.6 (3.47)

New Hampshire 95.1 (0.73) 95.1 (0.73) ‡ (†) 97.2 (2.03) 92.9 (3.43) ‡ (†) ‡ (†) ‡ (†)

New Jersey 97.0 (1.69) 97.1 (1.81) 95.9 (2.26) 96.4 (2.10) 98.6 (1.03) ‡ (†) ‡ (†) ‡ (†)

New Mexico 94.9 (1.23) 92.9 (2.50) ‡ (†) 95.1 (1.08) ‡ (†) ‡ (†) 99.3 (0.67) ‡ (†)

New York 91.5 (1.34) 95.0 (1.37) 88.3 (2.65) 86.4 (2.94) 90.1 (2.77) ‡ (†) ‡ (†) ‡ (†)

North Carolina 92.7 (2.00) 95.2 (1.70) 90.4 (3.00) 88.0 (3.48) 92.3 (3.51) ‡ (†) 88.7 (5.73) 95.3 (2.73)

North Dakota 92.0 (0.40) 91.8 (0.48) ‡ (†) 94.0 (2.55) ‡ (†) ‡ (†) 93.1 (2.08) ‡ (†)

Ohio 68.1 (3.02) 66.5 (3.38) 70.9 (6.01) 80.7 (4.48) ‡ (†) ‡ (†) ‡ (†) 68.7 (6.37)

Oklahoma 97.9 (1.17) 98.0 (1.26) 99.3 (0.70) 97.5 (1.71) ‡ (†) ‡ (†) 97.4 (1.47) 96.9 (2.21)

Oregon 88.5 (2.37) 89.0 (2.58) ‡ (†) 87.5 (3.36) 88.1 (5.62) ‡ (†) ‡ (†) 84.3 (5.13)

Pennsylvania 95.2 (1.89) 97.2 (1.54) 87.1 (5.90) 93.9 (2.99) 96.5 (1.42) ‡ (†) ‡ (†) ‡ (†)

Rhode Island 96.5 (0.32) 97.3 (0.39) 93.8 (1.90) 94.2 (1.18) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

South Carolina 91.0 (1.48) 92.9 (1.47) 86.9 (2.81) 90.6 (3.93) ‡ (†) ‡ (†) ‡ (†) 96.6 (2.38)

South Dakota 92.4 (1.20) 92.8 (1.29) ‡ (†) 92.8 (3.33) ‡ (†) ‡ (†) 86.2 (4.11) ‡ (†)

Tennessee 97.9 (0.92) 97.7 (1.04) 99.2 (0.56) 95.6 (3.20) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Texas 89.9 (2.99) 91.5 (2.59) 91.2 (2.67) 87.9 (4.32) 98.9 (1.08) ‡ (†) ‡ (†) 97.2 (2.68)

Utah 91.5 (1.81) 90.9 (1.97) ‡ (†) 93.4 (2.39) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Vermont 93.0 (0.44) 92.8 (0.49) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Virginia 94.4 (1.27) 95.3 (1.38) 92.9 (2.00) 94.9 (1.99) 89.2 (4.05) ‡ (†) ‡ (†) 94.7 (2.70)

Washington 90.3 (2.17) 90.3 (2.32) 87.2 (6.16) 93.4 (2.28) 89.0 (4.71) ‡ (†) 96.8 (2.88) 82.7 (5.11)

West Virginia 85.1 (2.10) 85.6 (2.10) 72.1 (6.30) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Wisconsin 92.9 (1.66) 94.2 (1.63) 85.9 (6.58) 90.1 (3.61) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Wyoming 91.9 (0.55) 91.6 (0.66) ‡ (†) 91.0 (1.65) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Department of 

Defense Dependents Schools 97.4 (0.26) 98.3 (0.56) 95.4 (1.10) 97.0 (1.10) ‡ (†) ‡ (†) ‡ (†) 97.0 (1.29)

† Not applicable.

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

1

 Rounds to 100 percent.

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in 

the state in which you are currently teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I hold a temporary 

certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward certification,” and “No, and I am not planning to obtain certification.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2013 and 2015 Reading Assessments.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-55

TABLE A-44. Percentage of 8th-grade public school students who have a reading teacher with a permanent teaching certificate, by race/ethnicity and jurisdiction: 2013 and 2015

(Standard errors in parentheses)

Jurisdiction

2013

Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Nation (public) 92.3 (0.36) 92.5 (0.46) 90.7 (0.66) 92.3 (0.71) 95.5 (0.67) 92.1 (1.83) 93.3 (0.87) 94.0 (0.70)

Large city 89.9 (1.06) 92.1 (1.30) 87.1 (1.76) 89.7 (1.39) 93.8 (2.45) 93.2 (4.55) 88.5 (5.60) 91.3 (2.57)

Albuquerque 95.1 (0.51) 96.4 (1.17) ‡ (†) 94.6 (0.61) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Atlanta 96.7 (0.25) 97.8 (1.58) 96.4 (0.29) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Austin 92.5 (0.64) 89.0 (1.81) 93.1 (2.59) 94.0 (0.85) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Baltimore City 85.3 (2.72) ‡ (†) 85.7 (2.98) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Boston 94.9 (0.41) 96.9 (1.06) 95.0 (0.73) 93.1 (1.15) 97.3 (1.30) ‡ (†) ‡ (†) ‡ (†)

Charlotte 75.3 (1.31) 87.7 (1.47) 68.7 (1.97) 70.9 (3.89) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Chicago 97.7 (1.31) 98.9 (1.07) 98.8 (0.98) 96.3 (2.77) 98.7 (1.41) ‡ (†) ‡ (†) ‡ (†)

Cleveland 79.4 (0.68) 74.2 (2.68) 77.4 (1.10) 92.0 (1.86) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Dallas 89.0 (0.77) ‡ (†) 90.5 (1.67) 88.8 (0.97) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Detroit 77.5 (2.33) ‡ (†) 73.9 (2.66) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 

(DCPS) 76.6 (1.23) 66.0 (5.11) 79.3 (1.55) 69.8 (3.56) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Fresno 96.8 (0.49) 97.9 (1.49) 98.3 (1.22) 96.8 (0.62) 95.9 (1.41) ‡ (†) ‡ (†) ‡ (†)

Hillsborough County 

(FL) 94.5 (0.74) 97.9 (0.86) 91.8 (2.20) 92.2 (1.39) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Houston 90.3 (1.50) 98.4 (1.11) 89.7 (2.90) 89.5 (1.90) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Jefferson County (KY) 88.4 (0.84) 88.7 (1.28) 87.4 (1.49) 90.0 (3.92) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Los Angeles 97.3 (0.57) 100.0 1 (†) 96.0 (1.62) 96.8 (0.68) 99.3 (0.89) ‡ (†) ‡ (†) ‡ (†)

Miami-Dade 93.5 (1.29) 94.1 (3.27) 83.6 (4.35) 96.4 (1.37) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Milwaukee 94.1 (1.38) 94.5 (1.70) 95.8 (0.97) 92.3 (3.67) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New York City 90.0 (2.35) 95.6 (1.71) 87.6 (5.85) 87.1 (2.68) 96.5 (1.32) ‡ (†) ‡ (†) ‡ (†)

Philadelphia 93.0 (2.94) 100.0 1 (†) 91.8 (4.21) 88.2 (6.11) 97.5 (1.91) ‡ (†) ‡ (†) ‡ (†)

San Diego 98.0 (0.41) 100.0 1 (†) 99.0 (1.04) 96.6 (0.87) 97.2 (1.13) ‡ (†) ‡ (†) ‡ (†)

Duval County (FL) — (†) — (†) — (†) — (†) — (†) — (†) — (†) — (†)

Jurisdiction Total

2015

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Nation (public) 91.3 (0.47) 92.2 (0.35) 89.8 (0.78) 89.2 (1.24) 95.0 (0.54) 93.2 (1.76) 92.1 (1.34) 92.0 (0.78)

Large city 87.4 (2.06) 90.5 (1.56) 87.6 (1.44) 84.1 (3.74) 93.4 (1.14) 93.4 (2.44) 92.0 (2.88) 94.6 (1.08)

Albuquerque 98.1 (0.65) 99.0 (0.71) ‡ (†) 97.6 (0.83) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Atlanta 99.6 (0.19) 100.0 1 (†) 99.5 (0.24) 100.0 1 (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Austin 99.9 (0.12) 100.0 1 (†) 100.0 1 (†) 99.8 (0.21) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Baltimore City 69.4 (5.45) ‡ (†) 64.7 (6.24) 81.8 (9.11) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Boston 88.1 (1.10) 75.3 (4.88) 90.9 (1.98) 90.7 (1.51) 90.0 (3.82) ‡ (†) ‡ (†) ‡ (†)

Charlotte 87.4 (1.09) 94.1 (1.31) 82.5 (2.42) 86.8 (2.31) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Chicago 95.2 (2.17) 89.9 (7.75) 93.0 (3.53) 98.0 (1.72) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Cleveland 71.5 (1.02) 69.1 (5.14) 73.0 (1.72) 71.0 (3.45) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-56

TABLE A-44. Percentage of 8th-grade public school students who have a reading teacher with a permanent teaching certificate, by race/ethnicity and jurisdiction: 2013 and 2015—

Continued

(Standard errors in parentheses)

Jurisdiction Total

2015

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Dallas 91.6 (0.93) ‡ (†) 92.3 (1.93) 91.2 (1.07) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Detroit 85.1 (0.63) ‡ (†) 83.1 (0.77) 93.5 (1.58) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 

(DCPS) 81.2 (1.31) ‡ (†) 83.9 (1.52) 57.9 (5.10) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Fresno 88.6 (1.68) ‡ (†) ‡ (†) 87.6 (2.10) 95.6 (2.53) ‡ (†) ‡ (†) ‡ (†)

Hillsborough County 

(FL) 95.0 (2.58) 99.0 (0.63) 87.7 (7.14) 95.8 (2.37) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Houston 88.7 (1.53) 93.8 (2.66) 84.1 (3.95) 89.2 (1.26) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Jefferson County (KY) 87.5 (2.85) 86.6 (3.45) 88.2 (2.89) 87.3 (4.54) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Los Angeles 94.5 (1.54) 93.7 (3.30) 94.2 (3.15) 94.5 (1.58) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Miami-Dade 90.7 (2.76) 93.3 (4.00) 92.1 (2.84) 89.8 (3.45) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Milwaukee — (†) — (†) — (†) — (†) — (†) — (†) — (†) — (†)

New York City 83.9 (3.09) 89.8 (3.90) 85.1 (3.69) 78.3 (5.01) 87.1 (3.75) ‡ (†) ‡ (†) ‡ (†)

Philadelphia 96.3 (2.80) 100.0 1 (†) 98.4 (0.85) 86.7 (11.17) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

San Diego 93.0 (1.67) 92.6 (1.58) 95.4 (3.52) 90.9 (2.89) 97.2 (1.50) ‡ (†) ‡ (†) 93.9 (2.77)

Duval County (FL) 81.1 (2.63) 89.0 (3.26) 70.1 (2.95) 87.1 (3.75) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

— Not available.

† Not applicable.

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

1

 Rounds to 100 percent.

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in 

the state in which you are currently teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I hold a temporary 

certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward certification,” and “No, and I am not planning to obtain certification.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2013 and 2015 Reading Assessments.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-57

TABLE A-45. Percentage of 8th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by disability status and selected school characteristics: 2013 and 2015

(Standard errors in parentheses)

School characteristic

2013 2015

Total

Disability status

Total

Disability status

With a 

disability

Without a 

disability

With a 

disability

Without a 

disability

Nation (public) 92.3 (0.36) 91.4 (0.47) 92.5 (0.38) 91.3 (0.47) 90.8 (0.61) 91.3 (0.49)

Location 

City 90.8 (0.79) 89.9 (0.98) 90.9 (0.82) 88.8 (1.19) 88.3 (1.42) 88.9 (1.24)

Suburban 93.8 (0.49) 91.7 (0.84) 94.1 (0.49) 93.0 (0.47) 92.1 (0.78) 93.1 (0.47)

Town 90.8 (1.34) 91.5 (1.11) 90.7 (1.45) 91.5 (1.34) 91.7 (1.41) 91.4 (1.46)

Rural 92.7 (0.76) 92.4 (0.88) 92.8 (0.79) 91.3 (0.96) 91.6 (1.50) 91.2 (0.93)

Minority enrollment

75 percent or more 90.4 (1.02) 87.4 (1.46) 90.7 (1.03) 88.1 (1.46) 86.9 (1.76) 88.3 (1.55)

Less than 75 percent 93.0 (0.40) 92.5 (0.47) 93.0 (0.42) 92.4 (0.36) 92.1 (0.62) 92.4 (0.36)

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward

certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Reading Assessments.

TABLE A-46. Percentage of 8th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by disability status and state: 2013 and 2015

(Standard errors in parentheses)

State 

2013 2015

Total

Disability status

Total

Disability status

With a 

disability

Without a 

disability 

With a 

disability

Without a 

disability 

Nation (public) 92.3 (0.36) 91.4 (0.47) 92.5 (0.38) 91.3 (0.47) 90.8 (0.61) 91.3 (0.49)

Alabama 97.3 (1.12) 96.5 (1.96) 97.4 (1.12) 97.8 (0.99) 97.9 (1.06) 97.8 (1.01)

Alaska 94.0 (1.08) 91.1 (2.21) 94.5 (1.10) 92.8 (1.26) 95.3 (1.62) 92.6 (1.37)

Arizona 83.7 (2.20) 78.7 (3.30) 84.3 (2.27) 77.4 (2.89) 72.5 (3.83) 77.9 (3.05)

Arkansas 93.6 (1.36) 95.9 (1.58) 93.2 (1.42) 97.3 (1.12) 98.2 (1.55) 97.2 (1.11)

California 93.9 (1.54) 91.9 (2.27) 94.0 (1.55) 92.0 (1.51) 91.8 (1.87) 92.0 (1.65)

Colorado 94.1 (1.46) 95.5 (1.44) 94.0 (1.57) 87.3 (3.07) 84.2 (4.54) 87.7 (3.00)

Connecticut 97.2 (1.20) 97.0 (1.70) 97.2 (1.20) 96.0 (1.25) 94.5 (2.01) 96.2 (1.16)

Delaware 98.2 (0.20) 95.0 (1.03) 98.7 (0.18) 90.5 (0.55) 91.1 (1.53) 90.4 (0.61)

District of Columbia 59.9 (0.78) 64.3 (2.76) 59.1 (0.99) 68.8 (0.87) 62.6 (3.75) 70.2 (0.99)

Florida 94.5 (1.10) 95.3 (1.59) 94.4 (1.18) 91.4 (1.87) 94.9 (1.74) 90.9 (2.05)

Georgia 97.0 (1.31) 95.2 (2.32) 97.1 (1.27) 97.1 (1.09) 96.3 (1.90) 97.2 (1.10)

Hawaii 94.6 (0.46) 89.8 (1.81) 95.1 (0.46) 93.2 (1.11) 88.7 (2.67) 93.7 (1.08)

Idaho 98.2 (0.47) 97.6 (1.45) 98.2 (0.49) 94.7 (1.04) 96.7 (1.65) 94.5 (1.08)

Illinois 99.5 (0.24) 98.9 (0.58) 99.6 (0.23) 99.1 (0.41) 98.4 (0.70) 99.2 (0.39)

Indiana 87.4 (2.48) 89.5 (2.63) 87.2 (2.69) 87.7 (2.44) 89.9 (2.91) 87.4 (2.53)

Iowa 91.2 (1.88) 92.3 (1.78) 91.1 (2.01) 88.1 (2.48) 87.0 (3.30) 88.2 (2.48)

Kansas 93.4 (1.35) 91.7 (2.55) 93.6 (1.39) 93.5 (1.18) 94.4 (1.82) 93.3 (1.25)

Kentucky 94.4 (1.00) 94.0 (2.11) 94.5 (0.99) 90.7 (1.92) 91.5 (2.00) 90.6 (1.99)

Louisiana 89.6 (1.68) 87.1 (2.47) 90.0 (1.69) 75.7 (4.02) 73.9 (4.61) 76.1 (4.09)

Maine 94.9 (1.00) 95.1 (1.16) 94.9 (1.07) 93.8 (0.89) 93.0 (1.74) 93.9 (0.94)

Maryland 93.6 (1.21) 94.5 (2.71) 93.6 (1.23) 94.0 (1.28) 91.9 (2.37) 94.3 (1.29)

Massachusetts 88.0 (2.33) 83.6 (3.65) 88.9 (2.22) 89.2 (2.29) 89.2 (2.84) 89.2 (2.28)

Michigan 85.4 (2.86) 85.6 (3.42) 85.4 (2.99) 87.6 (3.01) 93.6 (2.85) 86.9 (3.15)

Minnesota 98.0 (0.78) 99.6 (0.39) 97.8 (0.84) 97.3 (1.11) 97.3 (1.27) 97.3 (1.14)

Mississippi 92.8 (1.46) 93.3 (2.20) 92.7 (1.49) 95.0 (1.65) 95.5 (2.30) 94.9 (1.68)

See notes at end of table.
A-58 Certification Status and Experience of U.S. Public School Teachers—Appendix A

TABLE A-46. Percentage of 8th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by disability status and state: 2013 and 2015—Continued

(Standard errors in parentheses)

State 

2013 2015

Total

Disability status

Total

Disability status

With a 

disability

Without a 

disability 

With a 

disability

Without a 

disability 

Missouri 92.9 (2.24) 91.8 (2.74) 93.1 (2.26) 96.5 (1.20) 96.4 (1.29) 96.5 (1.23)

Montana 92.6 (0.86) 93.0 (2.16) 92.6 (0.85) 94.9 (0.98) 94.9 (1.96) 94.9 (0.99)

Nebraska 99.7 (0.29) 100.0 1 (†) 99.6 (0.33) 99.5 (0.33) 98.9 (0.64) 99.6 (0.33)

Nevada 90.0 (0.47) 91.8 (1.35) 89.9 (0.52) 87.1 (0.95) 86.9 (2.85) 87.1 (0.92)

New Hampshire 96.8 (0.87) 96.5 (1.38) 96.8 (0.82) 95.1 (0.73) 96.1 (1.21) 94.9 (0.78)

New Jersey 97.4 (0.98) 95.9 (1.72) 97.6 (0.95) 97.0 (1.69) 98.4 (1.09) 96.7 (1.83)

New Mexico 95.8 (0.49) 96.4 (1.22) 95.7 (0.47) 94.9 (1.23) 96.4 (1.36) 94.7 (1.32)

New York 91.8 (1.44) 89.3 (1.91) 92.3 (1.50) 91.5 (1.34) 88.6 (2.66) 92.0 (1.36)

North Carolina 89.4 (1.93) 91.7 (2.02) 89.1 (2.05) 92.7 (2.00) 91.7 (2.82) 92.9 (1.99)

North Dakota 89.1 (0.37) 88.4 (1.50) 89.2 (0.43) 92.0 (0.40) 95.9 (1.35) 91.4 (0.44)

Ohio 72.7 (3.04) 70.6 (4.03) 73.0 (3.10) 68.1 (3.02) 66.6 (4.26) 68.3 (2.98)

Oklahoma 96.2 (1.22) 96.8 (1.22) 96.1 (1.28) 97.9 (1.17) 96.6 (1.77) 98.1 (1.11)

Oregon 94.9 (1.31) 94.7 (1.51) 94.9 (1.35) 88.5 (2.37) 89.3 (3.21) 88.4 (2.46)

Pennsylvania 95.2 (1.17) 92.5 (2.49) 95.7 (1.17) 95.2 (1.89) 96.7 (1.45) 95.0 (2.04)

Rhode Island 92.1 (0.44) 90.3 (1.48) 92.4 (0.47) 96.5 (0.32) 95.9 (1.16) 96.6 (0.36)

South Carolina 93.5 (1.51) 93.5 (2.19) 93.5 (1.50) 91.0 (1.48) 91.3 (2.45) 90.9 (1.58)

South Dakota 87.9 (0.77) 84.9 (2.90) 88.2 (0.76) 92.4 (1.20) 91.6 (2.20) 92.5 (1.23)

Tennessee 97.5 (1.03) 97.4 (1.28) 97.5 (1.07) 97.9 (0.92) 98.0 (1.02) 97.8 (1.01)

Texas 91.5 (2.22) 93.1 (2.47) 91.4 (2.26) 89.9 (2.99) 87.2 (4.10) 90.2 (3.04)

Utah 91.4 (1.66) 91.7 (1.99) 91.4 (1.70) 91.5 (1.81) 89.7 (2.67) 91.7 (1.84)

Vermont 96.2 (0.25) 97.0 (0.83) 96.0 (0.29) 93.0 (0.44) 93.3 (1.51) 93.0 (0.53)

Virginia 94.7 (1.11) 90.8 (2.54) 95.2 (1.06) 94.4 (1.27) 93.2 (2.49) 94.5 (1.32)

Washington 91.3 (1.90) 91.3 (2.36) 91.2 (1.95) 90.3 (2.17) 91.8 (2.90) 90.2 (2.32)

West Virginia 85.5 (1.73) 82.5 (3.07) 85.8 (1.72) 85.1 (2.10) 86.8 (3.05) 84.8 (2.20)

Wisconsin 91.0 (2.03) 92.2 (1.73) 90.8 (2.22) 92.9 (1.66) 92.6 (2.15) 93.0 (1.71)

Wyoming 99.9 (0.07) 99.1 (0.47) 100.0 1 (0.04) 91.9 (0.55) 96.9 (1.22) 91.1 (0.63)

Department of Defense 

Dependents Schools 97.0 (0.28) 97.0 (1.54) 97.0 (0.30) 97.4 (0.26) 97.4 (0.88) 97.3 (0.27)

† Not applicable. 

1

 Rounds to 100 percent.

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working 

toward certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Reading Assessments.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-59

TABLE A-47. Percentage of 8th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by disability status and jurisdiction: 2013 and 2015

(Standard errors in parentheses)

Jurisdiction

2013 2015

Total

Disability status

Total

Disability status

With a 

disability

Without a 

disability 

With a 

disability

Without a 

disability 

Nation (public) 92.3 (0.36) 91.4 (0.47) 92.5 (0.38) 91.3 (0.47) 90.8 (0.61) 91.3 (0.49)

Large city 89.9 (1.06) 88.7 (1.43) 90.0 (1.10) 87.4 (2.06) 85.9 (1.95) 87.6 (2.17)

Albuquerque 95.1 (0.51) 95.1 (1.59) 95.1 (0.53) 98.1 (0.65) 94.1 (2.86) 98.7 (0.61)

Atlanta 96.7 (0.25) 94.8 (2.24) 96.9 (0.27) 99.6 (0.19) 95.7 (1.87) 100.0 1 (†)

Austin 92.5 (0.64) 95.8 (1.80) 92.1 (0.72) 99.9 (0.12) 99.1 (0.87) 100.0 1 (†)

Baltimore City 85.3 (2.72) ‡ (†) 84.5 (2.86) 69.4 (5.45) 56.9 (7.99) 71.7 (5.53)

Boston 94.9 (0.41) 93.6 (1.64) 95.2 (0.49) 88.1 (1.10) 94.5 (2.11) 87.0 (1.25)

Charlotte 75.3 (1.31) 78.1 (3.26) 75.0 (1.38) 87.4 (1.09) 85.5 (4.38) 87.6 (1.12)

Chicago 97.7 (1.31) 96.9 (1.97) 97.8 (1.29) 95.2 (2.17) 94.6 (2.48) 95.3 (2.16)

Cleveland 79.4 (0.68) 86.8 (1.89) 77.1 (0.85) 71.5 (1.02) 73.8 (3.59) 70.9 (1.21)

Dallas 89.0 (0.77) 83.3 (4.25) 89.4 (0.82) 91.6 (0.93) ‡ (†) 91.8 (0.96)

Detroit 77.5 (2.33) 84.4 (4.52) 76.5 (2.48) 85.1 (0.63) 90.3 (2.20) 84.3 (0.81)

District of Columbia (DCPS) 76.6 (1.23) 79.9 (3.07) 75.9 (1.47) 81.2 (1.31) 69.6 (4.85) 84.2 (1.02)

Fresno 96.8 (0.49) ‡ (†) 96.7 (0.51) 88.6 (1.68) ‡ (†) 88.9 (1.71)

Hillsborough County (FL) 94.5 (0.74) 91.0 (1.84) 95.1 (0.75) 95.0 (2.58) 95.6 (3.63) 94.9 (2.44)

Houston 90.3 (1.50) 92.5 (2.24) 90.2 (1.64) 88.7 (1.53) 84.8 (5.35) 89.1 (1.51)

Jefferson County (KY) 88.4 (0.84) 95.9 (1.76) 87.8 (0.89) 87.5 (2.85) 84.1 (5.53) 87.9 (2.74)

Los Angeles 97.3 (0.57) 98.4 (1.01) 97.2 (0.58) 94.5 (1.54) 93.2 (2.62) 94.7 (1.52)

Miami-Dade 93.5 (1.29) 94.9 (1.74) 93.4 (1.36) 90.7 (2.76) 90.6 (4.32) 90.7 (2.75)

Milwaukee 94.1 (1.38) 90.6 (2.08) 95.0 (1.47) — (†) — (†) — (†)

New York City 90.0 (2.35) 86.9 (3.31) 90.5 (2.48) 83.9 (3.09) 80.0 (4.60) 84.8 (3.33)

Philadelphia 93.0 (2.94) 93.6 (3.10) 92.9 (3.23) 96.3 (2.80) 95.0 (3.04) 96.5 (2.96)

San Diego 98.0 (0.41) 97.4 (1.43) 98.1 (0.41) 93.0 (1.67) 95.0 (2.31) 92.8 (1.83)

Duval County (FL) — (†) — (†) — (†) 81.1 (2.63) 80.5 (3.68) 81.2 (2.83)

— Not available.

† Not applicable.

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

1

 Rounds to 100 percent.

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working 

toward certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Reading Assessments.

TABLE A-48. Percentage of 8th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by English language learner status and selected school characteristics: 2013 and 2015

(Standard errors in parentheses)

School characteristic

2013 2015

Total

English language 

learner (ELL) status

Total

English language 

learner (ELL) status

ELL Not ELL ELL Not ELL 

Nation (public) 92.3 (0.36) 91.7 (0.97) 92.4 (0.36) 91.3 (0.47) 90.7 (1.01) 91.3 (0.46)

Location 

City 90.8 (0.79) 89.4 (1.68) 90.9 (0.77) 88.8 (1.19) 87.1 (1.71) 89.0 (1.19)

Suburban 93.8 (0.49) 93.6 (1.30) 93.8 (0.49) 93.0 (0.47) 94.9 (0.77) 92.8 (0.48)

Town 90.8 (1.34) 94.2 (2.01) 90.6 (1.37) 91.5 (1.34) 91.6 (2.69) 91.4 (1.32)

Rural 92.7 (0.76) 93.2 (1.39) 92.7 (0.77) 91.3 (0.96) 91.9 (3.08) 91.3 (0.94)

Minority enrollment

75 percent or more 90.4 (1.02) 90.4 (1.50) 90.3 (1.02) 88.1 (1.46) 89.4 (1.40) 87.9 (1.54)

Less than 75 percent 93.0 (0.40) 93.4 (0.86) 92.9 (0.40) 92.4 (0.36) 92.9 (1.09) 92.4 (0.36)

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward

certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Reading Assessments.
A-60 Certification Status and Experience of U.S. Public School Teachers—Appendix A

TABLE A-49. Percentage of 8th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by English language learner status and state: 2013 and 2015

(Standard errors in parentheses)

State 

2013 2015

Total

English language 

learner (ELL) status

Total

English language 

learner (ELL) status

ELL Not ELL ELL Not ELL 

Nation (public) 92.3 (0.36) 91.7 (0.97) 92.4 (0.36) 91.3 (0.47) 90.7 (1.01) 91.3 (0.46)

Alabama 97.3 (1.12) ‡ (†) 97.4 (1.07) 97.8 (0.99) ‡ (†) 97.9 (0.99)

Alaska 94.0 (1.08) 85.1 (3.93) 95.2 (1.04) 92.8 (1.26) 72.9 (6.52) 95.6 (0.79)

Arizona 83.7 (2.20) ‡ (†) 84.0 (2.16) 77.4 (2.89) ‡ (†) 77.5 (2.92)

Arkansas 93.6 (1.36) 90.6 (3.00) 93.7 (1.37) 97.3 (1.12) 94.6 (3.17) 97.5 (1.10)

California 93.9 (1.54) 93.3 (2.27) 94.0 (1.54) 92.0 (1.51) 91.4 (2.71) 92.1 (1.63)

Colorado 94.1 (1.46) 93.5 (3.03) 94.2 (1.40) 87.3 (3.07) 88.5 (6.06) 87.2 (3.11)

Connecticut 97.2 (1.20) 89.3 (7.58) 97.4 (1.03) 96.0 (1.25) ‡ (†) 96.2 (1.16)

Delaware 98.2 (0.20) ‡ (†) 98.2 (0.20) 90.5 (0.55) ‡ (†) 90.5 (0.54)

District of Columbia 59.9 (0.78) 67.8 (5.50) 59.5 (0.79) 68.8 (0.87) ‡ (†) 69.7 (0.92)

Florida 94.5 (1.10) 91.4 (3.06) 94.6 (1.14) 91.4 (1.87) 92.6 (3.40) 91.4 (1.93)

Georgia 97.0 (1.31) 93.4 (6.27) 97.0 (1.31) 97.1 (1.09) 95.6 (2.79) 97.2 (1.09)

Hawaii 94.6 (0.46) 94.8 (1.48) 94.6 (0.51) 93.2 (1.11) 94.1 (2.52) 93.2 (1.08)

Idaho 98.2 (0.47) 100.0 1 (†) 98.1 (0.49) 94.7 (1.04) ‡ (†) 94.8 (1.00)

Illinois 99.5 (0.24) 97.4 (1.72) 99.6 (0.19) 99.1 (0.41) 100.0 1 (†) 99.1 (0.43)

Indiana 87.4 (2.48) 86.1 (6.81) 87.5 (2.50) 87.7 (2.44) 87.9 (4.54) 87.7 (2.48)

Iowa 91.2 (1.88) ‡ (†) 91.3 (1.91) 88.1 (2.48) 91.6 (3.75) 88.0 (2.55)

Kansas 93.4 (1.35) 93.2 (2.85) 93.4 (1.37) 93.5 (1.18) 91.1 (3.45) 93.7 (1.10)

Kentucky 94.4 (1.00) 95.3 (1.92) 94.4 (1.01) 90.7 (1.92) 90.0 (4.54) 90.7 (1.94)

Louisiana 89.6 (1.68) ‡ (†) 89.7 (1.72) 75.7 (4.02) ‡ (†) 75.8 (4.04)

Maine 94.9 (1.00) ‡ (†) 94.9 (1.01) 93.8 (0.89) ‡ (†) 93.8 (0.90)

Maryland 93.6 (1.21) ‡ (†) 93.6 (1.24) 94.0 (1.28) 96.9 (1.63) 93.9 (1.30)

Massachusetts 88.0 (2.33) 91.0 (2.72) 87.9 (2.42) 89.2 (2.29) 89.4 (3.76) 89.2 (2.38)

Michigan 85.4 (2.86) 83.2 (8.67) 85.5 (2.88) 87.6 (3.01) 94.2 (3.22) 87.4 (3.09)

Minnesota 98.0 (0.78) 97.6 (1.37) 98.0 (0.79) 97.3 (1.11) 97.2 (1.79) 97.3 (1.12)

Mississippi 92.8 (1.46) ‡ (†) 92.8 (1.46) 95.0 (1.65) ‡ (†) 94.9 (1.65)

Missouri 92.9 (2.24) ‡ (†) 92.8 (2.27) 96.5 (1.20) ‡ (†) 96.4 (1.22)

Montana 92.6 (0.86) ‡ (†) 92.8 (0.83) 94.9 (0.98) ‡ (†) 94.8 (0.99)

Nebraska 99.7 (0.29) ‡ (†) 99.7 (0.30) 99.5 (0.33) ‡ (†) 99.5 (0.34)

Nevada 90.0 (0.47) 85.5 (2.42) 90.4 (0.49) 87.1 (0.95) 86.5 (2.11) 87.2 (1.04)

New Hampshire 96.8 (0.87) ‡ (†) 96.7 (0.88) 95.1 (0.73) ‡ (†) 95.1 (0.74)

New Jersey 97.4 (0.98) ‡ (†) 97.4 (0.99) 97.0 (1.69) ‡ (†) 97.1 (1.70)

New Mexico 95.8 (0.49) 93.4 (1.19) 96.1 (0.52) 94.9 (1.23) 93.6 (2.08) 95.1 (1.22)

New York 91.8 (1.44) 87.5 (3.82) 92.1 (1.44) 91.5 (1.34) 81.8 (5.45) 92.0 (1.29)

North Carolina 89.4 (1.93) 85.1 (4.69) 89.6 (1.92) 92.7 (2.00) 89.1 (4.55) 92.9 (1.97)

North Dakota 89.1 (0.37) ‡ (†) 89.0 (0.37) 92.0 (0.40) ‡ (†) 91.9 (0.40)

Ohio 72.7 (3.04) 79.8 (7.35) 72.6 (3.04) 68.1 (3.02) 89.0 (6.56) 67.4 (3.12)

Oklahoma 96.2 (1.22) 83.9 (7.68) 96.7 (1.02) 97.9 (1.17) 100.0 1 (†) 97.8 (1.23)

Oregon 94.9 (1.31) 94.4 (2.86) 94.9 (1.31) 88.5 (2.37) ‡ (†) 88.6 (2.37)

Pennsylvania 95.2 (1.17) 91.3 (3.16) 95.3 (1.18) 95.2 (1.89) 94.3 (4.58) 95.3 (1.88)

Rhode Island 92.1 (0.44) 100.0 1 (†) 91.8 (0.46) 96.5 (0.32) 97.9 (1.44) 96.4 (0.34)

South Carolina 93.5 (1.51) 93.7 (3.35) 93.5 (1.50) 91.0 (1.48) 91.3 (4.42) 91.0 (1.49)

South Dakota 87.9 (0.77) ‡ (†) 88.1 (0.77) 92.4 (1.20) ‡ (†) 92.4 (1.18)

Tennessee 97.5 (1.03) ‡ (†) 97.6 (1.04) 97.9 (0.92) ‡ (†) 97.9 (0.91)

Texas 91.5 (2.22) 94.1 (2.06) 91.3 (2.38) 89.9 (2.99) 89.0 (3.38) 90.0 (3.04)

Utah 91.4 (1.66) 90.5 (4.57) 91.4 (1.66) 91.5 (1.81) ‡ (†) 91.5 (1.82)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-61

TABLE A-49. Percentage of 8th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by English language learner status and state: 2013 and 2015—Continued

(Standard errors in parentheses)

State 

2013 2015

Total

English language 

learner (ELL) status

Total

English language 

learner (ELL) status

ELL Not ELL ELL Not ELL 

Vermont 96.2 (0.25) ‡ (†) 96.2 (0.25) 93.0 (0.44) ‡ (†) 93.1 (0.45)

Virginia 94.7 (1.11) 93.4 (2.86) 94.8 (1.12) 94.4 (1.27) 93.9 (3.27) 94.4 (1.28)

Washington 91.3 (1.90) 84.0 (4.60) 91.6 (1.87) 90.3 (2.17) 96.5 (1.90) 89.9 (2.29)

West Virginia 85.5 (1.73) ‡ (†) 85.5 (1.74) 85.1 (2.10) ‡ (†) 85.1 (2.11)

Wisconsin 91.0 (2.03) 90.0 (2.94) 91.0 (2.09) 92.9 (1.66) 85.9 (5.22) 93.2 (1.66)

Wyoming 99.9 (0.07) ‡ (†) 99.8 (0.07) 91.9 (0.55) ‡ (†) 91.9 (0.56)

Department of Defense 

Dependents Schools 97.0 (0.28) ‡ (†) 97.0 (0.28) 97.4 (0.26) ‡ (†) 97.2 (0.27)

† Not applicable. 

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

1

 Rounds to 100 percent.

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working 

toward certification,” and “No, and I am not planning to obtain certification.” 

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

Progress (NAEP), 2013 and 2015 Reading Assessments.

TABLE A-50. Percentage of 8th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by English language learner status and jurisdiction: 2013 and 2015

(Standard errors in parentheses)

Jurisdiction

2013 2015

Total

English language 

learner (ELL) status

Total

English language 

learner (ELL) status

ELL Not ELL ELL Not ELL 

Nation (public) 92.3 (0.36) 91.7 (0.97) 92.4 (0.36) 91.3 (0.47) 90.7 (1.01) 91.3 (0.46)

Large city 89.9 (1.06) 89.4 (2.06) 89.9 (1.04) 87.4 (2.06) 86.1 (2.82) 87.5 (2.12)

Albuquerque 95.1 (0.51) 93.0 (1.57) 95.5 (0.51) 98.1 (0.65) 92.2 (3.11) 98.8 (0.49)

Atlanta 96.7 (0.25) ‡ (†) 96.6 (0.25) 99.6 (0.19) ‡ (†) 99.6 (0.20)

Austin 92.5 (0.64) 98.4 (0.93) 91.5 (0.73) 99.9 (0.12) 99.2 (0.76) 100.0 1 (†)

Baltimore City 85.3 (2.72) ‡ (†) 85.5 (2.71) 69.4 (5.45) ‡ (†) 69.1 (5.40)

Boston 94.9 (0.41) 91.0 (1.64) 96.1 (0.38) 88.1 (1.10) 89.0 (1.97) 87.9 (1.38)

Charlotte 75.3 (1.31) 77.6 (4.03) 75.2 (1.37) 87.4 (1.09) ‡ (†) 87.4 (1.12)

Chicago 97.7 (1.31) 91.1 (5.75) 98.2 (1.04) 95.2 (2.17) 100.0 1 (†) 94.8 (2.34)

Cleveland 79.4 (0.68) 92.9 (2.25) 78.4 (0.71) 71.5 (1.02) ‡ (†) 71.8 (1.08)

Dallas 89.0 (0.77) 89.0 (1.66) 89.0 (0.99) 91.6 (0.93) 89.9 (1.83) 92.5 (1.11)

Detroit 77.5 (2.33) ‡ (†) 74.2 (2.60) 85.1 (0.63) 94.8 (1.24) 83.4 (0.70)

District of Columbia 

(DCPS) 76.6 (1.23) ‡ (†) 77.4 (1.27) 81.2 (1.31) ‡ (†) 83.5 (1.32)

Fresno 96.8 (0.49) 100.0 1 (†) 96.4 (0.55) 88.6 (1.68) 90.6 (3.27) 88.1 (2.03)

Hillsborough County (FL) 94.5 (0.74) 90.3 (3.26) 94.8 (0.72) 95.0 (2.58) ‡ (†) 94.6 (2.85)

Houston 90.3 (1.50) 87.4 (3.06) 90.9 (1.45) 88.7 (1.53) 93.5 (2.40) 87.9 (1.59)

Jefferson County (KY) 88.4 (0.84) ‡ (†) 88.5 (0.81) 87.5 (2.85) ‡ (†) 87.3 (2.94)

Los Angeles 97.3 (0.57) 95.8 (1.44) 97.5 (0.58) 94.5 (1.54) 94.1 (2.93) 94.5 (1.55)

Miami-Dade 93.5 (1.29) 88.9 (5.95) 94.1 (1.04) 90.7 (2.76) 94.5 (4.29) 90.2 (2.80)

Milwaukee 94.1 (1.38) 83.9 (7.03) 95.1 (0.99) — (†) — (†) — (†)

New York City 90.0 (2.35) 87.3 (3.83) 90.4 (2.55) 83.9 (3.09) 73.8 (7.66) 84.9 (2.96)

Philadelphia 93.0 (2.94) ‡ (†) 93.3 (2.91) 96.3 (2.80) ‡ (†) 96.3 (2.73)

San Diego 98.0 (0.41) 95.5 (1.86) 98.4 (0.37) 93.0 (1.67) 94.5 (2.38) 92.8 (1.68)

Duval County (FL) — (†) — (†) — (†) 81.1 (2.63) ‡ (†) 80.7 (2.62)

— Not available.

† Not applicable. 

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

1

 Rounds to 100 percent.

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working 

toward certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Reading Assessments.
A-62 Certification Status and Experience of U.S. Public School Teachers—Appendix A

TABLE A-51. Percentage of 8th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by National School Lunch Program status and selected school characteristics: 2013 and 2015

(Standard errors in parentheses)

School characteristic

2013 2015

Total

National School Lunch Program 

(NSLP) status 

Total

National School Lunch Program 

(NSLP) status 

NSLP eligible

Not NSLP 

eligible NSLP eligible

Not NSLP 

eligible 

Nation (public) 92.3 (0.36) 91.8 (0.46) 92.8 (0.42) 91.3 (0.47) 90.0 (0.69) 92.7 (0.41)

Location 

City 90.8 (0.79) 89.6 (0.96) 92.7 (0.78) 88.8 (1.19) 87.0 (1.64) 92.5 (0.84)

Suburban 93.8 (0.49) 93.9 (0.84) 93.7 (0.48) 93.0 (0.47) 92.0 (0.70) 93.6 (0.49)

Town 90.8 (1.34) 91.3 (1.21) 90.2 (1.74) 91.5 (1.34) 90.8 (1.73) 92.1 (1.40)

Rural 92.7 (0.76) 92.8 (0.79) 92.6 (0.86) 91.3 (0.96) 91.2 (1.26) 91.3 (0.93)

Minority enrollment

75 percent or more 90.4 (1.02) 89.8 (1.04) 92.3 (1.16) 88.1 (1.46) 87.6 (1.48) 90.2 (1.89)

Less than 75 percent 93.0 (0.40) 93.1 (0.45) 92.8 (0.46) 92.4 (0.36) 91.7 (0.52) 93.0 (0.38)

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward

certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Reading Assessments.

TABLE A-52. Percentage of 8th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by National School Lunch Program status and state: 2013 and 2015

(Standard errors in parentheses)

State 

2013 2015

Total

National School Lunch Program 

(NSLP) status 

Total

National School Lunch Program 

(NSLP) status 

NSLP eligible

Not NSLP 

eligible NSLP eligible

Not NSLP 

eligible 

Nation (public) 92.3 (0.36) 91.8 (0.46) 92.8 (0.42) 91.3 (0.47) 90.0 (0.69) 92.7 (0.41)

Alabama 97.3 (1.12) 96.2 (1.77) 98.6 (0.75) 97.8 (0.99) 97.1 (1.31) 98.8 (0.84)

Alaska 94.0 (1.08) 90.5 (1.80) 97.0 (0.84) 92.8 (1.26) 88.8 (2.31) 96.6 (0.73)

Arizona 83.7 (2.20) 82.2 (2.85) 85.6 (2.70) 77.4 (2.89) 79.2 (3.54) 80.3 (4.20)

Arkansas 93.6 (1.36) 94.2 (1.11) 92.8 (2.36) 97.3 (1.12) 97.6 (0.88) 96.7 (1.90)

California 93.9 (1.54) 92.6 (1.99) 95.4 (1.33) 92.0 (1.51) 89.3 (2.14) 95.2 (1.43)

Colorado 94.1 (1.46) 92.5 (2.64) 95.2 (1.17) 87.3 (3.07) 83.3 (4.78) 90.4 (2.24)

Connecticut 97.2 (1.20) 95.4 (2.78) 98.1 (0.94) 96.0 (1.25) 93.4 (2.42) 97.3 (0.93)

Delaware 98.2 (0.20) 97.2 (0.39) 99.1 (0.26) 90.5 (0.55) 87.0 (1.17) 93.0 (0.75)

District of Columbia 59.9 (0.78) 63.7 (0.98) 54.2 (2.16) 68.8 (0.87) 69.3 (1.07) 66.9 (2.36)

Florida 94.5 (1.10) 93.8 (1.13) 95.3 (1.40) 91.4 (1.87) 90.8 (2.16) 92.4 (1.88)

Georgia 97.0 (1.31) 96.1 (1.67) 98.2 (0.93) 97.1 (1.09) 97.0 (1.23) 96.9 (1.50)

Hawaii 94.6 (0.46) 94.1 (0.74) 95.1 (0.65) 93.2 (1.11) 92.5 (1.68) 94.0 (1.09)

Idaho 98.2 (0.47) 98.0 (0.59) 98.3 (0.51) 94.7 (1.04) 95.3 (1.21) 94.4 (1.26)

Illinois 99.5 (0.24) 99.1 (0.52) 99.9 (0.07) 99.1 (0.41) 98.6 (0.63) 99.5 (0.29)

Indiana 87.4 (2.48) 88.4 (3.32) 86.7 (2.66) 87.7 (2.44) 88.2 (3.29) 87.3 (2.69)

Iowa 91.2 (1.88) 91.1 (1.93) 91.3 (2.09) 88.1 (2.48) 88.0 (2.99) 88.2 (2.58)

Kansas 93.4 (1.35) 92.3 (1.90) 94.2 (1.07) 93.5 (1.18) 92.9 (1.58) 94.1 (1.09)

Kentucky 94.4 (1.00) 93.7 (1.38) 95.1 (0.93) 90.7 (1.92) 92.2 (1.67) 88.9 (2.44)

Louisiana 89.6 (1.68) 89.1 (1.89) 90.5 (1.94) 75.7 (4.02) 72.7 (4.64) 80.8 (4.54)

Maine 94.9 (1.00) 94.5 (1.20) 95.2 (1.06) 93.8 (0.89) 94.0 (1.24) 93.6 (0.90)

Maryland 93.6 (1.21) 91.5 (1.57) 94.9 (1.28) 94.0 (1.28) 91.8 (1.48) 95.5 (1.50)

Massachusetts 88.0 (2.33) 89.1 (2.35) 87.3 (2.66) 89.2 (2.29) 86.9 (3.17) 90.9 (2.46)

Michigan 85.4 (2.86) 85.5 (3.77) 85.4 (2.98) 87.6 (3.01) 86.8 (4.16) 88.4 (3.03)

Minnesota 98.0 (0.78) 98.1 (0.82) 97.9 (0.82) 97.3 (1.11) 96.6 (1.53) 97.7 (1.04)

Mississippi 92.8 (1.46) 92.1 (1.60) 94.2 (1.71) 95.0 (1.65) 94.5 (1.80) 96.0 (1.66)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix A A-63

TABLE A-52. Percentage of 8th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by National School Lunch Program status and state: 2013 and 2015—Continued

(Standard errors in parentheses)

State 

2013 2015

Total

National School Lunch Program 

(NSLP) status 

Total

National School Lunch Program 

(NSLP) status 

NSLP eligible

Not NSLP 

eligible NSLP eligible

Not NSLP 

eligible 

Missouri 92.9 (2.24) 90.7 (3.36) 94.8 (1.62) 96.5 (1.20) 95.2 (2.32) 97.5 (0.75)

Montana 92.6 (0.86) 89.6 (1.57) 94.6 (0.67) 94.9 (0.98) 95.0 (1.09) 94.7 (1.14)

Nebraska 99.7 (0.29) 99.8 (0.16) 99.5 (0.41) 99.5 (0.33) 99.3 (0.44) 99.6 (0.29)

Nevada 90.0 (0.47) 87.7 (0.76) 92.9 (0.73) 87.1 (0.95) 83.0 (1.52) 91.8 (0.99)

New Hampshire 96.8 (0.87) 97.1 (0.93) 96.9 (0.85) 95.1 (0.73) 97.5 (0.84) 94.0 (0.90)

New Jersey 97.4 (0.98) 97.7 (1.35) 97.2 (1.10) 97.0 (1.69) 96.7 (1.88) 97.1 (1.70)

New Mexico 95.8 (0.49) 96.4 (0.49) 94.5 (0.78) 94.9 (1.23) 95.4 (1.01) 93.6 (2.24)

New York 91.8 (1.44) 92.1 (1.62) 91.7 (1.85) 91.5 (1.34) 89.8 (1.80) 93.7 (1.53)

North Carolina 89.4 (1.93) 88.1 (1.92) 90.9 (2.84) 92.7 (2.00) 89.6 (3.10) 97.0 (1.12)

North Dakota 89.1 (0.37) 89.0 (1.03) 89.1 (0.49) 92.0 (0.40) 93.9 (0.94) 91.2 (0.50)

Ohio 72.7 (3.04) 71.0 (4.31) 73.9 (3.19) 68.1 (3.02) 69.9 (4.01) 66.4 (3.67)

Oklahoma 96.2 (1.22) 94.8 (1.97) 97.8 (0.66) 97.9 (1.17) 98.4 (0.79) 97.3 (1.87)

Oregon 94.9 (1.31) 94.8 (1.45) 94.8 (1.44) 88.5 (2.37) 88.4 (2.92) 88.7 (2.54)

Pennsylvania 95.2 (1.17) 95.8 (1.10) 94.8 (1.44) 95.2 (1.89) 92.5 (3.48) 97.5 (1.70)

Rhode Island 92.1 (0.44) 90.7 (0.80) 93.1 (0.57) 96.5 (0.32) 96.0 (0.52) 96.9 (0.44)

South Carolina 93.5 (1.51) 92.1 (2.07) 95.1 (1.34) 91.0 (1.48) 88.0 (2.26) 94.7 (1.37)

South Dakota 87.9 (0.77) 85.4 (1.53) 89.2 (0.75) 92.4 (1.20) 91.9 (1.74) 92.5 (1.26)

Tennessee 97.5 (1.03) 96.9 (1.31) 98.1 (0.94) 97.9 (0.92) 97.7 (1.30) 98.1 (0.95)

Texas 91.5 (2.22) 92.0 (1.87) 90.8 (3.20) 89.9 (2.99) 88.4 (3.85) 91.9 (2.35)

Utah 91.4 (1.66) 91.6 (2.08) 91.3 (1.65) 91.5 (1.81) 90.0 (2.28) 92.2 (1.77)

Vermont 96.2 (0.25) 95.4 (0.54) 96.7 (0.31) 93.0 (0.44) 91.7 (1.00) 93.9 (0.59)

Virginia 94.7 (1.11) 95.3 (1.59) 94.5 (1.17) 94.4 (1.27) 93.7 (1.68) 94.7 (1.26)

Washington 91.3 (1.90) 91.2 (2.21) 91.3 (2.12) 90.3 (2.17) 91.3 (2.18) 89.5 (2.68)

West Virginia 85.5 (1.73) 85.2 (2.41) 85.9 (1.77) 85.1 (2.10) 86.0 (2.34) 83.4 (2.82)

Wisconsin 91.0 (2.03) 92.2 (1.68) 90.1 (2.49) 92.9 (1.66) 89.7 (3.16) 94.6 (1.63)

Wyoming 99.9 (0.07) 99.8 (0.13) 99.9 (0.08) 91.9 (0.55) 93.4 (0.94) 90.9 (0.80)

Department of Defense 

Dependents Schools 97.0 (0.28) ‡ (†) ‡ (†) 97.4 (0.26) ‡ (†) ‡ (†)

† Not applicable.

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

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option “Yes, I hold a permanent certificate.” The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working toward

certification,” and “No, and I am not planning to obtain certification.”

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

Progress (NAEP), 2013 and 2015 Reading Assessments.
A-64 Certification Status and Experience of U.S. Public School Teachers—Appendix A

TABLE A-53. Percentage of 8th-grade public school students who have a reading teacher with a permanent teaching certificate, 

by National School Lunch Program status and jurisdiction: 2013 and 2015

(Standard errors in parentheses)

Jurisdiction

2013 2015

Total

National School Lunch Program 

(NSLP) status 

Total

National School Lunch Program 

(NSLP) status 

NSLP eligible

Not NSLP 

eligible NSLP eligible

Not NSLP 

eligible 

Nation (public) 92.3 (0.36) 91.8 (0.46) 92.8 (0.42) 91.3 (0.47) 90.0 (0.69) 92.7 (0.41)

Large city 89.9 (1.06) 89.2 (1.19) 91.3 (1.27) 87.4 (2.06) 85.9 (2.50) 91.5 (1.52)

Albuquerque 95.1 (0.51) 94.5 (0.62) 96.2 (0.78) 98.1 (0.65) 97.1 (1.03) 99.6 (0.40)

Atlanta 96.7 (0.25) 96.6 (0.37) 97.2 (1.06) 99.6 (0.19) 99.5 (0.24) 100.0 1 (†)

Austin 92.5 (0.64) 94.8 (0.79) 88.9 (1.39) 99.9 (0.12) 99.8 (0.21) 100.0 1 (†)

Baltimore City 85.3 (2.72) 84.2 (3.09) 90.1 (2.77) 69.4 (5.45) 66.2 (5.91) 81.9 (4.74)

Boston 94.9 (0.41) 93.7 (0.53) 99.2 (0.06) 88.1 (1.10) 88.1 (1.10) ‡ (†)

Charlotte 75.3 (1.31) 67.4 (1.77) 84.7 (1.52) 87.4 (1.09) 82.4 (1.87) 93.8 (1.01)

Chicago 97.7 (1.31) 97.5 (1.52) 98.7 (1.14) 95.2 (2.17) 95.7 (1.92) 92.2 (5.44)

Cleveland 79.4 (0.68) 79.4 (0.68) ‡ (†) 71.5 (1.02) 71.5 (1.02) ‡ (†)

Dallas 89.0 (0.77) 89.4 (0.78) 85.5 (3.94) 91.6 (0.93) 91.5 (0.99) 92.8 (1.90)

Detroit 77.5 (2.33) 81.4 (2.48) 54.1 (5.56) 85.1 (0.63) 87.0 (1.01) 79.6 (2.20)

District of Columbia 

(DCPS) 76.6 (1.23) 80.2 (1.40) 68.9 (2.75) 81.2 (1.31) 77.5 (1.52) 100.0 1 (†)

Fresno 96.8 (0.49) 96.5 (0.57) 99.3 (0.73) 88.6 (1.68) 87.2 (1.85) ‡ (†)

Hillsborough County (FL) 94.5 (0.74) 92.8 (1.12) 96.7 (0.89) 95.0 (2.58) 92.2 (4.06) 99.2 (0.79)

Houston 90.3 (1.50) 89.3 (1.71) 93.9 (1.61) 88.7 (1.53) 89.0 (1.45) 88.0 (2.90)

Jefferson County (KY) 88.4 (0.84) 88.3 (1.10) 88.6 (1.38) 87.5 (2.85) 90.5 (2.32) 82.8 (3.99)

Los Angeles 97.3 (0.57) 96.7 (0.71) 98.9 (0.86) 94.5 (1.54) 94.4 (1.60) 94.9 (2.48)

Miami-Dade 93.5 (1.29) 93.5 (2.05) 93.5 (4.13) 90.7 (2.76) 90.7 (2.74) 90.7 (4.73)

Milwaukee 94.1 (1.38) 94.1 (1.48) 94.6 (2.01) — (†) — (†) — (†)

New York City 90.0 (2.35) 89.3 (2.39) 94.2 (1.74) 83.9 (3.09) 83.1 (3.47) 86.5 (2.82)

Philadelphia 93.0 (2.94) 93.6 (2.56) 88.8 (9.37) 96.3 (2.80) 94.3 (4.26) 98.8 (1.07)

San Diego 98.0 (0.41) 96.5 (0.76) 100.0 1 (†) 93.0 (1.67) 93.3 (2.21) 92.6 (1.52)

Duval County (FL) — (†) — (†) — (†) 81.1 (2.63) 78.4 (2.68) 82.9 (2.94)

— Not available.

† Not applicable.

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

1

 Rounds to 100 percent.

NOTE: Teachers of the students assessed were asked “Do you hold a regular or standard certificate that is valid in the state in which you are currently 

teaching?” This table includes teachers who selected the response option "Yes, I hold a permanent certificate.”" The other response options were “Yes, I 

hold a temporary certificate. (This type of certificate may require additional coursework, student teaching, etc.),” “No, but I am currently working 

toward certification,” and “No, and I am not planning to obtain certification.” 

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

Progress (NAEP), 2013 and 2015 Reading Assessments.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-1

APPENDIX B. Chapter 3 Data Tables

B-1. Percentage distribution of grade K–12 public school students in classes taught by 

teachers with various years of teaching experience, by school level: 2011–12 .....................B-6

B-2. Percentage of 4th-grade public school students, by years of experience of their 

mathematics teacher, race/ethnicity, and selected school characteristics: 2015 ....................B-6

B-3. Percentage of 4th-grade public school students, by years of experience of their 

mathematics teacher, race/ethnicity, and state: 2015 ..........................................................B-8

B-4. Percentage of 4th-grade public school students, by years of experience of their 

mathematics teacher, race/ethnicity, and jurisdiction: 2015 .............................................B-12

B-5. Percentage of 4th-grade public school students, by years of experience of their 

mathematics teacher, disability status, and selected school characteristics: 2015 ...............B-14

B-6. Percentage of 4th-grade public school students, by years of experience of their 

mathematics teacher, disability status, and state: 2015 .....................................................B-14

B-7. Percentage of 4th-grade public school students, by years of experience of their 

mathematics teacher, disability status, and jurisdiction: 2015 ..........................................B-16

B-8. Percentage of 4th-grade public school students, by years of experience of their 

mathematics teacher, English language learner status, and selected school characteristics: 

2015 ................................................................................................................................B-17

B-9. Percentage of 4th-grade public school students, by years of experience of their 

mathematics teacher, English language learner status, and state: 2015 .............................B-17

B-10. Percentage of 4th-grade public school students, by years of experience of their 

mathematics teacher, English language learner status, and jurisdiction: 2015 ..................B-19

B-11. Percentage of 4th-grade public school students, by years of experience of their 

mathematics teacher, National School Lunch Program status, and selected school 

characteristics: 2015 ........................................................................................................B-20

B-12. Percentage of 4th-grade public school students, by years of experience of their 

mathematics teacher, National School Lunch Program status, and state: 2015 .................B-20

B-13. Percentage of 4th-grade public school students, by years of experience of their 

mathematics teacher, National School Lunch Program status, and jurisdiction: 2015 ......B-22

B-14. Percentage of 4th-grade public school students, by years of experience of their 

reading teacher, race/ethnicity, and selected school characteristics: 2015 ..........................B-23

B-15. Percentage of 4th-grade public school students, by years of experience of their 

reading teacher, race/ethnicity, and state: 2015 ................................................................B-24

TABLE PAGE
B-2 Certification Status and Experience of U.S. Public School Teachers—Appendix B

B-16. Percentage of 4th-grade public school students, by years of experience of their 

reading teacher, race/ethnicity, and jurisdiction: 2015 .....................................................B-28

B-17. Percentage of 4th-grade public school students, by years of experience of their 

reading teacher, disability status, and selected school characteristics: 2015 .......................B-30

B-18. Percentage of 4th-grade public school students, by years of experience of their 

reading teacher, disability status, and state: 2015 .............................................................B-30

B-19. Percentage of 4th-grade public school students, by years of experience of their 

reading teacher, disability status, and jurisdiction: 2015 ..................................................B-32

B-20. Percentage of 4th-grade public school students, by years of experience of their 

reading teacher, English language learner status, and selected school characteristics: 

2015 ................................................................................................................................B-33

B-21. Percentage of 4th-grade public school students, by years of experience of their 

reading teacher, English language learner status, and state: 2015 .....................................B-33

B-22. Percentage of 4th-grade public school students, by years of experience of their 

reading teacher, English language learner status, and jurisdiction: 2015 ...........................B-35

B-23. Percentage of 4th-grade public school students, by years of experience of their 

reading teacher, National School Lunch Program status, and selected school 

characteristics: 2015 ........................................................................................................B-36

B-24. Percentage of 4th-grade public school students, by years of experience of their 

reading teacher, National School Lunch Program status, and state: 2015 .........................B-36

B-25. Percentage of 4th-grade public school students, by years of experience of their 

reading teacher, National School Lunch Program status, and jurisdiction: 2015 ..............B-38

B-26. Percentage of 8th-grade public school students, by years of experience of their 

mathematics teacher, race/ethnicity, and selected school characteristics: 2015 ..................B-39

B-27. Percentage of 8th-grade public school students, by years of experience of their 

mathematics teacher, race/ethnicity, and state: 2015 ........................................................B-40

B-28. Percentage of 8th-grade public school students, by years of experience of their 

mathematics teacher, race/ethnicity, and jurisdiction: 2015 .............................................B-44

B-29. Percentage of 8th-grade public school students, by years of experience of their 

mathematics teacher, disability status, and selected school characteristics: 2015 ...............B-46

B-30. Percentage of 8th-grade public school students, by years of experience of their 

mathematics teacher, disability status, and state: 2015 .....................................................B-46

B-31. Percentage of 8th-grade public school students, by years of experience of their 

mathematics teacher, disability status, and jurisdiction: 2015 ..........................................B-48

B-32. Percentage of 8th-grade public school students, by years of experience of their 

mathematics teacher, English language learner status, and selected school 

characteristics: 2015 ........................................................................................................B-49

B-33. Percentage of 8th-grade public school students, by years of experience of their 

mathematics teacher, English language learner status, and state: 2015 .............................B-49

B-34. Percentage of 8th-grade public school students, by years of experience of their 

mathematics teacher, English language learner status, and jurisdiction: 2015 ..................B-51

TABLE PAGE
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-3

B-35. Percentage of 8th-grade public school students, by years of experience of their 

mathematics teacher, National School Lunch Program status, and selected school 

characteristics: 2015 ........................................................................................................B-52

B-36. Percentage of 8th-grade public school students, by years of experience of their

mathematics teacher, National School Lunch Program status, and state: 2015 .................B-52

B-37. Percentage of 8th-grade public school students, by years of experience of their 

mathematics teacher, National School Lunch Program status, and jurisdiction: 2015 ......B-54

B-38. Percentage of 8th-grade public school students, by years of experience of their 

reading teacher, race/ethnicity, and selected school characteristics: 2015 ..........................B-55

B-39. Percentage of 8th-grade public school students, by years of experience of their 

reading teacher, race/ethnicity, and state: 2015 ................................................................B-56

B-40. Percentage of 8th-grade public school students, by years of experience of their 

reading teacher, race/ethnicity, and jurisdiction: 2015 .....................................................B-60

B-41. Percentage of 8th-grade public school students, by years of experience of their 

reading teacher, disability status, and selected school characteristics: 2015 .......................B-62

B-42. Percentage of 8th-grade public school students, by years of experience of their 

reading teacher, disability status, and state: 2015 .............................................................B-62

B-43. Percentage of 8th-grade public school students, by years of experience of their 

reading teacher, disability status, and jurisdiction: 2015 ..................................................B-64

B-44. Percentage of 8th-grade public school students, by years of experience of their 

reading teacher, English language learner status, and selected school characteristics: 

2015 ................................................................................................................................B-65

B-45. Percentage of 8th-grade public school students, by years of experience of their 

reading teacher, English language learner status, and state: 2015 .....................................B-65

B-46. Percentage of 8th-grade public school students, by years of experience of their 

reading teacher, English language learner status, and jurisdiction: 2015 ...........................B-67

B-47. Percentage of 8th-grade public school students, by years of experience of their 

reading teacher, National School Lunch Program status, and selected school 

characteristics: 2015 ........................................................................................................B-68

B-48. Percentage of 8th-grade public school students, by years of experience of their 

reading teacher, National School Lunch Program status, and state: 2015 .........................B-68

B-49. Percentage of 8th-grade public school students, by years of experience of their 

reading teacher, National School Lunch Program status, and jurisdiction: 2015 ..............B-70

B-50. Percentage of 8th-grade public school students who have a mathematics teacher 

with an undergraduate or graduate major or minor in mathematics, by race/ethnicity

and selected school characteristics: 2015 ..........................................................................B-71

B-51. Percentage of 8th-grade public school students who have a mathematics teacher 

with an undergraduate or graduate major or minor in mathematics, by race/ethnicity 

and state: 2015 ................................................................................................................B-71

TABLE PAGE
B-4 Certification Status and Experience of U.S. Public School Teachers—Appendix B

B-52. Percentage of 8th-grade public school students who have a mathematics teacher with 

an undergraduate or graduate major or minor in mathematics, by race/ethnicity and 

jurisdiction: 2015 ............................................................................................................B-73

B-53. Percentage of 8th-grade public school students who have a mathematics teacher 

with an undergraduate or graduate major or minor in mathematics, by disability status

and selected school characteristics: 2015 ..........................................................................B-75

B-54. Percentage of 8th-grade public school students who have a mathematics teacher 

with an undergraduate or graduate major or minor in mathematics, by disability 

status and state: 2015 ......................................................................................................B-75

B-55. Percentage of 8th-grade public school students who have a mathematics teacher 

with an undergraduate or graduate major or minor in mathematics, by disability 

status and jurisdiction: 2015 ...........................................................................................B-77

B-56. Percentage of 8th-grade public school students who have a mathematics teacher 

with an undergraduate or graduate major or minor in mathematics, by English 

language learner status and selected school characteristics: 2015 ......................................B-77

B-57. Percentage of 8th-grade public school students who have a mathematics teacher 

with an undergraduate or graduate major or minor in mathematics, by English 

language learner status and state: 2015 ............................................................................B-78

B-58. Percentage of 8th-grade public school students who have a mathematics teacher 

with an undergraduate or graduate major or minor in mathematics, by English 

language learner status and jurisdiction: 2015 .................................................................B-79

B-59. Percentage of 8th-grade public school students who have a mathematics teacher 

with an undergraduate or graduate major or minor in mathematics, by National 

School Lunch Program status and selected school characteristics: 2015 ...........................B-80

B-60. Percentage of 8th-grade public school students who have a mathematics teacher 

with an undergraduate or graduate major or minor in mathematics, by National 

School Lunch Program status and state: 2015 .................................................................B-81

B-61. Percentage of 8th-grade public school students who have a mathematics teacher 

with an undergraduate or graduate major or minor in mathematics, by National 

School Lunch Program status and jurisdiction: 2015 .......................................................B-82

B-62. Percentage of 8th-grade public school students who have a reading teacher 

with an undergraduate or graduate major or minor in reading, by race/ethnicity 

and selected school characteristics: 2015 ..........................................................................B-83

B-63. Percentage of 8th-grade public school students who have a reading teacher 

with an undergraduate or graduate major or minor in reading, by race/ethnicity 

and state: 2015 ................................................................................................................B-83

B-64. Percentage of 8th-grade public school students who have a reading teacher 

with an undergraduate or graduate major or minor in reading, by race/ethnicity 

and jurisdiction: 2015 .....................................................................................................B-85

TABLE PAGE
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-5

B-65. Percentage of 8th-grade public school students who have a reading teacher 

with an undergraduate or graduate major or minor in reading, by disability 

status and selected school characteristics: 2015 ................................................................B-86

B-66. Percentage of 8th-grade public school students who have a reading teacher 

with an undergraduate or graduate major or minor in reading, by disability 

status and state: 2015 ......................................................................................................B-86

B-67. Percentage of 8th-grade public school students who have a reading teacher 

with an undergraduate or graduate major or minor in reading, by disability 

status and jurisdiction: 2015 ...........................................................................................B-88

B-68. Percentage of 8th-grade public school students who have a reading teacher 

with an undergraduate or graduate major or minor in reading, by English 

language learner status and selected school characteristics: 2015 ......................................B-88

B-69. Percentage of 8th-grade public school students who have a reading teacher 

with an undergraduate or graduate major or minor in reading, by English 

language learner status and state: 2015 ............................................................................B-89

B-70. Percentage of 8th-grade public school students who have a reading teacher 

with an undergraduate or graduate major or minor in reading, by English 

language learner status and jurisdiction: 2015 .................................................................B-90

B-71. Percentage of 8th-grade public school students who have a reading teacher 

with an undergraduate or graduate major or minor in reading, by National 

School Lunch Program status and selected school characteristics: 2015 ...........................B-91

B-72. Percentage of 8th-grade public school students who have a reading teacher 

with an undergraduate or graduate major or minor in reading, by National 

School Lunch Program status and state: 2015 .................................................................B-91

B-73. Percentage of 8th-grade public school students who have a reading teacher 

with an undergraduate or graduate major or minor in reading, by National 

School Lunch Program status and jurisdiction: 2015 .......................................................B-93

TABLE PAGE
B-6 Certification Status and Experience of U.S. Public School Teachers—Appendix B

TABLE B-1. Percentage distribution of grade K–12 public school students in classes taught by teachers with various years of teaching 

experience, by school level: 2011–12

(Standard errors in parentheses)

School level

Teachers’ years of experience

 1–5

6 or more

Total 6–10

11 or more

Total 11–15 16–25 26 or more

All public school students 20.0 (0.66) 80.0 (0.66) 22.5 (0.71) 57.5 (0.80) 20.5 (0.70) 23.0 (0.80) 14.0 (0.66)

Primary 17.6 (1.30) 82.4 (1.30) 21.2 (1.71) 61.2 (1.91) 21.2 (1.67) 24.7 (1.99) 15.3 (1.54)

Middle 20.2 (0.70) 79.8 (0.70) 24.1 (0.85) 55.6 (1.00) 18.9 (0.82) 23.4 (0.91) 13.4 (0.83)

High 21.1 (0.83) 78.9 (0.83) 22.9 (0.71) 56.0 (0.86) 21.4 (0.77) 21.2 (0.74) 13.4 (0.66)

Combined 28.0 (1.99) 72.0 (1.99) 21.6 (1.86) 50.4 (2.27) 15.9 (1.53) 22.1 (2.31) 12.4 (1.52)

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, Schools and Staffing Survey (SASS), 

“Public School Teacher Data File,” 2011–12.

TABLE B-2. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, 

and selected school characteristics: 2015

(Standard errors in parentheses)

School characteristic

White

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.9 (0.27) 18.8 (0.55) 76.3 (0.59) 4.1 (0.24) 17.4 (0.55) 78.4 (0.58)

Location

City 6.0 (0.43) 20.6 (1.03) 73.3 (0.98) 4.8 (0.49) 18.9 (1.05) 76.3 (1.06)

Suburban 4.5 (0.43) 17.0 (0.82) 78.5 (0.92) 3.8 (0.37) 15.1 (0.77) 81.0 (0.83)

Town 4.9 (0.72) 21.5 (1.36) 73.7 (1.50) 5.2 (0.76) 20.8 (1.35) 74.0 (1.49)

Rural 3.7 (0.42) 18.2 (1.07) 78.1 (1.14) 3.6 (0.41) 18.4 (1.17) 78.0 (1.19)

Minority enrollment

75 percent or more 6.2 (0.68) 21.9 (1.27) 71.9 (1.37) 6.9 (1.37) 22.0 (2.63) 71.0 (2.65)

Less than 75 percent 4.3 (0.25) 17.5 (0.55) 78.2 (0.58) 4.0 (0.24) 17.2 (0.55) 78.8 (0.58)

School characteristic

Black Hispanic

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 6.0 (0.47) 23.3 (1.06) 70.8 (1.00) 5.7 (0.60) 19.0 (1.02) 75.2 (1.12)

Location

City 6.8 (0.72) 24.2 (1.41) 69.0 (1.33) 6.6 (0.72) 20.0 (1.75) 73.4 (1.64)

Suburban 5.2 (0.56) 22.4 (1.60) 72.4 (1.61) 5.7 (1.16) 18.5 (1.70) 75.8 (1.96)

Town 5.4 (1.45) 25.9 (3.04) 68.8 (3.03) 4.1 (1.01) 20.4 (2.70) 75.6 (2.90)

Rural 5.1 (1.00) 20.4 (2.29) 74.5 (2.33) 3.4 (0.84) 15.0 (2.59) 81.7 (3.14)

Minority enrollment

75 percent or more 6.5 (0.69) 25.5 (1.49) 68.0 (1.58) 6.2 (0.93) 19.8 (1.67) 74.0 (1.79)

Less than 75 percent 5.3 (0.51) 20.3 (1.11) 74.4 (1.14) 5.1 (0.48) 17.8 (1.09) 77.1 (1.14)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-7

TABLE B-2. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, 

and selected school characteristics: 2015—Continued

(Standard errors in parentheses)

School characteristic

Asian Pacific Islander

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.5 (0.57) 18.1 (1.76) 77.5 (1.85) 2.8 (0.59) 21.4 (2.94) 75.8 (2.90)

Location

City 5.4 (0.79) 19.8 (2.98) 74.7 (2.90) 2.3 (0.82) 27.0 (6.57) 70.6 (6.62)

Suburban 4.0 (0.87) 16.2 (1.96) 79.8 (2.24) 3.6 (1.15) 16.6 (2.85) 79.9 (2.78)

Town 1.0 (0.58) 24.8 (4.78) 74.2 (4.79) 1.3 (1.29) 24.3 (5.25) 74.4 (5.42)

Rural 2.6 (1.68) 17.9 (2.77) 79.5 (3.12) 2.9 (1.74) 14.9 (4.39) 82.2 (4.94)

Minority enrollment

75 percent or more 4.7 (1.50) 22.6 (4.08) 72.7 (4.26) 3.2 (0.93) 23.9 (3.90) 72.9 (3.96)

Less than 75 percent 4.4 (0.77) 15.8 (1.39) 79.9 (1.52) 2.2 (0.83) 17.9 (3.46) 79.9 (3.48)

School characteristic

American Indian/Alaska Native Two or more races

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.7 (0.94) 22.7 (1.87) 72.6 (2.01) 4.6 (0.55) 17.8 (1.07) 77.6 (1.16)

Location

City 7.3 (2.53) 23.9 (3.35) 68.8 (3.92) 6.5 (1.36) 18.7 (1.81) 74.8 (2.09)

Suburban 5.2 (2.04) 18.7 (4.26) 76.1 (4.82) 3.9 (0.63) 15.7 (1.28) 80.5 (1.27)

Town 3.3 (0.82) 30.3 (4.77) 66.4 (4.84) 3.3 (1.05) 22.1 (3.09) 74.6 (3.28)

Rural 4.0 (1.30) 19.9 (2.55) 76.2 (2.60) 3.1 (1.23) 18.7 (2.64) 78.2 (2.61)

Minority enrollment

75 percent or more 3.6 (1.01) 26.2 (2.93) 70.3 (3.12) 6.1 (1.42) 21.7 (3.08) 72.2 (3.37)

Less than 75 percent 5.3 (1.17) 20.8 (2.62) 73.8 (2.73) 4.3 (0.61) 17.0 (1.03) 78.7 (1.14)

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked 

“Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to 

choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into 

the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”

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

Progress (NAEP), 2015 Mathematics Assessment.
B-8 Certification Status and Experience of U.S. Public School Teachers—Appendix B

TABLE B-3. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, 

and state: 2015

(Standard errors in parentheses)

State

Years of experience of mathematics teacher

White

Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.9 (0.27) 18.8 (0.55) 76.3 (0.59) 4.1 (0.24) 17.4 (0.55) 78.4 (0.58)

Alabama 4.5 (1.29) 19.3 (2.70) 76.2 (2.93) 3.4 (1.05) 19.0 (3.09) 77.6 (3.12)

Alaska 3.0 (1.04) 17.0 (2.16) 80.0 (2.33) 2.9 (0.92) 14.0 (2.24) 83.1 (2.43)

Arizona 7.7 (1.71) 20.9 (1.98) 71.3 (2.43) 5.0 (1.60) 16.1 (2.52) 78.9 (3.21)

Arkansas 3.6 (0.96) 21.6 (2.26) 74.8 (2.45) 2.8 (0.87) 19.9 (2.63) 77.3 (2.81)

California 4.8 (1.09) 11.8 (2.12) 83.4 (2.48) 3.5 (1.03) 11.4 (2.48) 85.1 (2.58)

Colorado 7.6 (1.29) 24.6 (2.68) 67.8 (2.99) 6.4 (1.49) 20.9 (2.46) 72.7 (2.62)

Connecticut 4.6 (0.86) 17.0 (1.65) 78.4 (1.90) 4.3 (0.99) 14.4 (1.88) 81.3 (2.16)

Delaware 3.1 (0.44) 20.6 (1.17) 76.3 (1.30) 2.7 (0.53) 16.6 (1.40) 80.6 (1.42)

District of Columbia 10.4 (0.38) 35.6 (0.64) 54.0 (0.69) 7.0 (1.38) 42.4 (3.20) 50.7 (3.21)

Florida 5.0 (1.16) 23.4 (2.12) 71.6 (2.32) 4.1 (1.28) 22.2 (3.06) 73.8 (3.18)

Georgia 6.6 (1.52) 12.0 (2.44) 81.4 (2.89) 6.2 (1.72) 10.9 (3.12) 82.8 (3.74)

Hawaii 3.2 (0.85) 23.6 (1.56) 73.2 (1.83) 1.3 (0.76) 21.7 (3.15) 77.0 (3.30)

Idaho 5.6 (0.92) 16.5 (1.92) 77.9 (2.27) 4.5 (0.87) 15.4 (1.93) 80.1 (2.27)

Illinois 3.2 (0.94) 21.2 (2.52) 75.6 (2.76) 2.0 (0.74) 22.1 (3.98) 75.9 (4.04)

Indiana 4.7 (1.19) 18.9 (1.81) 76.4 (2.12) 4.8 (1.26) 19.0 (2.14) 76.2 (2.41)

Iowa 5.0 (1.31) 19.6 (2.54) 75.4 (2.57) 5.1 (1.47) 17.9 (2.43) 76.9 (2.48)

Kansas 6.5 (1.21) 24.4 (2.25) 69.1 (2.47) 4.9 (1.12) 23.3 (2.50) 71.8 (2.73)

Kentucky 5.6 (1.44) 23.6 (3.57) 70.8 (3.67) 3.9 (1.28) 22.8 (3.85) 73.3 (3.99)

Louisiana 4.5 (1.29) 18.9 (2.78) 76.5 (3.11) 2.8 (1.01) 13.6 (2.17) 83.6 (2.37)

Maine 4.0 (0.68) 14.7 (1.29) 81.4 (1.55) 3.9 (0.70) 14.6 (1.34) 81.4 (1.58)

Maryland 5.4 (0.95) 20.1 (3.01) 74.5 (2.94) 4.8 (1.24) 18.6 (3.47) 76.6 (3.39)

Massachusetts 5.4 (1.35) 20.0 (1.89) 74.6 (2.20) 5.1 (1.34) 17.2 (2.16) 77.7 (2.36)

Michigan 2.8 (1.01) 18.2 (2.87) 78.9 (2.99) 3.3 (1.28) 15.2 (2.85) 81.6 (3.01)

Minnesota 7.8 (1.96) 16.6 (1.96) 75.5 (2.38) 6.9 (1.78) 16.5 (2.38) 76.6 (2.61)

Mississippi 5.4 (1.12) 29.9 (2.47) 64.7 (2.66) 4.2 (0.81) 25.7 (3.17) 70.1 (3.25)

Missouri 7.2 (1.48) 25.8 (2.65) 67.1 (2.86) 6.9 (1.53) 23.3 (2.67) 69.8 (2.89)

Montana 4.0 (0.57) 18.1 (1.06) 78.0 (1.21) 4.0 (0.64) 17.3 (1.14) 78.7 (1.32)

Nebraska 4.4 (1.08) 26.9 (1.80) 68.6 (2.09) 4.9 (1.33) 25.9 (1.97) 69.2 (2.37)

Nevada 8.2 (1.64) 22.8 (2.17) 68.9 (2.54) 4.8 (1.89) 18.0 (2.92) 77.1 (3.18)

New Hampshire 2.5 (0.66) 13.2 (1.41) 84.4 (1.51) 2.4 (0.67) 12.1 (1.36) 85.5 (1.46)

New Jersey 3.2 (0.92) 19.7 (2.49) 77.1 (2.67) 3.2 (1.10) 16.4 (2.95) 80.4 (3.13)

New Mexico 6.3 (1.30) 23.4 (1.99) 70.3 (2.09) 7.3 (1.60) 24.8 (2.92) 67.9 (3.11)

New York 2.1 (0.51) 11.7 (1.64) 86.2 (1.71) 0.6 (0.53) 9.4 (2.37) 89.9 (2.42)

North Carolina 6.1 (1.30) 25.0 (2.33) 68.9 (2.58) 6.9 (1.89) 23.4 (3.09) 69.8 (3.42)

North Dakota 6.6 (0.34) 23.3 (0.60) 70.1 (0.67) 6.3 (0.33) 23.2 (0.73) 70.5 (0.81)

Ohio 2.9 (1.35) 14.2 (2.94) 82.9 (2.99) 2.9 (1.60) 13.0 (3.18) 84.2 (3.23)

Oklahoma 5.3 (1.28) 23.6 (2.35) 71.1 (2.50) 4.7 (1.33) 20.1 (2.48) 75.2 (2.63)

Oregon 5.6 (1.32) 18.2 (2.28) 76.2 (2.68) 5.3 (1.27) 18.2 (2.46) 76.5 (2.72)

Pennsylvania 1.1 (0.48) 14.1 (2.03) 84.8 (2.02) 0.8 (0.42) 13.2 (2.24) 86.0 (2.19)

Rhode Island 1.4 (0.44) 11.6 (1.31) 87.0 (1.44) 1.4 (0.50) 8.2 (1.13) 90.3 (1.27)

South Carolina 6.4 (1.39) 21.8 (2.29) 71.8 (2.77) 6.2 (1.56) 18.4 (2.33) 75.4 (2.86)

South Dakota 6.5 (0.89) 18.7 (1.46) 74.9 (1.48) 6.6 (0.97) 16.4 (1.57) 77.1 (1.60)

Tennessee 6.8 (1.58) 22.7 (2.91) 70.5 (2.77) 5.6 (1.61) 21.9 (3.02) 72.5 (3.15)

Texas 5.5 (1.20) 22.6 (2.75) 71.9 (2.80) 5.1 (1.77) 19.1 (3.56) 75.9 (3.74)

Utah 7.7 (1.70) 25.9 (2.52) 66.5 (2.81) 6.8 (1.57) 25.9 (2.64) 67.3 (2.85)

Vermont 5.1 (0.29) 15.5 (0.60) 79.3 (0.62) 5.0 (0.36) 15.6 (0.64) 79.4 (0.72)

Virginia 6.6 (1.57) 18.7 (2.28) 74.7 (2.84) 6.1 (1.88) 17.5 (2.68) 76.4 (3.23)

Washington 1.7 (0.69) 19.0 (2.69) 79.3 (2.61) 1.5 (0.79) 17.6 (2.98) 80.9 (2.95)

West Virginia 2.5 (0.47) 20.3 (2.17) 77.2 (2.27) 2.6 (0.52) 19.7 (2.22) 77.7 (2.33)

Wisconsin 4.8 (1.17) 16.0 (1.93) 79.2 (2.17) 3.8 (1.01) 15.9 (2.04) 80.3 (2.29)

Wyoming 6.1 (0.42) 21.6 (0.69) 72.3 (0.76) 6.3 (0.48) 20.1 (0.76) 73.6 (0.87)

Department of Defense 

Dependents Schools 1.6 (0.17) 9.6 (0.43) 88.8 (0.47) 1.1 (0.29) 8.9 (0.92) 90.0 (0.93)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-9

TABLE B-3. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, 

and state: 2015—Continued

(Standard errors in parentheses)

State

Black Hispanic

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 6.0 (0.47) 23.3 (1.06) 70.8 (1.00) 5.7 (0.60) 19.0 (1.02) 75.2 (1.12)

Alabama 6.3 (2.15) 18.7 (3.69) 74.9 (4.49) 4.9 (1.96) 17.4 (6.48) 77.7 (6.42)

Alaska 5.6 (3.28) 7.2 (3.69) 87.2 (4.53) 2.6 (1.31) 17.8 (4.06) 79.6 (4.31)

Arizona 13.2 (3.69) 19.6 (4.01) 67.2 (5.12) 9.0 (2.35) 24.5 (2.79) 66.5 (3.12)

Arkansas 5.2 (2.11) 24.9 (3.26) 69.9 (3.80) 3.6 (1.59) 25.4 (4.50) 71.0 (4.56)

California 6.2 (1.36) 12.1 (4.01) 81.7 (4.49) 5.4 (1.64) 11.5 (2.37) 83.1 (2.96)

Colorado 5.0 (2.38) 35.7 (7.05) 59.3 (6.74) 9.8 (1.95) 29.4 (4.35) 60.9 (5.00)

Connecticut 7.8 (1.84) 28.5 (4.59) 63.8 (4.88) 4.5 (1.21) 20.2 (3.07) 75.3 (3.38)

Delaware 3.7 (0.77) 26.6 (1.78) 69.7 (2.02) 3.0 (1.02) 22.6 (2.92) 74.3 (3.07)

District of Columbia 10.9 (0.52) 35.1 (0.93) 54.1 (0.96) 12.0 (1.65) 31.5 (2.49) 56.5 (2.61)

Florida 7.2 (2.00) 29.0 (2.65) 63.7 (3.00) 4.9 (1.54) 22.5 (2.39) 72.6 (2.63)

Georgia 6.9 (2.15) 13.7 (3.21) 79.4 (3.56) 7.4 (2.00) 11.8 (3.65) 80.8 (4.13)

Hawaii ‡ (†) ‡ (†) ‡ (†) 1.3 (0.94) 25.3 (3.86) 73.4 (3.92)

Idaho ‡ (†) ‡ (†) ‡ (†) 10.3 (2.03) 22.0 (3.86) 67.7 (4.51)

Illinois 5.0 (2.32) 21.5 (3.78) 73.5 (4.33) 4.3 (1.69) 20.1 (2.94) 75.6 (3.53)

Indiana 6.7 (2.85) 17.3 (5.11) 76.0 (5.43) 4.8 (2.21) 17.1 (3.20) 78.1 (3.80)

Iowa 5.6 (2.82) 34.3 (6.03) 60.2 (6.90) 3.9 (1.89) 22.8 (6.41) 73.3 (6.71)

Kansas 3.7 (1.88) 30.6 (7.37) 65.8 (6.88) 11.9 (2.01) 25.4 (3.69) 62.7 (4.10)

Kentucky 14.9 (4.61) 27.1 (4.50) 57.9 (5.69) 8.7 (2.15) 26.4 (5.77) 64.8 (5.41)

Louisiana 6.0 (2.01) 25.0 (4.20) 69.0 (4.68) 4.8 (2.52) 16.9 (6.11) 78.3 (6.54)

Maine 2.2 (1.42) 16.5 (4.10) 81.3 (4.98) ‡ (†) ‡ (†) ‡ (†)

Maryland 7.1 (1.38) 22.5 (4.00) 70.4 (4.23) 3.9 (1.13) 19.6 (4.56) 76.5 (4.91)

Massachusetts 7.9 (2.90) 21.0 (3.64) 71.1 (3.89) 4.9 (1.88) 26.4 (2.75) 68.7 (3.30)

Michigan 2.2 (1.41) 28.5 (7.83) 69.3 (7.75) 2.7 (2.05) 14.3 (3.07) 82.9 (4.25)

Minnesota 12.2 (5.67) 20.0 (4.42) 67.8 (5.63) 13.8 (5.18) 17.0 (2.86) 69.1 (4.64)

Mississippi 6.8 (2.04) 34.9 (3.23) 58.3 (3.65) 4.8 (2.82) 17.0 (4.36) 78.2 (5.41)

Missouri 7.3 (2.52) 36.9 (7.34) 55.9 (7.39) 7.8 (2.92) 25.9 (6.75) 66.3 (6.28)

Montana ‡ (†) ‡ (†) ‡ (†) 3.5 (2.10) 15.4 (3.80) 81.1 (4.27)

Nebraska 1.8 (0.88) 30.3 (5.09) 67.9 (5.12) 3.7 (1.54) 30.7 (3.74) 65.7 (3.62)

Nevada 12.9 (2.95) 21.8 (4.65) 65.3 (4.50) 10.4 (2.43) 27.3 (2.92) 62.3 (3.60)

New Hampshire ‡ (†) ‡ (†) ‡ (†) # (†) 24.3 (4.02) 75.7 (4.02)

New Jersey 1.3 (0.91) 23.8 (6.29) 74.9 (6.38) 3.9 (1.61) 22.7 (3.91) 73.4 (3.89)

New Mexico ‡ (†) ‡ (†) ‡ (†) 5.6 (1.45) 24.9 (2.37) 69.5 (2.30)

New York 4.1 (1.78) 12.4 (2.89) 83.6 (3.93) 3.9 (1.10) 14.1 (2.01) 82.0 (2.06)

North Carolina 5.4 (1.54) 28.1 (2.99) 66.5 (3.36) 6.9 (1.76) 23.7 (3.00) 69.4 (3.64)

North Dakota 7.8 (2.42) 22.8 (4.98) 69.4 (5.26) 16.0 (3.65) 18.4 (4.77) 65.6 (5.62)

Ohio 2.4 (1.47) 19.4 (6.21) 78.2 (6.24) 2.7 (1.65) 14.1 (7.96) 83.2 (8.20)

Oklahoma 11.5 (5.85) 30.0 (5.39) 58.5 (5.81) 7.4 (3.09) 34.4 (4.94) 58.1 (5.81)

Oregon 9.5 (4.86) 19.1 (5.16) 71.4 (7.22) 6.1 (2.04) 21.4 (3.91) 72.5 (4.12)

Pennsylvania 3.0 (1.72) 20.4 (5.01) 76.6 (5.86) 2.0 (1.00) 13.5 (5.83) 84.6 (5.67)

Rhode Island 1.9 (1.19) 18.6 (4.25) 79.5 (4.56) 1.7 (0.84) 17.8 (2.79) 80.4 (2.92)

South Carolina 6.1 (2.61) 27.4 (3.59) 66.5 (4.63) 9.9 (2.64) 22.8 (4.62) 67.3 (4.98)

South Dakota 3.1 (2.10) 28.3 (5.16) 68.6 (5.39) 5.9 (2.08) 33.3 (4.31) 60.8 (4.58)

Tennessee 8.9 (2.84) 24.5 (4.60) 66.6 (4.01) 8.9 (5.19) 25.5 (6.38) 65.6 (5.88)

Texas 4.4 (1.46) 30.8 (4.41) 64.8 (4.89) 5.5 (1.29) 22.5 (3.28) 71.9 (3.11)

Utah ‡ (†) ‡ (†) ‡ (†) 10.7 (4.77) 26.2 (4.15) 63.1 (6.12)

Vermont ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Virginia 6.9 (2.43) 19.0 (3.01) 74.1 (4.33) 7.3 (2.30) 25.9 (5.42) 66.9 (5.43)

Washington # (†) 16.6 (4.60) 83.4 (4.60) 3.7 (1.83) 21.1 (3.75) 75.3 (3.84)

West Virginia 1.1 (1.07) 33.7 (5.97) 65.3 (5.89) ‡ (†) ‡ (†) ‡ (†)

Wisconsin 12.5 (6.30) 21.8 (5.48) 65.7 (5.35) 3.9 (2.08) 14.9 (4.06) 81.2 (4.86)

Wyoming ‡ (†) ‡ (†) ‡ (†) 4.9 (1.22) 25.5 (2.17) 69.6 (2.19)

Department of Defense 

Dependents Schools 2.6 (1.03) 11.8 (2.01) 85.6 (1.98) 1.2 (0.59) 7.7 (1.42) 91.1 (1.54)

See notes at end of table.
B-10 Certification Status and Experience of U.S. Public School Teachers—Appendix B

TABLE B-3. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, 

and state: 2015—Continued

(Standard errors in parentheses)

State

Asian Pacific Islander

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.5 (0.57) 18.1 (1.76) 77.5 (1.85) 2.8 (0.59) 21.4 (2.94) 75.8 (2.90)

Alabama ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Alaska # (†) 21.8 (6.12) 78.2 (6.12) ‡ (†) ‡ (†) ‡ (†)

Arizona ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Arkansas ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

California 3.9 (1.48) 13.9 (4.66) 82.2 (4.98) ‡ (†) ‡ (†) ‡ (†)

Colorado ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Connecticut 0.7 (0.65) 8.6 (2.49) 90.7 (2.55) ‡ (†) ‡ (†) ‡ (†)

Delaware 4.2 (2.24) 8.7 (3.19) 87.1 (3.71) ‡ (†) ‡ (†) ‡ (†)

District of Columbia ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Florida 6.0 (3.20) 14.6 (4.75) 79.4 (5.50) ‡ (†) ‡ (†) ‡ (†)

Georgia 5.0 (2.90) 12.3 (3.97) 82.7 (5.05) ‡ (†) ‡ (†) ‡ (†)

Hawaii 3.1 (1.12) 23.7 (2.04) 73.2 (2.54) 4.0 (1.17) 25.7 (1.98) 70.4 (2.22)

Idaho ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Illinois 1.9 (1.39) 26.8 (9.12) 71.3 (9.25) ‡ (†) ‡ (†) ‡ (†)

Indiana ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Iowa 2.9 (2.14) 19.4 (5.43) 77.7 (5.71) ‡ (†) ‡ (†) ‡ (†)

Kansas 3.5 (2.64) 23.4 (8.23) 73.1 (8.73) ‡ (†) ‡ (†) ‡ (†)

Kentucky 14.2 (6.11) 17.1 (7.29) 68.7 (7.53) ‡ (†) ‡ (†) ‡ (†)

Louisiana ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maine ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maryland 3.8 (1.71) 18.0 (5.59) 78.3 (5.74) ‡ (†) ‡ (†) ‡ (†)

Massachusetts 7.7 (4.06) 23.1 (3.36) 69.2 (4.96) ‡ (†) ‡ (†) ‡ (†)

Michigan # (†) 38.1 (13.31) 61.9 (13.31) ‡ (†) ‡ (†) ‡ (†)

Minnesota 4.7 (2.68) 17.6 (4.66) 77.8 (4.57) ‡ (†) ‡ (†) ‡ (†)

Mississippi ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Missouri ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Montana ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Nebraska ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Nevada 4.1 (2.38) 20.4 (4.76) 75.4 (4.95) ‡ (†) ‡ (†) ‡ (†)

New Hampshire 1.8 (1.44) 19.7 (4.25) 78.5 (4.74) ‡ (†) ‡ (†) ‡ (†)

New Jersey 4.5 (2.18) 22.7 (6.44) 72.8 (6.28) ‡ (†) ‡ (†) ‡ (†)

New Mexico ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New York 1.9 (0.92) 15.1 (2.60) 83.0 (2.69) ‡ (†) ‡ (†) ‡ (†)

North Carolina 0.6 (0.47) 30.6 (7.37) 68.8 (7.49) ‡ (†) ‡ (†) ‡ (†)

North Dakota ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Ohio ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Oklahoma ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Oregon 5.9 (3.72) 8.9 (4.19) 85.2 (5.54) ‡ (†) ‡ (†) ‡ (†)

Pennsylvania # (†) 14.8 (5.21) 85.2 (5.21) ‡ (†) ‡ (†) ‡ (†)

Rhode Island ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

South Carolina ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

South Dakota ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Tennessee ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Texas 12.8 (3.30) 17.8 (5.63) 69.4 (5.78) ‡ (†) ‡ (†) ‡ (†)

Utah ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Vermont ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Virginia 4.9 (1.97) 15.8 (3.52) 79.3 (3.90) ‡ (†) ‡ (†) ‡ (†)

Washington # (†) 18.0 (4.34) 82.0 (4.34) ‡ (†) ‡ (†) ‡ (†)

West Virginia ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Wisconsin 2.5 (1.71) 5.6 (2.97) 92.0 (2.96) ‡ (†) ‡ (†) ‡ (†)

Wyoming ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Department of Defense 

Dependents Schools 6.4 (2.17) 14.5 (3.31) 79.1 (3.72) ‡ (†) ‡ (†) ‡ (†)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-11

TABLE B-3. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, 

and state: 2015—Continued

(Standard errors in parentheses)

State

American Indian/Alaska Native Two or more races

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.7 (0.94) 22.7 (1.87) 72.6 (2.01) 4.6 (0.55) 17.8 (1.07) 77.6 (1.16)

Alabama ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Alaska 4.6 (2.55) 25.4 (4.84) 69.9 (5.20) # (†) 14.3 (3.35) 85.7 (3.35)

Arizona 12.1 (4.93) 32.3 (4.29) 55.5 (5.05) ‡ (†) ‡ (†) ‡ (†)

Arkansas ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

California ‡ (†) ‡ (†) ‡ (†) 5.8 (5.38) 5.5 (3.82) 88.6 (6.34)

Colorado ‡ (†) ‡ (†) ‡ (†) 2.0 (1.40) 22.3 (4.58) 75.7 (4.67)

Connecticut ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Delaware ‡ (†) ‡ (†) ‡ (†) 2.1 (1.68) 20.7 (4.52) 77.2 (4.61)

District of Columbia ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Florida ‡ (†) ‡ (†) ‡ (†) 3.7 (2.56) 23.8 (6.10) 72.4 (6.43)

Georgia ‡ (†) ‡ (†) ‡ (†) 7.3 (4.77) 8.6 (3.81) 84.2 (5.09)

Hawaii ‡ (†) ‡ (†) ‡ (†) 5.6 (2.40) 20.1 (3.38) 74.2 (3.94)

Idaho ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Illinois ‡ (†) ‡ (†) ‡ (†) 3.1 (2.23) 7.8 (3.45) 89.0 (4.12)

Indiana ‡ (†) ‡ (†) ‡ (†) 1.1 (1.09) 24.0 (4.38) 74.9 (4.08)

Iowa ‡ (†) ‡ (†) ‡ (†) 5.6 (2.76) 22.2 (4.93) 72.2 (5.52)

Kansas ‡ (†) ‡ (†) ‡ (†) 10.0 (4.06) 21.4 (4.22) 68.6 (5.44)

Kentucky ‡ (†) ‡ (†) ‡ (†) 4.7 (1.61) 27.7 (7.39) 67.6 (7.43)

Louisiana ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maine ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maryland ‡ (†) ‡ (†) ‡ (†) 6.8 (3.47) 18.8 (5.74) 74.4 (5.14)

Massachusetts ‡ (†) ‡ (†) ‡ (†) 7.7 (4.57) 33.7 (6.53) 58.6 (6.79)

Michigan ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Minnesota 6.0 (3.66) 13.0 (4.73) 81.0 (5.82) 4.3 (2.15) 11.4 (2.93) 84.3 (3.68)

Mississippi ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Missouri ‡ (†) ‡ (†) ‡ (†) 14.3 (8.03) 23.5 (5.17) 62.3 (7.45)

Montana 3.9 (1.40) 25.6 (3.47) 70.5 (3.70) 2.1 (1.47) 21.4 (4.70) 76.5 (4.47)

Nebraska ‡ (†) ‡ (†) ‡ (†) 5.6 (2.99) 23.0 (5.86) 71.4 (6.59)

Nevada ‡ (†) ‡ (†) ‡ (†) 7.2 (2.75) 18.4 (4.58) 74.4 (4.10)

New Hampshire ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New Jersey ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New Mexico 6.9 (2.66) 8.2 (2.51) 84.9 (4.23) ‡ (†) ‡ (†) ‡ (†)

New York ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

North Carolina 0.6 (0.58) 34.8 (8.17) 64.6 (8.16) ‡ (†) ‡ (†) ‡ (†)

North Dakota 4.0 (1.05) 27.0 (3.00) 69.0 (3.23) ‡ (†) ‡ (†) ‡ (†)

Ohio ‡ (†) ‡ (†) ‡ (†) 3.9 (2.75) 13.1 (4.71) 83.0 (4.93)

Oklahoma 2.2 (0.96) 15.7 (3.05) 82.1 (3.41) 5.1 (2.39) 27.2 (5.43) 67.7 (6.05)

Oregon ‡ (†) ‡ (†) ‡ (†) 3.7 (1.80) 16.3 (3.17) 80.0 (4.00)

Pennsylvania ‡ (†) ‡ (†) ‡ (†) # (†) 11.1 (3.40) 88.9 (3.40)

Rhode Island ‡ (†) ‡ (†) ‡ (†) # (†) 14.7 (4.68) 85.3 (4.68)

South Carolina ‡ (†) ‡ (†) ‡ (†) 5.7 (2.83) 20.2 (5.19) 74.1 (6.05)

South Dakota 8.0 (2.28) 23.9 (4.03) 68.1 (4.11) 2.3 (1.57) 19.3 (6.09) 78.4 (6.15)

Tennessee ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Texas ‡ (†) ‡ (†) ‡ (†) 0.3 (0.18) 23.1 (6.28) 76.7 (6.26)

Utah ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Vermont ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Virginia ‡ (†) ‡ (†) ‡ (†) 12.3 (3.51) 13.7 (3.23) 74.0 (5.48)

Washington 2.1 (1.53) 28.9 (8.18) 69.0 (8.08) 0.7 (0.65) 21.0 (5.04) 78.3 (5.02)

West Virginia ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Wisconsin 6.8 (3.87) 14.9 (5.23) 78.2 (6.20) ‡ (†) ‡ (†) ‡ (†)

Wyoming 8.3 (3.18) 30.6 (5.60) 61.1 (6.33) ‡ (†) ‡ (†) ‡ (†)

Department of Defense 

Dependents Schools ‡ (†) ‡ (†) ‡ (†) 0.5 (0.45) 12.8 (2.32) 86.7 (2.34)

† Not applicable.

# Rounds to zero.

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

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked 

“Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to 

choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into 

the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”

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

Progress (NAEP), 2015 Mathematics Assessment.
B-12 Certification Status and Experience of U.S. Public School Teachers—Appendix B

TABLE B-4. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, 

and jurisdiction: 2015

(Standard errors in parentheses)

Jurisdiction

White

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.9 (0.27) 18.8 (0.55) 76.3 (0.59) 4.1 (0.24) 17.4 (0.55) 78.4 (0.58)

Large city 5.8 (0.60) 21.3 (1.34) 72.9 (1.33) 4.3 (0.63) 20.3 (1.58) 75.4 (1.57)

Albuquerque 3.2 (1.21) 21.2 (2.18) 75.6 (2.46) 1.8 (1.16) 15.6 (3.45) 82.6 (3.53)

Atlanta 1.4 (0.51) 17.8 (1.72) 80.8 (1.59) # (†) 9.2 (2.07) 90.8 (2.07)

Austin 6.7 (1.40) 32.6 (3.18) 60.7 (3.11) 1.6 (0.94) 17.0 (3.84) 81.4 (4.13)

Baltimore City 14.5 (3.57) 24.7 (3.37) 60.8 (4.58) 20.0 (10.13) 13.3 (4.01) 66.7 (10.98)

Boston 4.8 (0.85) 22.7 (2.14) 72.5 (2.42) 2.3 (1.34) 14.3 (3.48) 83.4 (3.74)

Charlotte 5.2 (1.73) 31.8 (2.42) 63.0 (3.45) 7.0 (3.05) 23.2 (3.60) 69.8 (5.25)

Chicago 3.4 (1.30) 26.2 (3.18) 70.4 (3.29) 0.5 (0.46) 16.3 (4.44) 83.2 (4.48)

Cleveland 5.6 (0.39) 1.8 (0.30) 92.6 (0.48) 2.1 (1.19) # (†) 97.9 (1.19)

Dallas 13.9 (3.52) 23.0 (4.22) 63.1 (4.42) 11.9 (8.18) 20.7 (12.58) 67.5 (14.91)

Detroit 4.5 (1.36) 6.3 (2.24) 89.2 (2.46) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 

(DCPS) 9.3 (0.45) 30.3 (0.76) 60.4 (0.86) 4.9 (1.14) 37.5 (3.55) 57.6 (3.46)

Fresno 7.4 (1.51) 10.7 (1.83) 81.9 (2.31) 3.4 (1.52) 13.1 (4.94) 83.5 (4.94)

Hillsborough County (FL) 4.0 (1.77) 26.5 (4.06) 69.5 (4.07) 1.9 (1.11) 25.9 (5.50) 72.2 (5.62)

Houston 9.3 (2.41) 29.8 (3.24) 60.9 (4.01) 3.7 (1.65) 26.8 (5.81) 69.5 (5.90)

Jefferson County (KY) 9.6 (2.48) 22.5 (4.12) 67.9 (4.40) 7.2 (2.30) 22.1 (4.76) 70.7 (5.16)

Los Angeles 1.8 (0.95) 3.4 (1.25) 94.8 (1.52) 7.6 (5.68) 9.3 (7.29) 83.1 (7.64)

Miami-Dade # (†) 20.9 (3.20) 79.1 (3.20) # (†) 21.4 (5.41) 78.6 (5.41)

New York City 5.5 (1.35) 18.7 (2.77) 75.8 (3.17) 6.9 (4.65) 25.3 (7.50) 67.8 (7.45)

Philadelphia 0.3 (0.21) 6.0 (1.99) 93.7 (1.99) # (†) 1.8 (1.64) 98.2 (1.64)

San Diego 2.6 (1.07) 10.9 (2.83) 86.5 (3.08) # (†) 1.0 (0.74) 99.0 (0.74)

Duval County (FL) 2.9 (1.12) 17.7 (3.40) 79.3 (3.62) 2.8 (1.35) 13.4 (2.53) 83.9 (2.54)

Jurisdiction

Black Hispanic

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 6.0 (0.47) 23.3 (1.06) 70.8 (1.00) 5.7 (0.60) 19.0 (1.02) 75.2 (1.12)

Large city 6.5 (0.75) 25.2 (1.51) 68.4 (1.58) 6.4 (0.85) 20.1 (2.04) 73.5 (1.97)

Albuquerque ‡ (†) ‡ (†) ‡ (†) 4.1 (1.52) 23.0 (2.17) 72.8 (2.61)

Atlanta 1.9 (0.72) 20.6 (2.28) 77.5 (2.13) # (†) 14.9 (2.83) 85.1 (2.83)

Austin 7.1 (2.54) 62.6 (6.40) 30.3 (6.35) 8.3 (2.14) 37.7 (3.75) 54.0 (3.80)

Baltimore City 13.6 (3.32) 26.5 (3.81) 59.9 (4.90) 16.2 (8.60) 17.8 (8.53) 66.0 (11.21)

Boston 5.0 (1.36) 25.8 (3.67) 69.2 (4.00) 5.0 (1.30) 24.8 (2.64) 70.2 (2.83)

Charlotte 4.4 (1.59) 33.7 (3.12) 61.8 (3.81) 4.3 (1.95) 40.0 (4.54) 55.7 (5.12)

Chicago 4.0 (2.53) 34.0 (5.42) 62.0 (5.58) 4.2 (2.09) 21.0 (4.28) 74.8 (4.78)

Cleveland 6.8 (0.72) 2.6 (0.44) 90.6 (0.83) 5.4 (0.98) # (†) 94.6 (0.98)

Dallas 10.0 (4.88) 37.0 (10.10) 53.0 (9.87) 15.3 (3.77) 18.5 (3.61) 66.2 (4.44)

Detroit 3.6 (1.52) 6.9 (2.71) 89.5 (2.99) 8.4 (3.34) 4.2 (2.52) 87.4 (4.01)

District of Columbia 

(DCPS) 9.2 (0.61) 29.2 (1.08) 61.6 (1.16) 15.3 (2.20) 24.5 (3.12) 60.3 (3.29)

Fresno 5.8 (2.70) 15.7 (4.48) 78.4 (5.34) 8.6 (1.79) 10.2 (1.79) 81.2 (2.32)

Hillsborough County (FL) 6.0 (4.96) 34.9 (6.17) 59.1 (5.50) 4.9 (1.74) 23.1 (3.78) 72.1 (4.09)

Houston 7.5 (4.12) 29.2 (5.98) 63.3 (6.83) 11.2 (2.70) 31.3 (3.60) 57.5 (4.60)

Jefferson County (KY) 13.8 (3.43) 24.0 (4.23) 62.2 (4.76) 7.0 (3.18) 22.4 (7.11) 70.6 (7.19)

Los Angeles # (†) # (†) 100.01 (†) 1.1 (0.73) 2.6 (0.92) 96.3 (1.20)

Miami-Dade # (†) 33.1 (6.99) 66.9 (6.99) # (†) 17.9 (3.27) 82.1 (3.27)

New York City 5.8 (2.77) 18.4 (4.92) 75.9 (6.89) 6.2 (1.82) 17.1 (2.85) 76.7 (3.05)

Philadelphia 0.4 (0.37) 7.9 (2.64) 91.7 (2.65) 0.4 (0.41) 6.2 (2.82) 93.4 (2.84)

San Diego 3.2 (2.09) 13.0 (4.91) 83.7 (5.23) 3.5 (1.57) 16.7 (5.07) 79.8 (5.28)

Duval County (FL) 3.2 (1.41) 22.1 (5.61) 74.7 (5.80) 1.9 (1.68) 19.3 (4.65) 78.8 (4.84)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-13

TABLE B-4. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, 

and jurisdiction: 2015—Continued

(Standard errors in parentheses)

Jurisdiction

Asian Pacific Islander

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.5 (0.57) 18.1 (1.76) 77.5 (1.85) 2.8 (0.59) 21.4 (2.94) 75.8 (2.90)

Large city 3.4 (1.00) 20.2 (3.93) 76.4 (3.92) 3.2 (1.25) 20.1 (6.18) 76.7 (6.26)

Albuquerque ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Atlanta ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Austin ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Baltimore City ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Boston 8.8 (3.41) 11.8 (3.92) 79.4 (4.64) ‡ (†) ‡ (†) ‡ (†)

Charlotte 2.6 (2.17) 28.0 (6.58) 69.5 (7.21) ‡ (†) ‡ (†) ‡ (†)

Chicago # (†) 41.6 (13.67) 58.4 (13.67) ‡ (†) ‡ (†) ‡ (†)

Cleveland ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Dallas ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Detroit ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 

(DCPS) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Fresno 3.7 (1.76) 8.4 (2.94) 87.9 (3.04) ‡ (†) ‡ (†) ‡ (†)

Hillsborough County (FL) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Houston ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Jefferson County (KY) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Los Angeles 1.3 (1.23) 6.4 (4.17) 92.2 (4.24) ‡ (†) ‡ (†) ‡ (†)

Miami-Dade ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New York City 2.9 (1.38) 17.3 (3.63) 79.8 (3.76) ‡ (†) ‡ (†) ‡ (†)

Philadelphia ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

San Diego 2.8 (1.94) 6.8 (3.62) 90.4 (4.35) ‡ (†) ‡ (†) ‡ (†)

Duval County (FL) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Jurisdiction

American Indian/Alaska Native Two or more races

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.7 (0.94) 22.7 (1.87) 72.6 (2.01) 4.6 (0.55) 17.8 (1.07) 77.6 (1.16)

Large city 2.9 (1.28) 21.9 (2.90) 75.2 (3.39) 5.9 (1.51) 20.2 (2.41) 73.9 (2.29)

Albuquerque ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Atlanta ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Austin ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Baltimore City ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Boston ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Charlotte ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Chicago ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Cleveland ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Dallas ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Detroit ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 

(DCPS) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Fresno ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Hillsborough County (FL) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Houston ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Jefferson County (KY) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Los Angeles ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Miami-Dade ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New York City ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Philadelphia ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

San Diego ‡ (†) ‡ (†) ‡ (†) 2.4 (2.05) 9.4 (3.49) 88.1 (3.91)

Duval County (FL) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

† Not applicable.

# Rounds to zero.

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

1

 Rounds to 100 percent.

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked 

“Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to 

choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into 

the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”

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

Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-14

TABLE B-5. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, disability status, and selected school characteristics: 2015

(Standard errors in parentheses)

School characteristic

With a disability Without a disability

Years of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.9 (0.27) 18.8 (0.55) 76.3 (0.59) 4.3 (0.27) 19.6 (0.62) 76.0 (0.64) 4.9 (0.29) 18.7 (0.58) 76.4 (0.62)

Location

City 6.0 (0.43) 20.6 (1.03) 73.3 (0.98) 5.6 (0.65) 24.1 (1.43) 70.3 (1.39) 6.1 (0.45) 20.2 (1.05) 73.7 (1.01)

Suburban 4.5 (0.43) 17.0 (0.82) 78.5 (0.92) 3.5 (0.44) 17.2 (0.90) 79.3 (1.02) 4.7 (0.49) 17.0 (0.87) 78.3 (0.98)

Town 4.9 (0.72) 21.5 (1.36) 73.7 (1.50) 4.6 (1.01) 20.1 (1.82) 75.3 (2.22) 4.9 (0.71) 21.7 (1.38) 73.4 (1.51)

Rural 3.7 (0.42) 18.2 (1.07) 78.1 (1.14) 3.9 (0.55) 17.8 (1.39) 78.2 (1.35) 3.6 (0.43) 18.2 (1.09) 78.1 (1.19)

Minority enrollment

75 percent or more 6.2 (0.68) 21.9 (1.27) 71.9 (1.37) 5.7 (0.62) 23.6 (1.58) 70.7 (1.56) 6.3 (0.75) 21.7 (1.31) 72.0 (1.46)

Less than 75 percent 4.3 (0.25) 17.5 (0.55) 78.2 (0.58) 3.8 (0.34) 18.2 (0.68) 78.0 (0.74) 4.4 (0.26) 17.4 (0.57) 78.2 (0.60)

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.

TABLE B-6. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, disability status, and state: 2015

(Standard errors in parentheses)

State

With a disability Without a disability

Years of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.9 (0.27) 18.8 (0.55) 76.3 (0.59) 4.3 (0.27) 19.6 (0.62) 76.0 (0.64) 4.9 (0.29) 18.7 (0.58) 76.4 (0.62)

Alabama 4.5 (1.29) 19.3 (2.70) 76.2 (2.93) 7.6 (2.25) 20.4 (3.19) 72.1 (4.03) 4.1 (1.27) 19.2 (2.78) 76.7 (2.98)

Alaska 3.0 (1.04) 17.0 (2.16) 80.0 (2.33) 4.8 (1.78) 15.5 (3.58) 79.7 (4.23) 2.7 (1.03) 17.2 (2.15) 80.1 (2.25)

Arizona 7.7 (1.71) 20.9 (1.98) 71.3 (2.43) 5.5 (1.59) 18.1 (2.67) 76.3 (2.86) 8.1 (1.82) 21.3 (2.04) 70.6 (2.53)

Arkansas 3.6 (0.96) 21.6 (2.26) 74.8 (2.45) 2.6 (1.20) 25.1 (3.37) 72.3 (3.46) 3.7 (0.98) 21.1 (2.32) 75.2 (2.53)

California 4.8 (1.09) 11.8 (2.12) 83.4 (2.48) 4.9 (1.56) 15.3 (3.65) 79.7 (3.66) 4.8 (1.20) 11.5 (2.16) 83.8 (2.59)

Colorado 7.6 (1.29) 24.6 (2.68) 67.8 (2.99) 6.8 (2.02) 20.3 (3.21) 73.0 (3.70) 7.6 (1.29) 25.2 (2.77) 67.2 (3.09)

Connecticut 4.6 (0.86) 17.0 (1.65) 78.4 (1.90) 4.0 (1.28) 20.3 (3.13) 75.7 (3.27) 4.7 (0.89) 16.5 (1.64) 78.7 (1.91)

Delaware 3.1 (0.44) 20.6 (1.17) 76.3 (1.30) 3.0 (0.92) 21.5 (2.23) 75.5 (2.54) 3.1 (0.49) 20.4 (1.20) 76.4 (1.36)

District of Columbia 10.4 (0.38) 35.6 (0.64) 54.0 (0.69) 9.0 (1.65) 41.6 (2.84) 49.4 (2.97) 10.6 (0.43) 34.8 (0.73) 54.6 (0.78)

Florida 5.0 (1.16) 23.4 (2.12) 71.6 (2.32) 4.1 (1.86) 21.0 (2.47) 74.8 (3.08) 5.2 (1.24) 23.9 (2.26) 71.0 (2.47)

Georgia 6.6 (1.52) 12.0 (2.44) 81.4 (2.89) 4.4 (1.65) 18.3 (4.01) 77.3 (4.37) 6.9 (1.65) 11.0 (2.32) 82.0 (2.81)

Hawaii 3.2 (0.85) 23.6 (1.56) 73.2 (1.83) 2.7 (1.17) 24.6 (3.79) 72.8 (4.04) 3.2 (0.89) 23.5 (1.63) 73.3 (1.90)

Idaho 5.6 (0.92) 16.5 (1.92) 77.9 (2.27) 5.9 (1.64) 18.2 (3.07) 76.0 (3.64) 5.5 (0.94) 16.3 (1.95) 78.1 (2.31)

Illinois 3.2 (0.94) 21.2 (2.52) 75.6 (2.76) 3.0 (1.39) 23.0 (3.68) 74.0 (3.83) 3.2 (1.05) 21.0 (2.49) 75.8 (2.79)

Indiana 4.7 (1.19) 18.9 (1.81) 76.4 (2.12) 5.0 (1.93) 21.8 (2.95) 73.2 (3.34) 4.7 (1.26) 18.3 (1.85) 77.0 (2.21)

Iowa 5.0 (1.31) 19.6 (2.54) 75.4 (2.57) 6.2 (2.18) 19.6 (3.94) 74.2 (3.99) 4.8 (1.28) 19.6 (2.52) 75.5 (2.58)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-15

TABLE B-6. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, disability status, and state: 2015—Continued

(Standard errors in parentheses)

State

With a disability Without a disability

Years of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Kansas 6.5 (1.21) 24.4 (2.25) 69.1 (2.47) 5.8 (1.85) 25.9 (2.94) 68.2 (3.20) 6.6 (1.26) 24.1 (2.35) 69.3 (2.56)

Kentucky 5.6 (1.44) 23.6 (3.57) 70.8 (3.67) 4.1 (1.29) 20.4 (4.03) 75.4 (4.04) 5.8 (1.53) 24.1 (3.69) 70.1 (3.84)

Louisiana 4.5 (1.29) 18.9 (2.78) 76.5 (3.11) 4.3 (1.81) 19.0 (3.82) 76.7 (4.16) 4.6 (1.33) 18.9 (2.94) 76.5 (3.27)

Maine 4.0 (0.68) 14.7 (1.29) 81.4 (1.55) 4.8 (1.30) 15.2 (1.89) 79.9 (2.39) 3.8 (0.71) 14.5 (1.44) 81.7 (1.67)

Maryland 5.4 (0.95) 20.1 (3.01) 74.5 (2.94) 5.8 (1.53) 20.0 (3.29) 74.2 (3.69) 5.4 (0.99) 20.1 (3.14) 74.5 (3.03)

Massachusetts 5.4 (1.35) 20.0 (1.89) 74.6 (2.20) 5.2 (1.64) 18.4 (2.59) 76.4 (2.91) 5.5 (1.40) 20.4 (2.04) 74.1 (2.30)

Michigan 2.8 (1.01) 18.2 (2.87) 78.9 (2.99) 2.4 (1.09) 12.8 (3.14) 84.8 (3.34) 2.9 (1.04) 19.0 (2.98) 78.1 (3.09)

Minnesota 7.8 (1.96) 16.6 (1.96) 75.5 (2.38) 8.5 (2.57) 18.4 (3.11) 73.2 (3.20) 7.8 (1.96) 16.4 (2.00) 75.8 (2.43)

Mississippi 5.4 (1.12) 29.9 (2.47) 64.7 (2.66) 7.4 (1.93) 29.1 (3.52) 63.5 (3.92) 5.2 (1.18) 29.9 (2.56) 64.9 (2.79)

Missouri 7.2 (1.48) 25.8 (2.65) 67.1 (2.86) 7.0 (2.03) 28.3 (3.69) 64.7 (3.94) 7.2 (1.49) 25.4 (2.65) 67.4 (2.91)

Montana 4.0 (0.57) 18.1 (1.06) 78.0 (1.21) 4.4 (1.39) 20.1 (3.05) 75.5 (3.33) 3.9 (0.63) 17.8 (1.11) 78.3 (1.31)

Nebraska 4.4 (1.08) 26.9 (1.80) 68.6 (2.09) 3.5 (1.26) 23.5 (2.73) 73.0 (3.32) 4.6 (1.13) 27.5 (1.81) 67.8 (2.07)

Nevada 8.2 (1.64) 22.8 (2.17) 68.9 (2.54) 5.3 (1.82) 20.6 (3.16) 74.1 (3.68) 8.5 (1.70) 23.1 (2.30) 68.4 (2.64)

New Hampshire 2.5 (0.66) 13.2 (1.41) 84.4 (1.51) 3.4 (1.34) 14.0 (2.11) 82.5 (2.32) 2.3 (0.63) 13.0 (1.50) 84.8 (1.62)

New Jersey 3.2 (0.92) 19.7 (2.49) 77.1 (2.67) 1.7 (0.79) 20.3 (2.96) 77.9 (3.16) 3.5 (1.04) 19.6 (2.62) 76.9 (2.86)

New Mexico 6.3 (1.30) 23.4 (1.99) 70.3 (2.09) 8.0 (1.88) 23.0 (2.83) 69.1 (3.38) 6.0 (1.31) 23.4 (2.11) 70.5 (2.22)

New York 2.1 (0.51) 11.7 (1.64) 86.2 (1.71) 2.7 (0.97) 14.0 (2.17) 83.2 (2.28) 1.9 (0.55) 11.2 (1.74) 86.8 (1.81)

North Carolina 6.1 (1.30) 25.0 (2.33) 68.9 (2.58) 4.6 (1.48) 24.8 (3.32) 70.6 (3.46) 6.3 (1.36) 25.0 (2.43) 68.7 (2.69)

North Dakota 6.6 (0.34) 23.3 (0.60) 70.1 (0.67) 6.9 (1.62) 23.3 (2.51) 69.8 (2.81) 6.5 (0.34) 23.3 (0.68) 70.2 (0.78)

Ohio 2.9 (1.35) 14.2 (2.94) 82.9 (2.99) 2.6 (1.67) 18.7 (3.30) 78.7 (3.51) 3.0 (1.33) 13.5 (3.06) 83.6 (3.10)

Oklahoma 5.3 (1.28) 23.6 (2.35) 71.1 (2.50) 5.9 (2.02) 18.8 (2.89) 75.3 (3.15) 5.2 (1.29) 24.4 (2.54) 70.3 (2.71)

Oregon 5.6 (1.32) 18.2 (2.28) 76.2 (2.68) 6.3 (1.60) 21.9 (3.70) 71.8 (3.88) 5.5 (1.37) 17.7 (2.22) 76.8 (2.64)

Pennsylvania 1.1 (0.48) 14.1 (2.03) 84.8 (2.02) 2.9 (1.25) 15.4 (2.94) 81.7 (2.89) 0.7 (0.38) 13.8 (2.22) 85.4 (2.17)

Rhode Island 1.4 (0.44) 11.6 (1.31) 87.0 (1.44) 2.7 (1.07) 15.5 (2.66) 81.8 (2.96) 1.2 (0.43) 11.0 (1.31) 87.8 (1.38)

South Carolina 6.4 (1.39) 21.8 (2.29) 71.8 (2.77) 6.6 (1.73) 24.8 (3.22) 68.6 (3.57) 6.3 (1.44) 21.4 (2.33) 72.3 (2.83)

South Dakota 6.5 (0.89) 18.7 (1.46) 74.9 (1.48) 6.0 (1.37) 22.5 (2.49) 71.5 (2.44) 6.6 (0.92) 17.9 (1.46) 75.5 (1.52)

Tennessee 6.8 (1.58) 22.7 (2.91) 70.5 (2.77) 4.5 (1.68) 22.4 (4.39) 73.1 (4.53) 7.1 (1.67) 22.8 (2.86) 70.1 (2.76)

Texas 5.5 (1.20) 22.6 (2.75) 71.9 (2.80) 3.6 (1.60) 22.3 (3.95) 74.1 (4.21) 5.8 (1.21) 22.7 (2.76) 71.6 (2.80)

Utah 7.7 (1.70) 25.9 (2.52) 66.5 (2.81) 5.5 (1.73) 22.9 (3.24) 71.5 (3.77) 7.9 (1.76) 26.2 (2.59) 65.8 (2.83)

Vermont 5.1 (0.29) 15.5 (0.60) 79.3 (0.62) 4.9 (1.22) 16.1 (1.70) 79.0 (2.11) 5.2 (0.32) 15.5 (0.70) 79.4 (0.74)

Virginia 6.6 (1.57) 18.7 (2.28) 74.7 (2.84) 6.1 (2.04) 21.3 (4.05) 72.6 (4.53) 6.7 (1.58) 18.3 (2.20) 75.0 (2.80)

Washington 1.7 (0.69) 19.0 (2.69) 79.3 (2.61) 1.9 (1.07) 20.5 (3.69) 77.6 (3.61) 1.7 (0.67) 18.8 (2.66) 79.6 (2.60)

West Virginia 2.5 (0.47) 20.3 (2.17) 77.2 (2.27) 2.4 (0.83) 19.3 (3.50) 78.3 (3.61) 2.5 (0.50) 20.5 (2.08) 77.0 (2.20)

Wisconsin 4.8 (1.17) 16.0 (1.93) 79.2 (2.17) 3.7 (1.36) 16.3 (3.38) 80.0 (3.45) 4.9 (1.22) 15.9 (1.91) 79.2 (2.22)

Wyoming 6.1 (0.42) 21.6 (0.69) 72.3 (0.76) 5.9 (1.19) 18.1 (2.33) 76.0 (2.66) 6.2 (0.47) 22.2 (0.84) 71.6 (0.86)

Department of 

Defense Dependents Schools 1.6 (0.17) 9.6 (0.43) 88.8 (0.47) 0.9 (0.64) 9.6 (1.43) 89.4 (1.54) 1.7 (0.21) 9.7 (0.48) 88.6 (0.54)

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1—5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-16

TABLE B-7. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, disability status, and jurisdiction: 2015

(Standard errors in parentheses)

Jurisdiction

With a disability Without a disability

Years of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.9 (0.27) 18.8 (0.55) 76.3 (0.59) 4.3 (0.27) 19.6 (0.62) 76.0 (0.64) 4.9 (0.29) 18.7 (0.58) 76.4 (0.62)

Large city 5.8 (0.60) 21.3 (1.34) 72.9 (1.33) 6.0 (0.86) 24.0 (1.59) 70.0 (1.58) 5.7 (0.60) 21.0 (1.37) 73.3 (1.37)

Albuquerque 3.2 (1.21) 21.2 (2.18) 75.6 (2.46) 7.1 (2.72) 23.3 (4.68) 69.6 (5.26) 2.5 (1.18) 20.8 (2.09) 76.7 (2.25)

Atlanta 1.4 (0.51) 17.8 (1.72) 80.8 (1.59) 4.9 (2.42) 17.0 (3.20) 78.1 (3.70) 1.0 (0.50) 17.9 (1.89) 81.1 (1.69)

Austin 6.7 (1.40) 32.6 (3.18) 60.7 (3.11) 4.1 (1.85) 29.0 (3.62) 66.9 (3.60) 7.2 (1.54) 33.3 (3.47) 59.6 (3.49)

Baltimore City 14.5 (3.57) 24.7 (3.37) 60.8 (4.58) 19.6 (5.96) 28.4 (4.98) 52.1 (6.56) 13.6 (3.42) 24.1 (3.37) 62.3 (4.53)

Boston 4.8 (0.85) 22.7 (2.14) 72.5 (2.42) 3.6 (1.37) 23.5 (3.05) 73.0 (3.18) 5.2 (0.98) 22.5 (2.42) 72.4 (2.81)

Charlotte 5.2 (1.73) 31.8 (2.42) 63.0 (3.45) 7.4 (3.57) 39.9 (5.48) 52.7 (6.25) 4.9 (1.74) 31.0 (2.44) 64.1 (3.46)

Chicago 3.4 (1.30) 26.2 (3.18) 70.4 (3.29) 2.9 (1.89) 26.0 (4.69) 71.0 (4.78) 3.5 (1.33) 26.2 (3.41) 70.3 (3.51)

Cleveland 5.6 (0.39) 1.8 (0.30) 92.6 (0.48) 4.3 (1.75) 2.6 (1.30) 93.1 (2.07) 5.9 (0.54) 1.6 (0.24) 92.5 (0.58)

Dallas 13.9 (3.52) 23.0 (4.22) 63.1 (4.42) ‡ (†) ‡ (†) ‡ (†) 14.2 (3.60) 22.5 (4.06) 63.3 (4.41)

Detroit 4.5 (1.36) 6.3 (2.24) 89.2 (2.46) 4.0 (2.39) 6.1 (2.76) 89.9 (3.68) 4.6 (1.45) 6.3 (2.38) 89.1 (2.62)

District of Columbia 

(DCPS) 9.3 (0.45) 30.3 (0.76) 60.4 (0.86) 9.7 (2.65) 32.1 (3.82) 58.2 (4.84) 9.3 (0.47) 30.1 (0.88) 60.6 (0.97)

Fresno 7.4 (1.51) 10.7 (1.83) 81.9 (2.31) 7.7 (2.95) 10.5 (3.75) 81.8 (4.59) 7.4 (1.63) 10.8 (1.85) 81.9 (2.41)

Hillsborough County 

(FL) 4.0 (1.77) 26.5 (4.06) 69.5 (4.07) 2.1 (1.45) 26.1 (4.63) 71.7 (4.57) 4.4 (1.88) 26.6 (4.28) 69.0 (4.27)

Houston 9.3 (2.41) 29.8 (3.24) 60.9 (4.01) 7.5 (3.05) 31.2 (6.02) 61.3 (6.40) 9.4 (2.44) 29.7 (3.32) 60.9 (4.10)

Jefferson County (KY) 9.6 (2.48) 22.5 (4.12) 67.9 (4.40) 8.1 (3.21) 27.7 (6.41) 64.2 (6.49) 9.8 (2.53) 21.8 (4.03) 68.4 (4.35)

Los Angeles 1.8 (0.95) 3.4 (1.25) 94.8 (1.52) 2.8 (1.63) 9.1 (3.11) 88.1 (3.42) 1.7 (0.96) 2.7 (1.24) 95.5 (1.53)

Miami-Dade # (†) 20.9 (3.20) 79.1 (3.20) # (†) 24.7 (5.49) 75.3 (5.49) # (†) 20.5 (3.30) 79.5 (3.30)

New York City 5.5 (1.35) 18.7 (2.77) 75.8 (3.17) 6.5 (2.36) 25.8 (3.99) 67.7 (4.35) 5.2 (1.55) 16.5 (2.92) 78.3 (3.49)

Philadelphia 0.3 (0.21) 6.0 (1.99) 93.7 (1.99) 2.3 (1.64) 5.3 (2.36) 92.3 (2.73) # (†) 6.1 (2.15) 93.9 (2.15)

San Diego 2.6 (1.07) 10.9 (2.83) 86.5 (3.08) 1.1 (1.25) 14.5 (5.06) 84.4 (5.19) 2.7 (1.15) 10.6 (2.81) 86.7 (3.06)

Duval County (FL) 2.9 (1.12) 17.7 (3.40) 79.3 (3.62) 1.7 (1.15) 16.1 (4.87) 82.2 (4.83) 3.1 (1.20) 18.0 (3.51) 78.8 (3.74)

† Not applicable. 

# Rounds to zero.

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

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-17

TABLE B-8. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and selected school characteristics: 

2015

(Standard errors in parentheses)

School characteristic

English language learner Not English language learner 

Years of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.9 (0.27) 18.8 (0.55) 76.3 (0.59) 5.9 (0.65) 19.8 (1.28) 74.3 (1.42) 4.7 (0.25) 18.7 (0.54) 76.6 (0.56)

Location

City 6.0 (0.43) 20.6 (1.03) 73.3 (0.98) 7.4 (0.80) 22.3 (1.80) 70.3 (1.84) 5.8 (0.43) 20.3 (0.99) 73.9 (0.93)

Suburban 4.5 (0.43) 17.0 (0.82) 78.5 (0.92) 5.4 (1.17) 18.1 (2.12) 76.5 (2.47) 4.4 (0.40) 16.9 (0.77) 78.7 (0.86)

Town 4.9 (0.72) 21.5 (1.36) 73.7 (1.50) 3.9 (1.15) 19.7 (4.34) 76.4 (4.85) 4.9 (0.74) 21.6 (1.36) 73.4 (1.55)

Rural 3.7 (0.42) 18.2 (1.07) 78.1 (1.14) 2.2 (0.67) 13.3 (2.98) 84.5 (3.18) 3.7 (0.43) 18.4 (1.09) 77.8 (1.15)

Minority enrollment

75 percent or more 6.2 (0.68) 21.9 (1.27) 71.9 (1.37) 6.6 (0.90) 19.8 (1.80) 73.6 (2.01) 6.1 (0.67) 22.7 (1.29) 71.3 (1.37)

Less than 75 percent 4.3 (0.25) 17.5 (0.55) 78.2 (0.58) 4.6 (0.59) 19.7 (1.53) 75.7 (1.54) 4.3 (0.25) 17.4 (0.54) 78.3 (0.59)

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.

TABLE B-9. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and state: 2015

(Standard errors in parentheses)

State

Years of experience of mathematics teacher

English language learner Not English language learner 

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.9 (0.27) 18.8 (0.55) 76.3 (0.59) 5.9 (0.65) 19.8 (1.28) 74.3 (1.42) 4.7 (0.25) 18.7 (0.54) 76.6 (0.56)

Alabama 4.5 (1.29) 19.3 (2.70) 76.2 (2.93) ‡ (†) ‡ (†) ‡ (†) 4.4 (1.31) 19.3 (2.69) 76.3 (2.94)

Alaska 3.0 (1.04) 17.0 (2.16) 80.0 (2.33) 1.9 (0.92) 22.5 (4.58) 75.5 (4.73) 3.2 (1.13) 15.9 (2.23) 80.8 (2.43)

Arizona 7.7 (1.71) 20.9 (1.98) 71.3 (2.43) 13.6 (4.98) 24.1 (5.82) 62.4 (5.85) 7.1 (1.64) 20.6 (2.14) 72.2 (2.67)

Arkansas 3.6 (0.96) 21.6 (2.26) 74.8 (2.45) 4.0 (2.13) 26.3 (5.34) 69.8 (5.47) 3.6 (0.97) 21.2 (2.26) 75.2 (2.49)

California 4.8 (1.09) 11.8 (2.12) 83.4 (2.48) 5.1 (1.54) 14.9 (2.83) 80.1 (3.31) 4.6 (1.07) 10.7 (2.00) 84.7 (2.37)

Colorado 7.6 (1.29) 24.6 (2.68) 67.8 (2.99) 14.6 (3.63) 30.2 (5.89) 55.2 (6.81) 6.4 (1.18) 23.7 (2.56) 69.8 (2.69)

Connecticut 4.6 (0.86) 17.0 (1.65) 78.4 (1.90) 5.2 (1.57) 20.8 (4.02) 74.0 (4.49) 4.6 (0.88) 16.7 (1.64) 78.7 (1.87)

Delaware 3.1 (0.44) 20.6 (1.17) 76.3 (1.30) 3.9 (2.01) 26.4 (5.06) 69.7 (5.66) 3.1 (0.44) 20.3 (1.14) 76.6 (1.25)

District of Columbia 10.4 (0.38) 35.6 (0.64) 54.0 (0.69) 21.0 (3.93) 27.6 (3.45) 51.4 (4.43) 9.7 (0.42) 36.2 (0.67) 54.2 (0.72)

Florida 5.0 (1.16) 23.4 (2.12) 71.6 (2.32) 6.5 (2.62) 15.7 (2.90) 77.8 (4.14) 4.9 (1.13) 24.2 (2.27) 71.0 (2.42)

Georgia 6.6 (1.52) 12.0 (2.44) 81.4 (2.89) 3.9 (2.01) 10.8 (4.45) 85.3 (4.67) 6.8 (1.56) 12.0 (2.47) 81.2 (2.95)

Hawaii 3.2 (0.85) 23.6 (1.56) 73.2 (1.83) 5.0 (2.41) 31.4 (4.27) 63.6 (4.87) 3.0 (0.86) 23.0 (1.58) 73.9 (1.87)

Idaho 5.6 (0.92) 16.5 (1.92) 77.9 (2.27) 16.0 (3.93) 18.7 (3.85) 65.4 (5.64) 5.1 (0.86) 16.4 (1.95) 78.5 (2.25)

Illinois 3.2 (0.94) 21.2 (2.52) 75.6 (2.76) 3.5 (1.60) 20.8 (4.29) 75.8 (4.83) 3.1 (0.94) 21.3 (2.66) 75.6 (2.88)

Indiana 4.7 (1.19) 18.9 (1.81) 76.4 (2.12) 1.2 (0.88) 22.5 (3.99) 76.2 (4.27) 5.0 (1.26) 18.6 (1.91) 76.4 (2.21)

Iowa 5.0 (1.31) 19.6 (2.54) 75.4 (2.57) 2.6 (1.41) 32.5 (7.56) 64.9 (7.64) 5.2 (1.39) 18.7 (2.41) 76.1 (2.46)

Kansas 6.5 (1.21) 24.4 (2.25) 69.1 (2.47) 12.5 (2.42) 25.2 (4.60) 62.3 (4.97) 5.5 (1.13) 24.2 (2.28) 70.2 (2.48)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-18

TABLE B-9. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and state: 2015—Continued

(Standard errors in parentheses)

State

Years of experience of mathematics teacher

English language learner Not English language learner 

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Kentucky 5.6 (1.44) 23.6 (3.57) 70.8 (3.67) 10.0 (4.23) 32.2 (7.11) 57.9 (7.13) 5.4 (1.45) 23.3 (3.60) 71.3 (3.68)

Louisiana 4.5 (1.29) 18.9 (2.78) 76.5 (3.11) ‡ (†) ‡ (†) ‡ (†) 4.6 (1.32) 19.0 (2.77) 76.4 (3.13)

Maine 4.0 (0.68) 14.7 (1.29) 81.4 (1.55) 4.0 (1.98) 16.7 (5.13) 79.3 (5.35) 4.0 (0.70) 14.6 (1.34) 81.4 (1.59)

Maryland 5.4 (0.95) 20.1 (3.01) 74.5 (2.94) 1.2 (0.60) 18.7 (5.59) 80.1 (5.81) 5.8 (1.03) 20.2 (3.08) 74.0 (2.97)

Massachusetts 5.4 (1.35) 20.0 (1.89) 74.6 (2.20) 9.2 (3.65) 25.2 (3.76) 65.5 (4.55) 5.0 (1.29) 19.5 (1.97) 75.5 (2.24)

Michigan 2.8 (1.01) 18.2 (2.87) 78.9 (2.99) 3.5 (2.69) 22.8 (9.82) 73.6 (10.36) 2.8 (1.02) 18.0 (2.91) 79.2 (3.02)

Minnesota 7.8 (1.96) 16.6 (1.96) 75.5 (2.38) 10.9 (4.37) 16.3 (3.29) 72.7 (4.84) 7.5 (1.92) 16.7 (2.09) 75.8 (2.50)

Mississippi 5.4 (1.12) 29.9 (2.47) 64.7 (2.66) ‡ (†) ‡ (†) ‡ (†) 5.4 (1.12) 30.0 (2.49) 64.6 (2.70)

Missouri 7.2 (1.48) 25.8 (2.65) 67.1 (2.86) ‡ (†) ‡ (†) ‡ (†) 7.2 (1.51) 25.8 (2.63) 67.0 (2.86)

Montana 4.0 (0.57) 18.1 (1.06) 78.0 (1.21) ‡ (†) ‡ (†) ‡ (†) 4.0 (0.58) 18.0 (1.09) 78.1 (1.22)

Nebraska 4.4 (1.08) 26.9 (1.80) 68.6 (2.09) 6.6 (3.26) 30.3 (5.10) 63.1 (4.51) 4.3 (1.11) 26.6 (1.80) 69.1 (2.15)

Nevada 8.2 (1.64) 22.8 (2.17) 68.9 (2.54) 9.6 (2.55) 27.8 (2.89) 62.6 (3.93) 7.8 (1.55) 21.2 (2.21) 71.0 (2.42)

New Hampshire 2.5 (0.66) 13.2 (1.41) 84.4 (1.51) 1.2 (1.19) 18.7 (5.49) 80.1 (5.66) 2.5 (0.67) 13.0 (1.42) 84.5 (1.53)

New Jersey 3.2 (0.92) 19.7 (2.49) 77.1 (2.67) ‡ (†) ‡ (†) ‡ (†) 2.8 (0.84) 19.7 (2.58) 77.5 (2.75)

New Mexico 6.3 (1.30) 23.4 (1.99) 70.3 (2.09) 6.3 (2.37) 25.0 (4.36) 68.7 (4.33) 6.3 (1.32) 23.1 (1.95) 70.7 (2.13)

New York 2.1 (0.51) 11.7 (1.64) 86.2 (1.71) 6.4 (2.74) 20.0 (3.52) 73.7 (3.98) 1.8 (0.48) 11.1 (1.73) 87.1 (1.82)

North Carolina 6.1 (1.30) 25.0 (2.33) 68.9 (2.58) 3.1 (1.42) 30.9 (5.76) 66.0 (5.80) 6.3 (1.37) 24.5 (2.39) 69.2 (2.64)

North Dakota 6.6 (0.34) 23.3 (0.60) 70.1 (0.67) ‡ (†) ‡ (†) ‡ (†) 6.4 (0.35) 23.4 (0.62) 70.2 (0.72)

Ohio 2.9 (1.35) 14.2 (2.94) 82.9 (2.99) 0.2 (0.08) 16.8 (8.27) 83.0 (8.28) 3.0 (1.40) 14.1 (2.95) 82.9 (3.00)

Oklahoma 5.3 (1.28) 23.6 (2.35) 71.1 (2.50) 11.2 (6.10) 41.0 (5.76) 47.8 (8.36) 4.9 (1.24) 22.2 (2.33) 72.8 (2.47)

Oregon 5.6 (1.32) 18.2 (2.28) 76.2 (2.68) 6.8 (2.70) 19.0 (4.23) 74.2 (4.86) 5.4 (1.28) 18.1 (2.27) 76.5 (2.62)

Pennsylvania 1.1 (0.48) 14.1 (2.03) 84.8 (2.02) # (†) 13.5 (4.70) 86.5 (4.70) 1.2 (0.50) 14.1 (2.06) 84.7 (2.04)

Rhode Island 1.4 (0.44) 11.6 (1.31) 87.0 (1.44) 1.6 (1.14) 26.2 (5.21) 72.2 (5.46) 1.4 (0.44) 10.5 (1.24) 88.1 (1.36)

South Carolina 6.4 (1.39) 21.8 (2.29) 71.8 (2.77) 7.0 (2.52) 24.9 (4.87) 68.1 (5.06) 6.3 (1.41) 21.6 (2.29) 72.1 (2.75)

South Dakota 6.5 (0.89) 18.7 (1.46) 74.9 (1.48) ‡ (†) ‡ (†) ‡ (†) 6.6 (0.92) 18.2 (1.46) 75.2 (1.48)

Tennessee 6.8 (1.58) 22.7 (2.91) 70.5 (2.77) 8.6 (5.97) 18.5 (5.89) 72.8 (6.16) 6.7 (1.55) 22.9 (2.94) 70.4 (2.83)

Texas 5.5 (1.20) 22.6 (2.75) 71.9 (2.80) 5.7 (1.37) 21.1 (3.14) 73.2 (3.24) 5.4 (1.33) 23.0 (2.97) 71.5 (3.10)

Utah 7.7 (1.70) 25.9 (2.52) 66.5 (2.81) 9.1 (6.28) 28.0 (6.32) 62.9 (7.54) 7.6 (1.68) 25.7 (2.53) 66.7 (2.79)

Vermont 5.1 (0.29) 15.5 (0.60) 79.3 (0.62) ‡ (†) ‡ (†) ‡ (†) 5.1 (0.30) 15.7 (0.63) 79.2 (0.65)

Virginia 6.6 (1.57) 18.7 (2.28) 74.7 (2.84) 5.2 (2.16) 35.7 (7.10) 59.2 (7.18) 6.7 (1.60) 17.5 (2.18) 75.8 (2.76)

Washington 1.7 (0.69) 19.0 (2.69) 79.3 (2.61) 5.3 (2.55) 20.3 (4.05) 74.4 (4.18) 1.1 (0.54) 18.8 (2.83) 80.1 (2.78)

West Virginia 2.5 (0.47) 20.3 (2.17) 77.2 (2.27) ‡ (†) ‡ (†) ‡ (†) 2.5 (0.48) 20.3 (2.16) 77.3 (2.28)

Wisconsin 4.8 (1.17) 16.0 (1.93) 79.2 (2.17) 4.1 (3.17) 13.6 (4.06) 82.3 (5.49) 4.8 (1.17) 16.2 (1.95) 79.0 (2.16)

Wyoming 6.1 (0.42) 21.6 (0.69) 72.3 (0.76) 4.4 (2.38) 27.7 (4.72) 68.0 (4.79) 6.2 (0.43) 21.4 (0.70) 72.4 (0.78)

Department of 

Defense Dependents Schools 1.6 (0.17) 9.6 (0.43) 88.8 (0.47) 1.0 (0.94) 8.4 (2.46) 90.6 (2.55) 1.7 (0.16) 9.8 (0.47) 88.6 (0.51)

† Not applicable. 

# Rounds to zero.

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

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-19

TABLE B-10. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and jurisdiction: 2015

(Standard errors in parentheses)

Jurisdiction

Years of experience of mathematics teacher

English language learner Not English language learner 

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.9 (0.27) 18.8 (0.55) 76.3 (0.59) 5.9 (0.65) 19.8 (1.28) 74.3 (1.42) 4.7 (0.25) 18.7 (0.54) 76.6 (0.56)

Large city 5.8 (0.60) 21.3 (1.34) 72.9 (1.33) 7.8 (1.04) 22.7 (2.23) 69.5 (2.29) 5.3 (0.59) 21.0 (1.30) 73.7 (1.31)

Albuquerque 3.2 (1.21) 21.2 (2.18) 75.6 (2.46) 4.2 (1.94) 23.4 (3.67) 72.4 (4.28) 3.0 (1.25) 20.6 (2.58) 76.4 (2.77)

Atlanta 1.4 (0.51) 17.8 (1.72) 80.8 (1.59) ‡ (†) ‡ (†) ‡ (†) 1.4 (0.53) 18.0 (1.80) 80.6 (1.67)

Austin 6.7 (1.40) 32.6 (3.18) 60.7 (3.11) 9.0 (2.87) 38.1 (4.27) 52.9 (3.58) 5.4 (1.23) 29.5 (3.77) 65.1 (3.88)

Baltimore City 14.5 (3.57) 24.7 (3.37) 60.8 (4.58) ‡ (†) ‡ (†) ‡ (†) 14.2 (3.61) 24.6 (3.28) 61.2 (4.59)

Boston 4.8 (0.85) 22.7 (2.14) 72.5 (2.42) 5.2 (1.16) 26.1 (3.43) 68.7 (3.51) 4.6 (0.99) 21.0 (2.53) 74.4 (2.84)

Charlotte 5.2 (1.73) 31.8 (2.42) 63.0 (3.45) 4.2 (2.21) 42.0 (5.69) 53.8 (6.19) 5.3 (1.88) 30.7 (2.38) 64.0 (3.56)

Chicago 3.4 (1.30) 26.2 (3.18) 70.4 (3.29) 2.9 (1.45) 28.3 (4.86) 68.8 (5.27) 3.5 (1.41) 25.9 (3.44) 70.7 (3.54)

Cleveland 5.6 (0.39) 1.8 (0.30) 92.6 (0.48) 5.5 (1.85) # (†) 94.5 (1.85) 5.6 (0.43) 1.9 (0.33) 92.4 (0.52)

Dallas 13.9 (3.52) 23.0 (4.22) 63.1 (4.42) 18.1 (4.55) 20.5 (4.76) 61.4 (5.45) 9.5 (3.66) 25.6 (6.80) 64.8 (7.01)

Detroit 4.5 (1.36) 6.3 (2.24) 89.2 (2.46) 9.2 (3.79) 4.7 (2.78) 86.2 (4.58) 3.5 (1.44) 6.7 (2.59) 89.8 (2.86)

District of Columbia 

(DCPS) 9.3 (0.45) 30.3 (0.76) 60.4 (0.86) 23.6 (4.77) 17.0 (3.63) 59.4 (5.19) 8.2 (0.48) 31.3 (0.80) 60.4 (0.91)

Fresno 7.4 (1.51) 10.7 (1.83) 81.9 (2.31) 9.1 (2.56) 9.4 (2.15) 81.6 (3.02) 6.8 (1.58) 11.2 (2.05) 82.0 (2.53)

Hillsborough County 

(FL) 4.0 (1.77) 26.5 (4.06) 69.5 (4.07) 5.2 (2.09) 20.5 (5.54) 74.3 (6.31) 3.8 (1.86) 27.3 (4.47) 68.9 (4.36)

Houston 9.3 (2.41) 29.8 (3.24) 60.9 (4.01) 10.5 (2.94) 31.4 (4.03) 58.1 (4.73) 8.5 (2.57) 28.7 (3.63) 62.8 (4.23)

Jefferson County (KY) 9.6 (2.48) 22.5 (4.12) 67.9 (4.40) 7.8 (4.48) 26.6 (7.72) 65.6 (7.54) 9.8 (2.63) 22.1 (4.02) 68.2 (4.42)

Los Angeles 1.8 (0.95) 3.4 (1.25) 94.8 (1.52) 1.6 (1.34) 4.6 (1.82) 93.8 (2.28) 1.9 (1.15) 2.9 (1.49) 95.2 (1.80)

Miami-Dade # (†) 20.9 (3.20) 79.1 (3.20) # (†) 14.5 (3.00) 85.5 (3.00) # (†) 22.4 (3.40) 77.6 (3.40)

New York City 5.5 (1.35) 18.7 (2.77) 75.8 (3.17) 10.5 (4.22) 22.8 (4.72) 66.7 (4.82) 4.8 (1.30) 18.0 (2.95) 77.2 (3.37)

Philadelphia 0.3 (0.21) 6.0 (1.99) 93.7 (1.99) # (†) 6.9 (4.10) 93.1 (4.10) 0.3 (0.24) 5.9 (2.08) 93.8 (2.08)

San Diego 2.6 (1.07) 10.9 (2.83) 86.5 (3.08) 4.9 (2.11) 16.0 (4.65) 79.1 (5.14) 1.3 (0.62) 8.2 (2.51) 90.6 (2.56)

Duval County (FL) 2.9 (1.12) 17.7 (3.40) 79.3 (3.62) ‡ (†) ‡ (†) ‡ (†) 3.0 (1.16) 16.9 (3.41) 80.1 (3.64)

† Not applicable. 

# Rounds to zero.

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

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-20

TABLE B-11. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, National School Lunch Program status, and selected school 

characteristics: 2015

(Standard errors in parentheses)

School characteristic

Years of experience of mathematics teacher

National School Lunch Program, eligible National School Lunch Program, not eligible

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.9 (0.27) 18.8 (0.55) 76.3 (0.59) 5.6 (0.39) 20.4 (0.68) 74.0 (0.74) 3.9 (0.23) 16.9 (0.62) 79.2 (0.66)

Location

City 6.0 (0.43) 20.6 (1.03) 73.3 (0.98) 6.7 (0.56) 21.5 (1.11) 71.8 (1.00) 4.6 (0.41) 18.8 (1.41) 76.6 (1.46)

Suburban 4.5 (0.43) 17.0 (0.82) 78.5 (0.92) 5.6 (0.72) 19.5 (1.18) 74.9 (1.35) 3.6 (0.36) 15.0 (0.83) 81.4 (0.93)

Town 4.9 (0.72) 21.5 (1.36) 73.7 (1.50) 4.9 (0.91) 22.2 (1.57) 72.8 (1.73) 4.7 (0.62) 19.9 (1.63) 75.4 (1.69)

Rural 3.7 (0.42) 18.2 (1.07) 78.1 (1.14) 4.0 (0.50) 18.6 (1.18) 77.5 (1.26) 3.4 (0.49) 18.0 (1.31) 78.6 (1.41)

Minority enrollment

75 percent or more 6.2 (0.68) 21.9 (1.27) 71.9 (1.37) 6.5 (0.73) 21.8 (1.24) 71.7 (1.34) 4.9 (0.79) 22.7 (2.63) 72.4 (2.71)

Less than 75 

percent 4.3 (0.25) 17.5 (0.55) 78.2 (0.58) 5.0 (0.36) 19.2 (0.69) 75.8 (0.73) 3.8 (0.27) 16.2 (0.62) 80.0 (0.67)

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.

TABLE B-12. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, National School Lunch Program status, and state: 2015

(Standard errors in parentheses)

State

Years of experience of mathematics teacher

National School Lunch Program, eligible National School Lunch Program, not eligible

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.9 (0.27) 18.8 (0.55) 76.3 (0.59) 5.6 (0.39) 20.4 (0.68) 74.0 (0.74) 3.9 (0.23) 16.9 (0.62) 79.2 (0.66)

Alabama 4.5 (1.29) 19.3 (2.70) 76.2 (2.93) 5.0 (1.62) 17.0 (2.93) 77.9 (3.41) 3.7 (1.27) 22.8 (3.26) 73.5 (3.28)

Alaska 3.0 (1.04) 17.0 (2.16) 80.0 (2.33) 3.1 (1.20) 17.5 (2.89) 79.4 (3.12) 3.0 (1.02) 16.7 (2.46) 80.3 (2.60)

Arizona 7.7 (1.71) 20.9 (1.98) 71.3 (2.43) 9.2 (2.21) 24.4 (2.46) 66.4 (2.94) 4.8 (1.68) 13.6 (2.44) 81.5 (3.00)

Arkansas 3.6 (0.96) 21.6 (2.26) 74.8 (2.45) 4.1 (1.11) 23.2 (2.34) 72.8 (2.59) 2.7 (0.95) 18.2 (2.81) 79.2 (2.96)

California 4.8 (1.09) 11.8 (2.12) 83.4 (2.48) 5.5 (1.56) 11.6 (2.22) 82.9 (2.84) 3.7 (1.07) 12.5 (2.84) 83.8 (3.02)

Colorado 7.6 (1.29) 24.6 (2.68) 67.8 (2.99) 9.8 (1.77) 27.6 (3.98) 62.6 (4.47) 5.5 (1.42) 22.2 (2.39) 72.4 (2.73)

Connecticut 4.6 (0.86) 17.0 (1.65) 78.4 (1.90) 6.0 (1.21) 20.0 (2.95) 73.9 (3.14) 3.7 (0.86) 15.2 (1.73) 81.1 (1.91)

Delaware 3.1 (0.44) 20.6 (1.17) 76.3 (1.30) 2.8 (0.60) 22.3 (1.51) 74.9 (1.64) 3.3 (0.53) 19.5 (1.41) 77.2 (1.49)

District of Columbia 10.4 (0.38) 35.6 (0.64) 54.0 (0.69) 11.7 (0.47) 33.3 (0.84) 55.0 (0.87) 6.3 (0.92) 42.7 (1.67) 51.0 (1.88)

Florida 5.0 (1.16) 23.4 (2.12) 71.6 (2.32) 5.7 (1.32) 24.9 (2.32) 69.4 (2.56) 3.8 (1.09) 21.2 (2.73) 75.0 (2.80)

Georgia 6.6 (1.52) 12.0 (2.44) 81.4 (2.89) 7.8 (2.01) 11.4 (2.72) 80.8 (3.32) 4.7 (1.62) 12.2 (3.87) 83.1 (4.64)

Hawaii 3.2 (0.85) 23.6 (1.56) 73.2 (1.83) 3.3 (1.13) 23.9 (1.80) 72.8 (1.93) 3.0 (1.13) 23.2 (2.05) 73.8 (2.66)

Idaho 5.6 (0.92) 16.5 (1.92) 77.9 (2.27) 6.5 (1.30) 18.3 (2.45) 75.2 (3.08) 4.6 (1.07) 14.4 (2.19) 81.1 (2.40)

Illinois 3.2 (0.94) 21.2 (2.52) 75.6 (2.76) 4.2 (1.06) 24.6 (2.57) 71.2 (2.84) 1.9 (0.92) 17.2 (3.39) 80.9 (3.56)

Indiana 4.7 (1.19) 18.9 (1.81) 76.4 (2.12) 5.9 (1.65) 17.5 (1.94) 76.6 (2.41) 3.5 (1.08) 20.3 (2.31) 76.1 (2.50)

Iowa 5.0 (1.31) 19.6 (2.54) 75.4 (2.57) 5.8 (1.58) 22.9 (3.42) 71.4 (3.37) 4.5 (1.34) 17.1 (2.45) 78.4 (2.72)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-21

TABLE B-12. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, National School Lunch Program status, and state: 2015—Continued

(Standard errors in parentheses)

State

Years of experience of mathematics teacher

National School Lunch Program, eligible National School Lunch Program, not eligible

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Kansas 6.5 (1.21) 24.4 (2.25) 69.1 (2.47) 8.2 (1.57) 26.0 (2.67) 65.8 (2.91) 4.4 (1.19) 22.4 (2.82) 73.2 (3.05)

Kentucky 5.6 (1.44) 23.6 (3.57) 70.8 (3.67) 5.6 (1.41) 27.7 (3.86) 66.6 (3.93) 5.5 (1.96) 17.0 (3.39) 77.5 (3.90)

Louisiana 4.5 (1.29) 18.9 (2.78) 76.5 (3.11) 4.6 (1.49) 21.1 (3.27) 74.3 (3.63) 4.4 (1.48) 14.1 (3.21) 81.5 (3.40)

Maine 4.0 (0.68) 14.7 (1.29) 81.4 (1.55) 4.8 (0.95) 14.6 (1.55) 80.6 (2.00) 3.2 (0.72) 14.8 (1.53) 82.0 (1.66)

Maryland 5.4 (0.95) 20.1 (3.01) 74.5 (2.94) 6.2 (1.17) 21.9 (3.27) 71.9 (3.42) 4.8 (1.34) 18.6 (3.31) 76.6 (3.25)

Massachusetts 5.4 (1.35) 20.0 (1.89) 74.6 (2.20) 5.8 (1.73) 23.1 (2.53) 71.1 (2.93) 5.2 (1.53) 17.8 (2.33) 77.0 (2.67)

Michigan 2.8 (1.01) 18.2 (2.87) 78.9 (2.99) 3.8 (1.42) 21.7 (3.72) 74.5 (4.00) 2.0 (0.83) 15.1 (3.03) 82.9 (3.09)

Minnesota 7.8 (1.96) 16.6 (1.96) 75.5 (2.38) 9.1 (2.65) 18.1 (2.27) 72.8 (2.87) 6.9 (1.77) 15.7 (2.38) 77.3 (2.62)

Mississippi 5.4 (1.12) 29.9 (2.47) 64.7 (2.66) 5.5 (1.41) 30.0 (2.65) 64.5 (2.97) 5.3 (1.20) 29.4 (3.29) 65.3 (3.49)

Missouri 7.2 (1.48) 25.8 (2.65) 67.1 (2.86) 9.1 (2.17) 30.3 (3.62) 60.6 (3.89) 4.9 (0.98) 20.5 (2.52) 74.6 (2.61)

Montana 4.0 (0.57) 18.1 (1.06) 78.0 (1.21) 2.9 (0.62) 20.2 (1.42) 76.9 (1.56) 4.9 (0.77) 16.4 (1.37) 78.8 (1.50)

Nebraska 4.4 (1.08) 26.9 (1.80) 68.6 (2.09) 4.6 (1.14) 27.2 (2.34) 68.1 (2.61) 4.3 (1.25) 26.5 (2.05) 69.2 (2.32)

Nevada 8.2 (1.64) 22.8 (2.17) 68.9 (2.54) 10.5 (2.28) 27.2 (2.79) 62.3 (3.26) 4.8 (1.47) 16.0 (2.34) 79.2 (2.61)

New Hampshire 2.5 (0.66) 13.2 (1.41) 84.4 (1.51) 3.3 (1.15) 15.8 (2.24) 80.9 (2.39) 2.0 (0.56) 12.5 (1.47) 85.5 (1.54)

New Jersey 3.2 (0.92) 19.7 (2.49) 77.1 (2.67) 2.5 (0.99) 24.6 (4.03) 72.9 (4.06) 3.9 (1.26) 16.1 (2.65) 80.0 (3.07)

New Mexico 6.3 (1.30) 23.4 (1.99) 70.3 (2.09) 5.8 (1.33) 25.3 (2.35) 68.8 (2.37) 6.5 (1.85) 17.2 (2.67) 76.3 (3.00)

New York 2.1 (0.51) 11.7 (1.64) 86.2 (1.71) 3.0 (0.71) 13.7 (1.72) 83.3 (1.83) 1.0 (0.44) 9.8 (2.67) 89.2 (2.74)

North Carolina 6.1 (1.30) 25.0 (2.33) 68.9 (2.58) 6.2 (1.49) 26.1 (2.86) 67.7 (3.13) 5.7 (1.57) 23.5 (3.09) 70.8 (3.58)

North Dakota 6.6 (0.34) 23.3 (0.60) 70.1 (0.67) 6.9 (0.82) 25.6 (1.41) 67.6 (1.61) 6.4 (0.39) 22.2 (0.76) 71.4 (0.85)

Ohio 2.9 (1.35) 14.2 (2.94) 82.9 (2.99) 3.5 (1.50) 16.5 (3.99) 80.1 (4.19) 2.5 (1.39) 11.2 (2.81) 86.3 (2.66)

Oklahoma 5.3 (1.28) 23.6 (2.35) 71.1 (2.50) 7.0 (1.80) 25.9 (2.78) 67.1 (2.97) 2.8 (1.30) 20.1 (3.25) 77.1 (3.43)

Oregon 5.6 (1.32) 18.2 (2.28) 76.2 (2.68) 5.1 (1.38) 20.0 (2.61) 74.8 (3.02) 6.4 (1.61) 15.0 (2.99) 78.6 (3.31)

Pennsylvania 1.1 (0.48) 14.1 (2.03) 84.8 (2.02) 2.0 (0.88) 16.2 (2.98) 81.8 (3.12) 0.4 (0.23) 12.1 (2.22) 87.5 (2.22)

Rhode Island 1.4 (0.44) 11.6 (1.31) 87.0 (1.44) 2.0 (0.69) 14.7 (1.99) 83.3 (2.19) 0.9 (0.35) 8.9 (1.19) 90.2 (1.22)

South Carolina 6.4 (1.39) 21.8 (2.29) 71.8 (2.77) 7.4 (1.77) 24.0 (2.66) 68.7 (3.22) 4.8 (1.47) 18.3 (2.84) 76.9 (3.36)

South Dakota 6.5 (0.89) 18.7 (1.46) 74.9 (1.48) 7.0 (1.07) 20.5 (1.84) 72.5 (1.83) 6.1 (0.99) 17.0 (1.70) 76.9 (1.72)

Tennessee 6.8 (1.58) 22.7 (2.91) 70.5 (2.77) 6.7 (1.68) 24.9 (3.39) 68.4 (3.24) 6.9 (1.99) 20.0 (3.32) 73.2 (3.29)

Texas 5.5 (1.20) 22.6 (2.75) 71.9 (2.80) 6.2 (1.52) 22.8 (3.00) 71.0 (2.87) 4.3 (1.09) 22.4 (3.59) 73.3 (3.85)

Utah 7.7 (1.70) 25.9 (2.52) 66.5 (2.81) 7.8 (2.60) 26.3 (3.32) 65.9 (4.09) 7.8 (1.83) 25.2 (2.67) 67.0 (2.96)

Vermont 5.1 (0.29) 15.5 (0.60) 79.3 (0.62) 7.2 (0.64) 19.3 (1.08) 73.6 (1.21) 3.7 (0.46) 12.9 (0.80) 83.4 (0.96)

Virginia 6.6 (1.57) 18.7 (2.28) 74.7 (2.84) 6.9 (1.75) 23.4 (3.04) 69.7 (3.56) 6.3 (1.65) 15.4 (2.49) 78.3 (3.07)

Washington 1.7 (0.69) 19.0 (2.69) 79.3 (2.61) 2.1 (1.04) 21.3 (3.21) 76.5 (2.94) 1.3 (0.70) 16.6 (2.98) 82.1 (3.01)

West Virginia 2.5 (0.47) 20.3 (2.17) 77.2 (2.27) 3.1 (0.61) 21.5 (2.35) 75.4 (2.51) 0.9 (0.45) 17.0 (2.93) 82.1 (2.95)

Wisconsin 4.8 (1.17) 16.0 (1.93) 79.2 (2.17) 5.8 (2.01) 19.6 (2.79) 74.6 (2.80) 3.6 (1.00) 13.5 (2.14) 82.9 (2.36)

Wyoming 6.1 (0.42) 21.6 (0.69) 72.3 (0.76) 5.7 (0.70) 23.6 (1.26) 70.7 (1.47) 6.5 (0.57) 20.2 (0.96) 73.3 (1.03)

Department of 

Defense Dependents Schools 1.6 (0.17) 9.6 (0.43) 88.8 (0.47) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

† Not applicable. 

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

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-22

TABLE B-13. Percentage of 4th-grade public school students, by years of experience of their mathematics teacher, National School Lunch Program status, and jurisdiction: 2015

(Standard errors in parentheses)

Jurisdiction

Years of experience of mathematics teacher

National School Lunch Program, eligible National School Lunch Program, not eligible

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.9 (0.27) 18.8 (0.55) 76.3 (0.59) 5.6 (0.39) 20.4 (0.68) 74.0 (0.74) 3.9 (0.23) 16.9 (0.62) 79.2 (0.66)

Large city 5.8 (0.60) 21.3 (1.34) 72.9 (1.33) 6.5 (0.71) 21.6 (1.23) 71.8 (1.17) 3.6 (0.52) 20.3 (2.21) 76.1 (2.34)

Albuquerque 3.2 (1.21) 21.2 (2.18) 75.6 (2.46) 3.8 (1.33) 24.3 (2.36) 71.9 (2.69) 2.2 (1.37) 15.8 (3.30) 82.0 (3.50)

Atlanta 1.4 (0.51) 17.8 (1.72) 80.8 (1.59) 1.9 (0.70) 19.7 (2.12) 78.5 (1.93) # (†) 12.9 (2.16) 87.1 (2.16)

Austin 6.7 (1.40) 32.6 (3.18) 60.7 (3.11) 8.6 (1.98) 42.9 (3.56) 48.4 (3.32) 3.6 (1.27) 16.2 (3.55) 80.3 (3.80)

Baltimore City 14.5 (3.57) 24.7 (3.37) 60.8 (4.58) 14.6 (3.41) 25.2 (3.58) 60.2 (4.64) 13.5 (5.36) 23.0 (4.18) 63.6 (6.16)

Boston 4.8 (0.85) 22.7 (2.14) 72.5 (2.42) 4.8 (0.85) 22.7 (2.14) 72.5 (2.42) ‡ (†) ‡ (†) ‡ (†)

Charlotte 5.2 (1.73) 31.8 (2.42) 63.0 (3.45) 4.4 (1.26) 36.7 (3.34) 58.9 (3.94) 5.4 (2.58) 22.8 (3.43) 71.8 (4.98)

Chicago 3.4 (1.30) 26.2 (3.18) 70.4 (3.29) 4.0 (1.53) 27.5 (3.54) 68.5 (3.70) 0.4 (0.40) 20.1 (4.91) 79.6 (4.90)

Cleveland 5.6 (0.39) 1.8 (0.30) 92.6 (0.48) 5.6 (0.39) 1.8 (0.30) 92.6 (0.48) ‡ (†) ‡ (†) ‡ (†)

Dallas 13.9 (3.52) 23.0 (4.22) 63.1 (4.42) 13.8 (3.51) 23.7 (4.36) 62.5 (4.57) 15.1 (6.60) 17.3 (8.05) 67.6 (9.88)

Detroit 4.5 (1.36) 6.3 (2.24) 89.2 (2.46) 5.6 (1.67) 6.2 (2.27) 88.1 (2.58) 1.1 (0.74) 6.7 (3.05) 92.2 (3.05)

District of Columbia 

(DCPS) 9.3 (0.45) 30.3 (0.76) 60.4 (0.86) 10.6 (0.61) 28.1 (0.79) 61.2 (0.92) 5.7 (1.04) 36.2 (2.02) 58.1 (2.30)

Fresno 7.4 (1.51) 10.7 (1.83) 81.9 (2.31) 7.9 (1.62) 10.4 (1.83) 81.7 (2.39) # (†) 15.5 (9.66) 84.5 (9.66)

Hillsborough County 

(FL) 4.0 (1.77) 26.5 (4.06) 69.5 (4.07) 4.9 (2.61) 26.4 (4.07) 68.7 (4.00) 2.7 (1.86) 26.7 (6.24) 70.5 (6.43)

Houston 9.3 (2.41) 29.8 (3.24) 60.9 (4.01) 10.5 (2.87) 29.9 (3.72) 59.6 (4.55) 4.8 (1.76) 29.0 (4.61) 66.2 (4.83)

Jefferson County (KY) 9.6 (2.48) 22.5 (4.12) 67.9 (4.40) 10.6 (3.01) 26.3 (4.73) 63.1 (4.94) 7.0 (1.82) 12.9 (3.79) 80.1 (4.06)

Los Angeles 1.8 (0.95) 3.4 (1.25) 94.8 (1.52) 1.1 (0.66) 2.8 (1.04) 96.1 (1.24) 6.8 (4.77) 7.2 (6.64) 86.1 (6.71)

Miami-Dade # (†) 20.9 (3.20) 79.1 (3.20) # (†) 21.0 (3.74) 79.0 (3.74) # (†) 20.9 (4.15) 79.1 (4.15)

New York City 5.5 (1.35) 18.7 (2.77) 75.8 (3.17) 5.3 (1.32) 17.7 (2.64) 77.0 (2.98) 6.7 (2.81) 23.5 (8.29) 69.9 (8.61)

Philadelphia 0.3 (0.21) 6.0 (1.99) 93.7 (1.99) 0.3 (0.21) 7.0 (2.36) 92.7 (2.37) 0.4 (0.38) 3.5 (1.47) 96.1 (1.51)

San Diego 2.6 (1.07) 10.9 (2.83) 86.5 (3.08) 3.7 (1.57) 15.5 (4.17) 80.8 (4.49) 0.3 (0.31) 2.0 (1.12) 97.7 (1.13)

Duval County (FL) 2.9 (1.12) 17.7 (3.40) 79.3 (3.62) 4.0 (1.74) 21.1 (4.92) 74.9 (5.34) 1.7 (0.85) 14.2 (2.65) 84.1 (2.56)

† Not applicable. 

# Rounds to zero.

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

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-23

TABLE B-14. Percentage of 4th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and 

selected school characteristics: 2015

(Standard errors in parentheses)

School characteristic

White

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.9 (0.26) 19.3 (0.46) 75.8 (0.54) 4.0 (0.25) 18.3 (0.50) 77.7 (0.58)

Location

City 5.9 (0.38) 20.6 (0.95) 73.5 (0.99) 5.0 (0.44) 19.6 (0.95) 75.5 (1.00)

Suburban 4.5 (0.43) 17.8 (0.79) 77.8 (0.94) 3.3 (0.34) 17.0 (0.85) 79.7 (0.88)

Town 4.3 (0.49) 23.3 (1.42) 72.4 (1.53) 4.1 (0.48) 21.1 (1.16) 74.7 (1.30)

Rural 4.7 (0.66) 18.3 (0.99) 77.0 (1.25) 4.5 (0.73) 18.0 (0.95) 77.5 (1.25)

Minority enrollment

75 percent or more 6.5 (0.66) 21.6 (1.06) 72.0 (1.26) 5.2 (0.89) 22.5 (2.33) 72.4 (2.39)

Less than 75 percent 4.3 (0.29) 18.4 (0.52) 77.3 (0.60) 4.0 (0.28) 18.1 (0.52) 78.0 (0.62)

School characteristic

Black Hispanic

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 6.2 (0.51) 23.5 (0.94) 70.3 (1.03) 5.9 (0.61) 19.4 (0.91) 74.7 (1.15)

Location

City 7.3 (0.80) 25.1 (1.46) 67.6 (1.51) 5.4 (0.54) 19.5 (1.43) 75.0 (1.55)

Suburban 5.1 (0.81) 20.8 (1.37) 74.1 (1.51) 6.6 (1.20) 18.3 (1.43) 75.1 (1.92)

Town 5.4 (1.33) 28.1 (3.68) 66.5 (3.52) 4.6 (1.24) 27.8 (4.59) 67.6 (4.67)

Rural 5.9 (1.03) 22.5 (2.29) 71.5 (2.21) 5.7 (1.63) 15.9 (3.54) 78.4 (4.75)

Minority enrollment

75 percent or more 6.7 (0.71) 24.8 (1.28) 68.5 (1.48) 6.8 (0.96) 20.1 (1.49) 73.1 (1.76)

Less than 75 percent 5.6 (0.67) 21.8 (1.06) 72.5 (1.25) 4.5 (0.46) 18.4 (0.90) 77.0 (1.01)

School characteristic

Asian Pacific Islander

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 5.2 (0.62) 15.8 (1.40) 79.0 (1.62) 3.9 (1.34) 23.3 (4.19) 72.8 (4.43)

Location

City 6.6 (0.82) 15.7 (2.55) 77.7 (2.81) 2.3 (0.99) 29.1 (8.60) 68.6 (8.49)

Suburban 4.3 (1.09) 15.5 (1.61) 80.2 (2.08) 6.5 (2.70) 18.3 (3.48) 75.2 (5.50)

Town 0.9 (0.62) 16.3 (3.87) 82.8 (3.71) 1.2 (1.15) 26.3 (7.17) 72.5 (7.16)

Rural 3.0 (1.79) 20.4 (4.36) 76.6 (4.80) 1.9 (1.43) 10.8 (3.99) 87.3 (4.34)

Minority enrollment

75 percent or more 4.6 (1.76) 17.3 (2.88) 78.1 (3.76) 5.6 (2.21) 26.1 (5.68) 68.3 (6.16)

Less than 75 percent 5.6 (1.01) 15.0 (1.17) 79.4 (1.54) 1.9 (0.96) 19.9 (6.00) 78.2 (6.10)

School characteristic

American Indian/Alaska Native Two or more races

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 5.3 (0.94) 19.4 (1.92) 75.3 (1.96) 5.3 (0.68) 20.2 (1.03) 74.4 (1.13)

Location

City 8.5 (2.44) 16.1 (2.77) 75.3 (3.18) 7.9 (1.56) 21.2 (1.81) 70.9 (1.95)

Suburban 5.4 (2.72) 12.9 (2.91) 81.6 (3.90) 4.2 (0.86) 18.0 (1.61) 77.8 (1.80)

Town 3.1 (0.97) 27.7 (6.15) 69.1 (6.02) 4.5 (1.32) 23.7 (3.35) 71.8 (3.65)

Rural 5.0 (1.68) 18.7 (2.35) 76.3 (2.33) 4.1 (0.93) 21.5 (2.76) 74.4 (2.79)

Minority enrollment

75 percent or more 5.9 (1.58) 23.6 (4.27) 70.5 (4.21) 6.3 (1.73) 18.9 (2.41) 74.8 (2.99)

Less than 75 percent 4.9 (1.20) 17.1 (2.03) 78.0 (2.16) 5.2 (0.73) 20.4 (1.21) 74.4 (1.32)

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked 

“Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to 

choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into 

the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.” 

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

Progress (NAEP), 2015 Reading Assessment.
B-24 Certification Status and Experience of U.S. Public School Teachers—Appendix B

TABLE B-15. Percentage of 4th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and 

state: 2015

(Standard errors in parentheses)

State

White

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.9 (0.26) 19.3 (0.46) 75.8 (0.54) 4.0 (0.25) 18.3 (0.50) 77.7 (0.58)

Alabama 5.2 (1.22) 18.5 (2.59) 76.4 (2.70) 3.3 (0.87) 19.9 (3.34) 76.8 (3.27)

Alaska 3.0 (1.12) 18.4 (2.26) 78.6 (2.49) 2.2 (0.86) 14.1 (2.41) 83.7 (2.58)

Arizona 7.8 (1.67) 23.7 (2.40) 68.5 (2.76) 4.7 (1.32) 21.6 (3.54) 73.8 (3.73)

Arkansas 4.9 (1.32) 20.0 (2.26) 75.1 (2.43) 3.4 (1.01) 17.1 (2.48) 79.4 (2.88)

California 4.9 (1.10) 11.5 (2.06) 83.6 (2.45) 3.7 (1.01) 9.4 (2.37) 86.9 (2.55)

Colorado 8.4 (1.67) 24.1 (2.44) 67.5 (2.74) 6.5 (1.89) 21.2 (2.36) 72.4 (2.76)

Connecticut 4.4 (0.84) 15.1 (1.79) 80.5 (1.95) 3.8 (1.00) 14.6 (2.17) 81.6 (2.35)

Delaware 4.5 (0.67) 21.4 (1.31) 74.1 (1.46) 4.3 (0.78) 17.7 (1.70) 78.0 (1.77)

District of Columbia 8.7 (0.41) 33.8 (0.75) 57.4 (0.79) 7.3 (1.38) 37.5 (3.28) 55.2 (3.29)

Florida 4.7 (1.11) 26.2 (2.59) 69.0 (2.72) 3.1 (0.77) 24.8 (2.79) 72.1 (2.84)

Georgia 6.0 (1.67) 21.4 (3.14) 72.6 (3.52) 5.2 (1.57) 18.3 (3.47) 76.5 (4.04)

Hawaii 3.6 (0.78) 22.5 (1.52) 74.0 (1.81) 0.4 (0.42) 22.1 (3.09) 77.5 (3.17)

Idaho 4.8 (0.81) 19.3 (1.98) 75.9 (2.21) 4.8 (0.91) 18.1 (2.01) 77.1 (2.27)

Illinois 2.4 (0.64) 18.7 (2.16) 78.9 (2.24) 1.9 (0.83) 18.4 (3.46) 79.6 (3.49)

Indiana 3.6 (0.90) 19.7 (1.92) 76.7 (2.07) 3.9 (1.04) 18.7 (2.03) 77.4 (2.40)

Iowa 4.2 (1.05) 21.0 (2.36) 74.7 (2.48) 3.8 (1.04) 18.7 (2.04) 77.5 (2.18)

Kansas 6.3 (1.34) 21.6 (2.22) 72.0 (2.62) 4.9 (1.17) 21.3 (2.42) 73.8 (2.83)

Kentucky 6.1 (1.52) 18.8 (2.95) 75.2 (3.30) 5.3 (1.74) 17.8 (3.08) 76.9 (3.52)

Louisiana 4.0 (1.12) 20.7 (2.57) 75.3 (2.79) 2.6 (0.91) 17.8 (3.04) 79.6 (3.24)

Maine 4.1 (0.66) 15.1 (1.37) 80.8 (1.49) 4.0 (0.63) 14.3 (1.44) 81.7 (1.57)

Maryland 5.1 (1.09) 19.9 (2.89) 75.0 (2.87) 4.4 (1.21) 19.4 (3.23) 76.2 (3.04)

Massachusetts 3.9 (0.92) 18.2 (1.98) 77.9 (2.10) 3.3 (0.90) 15.7 (2.22) 81.0 (2.26)

Michigan 2.1 (0.78) 17.2 (2.57) 80.7 (2.66) 2.3 (0.93) 13.9 (2.54) 83.9 (2.67)

Minnesota 8.4 (1.86) 17.9 (2.31) 73.7 (2.68) 6.8 (1.75) 16.4 (2.61) 76.8 (2.96)

Mississippi 11.7 (1.87) 27.3 (2.33) 61.0 (2.51) 10.9 (2.08) 29.0 (2.74) 60.1 (2.33)

Missouri 8.8 (1.86) 24.9 (2.33) 66.3 (2.77) 8.7 (1.93) 22.1 (2.48) 69.2 (2.96)

Montana 4.1 (0.66) 18.5 (1.24) 77.5 (1.36) 4.2 (0.70) 17.5 (1.33) 78.3 (1.48)

Nebraska 4.2 (1.04) 27.1 (1.73) 68.7 (1.93) 4.6 (1.22) 25.8 (1.84) 69.6 (2.11)

Nevada 7.9 (1.65) 21.7 (1.94) 70.4 (2.25) 4.1 (1.22) 16.9 (2.42) 79.0 (2.65)

New Hampshire 2.4 (0.57) 12.1 (1.27) 85.6 (1.37) 2.6 (0.64) 12.4 (1.35) 85.0 (1.44)

New Jersey 4.6 (1.25) 17.6 (1.95) 77.8 (2.27) 4.3 (1.47) 14.6 (2.71) 81.1 (3.43)

New Mexico 6.4 (1.31) 21.9 (1.76) 71.8 (1.88) 5.7 (1.77) 21.3 (2.30) 73.0 (2.66)

New York 2.3 (0.74) 13.8 (1.86) 83.9 (1.90) 1.6 (1.13) 10.2 (2.55) 88.2 (2.48)

North Carolina 5.7 (1.21) 26.1 (2.53) 68.2 (2.44) 5.6 (1.54) 24.4 (2.91) 70.0 (2.93)

North Dakota 5.9 (0.44) 22.6 (0.75) 71.5 (0.68) 5.7 (0.49) 22.5 (0.86) 71.9 (0.75)

Ohio 1.4 (0.67) 17.0 (2.55) 81.5 (2.57) 1.6 (0.81) 17.4 (2.97) 80.9 (2.98)

Oklahoma 5.7 (1.43) 24.8 (2.64) 69.5 (3.13) 4.2 (1.27) 23.9 (2.80) 71.9 (3.13)

Oregon 6.0 (1.23) 18.5 (2.31) 75.5 (2.78) 6.0 (1.36) 19.0 (2.32) 74.9 (2.84)

Pennsylvania 1.6 (0.74) 18.3 (2.37) 80.1 (2.22) 1.0 (0.70) 17.7 (2.67) 81.4 (2.50)

Rhode Island 2.3 (0.59) 12.1 (1.30) 85.6 (1.44) 2.5 (0.76) 9.1 (1.27) 88.4 (1.48)

South Carolina 6.5 (1.55) 22.9 (2.62) 70.6 (3.24) 5.5 (1.46) 21.4 (3.33) 73.1 (3.96)

South Dakota 6.5 (0.79) 19.1 (1.32) 74.4 (1.35) 6.6 (0.91) 17.4 (1.41) 76.0 (1.46)

Tennessee 7.8 (1.86) 24.2 (2.58) 68.0 (2.92) 5.9 (1.77) 22.1 (2.80) 72.0 (2.95)

Texas 6.2 (1.43) 19.4 (2.28) 74.4 (2.62) 6.4 (3.45) 17.3 (2.82) 76.2 (4.04)

Utah 5.7 (1.28) 26.5 (2.55) 67.9 (2.83) 5.3 (1.23) 27.0 (2.65) 67.7 (2.90)

Vermont 5.3 (0.33) 17.6 (0.66) 77.1 (0.69) 4.8 (0.39) 17.8 (0.68) 77.4 (0.72)

Virginia 5.6 (1.26) 24.8 (2.62) 69.6 (2.75) 4.5 (1.33) 24.4 (2.96) 71.0 (3.32)

Washington 2.9 (1.14) 19.4 (2.74) 77.7 (2.77) 1.6 (0.83) 20.0 (3.18) 78.4 (3.09)

West Virginia 3.4 (0.81) 21.8 (2.13) 74.8 (2.37) 3.7 (0.90) 21.4 (2.16) 74.9 (2.44)

Wisconsin 4.6 (1.24) 17.7 (2.12) 77.8 (2.38) 3.0 (0.83) 18.2 (2.38) 78.8 (2.37)

Wyoming 5.8 (0.40) 20.3 (0.78) 73.9 (0.89) 6.2 (0.51) 20.0 (0.91) 73.8 (1.01)

Department of Defense 

Dependents Schools 1.5 (0.15) 10.6 (0.45) 87.9 (0.47) 1.2 (0.34) 9.2 (0.81) 89.6 (0.89)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-25

TABLE B-15. Percentage of 4th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and 

state: 2015—Continued

(Standard errors in parentheses)

State

Black Hispanic

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 6.2 (0.51) 23.5 (0.94) 70.3 (1.03) 5.9 (0.61) 19.4 (0.91) 74.7 (1.15)

Alabama 8.3 (2.36) 15.1 (2.72) 76.6 (3.87) 6.2 (3.19) 16.6 (3.35) 77.2 (4.84)

Alaska ‡ (†) ‡ (†) ‡ (†) 5.5 (2.98) 17.8 (3.95) 76.7 (5.08)

Arizona 12.0 (3.51) 18.7 (4.02) 69.3 (5.41) 10.0 (2.68) 25.1 (3.02) 64.9 (3.53)

Arkansas 9.4 (3.60) 26.1 (4.73) 64.4 (4.65) 4.7 (1.97) 22.8 (4.02) 72.5 (3.98)

California 3.4 (2.10) 14.2 (4.22) 82.4 (4.51) 5.5 (1.72) 12.4 (2.60) 82.1 (3.28)

Colorado 5.8 (2.56) 28.4 (9.04) 65.8 (8.70) 12.1 (2.35) 27.9 (3.28) 60.0 (3.98)

Connecticut 6.3 (1.75) 16.5 (3.61) 77.2 (4.17) 5.8 (1.42) 16.1 (2.72) 78.1 (2.88)

Delaware 5.0 (1.16) 26.0 (1.71) 69.0 (2.02) 5.2 (1.37) 25.3 (2.73) 69.5 (2.97)

District of Columbia 8.6 (0.52) 32.2 (0.92) 59.2 (0.96) 10.7 (1.44) 39.0 (2.10) 50.3 (1.93)

Florida 8.0 (3.30) 34.1 (4.28) 57.9 (4.75) 4.2 (0.84) 24.1 (3.13) 71.7 (3.29)

Georgia 6.1 (2.04) 24.4 (4.28) 69.5 (4.33) 8.0 (2.98) 25.5 (5.27) 66.6 (5.75)

Hawaii ‡ (†) ‡ (†) ‡ (†) 2.0 (1.13) 26.7 (3.79) 71.3 (3.98)

Idaho ‡ (†) ‡ (†) ‡ (†) 5.7 (1.40) 25.2 (3.00) 69.1 (3.57)

Illinois 2.1 (0.97) 19.3 (3.14) 78.6 (3.35) 3.5 (1.26) 19.5 (2.50) 76.9 (2.60)

Indiana 4.1 (1.52) 24.5 (6.37) 71.4 (6.49) 3.4 (2.16) 17.7 (4.22) 78.9 (3.51)

Iowa 6.5 (2.65) 37.6 (7.56) 55.8 (7.74) 4.8 (2.08) 23.9 (4.66) 71.3 (4.89)

Kansas 10.9 (4.99) 22.0 (8.55) 67.1 (5.40) 10.4 (2.51) 20.8 (2.97) 68.8 (4.21)

Kentucky 10.7 (2.40) 26.2 (4.27) 63.1 (5.39) 11.4 (3.50) 16.9 (4.11) 71.7 (5.28)

Louisiana 5.4 (1.45) 25.3 (3.84) 69.3 (4.06) 8.0 (3.90) 15.4 (3.16) 76.6 (4.92)

Maine 1.4 (1.48) 32.5 (5.74) 66.1 (5.44) ‡ (†) ‡ (†) ‡ (†)

Maryland 6.0 (1.34) 21.4 (3.69) 72.6 (3.92) 5.1 (1.46) 20.6 (5.01) 74.3 (5.59)

Massachusetts 6.2 (2.19) 19.6 (3.76) 74.2 (4.82) 4.2 (1.30) 25.2 (4.08) 70.5 (3.64)

Michigan 1.5 (0.78) 27.1 (6.71) 71.3 (6.70) 3.7 (2.28) 20.0 (5.37) 76.3 (5.71)

Minnesota 16.9 (6.43) 26.8 (5.44) 56.3 (6.59) 15.3 (4.55) 20.7 (3.78) 63.9 (5.26)

Mississippi 13.0 (2.65) 25.1 (3.10) 61.9 (3.80) 8.0 (3.08) 30.2 (5.82) 61.8 (6.33)

Missouri 7.3 (2.80) 37.8 (5.77) 54.9 (5.82) 10.2 (4.83) 26.0 (5.96) 63.8 (6.86)

Montana ‡ (†) ‡ (†) ‡ (†) 5.6 (2.46) 22.4 (3.87) 72.0 (4.53)

Nebraska 1.8 (1.07) 38.3 (6.72) 59.9 (6.79) 3.9 (1.29) 27.0 (3.01) 69.1 (3.25)

Nevada 13.4 (2.60) 26.0 (3.50) 60.6 (3.74) 10.2 (2.57) 25.1 (2.67) 64.7 (3.09)

New Hampshire ‡ (†) ‡ (†) ‡ (†) 0.9 (0.95) 11.9 (3.41) 87.2 (3.61)

New Jersey 2.6 (1.37) 13.4 (3.27) 84.0 (3.56) 5.6 (1.92) 24.1 (3.54) 70.4 (3.33)

New Mexico ‡ (†) ‡ (†) ‡ (†) 6.8 (1.59) 23.8 (2.22) 69.4 (2.32)

New York 4.3 (1.96) 14.8 (2.94) 80.9 (3.68) 2.7 (0.97) 21.0 (3.71) 76.2 (3.85)

North Carolina 4.6 (1.20) 29.1 (3.61) 66.3 (3.38) 8.4 (2.07) 26.6 (3.59) 65.0 (3.76)

North Dakota 12.6 (3.39) 16.9 (3.83) 70.6 (4.75) 10.7 (2.91) 22.8 (4.24) 66.5 (4.55)

Ohio 1.0 (0.67) 17.1 (4.88) 81.8 (4.90) 0.1 (0.06) 7.3 (3.32) 92.6 (3.32)

Oklahoma 10.4 (2.81) 34.0 (4.91) 55.6 (5.25) 9.1 (3.71) 31.1 (4.18) 59.7 (6.62)

Oregon ‡ (†) ‡ (†) ‡ (†) 7.2 (1.88) 18.1 (3.66) 74.7 (4.18)

Pennsylvania 3.8 (2.14) 26.8 (3.99) 69.4 (4.55) 3.5 (1.93) 15.3 (5.62) 81.2 (5.95)

Rhode Island 1.1 (0.82) 17.5 (3.92) 81.4 (4.04) 1.4 (0.63) 19.1 (2.99) 79.5 (3.07)

South Carolina 8.0 (2.69) 25.0 (2.96) 67.0 (4.04) 6.1 (1.93) 26.1 (4.37) 67.8 (4.88)

South Dakota # (†) 31.1 (5.19) 68.9 (5.19) 7.5 (2.38) 19.8 (3.93) 72.6 (4.66)

Tennessee 14.1 (4.11) 27.3 (4.59) 58.6 (5.88) 5.0 (2.18) 31.5 (6.60) 63.5 (6.55)

Texas 6.2 (2.02) 20.6 (4.52) 73.2 (4.65) 5.3 (1.30) 20.7 (3.01) 74.0 (3.30)

Utah ‡ (†) ‡ (†) ‡ (†) 7.5 (2.91) 24.0 (3.60) 68.6 (5.07)

Vermont ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Virginia 6.1 (2.02) 25.8 (4.70) 68.1 (4.44) 7.7 (2.51) 26.7 (3.73) 65.6 (3.81)

Washington # (†) 33.5 (5.81) 66.5 (5.81) 8.1 (4.26) 17.4 (3.01) 74.5 (4.27)

West Virginia 2.1 (1.43) 25.5 (6.12) 72.4 (6.19) ‡ (†) ‡ (†) ‡ (†)

Wisconsin 13.3 (6.95) 19.7 (5.17) 67.0 (7.24) 3.7 (3.24) 15.1 (3.00) 81.2 (4.65)

Wyoming ‡ (†) ‡ (†) ‡ (†) 4.9 (1.30) 21.8 (2.35) 73.3 (2.44)

Department of Defense 

Dependents Schools 0.4 (0.39) 12.5 (2.36) 87.1 (2.40) 1.8 (0.71) 9.0 (1.17) 89.2 (1.27)

See notes at end of table.
B-26 Certification Status and Experience of U.S. Public School Teachers—Appendix B

TABLE B-15. Percentage of 4th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and 

state: 2015—Continued

(Standard errors in parentheses)

State

Asian Pacific Islander

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 5.2 (0.62) 15.8 (1.40) 79.0 (1.62) 3.9 (1.34) 23.3 (4.19) 72.8 (4.43)

Alabama ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Alaska 3.4 (1.66) 20.5 (6.47) 76.1 (6.41) # (†) 23.6 (7.56) 76.4 (7.56)

Arizona ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Arkansas ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

California 5.1 (1.67) 10.3 (3.65) 84.6 (4.11) ‡ (†) ‡ (†) ‡ (†)

Colorado ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Connecticut 2.3 (1.29) 13.0 (3.73) 84.7 (3.85) ‡ (†) ‡ (†) ‡ (†)

Delaware 4.2 (1.83) 14.9 (4.08) 80.8 (4.27) ‡ (†) ‡ (†) ‡ (†)

District of Columbia ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Florida 12.7 (5.53) 10.9 (4.86) 76.4 (6.23) ‡ (†) ‡ (†) ‡ (†)

Georgia 5.5 (4.35) 17.6 (6.77) 76.9 (7.74) ‡ (†) ‡ (†) ‡ (†)

Hawaii 3.4 (1.13) 21.0 (2.02) 75.6 (2.35) 5.8 (1.33) 22.7 (1.79) 71.5 (2.09)

Idaho ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Illinois # (†) 18.0 (4.68) 82.0 (4.68) ‡ (†) ‡ (†) ‡ (†)

Indiana ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Iowa 3.0 (2.09) 23.9 (7.77) 73.1 (7.95) ‡ (†) ‡ (†) ‡ (†)

Kansas 1.4 (1.34) 25.5 (7.27) 73.1 (7.10) ‡ (†) ‡ (†) ‡ (†)

Kentucky ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Louisiana ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maine ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maryland 5.2 (2.48) 10.9 (3.71) 83.9 (4.52) ‡ (†) ‡ (†) ‡ (†)

Massachusetts 6.3 (3.16) 19.7 (3.29) 74.0 (4.66) ‡ (†) ‡ (†) ‡ (†)

Michigan # (†) 36.0 (13.63) 64.0 (13.63) ‡ (†) ‡ (†) ‡ (†)

Minnesota 3.7 (2.08) 14.7 (3.81) 81.7 (3.94) ‡ (†) ‡ (†) ‡ (†)

Mississippi ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Missouri ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Montana ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Nebraska ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Nevada 6.8 (2.27) 17.1 (4.31) 76.1 (4.88) ‡ (†) ‡ (†) ‡ (†)

New Hampshire 1.0 (1.01) 9.5 (3.55) 89.5 (4.10) ‡ (†) ‡ (†) ‡ (†)

New Jersey 6.7 (3.12) 20.5 (3.59) 72.7 (4.64) ‡ (†) ‡ (†) ‡ (†)

New Mexico ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New York 0.8 (0.50) 10.9 (2.30) 88.4 (2.34) ‡ (†) ‡ (†) ‡ (†)

North Carolina 2.2 (1.70) 30.2 (6.82) 67.7 (7.18) ‡ (†) ‡ (†) ‡ (†)

North Dakota ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Ohio ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Oklahoma ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Oregon 4.3 (2.29) 13.9 (5.13) 81.7 (5.66) ‡ (†) ‡ (†) ‡ (†)

Pennsylvania 1.3 (1.20) 7.4 (3.88) 91.3 (3.97) ‡ (†) ‡ (†) ‡ (†)

Rhode Island # (†) 23.2 (6.37) 76.8 (6.37) ‡ (†) ‡ (†) ‡ (†)

South Carolina ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

South Dakota ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Tennessee ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Texas 14.3 (2.92) 13.8 (5.91) 71.9 (7.05) ‡ (†) ‡ (†) ‡ (†)

Utah ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Vermont ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Virginia 6.1 (2.45) 24.8 (6.87) 69.0 (6.05) ‡ (†) ‡ (†) ‡ (†)

Washington 1.7 (1.46) 16.1 (3.61) 82.2 (3.79) ‡ (†) ‡ (†) ‡ (†)

West Virginia ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Wisconsin 4.6 (2.52) 5.6 (3.28) 89.7 (3.76) ‡ (†) ‡ (†) ‡ (†)

Wyoming ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Department of Defense 

Dependents Schools 2.8 (1.63) 18.2 (3.64) 79.0 (3.60) ‡ (†) ‡ (†) ‡ (†)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-27

TABLE B-15. Percentage of 4th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and 

state: 2015—Continued

(Standard errors in parentheses)

State

American Indian/Alaska Native Two or more races

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 5.3 (0.94) 19.4 (1.92) 75.3 (1.96) 5.3 (0.68) 20.2 (1.03) 74.4 (1.13)

Alabama ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Alaska 4.3 (3.08) 25.6 (4.79) 70.1 (5.25) 1.6 (1.03) 17.3 (4.50) 81.0 (4.64)

Arizona 9.0 (3.56) 35.7 (10.45) 55.3 (9.12) ‡ (†) ‡ (†) ‡ (†)

Arkansas ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

California ‡ (†) ‡ (†) ‡ (†) 8.7 (3.52) 7.2 (4.19) 84.1 (5.23)

Colorado ‡ (†) ‡ (†) ‡ (†) 4.0 (2.89) 22.0 (6.41) 73.9 (6.64)

Connecticut ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Delaware ‡ (†) ‡ (†) ‡ (†) # (†) 19.8 (4.61) 80.2 (4.61)

District of Columbia ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Florida ‡ (†) ‡ (†) ‡ (†) 6.3 (3.83) 33.3 (6.03) 60.5 (6.08)

Georgia ‡ (†) ‡ (†) ‡ (†) 9.3 (4.26) 19.1 (5.88) 71.6 (7.30)

Hawaii ‡ (†) ‡ (†) ‡ (†) 2.8 (1.60) 24.4 (4.25) 72.8 (4.21)

Idaho ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Illinois ‡ (†) ‡ (†) ‡ (†) 4.7 (3.28) 15.0 (4.88) 80.4 (4.94)

Indiana ‡ (†) ‡ (†) ‡ (†) 1.0 (0.95) 24.1 (4.89) 74.9 (4.94)

Iowa ‡ (†) ‡ (†) ‡ (†) 8.7 (3.45) 33.2 (4.78) 58.1 (6.32)

Kansas ‡ (†) ‡ (†) ‡ (†) 3.0 (1.59) 26.1 (6.13) 71.0 (6.13)

Kentucky ‡ (†) ‡ (†) ‡ (†) 2.7 (1.72) 22.1 (6.98) 75.2 (6.84)

Louisiana ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maine ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maryland ‡ (†) ‡ (†) ‡ (†) 5.9 (3.04) 20.3 (6.03) 73.8 (5.86)

Massachusetts ‡ (†) ‡ (†) ‡ (†) 5.0 (4.23) 20.2 (5.20) 74.8 (6.74)

Michigan ‡ (†) ‡ (†) ‡ (†) # (†) 16.2 (5.95) 83.8 (5.95)

Minnesota 4.4 (3.26) 22.8 (6.49) 72.8 (6.44) 8.2 (3.17) 17.8 (3.98) 74.0 (4.54)

Mississippi ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Missouri ‡ (†) ‡ (†) ‡ (†) 12.1 (4.49) 23.7 (5.95) 64.1 (7.03)

Montana 4.1 (1.46) 24.3 (3.73) 71.6 (3.86) 2.9 (2.02) 21.5 (4.14) 75.5 (4.69)

Nebraska ‡ (†) ‡ (†) ‡ (†) 3.6 (2.00) 30.5 (6.31) 65.9 (6.42)

Nevada ‡ (†) ‡ (†) ‡ (†) 2.4 (1.75) 16.6 (3.56) 81.0 (3.83)

New Hampshire ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New Jersey ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New Mexico 4.1 (2.51) 11.7 (2.69) 84.2 (4.36) ‡ (†) ‡ (†) ‡ (†)

New York ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

North Carolina 4.8 (2.73) 21.3 (6.67) 73.9 (7.51) 5.8 (2.86) 25.0 (5.10) 69.2 (5.54)

North Dakota 2.1 (1.03) 30.6 (3.08) 67.3 (3.19) ‡ (†) ‡ (†) ‡ (†)

Ohio ‡ (†) ‡ (†) ‡ (†) # (†) 22.9 (5.71) 77.0 (5.71)

Oklahoma 3.2 (1.38) 9.7 (2.06) 87.0 (2.58) 7.7 (2.86) 30.0 (4.74) 62.2 (5.39)

Oregon 3.4 (2.18) 26.2 (5.94) 70.4 (6.04) 3.9 (0.99) 15.0 (4.40) 81.1 (4.66)

Pennsylvania ‡ (†) ‡ (†) ‡ (†) 1.9 (2.00) 18.5 (5.55) 79.5 (5.78)

Rhode Island ‡ (†) ‡ (†) ‡ (†) 5.7 (2.58) 9.7 (2.87) 84.6 (3.42)

South Carolina ‡ (†) ‡ (†) ‡ (†) 9.1 (3.35) 21.5 (6.30) 69.4 (6.87)

South Dakota 7.3 (2.02) 27.3 (4.12) 65.3 (4.41) 4.6 (2.33) 14.4 (4.37) 81.0 (4.60)

Tennessee ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Texas ‡ (†) ‡ (†) ‡ (†) 6.0 (3.69) 17.1 (5.65) 76.9 (5.92)

Utah ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Vermont ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Virginia ‡ (†) ‡ (†) ‡ (†) 7.4 (3.18) 20.0 (3.80) 72.6 (5.10)

Washington 2.5 (1.35) 13.7 (6.02) 83.7 (6.10) 1.0 (0.78) 18.4 (4.90) 80.5 (4.98)

West Virginia ‡ (†) ‡ (†) ‡ (†) 1.4 (1.36) 33.2 (5.87) 65.4 (6.00)

Wisconsin 9.2 (4.49) 18.5 (5.35) 72.3 (6.31) ‡ (†) ‡ (†) ‡ (†)

Wyoming 1.2 (1.11) 22.2 (4.35) 76.6 (4.39) ‡ (†) ‡ (†) ‡ (†)

Department of Defense 

Dependents Schools ‡ (†) ‡ (†) ‡ (†) 3.0 (1.02) 13.1 (2.24) 83.8 (2.23)

† Not applicable.

# Rounds to zero.

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

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked 

“Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to 

choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into 

the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.”

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

Progress (NAEP), 2015 Reading Assessment.
B-28 Certification Status and Experience of U.S. Public School Teachers—Appendix B

TABLE B-16. Percentage of 4th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and 

jurisdiction: 2015

(Standard errors in parentheses)

Jurisdiction

Years of experience of reading teacher

White

Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.9 (0.26) 19.3 (0.46) 75.8 (0.54) 4.0 (0.25) 18.3 (0.50) 77.7 (0.58)

Large city 5.3 (0.45) 20.6 (1.16) 74.1 (1.31) 4.0 (0.51) 20.7 (1.40) 75.2 (1.52)

Albuquerque 3.1 (1.09) 18.2 (1.97) 78.7 (2.06) 1.4 (1.06) 17.1 (3.17) 81.5 (3.03)

Atlanta 3.6 (0.72) 16.4 (1.57) 80.1 (1.84) # (†) 20.0 (3.62) 80.0 (3.62)

Austin 4.9 (1.26) 33.4 (2.82) 61.7 (2.85) 0.9 (0.65) 22.3 (4.86) 76.9 (4.89)

Baltimore City 12.9 (3.12) 25.3 (3.56) 61.8 (4.98) 11.0 (5.85) 9.2 (4.21) 79.8 (7.42)

Boston 6.1 (1.52) 19.1 (2.05) 74.9 (2.60) 5.1 (1.91) 11.5 (3.48) 83.3 (4.23)

Charlotte 5.4 (1.37) 31.9 (2.62) 62.7 (3.32) 6.2 (2.23) 27.6 (4.73) 66.2 (5.80)

Chicago 2.4 (0.96) 25.0 (3.03) 72.6 (3.24) # (†) 16.0 (4.63) 84.0 (4.63)

Cleveland 3.6 (0.39) 3.1 (0.48) 93.3 (0.61) 1.5 (1.02) 0.8 (0.80) 97.7 (1.29)

Dallas 14.7 (3.69) 15.0 (2.43) 70.3 (3.79) ‡ (†) ‡ (†) ‡ (†)

Detroit 3.7 (1.31) 8.7 (2.52) 87.6 (2.79) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 

(DCPS) 6.5 (0.48) 29.4 (0.83) 64.1 (0.92) 5.6 (1.32) 33.2 (3.57) 61.2 (3.52)

Fresno 5.8 (1.24) 10.4 (1.89) 83.8 (2.11) 5.3 (2.56) 14.1 (4.63) 80.6 (4.61)

Hillsborough County (FL) 5.9 (2.06) 29.1 (4.90) 64.9 (4.60) 6.6 (3.44) 28.1 (5.10) 65.4 (5.32)

Houston 4.7 (1.18) 26.3 (3.08) 69.0 (3.32) 10.7 (5.28) 29.1 (7.20) 60.2 (6.33)

Jefferson County (KY) 10.4 (2.61) 22.8 (3.56) 66.8 (4.30) 8.4 (2.72) 21.9 (3.87) 69.7 (4.82)

Los Angeles 2.0 (1.11) 4.3 (1.46) 93.8 (1.79) 6.8 (5.66) 9.6 (6.31) 83.6 (6.88)

Miami-Dade 0.9 (0.58) 19.0 (3.76) 80.1 (3.78) 0.8 (0.83) 20.9 (7.47) 78.3 (7.57)

New York City 4.2 (1.16) 22.3 (3.03) 73.5 (3.40) 4.4 (2.45) 29.6 (9.01) 65.9 (8.43)

Philadelphia 0.5 (0.40) 10.3 (2.33) 89.2 (2.33) # (†) 4.5 (1.72) 95.5 (1.72)

San Diego 2.2 (0.95) 10.8 (2.87) 87.0 (3.02) 0.9 (0.80) 1.0 (1.02) 98.1 (1.41)

Duval County (FL) 5.0 (1.50) 22.7 (3.57) 72.3 (3.93) 6.1 (2.25) 18.6 (3.95) 75.4 (4.62)

Jurisdiction

Black Hispanic

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 6.2 (0.51) 23.5 (0.94) 70.3 (1.03) 5.9 (0.61) 19.4 (0.91) 74.7 (1.15)

Large city 7.0 (0.91) 24.5 (1.47) 68.5 (1.48) 5.3 (0.57) 19.5 (1.77) 75.2 (1.89)

Albuquerque ‡ (†) ‡ (†) ‡ (†) 3.7 (1.40) 18.3 (2.29) 78.0 (2.59)

Atlanta 5.0 (1.01) 15.5 (1.76) 79.6 (2.15) # (†) 9.9 (3.61) 90.1 (3.61)

Austin ‡ (†) ‡ (†) ‡ (†) 5.3 (1.75) 39.1 (3.35) 55.6 (3.44)

Baltimore City 12.5 (3.09) 28.9 (3.80) 58.5 (5.15) 16.1 (7.16) 13.2 (7.27) 70.7 (11.11)

Boston 7.3 (2.44) 24.2 (3.15) 68.4 (4.06) 6.2 (1.79) 20.3 (2.91) 73.5 (3.38)

Charlotte 5.6 (1.52) 34.5 (3.13) 60.0 (3.64) 4.5 (1.73) 36.0 (4.35) 59.4 (4.85)

Chicago 1.8 (1.03) 33.8 (4.19) 64.4 (4.58) 4.1 (1.97) 20.0 (3.85) 75.9 (4.41)

Cleveland 5.1 (0.67) 4.7 (0.75) 90.1 (1.00) 0.8 (0.78) 0.7 (0.64) 98.6 (0.99)

Dallas 15.7 (5.74) 5.0 (1.80) 79.3 (5.43) 15.6 (3.89) 18.4 (3.24) 66.0 (4.37)

Detroit 3.6 (1.52) 10.1 (3.07) 86.3 (3.41) 4.0 (1.89) 2.7 (1.22) 93.3 (2.12)

District of Columbia 

(DCPS) 6.8 (0.59) 26.4 (1.01) 66.7 (1.09) 6.2 (1.44) 37.7 (2.07) 56.1 (2.31)

Fresno 7.8 (3.71) 18.6 (5.66) 73.5 (7.86) 5.8 (1.29) 9.8 (1.83) 84.4 (1.99)

Hillsborough County (FL) 3.3 (1.46) 33.1 (6.66) 63.6 (6.46) 6.5 (2.52) 28.8 (6.31) 64.7 (6.16)

Houston 2.7 (0.93) 16.8 (3.76) 80.5 (3.83) 5.0 (1.53) 29.6 (3.80) 65.4 (4.25)

Jefferson County (KY) 16.1 (3.97) 27.3 (4.22) 56.6 (5.10) 3.8 (1.67) 15.6 (4.65) 80.6 (4.53)

Los Angeles # (†) # (†) 100.0 1 (†) 1.4 (1.05) 3.4 (1.16) 95.3 (1.61)

Miami-Dade 0.3 (0.33) 32.2 (9.20) 67.5 (9.20) 1.1 (0.71) 14.9 (3.46) 84.0 (3.50)

New York City 5.9 (2.32) 20.2 (5.11) 73.9 (6.80) 4.5 (1.59) 23.6 (3.08) 71.9 (3.55)

Philadelphia 0.8 (0.57) 11.4 (2.94) 87.8 (2.92) 0.5 (0.52) 11.5 (4.31) 88.0 (4.29)

San Diego 3.5 (2.44) 18.2 (7.34) 78.3 (7.06) 3.0 (1.27) 16.0 (4.29) 81.0 (4.62)

Duval County (FL) 4.4 (1.48) 29.6 (5.94) 66.1 (6.11) 5.3 (2.54) 11.9 (2.60) 82.8 (3.75)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-29

TABLE B-16. Percentage of 4th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and 

jurisdiction: 2015—Continued

(Standard errors in parentheses)

Jurisdiction

Asian Pacific Islander

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 5.2 (0.62) 15.8 (1.40) 79.0 (1.62) 3.9 (1.34) 23.3 (4.19) 72.8 (4.43)

Large city 2.7 (0.91) 14.6 (3.13) 82.6 (3.41) 3.7 (1.55) 15.1 (2.94) 81.2 (3.70)

Albuquerque ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Atlanta ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Austin ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Baltimore City ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Boston 2.6 (1.89) 5.5 (2.57) 91.9 (3.24) ‡ (†) ‡ (†) ‡ (†)

Charlotte ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Chicago # (†) 24.4 (8.62) 75.6 (8.62) ‡ (†) ‡ (†) ‡ (†)

Cleveland ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Dallas ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Detroit ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 

(DCPS) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Fresno 7.4 (2.78) 7.9 (2.86) 84.7 (3.66) ‡ (†) ‡ (†) ‡ (†)

Hillsborough County (FL) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Houston ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Jefferson County (KY) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Los Angeles 1.1 (1.12) 10.4 (7.34) 88.5 (7.15) ‡ (†) ‡ (†) ‡ (†)

Miami-Dade ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New York City 1.2 (0.76) 14.1 (3.12) 84.8 (3.22) ‡ (†) ‡ (†) ‡ (†)

Philadelphia # (†) 1.5 (1.53) 98.5 (1.53) ‡ (†) ‡ (†) ‡ (†)

San Diego 2.0 (1.49) 6.6 (2.49) 91.5 (2.85) ‡ (†) ‡ (†) ‡ (†)

Duval County (FL) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Jurisdiction

American Indian/Alaska Native Two or more races

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 5.3 (0.94) 19.4 (1.92) 75.3 (1.96) 5.3 (0.68) 20.2 (1.03) 74.4 (1.13)

Large city 9.5 (3.76) 15.3 (4.03) 75.1 (4.84) 4.7 (1.64) 23.7 (2.41) 71.5 (2.88)

Albuquerque ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Atlanta ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Austin ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Baltimore City ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Boston ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Charlotte ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Chicago ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Cleveland ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Dallas ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Detroit ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 

(DCPS) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Fresno ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Hillsborough County (FL) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Houston ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Jefferson County (KY) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Los Angeles ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Miami-Dade ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New York City ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Philadelphia ‡ (†) ‡ (†) ‡ (†) # (†) 19.4 (5.52) 80.6 (5.52)

San Diego ‡ (†) ‡ (†) ‡ (†) # (†) 6.2 (3.24) 93.8 (3.24)

Duval County (FL) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

† Not applicable.

# Rounds to zero.

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

1

 Rounds to 100 percent.

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked 

“Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to 

choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into 

the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.” 

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

Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-30

TABLE B-17. Percentage of 4th-grade public school students, by years of experience of their reading teacher, disability status, and selected school characteristics: 2015

(Standard errors in parentheses)

School characteristic

Years of experience of reading teacher

With a disability Without a disability

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.9 (0.26) 19.3 (0.46) 75.8 (0.54) 4.7 (0.36) 20.2 (0.68) 75.2 (0.72) 5.0 (0.28) 19.2 (0.49) 75.8 (0.59)

Location

City 5.9 (0.38) 20.6 (0.95) 73.5 (0.99) 5.4 (0.71) 22.2 (1.26) 72.4 (1.37) 6.0 (0.41) 20.4 (1.01) 73.6 (1.05)

Suburban 4.5 (0.43) 17.8 (0.79) 77.8 (0.94) 3.6 (0.59) 19.0 (1.22) 77.4 (1.16) 4.6 (0.47) 17.6 (0.83) 77.8 (1.00)

Town 4.3 (0.49) 23.3 (1.42) 72.4 (1.53) 5.0 (0.88) 23.4 (1.73) 71.5 (1.94) 4.2 (0.48) 23.3 (1.47) 72.5 (1.57)

Rural 4.7 (0.66) 18.3 (0.99) 77.0 (1.25) 5.7 (0.83) 17.8 (1.08) 76.6 (1.24) 4.6 (0.69) 18.4 (1.07) 77.1 (1.37)

Minority enrollment

75 percent or more 6.5 (0.66) 21.6 (1.06) 72.0 (1.26) 6.2 (0.97) 24.4 (1.74) 69.4 (1.86) 6.5 (0.72) 21.2 (1.10) 72.3 (1.33)

Less than 75 percent 4.3 (0.29) 18.4 (0.52) 77.3 (0.60) 4.1 (0.35) 18.6 (0.75) 77.2 (0.81) 4.3 (0.31) 18.4 (0.54) 77.3 (0.63)

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.

TABLE B-18. Percentage of 4th-grade public school students, by years of experience of their reading teacher, disability status, and state: 2015

(Standard errors in parentheses)

State

Years of experience of reading teacher

With a disability Without a disability

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.9 (0.26) 19.3 (0.46) 75.8 (0.54) 4.7 (0.36) 20.2 (0.68) 75.2 (0.72) 5.0 (0.28) 19.2 (0.49) 75.8 (0.59)

Alabama 5.2 (1.22) 18.5 (2.59) 76.4 (2.70) 5.0 (1.68) 22.2 (4.08) 72.8 (4.12) 5.2 (1.28) 18.0 (2.52) 76.8 (2.68)

Alaska 3.0 (1.12) 18.4 (2.26) 78.6 (2.49) 2.5 (1.39) 19.4 (2.99) 78.2 (3.17) 3.1 (1.15) 18.2 (2.30) 78.7 (2.56)

Arizona 7.8 (1.67) 23.7 (2.40) 68.5 (2.76) 11.1 (2.52) 21.8 (3.71) 67.1 (4.38) 7.3 (1.66) 24.0 (2.43) 68.7 (2.76)

Arkansas 4.9 (1.32) 20.0 (2.26) 75.1 (2.43) 5.2 (1.74) 19.2 (3.14) 75.6 (3.74) 4.9 (1.36) 20.1 (2.39) 75.0 (2.46)

California 4.9 (1.10) 11.5 (2.06) 83.6 (2.45) 3.3 (1.84) 14.2 (3.50) 82.5 (3.67) 5.1 (1.22) 11.3 (2.06) 83.7 (2.52)

Colorado 8.4 (1.67) 24.1 (2.44) 67.5 (2.74) 8.3 (2.86) 16.8 (2.81) 74.9 (3.52) 8.4 (1.65) 24.9 (2.53) 66.7 (2.86)

Connecticut 4.4 (0.84) 15.1 (1.79) 80.5 (1.95) 2.9 (1.00) 18.9 (3.47) 78.2 (3.66) 4.7 (0.89) 14.6 (1.75) 80.8 (1.91)

Delaware 4.5 (0.67) 21.4 (1.31) 74.1 (1.46) 3.7 (1.33) 25.8 (2.74) 70.5 (3.13) 4.7 (0.70) 20.6 (1.29) 74.7 (1.41)

District of Columbia 8.7 (0.41) 33.8 (0.75) 57.4 (0.79) 9.2 (1.78) 33.0 (2.59) 57.8 (2.70) 8.7 (0.47) 34.0 (0.84) 57.3 (0.83)

Florida 4.7 (1.11) 26.2 (2.59) 69.0 (2.72) 3.7 (1.23) 28.2 (3.35) 68.2 (3.39) 4.9 (1.29) 25.8 (2.80) 69.2 (2.96)

Georgia 6.0 (1.67) 21.4 (3.14) 72.6 (3.52) 6.3 (2.10) 16.2 (3.06) 77.4 (4.03) 6.0 (1.72) 22.0 (3.27) 72.0 (3.61)

Hawaii 3.6 (0.78) 22.5 (1.52) 74.0 (1.81) 6.8 (2.43) 26.2 (4.51) 66.9 (4.79) 3.2 (0.81) 22.1 (1.60) 74.6 (1.96)

Idaho 4.8 (0.81) 19.3 (1.98) 75.9 (2.21) 5.6 (1.45) 15.7 (2.89) 78.7 (3.05) 4.7 (0.81) 19.7 (2.07) 75.6 (2.32)

Illinois 2.4 (0.64) 18.7 (2.16) 78.9 (2.24) 1.2 (0.44) 16.9 (2.54) 81.9 (2.65) 2.6 (0.72) 19.0 (2.26) 78.5 (2.34)

Indiana 3.6 (0.90) 19.7 (1.92) 76.7 (2.07) 4.2 (1.66) 21.4 (3.33) 74.4 (3.50) 3.5 (0.85) 19.4 (1.91) 77.1 (2.09)

Iowa 4.2 (1.05) 21.0 (2.36) 74.7 (2.48) 5.0 (1.97) 22.8 (3.68) 72.3 (4.01) 4.1 (1.06) 20.8 (2.40) 75.1 (2.53)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-31

TABLE B-18. Percentage of 4th-grade public school students, by years of experience of their reading teacher, disability status, and state: 2015—Continued

(Standard errors in parentheses)

State

Years of experience of reading teacher

With a disability Without a disability

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Kansas 6.3 (1.34) 21.6 (2.22) 72.0 (2.62) 7.1 (1.81) 18.4 (3.58) 74.5 (4.00) 6.2 (1.37) 22.0 (2.30) 71.7 (2.69)

Kentucky 6.1 (1.52) 18.8 (2.95) 75.2 (3.30) 6.3 (1.79) 21.1 (4.20) 72.6 (4.49) 6.0 (1.61) 18.4 (2.95) 75.6 (3.29)

Louisiana 4.0 (1.12) 20.7 (2.57) 75.3 (2.79) 5.9 (1.75) 23.3 (3.73) 70.8 (4.14) 3.6 (1.07) 20.0 (2.57) 76.4 (2.75)

Maine 4.1 (0.66) 15.1 (1.37) 80.8 (1.49) 2.9 (1.06) 15.6 (2.28) 81.5 (2.30) 4.4 (0.72) 15.0 (1.41) 80.6 (1.53)

Maryland 5.1 (1.09) 19.9 (2.89) 75.0 (2.87) 3.9 (0.97) 22.0 (3.42) 74.2 (3.28) 5.3 (1.17) 19.6 (3.00) 75.1 (3.01)

Massachusetts 3.9 (0.92) 18.2 (1.98) 77.9 (2.10) 3.8 (1.18) 17.1 (2.44) 79.1 (2.49) 3.9 (0.98) 18.4 (2.09) 77.7 (2.21)

Michigan 2.1 (0.78) 17.2 (2.57) 80.7 (2.66) 1.6 (0.86) 11.6 (3.06) 86.9 (2.97) 2.1 (0.84) 18.0 (2.65) 79.9 (2.74)

Minnesota 8.4 (1.86) 17.9 (2.31) 73.7 (2.68) 6.9 (1.97) 18.8 (3.11) 74.3 (3.62) 8.7 (1.91) 17.7 (2.34) 73.6 (2.70)

Mississippi 11.7 (1.87) 27.3 (2.33) 61.0 (2.51) 13.0 (2.68) 28.0 (3.72) 59.1 (3.60) 11.6 (1.88) 27.2 (2.33) 61.3 (2.56)

Missouri 8.8 (1.86) 24.9 (2.33) 66.3 (2.77) 11.4 (3.45) 21.3 (2.70) 67.2 (3.78) 8.4 (1.76) 25.4 (2.47) 66.1 (2.79)

Montana 4.1 (0.66) 18.5 (1.24) 77.5 (1.36) 3.1 (1.15) 25.7 (2.64) 71.2 (3.06) 4.2 (0.71) 17.6 (1.25) 78.2 (1.38)

Nebraska 4.2 (1.04) 27.1 (1.73) 68.7 (1.93) 5.0 (1.63) 28.4 (3.13) 66.6 (3.46) 4.0 (1.05) 26.9 (1.79) 69.1 (1.98)

Nevada 7.9 (1.65) 21.7 (1.94) 70.4 (2.25) 7.2 (2.48) 20.6 (3.91) 72.2 (3.92) 8.0 (1.65) 21.9 (2.01) 70.1 (2.39)

New Hampshire 2.4 (0.57) 12.1 (1.27) 85.6 (1.37) 2.7 (1.09) 12.8 (2.13) 84.5 (2.42) 2.3 (0.62) 11.9 (1.30) 85.7 (1.40)

New Jersey 4.6 (1.25) 17.6 (1.95) 77.8 (2.27) 3.6 (1.45) 18.9 (2.93) 77.5 (2.91) 4.8 (1.38) 17.3 (2.08) 77.9 (2.42)

New Mexico 6.4 (1.31) 21.9 (1.76) 71.8 (1.88) 4.4 (1.47) 22.3 (3.19) 73.4 (3.31) 6.7 (1.39) 21.9 (1.74) 71.4 (1.85)

New York 2.3 (0.74) 13.8 (1.86) 83.9 (1.90) 3.0 (1.01) 16.6 (2.57) 80.4 (2.60) 2.1 (0.74) 13.2 (1.92) 84.6 (1.99)

North Carolina 5.7 (1.21) 26.1 (2.53) 68.2 (2.44) 6.7 (1.66) 15.9 (2.45) 77.4 (3.20) 5.6 (1.27) 27.6 (2.71) 66.8 (2.55)

North Dakota 5.9 (0.44) 22.6 (0.75) 71.5 (0.68) 5.0 (1.14) 20.2 (2.35) 74.8 (2.59) 6.1 (0.49) 22.9 (0.80) 71.0 (0.75)

Ohio 1.4 (0.67) 17.0 (2.55) 81.5 (2.57) 0.1 (0.03) 21.3 (3.82) 78.7 (3.82) 1.6 (0.78) 16.3 (2.56) 82.0 (2.59)

Oklahoma 5.7 (1.43) 24.8 (2.64) 69.5 (3.13) 5.2 (1.59) 23.8 (3.47) 71.0 (3.78) 5.8 (1.49) 25.0 (2.89) 69.2 (3.37)

Oregon 6.0 (1.23) 18.5 (2.31) 75.5 (2.78) 3.9 (1.20) 15.6 (3.01) 80.5 (3.32) 6.3 (1.29) 19.0 (2.34) 74.7 (2.84)

Pennsylvania 1.6 (0.74) 18.3 (2.37) 80.1 (2.22) 3.5 (2.14) 18.8 (2.96) 77.7 (3.41) 1.2 (0.64) 18.1 (2.52) 80.6 (2.38)

Rhode Island 2.3 (0.59) 12.1 (1.30) 85.6 (1.44) 1.3 (0.91) 19.1 (3.02) 79.6 (3.16) 2.5 (0.63) 11.1 (1.24) 86.5 (1.39)

South Carolina 6.5 (1.55) 22.9 (2.62) 70.6 (3.24) 6.3 (2.00) 25.9 (3.25) 67.9 (3.68) 6.5 (1.63) 22.5 (2.81) 71.0 (3.45)

South Dakota 6.5 (0.79) 19.1 (1.32) 74.4 (1.35) 5.7 (1.63) 19.5 (2.34) 74.8 (2.62) 6.6 (0.80) 19.1 (1.46) 74.3 (1.52)

Tennessee 7.8 (1.86) 24.2 (2.58) 68.0 (2.92) 6.2 (1.92) 23.6 (3.23) 70.3 (3.48) 8.1 (1.97) 24.3 (2.72) 67.6 (3.08)

Texas 6.2 (1.43) 19.4 (2.28) 74.4 (2.62) 6.6 (2.84) 24.8 (4.03) 68.6 (4.59) 6.2 (1.38) 18.7 (2.34) 75.1 (2.68)

Utah 5.7 (1.28) 26.5 (2.55) 67.9 (2.83) 7.6 (2.43) 23.5 (3.55) 68.9 (4.20) 5.4 (1.20) 26.8 (2.57) 67.7 (2.84)

Vermont 5.3 (0.33) 17.6 (0.66) 77.1 (0.69) 7.7 (1.26) 14.3 (1.78) 78.0 (2.34) 4.9 (0.34) 18.2 (0.69) 76.9 (0.72)

Virginia 5.6 (1.26) 24.8 (2.62) 69.6 (2.75) 5.6 (1.97) 28.0 (4.03) 66.5 (4.36) 5.6 (1.29) 24.4 (2.70) 70.1 (2.86)

Washington 2.9 (1.14) 19.4 (2.74) 77.7 (2.77) 3.1 (1.49) 18.3 (3.22) 78.5 (3.22) 2.8 (1.15) 19.6 (2.80) 77.6 (2.85)

West Virginia 3.4 (0.81) 21.8 (2.13) 74.8 (2.37) 3.8 (1.35) 23.9 (3.11) 72.3 (3.18) 3.4 (0.76) 21.3 (2.15) 75.4 (2.39)

Wisconsin 4.6 (1.24) 17.7 (2.12) 77.8 (2.38) 3.6 (1.46) 17.5 (3.21) 78.9 (3.19) 4.7 (1.30) 17.7 (2.17) 77.6 (2.49)

Wyoming 5.8 (0.40) 20.3 (0.78) 73.9 (0.89) 3.0 (1.02) 22.6 (2.47) 74.5 (2.42) 6.3 (0.45) 19.9 (0.81) 73.8 (0.93)

Department of 

Defense Dependents Schools 1.5 (0.15) 10.6 (0.45) 87.9 (0.47) 1.2 (0.66) 7.3 (1.84) 91.5 (1.85) 1.5 (0.20) 11.2 (0.49) 87.3 (0.51)

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.” 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-32

TABLE B-19. Percentage of 4th-grade public school students, by years of experience of their reading teacher, disability status, and jurisdiction: 2015

(Standard errors in parentheses)

Jurisdiction

Years of experience of reading teacher

With a disability Without a disability

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.9 (0.26) 19.3 (0.46) 75.8 (0.54) 4.7 (0.36) 20.2 (0.68) 75.2 (0.72) 5.0 (0.28) 19.2 (0.49) 75.8 (0.59)

Large city 5.3 (0.45) 20.6 (1.16) 74.1 (1.31) 6.2 (1.16) 21.7 (1.41) 72.1 (1.81) 5.1 (0.46) 20.5 (1.25) 74.4 (1.39)

Albuquerque 3.1 (1.09) 18.2 (1.97) 78.7 (2.06) 3.8 (2.04) 15.5 (4.24) 80.7 (4.50) 3.0 (1.07) 18.7 (2.01) 78.3 (2.00)

Atlanta 3.6 (0.72) 16.4 (1.57) 80.1 (1.84) 4.7 (2.45) 16.3 (3.30) 78.9 (4.10) 3.4 (0.69) 16.4 (1.64) 80.2 (1.88)

Austin 4.9 (1.26) 33.4 (2.82) 61.7 (2.85) 2.9 (1.74) 29.4 (4.57) 67.7 (4.41) 5.2 (1.29) 34.0 (2.96) 60.7 (2.99)

Baltimore City 12.9 (3.12) 25.3 (3.56) 61.8 (4.98) 15.1 (4.50) 26.0 (6.67) 59.0 (7.71) 12.6 (3.08) 25.3 (3.64) 62.0 (4.99)

Boston 6.1 (1.52) 19.1 (2.05) 74.9 (2.60) 3.5 (1.51) 19.8 (2.97) 76.7 (3.32) 6.7 (1.71) 18.9 (2.18) 74.4 (2.82)

Charlotte 5.4 (1.37) 31.9 (2.62) 62.7 (3.32) 10.8 (3.92) 24.1 (4.46) 65.0 (5.27) 4.9 (1.32) 32.6 (2.88) 62.5 (3.44)

Chicago 2.4 (0.96) 25.0 (3.03) 72.6 (3.24) 4.4 (2.43) 23.1 (3.53) 72.5 (4.16) 2.1 (0.90) 25.3 (3.33) 72.6 (3.46)

Cleveland 3.6 (0.39) 3.1 (0.48) 93.3 (0.61) 3.6 (1.50) 5.2 (2.45) 91.2 (2.70) 3.6 (0.39) 2.6 (0.33) 93.8 (0.51)

Dallas 14.7 (3.69) 15.0 (2.43) 70.3 (3.79) ‡ (†) ‡ (†) ‡ (†) 15.2 (3.79) 14.8 (2.43) 70.0 (3.94)

Detroit 3.7 (1.31) 8.7 (2.52) 87.6 (2.79) 2.6 (1.76) 4.2 (2.33) 93.2 (2.95) 3.8 (1.39) 9.1 (2.66) 87.0 (2.95)

District of Columbia 

(DCPS) 6.5 (0.48) 29.4 (0.83) 64.1 (0.92) 2.6 (1.07) 33.3 (3.11) 64.1 (3.23) 7.1 (0.52) 28.9 (0.96) 64.1 (0.97)

Fresno 5.8 (1.24) 10.4 (1.89) 83.8 (2.11) 3.7 (2.00) 9.7 (3.58) 86.7 (4.21) 6.0 (1.32) 10.5 (2.04) 83.5 (2.24)

Hillsborough County 

(FL) 5.9 (2.06) 29.1 (4.90) 64.9 (4.60) 5.3 (2.86) 32.4 (6.43) 62.3 (6.53) 6.1 (2.17) 28.4 (4.96) 65.6 (4.59)

Houston 4.7 (1.18) 26.3 (3.08) 69.0 (3.32) 4.4 (2.09) 35.1 (5.54) 60.6 (5.83) 4.7 (1.21) 25.6 (3.03) 69.7 (3.28)

Jefferson County (KY) 10.4 (2.61) 22.8 (3.56) 66.8 (4.30) 10.4 (3.49) 26.0 (5.45) 63.6 (6.32) 10.4 (2.67) 22.4 (3.56) 67.1 (4.37)

Los Angeles 2.0 (1.11) 4.3 (1.46) 93.8 (1.79) 2.8 (2.70) 10.2 (4.18) 87.0 (4.97) 1.9 (1.05) 3.6 (1.53) 94.5 (1.78)

Miami-Dade 0.9 (0.58) 19.0 (3.76) 80.1 (3.78) 1.3 (1.27) 18.6 (4.61) 80.1 (4.64) 0.8 (0.57) 19.1 (3.90) 80.1 (3.93)

New York City 4.2 (1.16) 22.3 (3.03) 73.5 (3.40) 5.5 (1.91) 28.9 (4.43) 65.6 (4.65) 3.9 (1.18) 20.3 (3.29) 75.8 (3.68)

Philadelphia 0.5 (0.40) 10.3 (2.33) 89.2 (2.33) 4.4 (3.33) 16.2 (4.49) 79.4 (5.22) # (†) 9.5 (2.48) 90.5 (2.48)

San Diego 2.2 (0.95) 10.8 (2.87) 87.0 (3.02) 1.0 (1.01) 15.9 (6.90) 83.1 (6.92) 2.4 (1.00) 10.2 (2.53) 87.4 (2.71)

Duval County (FL) 5.0 (1.50) 22.7 (3.57) 72.3 (3.93) 3.9 (2.37) 23.9 (4.93) 72.3 (5.19) 5.2 (1.57) 22.5 (3.68) 72.3 (3.99)

† Not applicable. 

# Rounds to zero.

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

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-33

TABLE B-20. Percentage of 4th-grade public school students, by years of experience of their reading teacher, English language learner status, and selected school characteristics: 2015

(Standard errors in parentheses)

School characteristic

Years of experience of reading teacher

English language learner Not English language learner 

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.9 (0.26) 19.3 (0.46) 75.8 (0.54) 5.8 (0.61) 19.6 (1.09) 74.6 (1.36) 4.8 (0.25) 19.3 (0.47) 75.9 (0.53)

Location

City 5.9 (0.38) 20.6 (0.95) 73.5 (0.99) 5.8 (0.65) 20.1 (1.49) 74.1 (1.65) 5.9 (0.41) 20.7 (0.98) 73.3 (1.04)

Suburban 4.5 (0.43) 17.8 (0.79) 77.8 (0.94) 6.3 (1.23) 18.7 (1.89) 75.0 (2.30) 4.3 (0.39) 17.6 (0.78) 78.1 (0.90)

Town 4.3 (0.49) 23.3 (1.42) 72.4 (1.53) 4.4 (1.77) 25.5 (5.64) 70.1 (6.14) 4.3 (0.46) 23.1 (1.30) 72.6 (1.41)

Rural 4.7 (0.66) 18.3 (0.99) 77.0 (1.25) 5.1 (1.74) 14.4 (3.10) 80.5 (3.93) 4.7 (0.63) 18.5 (0.98) 76.8 (1.21)

Minority enrollment

75 percent or more 6.5 (0.66) 21.6 (1.06) 72.0 (1.26) 6.3 (0.89) 19.7 (1.61) 74.0 (1.93) 6.5 (0.67) 22.2 (1.06) 71.3 (1.24)

Less than 75 percent 4.3 (0.29) 18.4 (0.52) 77.3 (0.60) 4.9 (0.57) 19.4 (1.23) 75.7 (1.25) 4.3 (0.29) 18.3 (0.53) 77.4 (0.61)

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.

TABLE B-21. Percentage of 4th-grade public school students, by years of experience of their reading teacher, English language learner status, and state: 2015

(Standard errors in parentheses)

State

Years of experience of reading teacher

English language learner Not English language learner 

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.9 (0.26) 19.3 (0.46) 75.8 (0.54) 5.8 (0.61) 19.6 (1.09) 74.6 (1.36) 4.8 (0.25) 19.3 (0.47) 75.9 (0.53)

Alabama 5.2 (1.22) 18.5 (2.59) 76.4 (2.70) ‡ (†) ‡ (†) ‡ (†) 5.1 (1.21) 18.5 (2.63) 76.4 (2.74)

Alaska 3.0 (1.12) 18.4 (2.26) 78.6 (2.49) 1.1 (0.66) 24.2 (5.43) 74.7 (5.56) 3.3 (1.28) 17.4 (2.21) 79.3 (2.53)

Arizona 7.8 (1.67) 23.7 (2.40) 68.5 (2.76) 13.2 (5.02) 28.2 (6.06) 58.6 (6.39) 7.2 (1.53) 23.3 (2.50) 69.5 (2.92)

Arkansas 4.9 (1.32) 20.0 (2.26) 75.1 (2.43) 3.8 (1.88) 23.6 (5.81) 72.6 (5.61) 5.0 (1.36) 19.6 (2.25) 75.3 (2.50)

California 4.9 (1.10) 11.5 (2.06) 83.6 (2.45) 5.2 (1.47) 13.8 (3.25) 81.0 (3.70) 4.8 (1.10) 10.7 (1.91) 84.5 (2.30)

Colorado 8.4 (1.67) 24.1 (2.44) 67.5 (2.74) 16.3 (4.04) 29.0 (3.85) 54.7 (4.45) 7.1 (1.63) 23.3 (2.47) 69.6 (2.69)

Connecticut 4.4 (0.84) 15.1 (1.79) 80.5 (1.95) 3.4 (1.51) 16.3 (3.92) 80.3 (4.06) 4.5 (0.87) 15.0 (1.85) 80.5 (2.01)

Delaware 4.5 (0.67) 21.4 (1.31) 74.1 (1.46) 1.9 (1.42) 27.0 (5.27) 71.2 (5.34) 4.6 (0.70) 21.2 (1.33) 74.2 (1.48)

District of Columbia 8.7 (0.41) 33.8 (0.75) 57.4 (0.79) 8.1 (2.38) 42.5 (3.99) 49.4 (3.87) 8.8 (0.44) 33.3 (0.80) 57.9 (0.84)

Florida 4.7 (1.11) 26.2 (2.59) 69.0 (2.72) 2.5 (1.17) 28.3 (4.53) 69.2 (4.83) 5.0 (1.20) 26.0 (2.55) 69.0 (2.68)

Georgia 6.0 (1.67) 21.4 (3.14) 72.6 (3.52) 4.9 (3.00) 27.0 (6.59) 68.1 (7.32) 6.1 (1.68) 21.1 (3.22) 72.8 (3.60)

Hawaii 3.6 (0.78) 22.5 (1.52) 74.0 (1.81) 5.3 (2.63) 29.0 (4.78) 65.6 (4.62) 3.4 (0.78) 22.0 (1.58) 74.6 (1.91)

Idaho 4.8 (0.81) 19.3 (1.98) 75.9 (2.21) 7.9 (2.59) 25.1 (5.86) 67.0 (6.67) 4.6 (0.83) 19.1 (1.99) 76.3 (2.20)

Illinois 2.4 (0.64) 18.7 (2.16) 78.9 (2.24) 4.5 (1.66) 19.4 (4.15) 76.1 (4.39) 2.2 (0.60) 18.6 (2.25) 79.2 (2.33)

Indiana 3.6 (0.90) 19.7 (1.92) 76.7 (2.07) 4.4 (3.18) 21.4 (5.46) 74.2 (5.09) 3.6 (0.85) 19.6 (1.98) 76.8 (2.19)

Iowa 4.2 (1.05) 21.0 (2.36) 74.7 (2.48) 2.6 (1.34) 32.4 (7.52) 65.0 (7.60) 4.3 (1.08) 20.2 (2.24) 75.5 (2.40)

Kansas 6.3 (1.34) 21.6 (2.22) 72.0 (2.62) 10.4 (2.68) 23.6 (3.86) 65.9 (5.39) 5.7 (1.25) 21.2 (2.28) 73.1 (2.58)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-34

TABLE B-21. Percentage of 4th-grade public school students, by years of experience of their reading teacher, English language learner status, and state: 2015—Continued

(Standard errors in parentheses)

State

Years of experience of reading teacher

English language learner Not English language learner 

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Kentucky 6.1 (1.52) 18.8 (2.95) 75.2 (3.30) 7.6 (3.84) 20.0 (6.50) 72.5 (6.71) 6.0 (1.57) 18.7 (2.97) 75.3 (3.31)

Louisiana 4.0 (1.12) 20.7 (2.57) 75.3 (2.79) ‡ (†) ‡ (†) ‡ (†) 4.0 (1.08) 20.5 (2.63) 75.5 (2.80)

Maine 4.1 (0.66) 15.1 (1.37) 80.8 (1.49) ‡ (†) ‡ (†) ‡ (†) 4.1 (0.66) 14.6 (1.46) 81.3 (1.59)

Maryland 5.1 (1.09) 19.9 (2.89) 75.0 (2.87) 4.5 (1.94) 16.6 (5.23) 79.0 (5.97) 5.2 (1.13) 20.1 (2.95) 74.7 (2.88)

Massachusetts 3.9 (0.92) 18.2 (1.98) 77.9 (2.10) 6.7 (2.90) 23.2 (4.65) 70.2 (3.49) 3.6 (0.89) 17.7 (2.03) 78.6 (2.20)

Michigan 2.1 (0.78) 17.2 (2.57) 80.7 (2.66) 2.3 (1.92) 30.7 (11.70) 67.0 (11.76) 2.0 (0.79) 16.5 (2.49) 81.4 (2.59)

Minnesota 8.4 (1.86) 17.9 (2.31) 73.7 (2.68) 14.5 (3.44) 25.0 (4.87) 60.5 (5.18) 7.8 (1.89) 17.1 (2.43) 75.1 (2.74)

Mississippi 11.7 (1.87) 27.3 (2.33) 61.0 (2.51) ‡ (†) ‡ (†) ‡ (†) 11.9 (1.90) 27.4 (2.34) 60.7 (2.54)

Missouri 8.8 (1.86) 24.9 (2.33) 66.3 (2.77) 12.8 (5.15) 18.5 (5.92) 68.7 (7.57) 8.7 (1.83) 25.1 (2.32) 66.2 (2.75)

Montana 4.1 (0.66) 18.5 (1.24) 77.5 (1.36) ‡ (†) ‡ (†) ‡ (†) 4.1 (0.65) 18.1 (1.18) 77.8 (1.31)

Nebraska 4.2 (1.04) 27.1 (1.73) 68.7 (1.93) 2.7 (1.44) 26.3 (5.20) 71.0 (5.32) 4.3 (1.08) 27.2 (1.80) 68.5 (2.03)

Nevada 7.9 (1.65) 21.7 (1.94) 70.4 (2.25) 9.3 (2.68) 25.9 (3.18) 64.8 (3.97) 7.4 (1.52) 20.5 (1.96) 72.1 (2.10)

New Hampshire 2.4 (0.57) 12.1 (1.27) 85.6 (1.37) 1.4 (1.42) 4.5 (2.45) 94.1 (2.74) 2.4 (0.58) 12.4 (1.29) 85.2 (1.39)

New Jersey 4.6 (1.25) 17.6 (1.95) 77.8 (2.27) ‡ (†) ‡ (†) ‡ (†) 4.5 (1.27) 17.3 (1.97) 78.2 (2.33)

New Mexico 6.4 (1.31) 21.9 (1.76) 71.8 (1.88) 8.1 (3.31) 20.3 (3.63) 71.6 (4.25) 6.0 (1.31) 22.2 (1.71) 71.7 (1.84)

New York 2.3 (0.74) 13.8 (1.86) 83.9 (1.90) 4.4 (2.24) 19.0 (3.61) 76.5 (3.59) 2.1 (0.76) 13.5 (1.97) 84.4 (2.02)

North Carolina 5.7 (1.21) 26.1 (2.53) 68.2 (2.44) 9.7 (2.80) 28.5 (5.70) 61.8 (5.98) 5.5 (1.16) 25.9 (2.53) 68.6 (2.45)

North Dakota 5.9 (0.44) 22.6 (0.75) 71.5 (0.68) ‡ (†) ‡ (†) ‡ (†) 5.7 (0.44) 22.7 (0.77) 71.6 (0.70)

Ohio 1.4 (0.67) 17.0 (2.55) 81.5 (2.57) 1.5 (1.42) 7.3 (3.18) 91.2 (3.51) 1.4 (0.66) 17.4 (2.59) 81.2 (2.60)

Oklahoma 5.7 (1.43) 24.8 (2.64) 69.5 (3.13) 9.4 (4.33) 34.1 (5.51) 56.5 (8.43) 5.4 (1.37) 24.1 (2.62) 70.5 (2.94)

Oregon 6.0 (1.23) 18.5 (2.31) 75.5 (2.78) 8.0 (2.96) 14.7 (3.62) 77.3 (4.30) 5.7 (1.16) 19.1 (2.35) 75.2 (2.80)

Pennsylvania 1.6 (0.74) 18.3 (2.37) 80.1 (2.22) 2.8 (2.17) 12.7 (4.57) 84.6 (5.47) 1.6 (0.73) 18.5 (2.38) 80.0 (2.23)

Rhode Island 2.3 (0.59) 12.1 (1.30) 85.6 (1.44) 0.8 (0.85) 26.0 (5.15) 73.1 (5.35) 2.4 (0.62) 11.2 (1.27) 86.4 (1.40)

South Carolina 6.5 (1.55) 22.9 (2.62) 70.6 (3.24) 3.9 (1.73) 27.4 (4.69) 68.7 (4.90) 6.7 (1.62) 22.6 (2.67) 70.7 (3.31)

South Dakota 6.5 (0.79) 19.1 (1.32) 74.4 (1.35) 1.5 (1.47) 26.2 (5.41) 72.4 (5.60) 6.6 (0.81) 18.9 (1.37) 74.5 (1.39)

Tennessee 7.8 (1.86) 24.2 (2.58) 68.0 (2.92) 7.7 (3.94) 28.8 (5.14) 63.5 (5.23) 7.8 (1.87) 24.0 (2.57) 68.2 (2.95)

Texas 6.2 (1.43) 19.4 (2.28) 74.4 (2.62) 4.8 (1.29) 19.7 (3.22) 75.5 (3.65) 6.6 (1.63) 19.3 (2.40) 74.1 (2.82)

Utah 5.7 (1.28) 26.5 (2.55) 67.9 (2.83) 9.2 (4.05) 20.8 (4.05) 70.0 (5.86) 5.5 (1.23) 26.7 (2.63) 67.8 (2.89)

Vermont 5.3 (0.33) 17.6 (0.66) 77.1 (0.69) ‡ (†) ‡ (†) ‡ (†) 5.3 (0.35) 17.7 (0.67) 77.0 (0.71)

Virginia 5.6 (1.26) 24.8 (2.62) 69.6 (2.75) 1.7 (1.19) 36.1 (4.18) 62.2 (4.10) 5.8 (1.32) 24.1 (2.68) 70.1 (2.86)

Washington 2.9 (1.14) 19.4 (2.74) 77.7 (2.77) 8.6 (4.72) 16.1 (3.17) 75.2 (4.93) 2.0 (0.79) 19.9 (2.90) 78.1 (2.87)

West Virginia 3.4 (0.81) 21.8 (2.13) 74.8 (2.37) ‡ (†) ‡ (†) ‡ (†) 3.5 (0.82) 21.7 (2.15) 74.9 (2.39)

Wisconsin 4.6 (1.24) 17.7 (2.12) 77.8 (2.38) 7.0 (5.23) 12.5 (2.92) 80.5 (5.89) 4.4 (1.19) 18.0 (2.23) 77.5 (2.42)

Wyoming 5.8 (0.40) 20.3 (0.78) 73.9 (0.89) ‡ (†) ‡ (†) ‡ (†) 5.9 (0.42) 19.9 (0.81) 74.2 (0.94)

Department of 

Defense Dependents Schools 1.5 (0.15) 10.6 (0.45) 87.9 (0.47) 2.0 (0.69) 10.7 (2.22) 87.3 (2.13) 1.5 (0.15) 10.7 (0.52) 87.9 (0.52)

† Not applicable. 

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

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-35

TABLE B-22. Percentage of 4th-grade public school students, by years of experience of their reading teacher, English language learner status, and jurisdiction: 2015

(Standard errors in parentheses)

Jurisdiction

Years of experience of reading teacher

English language learner Not English language learner 

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.9 (0.26) 19.3 (0.46) 75.8 (0.54) 5.8 (0.61) 19.6 (1.09) 74.6 (1.36) 4.8 (0.25) 19.3 (0.47) 75.9 (0.53)

Large city 5.3 (0.45) 20.6 (1.16) 74.1 (1.31) 6.2 (0.79) 20.2 (1.65) 73.5 (1.87) 5.0 (0.47) 20.7 (1.17) 74.2 (1.33)

Albuquerque 3.1 (1.09) 18.2 (1.97) 78.7 (2.06) 4.0 (1.87) 16.0 (3.31) 80.0 (4.45) 2.9 (1.07) 18.8 (2.22) 78.3 (2.12)

Atlanta 3.6 (0.72) 16.4 (1.57) 80.1 (1.84) ‡ (†) ‡ (†) ‡ (†) 3.6 (0.74) 16.8 (1.62) 79.6 (1.89)

Austin 4.9 (1.26) 33.4 (2.82) 61.7 (2.85) 4.8 (2.05) 42.0 (4.60) 53.1 (3.84) 4.9 (1.23) 28.3 (3.41) 66.8 (3.57)

Baltimore City 12.9 (3.12) 25.3 (3.56) 61.8 (4.98) ‡ (†) ‡ (†) ‡ (†) 12.7 (3.09) 26.1 (3.67) 61.2 (4.96)

Boston 6.1 (1.52) 19.1 (2.05) 74.9 (2.60) 3.8 (0.96) 19.8 (3.33) 76.5 (3.45) 7.2 (2.11) 18.7 (2.09) 74.1 (2.91)

Charlotte 5.4 (1.37) 31.9 (2.62) 62.7 (3.32) 8.7 (3.56) 37.2 (5.92) 54.1 (6.29) 5.1 (1.35) 31.3 (2.65) 63.6 (3.43)

Chicago 2.4 (0.96) 25.0 (3.03) 72.6 (3.24) 3.3 (2.12) 25.6 (5.03) 71.1 (5.30) 2.3 (0.95) 24.9 (3.18) 72.8 (3.38)

Cleveland 3.6 (0.39) 3.1 (0.48) 93.3 (0.61) 3.2 (2.23) # (†) 96.8 (2.23) 3.6 (0.43) 3.4 (0.52) 93.0 (0.67)

Dallas 14.7 (3.69) 15.0 (2.43) 70.3 (3.79) 13.6 (4.03) 21.0 (4.04) 65.4 (5.14) 15.7 (4.52) 9.4 (3.09) 74.8 (3.92)

Detroit 3.7 (1.31) 8.7 (2.52) 87.6 (2.79) 3.5 (1.70) 2.9 (1.32) 93.7 (2.06) 3.8 (1.51) 9.9 (3.00) 86.4 (3.29)

District of Columbia 

(DCPS) 6.5 (0.48) 29.4 (0.83) 64.1 (0.92) 6.7 (2.96) 42.4 (4.86) 50.9 (5.07) 6.5 (0.51) 28.5 (0.86) 65.0 (0.97)

Fresno 5.8 (1.24) 10.4 (1.89) 83.8 (2.11) 8.3 (2.35) 8.7 (2.03) 83.0 (2.45) 4.9 (1.08) 11.0 (2.26) 84.1 (2.49)

Hillsborough County 

(FL) 5.9 (2.06) 29.1 (4.90) 64.9 (4.60) 8.6 (4.58) 21.8 (7.06) 69.7 (7.90) 5.6 (2.05) 30.0 (4.92) 64.4 (4.54)

Houston 4.7 (1.18) 26.3 (3.08) 69.0 (3.32) 6.4 (2.07) 28.5 (3.95) 65.0 (4.39) 3.6 (1.07) 25.0 (3.55) 71.5 (3.70)

Jefferson County (KY) 10.4 (2.61) 22.8 (3.56) 66.8 (4.30) 7.0 (3.29) 10.4 (3.79) 82.6 (4.77) 10.7 (2.73) 23.7 (3.72) 65.6 (4.46)

Los Angeles 2.0 (1.11) 4.3 (1.46) 93.8 (1.79) 1.3 (1.23) 6.4 (2.30) 92.4 (2.66) 2.3 (1.27) 3.4 (1.69) 94.3 (2.00)

Miami-Dade 0.9 (0.58) 19.0 (3.76) 80.1 (3.78) # (†) 13.0 (3.98) 87.0 (3.98) 1.1 (0.70) 20.3 (4.07) 78.6 (4.09)

New York City 4.2 (1.16) 22.3 (3.03) 73.5 (3.40) 7.4 (3.52) 20.5 (3.68) 72.1 (4.30) 3.8 (1.15) 22.5 (3.27) 73.7 (3.62)

Philadelphia 0.5 (0.40) 10.3 (2.33) 89.2 (2.33) # (†) 15.9 (7.94) 84.1 (7.94) 0.6 (0.43) 9.8 (2.29) 89.6 (2.28)

San Diego 2.2 (0.95) 10.8 (2.87) 87.0 (3.02) 3.4 (1.69) 15.5 (4.10) 81.1 (4.52) 1.6 (0.73) 8.1 (2.57) 90.4 (2.54)

Duval County (FL) 5.0 (1.50) 22.7 (3.57) 72.3 (3.93) ‡ (†) ‡ (†) ‡ (†) 4.8 (1.44) 22.8 (3.57) 72.4 (3.92)

† Not applicable. 

# Rounds to zero.

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

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-36

TABLE B-23. Percentage of 4th-grade public school students, by years of experience of their reading teacher, National School Lunch Program status, and selected school 

characteristics: 2015

(Standard errors in parentheses)

School characteristic

Years of experience of reading teacher

National School Lunch Program, eligible National School Lunch Program, not eligible

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.9 (0.26) 19.3 (0.46) 75.8 (0.54) 5.7 (0.33) 20.9 (0.54) 73.4 (0.66) 4.1 (0.29) 17.3 (0.57) 78.6 (0.66)

Location

City 5.9 (0.38) 20.6 (0.95) 73.5 (0.99) 6.2 (0.46) 21.7 (1.00) 72.1 (1.05) 5.3 (0.51) 18.3 (1.16) 76.3 (1.30)

Suburban 4.5 (0.43) 17.8 (0.79) 77.8 (0.94) 5.6 (0.70) 19.6 (1.10) 74.8 (1.42) 3.5 (0.41) 16.1 (0.89) 80.4 (0.96)

Town 4.3 (0.49) 23.3 (1.42) 72.4 (1.53) 4.8 (0.67) 24.8 (1.83) 70.4 (1.93) 3.4 (0.40) 20.9 (1.28) 75.6 (1.38)

Rural 4.7 (0.66) 18.3 (0.99) 77.0 (1.25) 5.0 (0.65) 19.3 (1.12) 75.6 (1.30) 4.5 (0.84) 17.2 (1.05) 78.3 (1.42)

Minority enrollment

75 percent or more 6.5 (0.66) 21.6 (1.06) 72.0 (1.26) 6.6 (0.69) 21.8 (1.06) 71.7 (1.25) 5.9 (1.05) 20.1 (1.89) 74.0 (2.21)

Less than 75 percent 4.3 (0.29) 18.4 (0.52) 77.3 (0.60) 4.9 (0.36) 20.2 (0.64) 74.8 (0.70) 3.9 (0.33) 17.0 (0.60) 79.2 (0.71)

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.

TABLE B-24. Percentage of 4th-grade public school students, by years of experience of their reading teacher, National School Lunch Program status, and state: 2015

(Standard errors in parentheses)

State

Years of experience of reading teacher

National School Lunch Program, eligible National School Lunch Program, not eligible

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.9 (0.26) 19.3 (0.46) 75.8 (0.54) 5.7 (0.33) 20.9 (0.54) 73.4 (0.66) 4.1 (0.29) 17.3 (0.57) 78.6 (0.66)

Alabama 5.2 (1.22) 18.5 (2.59) 76.4 (2.70) 6.4 (1.59) 15.3 (2.46) 78.4 (2.93) 3.2 (1.05) 23.8 (3.74) 73.0 (3.50)

Alaska 3.0 (1.12) 18.4 (2.26) 78.6 (2.49) 2.4 (1.05) 21.3 (3.09) 76.3 (3.18) 3.5 (1.45) 15.7 (2.75) 80.8 (3.08)

Arizona 7.8 (1.67) 23.7 (2.40) 68.5 (2.76) 8.8 (2.25) 25.7 (2.78) 65.4 (3.13) 5.6 (1.57) 18.7 (3.46) 75.7 (3.76)

Arkansas 4.9 (1.32) 20.0 (2.26) 75.1 (2.43) 5.7 (1.47) 20.7 (2.43) 73.6 (2.43) 3.4 (1.23) 18.2 (2.99) 78.4 (3.37)

California 4.9 (1.10) 11.5 (2.06) 83.6 (2.45) 5.1 (1.47) 12.4 (2.32) 82.5 (2.96) 4.8 (1.18) 10.4 (2.52) 84.8 (2.72)

Colorado 8.4 (1.67) 24.1 (2.44) 67.5 (2.74) 11.3 (2.10) 27.7 (3.22) 61.0 (3.59) 6.0 (1.98) 21.0 (2.48) 73.0 (2.85)

Connecticut 4.4 (0.84) 15.1 (1.79) 80.5 (1.95) 6.4 (1.28) 17.3 (2.33) 76.3 (2.53) 3.3 (0.90) 13.9 (1.94) 82.8 (2.13)

Delaware 4.5 (0.67) 21.4 (1.31) 74.1 (1.46) 6.0 (1.19) 25.6 (1.70) 68.4 (1.99) 3.6 (0.57) 18.9 (1.54) 77.5 (1.64)

District of Columbia 8.7 (0.41) 33.8 (0.75) 57.4 (0.79) 9.4 (0.54) 30.6 (0.96) 60.1 (0.99) 7.1 (0.88) 42.9 (1.72) 50.0 (1.71)

Florida 4.7 (1.11) 26.2 (2.59) 69.0 (2.72) 5.7 (1.40) 29.3 (3.15) 65.0 (3.37) 3.2 (0.97) 21.7 (2.46) 75.1 (2.49)

Georgia 6.0 (1.67) 21.4 (3.14) 72.6 (3.52) 7.0 (2.23) 23.8 (4.03) 69.3 (4.36) 3.9 (1.73) 16.3 (4.06) 79.8 (4.81)

Hawaii 3.6 (0.78) 22.5 (1.52) 74.0 (1.81) 3.5 (0.77) 23.1 (1.59) 73.4 (1.71) 3.6 (1.16) 21.8 (1.95) 74.6 (2.50)

Idaho 4.8 (0.81) 19.3 (1.98) 75.9 (2.21) 5.1 (0.98) 21.8 (2.28) 73.1 (2.81) 4.5 (1.15) 16.6 (2.24) 78.9 (2.37)

Illinois 2.4 (0.64) 18.7 (2.16) 78.9 (2.24) 3.0 (0.82) 22.0 (2.53) 75.0 (2.56) 1.7 (0.72) 14.6 (2.39) 83.8 (2.55)

Indiana 3.6 (0.90) 19.7 (1.92) 76.7 (2.07) 4.3 (1.10) 19.3 (2.43) 76.4 (2.45) 3.0 (0.93) 20.1 (2.05) 76.8 (2.30)

Iowa 4.2 (1.05) 21.0 (2.36) 74.7 (2.48) 4.8 (1.29) 24.8 (3.28) 70.4 (3.56) 3.8 (1.16) 18.2 (2.45) 78.0 (2.60)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-37

TABLE B-24. Percentage of 4th-grade public school students, by years of experience of their reading teacher, National School Lunch Program status, and state: 2015—Continued

(Standard errors in parentheses)

State

Years of experience of reading teacher

National School Lunch Program, eligible National School Lunch Program, not eligible

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Kansas 6.3 (1.34) 21.6 (2.22) 72.0 (2.62) 7.9 (1.74) 23.2 (2.80) 68.9 (3.26) 4.3 (1.23) 19.4 (2.51) 76.2 (2.84)

Kentucky 6.1 (1.52) 18.8 (2.95) 75.2 (3.30) 5.6 (1.33) 22.3 (3.43) 72.1 (3.63) 6.8 (2.22) 13.3 (2.45) 80.0 (3.33)

Louisiana 4.0 (1.12) 20.7 (2.57) 75.3 (2.79) 4.2 (1.16) 22.6 (3.07) 73.3 (3.24) 3.8 (1.42) 16.4 (2.99) 79.8 (3.37)

Maine 4.1 (0.66) 15.1 (1.37) 80.8 (1.49) 3.8 (0.77) 16.3 (1.68) 79.8 (1.84) 4.4 (0.83) 13.9 (1.64) 81.8 (1.71)

Maryland 5.1 (1.09) 19.9 (2.89) 75.0 (2.87) 6.4 (1.39) 21.5 (3.39) 72.1 (3.64) 4.1 (1.26) 18.5 (3.30) 77.4 (3.22)

Massachusetts 3.9 (0.92) 18.2 (1.98) 77.9 (2.10) 5.0 (1.40) 19.8 (2.77) 75.2 (2.71) 3.1 (0.91) 17.1 (2.33) 79.9 (2.50)

Michigan 2.1 (0.78) 17.2 (2.57) 80.7 (2.66) 2.2 (0.91) 21.7 (3.82) 76.1 (3.98) 1.9 (1.00) 13.2 (2.36) 84.9 (2.49)

Minnesota 8.4 (1.86) 17.9 (2.31) 73.7 (2.68) 10.1 (2.37) 21.6 (2.88) 68.3 (3.25) 7.3 (1.78) 15.3 (2.28) 77.4 (2.65)

Mississippi 11.7 (1.87) 27.3 (2.33) 61.0 (2.51) 12.7 (2.13) 24.9 (2.63) 62.4 (3.10) 9.2 (2.53) 33.9 (2.99) 57.0 (2.49)

Missouri 8.8 (1.86) 24.9 (2.33) 66.3 (2.77) 11.0 (2.65) 27.5 (2.87) 61.5 (3.51) 6.4 (1.58) 21.9 (2.55) 71.7 (2.74)

Montana 4.1 (0.66) 18.5 (1.24) 77.5 (1.36) 4.0 (0.75) 20.5 (1.65) 75.5 (1.73) 4.2 (0.85) 16.7 (1.52) 79.1 (1.75)

Nebraska 4.2 (1.04) 27.1 (1.73) 68.7 (1.93) 5.6 (1.49) 26.5 (2.15) 67.9 (2.49) 3.0 (0.82) 27.7 (2.11) 69.3 (2.23)

Nevada 7.9 (1.65) 21.7 (1.94) 70.4 (2.25) 10.0 (2.52) 24.7 (2.47) 65.3 (2.96) 5.1 (1.37) 17.7 (2.29) 77.2 (2.61)

New Hampshire 2.4 (0.57) 12.1 (1.27) 85.6 (1.37) 2.7 (1.05) 10.6 (1.79) 86.7 (1.99) 2.0 (0.46) 13.0 (1.46) 85.0 (1.55)

New Jersey 4.6 (1.25) 17.6 (1.95) 77.8 (2.27) 4.7 (1.91) 19.9 (2.95) 75.4 (3.36) 4.9 (1.46) 15.8 (2.19) 79.3 (2.78)

New Mexico 6.4 (1.31) 21.9 (1.76) 71.8 (1.88) 5.8 (1.37) 23.0 (1.96) 71.2 (2.08) 7.7 (2.28) 16.8 (2.74) 75.5 (3.21)

New York 2.3 (0.74) 13.8 (1.86) 83.9 (1.90) 2.7 (0.76) 16.8 (2.12) 80.5 (2.20) 1.8 (1.06) 10.9 (2.84) 87.3 (2.92)

North Carolina 5.7 (1.21) 26.1 (2.53) 68.2 (2.44) 6.5 (1.48) 25.6 (2.79) 67.9 (2.60) 4.5 (1.41) 26.7 (3.51) 68.7 (3.73)

North Dakota 5.9 (0.44) 22.6 (0.75) 71.5 (0.68) 6.8 (0.77) 25.5 (1.31) 67.7 (1.47) 5.5 (0.53) 21.2 (0.94) 73.3 (0.87)

Ohio 1.4 (0.67) 17.0 (2.55) 81.5 (2.57) 1.3 (0.59) 17.3 (3.37) 81.4 (3.33) 1.6 (0.85) 16.0 (2.71) 82.4 (2.74)

Oklahoma 5.7 (1.43) 24.8 (2.64) 69.5 (3.13) 6.2 (1.56) 26.4 (2.83) 67.4 (3.41) 4.8 (1.66) 22.3 (2.97) 72.9 (3.36)

Oregon 6.0 (1.23) 18.5 (2.31) 75.5 (2.78) 5.2 (1.26) 19.5 (2.51) 75.2 (2.95) 7.3 (1.81) 16.7 (3.03) 76.0 (3.68)

Pennsylvania 1.6 (0.74) 18.3 (2.37) 80.1 (2.22) 2.6 (1.22) 20.1 (2.89) 77.3 (3.04) 0.9 (0.45) 16.1 (2.41) 83.0 (2.38)

Rhode Island 2.3 (0.59) 12.1 (1.30) 85.6 (1.44) 2.5 (0.79) 16.5 (1.84) 81.0 (2.05) 2.1 (0.63) 8.5 (1.26) 89.3 (1.37)

South Carolina 6.5 (1.55) 22.9 (2.62) 70.6 (3.24) 8.1 (2.21) 24.5 (2.55) 67.4 (3.44) 4.0 (1.11) 20.4 (3.78) 75.6 (4.13)

South Dakota 6.5 (0.79) 19.1 (1.32) 74.4 (1.35) 6.5 (1.09) 20.9 (1.80) 72.5 (1.94) 6.5 (0.94) 17.4 (1.48) 76.1 (1.50)

Tennessee 7.8 (1.86) 24.2 (2.58) 68.0 (2.92) 9.2 (2.33) 26.2 (2.91) 64.6 (3.40) 5.8 (1.72) 21.2 (2.77) 72.9 (2.94)

Texas 6.2 (1.43) 19.4 (2.28) 74.4 (2.62) 6.0 (1.46) 20.3 (2.55) 73.7 (2.73) 6.7 (1.97) 17.8 (2.78) 75.5 (3.38)

Utah 5.7 (1.28) 26.5 (2.55) 67.9 (2.83) 6.8 (1.78) 26.3 (3.20) 66.9 (3.76) 5.1 (1.41) 26.6 (2.62) 68.3 (2.89)

Vermont 5.3 (0.33) 17.6 (0.66) 77.1 (0.69) 7.0 (0.74) 17.7 (1.24) 75.4 (1.34) 4.2 (0.55) 17.5 (0.81) 78.3 (0.84)

Virginia 5.6 (1.26) 24.8 (2.62) 69.6 (2.75) 6.8 (1.82) 27.7 (3.64) 65.5 (3.61) 4.7 (1.45) 22.9 (2.75) 72.4 (2.97)

Washington 2.9 (1.14) 19.4 (2.74) 77.7 (2.77) 4.1 (2.04) 20.7 (3.08) 75.1 (3.28) 1.7 (0.88) 18.2 (3.00) 80.1 (2.96)

West Virginia 3.4 (0.81) 21.8 (2.13) 74.8 (2.37) 4.0 (0.95) 22.2 (2.35) 73.8 (2.60) 1.9 (1.04) 20.8 (3.04) 77.3 (3.23)

Wisconsin 4.6 (1.24) 17.7 (2.12) 77.8 (2.38) 5.6 (1.98) 18.4 (2.43) 76.0 (2.87) 3.3 (1.07) 17.3 (2.47) 79.5 (2.61)

Wyoming 5.8 (0.40) 20.3 (0.78) 73.9 (0.89) 3.9 (0.65) 21.9 (1.40) 74.2 (1.64) 7.0 (0.57) 19.3 (0.98) 73.7 (1.13)

Department of 

Defense Dependents Schools 1.5 (0.15) 10.6 (0.45) 87.9 (0.47) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

† Not applicable. 

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

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-38

TABLE B-25. Percentage of 4th-grade public school students, by years of experience of their reading teacher, National School Lunch Program status, and jurisdiction: 2015

(Standard errors in parentheses)

Jurisdiction

Years of experience of reading teacher

National School Lunch Program, eligible National School Lunch Program, not eligible

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.9 (0.26) 19.3 (0.46) 75.8 (0.54) 5.7 (0.33) 20.9 (0.54) 73.4 (0.66) 4.1 (0.29) 17.3 (0.57) 78.6 (0.66)

Large city 5.3 (0.45) 20.6 (1.16) 74.1 (1.31) 5.8 (0.50) 20.9 (1.09) 73.4 (1.20) 4.0 (0.81) 19.7 (1.63) 76.3 (2.02)

Albuquerque 3.1 (1.09) 18.2 (1.97) 78.7 (2.06) 2.8 (1.10) 20.7 (2.26) 76.5 (2.50) 3.6 (1.65) 13.3 (2.55) 83.1 (2.47)

Atlanta 3.6 (0.72) 16.4 (1.57) 80.1 (1.84) 4.7 (0.95) 14.6 (1.51) 80.7 (1.87) # (†) 21.4 (3.06) 78.6 (3.06)

Austin 4.9 (1.26) 33.4 (2.82) 61.7 (2.85) 7.1 (1.94) 39.4 (3.42) 53.5 (3.55) 1.3 (0.75) 23.3 (4.34) 75.4 (4.33)

Baltimore City 12.9 (3.12) 25.3 (3.56) 61.8 (4.98) 14.1 (3.31) 26.1 (3.65) 59.8 (5.20) 7.2 (2.66) 21.1 (5.04) 71.8 (5.60)

Boston 6.1 (1.52) 19.1 (2.05) 74.9 (2.60) 6.1 (1.52) 19.1 (2.05) 74.9 (2.60) ‡ (†) ‡ (†) ‡ (†)

Charlotte 5.4 (1.37) 31.9 (2.62) 62.7 (3.32) 6.0 (1.40) 33.8 (2.84) 60.2 (3.35) 4.0 (1.87) 27.4 (4.29) 68.6 (5.45)

Chicago 2.4 (0.96) 25.0 (3.03) 72.6 (3.24) 2.8 (1.13) 26.6 (3.16) 70.6 (3.43) 0.4 (0.38) 16.6 (5.85) 83.0 (5.87)

Cleveland 3.6 (0.39) 3.1 (0.48) 93.3 (0.61) 3.6 (0.39) 3.1 (0.48) 93.3 (0.61) ‡ (†) ‡ (†) ‡ (†)

Dallas 14.7 (3.69) 15.0 (2.43) 70.3 (3.79) 16.0 (3.89) 15.5 (2.51) 68.5 (3.91) 3.7 (2.13) 11.5 (6.38) 84.8 (6.79)

Detroit 3.7 (1.31) 8.7 (2.52) 87.6 (2.79) 4.3 (1.50) 7.5 (2.21) 88.2 (2.56) 1.8 (1.15) 12.8 (4.78) 85.4 (4.81)

District of Columbia 

(DCPS) 6.5 (0.48) 29.4 (0.83) 64.1 (0.92) 6.8 (0.56) 27.1 (0.98) 66.1 (1.04) 6.0 (0.95) 34.6 (2.21) 59.4 (2.17)

Fresno 5.8 (1.24) 10.4 (1.89) 83.8 (2.11) 6.3 (1.33) 10.4 (1.98) 83.3 (2.27) # (†) 10.6 (6.72) 89.4 (6.72)

Hillsborough County 

(FL) 5.9 (2.06) 29.1 (4.90) 64.9 (4.60) 6.1 (2.11) 28.3 (5.69) 65.6 (5.71) 5.7 (3.12) 30.2 (5.93) 64.1 (5.79)

Houston 4.7 (1.18) 26.3 (3.08) 69.0 (3.32) 4.1 (1.09) 26.8 (3.26) 69.2 (3.50) 6.7 (2.68) 25.1 (5.31) 68.2 (5.21)

Jefferson County (KY) 10.4 (2.61) 22.8 (3.56) 66.8 (4.30) 11.0 (2.84) 27.9 (4.07) 61.1 (4.72) 8.9 (3.32) 10.9 (3.28) 80.1 (4.64)

Los Angeles 2.0 (1.11) 4.3 (1.46) 93.8 (1.79) 1.2 (0.91) 3.8 (1.35) 95.0 (1.67) 6.7 (5.32) 7.0 (6.38) 86.4 (7.23)

Miami-Dade 0.9 (0.58) 19.0 (3.76) 80.1 (3.78) 0.7 (0.65) 18.4 (3.75) 80.9 (3.83) 1.3 (1.22) 20.8 (7.22) 77.9 (7.12)

New York City 4.2 (1.16) 22.3 (3.03) 73.5 (3.40) 4.0 (1.12) 21.2 (2.67) 74.9 (3.09) 5.8 (2.53) 27.4 (8.79) 66.7 (8.60)

Philadelphia 0.5 (0.40) 10.3 (2.33) 89.2 (2.33) 0.8 (0.59) 10.9 (2.69) 88.3 (2.69) # (†) 9.3 (2.68) 90.7 (2.68)

San Diego 2.2 (0.95) 10.8 (2.87) 87.0 (3.02) 3.2 (1.32) 15.1 (4.14) 81.7 (4.31) 0.3 (0.34) 1.5 (1.07) 98.3 (1.15)

Duval County (FL) 5.0 (1.50) 22.7 (3.57) 72.3 (3.93) 4.1 (1.18) 27.4 (4.48) 68.5 (4.42) 5.9 (2.21) 18.3 (3.41) 75.8 (4.17)

† Not applicable. 

# Rounds to zero.

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

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-39

TABLE B-26. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, 

and selected school characteristics: 2015

(Standard errors in parentheses)

School characteristic

Years of experience of mathematics teacher

White

Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 5.0 (0.42) 19.7 (0.58) 75.3 (0.59) 3.8 (0.32) 18.3 (0.55) 77.9 (0.57)

Location

City 7.7 (1.21) 20.2 (1.06) 72.1 (1.35) 5.2 (0.64) 19.0 (1.22) 75.8 (1.34)

Suburban 4.0 (0.61) 19.1 (0.94) 76.9 (1.08) 3.4 (0.45) 17.9 (0.97) 78.7 (1.06)

Town 3.7 (0.52) 19.8 (1.91) 76.5 (1.83) 3.7 (0.69) 18.5 (1.20) 77.8 (1.26)

Rural 3.8 (0.54) 20.4 (1.15) 75.7 (1.21) 3.7 (0.59) 18.4 (1.04) 77.9 (1.09)

Minority enrollment

75 percent or more 8.6 (1.47) 22.4 (1.51) 69.0 (1.88) 7.4 (1.96) 24.9 (2.24) 67.7 (2.70)

Less than 75 percent 3.7 (0.24) 18.8 (0.63) 77.5 (0.67) 3.7 (0.31) 18.0 (0.57) 78.3 (0.59)

School characteristic

Black Hispanic

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 6.1 (0.63) 24.2 (0.96) 69.7 (1.03) 7.1 (1.31) 20.9 (1.29) 72.0 (1.58)

Location

City 7.9 (1.23) 25.4 (1.54) 66.6 (1.57) 10.4 (2.68) 19.3 (1.87) 70.3 (2.81)

Suburban 4.4 (0.58) 22.6 (1.56) 73.0 (1.65) 5.1 (2.18) 20.4 (1.91) 74.5 (2.56)

Town 5.3 (1.52) 26.1 (5.85) 68.6 (5.88) 3.4 (1.00) 21.0 (6.32) 75.6 (6.42)

Rural 4.9 (1.26) 23.3 (3.05) 71.8 (3.03) 4.3 (1.30) 30.8 (4.55) 64.9 (4.68)

Minority enrollment

75 percent or more 7.8 (1.11) 26.0 (1.83) 66.3 (1.95) 9.9 (2.35) 20.7 (2.11) 69.4 (2.82)

Less than 75 percent 4.2 (0.45) 22.3 (1.18) 73.5 (1.31) 3.6 (0.36) 21.2 (1.38) 75.2 (1.45)

School characteristic

Asian Pacific Islander

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 3.6 (0.68) 16.5 (1.52) 79.8 (1.71) 10.3 (4.97) 17.1 (2.19) 72.7 (4.56)

Location

City 4.1 (1.18) 14.3 (1.69) 81.6 (2.27) 19.9 (14.47) 19.9 (5.38) 60.2 (11.43)

Suburban 3.5 (0.88) 17.9 (2.19) 78.6 (2.47) 7.5 (2.36) 16.8 (3.13) 75.6 (4.34)

Town 1.6 (1.07) 16.7 (3.73) 81.7 (3.84) 0.8 (0.58) 12.9 (3.80) 86.3 (3.95)

Rural 3.2 (1.38) 19.3 (3.93) 77.5 (4.15) 3.2 (1.24) 14.8 (6.00) 82.0 (6.36)

Minority enrollment

75 percent or more 3.8 (1.51) 15.9 (3.30) 80.3 (3.58) 15.6 (10.29) 20.6 (3.55) 63.9 (8.51)

Less than 75 percent 3.5 (0.72) 16.9 (1.56) 79.6 (1.88) 5.4 (2.03) 13.8 (2.84) 80.9 (3.27)

School characteristic

American Indian/Alaska Native Two or more races

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 3.9 (0.70) 20.0 (2.06) 76.1 (2.29) 4.4 (0.58) 19.2 (1.29) 76.3 (1.41)

Location

City 9.1 (2.68) 16.4 (4.19) 74.5 (5.83) 6.2 (1.63) 17.9 (2.19) 75.9 (2.54)

Suburban 5.0 (2.10) 15.2 (3.31) 79.8 (3.32) 4.0 (0.76) 18.1 (1.79) 77.9 (1.83)

Town 1.8 (0.69) 24.6 (5.89) 73.7 (5.92) 3.3 (1.07) 20.2 (3.65) 76.4 (3.70)

Rural 2.0 (0.65) 20.9 (3.45) 77.1 (3.50) 3.3 (1.17) 23.7 (3.53) 73.1 (3.66)

Minority enrollment

75 percent or more 4.0 (3.12) 26.6 (4.47) 69.5 (4.74) 10.6 (3.12) 26.1 (4.47) 63.2 (4.74)

Less than 75 percent 3.8 (0.48) 17.4 (1.20) 78.8 (1.25) 3.6 (0.48) 18.3 (1.20) 78.2 (1.25)

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked 

“Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to 

choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into 

the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.” 

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

Progress (NAEP), 2015 Mathematics Assessment.
B-40 Certification Status and Experience of U.S. Public School Teachers—Appendix B

TABLE B-27. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, 

and state: 2015

(Standard errors in parentheses)

State

Years of experience of mathematics teacher

White

Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 5.0 (0.42) 19.7 (0.58) 75.3 (0.59) 3.8 (0.32) 18.3 (0.55) 77.9 (0.57)

Alabama 1.0 (0.48) 25.5 (3.65) 73.5 (3.64) 1.2 (0.69) 25.3 (3.80) 73.5 (3.75)

Alaska 0.6 (0.20) 10.6 (1.20) 88.8 (1.20) 0.7 (0.30) 6.3 (0.84) 93.0 (0.88)

Arizona 7.3 (1.69) 21.2 (3.22) 71.6 (3.35) 7.1 (2.08) 20.2 (2.93) 72.8 (2.98)

Arkansas 6.7 (1.44) 23.8 (2.96) 69.5 (3.24) 5.0 (1.38) 22.6 (3.44) 72.4 (3.63)

California 5.7 (1.70) 17.6 (2.75) 76.7 (3.28) 1.6 (0.74) 18.3 (4.42) 80.1 (4.75)

Colorado 9.8 (2.43) 23.8 (3.72) 66.4 (3.80) 6.7 (1.62) 22.2 (3.58) 71.2 (3.61)

Connecticut 6.1 (1.56) 23.5 (2.63) 70.4 (2.59) 5.1 (1.38) 21.1 (2.80) 73.8 (2.96)

Delaware 3.3 (0.29) 14.9 (0.62) 81.8 (0.69) 3.0 (0.45) 12.8 (1.04) 84.2 (1.05)

District of Columbia 7.2 (0.43) 42.6 (0.90) 50.2 (0.86) 8.3 (2.54) 69.9 (3.76) 21.8 (3.55)

Florida 3.1 (0.85) 24.1 (2.88) 72.8 (2.97) 1.6 (0.48) 22.4 (3.61) 76.0 (3.64)

Georgia 6.0 (1.57) 16.3 (2.31) 77.7 (2.70) 6.6 (2.23) 16.8 (3.13) 76.7 (3.61)

Hawaii 6.5 (0.72) 24.3 (1.20) 69.2 (1.09) 9.7 (2.61) 29.2 (4.31) 61.1 (2.94)

Idaho 6.4 (1.62) 25.0 (2.17) 68.6 (2.59) 6.3 (1.56) 26.1 (2.24) 67.6 (2.50)

Illinois 5.3 (1.98) 19.1 (2.86) 75.6 (3.32) 7.0 (3.23) 16.8 (3.19) 76.1 (4.12)

Indiana 2.1 (0.81) 18.4 (2.92) 79.5 (3.16) 1.5 (0.63) 16.1 (3.01) 82.4 (3.28)

Iowa 2.7 (0.86) 24.1 (2.77) 73.2 (2.66) 2.4 (0.94) 24.4 (2.86) 73.2 (2.79)

Kansas 3.9 (1.13) 19.5 (2.63) 76.6 (2.79) 3.7 (1.43) 17.8 (2.94) 78.4 (3.31)

Kentucky 7.0 (1.15) 22.1 (2.67) 70.9 (2.77) 6.2 (1.17) 21.4 (2.73) 72.4 (2.84)

Louisiana 6.6 (1.96) 20.1 (3.41) 73.3 (3.91) 2.7 (1.15) 17.2 (3.88) 80.1 (4.13)

Maine 0.7 (0.40) 9.9 (1.41) 89.4 (1.44) 0.8 (0.44) 9.7 (1.44) 89.5 (1.48)

Maryland 6.2 (1.49) 15.0 (1.46) 78.8 (2.15) 5.0 (1.81) 12.6 (1.61) 82.3 (2.47)

Massachusetts 6.7 (2.06) 24.9 (3.67) 68.4 (3.67) 7.4 (2.44) 22.8 (3.62) 69.8 (3.69)

Michigan 1.1 (0.67) 13.1 (2.96) 85.8 (3.08) 0.2 (0.20) 10.7 (3.06) 89.1 (3.06)

Minnesota 3.4 (1.04) 17.9 (2.43) 78.7 (2.40) 3.3 (1.05) 15.1 (2.41) 81.7 (2.36)

Mississippi 5.1 (1.30) 23.9 (3.19) 71.0 (3.15) 4.6 (1.57) 20.7 (3.68) 74.7 (3.58)

Missouri 6.0 (1.89) 22.7 (3.09) 71.3 (3.50) 6.3 (2.12) 21.9 (3.18) 71.8 (3.70)

Montana 4.0 (0.98) 11.1 (1.06) 84.9 (1.33) 4.3 (1.11) 11.3 (1.10) 84.4 (1.45)

Nebraska 3.1 (0.98) 23.4 (1.97) 73.5 (2.04) 2.9 (1.25) 20.9 (2.38) 76.2 (2.46)

Nevada 8.6 (0.70) 13.7 (1.55) 77.7 (1.57) 3.9 (0.98) 8.3 (1.59) 87.8 (1.78)

New Hampshire 3.7 (0.62) 16.9 (1.68) 79.5 (1.75) 3.5 (0.68) 15.8 (1.55) 80.7 (1.62)

New Jersey 1.3 (0.64) 17.9 (2.80) 80.8 (2.83) 1.2 (0.97) 19.0 (3.35) 79.8 (3.43)

New Mexico 5.7 (0.84) 23.0 (2.39) 71.3 (2.43) 7.4 (1.37) 20.1 (2.31) 72.5 (2.56)

New York 2.0 (0.86) 11.5 (2.19) 86.5 (2.32) 0.5 (0.44) 6.1 (2.10) 93.4 (2.13)

North Carolina 4.2 (0.85) 24.9 (2.95) 70.9 (2.99) 3.4 (0.68) 25.2 (3.54) 71.4 (3.51)

North Dakota 3.9 (0.32) 23.8 (0.73) 72.2 (0.67) 4.2 (0.38) 25.1 (0.81) 70.7 (0.73)

Ohio 4.9 (1.73) 21.6 (3.56) 73.5 (3.75) 5.3 (1.94) 21.4 (3.83) 73.3 (4.02)

Oklahoma 4.9 (1.42) 24.9 (3.25) 70.2 (3.19) 5.7 (1.65) 25.2 (4.00) 69.1 (3.95)

Oregon 5.7 (1.51) 12.5 (2.12) 81.7 (2.71) 5.9 (1.77) 11.6 (2.20) 82.4 (2.83)

Pennsylvania 2.5 (1.43) 9.6 (2.22) 87.9 (2.54) 2.9 (1.94) 7.3 (1.94) 89.8 (2.67)

Rhode Island 5.4 (0.43) 12.9 (0.67) 81.7 (0.65) 3.5 (0.53) 10.4 (0.75) 86.0 (0.80)

South Carolina 4.5 (1.42) 18.9 (2.90) 76.6 (3.23) 3.2 (1.21) 18.6 (3.22) 78.2 (3.56)

South Dakota 1.3 (0.30) 18.2 (1.65) 80.5 (1.72) 1.3 (0.29) 16.1 (1.88) 82.6 (1.94)

Tennessee 5.6 (1.51) 28.0 (4.15) 66.3 (3.70) 5.5 (1.64) 25.7 (4.12) 68.9 (3.79)

Texas 7.5 (2.99) 23.5 (2.68) 69.0 (3.64) 3.3 (1.41) 22.4 (3.00) 74.3 (3.31)

Utah 7.1 (1.67) 32.7 (2.46) 60.2 (2.70) 6.4 (1.59) 31.6 (2.39) 61.9 (2.60)

Vermont 4.3 (0.34) 15.4 (0.48) 80.4 (0.60) 3.9 (0.37) 15.3 (0.53) 80.8 (0.67)

Virginia 6.1 (1.59) 23.5 (2.24) 70.4 (2.64) 4.7 (1.62) 21.2 (2.31) 74.1 (2.77)

Washington 5.9 (1.70) 16.3 (2.57) 77.9 (3.14) 5.7 (1.87) 14.0 (2.72) 80.3 (3.30)

West Virginia 6.4 (1.78) 22.4 (2.51) 71.1 (2.84) 6.3 (1.77) 22.1 (2.55) 71.6 (2.86)

Wisconsin 2.4 (0.70) 15.0 (2.78) 82.5 (2.81) 2.6 (0.78) 14.5 (2.86) 82.9 (2.93)

Wyoming 4.9 (0.37) 9.0 (0.50) 86.2 (0.57) 4.4 (0.44) 9.5 (0.58) 86.2 (0.63)

Department of Defense 

Dependents Schools 0.6 (0.16) 7.9 (0.51) 91.4 (0.53) 1.1 (0.20) 7.3 (0.94) 91.6 (0.95)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-41

TABLE B-27. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, 

and state: 2015—Continued

(Standard errors in parentheses)

State

Black Hispanic

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 6.1 (0.63) 24.2 (0.96) 69.7 (1.03) 7.1 (1.31) 20.9 (1.29) 72.0 (1.58)

Alabama 0.6 (0.43) 24.2 (5.35) 75.1 (5.40) 0.9 (0.94) 32.8 (9.50) 66.3 (9.42)

Alaska ‡ (†) ‡ (†) ‡ (†) # (†) 13.1 (3.89) 86.9 (3.89)

Arizona 4.7 (2.15) 20.9 (6.43) 74.4 (6.60) 8.2 (2.49) 20.4 (4.24) 71.4 (4.74)

Arkansas 12.2 (3.67) 22.7 (3.40) 65.1 (4.56) 7.0 (2.09) 30.6 (5.54) 62.4 (5.65)

California 13.1 (6.40) 18.3 (5.60) 68.6 (6.95) 7.3 (2.31) 19.3 (3.49) 73.5 (4.11)

Colorado 5.6 (2.77) 23.1 (6.96) 71.3 (7.49) 15.9 (4.84) 27.0 (5.94) 57.2 (5.60)

Connecticut 7.6 (3.17) 31.7 (6.28) 60.7 (5.35) 9.0 (3.22) 26.3 (3.82) 64.7 (4.51)

Delaware 4.1 (0.57) 18.3 (1.33) 77.6 (1.42) 2.4 (0.84) 16.5 (1.94) 81.1 (2.19)

District of Columbia 7.4 (0.57) 35.2 (1.19) 57.4 (1.16) 5.6 (1.69) 57.1 (3.32) 37.3 (3.34)

Florida 7.0 (2.66) 30.0 (4.60) 63.0 (4.93) 2.4 (0.54) 23.1 (3.62) 74.6 (3.64)

Georgia 4.5 (1.27) 16.4 (2.93) 79.1 (3.07) 7.9 (2.63) 15.0 (3.54) 77.0 (4.30)

Hawaii ‡ (†) ‡ (†) ‡ (†) 8.3 (2.96) 24.4 (4.26) 67.3 (4.03)

Idaho ‡ (†) ‡ (†) ‡ (†) 6.9 (3.85) 18.8 (3.27) 74.3 (5.19)

Illinois 5.5 (2.07) 23.6 (5.63) 70.9 (5.83) 2.0 (0.97) 19.6 (3.64) 78.4 (3.85)

Indiana 6.3 (3.45) 32.6 (8.38) 61.1 (8.60) 1.8 (0.85) 21.8 (6.81) 76.4 (6.76)

Iowa 3.7 (2.23) 29.9 (7.74) 66.4 (7.71) 5.4 (2.89) 22.0 (4.79) 72.6 (4.82)

Kansas 5.8 (2.38) 25.3 (4.94) 68.9 (4.76) 5.1 (1.80) 22.0 (3.23) 73.0 (3.33)

Kentucky 12.2 (1.95) 22.0 (3.85) 65.8 (4.68) 9.9 (2.83) 32.1 (6.94) 58.0 (6.87)

Louisiana 11.1 (3.55) 24.5 (4.37) 64.4 (5.11) 2.4 (1.84) 13.7 (4.25) 83.9 (4.84)

Maine ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maryland 7.6 (1.90) 17.0 (2.54) 75.4 (3.25) 6.0 (2.73) 21.3 (3.68) 72.7 (4.53)

Massachusetts 6.6 (3.18) 28.2 (6.90) 65.2 (6.89) 2.8 (1.54) 34.8 (6.75) 62.4 (6.70)

Michigan 4.3 (3.02) 22.0 (7.63) 73.8 (8.31) 3.1 (3.12) 8.5 (4.08) 88.4 (5.05)

Minnesota 1.7 (1.24) 16.6 (4.58) 81.7 (4.81) 6.2 (3.61) 19.6 (5.15) 74.2 (5.52)

Mississippi 5.8 (1.96) 27.0 (4.73) 67.3 (4.78) 3.2 (3.13) 25.4 (6.17) 71.4 (7.30)

Missouri 2.7 (1.14) 25.6 (7.80) 71.7 (7.65) 9.2 (3.81) 28.3 (5.70) 62.5 (7.04)

Montana ‡ (†) ‡ (†) ‡ (†) 5.9 (3.09) 15.8 (3.95) 78.3 (4.82)

Nebraska 0.9 (0.86) 36.2 (4.08) 62.9 (4.18) 6.0 (1.44) 32.9 (3.20) 61.1 (3.09)

Nevada 9.1 (1.94) 18.5 (5.91) 72.3 (5.84) 12.4 (0.94) 18.2 (1.94) 69.4 (2.10)

New Hampshire ‡ (†) ‡ (†) ‡ (†) 6.8 (2.86) 24.0 (5.55) 69.2 (6.00)

New Jersey 1.5 (0.95) 18.6 (3.94) 79.9 (3.94) 2.0 (1.11) 14.4 (3.33) 83.6 (3.69)

New Mexico ‡ (†) ‡ (†) ‡ (†) 5.8 (1.07) 24.5 (2.79) 69.7 (2.87)

New York 3.5 (1.88) 22.3 (6.67) 74.2 (6.79) 4.1 (1.86) 16.6 (3.98) 79.3 (4.32)

North Carolina 6.4 (1.78) 23.4 (3.70) 70.2 (4.14) 3.8 (1.08) 26.5 (4.71) 69.7 (4.62)

North Dakota 1.2 (1.17) 27.1 (4.97) 71.7 (5.27) 7.3 (2.47) 21.8 (4.91) 70.9 (5.25)

Ohio 3.0 (1.94) 28.0 (7.91) 69.0 (7.85) 3.9 (3.54) 7.4 (4.03) 88.8 (5.35)

Oklahoma 4.3 (2.35) 29.8 (5.62) 66.0 (5.96) 4.8 (2.64) 26.7 (5.57) 68.5 (4.51)

Oregon ‡ (†) ‡ (†) ‡ (†) 5.5 (1.66) 14.1 (3.81) 80.4 (4.33)

Pennsylvania 2.4 (1.64) 18.9 (8.63) 78.7 (9.04) 1.3 (1.32) 12.2 (5.06) 86.4 (4.65)

Rhode Island 5.1 (1.87) 15.9 (2.98) 79.0 (3.60) 11.2 (1.16) 20.4 (1.63) 68.4 (1.88)

South Carolina 6.9 (2.79) 18.1 (3.72) 75.0 (4.05) 3.5 (1.87) 18.6 (4.75) 77.9 (5.13)

South Dakota ‡ (†) ‡ (†) ‡ (†) # (†) 21.7 (4.48) 78.3 (4.48)

Tennessee 7.3 (3.56) 36.0 (10.62) 56.8 (9.77) 1.6 (1.18) 32.5 (6.87) 65.9 (6.78)

Texas 7.1 (3.93) 34.4 (6.77) 58.5 (5.82) 10.4 (5.07) 21.8 (3.18) 67.9 (5.55)

Utah ‡ (†) ‡ (†) ‡ (†) 10.0 (3.18) 35.8 (5.61) 54.2 (6.00)

Vermont ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Virginia 7.8 (3.55) 30.5 (4.44) 61.7 (5.06) 8.6 (2.86) 26.9 (4.40) 64.6 (4.41)

Washington 8.7 (4.33) 25.2 (6.01) 66.1 (6.53) 6.0 (2.60) 20.7 (5.27) 73.3 (5.82)

West Virginia 11.0 (5.33) 26.0 (5.65) 63.0 (6.66) ‡ (†) ‡ (†) ‡ (†)

Wisconsin 2.4 (1.36) 17.1 (6.89) 80.5 (6.93) 1.1 (0.78) 13.7 (4.55) 85.3 (4.62)

Wyoming ‡ (†) ‡ (†) ‡ (†) 6.0 (1.67) 7.6 (1.65) 86.4 (2.28)

Department of Defense 

Dependents Schools # (†) 6.2 (1.72) 93.8 (1.72) 1.1 (0.73) 9.8 (1.56) 89.1 (1.62)

See notes at end of table.
B-42 Certification Status and Experience of U.S. Public School Teachers—Appendix B

TABLE B-27. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, 

and state: 2015—Continued

(Standard errors in parentheses)

State

Asian Pacific Islander

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 3.6 (0.68) 16.5 (1.52) 79.8 (1.71) 10.3 (4.97) 17.1 (2.19) 72.7 (4.56)

Alabama ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Alaska 0.7 (0.71) 11.9 (2.55) 87.4 (2.82) ‡ (†) ‡ (†) ‡ (†)

Arizona ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Arkansas ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

California 3.4 (1.76) 10.8 (3.33) 85.8 (4.07) ‡ (†) ‡ (†) ‡ (†)

Colorado 7.3 (4.30) 22.6 (7.23) 70.0 (8.67) ‡ (†) ‡ (†) ‡ (†)

Connecticut 7.1 (3.52) 17.3 (4.68) 75.6 (5.48) ‡ (†) ‡ (†) ‡ (†)

Delaware 2.8 (1.92) 10.4 (4.09) 86.8 (4.40) ‡ (†) ‡ (†) ‡ (†)

District of Columbia ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Florida 4.1 (3.09) 16.0 (6.76) 80.0 (7.19) ‡ (†) ‡ (†) ‡ (†)

Georgia 4.8 (2.54) 15.9 (5.69) 79.3 (5.66) ‡ (†) ‡ (†) ‡ (†)

Hawaii 5.0 (0.97) 21.9 (1.53) 73.1 (1.64) 7.2 (1.25) 23.6 (1.88) 69.2 (2.16)

Idaho ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Illinois 2.3 (1.84) 23.3 (4.66) 74.4 (4.56) ‡ (†) ‡ (†) ‡ (†)

Indiana ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Iowa # (†) 19.4 (5.50) 80.6 (5.50) ‡ (†) ‡ (†) ‡ (†)

Kansas ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Kentucky ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Louisiana ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maine ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maryland 5.1 (2.31) 14.2 (4.03) 80.7 (5.21) ‡ (†) ‡ (†) ‡ (†)

Massachusetts 9.4 (3.99) 19.1 (5.13) 71.4 (5.64) ‡ (†) ‡ (†) ‡ (†)

Michigan # (†) 14.2 (4.89) 85.8 (4.89) ‡ (†) ‡ (†) ‡ (†)

Minnesota 2.8 (2.12) 47.8 (8.25) 49.4 (7.65) ‡ (†) ‡ (†) ‡ (†)

Mississippi ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Missouri ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Montana ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Nebraska ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Nevada 10.4 (2.96) 9.4 (2.78) 80.2 (3.52) ‡ (†) ‡ (†) ‡ (†)

New Hampshire ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New Jersey # (†) 18.4 (4.09) 81.6 (4.09) ‡ (†) ‡ (†) ‡ (†)

New Mexico ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New York 2.6 (2.18) 10.1 (2.54) 87.4 (3.33) ‡ (†) ‡ (†) ‡ (†)

North Carolina 5.8 (2.40) 23.9 (3.62) 70.3 (4.33) ‡ (†) ‡ (†) ‡ (†)

North Dakota ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Ohio ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Oklahoma ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Oregon ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Pennsylvania # (†) 8.5 (4.88) 91.5 (4.88) ‡ (†) ‡ (†) ‡ (†)

Rhode Island ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

South Carolina ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

South Dakota ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Tennessee ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Texas 5.1 (3.19) 27.9 (6.66) 67.0 (5.73) ‡ (†) ‡ (†) ‡ (†)

Utah ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Vermont ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Virginia 8.9 (4.21) 16.5 (4.03) 74.6 (5.75) ‡ (†) ‡ (†) ‡ (†)

Washington 2.0 (1.44) 15.9 (4.27) 82.0 (4.16) ‡ (†) ‡ (†) ‡ (†)

West Virginia ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Wisconsin ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Wyoming ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Department of Defense 

Dependents Schools # (†) 10.8 (2.41) 89.2 (2.41) ‡ (†) ‡ (†) ‡ (†)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-43

TABLE B-27. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, 

and state: 2015—Continued

(Standard errors in parentheses)

State

American Indian/Alaska Native Two or more races

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 3.9 (0.70) 20.0 (2.06) 76.1 (2.29) 4.4 (0.58) 19.2 (1.29) 76.3 (1.41)

Alabama ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Alaska 0.7 (0.65) 19.1 (3.92) 80.2 (3.94) # (†) 8.0 (2.19) 92.0 (2.19)

Arizona 7.4 (4.09) 36.5 (12.42) 56.1 (11.44) ‡ (†) ‡ (†) ‡ (†)

Arkansas ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

California ‡ (†) ‡ (†) ‡ (†) 4.0 (4.19) 13.6 (6.63) 82.4 (7.77)

Colorado ‡ (†) ‡ (†) ‡ (†) 5.7 (3.56) 16.4 (5.79) 77.9 (7.09)

Connecticut ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Delaware ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

District of Columbia ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Florida ‡ (†) ‡ (†) ‡ (†) 1.9 (0.81) 25.7 (5.16) 72.4 (5.14)

Georgia ‡ (†) ‡ (†) ‡ (†) 10.6 (4.47) 15.4 (5.46) 74.0 (6.17)

Hawaii ‡ (†) ‡ (†) ‡ (†) 4.3 (1.80) 24.5 (3.21) 71.2 (3.62)

Idaho ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Illinois ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Indiana ‡ (†) ‡ (†) ‡ (†) 4.8 (2.86) 22.3 (3.96) 72.9 (4.79)

Iowa ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Kansas ‡ (†) ‡ (†) ‡ (†) 2.0 (1.40) 24.5 (5.65) 73.5 (5.66)

Kentucky ‡ (†) ‡ (†) ‡ (†) 9.8 (4.52) 29.1 (7.41) 61.2 (7.61)

Louisiana ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maine ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maryland ‡ (†) ‡ (†) ‡ (†) 9.0 (5.31) 13.1 (4.01) 77.9 (6.06)

Massachusetts ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Michigan ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Minnesota 12.7 (6.42) 21.3 (6.93) 66.1 (8.97) ‡ (†) ‡ (†) ‡ (†)

Mississippi ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Missouri ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Montana 1.9 (0.95) 7.9 (3.40) 90.2 (3.49) ‡ (†) ‡ (†) ‡ (†)

Nebraska ‡ (†) ‡ (†) ‡ (†) # (†) 22.3 (4.18) 77.7 (4.18)

Nevada ‡ (†) ‡ (†) ‡ (†) 8.6 (2.77) 11.6 (3.35) 79.8 (3.78)

New Hampshire ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New Jersey ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New Mexico 1.0 (0.59) 19.7 (7.25) 79.3 (7.29) ‡ (†) ‡ (†) ‡ (†)

New York ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

North Carolina 5.0 (2.61) 15.9 (7.93) 79.2 (8.57) 1.9 (2.23) 26.5 (6.74) 71.5 (6.66)

North Dakota 1.5 (0.81) 11.8 (1.94) 86.7 (2.14) ‡ (†) ‡ (†) ‡ (†)

Ohio ‡ (†) ‡ (†) ‡ (†) 4.5 (2.56) 20.3 (6.60) 75.2 (6.88)

Oklahoma 3.9 (1.67) 22.2 (4.58) 73.9 (4.57) 3.9 (2.02) 22.3 (5.01) 73.7 (5.09)

Oregon ‡ (†) ‡ (†) ‡ (†) 3.9 (1.85) 14.1 (3.75) 82.0 (4.12)

Pennsylvania ‡ (†) ‡ (†) ‡ (†) # (†) 5.0 (2.70) 95.0 (2.70)

Rhode Island ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

South Carolina ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

South Dakota 1.5 (1.09) 32.6 (3.51) 65.9 (3.83) ‡ (†) ‡ (†) ‡ (†)

Tennessee ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Texas ‡ (†) ‡ (†) ‡ (†) 6.6 (4.29) 27.8 (10.11) 65.6 (10.32)

Utah ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Vermont ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Virginia ‡ (†) ‡ (†) ‡ (†) 4.9 (2.36) 17.7 (4.49) 77.4 (5.29)

Washington 15.2 (8.51) 7.8 (4.07) 77.0 (8.80) 4.8 (2.58) 15.5 (4.59) 79.7 (4.79)

West Virginia ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Wisconsin # (†) 19.2 (8.07) 80.8 (8.07) ‡ (†) ‡ (†) ‡ (†)

Wyoming ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Department of Defense 

Dependents Schools ‡ (†) ‡ (†) ‡ (†) # (†) 7.6 (1.97) 92.4 (1.97)

† Not applicable.

# Rounds to zero.

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

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked 

“Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to 

choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into 

the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.” 

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

Progress (NAEP), 2015 Mathematics Assessment.
B-44 Certification Status and Experience of U.S. Public School Teachers—Appendix B

TABLE B-28. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, 

and jurisdiction: 2015

(Standard errors in parentheses)

Jurisdiction

White

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 5.0 (0.42) 19.7 (0.59) 75.3 (0.59) 3.8 (0.32) 18.3 (0.55) 77.9 (0.57)

Large city 8.2 (2.03) 20.8 (1.92) 71.0 (1.92) 4.5 (0.82) 20.2 (1.27) 75.3 (1.09)

Albuquerque 10.1 (1.91) 30.9 (2.11) 59.0 (2.11) 14.7 (4.70) 28.5 (3.70) 56.9 (4.70)

Atlanta 7.7 (0.55) 17.5 (0.81) 74.8 (0.81) 18.0 (3.26) 17.0 (2.63) 65.0 (3.63)

Austin 6.1 (0.60) 23.9 (1.13) 70.0 (1.13) 4.7 (1.25) 15.3 (1.93) 80.0 (2.09)

Baltimore City 7.8 (2.77) 24.1 (5.52) 68.1 (5.52) 11.5 (6.36) 17.4 (4.97) 71.1 (5.95)

Boston 0.8 (0.08) 22.6 (1.21) 76.6 (1.21) 2.4 (0.50) 6.8 (2.30) 90.8 (2.33)

Charlotte 9.2 (1.98) 27.2 (3.20) 63.6 (3.20) 1.5 (0.64) 28.4 (2.95) 70.2 (3.02)

Chicago 2.6 (1.52) 21.8 (4.07) 75.6 (4.07) # (†) 15.7 (6.31) 84.3 (6.31)

Cleveland 1.4 (0.26) 5.0 (0.46) 93.5 (0.46) # (†) 8.9 (2.13) 91.1 (2.13)

Dallas 5.8 (0.79) 25.3 (1.85) 68.9 (1.85) ‡ (†) ‡ (†) ‡ (†)

Detroit # (†) 2.3 (0.25) 97.7 (0.25) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 

(DCPS) 2.2 (0.39) 47.6 (1.40) 50.2 (1.40) 1.2 (1.16) 78.2 (4.13) 20.6 (4.00)

Fresno 7.1 (0.71) 8.1 (0.84) 84.8 (0.84) 2.2 (1.42) 11.6 (2.50) 86.2 (2.92)

Hillsborough County (FL) 11.0 (1.51) 18.1 (2.35) 70.9 (2.35) 8.9 (2.37) 16.6 (2.27) 74.5 (3.28)

Houston 4.8 (0.74) 33.9 (2.62) 61.2 (2.62) 4.5 (1.92) 30.4 (4.14) 65.0 (4.23)

Jefferson County (KY) 16.1 (1.03) 19.9 (1.96) 64.0 (1.96) 13.5 (1.48) 16.8 (1.95) 69.7 (2.63)

Los Angeles 4.2 (1.19) 10.1 (2.92) 85.7 (2.92) 1.8 (1.33) 8.4 (7.26) 89.8 (7.20)

Miami-Dade 0.6 (0.44) 13.9 (3.76) 85.4 (3.76) # (†) 4.1 (2.17) 95.9 (2.17)

New York City 4.2 (2.27) 19.3 (4.00) 76.5 (4.00) 5.2 (4.51) 11.3 (3.17) 83.5 (5.67)

Philadelphia 1.6 (1.37) 6.8 (3.36) 91.6 (3.36) # (†) 8.8 (6.14) 91.2 (6.14)

San Diego 3.3 (0.61) 8.3 (2.46) 88.4 (2.46) 4.0 (1.38) 4.4 (1.25) 91.6 (2.03)

Duval County (FL) 3.2 (0.68) 22.9 (2.12) 73.9 (2.12) 3.6 (1.03) 18.6 (3.76) 77.8 (3.17)

Jurisdiction

Black Hispanic

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 6.1 (0.63) 24.2 (0.96) 69.7 (1.03) 7.1 (1.31) 20.9 (1.29) 72.0 (1.58)

Large city 6.5 (1.11) 27.9 (2.27) 65.5 (2.29) 11.3 (4.09) 17.9 (1.71) 70.7 (3.67)

Albuquerque ‡ (†) ‡ (†) ‡ (†) 8.2 (1.63) 32.9 (2.31) 58.9 (2.16)

Atlanta 5.7 (0.51) 18.5 (0.77) 75.8 (0.93) 15.9 (4.26) 8.3 (3.17) 75.8 (4.96)

Austin 4.3 (3.00) 34.6 (5.34) 61.2 (5.52) 7.7 (0.87) 27.7 (1.36) 64.6 (1.38)

Baltimore City 8.6 (3.06) 21.2 (5.21) 70.2 (5.93) # (†) 54.9 (10.13) 45.1 (10.13)

Boston 0.2 (0.22) 31.8 (2.23) 68.0 (2.19) 0.4 (0.25) 24.1 (2.25) 75.6 (2.25)

Charlotte 13.4 (2.90) 25.3 (3.67) 61.3 (3.95) 14.6 (4.27) 28.6 (5.04) 56.8 (6.33)

Chicago 6.0 (3.58) 25.2 (6.16) 68.8 (6.82) # (†) 20.3 (4.45) 79.7 (4.45)

Cleveland 2.3 (0.43) 2.9 (0.60) 94.8 (0.74) # (†) 5.8 (1.75) 94.2 (1.75)

Dallas 2.6 (1.50) 23.3 (3.61) 74.2 (3.68) 6.7 (0.93) 26.8 (2.27) 66.5 (2.34)

Detroit # (†) 2.9 (0.32) 97.1 (0.32) # (†) # (†) 100.01 (†)

District of Columbia 

(DCPS) 2.5 (0.60) 40.3 (1.98) 57.2 (1.92) 1.2 (1.11) 44.0 (5.05) 54.7 (5.19)

Fresno ‡ (†) ‡ (†) ‡ (†) 8.1 (0.98) 7.8 (0.78) 84.1 (1.21)

Hillsborough County (FL) 12.6 (3.12) 15.0 (3.19) 72.4 (3.63) 12.5 (2.41) 23.5 (3.41) 64.0 (4.10)

Houston 4.2 (1.66) 36.2 (5.53) 59.6 (5.39) 4.5 (0.80) 34.8 (2.74) 60.6 (2.68)

Jefferson County (KY) 19.1 (2.35) 23.2 (2.39) 57.7 (3.30) 21.0 (4.74) 30.0 (5.58) 49.1 (5.84)

Los Angeles 3.4 (3.28) 16.0 (7.91) 80.6 (7.99) 4.5 (1.24) 10.2 (2.73) 85.3 (2.97)

Miami-Dade # (†) 28.0 (9.84) 72.0 (9.84) 0.9 (0.63) 11.7 (2.72) 87.4 (3.03)

New York City 2.8 (1.68) 25.5 (5.18) 71.7 (5.39) 4.8 (3.04) 22.3 (5.17) 72.9 (6.03)

Philadelphia 3.2 (2.82) 5.2 (2.32) 91.6 (3.72) # (†) 9.8 (4.68) 90.2 (4.68)

San Diego ‡ (†) ‡ (†) ‡ (†) 4.0 (1.00) 12.3 (4.52) 83.8 (4.36)

Duval County (FL) 2.9 (0.88) 26.8 (3.56) 70.3 (3.41) 2.7 (2.03) 29.4 (5.35) 67.9 (5.78)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-45

TABLE B-28. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, race/ethnicity, 

and jurisdiction: 2015—Continued

(Standard errors in parentheses)

Jurisdiction

Asian Pacific Islander

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 3.6 (0.68) 16.5 (1.52) 79.8 (1.71) 10.3 (4.97) 17.1 (2.19) 72.7 (4.56)

Large city 4.7 (1.98) 16.0 (1.91) 79.3 (2.97) 25.4 (20.63) 19.4 (6.62) 55.2 (16.08)

Albuquerque ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Atlanta ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Austin ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Baltimore City ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Boston 1.3 (0.90) 9.8 (2.23) 88.8 (2.35) ‡ (†) ‡ (†) ‡ (†)

Charlotte 6.6 (3.30) 23.7 (6.26) 69.7 (6.97) ‡ (†) ‡ (†) ‡ (†)

Chicago ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Cleveland ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Dallas ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Detroit ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 

(DCPS) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Fresno 5.8 (2.80) 1.5 (1.45) 92.7 (3.10) ‡ (†) ‡ (†) ‡ (†)

Hillsborough County (FL) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Houston 9.1 (3.43) 17.5 (5.68) 73.5 (7.39) ‡ (†) ‡ (†) ‡ (†)

Jefferson County (KY) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Los Angeles 4.9 (3.02) 4.8 (3.20) 90.2 (5.08) ‡ (†) ‡ (†) ‡ (†)

Miami-Dade ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New York City 4.2 (3.57) 11.7 (2.97) 84.1 (4.73) ‡ (†) ‡ (†) ‡ (†)

Philadelphia # (†) 2.4 (1.88) 97.6 (1.88) ‡ (†) ‡ (†) ‡ (†)

San Diego 0.6 (0.61) 4.0 (1.72) 95.4 (1.83) ‡ (†) ‡ (†) ‡ (†)

Duval County (FL) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Jurisdiction

American Indian/Alaska Native Two or more races

Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 3.9 (0.70) 20.0 (2.06) 76.1 (2.29) 4.4 (0.58) 19.2 (1.29) 76.3 (1.41)

Large city 3.3 (1.70) 14.1 (4.76) 82.6 (5.29) 7.1 (2.69) 19.2 (3.79) 73.6 (4.67)

Albuquerque ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Atlanta ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Austin ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Baltimore City ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Boston ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Charlotte ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Chicago ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Cleveland ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Dallas ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Detroit ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 

(DCPS) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Fresno ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Hillsborough County (FL) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Houston ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Jefferson County (KY) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Los Angeles ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Miami-Dade ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New York City ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Philadelphia ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

San Diego ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Duval County (FL) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

† Not applicable.

# Rounds to zero.

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

1

 Rounds to 100 percent.

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked 

“Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to 

choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into 

the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.” 

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

Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-46

TABLE B-29. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, disability status, and selected school characteristics: 2015

(Standard errors in parentheses)

School characteristic

With a disability Without a disability

Years of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 5.0 (0.42) 19.7 (0.58) 75.3 (0.59) 5.1 (0.56) 20.7 (0.78) 74.2 (0.76) 4.9 (0.42) 19.6 (0.60) 75.4 (0.62)

Location

City 7.7 (1.21) 20.2 (1.06) 72.1 (1.35) 7.5 (1.57) 23.0 (1.39) 69.5 (1.82) 7.8 (1.23) 19.8 (1.10) 72.5 (1.40)

Suburban 4.0 (0.61) 19.1 (0.94) 76.9 (1.08) 4.3 (0.63) 19.4 (1.14) 76.3 (1.29) 3.9 (0.64) 19.1 (0.98) 77.0 (1.13)

Town 3.7 (0.52) 19.8 (1.91) 76.5 (1.83) 5.0 (0.97) 23.7 (2.92) 71.3 (2.82) 3.5 (0.51) 19.3 (1.93) 77.2 (1.83)

Rural 3.8 (0.54) 20.4 (1.15) 75.7 (1.21) 3.4 (0.49) 18.4 (1.61) 78.2 (1.67) 3.9 (0.57) 20.7 (1.17) 75.4 (1.24)

Minority enrollment

75 percent or more 8.6 (1.47) 22.4 (1.51) 69.0 (1.88) 8.5 (1.80) 24.7 (1.83) 66.8 (2.10) 8.7 (1.48) 22.1 (1.59) 69.3 (1.98)

Less than 75 percent 3.7 (0.24) 18.8 (0.63) 77.5 (0.67) 4.0 (0.38) 19.3 (0.81) 76.7 (0.84) 3.7 (0.24) 18.8 (0.66) 77.6 (0.70)

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.

TABLE B-30. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, disability status, and state: 2015

(Standard errors in parentheses)

State

With a disability Without a disability

Years of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 5.0 (0.42) 19.7 (0.58) 75.3 (0.59) 5.1 (0.56) 20.7 (0.78) 74.2 (0.76) 4.9 (0.42) 19.6 (0.60) 75.4 (0.62)

Alabama 1.0 (0.48) 25.5 (3.65) 73.5 (3.64) 0.5 (0.51) 22.1 (5.18) 77.4 (5.23) 1.0 (0.53) 25.9 (3.66) 73.1 (3.65)

Alaska 0.6 (0.20) 10.6 (1.20) 88.8 (1.20) 0.0 (0.00) 11.3 (2.75) 88.7 (2.75) 0.6 (0.23) 10.4 (1.28) 88.9 (1.28)

Arizona 7.3 (1.69) 21.2 (3.22) 71.6 (3.35) 7.3 (2.28) 21.5 (4.28) 71.1 (5.03) 7.3 (1.78) 21.1 (3.26) 71.7 (3.33)

Arkansas 6.7 (1.44) 23.8 (2.96) 69.5 (3.24) 4.1 (1.46) 18.2 (3.28) 77.7 (3.44) 7.0 (1.53) 24.4 (3.07) 68.6 (3.38)

California 5.7 (1.70) 17.6 (2.75) 76.7 (3.28) 4.3 (1.79) 21.7 (3.93) 74.0 (4.03) 5.8 (1.80) 17.2 (2.80) 77.0 (3.40)

Colorado 9.8 (2.43) 23.8 (3.72) 66.4 (3.80) 12.4 (3.72) 29.9 (6.59) 57.7 (6.60) 9.6 (2.35) 23.2 (3.65) 67.3 (3.71)

Connecticut 6.1 (1.56) 23.5 (2.63) 70.4 (2.59) 5.7 (2.14) 25.0 (3.89) 69.3 (3.65) 6.2 (1.59) 23.2 (2.57) 70.6 (2.60)

Delaware 3.3 (0.29) 14.9 (0.62) 81.8 (0.69) 3.7 (0.83) 20.7 (2.33) 75.6 (2.29) 3.3 (0.32) 13.8 (0.68) 82.9 (0.75)

District of Columbia 7.2 (0.43) 42.6 (0.90) 50.2 (0.86) 7.4 (1.66) 37.5 (3.25) 55.1 (3.35) 7.1 (0.60) 43.6 (1.06) 49.3 (1.04)

Florida 3.1 (0.85) 24.1 (2.88) 72.8 (2.97) 5.5 (2.22) 27.8 (4.87) 66.7 (4.90) 2.7 (0.70) 23.6 (2.86) 73.7 (2.94)

Georgia 6.0 (1.57) 16.3 (2.31) 77.7 (2.70) 6.1 (2.68) 12.1 (2.23) 81.8 (3.47) 6.0 (1.63) 16.8 (2.46) 77.2 (2.80)

Hawaii 6.5 (0.72) 24.3 (1.20) 69.2 (1.09) 8.3 (2.29) 30.0 (4.19) 61.8 (4.36) 6.3 (0.69) 23.6 (1.22) 70.0 (1.17)

Idaho 6.4 (1.62) 25.0 (2.17) 68.6 (2.59) 7.9 (2.91) 24.3 (4.17) 67.8 (4.59) 6.2 (1.57) 25.0 (2.18) 68.7 (2.59)

Illinois 5.3 (1.98) 19.1 (2.86) 75.6 (3.32) 4.7 (2.00) 25.2 (4.31) 70.1 (4.49) 5.4 (2.05) 18.3 (2.85) 76.3 (3.33)

Indiana 2.1 (0.81) 18.4 (2.92) 79.5 (3.16) 2.0 (1.13) 20.8 (4.62) 77.3 (5.10) 2.1 (0.90) 18.0 (2.82) 79.9 (3.06)

Iowa 2.7 (0.86) 24.1 (2.77) 73.2 (2.66) 2.8 (1.37) 24.5 (4.06) 72.8 (3.95) 2.7 (0.93) 24.1 (2.79) 73.2 (2.71)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-47

TABLE B-30. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, disability status, and state: 2015—Continued

(Standard errors in parentheses)

State

With a disability Without a disability

Years of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Kansas 3.9 (1.13) 19.5 (2.63) 76.6 (2.79) 3.6 (1.44) 15.3 (2.42) 81.1 (2.80) 3.9 (1.15) 20.0 (2.79) 76.0 (2.96)

Kentucky 7.0 (1.15) 22.1 (2.67) 70.9 (2.77) 4.9 (1.24) 27.9 (4.35) 67.2 (4.13) 7.3 (1.22) 21.3 (2.66) 71.4 (2.80)

Louisiana 6.6 (1.96) 20.1 (3.41) 73.3 (3.91) 7.3 (2.62) 22.2 (4.71) 70.6 (5.01) 6.5 (1.94) 19.7 (3.42) 73.8 (3.97)

Maine 0.7 (0.40) 9.9 (1.41) 89.4 (1.44) 0.4 (0.40) 12.2 (3.08) 87.4 (3.08) 0.8 (0.44) 9.4 (1.29) 89.8 (1.33)

Maryland 6.2 (1.49) 15.0 (1.46) 78.8 (2.15) 4.8 (1.46) 15.5 (3.19) 79.7 (3.54) 6.4 (1.62) 15.0 (1.50) 78.7 (2.30)

Massachusetts 6.7 (2.06) 24.9 (3.67) 68.4 (3.67) 7.2 (2.50) 21.6 (4.28) 71.1 (4.33) 6.6 (2.07) 25.6 (3.73) 67.8 (3.75)

Michigan 1.1 (0.67) 13.1 (2.96) 85.8 (3.08) 1.8 (1.32) 12.7 (3.35) 85.5 (3.64) 1.0 (0.61) 13.1 (2.99) 85.9 (3.10)

Minnesota 3.4 (1.04) 17.9 (2.43) 78.7 (2.40) 1.6 (0.99) 16.7 (3.33) 81.7 (3.46) 3.6 (1.14) 18.1 (2.55) 78.3 (2.50)

Mississippi 5.1 (1.30) 23.9 (3.19) 71.0 (3.15) 5.5 (1.46) 25.1 (4.45) 69.4 (4.26) 5.0 (1.42) 23.8 (3.19) 71.2 (3.19)

Missouri 6.0 (1.89) 22.7 (3.09) 71.3 (3.50) 5.8 (2.27) 25.5 (4.24) 68.7 (4.59) 6.0 (1.92) 22.3 (3.14) 71.7 (3.54)

Montana 4.0 (0.98) 11.1 (1.06) 84.9 (1.33) 7.5 (2.08) 8.9 (2.28) 83.5 (2.84) 3.6 (1.01) 11.3 (1.12) 85.1 (1.42)

Nebraska 3.1 (0.98) 23.4 (1.97) 73.5 (2.04) 4.4 (1.46) 29.1 (3.13) 66.5 (3.54) 2.9 (1.00) 22.6 (2.08) 74.5 (2.10)

Nevada 8.6 (0.70) 13.7 (1.55) 77.7 (1.57) 9.6 (2.12) 17.8 (3.36) 72.6 (3.52) 8.5 (0.73) 13.3 (1.57) 78.2 (1.59)

New Hampshire 3.7 (0.62) 16.9 (1.68) 79.5 (1.75) 4.2 (1.39) 18.0 (2.30) 77.8 (2.41) 3.6 (0.56) 16.7 (1.75) 79.8 (1.80)

New Jersey 1.3 (0.64) 17.9 (2.80) 80.8 (2.83) 2.3 (1.20) 19.9 (3.60) 77.8 (3.57) 1.1 (0.64) 17.6 (2.85) 81.4 (2.90)

New Mexico 5.7 (0.84) 23.0 (2.39) 71.3 (2.43) 6.8 (2.69) 26.6 (4.26) 66.6 (4.45) 5.6 (0.74) 22.5 (2.35) 71.9 (2.34)

New York 2.0 (0.86) 11.5 (2.19) 86.5 (2.32) 2.1 (1.10) 13.9 (2.92) 84.0 (3.12) 2.0 (0.87) 11.1 (2.19) 86.9 (2.30)

North Carolina 4.2 (0.85) 24.9 (2.95) 70.9 (2.99) 3.1 (1.26) 21.7 (3.30) 75.2 (3.52) 4.4 (0.90) 25.4 (3.10) 70.2 (3.10)

North Dakota 3.9 (0.32) 23.8 (0.73) 72.2 (0.67) 1.7 (0.84) 16.9 (2.49) 81.4 (2.55) 4.2 (0.35) 24.8 (0.80) 70.9 (0.76)

Ohio 4.9 (1.73) 21.6 (3.56) 73.5 (3.75) 7.5 (2.67) 24.1 (4.55) 68.5 (5.08) 4.5 (1.64) 21.3 (3.77) 74.3 (3.89)

Oklahoma 4.9 (1.42) 24.9 (3.25) 70.2 (3.19) 3.5 (1.48) 28.5 (4.62) 68.0 (4.33) 5.2 (1.55) 24.3 (3.32) 70.6 (3.30)

Oregon 5.7 (1.51) 12.5 (2.12) 81.7 (2.71) 6.7 (2.05) 14.5 (4.07) 78.9 (4.37) 5.5 (1.53) 12.3 (1.97) 82.2 (2.66)

Pennsylvania 2.5 (1.43) 9.6 (2.22) 87.9 (2.54) 2.3 (1.38) 11.5 (3.11) 86.2 (3.27) 2.6 (1.47) 9.2 (2.16) 88.2 (2.52)

Rhode Island 5.4 (0.43) 12.9 (0.67) 81.7 (0.65) 5.6 (1.21) 13.6 (1.96) 80.8 (2.28) 5.3 (0.52) 12.8 (0.78) 81.9 (0.74)

South Carolina 4.5 (1.42) 18.9 (2.90) 76.6 (3.23) 3.1 (1.36) 22.7 (5.03) 74.2 (5.07) 4.7 (1.52) 18.4 (2.84) 76.9 (3.24)

South Dakota 1.3 (0.30) 18.2 (1.65) 80.5 (1.72) 0.5 (0.43) 20.1 (2.65) 79.4 (2.59) 1.4 (0.32) 18.0 (1.80) 80.6 (1.88)

Tennessee 5.6 (1.51) 28.0 (4.15) 66.3 (3.70) 6.1 (1.65) 32.3 (6.35) 61.5 (6.21) 5.6 (1.62) 27.4 (4.07) 67.1 (3.55)

Texas 7.5 (2.99) 23.5 (2.68) 69.0 (3.64) 9.4 (4.67) 19.1 (3.72) 71.6 (5.29) 7.3 (2.90) 24.0 (2.74) 68.7 (3.68)

Utah 7.1 (1.67) 32.7 (2.46) 60.2 (2.70) 11.3 (3.65) 27.1 (3.49) 61.6 (4.65) 6.6 (1.61) 33.3 (2.68) 60.0 (2.78)

Vermont 4.3 (0.34) 15.4 (0.48) 80.4 (0.60) 2.5 (0.74) 17.1 (1.84) 80.3 (2.02) 4.6 (0.45) 15.0 (0.65) 80.4 (0.86)

Virginia 6.1 (1.59) 23.5 (2.24) 70.4 (2.64) 7.4 (2.41) 27.7 (4.03) 65.0 (4.08) 5.9 (1.57) 22.9 (2.30) 71.1 (2.70)

Washington 5.9 (1.70) 16.3 (2.57) 77.9 (3.14) 7.6 (3.23) 14.1 (3.48) 78.3 (4.73) 5.7 (1.70) 16.5 (2.68) 77.8 (3.24)

West Virginia 6.4 (1.78) 22.4 (2.51) 71.1 (2.84) 10.8 (3.27) 20.3 (3.11) 68.9 (4.08) 5.8 (1.76) 22.8 (2.67) 71.5 (2.99)

Wisconsin 2.4 (0.70) 15.0 (2.78) 82.5 (2.81) 1.7 (1.04) 21.5 (4.87) 76.7 (4.93) 2.5 (0.76) 14.1 (2.61) 83.3 (2.66)

Wyoming 4.9 (0.37) 9.0 (0.50) 86.2 (0.57) 5.6 (1.53) 11.9 (1.93) 82.5 (2.29) 4.8 (0.41) 8.5 (0.50) 86.7 (0.63)

Department of 

Defense Dependents Schools 0.6 (0.16) 7.9 (0.51) 91.4 (0.53) 1.3 (1.20) 8.8 (2.81) 89.9 (2.97) 0.6 (0.14) 7.8 (0.58) 91.6 (0.60)

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-48

TABLE B-31. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, disability status, and jurisdiction: 2015

(Standard errors in parentheses)

Jurisdiction

With a disability Without a disability

Years of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of rmathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 5.0 (0.42) 19.7 (0.58) 75.3 (0.59) 5.1 (0.56) 20.7 (0.78) 74.2 (0.76) 4.9 (0.42) 19.6 (0.60) 75.4 (0.62)

Large city 8.2 (2.03) 20.8 (1.18) 71.0 (1.92) 6.7 (1.67) 24.0 (1.80) 69.4 (2.05) 8.4 (2.12) 20.4 (1.21) 71.2 (2.01)

Albuquerque 10.1 (1.91) 30.9 (2.05) 59.0 (2.11) 8.9 (4.80) 25.2 (5.08) 65.9 (4.81) 10.2 (1.73) 31.7 (2.04) 58.1 (2.08)

Atlanta 7.7 (0.55) 17.5 (0.60) 74.8 (0.81) 2.9 (1.36) 17.0 (3.20) 80.1 (3.24) 8.3 (0.64) 17.6 (0.69) 74.1 (0.96)

Austin 6.1 (0.60) 23.9 (1.07) 70.0 (1.13) 5.8 (1.68) 28.0 (3.27) 66.3 (3.73) 6.2 (0.72) 23.2 (1.29) 70.6 (1.32)

Baltimore City 7.8 (2.77) 24.1 (4.93) 68.1 (5.52) 12.6 (4.77) 21.1 (5.42) 66.3 (6.85) 6.5 (2.50) 24.8 (5.12) 68.7 (5.59)

Boston 0.8 (0.08) 22.6 (1.22) 76.6 (1.21) 1.8 (0.62) 30.1 (3.88) 68.0 (3.95) 0.6 (0.08) 21.1 (1.30) 78.3 (1.30)

Charlotte 9.2 (1.98) 27.2 (3.00) 63.6 (3.20) 13.7 (4.92) 40.2 (5.76) 46.1 (5.79) 8.7 (1.85) 25.9 (2.89) 65.4 (3.13)

Chicago 2.6 (1.52) 21.8 (3.84) 75.6 (4.07) 2.8 (1.29) 21.4 (4.91) 75.9 (5.08) 2.5 (1.59) 21.9 (4.15) 75.6 (4.38)

Cleveland 1.4 (0.26) 5.0 (0.39) 93.5 (0.46) ‡ (†) ‡ (†) ‡ (†) 1.5 (0.37) 5.6 (0.41) 92.9 (0.54)

Dallas 5.8 (0.79) 25.3 (1.83) 68.9 (1.85) ‡ (†) ‡ (†) ‡ (†) 5.8 (0.84) 24.6 (1.84) 69.5 (1.89)

Detroit # (†) 2.3 (0.25) 97.7 (0.25) # (†) 0.9 (0.92) 99.1 (0.92) # (†) 2.5 (0.26) 97.5 (0.26)

District of Columbia 

(DCPS) 2.2 (0.39) 47.6 (1.45) 50.2 (1.40) 1.0 (0.92) 37.0 (4.59) 62.0 (4.63) 2.4 (0.49) 49.6 (1.76) 48.0 (1.68)

Fresno 7.1 (0.71) 8.1 (0.53) 84.8 (0.84) ‡ (†) ‡ (†) ‡ (†) 6.3 (0.73) 7.2 (0.48) 86.5 (0.76)

Hillsborough County 

(FL) 11.0 (1.51) 18.1 (2.06) 70.9 (2.35) 10.3 (2.71) 21.6 (4.71) 68.1 (5.24) 11.1 (1.58) 17.4 (1.97) 71.5 (2.33)

Houston 4.8 (0.74) 33.9 (2.68) 61.2 (2.62) 0.9 (0.93) 45.0 (6.02) 54.1 (5.87) 5.2 (0.82) 32.9 (2.53) 61.9 (2.48)

Jefferson County (KY) 16.1 (1.03) 19.9 (1.53) 64.0 (1.96) 20.8 (3.65) 34.7 (6.00) 44.4 (5.83) 15.5 (1.04) 18.1 (1.30) 66.5 (1.78)

Los Angeles 4.2 (1.19) 10.1 (2.74) 85.7 (2.92) 8.9 (2.62) 14.3 (4.43) 76.8 (4.40) 3.5 (1.16) 9.5 (2.70) 86.9 (2.88)

Miami-Dade 0.6 (0.44) 13.9 (3.64) 85.4 (3.76) # (†) 11.7 (4.42) 88.3 (4.42) 0.7 (0.48) 14.1 (3.72) 85.2 (3.85)

New York City 4.2 (2.27) 19.3 (3.25) 76.5 (4.00) 4.2 (2.49) 23.5 (4.71) 72.3 (5.38) 4.2 (2.40) 18.5 (3.44) 77.3 (4.16)

Philadelphia 1.6 (1.37) 6.8 (3.05) 91.6 (3.36) 2.3 (1.96) 4.4 (3.11) 93.2 (3.64) 1.4 (1.27) 7.2 (3.36) 91.3 (3.62)

San Diego 3.3 (0.61) 8.3 (2.43) 88.4 (2.46) 4.6 (1.70) 15.6 (7.90) 79.8 (7.53) 3.1 (0.62) 7.5 (1.91) 89.4 (1.99)

Duval County (FL) 3.2 (0.68) 22.9 (2.49) 73.9 (2.12) 3.9 (1.88) 27.7 (4.21) 68.5 (3.85) 3.1 (0.69) 22.3 (2.48) 74.5 (2.17)

† Not applicable. 

# Rounds to zero.

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

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-49

TABLE B-32. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and selected school characteristics: 

2015

(Standard errors in parentheses)

School characteristic

English language learner Not English language learner 

Years of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 5.0 (0.42) 19.7 (0.58) 75.3 (0.59) 7.1 (1.14) 22.2 (1.73) 70.7 (1.87) 4.8 (0.40) 19.6 (0.56) 75.6 (0.56)

Location

City 7.7 (1.21) 20.2 (1.06) 72.1 (1.35) 9.7 (1.88) 19.6 (2.18) 70.7 (2.45) 7.5 (1.23) 20.2 (1.04) 72.3 (1.34)

Suburban 4.0 (0.61) 19.1 (0.94) 76.9 (1.08) 5.2 (2.09) 23.5 (3.04) 71.2 (3.26) 3.9 (0.54) 18.8 (0.92) 77.3 (1.05)

Town 3.7 (0.52) 19.8 (1.91) 76.5 (1.83) 4.9 (1.66) 24.6 (5.88) 70.5 (5.87) 3.6 (0.52) 19.6 (1.87) 76.8 (1.80)

Rural 3.8 (0.54) 20.4 (1.15) 75.7 (1.21) 3.4 (1.02) 28.3 (5.97) 68.3 (5.74) 3.9 (0.55) 20.2 (1.11) 75.9 (1.18)

Minority enrollment

75 percent or more 8.6 (1.47) 22.4 (1.51) 69.0 (1.88) 9.3 (1.96) 21.7 (2.35) 69.0 (2.77) 8.5 (1.52) 22.5 (1.53) 69.0 (1.92)

Less than 75 

percent 3.7 (0.24) 18.8 (0.63) 77.5 (0.67) 3.9 (0.64) 22.9 (2.35) 73.2 (2.37) 3.7 (0.24) 18.7 (0.62) 77.6 (0.66)

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.

TABLE B-33. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and state: 2015

(Standard errors in parentheses)

State

English language learner Not English language learner 

Years of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 5.0 (0.42) 19.7 (0.58) 75.3 (0.59) 7.1 (1.14) 22.2 (1.73) 70.7 (1.87) 4.8 (0.40) 19.6 (0.56) 75.6 (0.56)

Alabama 1.0 (0.48) 25.5 (3.65) 73.5 (3.64) ‡ (†) ‡ (†) ‡ (†) 1.0 (0.49) 25.6 (3.65) 73.4 (3.65)

Alaska 0.6 (0.20) 10.6 (1.20) 88.8 (1.20) ‡ (†) 21.7 (5.35) 78.3 (5.35) 0.6 (0.22) 9.0 (0.89) 90.3 (0.90)

Arizona 7.3 (1.69) 21.2 (3.22) 71.6 (3.35) 7.2 (4.35) 11.5 (5.29) 81.4 (7.03) 7.3 (1.71) 21.5 (3.21) 71.3 (3.31)

Arkansas 6.7 (1.44) 23.8 (2.96) 69.5 (3.24) 6.9 (2.53) 36.2 (6.26) 56.9 (6.12) 6.7 (1.44) 22.8 (2.96) 70.5 (3.26)

California 5.7 (1.70) 17.6 (2.75) 76.7 (3.28) 8.6 (3.11) 19.4 (4.16) 72.0 (4.84) 5.2 (1.55) 17.3 (2.81) 77.5 (3.29)

Colorado 9.8 (2.43) 23.8 (3.72) 66.4 (3.80) 21.1 (6.75) 26.8 (8.66) 52.1 (7.88) 8.4 (2.03) 23.4 (3.52) 68.2 (3.66)

Connecticut 6.1 (1.56) 23.5 (2.63) 70.4 (2.59) ‡ (†) ‡ (†) ‡ (†) 6.0 (1.52) 23.5 (2.65) 70.5 (2.58)

Delaware 3.3 (0.29) 14.9 (0.62) 81.8 (0.69) ‡ (†) ‡ (†) ‡ (†) 3.4 (0.30) 14.9 (0.64) 81.7 (0.70)

District of Columbia 7.2 (0.43) 42.6 (0.90) 50.2 (0.86) ‡ (†) ‡ (†) ‡ (†) 7.1 (0.48) 42.2 (0.90) 50.7 (0.90)

Florida 3.1 (0.85) 24.1 (2.88) 72.8 (2.97) 3.2 (0.83) 32.1 (6.15) 64.6 (6.16) 3.1 (0.90) 23.6 (2.84) 73.3 (2.94)

Georgia 6.0 (1.57) 16.3 (2.31) 77.7 (2.70) 4.7 (3.31) 15.5 (8.09) 79.8 (8.46) 6.1 (1.60) 16.3 (2.30) 77.6 (2.69)

Hawaii 6.5 (0.72) 24.3 (1.20) 69.2 (1.09) 6.3 (2.22) 24.6 (4.09) 69.0 (4.48) 6.5 (0.74) 24.2 (1.23) 69.2 (1.14)

Idaho 6.4 (1.62) 25.0 (2.17) 68.6 (2.59) ‡ (†) ‡ (†) ‡ (†) 6.3 (1.60) 25.1 (2.19) 68.7 (2.60)

Illinois 5.3 (1.98) 19.1 (2.86) 75.6 (3.32) 3.4 (2.14) 25.8 (6.91) 70.8 (7.11) 5.4 (2.01) 18.8 (2.88) 75.8 (3.33)

Indiana 2.1 (0.81) 18.4 (2.92) 79.5 (3.16) 1.1 (1.02) 26.5 (11.01) 72.4 (10.79) 2.2 (0.85) 17.9 (2.80) 79.9 (3.08)

Iowa 2.7 (0.86) 24.1 (2.77) 73.2 (2.66) 3.3 (2.72) 23.5 (6.19) 73.2 (6.12) 2.6 (0.86) 24.2 (2.81) 73.2 (2.71)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-50

TABLE B-33. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and state: 2015—Continued

(Standard errors in parentheses)

State

English language learner Not English language learner 

Years of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Kansas 3.9 (1.13) 19.5 (2.63) 76.6 (2.79) 5.8 (2.18) 24.8 (4.53) 69.4 (4.52) 3.7 (1.16) 18.9 (2.82) 77.4 (3.03)

Kentucky 7.0 (1.15) 22.1 (2.67) 70.9 (2.77) ‡ (†) ‡ (†) ‡ (†) 6.9 (1.16) 21.8 (2.65) 71.3 (2.75)

Louisiana 6.6 (1.96) 20.1 (3.41) 73.3 (3.91) ‡ (†) ‡ (†) ‡ (†) 6.7 (1.98) 20.1 (3.41) 73.2 (3.91)

Maine 0.7 (0.40) 9.9 (1.41) 89.4 (1.44) ‡ (†) ‡ (†) ‡ (†) 0.8 (0.41) 9.9 (1.43) 89.4 (1.46)

Maryland 6.2 (1.49) 15.0 (1.46) 78.8 (2.15) 6.2 (3.85) 21.9 (4.92) 71.9 (6.14) 6.1 (1.50) 14.8 (1.47) 79.0 (2.15)

Massachusetts 6.7 (2.06) 24.9 (3.67) 68.4 (3.67) 2.9 (2.11) 33.2 (6.87) 63.9 (7.24) 7.0 (2.12) 24.4 (3.75) 68.6 (3.74)

Michigan 1.1 (0.67) 13.1 (2.96) 85.8 (3.08) 2.0 (2.05) 9.1 (7.24) 88.9 (7.21) 1.1 (0.65) 13.2 (3.01) 85.7 (3.13)

Minnesota 3.4 (1.04) 17.9 (2.43) 78.7 (2.40) 5.5 (3.37) 34.4 (7.78) 60.1 (6.97) 3.3 (0.98) 16.8 (2.39) 79.9 (2.39)

Mississippi 5.1 (1.30) 23.9 (3.19) 71.0 (3.15) ‡ (†) ‡ (†) ‡ (†) 5.1 (1.31) 23.9 (3.22) 71.0 (3.17)

Missouri 6.0 (1.89) 22.7 (3.09) 71.3 (3.50) ‡ (†) ‡ (†) ‡ (†) 5.9 (1.86) 22.5 (3.04) 71.6 (3.44)

Montana 4.0 (0.98) 11.1 (1.06) 84.9 (1.33) ‡ (†) ‡ (†) ‡ (†) 4.0 (0.98) 11.1 (1.05) 84.9 (1.34)

Nebraska 3.1 (0.98) 23.4 (1.97) 73.5 (2.04) ‡ (†) ‡ (†) ‡ (†) 3.1 (1.00) 23.1 (1.98) 73.8 (2.06)

Nevada 8.6 (0.70) 13.7 (1.55) 77.7 (1.57) 13.7 (1.85) 18.3 (2.78) 67.9 (3.10) 7.8 (0.76) 12.9 (1.51) 79.3 (1.54)

New Hampshire 3.7 (0.62) 16.9 (1.68) 79.5 (1.75) ‡ (†) ‡ (†) ‡ (†) 3.7 (0.64) 16.8 (1.68) 79.6 (1.74)

New Jersey 1.3 (0.64) 17.9 (2.80) 80.8 (2.83) ‡ (†) ‡ (†) ‡ (†) 1.3 (0.65) 18.1 (2.84) 80.6 (2.87)

New Mexico 5.7 (0.84) 23.0 (2.39) 71.3 (2.43) 4.8 (1.21) 29.6 (4.98) 65.6 (5.11) 5.9 (0.93) 22.1 (2.33) 72.1 (2.36)

New York 2.0 (0.86) 11.5 (2.19) 86.5 (2.32) 5.8 (3.81) 12.6 (3.97) 81.6 (5.57) 1.8 (0.78) 11.5 (2.19) 86.7 (2.29)

North Carolina 4.2 (0.85) 24.9 (2.95) 70.9 (2.99) 3.2 (1.03) 23.6 (5.92) 73.1 (6.29) 4.3 (0.88) 25.0 (2.95) 70.8 (2.97)

North Dakota 3.9 (0.32) 23.8 (0.73) 72.2 (0.67) ‡ (†) ‡ (†) ‡ (†) 4.0 (0.32) 23.7 (0.74) 72.3 (0.67)

Ohio 4.9 (1.73) 21.6 (3.56) 73.5 (3.75) 2.2 (2.90) 18.4 (19.44) 79.4 (21.27) 4.9 (1.75) 21.7 (3.61) 73.3 (3.79)

Oklahoma 4.9 (1.42) 24.9 (3.25) 70.2 (3.19) 5.2 (4.49) 18.6 (5.72) 76.3 (6.30) 4.9 (1.39) 25.2 (3.30) 69.9 (3.23)

Oregon 5.7 (1.51) 12.5 (2.12) 81.7 (2.71) ‡ (†) ‡ (†) ‡ (†) 5.8 (1.53) 12.2 (2.06) 82.0 (2.69)

Pennsylvania 2.5 (1.43) 9.6 (2.22) 87.9 (2.54) 3.4 (3.45) 14.4 (8.70) 82.2 (9.35) 2.5 (1.44) 9.5 (2.15) 88.0 (2.51)

Rhode Island 5.4 (0.43) 12.9 (0.67) 81.7 (0.65) 9.0 (2.86) 31.2 (4.34) 59.8 (4.89) 5.2 (0.47) 11.9 (0.67) 82.9 (0.72)

South Carolina 4.5 (1.42) 18.9 (2.90) 76.6 (3.23) ‡ (†) 23.2 (6.23) 76.8 (6.23) 4.7 (1.49) 18.7 (2.87) 76.6 (3.25)

South Dakota 1.3 (0.30) 18.2 (1.65) 80.5 (1.72) ‡ (†) ‡ (†) ‡ (†) 1.3 (0.30) 18.1 (1.70) 80.6 (1.77)

Tennessee 5.6 (1.51) 28.0 (4.15) 66.3 (3.70) ‡ (†) ‡ (†) ‡ (†) 5.7 (1.54) 28.2 (4.17) 66.2 (3.69)

Texas 7.5 (2.99) 23.5 (2.68) 69.0 (3.64) 7.8 (3.82) 23.1 (4.94) 69.1 (6.10) 7.5 (3.10) 23.5 (2.71) 69.0 (3.68)

Utah 7.1 (1.67) 32.7 (2.46) 60.2 (2.70) 15.1 (7.43) 42.3 (7.33) 42.6 (9.08) 6.9 (1.63) 32.4 (2.47) 60.8 (2.68)

Vermont 4.3 (0.34) 15.4 (0.48) 80.4 (0.60) ‡ (†) ‡ (†) ‡ (†) 4.3 (0.34) 15.4 (0.51) 80.2 (0.61)

Virginia 6.1 (1.59) 23.5 (2.24) 70.4 (2.64) 9.3 (3.80) 24.7 (5.23) 66.0 (5.12) 5.9 (1.59) 23.4 (2.28) 70.6 (2.71)

Washington 5.9 (1.70) 16.3 (2.57) 77.9 (3.14) 5.4 (3.04) 21.6 (7.84) 72.9 (8.08) 5.9 (1.71) 15.8 (2.46) 78.3 (3.04)

West Virginia 6.4 (1.78) 22.4 (2.51) 71.1 (2.84) ‡ (†) ‡ (†) ‡ (†) 6.4 (1.78) 22.4 (2.52) 71.3 (2.85)

Wisconsin 2.4 (0.70) 15.0 (2.78) 82.5 (2.81) 1.5 (1.53) 17.2 (6.04) 81.3 (5.98) 2.5 (0.71) 15.0 (2.78) 82.6 (2.82)

Wyoming 4.9 (0.37) 9.0 (0.50) 86.2 (0.57) ‡ (†) ‡ (†) ‡ (†) 4.9 (0.39) 9.1 (0.51) 86.1 (0.59)

Department of 

Defense Dependents Schools 0.6 (0.16) 7.9 (0.51) 91.4 (0.53) # (†) 9.7 (3.42) 90.3 (3.42) 0.7 (0.17) 7.8 (0.57) 91.5 (0.60)

† Not applicable. 

# Rounds to zero.

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

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-51

TABLE B-34. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, English language learner status, and jurisdiction: 2015

(Standard errors in parentheses)

Jurisdiction

English language learner Not English language learner 

Years of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 5.0 (0.42) 19.7 (0.58) 75.3 (0.59) 7.1 (1.14) 22.2 (1.73) 70.7 (1.87) 4.8 (0.40) 19.6 (0.56) 75.6 (0.56)

Large city 8.2 (2.03) 20.8 (1.18) 71.0 (1.92) 11.1 (2.82) 17.5 (1.96) 71.4 (3.21) 7.8 (2.06) 21.2 (1.19) 70.9 (1.95)

Albuquerque 10.1 (1.91) 30.9 (2.05) 59.0 (2.11) 6.4 (2.21) 35.0 (5.91) 58.6 (5.81) 10.6 (2.11) 30.3 (2.04) 59.1 (2.33)

Atlanta 7.7 (0.55) 17.5 (0.60) 74.8 (0.81) ‡ (†) ‡ (†) ‡ (†) 7.8 (0.56) 17.8 (0.61) 74.5 (0.84)

Austin 6.1 (0.60) 23.9 (1.07) 70.0 (1.13) 7.8 (2.11) 23.5 (3.45) 68.7 (3.72) 5.8 (0.71) 24.0 (1.16) 70.3 (1.26)

Baltimore City 7.8 (2.77) 24.1 (4.93) 68.1 (5.52) ‡ (†) ‡ (†) ‡ (†) 7.9 (2.83) 22.3 (4.81) 69.9 (5.41)

Boston 0.8 (0.08) 22.6 (1.22) 76.6 (1.21) 0.3 (0.31) 31.7 (4.03) 67.9 (4.01) 0.9 (0.13) 20.0 (1.42) 79.0 (1.43)

Charlotte 9.2 (1.98) 27.2 (3.00) 63.6 (3.20) ‡ (†) ‡ (†) ‡ (†) 8.1 (1.86) 27.5 (3.04) 64.4 (3.21)

Chicago 2.6 (1.52) 21.8 (3.84) 75.6 (4.07) 2.1 (1.90) 21.0 (5.33) 76.9 (5.36) 2.6 (1.56) 21.9 (4.04) 75.5 (4.29)

Cleveland 1.4 (0.26) 5.0 (0.39) 93.5 (0.46) ‡ (†) ‡ (†) ‡ (†) 1.6 (0.28) 5.4 (0.40) 93.1 (0.48)

Dallas 5.8 (0.79) 25.3 (1.83) 68.9 (1.85) 8.6 (1.75) 30.0 (3.40) 61.4 (3.55) 4.4 (0.92) 22.9 (1.81) 72.7 (1.90)

Detroit # (†) 2.3 (0.25) 97.7 (0.25) # (†) # (†) 100.0 1 (†) # (†) 2.8 (0.30) 97.2 (0.30)

District of Columbia 

(DCPS) 2.2 (0.39) 47.6 (1.45) 50.2 (1.40) ‡ (†) ‡ (†) ‡ (†) 2.0 (0.40) 48.4 (1.51) 49.7 (1.46)

Fresno 7.1 (0.71) 8.1 (0.53) 84.8 (0.84) 12.4 (3.37) 6.2 (2.50) 81.4 (4.33) 6.1 (0.72) 8.5 (0.66) 85.4 (0.84)

Hillsborough County 

(FL) 11.0 (1.51) 18.1 (2.06) 70.9 (2.35) 21.1 (5.13) 19.1 (5.17) 59.8 (6.97) 9.9 (1.43) 18.0 (2.04) 72.1 (2.34)

Houston 4.8 (0.74) 33.9 (2.68) 61.2 (2.62) 3.6 (1.32) 32.1 (4.35) 64.3 (4.33) 5.1 (0.82) 34.3 (2.64) 60.6 (2.58)

Jefferson County (KY) 16.1 (1.03) 19.9 (1.53) 64.0 (1.96) ‡ (†) ‡ (†) ‡ (†) 15.1 (1.03) 19.6 (1.58) 65.3 (1.99)

Los Angeles 4.2 (1.19) 10.1 (2.74) 85.7 (2.92) 9.4 (3.10) 14.5 (4.30) 76.0 (5.38) 3.5 (1.11) 9.5 (2.75) 87.0 (2.85)

Miami-Dade 0.6 (0.44) 13.9 (3.64) 85.4 (3.76) # (†) 11.7 (5.66) 88.3 (5.66) 0.7 (0.51) 14.3 (3.51) 85.0 (3.66)

New York City 4.2 (2.27) 19.3 (3.25) 76.5 (4.00) 4.8 (4.30) 15.5 (4.55) 79.7 (6.60) 4.1 (2.29) 19.8 (3.36) 76.1 (4.10)

Philadelphia 1.6 (1.37) 6.8 (3.05) 91.6 (3.36) ‡ (†) ‡ (†) ‡ (†) 1.7 (1.46) 6.7 (3.17) 91.7 (3.51)

San Diego 3.3 (0.61) 8.3 (2.43) 88.4 (2.46) 3.0 (1.54) 11.0 (5.88) 86.0 (5.95) 3.4 (0.60) 7.8 (1.90) 88.8 (1.96)

Duval County (FL) 3.2 (0.68) 22.9 (2.49) 73.9 (2.12) ‡ (†) ‡ (†) ‡ (†) 2.6 (0.66) 22.5 (2.56) 74.9 (2.20)

† Not applicable. 

# Rounds to zero.

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

1 Rounds to 100 percent.

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-52

TABLE B-35. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, National School Lunch Program status, and selected school 

characteristics: 2015

(Standard errors in parentheses)

School characteristic

National School Lunch Program, eligible National School Lunch Program, not eligible 

Years of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 5.0 (0.42) 19.7 (0.58) 75.3 (0.59) 6.1 (0.63) 21.4 (0.76) 72.5 (0.87) 3.8 (0.34) 17.8 (0.62) 78.4 (0.61)

Location

City 7.7 (1.21) 20.2 (1.06) 72.1 (1.35) 9.0 (1.53) 20.4 (1.16) 70.5 (1.62) 5.4 (1.04) 19.4 (1.29) 75.2 (1.51)

Suburban 4.0 (0.61) 19.1 (0.94) 76.9 (1.08) 4.8 (1.22) 21.7 (1.36) 73.5 (1.59) 3.3 (0.44) 16.8 (0.92) 79.9 (1.05)

Town 3.7 (0.52) 19.8 (1.91) 76.5 (1.83) 3.6 (0.49) 21.9 (2.68) 74.5 (2.58) 3.8 (0.71) 17.1 (1.45) 79.1 (1.47)

Rural 3.8 (0.54) 20.4 (1.15) 75.7 (1.21) 4.5 (0.66) 22.3 (1.74) 73.2 (1.74) 3.2 (0.60) 18.8 (1.15) 78.0 (1.22)

Minority enrollment

75 percent or more 8.6 (1.47) 22.4 (1.51) 69.0 (1.88) 8.9 (1.47) 22.6 (1.54) 68.6 (1.97) 7.8 (2.28) 20.1 (2.09) 72.1 (2.78)

Less than 75 percent 3.7 (0.24) 18.8 (0.63) 77.5 (0.67) 4.2 (0.29) 20.6 (0.82) 75.2 (0.84) 3.4 (0.28) 17.5 (0.68) 79.1 (0.72)

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.

TABLE B-36. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, National School Lunch Program status, and state: 2015

(Standard errors in parentheses)

State

National School Lunch Program, eligible National School Lunch Program, not eligible

Years of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 5.0 (0.42) 19.7 (0.58) 75.3 (0.59) 6.1 (0.63) 21.4 (0.76) 72.5 (0.87) 3.8 (0.34) 17.8 (0.62) 78.4 (0.61)

Alabama 1.0 (0.48) 25.5 (3.65) 73.5 (3.64) 0.8 (0.46) 28.6 (4.20) 70.6 (4.25) 1.2 (0.63) 21.9 (3.78) 76.9 (3.78)

Alaska 0.6 (0.20) 10.6 (1.20) 88.8 (1.20) 0.4 (0.34) 14.6 (2.11) 85.0 (2.13) 0.8 (0.28) 6.8 (0.96) 92.4 (0.98)

Arizona 7.3 (1.69) 21.2 (3.22) 71.6 (3.35) 8.7 (2.37) 22.7 (4.43) 68.6 (4.54) 5.4 (1.69) 17.6 (3.10) 77.0 (3.01)

Arkansas 6.7 (1.44) 23.8 (2.96) 69.5 (3.24) 7.9 (1.89) 24.6 (2.91) 67.5 (3.26) 4.9 (1.53) 22.7 (3.57) 72.4 (3.89)

California 5.7 (1.70) 17.6 (2.75) 76.7 (3.28) 8.3 (2.66) 18.1 (3.09) 73.6 (4.04) 1.5 (0.68) 15.9 (3.76) 82.7 (4.08)

Colorado 9.8 (2.43) 23.8 (3.72) 66.4 (3.80) 14.0 (3.89) 26.0 (4.92) 59.9 (4.74) 6.4 (1.74) 21.5 (3.75) 72.1 (3.95)

Connecticut 6.1 (1.56) 23.5 (2.63) 70.4 (2.59) 6.8 (2.11) 29.4 (3.85) 63.9 (3.88) 5.8 (1.63) 20.3 (2.79) 73.9 (2.85)

Delaware 3.3 (0.29) 14.9 (0.62) 81.8 (0.69) 3.7 (0.59) 14.7 (1.05) 81.6 (1.22) 3.0 (0.35) 15.2 (0.88) 81.8 (0.97)

District of Columbia 7.2 (0.43) 42.6 (0.90) 50.2 (0.86) 6.6 (0.48) 36.2 (1.35) 57.2 (1.37) 8.8 (1.33) 58.5 (1.96) 32.8 (1.80)

Florida 3.1 (0.85) 24.1 (2.88) 72.8 (2.97) 4.1 (1.30) 27.7 (3.49) 68.2 (3.61) 1.4 (0.37) 18.1 (2.70) 80.5 (2.76)

Georgia 6.0 (1.57) 16.3 (2.31) 77.7 (2.70) 6.1 (1.72) 15.8 (2.45) 78.1 (2.98) 5.3 (2.12) 19.3 (4.43) 75.4 (4.88)

Hawaii 6.5 (0.72) 24.3 (1.20) 69.2 (1.09) 6.4 (1.14) 25.4 (1.57) 68.2 (1.45) 6.6 (0.83) 23.1 (1.38) 70.3 (1.45)

Idaho 6.4 (1.62) 25.0 (2.17) 68.6 (2.59) 7.4 (2.33) 22.2 (2.65) 70.4 (3.35) 5.5 (1.50) 27.2 (2.20) 67.3 (2.62)

Illinois 5.3 (1.98) 19.1 (2.86) 75.6 (3.32) 4.6 (1.48) 20.7 (3.17) 74.7 (3.35) 6.0 (3.08) 17.7 (3.12) 76.3 (4.18)

Indiana 2.1 (0.81) 18.4 (2.92) 79.5 (3.16) 2.0 (1.04) 20.6 (3.41) 77.4 (3.59) 2.2 (0.95) 16.6 (3.11) 81.2 (3.52)

Iowa 2.7 (0.86) 24.1 (2.77) 73.2 (2.66) 2.7 (0.98) 24.5 (3.40) 72.8 (3.23) 2.7 (0.98) 24.0 (3.05) 73.3 (2.99)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-53

TABLE B-36. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, National School Lunch Program status, and state: 

2015—Continued

(Standard errors in parentheses)

State

National School Lunch Program, eligible National School Lunch Program, not eligible

Years of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Kansas 3.9 (1.13) 19.5 (2.63) 76.6 (2.79) 5.1 (1.41) 20.7 (2.98) 74.2 (2.98) 2.9 (1.09) 18.6 (3.21) 78.6 (3.43)

Kentucky 7.0 (1.15) 22.1 (2.67) 70.9 (2.77) 7.5 (1.21) 23.0 (3.00) 69.5 (3.26) 6.5 (1.38) 20.9 (2.95) 72.6 (2.89)

Louisiana 6.6 (1.96) 20.1 (3.41) 73.3 (3.91) 8.0 (2.42) 22.2 (3.98) 69.8 (4.48) 4.1 (1.56) 15.8 (3.33) 80.2 (3.79)

Maine 0.7 (0.40) 9.9 (1.41) 89.4 (1.44) 0.7 (0.36) 11.5 (1.92) 87.8 (1.93) 0.8 (0.48) 8.7 (1.36) 90.5 (1.41)

Maryland 6.2 (1.49) 15.0 (1.46) 78.8 (2.15) 7.9 (1.87) 17.7 (2.35) 74.4 (3.20) 5.1 (1.46) 13.4 (1.41) 81.6 (2.08)

Massachusetts 6.7 (2.06) 24.9 (3.67) 68.4 (3.67) 4.9 (1.84) 30.7 (5.10) 64.4 (4.98) 8.1 (2.50) 20.3 (3.67) 71.5 (3.87)

Michigan 1.1 (0.67) 13.1 (2.96) 85.8 (3.08) 2.0 (1.40) 18.6 (4.99) 79.4 (5.26) 0.4 (0.27) 8.7 (2.28) 90.9 (2.30)

Minnesota 3.4 (1.04) 17.9 (2.43) 78.7 (2.40) 4.4 (1.44) 22.3 (3.20) 73.3 (3.14) 2.9 (1.02) 15.7 (2.49) 81.4 (2.37)

Mississippi 5.1 (1.30) 23.9 (3.19) 71.0 (3.15) 5.1 (1.56) 24.6 (3.78) 70.3 (3.82) 5.4 (1.94) 21.3 (3.51) 73.4 (3.66)

Missouri 6.0 (1.89) 22.7 (3.09) 71.3 (3.50) 6.7 (2.35) 27.4 (4.22) 65.9 (4.60) 5.4 (1.89) 18.9 (2.98) 75.7 (3.29)

Montana 4.0 (0.98) 11.1 (1.06) 84.9 (1.33) 3.9 (0.89) 9.4 (1.38) 86.7 (1.42) 4.1 (1.19) 12.1 (1.44) 83.8 (1.81)

Nebraska 3.1 (0.98) 23.4 (1.97) 73.5 (2.04) 4.0 (0.71) 28.0 (2.33) 68.1 (2.33) 2.5 (1.46) 20.5 (2.30) 77.0 (2.40)

Nevada 8.6 (0.70) 13.7 (1.55) 77.7 (1.57) 11.8 (0.91) 17.7 (1.96) 70.5 (2.01) 5.1 (0.93) 9.2 (1.50) 85.7 (1.60)

New Hampshire 3.7 (0.62) 16.9 (1.68) 79.5 (1.75) 1.9 (0.54) 18.7 (2.22) 79.4 (2.23) 4.4 (0.84) 14.5 (1.60) 81.1 (1.73)

New Jersey 1.3 (0.64) 17.9 (2.80) 80.8 (2.83) 1.8 (0.84) 14.7 (3.08) 83.5 (3.33) 1.0 (0.67) 19.5 (3.38) 79.5 (3.36)

New Mexico 5.7 (0.84) 23.0 (2.39) 71.3 (2.43) 4.8 (0.95) 23.5 (2.85) 71.7 (2.87) 8.3 (1.73) 22.5 (2.47) 69.2 (2.97)

New York 2.0 (0.86) 11.5 (2.19) 86.5 (2.32) 3.4 (1.44) 13.9 (2.85) 82.8 (3.15) 0.3 (0.16) 7.4 (2.02) 92.3 (2.02)

North Carolina 4.2 (0.85) 24.9 (2.95) 70.9 (2.99) 5.4 (1.07) 25.7 (3.68) 68.8 (3.64) 2.6 (0.79) 24.1 (3.23) 73.3 (3.41)

North Dakota 3.9 (0.32) 23.8 (0.73) 72.2 (0.67) 3.1 (0.57) 22.2 (1.36) 74.7 (1.37) 4.3 (0.48) 24.6 (0.94) 71.1 (0.85)

Ohio 4.9 (1.73) 21.6 (3.56) 73.5 (3.75) 5.1 (2.09) 25.0 (4.80) 69.9 (4.71) 4.6 (1.85) 18.8 (3.79) 76.5 (4.12)

Oklahoma 4.9 (1.42) 24.9 (3.25) 70.2 (3.19) 4.1 (1.42) 26.6 (3.78) 69.3 (3.57) 6.0 (2.00) 22.7 (3.27) 71.3 (3.29)

Oregon 5.7 (1.51) 12.5 (2.12) 81.7 (2.71) 5.3 (1.45) 14.0 (2.83) 80.8 (3.36) 6.4 (1.96) 10.6 (2.17) 83.0 (2.93)

Pennsylvania 2.5 (1.43) 9.6 (2.22) 87.9 (2.54) 2.4 (1.47) 12.9 (3.72) 84.7 (3.76) 2.6 (1.58) 6.7 (1.70) 90.7 (2.30)

Rhode Island 5.4 (0.43) 12.9 (0.67) 81.7 (0.65) 8.4 (0.83) 15.6 (1.06) 76.1 (1.26) 3.1 (0.49) 10.8 (0.85) 86.1 (0.96)

South Carolina 4.5 (1.42) 18.9 (2.90) 76.6 (3.23) 5.6 (2.03) 20.1 (3.37) 74.3 (3.76) 3.2 (1.23) 17.3 (2.89) 79.5 (3.26)

South Dakota 1.3 (0.30) 18.2 (1.65) 80.5 (1.72) 2.1 (0.69) 22.9 (1.65) 75.1 (1.87) 0.9 (0.28) 15.9 (2.27) 83.2 (2.26)

Tennessee 5.6 (1.51) 28.0 (4.15) 66.3 (3.70) 5.1 (1.85) 30.7 (5.05) 64.1 (4.54) 6.2 (1.75) 24.9 (4.69) 68.9 (4.13)

Texas 7.5 (2.99) 23.5 (2.68) 69.0 (3.64) 8.7 (3.92) 23.2 (3.30) 68.1 (4.62) 6.2 (2.40) 23.4 (2.85) 70.5 (3.47)

Utah 7.1 (1.67) 32.7 (2.46) 60.2 (2.70) 8.7 (2.25) 33.2 (3.27) 58.1 (3.72) 6.3 (1.69) 32.3 (2.70) 61.4 (2.81)

Vermont 4.3 (0.34) 15.4 (0.48) 80.4 (0.60) 5.0 (0.72) 14.5 (0.99) 80.5 (1.30) 3.8 (0.62) 16.0 (0.72) 80.3 (0.96)

Virginia 6.1 (1.59) 23.5 (2.24) 70.4 (2.64) 9.1 (2.87) 25.3 (3.11) 65.7 (3.88) 4.4 (1.39) 22.2 (2.20) 73.4 (2.60)

Washington 5.9 (1.70) 16.3 (2.57) 77.9 (3.14) 6.4 (1.96) 17.7 (3.17) 75.9 (3.79) 5.4 (1.94) 14.9 (3.32) 79.7 (3.51)

West Virginia 6.4 (1.78) 22.4 (2.51) 71.1 (2.84) 6.0 (1.93) 24.2 (2.93) 69.9 (3.47) 7.2 (2.46) 19.6 (2.86) 73.2 (2.78)

Wisconsin 2.4 (0.70) 15.0 (2.78) 82.5 (2.81) 2.7 (0.95) 16.0 (3.52) 81.3 (3.42) 2.2 (0.80) 12.7 (3.22) 85.1 (3.31)

Wyoming 4.9 (0.37) 9.0 (0.50) 86.2 (0.57) 7.1 (0.88) 10.4 (1.13) 82.6 (1.48) 3.7 (0.47) 8.1 (0.68) 88.2 (0.87)

Department of 

Defense Dependents Schools 0.6 (0.16) 7.9 (0.51) 91.4 (0.53) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

† Not applicable. 

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

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-54

TABLE B-37. Percentage of 8th-grade public school students, by years of experience of their mathematics teacher, National School Lunch Program status, and jurisdiction: 2015

(Standard errors in parentheses)

Jurisdiction

National School Lunch Program, eligible National School Lunch Program, not eligible 

Years of experience of mathematics teacher Years of experience of mathematics teacher Years of experience of mathematics teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 5.0 (0.42) 19.7 (0.58) 75.3 (0.59) 6.1 (0.63) 21.4 (0.76) 72.5 (0.87) 3.8 (0.34) 17.8 (0.62) 78.4 (0.61)

Large city 8.2 (2.03) 20.8 (1.18) 71.0 (1.92) 9.6 (2.40) 20.7 (1.30) 69.8 (2.16) 4.8 (1.39) 20.3 (1.58) 75.0 (1.99)

Albuquerque 10.1 (1.91) 30.9 (2.05) 59.0 (2.11) 7.1 (1.66) 34.0 (2.71) 58.9 (2.48) 15.9 (2.94) 25.4 (3.57) 58.8 (3.63)

Atlanta 7.7 (0.55) 17.5 (0.60) 74.8 (0.81) 5.7 (0.55) 18.2 (0.72) 76.1 (0.93) 17.4 (2.34) 14.1 (1.79) 68.5 (2.70)

Austin 6.1 (0.60) 23.9 (1.07) 70.0 (1.13) 8.0 (0.96) 27.1 (1.64) 64.9 (1.66) 3.7 (0.91) 19.7 (1.63) 76.6 (1.67)

Baltimore City 7.8 (2.77) 24.1 (4.93) 68.1 (5.52) 8.5 (2.99) 24.5 (5.17) 67.0 (5.82) 4.9 (2.55) 22.7 (5.70) 72.3 (6.27)

Boston 0.8 (0.08) 22.6 (1.22) 76.6 (1.21) 0.8 (0.08) 22.6 (1.22) 76.6 (1.21) ‡ (†) ‡ (†) ‡ (†)

Charlotte 9.2 (1.98) 27.2 (3.00) 63.6 (3.20) 14.9 (3.34) 26.9 (4.32) 58.2 (4.47) 1.3 (0.41) 27.1 (2.44) 71.7 (2.50)

Chicago 2.6 (1.52) 21.8 (3.84) 75.6 (4.07) 2.9 (1.74) 22.9 (4.13) 74.2 (4.38) 0.6 (0.55) 16.0 (6.78) 83.4 (6.84)

Cleveland 1.4 (0.26) 5.0 (0.39) 93.5 (0.46) 1.4 (0.26) 5.0 (0.39) 93.5 (0.46) ‡ (†) ‡ (†) ‡ (†)

Dallas 5.8 (0.79) 25.3 (1.83) 68.9 (1.85) 6.3 (0.89) 25.1 (1.99) 68.6 (2.00) 1.5 (1.49) 26.9 (5.49) 71.6 (5.47)

Detroit # (†) 2.3 (0.25) 97.7 (0.25) # (†) 2.3 (0.58) 97.7 (0.58) # (†) 2.5 (1.00) 97.5 (1.00)

District of Columbia 

(DCPS) 2.2 (0.39) 47.6 (1.45) 50.2 (1.40) 1.8 (0.42) 39.3 (2.07) 58.9 (2.05) 3.2 (1.04) 67.4 (2.63) 29.3 (2.51)

Fresno 7.1 (0.71) 8.1 (0.53) 84.8 (0.84) 9.1 (0.90) 3.8 (0.79) 87.1 (1.16) # (†) 23.7 (1.48) 76.3 (1.48)

Hillsborough County 

(FL) 11.0 (1.51) 18.1 (2.06) 70.9 (2.35) 13.0 (2.33) 18.9 (2.78) 68.0 (3.09) 8.1 (2.12) 16.8 (2.48) 75.1 (3.27)

Houston 4.8 (0.74) 33.9 (2.68) 61.2 (2.62) 4.5 (0.93) 34.6 (3.02) 60.9 (3.01) 5.9 (1.09) 31.9 (2.96) 62.3 (2.87)

Jefferson County (KY) 16.1 (1.03) 19.9 (1.53) 64.0 (1.96) 22.2 (1.80) 23.6 (2.30) 54.2 (2.42) 8.0 (1.39) 15.2 (1.38) 76.8 (1.93)

Los Angeles 4.2 (1.19) 10.1 (2.74) 85.7 (2.92) 4.4 (1.30) 10.6 (2.77) 85.0 (3.05) 2.4 (1.44) 7.4 (5.88) 90.2 (5.78)

Miami-Dade 0.6 (0.44) 13.9 (3.64) 85.4 (3.76) 0.9 (0.62) 16.7 (4.72) 82.4 (4.88) # (†) 6.8 (1.82) 93.2 (1.82)

New York City 4.2 (2.27) 19.3 (3.25) 76.5 (4.00) 5.2 (2.83) 20.2 (3.73) 74.6 (4.65) 0.9 (0.62) 16.0 (3.93) 83.1 (4.07)

Philadelphia 1.6 (1.37) 6.8 (3.05) 91.6 (3.36) 1.9 (1.64) 6.8 (2.90) 91.3 (3.36) 0.9 (0.83) 6.2 (3.26) 92.9 (3.38)

San Diego 3.3 (0.61) 8.3 (2.43) 88.4 (2.46) 3.0 (0.75) 11.0 (3.63) 86.0 (3.65) 3.9 (1.12) 3.3 (0.94) 92.8 (1.55)

Duval County (FL) 3.2 (0.68) 22.9 (2.49) 73.9 (2.12) 4.5 (1.22) 27.5 (3.83) 68.0 (3.46) 2.2 (0.62) 19.5 (2.06) 78.3 (1.80)

† Not applicable. 

# Rounds to zero.

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

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-55

TABLE B-38. Percentage of 8th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and 

selected school characteristics: 2015

(Standard errors in parentheses)

School characteristic

Years of experience of reading teacher

White

Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.4 (0.29) 19.2 (0.69) 76.4 (0.69) 3.5 (0.22) 17.2 (0.66) 79.3 (0.66)

Location

City 5.9 (0.91) 22.1 (1.38) 72.0 (1.61) 4.5 (0.59) 18.8 (1.55) 76.7 (1.69)

Suburban 3.5 (0.34) 16.8 (0.95) 79.7 (0.94) 2.9 (0.38) 16.0 (0.92) 81.0 (0.91)

Town 3.9 (0.65) 19.8 (2.08) 76.3 (2.09) 3.5 (0.70) 16.5 (1.46) 80.0 (1.55)

Rural 4.4 (0.70) 19.6 (1.15) 76.0 (1.29) 3.8 (0.51) 18.3 (1.01) 77.9 (1.19)

Minority enrollment

75 percent or more 6.2 (0.97) 24.1 (1.58) 69.7 (1.76) 6.8 (1.69) 19.5 (2.41) 73.6 (2.62)

Less than 75 percent 3.8 (0.30) 17.5 (0.69) 78.7 (0.69) 3.4 (0.24) 17.1 (0.67) 79.5 (0.67)

School characteristic

Black Hispanic

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 5.7 (0.47) 22.5 (1.18) 71.8 (1.16) 5.9 (0.86) 21.6 (1.48) 72.5 (1.60)

Location

City 5.9 (0.66) 26.0 (2.06) 68.1 (2.06) 8.0 (2.03) 22.9 (1.63) 69.1 (2.43)

Suburban 4.8 (0.79) 18.7 (1.29) 76.5 (1.38) 4.3 (0.52) 16.9 (2.50) 78.9 (2.49)

Town 8.2 (2.03) 24.2 (4.19) 67.6 (4.00) 3.1 (0.86) 30.5 (8.21) 66.4 (8.19)

Rural 6.1 (1.40) 20.8 (3.06) 73.1 (2.75) 6.5 (2.84) 27.0 (5.61) 66.4 (5.21)

Minority enrollment

75 percent or more 6.2 (0.64) 26.0 (1.91) 67.8 (1.96) 6.7 (1.52) 24.2 (2.22) 69.1 (2.52)

Less than 75 percent 5.2 (0.66) 18.8 (1.12) 76.0 (1.27) 4.9 (0.74) 18.3 (1.41) 76.7 (1.49)

School characteristic

Asian Pacific Islander

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 2.3 (0.37) 19.4 (2.34) 78.3 (2.30) 6.4 (1.60) 17.4 (1.93) 76.1 (2.53)

Location

City 2.8 (0.73) 20.5 (4.85) 76.7 (4.74) 5.3 (2.49) 21.0 (4.32) 73.7 (5.14)

Suburban 2.0 (0.36) 19.0 (2.17) 79.0 (2.19) 7.8 (3.03) 17.5 (2.92) 74.7 (3.64)

Town 2.1 (1.07) 17.9 (3.17) 79.9 (3.15) 2.5 (0.87) 10.8 (2.83) 86.8 (2.92)

Rural 2.2 (0.94) 16.5 (3.64) 81.3 (3.90) 10.8 (5.06) 17.8 (6.32) 71.4 (8.26)

Minority enrollment

75 percent or more 2.5 (0.84) 22.8 (5.41) 74.7 (5.44) 6.0 (1.31) 22.3 (3.16) 71.7 (3.66)

Less than 75 percent 2.2 (0.33) 17.5 (1.46) 80.3 (1.45) 6.8 (2.80) 13.2 (2.75) 80.0 (3.89)

School characteristic

American Indian/Alaska Native Two or more races

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 2.6 (0.51) 20.9 (2.20) 76.5 (2.22) 4.6 (0.64) 18.8 (1.60) 76.6 (1.52)

Location

City 2.9 (1.02) 25.1 (5.08) 72.0 (5.27) 6.0 (1.34) 21.0 (3.72) 73.0 (3.68)

Suburban 1.8 (0.83) 21.3 (4.15) 76.9 (4.18) 3.8 (0.82) 17.6 (2.17) 78.5 (2.21)

Town 2.3 (1.02) 15.2 (2.58) 82.5 (3.00) 3.8 (1.51) 20.3 (3.87) 75.9 (3.82)

Rural 3.1 (0.89) 23.5 (4.31) 73.4 (4.33) 5.0 (1.57) 17.2 (2.80) 77.8 (3.15)

Minority enrollment

75 percent or more 3.6 (1.06) 19.6 (2.92) 76.7 (3.13) 5.4 (1.98) 19.0 (4.43) 75.6 (4.62)

Less than 75 percent 2.1 (0.59) 21.4 (2.88) 76.5 (2.92) 4.5 (0.69) 18.7 (1.61) 76.7 (1.48)

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked 

“Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to 

choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into 

the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.” 

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

Progress (NAEP), 2015 Reading Assessment.
B-56 Certification Status and Experience of U.S. Public School Teachers—Appendix B

TABLE B-39. Percentage of 8th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and 

state: 2015

(Standard errors in parentheses)

State

Years of experience of reading teacher

White

Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.4 (0.29) 19.2 (0.69) 76.4 (0.69) 3.5 (0.22) 17.2 (0.66) 79.3 (0.66)

Alabama 5.5 (2.06) 16.8 (2.57) 77.7 (3.34) 6.0 (2.70) 13.2 (2.52) 80.8 (3.70)

Alaska 5.0 (0.84) 19.7 (1.58) 75.4 (1.74) 5.6 (0.92) 14.0 (1.46) 80.4 (1.66)

Arizona 9.6 (2.37) 20.4 (2.87) 70.0 (3.37) 9.1 (2.71) 19.6 (3.04) 71.3 (3.91)

Arkansas 7.2 (1.57) 20.6 (2.43) 72.2 (3.23) 6.3 (1.72) 20.6 (2.45) 73.1 (3.23)

California 2.6 (0.85) 16.6 (2.66) 80.8 (2.81) 0.7 (0.60) 11.2 (3.58) 88.1 (3.59)

Colorado 9.0 (2.22) 21.0 (3.13) 70.0 (3.35) 7.1 (2.09) 21.0 (3.83) 71.9 (4.11)

Connecticut 5.0 (1.49) 20.9 (2.94) 74.1 (3.31) 3.9 (1.71) 17.8 (3.05) 78.2 (3.49)

Delaware 5.6 (0.40) 22.1 (0.73) 72.4 (0.82) 6.2 (0.71) 20.6 (1.02) 73.2 (1.23)

District of Columbia 4.4 (0.47) 34.2 (0.90) 61.4 (0.93) ‡ (†) ‡ (†) ‡ (†)

Florida 6.2 (1.78) 21.1 (2.47) 72.7 (3.14) 5.3 (1.88) 21.4 (3.27) 73.3 (3.90)

Georgia 3.8 (1.10) 15.5 (2.06) 80.7 (2.28) 2.3 (0.82) 13.6 (2.74) 84.1 (2.85)

Hawaii 7.5 (0.79) 21.4 (1.08) 71.1 (1.12) 4.6 (1.23) 19.7 (2.78) 75.7 (3.04)

Idaho 4.0 (0.74) 21.4 (1.88) 74.6 (1.78) 4.0 (0.90) 19.2 (1.84) 76.8 (1.70)

Illinois 3.8 (1.64) 12.7 (1.82) 83.5 (2.37) 4.7 (2.41) 8.9 (2.42) 86.4 (3.40)

Indiana 6.6 (1.78) 21.2 (3.26) 72.2 (3.58) 6.5 (2.02) 20.8 (3.33) 72.6 (3.87)

Iowa 5.6 (1.58) 17.5 (2.37) 76.9 (2.52) 6.5 (1.92) 17.3 (2.42) 76.3 (2.65)

Kansas 4.1 (1.02) 27.7 (3.18) 68.2 (3.32) 3.0 (0.70) 27.3 (3.85) 69.7 (3.88)

Kentucky 6.4 (1.28) 19.5 (2.52) 74.0 (2.79) 6.0 (1.37) 19.8 (2.70) 74.2 (2.98)

Louisiana 11.0 (3.11) 16.4 (2.88) 72.6 (3.64) 9.7 (3.36) 12.1 (2.75) 78.3 (3.93)

Maine 3.4 (0.75) 13.0 (1.52) 83.5 (1.72) 3.6 (0.79) 12.6 (1.46) 83.8 (1.68)

Maryland 5.4 (1.22) 11.4 (1.53) 83.3 (1.76) 3.3 (1.04) 7.6 (1.82) 89.1 (2.08)

Massachusetts 3.2 (1.28) 21.9 (2.71) 75.0 (3.03) 3.1 (1.44) 21.4 (2.96) 75.5 (3.40)

Michigan 0.1 (0.07) 18.2 (3.60) 81.7 (3.59) 0.1 (0.08) 17.5 (3.71) 82.4 (3.70)

Minnesota 4.1 (1.14) 18.8 (2.72) 77.1 (2.81) 2.6 (0.82) 16.5 (2.83) 80.9 (2.85)

Mississippi 10.9 (2.37) 24.2 (3.30) 64.9 (3.49) 8.8 (2.38) 20.6 (3.24) 70.5 (3.91)

Missouri 6.6 (1.74) 17.8 (2.87) 75.6 (3.08) 5.4 (1.51) 17.0 (3.02) 77.6 (3.20)

Montana 4.7 (0.72) 15.9 (1.30) 79.4 (1.38) 4.4 (0.66) 16.1 (1.43) 79.5 (1.49)

Nebraska 3.1 (0.72) 17.9 (2.05) 79.0 (2.17) 2.3 (0.89) 16.9 (2.41) 80.8 (2.62)

Nevada 6.7 (1.02) 20.0 (1.19) 73.3 (1.35) 3.7 (1.17) 13.0 (1.57) 83.3 (1.69)

New Hampshire 1.8 (0.42) 9.0 (1.45) 89.3 (1.51) 1.9 (0.47) 9.3 (1.60) 88.8 (1.68)

New Jersey 1.1 (0.46) 18.1 (3.01) 80.8 (3.12) 1.2 (0.64) 19.5 (3.96) 79.3 (4.08)

New Mexico 5.1 (1.24) 18.3 (1.48) 76.6 (1.94) 2.7 (1.36) 19.9 (2.50) 77.4 (2.76)

New York 0.7 (0.50) 16.8 (3.16) 82.5 (3.16) 0.1 (0.12) 14.0 (4.09) 85.9 (4.11)

North Carolina 3.9 (1.36) 25.0 (3.23) 71.0 (3.40) 1.7 (0.66) 21.9 (3.42) 76.4 (3.35)

North Dakota 8.3 (0.44) 24.8 (0.74) 66.9 (0.83) 8.4 (0.52) 25.6 (0.77) 66.0 (0.91)

Ohio 0.8 (0.38) 13.5 (2.01) 85.7 (2.02) 0.8 (0.46) 13.3 (2.21) 85.9 (2.25)

Oklahoma 1.2 (0.73) 19.4 (3.05) 79.4 (3.09) 0.9 (0.59) 18.5 (3.14) 80.7 (3.17)

Oregon 1.8 (0.83) 19.3 (2.95) 78.9 (2.86) 1.9 (0.93) 17.1 (3.00) 80.9 (2.85)

Pennsylvania 2.5 (1.43) 17.2 (2.84) 80.3 (2.90) 2.5 (1.79) 13.1 (2.81) 84.5 (2.85)

Rhode Island 0.9 (0.20) 15.7 (0.63) 83.4 (0.69) 1.0 (0.27) 14.0 (0.84) 85.0 (0.92)

South Carolina 4.9 (1.36) 17.8 (2.41) 77.3 (2.52) 3.2 (1.05) 17.3 (2.90) 79.5 (2.98)

South Dakota 4.0 (0.67) 21.2 (1.46) 74.8 (1.52) 3.7 (0.66) 20.9 (1.63) 75.3 (1.73)

Tennessee 7.2 (1.95) 15.2 (2.62) 77.6 (3.24) 6.1 (1.81) 14.1 (2.71) 79.8 (3.29)

Texas 5.9 (2.33) 25.3 (3.38) 68.8 (3.78) 4.1 (1.70) 22.1 (3.44) 73.8 (3.72)

Utah 6.2 (1.18) 28.4 (2.52) 65.4 (2.58) 6.2 (1.23) 28.2 (2.66) 65.6 (2.78)

Vermont 2.1 (0.22) 16.6 (0.62) 81.3 (0.63) 1.5 (0.18) 17.1 (0.63) 81.4 (0.62)

Virginia 4.7 (1.46) 19.4 (2.35) 75.9 (2.76) 3.4 (1.19) 16.1 (2.59) 80.5 (3.12)

Washington 6.0 (1.59) 20.6 (2.56) 73.4 (2.51) 3.9 (1.14) 20.5 (2.92) 75.6 (2.76)

West Virginia 4.4 (1.50) 22.0 (2.55) 73.6 (2.74) 4.5 (1.56) 21.7 (2.51) 73.8 (2.76)

Wisconsin 4.1 (1.23) 21.4 (3.23) 74.5 (3.36) 3.6 (1.17) 20.6 (3.44) 75.8 (3.61)

Wyoming 5.3 (0.55) 23.5 (0.72) 71.2 (0.86) 5.8 (0.63) 22.2 (0.79) 72.0 (0.94)

Department of Defense 

Dependents Schools # (†) 7.9 (0.53) 92.1 (0.53) # (†) 7.4 (1.02) 92.6 (1.02)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-57

TABLE B-39. Percentage of 8th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and 

state: 2015—Continued

(Standard errors in parentheses)

State

Black Hispanic

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 5.7 (0.47) 22.5 (1.18) 71.8 (1.16) 5.9 (0.86) 21.6 (1.48) 72.5 (1.60)

Alabama 4.3 (1.49) 22.6 (4.91) 73.1 (4.88) 8.4 (4.11) 21.1 (5.24) 70.5 (6.90)

Alaska ‡ (†) ‡ (†) ‡ (†) 5.2 (2.28) 13.7 (3.86) 81.1 (4.40)

Arizona 7.7 (3.67) 32.1 (8.35) 60.2 (7.62) 10.8 (3.38) 19.1 (4.05) 70.0 (4.66)

Arkansas 8.9 (2.83) 18.8 (5.41) 72.4 (6.28) 7.7 (2.59) 26.4 (4.80) 65.8 (4.92)

California 3.2 (1.50) 14.7 (4.59) 82.1 (4.66) 4.0 (1.28) 18.9 (2.94) 77.1 (3.28)

Colorado 4.8 (2.47) 19.0 (5.44) 76.2 (5.80) 13.1 (3.68) 20.9 (3.70) 66.0 (4.17)

Connecticut 5.9 (2.46) 25.4 (5.52) 68.6 (5.99) 8.9 (2.83) 29.6 (5.14) 61.5 (5.29)

Delaware 3.9 (0.76) 25.0 (1.51) 71.1 (1.66) 8.6 (1.51) 17.6 (2.61) 73.8 (2.82)

District of Columbia 3.7 (0.51) 33.7 (1.05) 62.5 (1.08) 10.5 (2.20) 36.3 (3.07) 53.3 (3.00)

Florida 8.3 (2.82) 21.5 (3.80) 70.2 (4.70) 5.6 (1.72) 20.1 (2.75) 74.4 (3.47)

Georgia 5.0 (1.65) 16.8 (2.46) 78.2 (3.01) 7.1 (2.68) 15.5 (3.20) 77.4 (3.55)

Hawaii ‡ (†) ‡ (†) ‡ (†) 12.1 (2.81) 23.9 (3.47) 64.0 (3.32)

Idaho ‡ (†) ‡ (†) ‡ (†) 4.7 (1.09) 32.6 (4.14) 62.6 (4.19)

Illinois 0.5 (0.44) 21.2 (2.90) 78.3 (2.87) 4.8 (2.04) 17.6 (3.25) 77.7 (3.52)

Indiana 4.5 (3.01) 27.1 (8.96) 68.3 (8.12) 9.9 (3.95) 16.6 (4.60) 73.6 (4.71)

Iowa 2.8 (1.70) 15.2 (4.07) 82.0 (4.07) 1.5 (0.94) 21.4 (6.00) 77.1 (6.22)

Kansas 5.4 (2.66) 27.4 (6.39) 67.2 (6.69) 5.7 (2.51) 31.8 (3.76) 62.4 (4.62)

Kentucky 8.7 (1.78) 14.2 (3.16) 77.1 (3.20) 8.7 (2.77) 24.1 (5.64) 67.2 (5.95)

Louisiana 11.9 (4.09) 20.8 (4.26) 67.3 (4.87) 14.1 (5.26) 18.1 (6.74) 67.8 (7.32)

Maine ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maryland 8.3 (2.13) 13.1 (1.99) 78.6 (2.46) 6.8 (2.40) 18.9 (3.26) 74.2 (3.24)

Massachusetts 2.3 (1.21) 27.1 (5.12) 70.6 (5.33) 4.8 (3.24) 21.4 (4.26) 73.7 (4.83)

Michigan 0.2 (0.04) 22.2 (7.27) 77.6 (7.28) # (†) 20.6 (6.82) 79.4 (6.82)

Minnesota 14.6 (6.27) 30.6 (9.38) 54.8 (9.48) 4.1 (1.61) 14.1 (4.61) 81.8 (4.45)

Mississippi 12.7 (3.76) 27.2 (5.41) 60.1 (4.90) ‡ (†) ‡ (†) ‡ (†)

Missouri 14.8 (6.78) 23.9 (7.63) 61.3 (9.04) 6.1 (2.71) 15.6 (4.46) 78.3 (4.78)

Montana ‡ (†) ‡ (†) ‡ (†) 7.6 (3.17) 10.9 (3.26) 81.4 (4.77)

Nebraska 4.9 (2.03) 23.3 (4.16) 71.8 (4.59) 6.1 (1.24) 20.4 (2.86) 73.6 (2.68)

Nevada 4.2 (1.50) 27.6 (5.06) 68.2 (5.11) 10.0 (1.65) 24.3 (1.68) 65.7 (1.98)

New Hampshire ‡ (†) ‡ (†) ‡ (†) 1.3 (1.27) 3.1 (2.34) 95.6 (2.72)

New Jersey 1.9 (1.26) 17.7 (3.96) 80.4 (4.38) 1.1 (0.65) 15.5 (4.22) 83.4 (4.26)

New Mexico ‡ (†) ‡ (†) ‡ (†) 6.8 (1.63) 18.4 (1.61) 74.8 (2.27)

New York 1.9 (1.89) 23.6 (7.80) 74.5 (7.39) 0.9 (0.52) 19.3 (2.78) 79.8 (2.80)

North Carolina 6.1 (2.25) 27.6 (3.84) 66.4 (4.35) 8.1 (2.92) 31.8 (5.15) 60.2 (5.34)

North Dakota ‡ (†) ‡ (†) ‡ (†) 10.2 (2.94) 29.1 (4.54) 60.7 (4.87)

Ohio 0.9 (0.72) 18.8 (5.80) 80.3 (5.56) 1.5 (1.64) 8.1 (4.35) 90.4 (5.06)

Oklahoma 2.4 (2.22) 21.3 (5.76) 76.3 (6.76) 0.8 (0.75) 14.6 (3.32) 84.6 (3.49)

Oregon ‡ (†) ‡ (†) ‡ (†) 1.7 (1.05) 23.3 (4.65) 75.0 (4.69)

Pennsylvania 2.4 (1.59) 34.6 (9.21) 63.0 (9.35) 1.2 (0.85) 14.2 (2.98) 84.6 (3.24)

Rhode Island 0.8 (0.74) 16.6 (2.84) 82.6 (2.88) 0.3 (0.26) 21.2 (1.72) 78.5 (1.73)

South Carolina 7.8 (2.90) 18.2 (3.18) 74.0 (3.13) 4.1 (1.80) 25.7 (4.67) 70.2 (4.79)

South Dakota ‡ (†) ‡ (†) ‡ (†) 4.2 (2.57) 21.7 (4.33) 74.0 (4.01)

Tennessee 9.2 (4.81) 17.9 (6.73) 72.9 (8.26) 11.6 (5.45) 17.9 (5.62) 70.4 (7.47)

Texas 6.3 (1.80) 26.2 (6.50) 67.5 (6.32) 7.4 (3.46) 26.8 (4.63) 65.8 (5.18)

Utah ‡ (†) ‡ (†) ‡ (†) 7.0 (1.83) 31.0 (4.26) 62.0 (3.96)

Vermont ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Virginia 5.0 (2.30) 28.5 (4.56) 66.5 (4.97) 7.8 (2.80) 21.6 (3.93) 70.6 (3.05)

Washington 12.2 (5.59) 28.8 (7.85) 59.1 (8.35) 7.1 (3.04) 19.2 (4.06) 73.7 (3.86)

West Virginia 2.4 (2.43) 25.5 (6.49) 72.1 (6.76) ‡ (†) ‡ (†) ‡ (†)

Wisconsin 6.4 (4.07) 25.2 (7.86) 68.4 (8.33) 7.7 (3.65) 23.5 (5.72) 68.8 (5.81)

Wyoming ‡ (†) ‡ (†) ‡ (†) 4.4 (1.39) 28.0 (2.93) 67.6 (2.70)

Department of Defense 

Dependents Schools # (†) 9.5 (1.79) 90.5 (1.79) # (†) 8.0 (1.74) 92.0 (1.74)

See notes at end of table.
B-58 Certification Status and Experience of U.S. Public School Teachers—Appendix B

TABLE B-39. Percentage of 8th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and 

state: 2015—Continued

(Standard errors in parentheses)

State

Asian Pacific Islander

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 2.3 (0.37) 19.4 (2.34) 78.3 (2.30) 6.4 (1.60) 17.4 (1.93) 76.1 (2.53)

Alabama ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Alaska 0.9 (0.90) 30.7 (3.82) 68.4 (3.84) ‡ (†) ‡ (†) ‡ (†)

Arizona ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Arkansas ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

California 0.7 (0.65) 20.0 (6.76) 79.3 (6.77) ‡ (†) ‡ (†) ‡ (†)

Colorado 3.4 (2.47) 21.8 (7.41) 74.8 (7.64) ‡ (†) ‡ (†) ‡ (†)

Connecticut 3.6 (2.04) 14.9 (4.29) 81.5 (4.44) ‡ (†) ‡ (†) ‡ (†)

Delaware 2.6 (1.78) 20.3 (4.17) 77.1 (4.43) ‡ (†) ‡ (†) ‡ (†)

District of Columbia ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Florida 6.1 (4.15) 29.9 (8.46) 63.9 (8.05) ‡ (†) ‡ (†) ‡ (†)

Georgia 1.3 (1.25) 20.5 (6.11) 78.3 (6.17) ‡ (†) ‡ (†) ‡ (†)

Hawaii 6.1 (0.84) 17.7 (1.33) 76.2 (1.33) 7.8 (1.59) 24.0 (2.37) 68.2 (2.52)

Idaho ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Illinois # (†) 9.5 (3.64) 90.5 (3.64) ‡ (†) ‡ (†) ‡ (†)

Indiana ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Iowa ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Kansas ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Kentucky 7.7 (3.25) 24.7 (5.94) 67.6 (6.48) ‡ (†) ‡ (†) ‡ (†)

Louisiana ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maine ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maryland 2.2 (1.98) 13.8 (5.31) 84.0 (5.56) ‡ (†) ‡ (†) ‡ (†)

Massachusetts 0.8 (0.83) 22.1 (4.66) 77.1 (4.94) ‡ (†) ‡ (†) ‡ (†)

Michigan 1.4 (1.39) 14.2 (5.87) 84.4 (6.06) ‡ (†) ‡ (†) ‡ (†)

Minnesota 3.2 (1.48) 30.4 (4.72) 66.4 (5.17) ‡ (†) ‡ (†) ‡ (†)

Mississippi ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Missouri ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Montana ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Nebraska ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Nevada 6.1 (2.07) 18.1 (3.32) 75.8 (3.26) ‡ (†) ‡ (†) ‡ (†)

New Hampshire # (†) 10.0 (4.10) 90.0 (4.10) ‡ (†) ‡ (†) ‡ (†)

New Jersey # (†) 16.0 (3.86) 84.0 (3.86) ‡ (†) ‡ (†) ‡ (†)

New Mexico ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New York 0.7 (0.65) 13.8 (3.48) 85.5 (3.55) ‡ (†) ‡ (†) ‡ (†)

North Carolina 8.3 (4.64) 22.5 (6.67) 69.2 (8.37) ‡ (†) ‡ (†) ‡ (†)

North Dakota ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Ohio ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Oklahoma ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Oregon # (†) 24.8 (5.31) 75.2 (5.31) ‡ (†) ‡ (†) ‡ (†)

Pennsylvania 6.6 (4.19) 22.1 (8.40) 71.3 (8.69) ‡ (†) ‡ (†) ‡ (†)

Rhode Island ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

South Carolina ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

South Dakota ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Tennessee ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Texas 0.1 (0.04) 28.6 (6.06) 71.3 (6.06) ‡ (†) ‡ (†) ‡ (†)

Utah ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Vermont ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Virginia 6.2 (2.77) 13.2 (3.92) 80.6 (4.68) ‡ (†) ‡ (†) ‡ (†)

Washington 10.7 (4.61) 22.6 (5.17) 66.7 (5.54) ‡ (†) ‡ (†) ‡ (†)

West Virginia ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Wisconsin ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Wyoming ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Department of Defense 

Dependents Schools ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-59

TABLE B-39. Percentage of 8th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and 

state: 2015—Continued

(Standard errors in parentheses)

State

American Indian/Alaska Native Two or more races

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 2.6 (0.51) 20.9 (2.20) 76.5 (2.22) 4.6 (0.64) 18.8 (1.60) 76.6 (1.52)

Alabama ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Alaska 6.1 (2.48) 27.9 (4.50) 66.0 (5.00) 3.7 (1.65) 18.7 (3.68) 77.6 (3.81)

Arizona 3.6 (2.47) 23.8 (6.53) 72.6 (7.28) ‡ (†) ‡ (†) ‡ (†)

Arkansas ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

California ‡ (†) ‡ (†) ‡ (†) 3.2 (3.16) 18.4 (12.62) 78.4 (12.43)

Colorado ‡ (†) ‡ (†) ‡ (†) 10.1 (5.32) 23.6 (6.79) 66.2 (7.91)

Connecticut ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Delaware ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

District of Columbia ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Florida ‡ (†) ‡ (†) ‡ (†) 7.8 (6.13) 15.2 (6.35) 77.0 (8.00)

Georgia ‡ (†) ‡ (†) ‡ (†) 1.9 (1.84) 22.0 (6.89) 76.1 (6.16)

Hawaii ‡ (†) ‡ (†) ‡ (†) 13.4 (2.45) 24.0 (3.32) 62.6 (3.25)

Idaho ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Illinois ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Indiana ‡ (†) ‡ (†) ‡ (†) 4.8 (2.38) 19.8 (5.36) 75.4 (5.82)

Iowa ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Kansas ‡ (†) ‡ (†) ‡ (†) 8.5 (3.47) 23.0 (4.59) 68.5 (5.58)

Kentucky ‡ (†) ‡ (†) ‡ (†) 8.9 (3.57) 21.2 (6.40) 69.9 (7.00)

Louisiana ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maine ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maryland ‡ (†) ‡ (†) ‡ (†) 7.0 (4.11) 14.9 (4.87) 78.0 (5.82)

Massachusetts ‡ (†) ‡ (†) ‡ (†) 5.5 (4.19) 17.4 (5.89) 77.1 (6.13)

Michigan ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Minnesota 8.9 (5.95) 20.8 (7.57) 70.3 (8.27) ‡ (†) ‡ (†) ‡ (†)

Mississippi ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Missouri ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Montana 5.4 (3.35) 18.2 (3.32) 76.4 (4.22) ‡ (†) ‡ (†) ‡ (†)

Nebraska ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Nevada ‡ (†) ‡ (†) ‡ (†) 4.8 (2.43) 20.0 (4.11) 75.2 (4.51)

New Hampshire ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New Jersey ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New Mexico 2.1 (0.96) 13.2 (4.59) 84.7 (4.64) ‡ (†) ‡ (†) ‡ (†)

New York ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

North Carolina 4.2 (3.00) 24.2 (9.45) 71.6 (9.59) 0.5 (0.33) 26.6 (7.15) 72.9 (7.26)

North Dakota 7.7 (1.95) 9.8 (2.41) 82.5 (2.97) ‡ (†) ‡ (†) ‡ (†)

Ohio ‡ (†) ‡ (†) ‡ (†) # (†) 8.7 (3.33) 91.3 (3.33)

Oklahoma 1.4 (0.82) 23.0 (5.87) 75.6 (5.83) 2.1 (1.87) 21.6 (5.74) 76.3 (5.68)

Oregon ‡ (†) ‡ (†) ‡ (†) 2.3 (1.67) 23.3 (5.39) 74.4 (5.53)

Pennsylvania ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Rhode Island ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

South Carolina ‡ (†) ‡ (†) ‡ (†) 4.8 (3.25) 11.1 (4.16) 84.1 (5.45)

South Dakota 6.6 (2.38) 22.4 (3.68) 71.1 (4.26) ‡ (†) ‡ (†) ‡ (†)

Tennessee ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Texas ‡ (†) ‡ (†) ‡ (†) 3.0 (2.69) 31.9 (9.52) 65.2 (9.50)

Utah ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Vermont ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Virginia ‡ (†) ‡ (†) ‡ (†) 8.1 (3.56) 20.3 (4.79) 71.6 (5.65)

Washington 3.0 (3.12) 17.6 (6.06) 79.4 (6.65) 10.3 (4.46) 17.0 (4.38) 72.8 (5.87)

West Virginia ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Wisconsin ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Wyoming ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Department of Defense 

Dependents Schools ‡ (†) ‡ (†) ‡ (†) # (†) 5.9 (1.81) 94.1 (1.81)

† Not applicable.

# Rounds to zero.

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

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked 

“Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to 

choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into 

the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.” 

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

Progress (NAEP), 2015 Reading Assessment.
B-60 Certification Status and Experience of U.S. Public School Teachers—Appendix B

TABLE B-40. Percentage of 8th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and 

jurisdiction: 2015

(Standard errors in parentheses)

Jurisdiction

White

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.4 (0.29) 19.2 (0.69) 76.4 (0.69) 3.5 (0.22) 17.2 (0.66) 79.3 (0.66)

Large city 6.6 (1.52) 21.7 (1.62) 71.7 (2.16) 5.8 (1.29) 16.1 (2.34) 78.2 (2.71)

Albuquerque 5.9 (1.25) 18.4 (1.49) 75.7 (1.83) 1.6 (0.89) 16.1 (2.52) 82.3 (2.67)

Atlanta # (†) 8.6 (0.61) 91.4 (0.61) # (†) 3.9 (1.72) 96.1 (1.72)

Austin 4.5 (0.42) 38.4 (0.95) 57.1 (1.02) 1.2 (0.64) 29.0 (2.61) 69.8 (2.62)

Baltimore City 9.8 (3.30) 25.1 (4.12) 65.1 (5.16) ‡ (†) ‡ (†) ‡ (†)

Boston 1.1 (0.36) 21.4 (0.96) 77.5 (0.88) 0.8 (0.78) 4.8 (1.73) 94.4 (1.92)

Charlotte 7.4 (0.96) 31.5 (1.80) 61.0 (2.15) 0.7 (0.52) 32.8 (2.51) 66.5 (2.65)

Chicago 1.8 (1.31) 29.0 (4.11) 69.2 (4.25) 1.0 (0.97) 15.9 (7.35) 83.2 (7.38)

Cleveland 1.9 (0.37) 1.2 (0.27) 97.0 (0.45) # (†) # (†) 100.01 (†)

Dallas 11.2 (1.20) 47.0 (2.36) 41.8 (2.04) ‡ (†) ‡ (†) ‡ (†)

Detroit 1.4 (0.26) 9.1 (0.50) 89.5 (0.58) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 

(DCPS) 6.6 (0.97) 32.3 (1.45) 61.1 (1.57) ‡ (†) ‡ (†) ‡ (†)

Fresno 9.6 (1.65) 18.0 (1.66) 72.4 (1.50) ‡ (†) ‡ (†) ‡ (†)

Hillsborough County (FL) 4.4 (2.67) 13.2 (2.54) 82.4 (1.94) 1.7 (1.78) 12.1 (2.32) 86.2 (3.10)

Houston 11.2 (1.37) 23.6 (1.60) 65.2 (2.09) 5.2 (2.52) 19.8 (4.06) 74.9 (3.62)

Jefferson County (KY) 10.3 (1.09) 9.8 (0.89) 79.9 (1.61) 7.6 (1.15) 10.1 (1.28) 82.4 (1.61)

Los Angeles 4.3 (1.19) 8.5 (2.89) 87.2 (2.90) 2.9 (2.31) 4.9 (4.73) 92.2 (4.85)

Miami-Dade 0.3 (0.26) 10.1 (3.05) 89.6 (3.05) # (†) 8.5 (4.26) 91.5 (4.26)

New York City 0.5 (0.42) 19.5 (2.54) 79.9 (2.62) # (†) 12.5 (3.99) 87.5 (3.99)

Philadelphia 3.7 (3.07) 13.0 (5.07) 83.4 (5.68) # (†) 0.7 (0.68) 99.3 (0.68)

San Diego 1.1 (0.49) 8.7 (1.86) 90.2 (2.04) # (†) 7.4 (1.58) 92.6 (1.58)

Duval County (FL) 6.0 (1.64) 20.5 (3.23) 73.4 (2.80) 4.2 (1.15) 14.9 (4.31) 80.9 (3.92)

Jurisdiction

Black Hispanic

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 5.7 (0.47) 22.5 (1.18) 71.8 (1.16) 5.9 (0.86) 21.6 (1.48) 72.5 (1.60)

Large city 5.7 (0.89) 24.9 (2.62) 69.3 (2.53) 8.8 (2.92) 23.8 (2.18) 67.4 (3.24)

Albuquerque ‡ (†) ‡ (†) ‡ (†) 7.4 (1.80) 18.5 (1.75) 74.0 (2.21)

Atlanta # (†) 9.0 (0.64) 91.0 (0.64) # (†) 13.5 (3.62) 86.5 (3.62)

Austin 6.9 (2.26) 45.3 (5.85) 47.8 (5.87) 5.5 (0.79) 43.9 (1.66) 50.6 (1.66)

Baltimore City 10.9 (3.78) 25.6 (4.28) 63.5 (5.43) 7.6 (5.24) 22.1 (6.26) 70.3 (8.08)

Boston 1.2 (0.66) 30.7 (2.50) 68.1 (2.47) 1.1 (0.61) 22.4 (2.21) 76.6 (2.25)

Charlotte 11.6 (1.87) 32.6 (2.79) 55.8 (3.36) 12.0 (2.42) 27.2 (3.69) 60.7 (4.30)

Chicago 0.2 (0.20) 30.9 (4.73) 68.9 (4.74) 3.5 (2.63) 30.2 (6.43) 66.3 (6.70)

Cleveland 2.7 (0.65) 1.9 (0.45) 95.4 (0.78) # (†) # (†) 100.01 (†)

Dallas 8.2 (2.10) 38.4 (4.00) 53.4 (3.86) 12.0 (1.39) 51.2 (2.75) 36.8 (2.37)

Detroit 1.7 (0.32) 10.9 (0.66) 87.4 (0.75) # (†) 0.8 (0.79) 99.2 (0.79)

District of Columbia 

(DCPS) 4.5 (1.02) 33.4 (1.62) 62.0 (1.65) 21.2 (4.40) 26.0 (4.56) 52.8 (4.61)

Fresno ‡ (†) ‡ (†) ‡ (†) 10.9 (2.01) 17.3 (2.41) 71.8 (2.64)

Hillsborough County (FL) 9.7 (7.01) 17.7 (5.14) 72.6 (4.56) 3.8 (2.42) 11.9 (3.18) 84.3 (2.99)

Houston 15.1 (3.56) 28.1 (4.20) 56.8 (4.78) 11.2 (1.23) 23.8 (1.62) 65.0 (1.92)

Jefferson County (KY) 13.5 (2.08) 8.6 (1.72) 77.9 (2.83) 14.9 (3.61) 13.5 (4.10) 71.6 (5.39)

Los Angeles 6.9 (3.70) 1.4 (1.42) 91.6 (3.91) 4.5 (1.14) 9.3 (3.17) 86.1 (3.16)

Miami-Dade 1.6 (1.12) 11.0 (4.37) 87.4 (4.32) # (†) 10.2 (3.39) 89.8 (3.39)

New York City # (†) 15.4 (3.74) 84.6 (3.74) 0.9 (0.70) 30.3 (4.76) 68.7 (4.76)

Philadelphia 7.2 (6.02) 14.6 (6.55) 78.2 (8.25) # (†) 24.8 (11.85) 75.2 (11.85)

San Diego # (†) 7.2 (4.63) 92.8 (4.63) 2.1 (1.01) 11.8 (3.18) 86.1 (3.52)

Duval County (FL) 8.7 (3.31) 27.9 (4.32) 63.4 (3.02) 2.2 (1.49) 19.3 (4.80) 78.5 (4.86)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-61

TABLE B-40. Percentage of 8th-grade public school students, by years of experience of their reading teacher, race/ethnicity, and 

jurisdiction: 2015—Continued

(Standard errors in parentheses)

Jurisdiction

Asian Pacific Islander

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 2.3 (0.37) 19.4 (2.34) 78.3 (2.30) 6.4 (1.60) 17.4 (1.93) 76.1 (2.53)

Large city 1.6 (0.46) 15.0 (2.76) 83.5 (2.99) 3.1 (1.05) 15.3 (3.31) 81.6 (3.85)

Albuquerque ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Atlanta ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Austin ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Baltimore City ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Boston 1.3 (1.25) 15.5 (3.61) 83.2 (3.78) ‡ (†) ‡ (†) ‡ (†)

Charlotte ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Chicago ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Cleveland ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Dallas ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Detroit ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 

(DCPS) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Fresno 4.4 (2.53) 19.9 (5.70) 75.7 (6.02) ‡ (†) ‡ (†) ‡ (†)

Hillsborough County (FL) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Houston ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Jefferson County (KY) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Los Angeles ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Miami-Dade ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New York City 1.0 (1.00) 11.5 (2.32) 87.5 (2.50) ‡ (†) ‡ (†) ‡ (†)

Philadelphia ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

San Diego 0.7 (0.64) 5.2 (2.04) 94.2 (2.21) ‡ (†) ‡ (†) ‡ (†)

Duval County (FL) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Jurisdiction

American Indian/Alaska Native Two or more races

Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 2.6 (0.51) 20.9 (2.20) 76.5 (2.22) 4.6 (0.64) 18.8 (1.60) 76.6 (1.52)

Large city 4.1 (1.60) 27.3 (6.73) 68.6 (6.91) 3.8 (1.23) 21.9 (6.60) 74.3 (6.64)

Albuquerque ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Atlanta ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Austin ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Baltimore City ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Boston ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Charlotte ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Chicago ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Cleveland ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Dallas ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Detroit ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 

(DCPS) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Fresno ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Hillsborough County (FL) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Houston ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Jefferson County (KY) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Los Angeles ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Miami-Dade ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New York City ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Philadelphia ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

San Diego ‡ (†) ‡ (†) ‡ (†) 1.2 (1.16) 6.1 (2.77) 92.7 (3.07)

Duval County (FL) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

† Not applicable.

# Rounds to zero.

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

1

 Rounds to 100 percent.

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked 

“Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to 

choose from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into 

the categories: “Less than 1 year experience,” “1–5 years,” and “More than 5 years.” 

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

Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-62

TABLE B-41. Percentage of 8th-grade public school students, by years of experience of their reading teacher, disability status, and selected school characteristics: 2015

(Standard errors in parentheses)

School characteristic

With a disability Without a disability

Years of experience of reading teacher Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.4 (0.29) 19.2 (0.69) 76.4 (0.69) 4.1 (0.38) 20.2 (0.80) 75.7 (0.76) 4.4 (0.30) 19.1 (0.71) 76.5 (0.71)

Location

City 5.9 (0.91) 22.1 (1.38) 72.0 (1.61) 5.0 (0.58) 24.7 (1.66) 70.3 (1.63) 6.1 (0.99) 21.7 (1.42) 72.2 (1.70)

Suburban 3.5 (0.34) 16.8 (0.95) 79.7 (0.94) 3.2 (0.48) 17.3 (1.09) 79.5 (1.07) 3.5 (0.36) 16.8 (0.99) 79.7 (0.97)

Town 3.9 (0.65) 19.8 (2.08) 76.3 (2.09) 4.2 (1.00) 17.7 (2.60) 78.1 (2.11) 3.8 (0.68) 20.1 (2.14) 76.1 (2.18)

Rural 4.4 (0.70) 19.6 (1.15) 76.0 (1.29) 4.4 (1.12) 20.8 (1.85) 74.8 (1.76) 4.3 (0.67) 19.4 (1.14) 76.2 (1.31)

Minority enrollment

75 percent or more 6.2 (0.97) 24.1 (1.58) 69.7 (1.76) 5.7 (0.88) 27.2 (2.04) 67.1 (2.06) 6.2 (1.04) 23.7 (1.62) 70.0 (1.81)

Less than 75 percent 3.8 (0.30) 17.5 (0.69) 78.7 (0.69) 3.6 (0.43) 17.9 (0.81) 78.5 (0.86) 3.8 (0.30) 17.4 (0.70) 78.8 (0.71)

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.

TABLE B-42. Percentage of 8th-grade public school students, by years of experience of their reading teacher, disability status, and state: 2015

(Standard errors in parentheses)

State

With a disability Without a disability

Years of experience of reading teacher Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.4 (0.29) 19.2 (0.69) 76.4 (0.69) 4.1 (0.38) 20.2 (0.80) 75.7 (0.76) 4.4 (0.30) 19.1 (0.71) 76.5 (0.71)

Alabama 5.5 (2.06) 16.8 (2.57) 77.7 (3.34) 6.3 (2.89) 18.4 (4.25) 75.3 (4.52) 5.5 (2.07) 16.6 (2.55) 77.9 (3.34)

Alaska 5.0 (0.84) 19.7 (1.58) 75.4 (1.74) 5.7 (1.93) 11.9 (2.90) 82.4 (3.11) 4.7 (0.84) 20.9 (1.71) 74.4 (1.84)

Arizona 9.6 (2.37) 20.4 (2.87) 70.0 (3.37) 8.5 (3.41) 22.1 (4.53) 69.4 (4.09) 9.7 (2.44) 20.2 (2.88) 70.1 (3.53)

Arkansas 7.2 (1.57) 20.6 (2.43) 72.2 (3.23) 4.7 (2.15) 16.7 (3.50) 78.6 (5.13) 7.5 (1.63) 21.0 (2.48) 71.4 (3.19)

California 2.6 (0.85) 16.6 (2.66) 80.8 (2.81) 3.4 (1.41) 18.8 (4.07) 77.9 (3.86) 2.5 (0.90) 16.5 (2.70) 81.0 (2.85)

Colorado 9.0 (2.22) 21.0 (3.13) 70.0 (3.35) 11.3 (3.28) 16.8 (4.91) 71.9 (5.25) 8.8 (2.20) 21.4 (3.15) 69.8 (3.39)

Connecticut 5.0 (1.49) 20.9 (2.94) 74.1 (3.31) 3.1 (1.35) 24.7 (4.34) 72.2 (4.53) 5.4 (1.59) 20.2 (2.84) 74.4 (3.26)

Delaware 5.6 (0.40) 22.1 (0.73) 72.4 (0.82) 6.1 (1.16) 24.7 (2.53) 69.2 (2.79) 5.5 (0.46) 21.6 (0.85) 72.9 (0.94)

District of Columbia 4.4 (0.47) 34.2 (0.90) 61.4 (0.93) 8.2 (2.12) 28.0 (3.50) 63.8 (3.99) 3.5 (0.43) 35.7 (1.04) 60.7 (1.04)

Florida 6.2 (1.78) 21.1 (2.47) 72.7 (3.14) 3.2 (1.02) 24.6 (5.68) 72.2 (5.50) 6.6 (1.94) 20.6 (2.38) 72.8 (3.23)

Georgia 3.8 (1.10) 15.5 (2.06) 80.7 (2.28) 3.6 (1.91) 15.1 (3.94) 81.3 (4.23) 3.9 (1.12) 15.5 (1.98) 80.6 (2.22)

Hawaii 7.5 (0.79) 21.4 (1.08) 71.1 (1.12) 7.6 (2.23) 34.5 (3.85) 57.9 (4.11) 7.5 (0.76) 20.1 (1.14) 72.4 (1.10)

Idaho 4.0 (0.74) 21.4 (1.88) 74.6 (1.78) 4.7 (1.60) 10.0 (2.69) 85.3 (3.00) 3.9 (0.78) 22.6 (1.89) 73.5 (1.80)

Illinois 3.8 (1.64) 12.7 (1.82) 83.5 (2.37) 2.1 (1.53) 18.8 (2.56) 79.1 (2.83) 4.0 (1.75) 11.9 (1.87) 84.0 (2.44)

Indiana 6.6 (1.78) 21.2 (3.26) 72.2 (3.58) 5.7 (2.34) 20.3 (4.16) 74.0 (5.14) 6.7 (1.77) 21.4 (3.34) 71.9 (3.56)

Iowa 5.6 (1.58) 17.5 (2.37) 76.9 (2.52) 5.5 (2.22) 18.2 (3.73) 76.3 (3.85) 5.6 (1.53) 17.5 (2.48) 77.0 (2.65)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-63

TABLE B-42. Percentage of 8th-grade public school students, by years of experience of their reading teacher, disability status, and state: 2015—Continued

(Standard errors in parentheses)

State

With a disability Without a disability

Years of experience of reading teacher Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Kansas 4.1 (1.02) 27.7 (3.18) 68.2 (3.32) 2.0 (0.90) 29.5 (4.63) 68.4 (4.69) 4.4 (1.14) 27.5 (3.17) 68.2 (3.33)

Kentucky 6.4 (1.28) 19.5 (2.52) 74.0 (2.79) 9.6 (2.13) 15.5 (2.50) 74.9 (3.04) 6.1 (1.29) 20.0 (2.64) 73.9 (2.90)

Louisiana 11.0 (3.11) 16.4 (2.88) 72.6 (3.64) 12.6 (3.82) 13.7 (2.97) 73.7 (4.35) 10.7 (3.06) 16.9 (3.07) 72.4 (3.72)

Maine 3.4 (0.75) 13.0 (1.52) 83.5 (1.72) 4.9 (1.73) 13.7 (1.96) 81.4 (2.51) 3.2 (0.70) 12.9 (1.69) 83.9 (1.87)

Maryland 5.4 (1.22) 11.4 (1.53) 83.3 (1.76) 4.3 (2.06) 10.9 (2.20) 84.8 (2.89) 5.5 (1.24) 11.4 (1.55) 83.1 (1.79)

Massachusetts 3.2 (1.28) 21.9 (2.71) 75.0 (3.03) 3.4 (1.65) 23.1 (3.27) 73.5 (3.55) 3.1 (1.30) 21.6 (2.77) 75.3 (3.07)

Michigan 0.1 (0.07) 18.2 (3.60) 81.7 (3.59) 0.1 (0.04) 18.3 (4.55) 81.6 (4.55) 0.1 (0.08) 18.2 (3.68) 81.7 (3.68)

Minnesota 4.1 (1.14) 18.8 (2.72) 77.1 (2.81) 1.7 (0.93) 16.6 (3.30) 81.7 (3.23) 4.4 (1.23) 19.1 (2.81) 76.5 (2.94)

Mississippi 10.9 (2.37) 24.2 (3.30) 64.9 (3.49) 15.0 (4.62) 25.0 (4.67) 60.0 (6.10) 10.4 (2.28) 24.2 (3.32) 65.4 (3.44)

Missouri 6.6 (1.74) 17.8 (2.87) 75.6 (3.08) 4.1 (1.87) 23.7 (3.67) 72.2 (3.45) 6.9 (1.81) 17.0 (2.97) 76.0 (3.24)

Montana 4.7 (0.72) 15.9 (1.30) 79.4 (1.38) 5.1 (1.70) 14.2 (2.34) 80.7 (2.61) 4.7 (0.77) 16.1 (1.41) 79.2 (1.51)

Nebraska 3.1 (0.72) 17.9 (2.05) 79.0 (2.17) 1.8 (1.00) 18.3 (2.90) 79.9 (3.17) 3.3 (0.76) 17.9 (2.11) 78.9 (2.23)

Nevada 6.7 (1.02) 20.0 (1.19) 73.3 (1.35) 4.3 (1.69) 22.7 (2.83) 73.0 (3.24) 6.9 (1.09) 19.7 (1.22) 73.4 (1.33)

New Hampshire 1.8 (0.42) 9.0 (1.45) 89.3 (1.51) 1.9 (0.81) 6.6 (1.54) 91.5 (1.70) 1.8 (0.43) 9.4 (1.61) 88.8 (1.66)

New Jersey 1.1 (0.46) 18.1 (3.01) 80.8 (3.12) 1.0 (0.68) 13.5 (2.88) 85.5 (2.97) 1.1 (0.54) 19.0 (3.30) 79.8 (3.43)

New Mexico 5.1 (1.24) 18.3 (1.48) 76.6 (1.94) 4.6 (1.74) 20.7 (3.19) 74.7 (3.75) 5.2 (1.27) 18.0 (1.49) 76.8 (1.97)

New York 0.7 (0.50) 16.8 (3.16) 82.5 (3.16) 0.6 (0.45) 22.4 (4.37) 76.9 (4.42) 0.7 (0.58) 15.8 (3.11) 83.5 (3.12)

North Carolina 3.9 (1.36) 25.0 (3.23) 71.0 (3.40) 6.2 (2.68) 24.8 (4.72) 69.0 (4.91) 3.6 (1.22) 25.1 (3.29) 71.4 (3.41)

North Dakota 8.3 (0.44) 24.8 (0.74) 66.9 (0.83) 5.7 (1.44) 16.3 (2.73) 78.0 (3.09) 8.7 (0.51) 26.0 (0.77) 65.3 (0.87)

Ohio 0.8 (0.38) 13.5 (2.01) 85.7 (2.02) 1.9 (1.06) 14.3 (3.03) 83.8 (2.78) 0.6 (0.37) 13.4 (1.99) 86.0 (2.01)

Oklahoma 1.2 (0.73) 19.4 (3.05) 79.4 (3.09) 1.1 (0.84) 22.8 (4.00) 76.1 (3.93) 1.2 (0.76) 18.8 (3.04) 80.0 (3.11)

Oregon 1.8 (0.83) 19.3 (2.95) 78.9 (2.86) 1.2 (0.91) 22.4 (4.59) 76.4 (4.47) 1.8 (0.84) 18.8 (2.85) 79.4 (2.78)

Pennsylvania 2.5 (1.43) 17.2 (2.84) 80.3 (2.90) 2.4 (1.48) 18.5 (3.14) 79.2 (3.12) 2.6 (1.45) 16.9 (2.94) 80.5 (3.03)

Rhode Island 0.9 (0.20) 15.7 (0.63) 83.4 (0.69) 0.7 (0.51) 15.6 (2.21) 83.7 (2.24) 1.0 (0.22) 15.7 (0.71) 83.3 (0.74)

South Carolina 4.9 (1.36) 17.8 (2.41) 77.3 (2.52) 1.7 (0.64) 18.5 (3.87) 79.8 (3.84) 5.3 (1.52) 17.7 (2.43) 77.0 (2.63)

South Dakota 4.0 (0.67) 21.2 (1.46) 74.8 (1.52) 4.0 (1.41) 21.1 (3.13) 74.9 (3.90) 4.0 (0.69) 21.2 (1.51) 74.8 (1.50)

Tennessee 7.2 (1.95) 15.2 (2.62) 77.6 (3.24) 5.7 (2.00) 18.2 (3.01) 76.1 (3.36) 7.4 (2.08) 14.8 (2.72) 77.8 (3.39)

Texas 5.9 (2.33) 25.3 (3.38) 68.8 (3.78) 6.8 (2.41) 26.2 (4.74) 67.0 (4.17) 5.8 (2.41) 25.2 (3.42) 69.0 (3.91)

Utah 6.2 (1.18) 28.4 (2.52) 65.4 (2.58) 8.4 (2.52) 26.9 (4.45) 64.7 (4.42) 6.0 (1.26) 28.5 (2.50) 65.5 (2.64)

Vermont 2.1 (0.22) 16.6 (0.62) 81.3 (0.63) 1.1 (0.60) 17.5 (1.95) 81.5 (2.07) 2.3 (0.30) 16.4 (0.71) 81.3 (0.75)

Virginia 4.7 (1.46) 19.4 (2.35) 75.9 (2.76) 4.3 (2.26) 18.5 (2.43) 77.2 (2.95) 4.7 (1.47) 19.6 (2.54) 75.7 (2.93)

Washington 6.0 (1.59) 20.6 (2.56) 73.4 (2.51) 5.1 (1.74) 23.0 (3.74) 71.9 (3.41) 6.1 (1.64) 20.3 (2.76) 73.6 (2.75)

West Virginia 4.4 (1.50) 22.0 (2.55) 73.6 (2.74) 5.8 (2.01) 20.0 (3.89) 74.2 (3.86) 4.2 (1.57) 22.3 (2.64) 73.5 (2.84)

Wisconsin 4.1 (1.23) 21.4 (3.23) 74.5 (3.36) 2.9 (1.59) 21.9 (3.51) 75.3 (3.83) 4.3 (1.26) 21.4 (3.43) 74.4 (3.54)

Wyoming 5.3 (0.55) 23.5 (0.72) 71.2 (0.86) 1.9 (0.87) 20.8 (2.75) 77.4 (2.87) 5.8 (0.60) 23.9 (0.79) 70.3 (0.95)

Department of 

Defense Dependents Schools # (†) 7.9 (0.53) 92.1 (0.53) # (†) 5.9 (2.20) 94.1 (2.20) # (†) 8.1 (0.59) 91.9 (0.59)

† Not applicable. 

# Rounds to zero.

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-64

TABLE B-43. Percentage of 8th-grade public school students, by years of experience of their reading teacher, disability status, and jurisdiction: 2015

(Standard errors in parentheses)

Jurisdiction

With a disability Without a disability

Years of experience of reading teacher Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.4 (0.29) 19.2 (0.69) 76.4 (0.69) 4.1 (0.38) 20.2 (0.80) 75.7 (0.76) 4.4 (0.30) 19.1 (0.71) 76.5 (0.71)

Large city 6.6 (1.52) 21.7 (1.62) 71.7 (2.16) 5.9 (1.03) 25.8 (2.07) 68.3 (2.04) 6.8 (1.63) 21.1 (1.66) 72.2 (2.30)

Albuquerque 5.9 (1.25) 18.4 (1.49) 75.7 (1.83) 5.8 (2.94) 26.0 (4.55) 68.2 (5.10) 5.9 (1.44) 17.2 (1.51) 76.9 (2.09)

Atlanta # (†) 8.6 (0.61) 91.4 (0.61) # (†) 13.2 (3.20) 86.8 (3.20) # (†) 8.1 (0.59) 91.9 (0.59)

Austin 4.5 (0.42) 38.4 (0.95) 57.1 (1.02) 4.1 (1.81) 39.5 (3.81) 56.4 (4.23) 4.5 (0.50) 38.3 (1.07) 57.2 (1.20)

Baltimore City 9.8 (3.30) 25.1 (4.12) 65.1 (5.16) 15.9 (6.13) 22.1 (6.55) 62.1 (8.19) 8.5 (3.04) 25.7 (4.07) 65.9 (5.01)

Boston 1.1 (0.36) 21.4 (0.96) 77.5 (0.88) 1.8 (1.21) 30.1 (3.44) 68.1 (3.30) 1.0 (0.37) 19.9 (1.01) 79.1 (0.91)

Charlotte 7.4 (0.96) 31.5 (1.80) 61.0 (2.15) 11.1 (3.84) 33.2 (5.33) 55.7 (5.21) 7.1 (0.90) 31.4 (1.86) 61.5 (2.20)

Chicago 1.8 (1.31) 29.0 (4.11) 69.2 (4.25) 0.6 (0.63) 36.5 (6.55) 62.8 (6.54) 2.0 (1.50) 27.9 (4.21) 70.2 (4.40)

Cleveland 1.9 (0.37) 1.2 (0.27) 97.0 (0.45) 4.3 (1.83) 0.8 (0.75) 95.0 (1.95) 1.2 (0.41) 1.3 (0.27) 97.5 (0.49)

Dallas 11.2 (1.20) 47.0 (2.36) 41.8 (2.04) ‡ (†) ‡ (†) ‡ (†) 11.5 (1.24) 47.1 (2.42) 41.3 (2.12)

Detroit 1.4 (0.26) 9.1 (0.50) 89.5 (0.58) 2.5 (1.40) 8.0 (2.09) 89.5 (2.70) 1.2 (0.28) 9.3 (0.56) 89.5 (0.65)

District of Columbia 

(DCPS) 6.6 (0.97) 32.3 (1.45) 61.1 (1.57) 13.3 (3.58) 26.1 (4.92) 60.6 (5.20) 4.9 (0.78) 34.0 (1.74) 61.1 (1.80)

Fresno 9.6 (1.65) 18.0 (1.66) 72.4 (1.50) ‡ (†) ‡ (†) ‡ (†) 10.5 (1.81) 16.6 (1.74) 72.9 (1.57)

Hillsborough County 

(FL) 4.4 (2.67) 13.2 (2.54) 82.4 (1.94) 5.6 (3.91) 10.7 (3.40) 83.7 (4.08) 4.2 (2.49) 13.7 (2.73) 82.1 (2.09)

Houston 11.2 (1.37) 23.6 (1.60) 65.2 (2.09) 12.6 (5.20) 25.5 (5.08) 61.9 (4.49) 11.1 (1.33) 23.4 (1.60) 65.5 (2.20)

Jefferson County (KY) 10.3 (1.09) 9.8 (0.89) 79.9 (1.61) 17.2 (4.11) 16.2 (3.64) 66.5 (5.51) 9.5 (1.05) 9.0 (0.90) 81.4 (1.62)

Los Angeles 4.3 (1.19) 8.5 (2.89) 87.2 (2.90) 2.4 (1.74) 6.6 (2.86) 91.1 (3.16) 4.5 (1.20) 8.8 (3.07) 86.7 (3.07)

Miami-Dade 0.3 (0.26) 10.1 (3.05) 89.6 (3.05) 1.4 (1.44) 6.5 (3.32) 92.1 (3.54) 0.2 (0.19) 10.4 (3.12) 89.4 (3.12)

New York City 0.5 (0.42) 19.5 (2.54) 79.9 (2.62) 1.6 (1.21) 31.5 (5.11) 66.9 (5.24) 0.3 (0.28) 16.9 (2.51) 82.8 (2.56)

Philadelphia 3.7 (3.07) 13.0 (5.07) 83.4 (5.68) 5.9 (5.17) 12.4 (6.14) 81.6 (8.03) 3.3 (2.78) 13.0 (5.21) 83.6 (5.64)

San Diego 1.1 (0.49) 8.7 (1.86) 90.2 (2.04) # (†) 10.3 (3.67) 89.7 (3.67) 1.2 (0.54) 8.5 (1.87) 90.3 (2.08)

Duval County (FL) 6.0 (1.64) 20.5 (3.23) 73.4 (2.80) 5.5 (2.90) 30.2 (5.98) 64.2 (5.93) 6.1 (1.66) 19.5 (3.27) 74.4 (3.01)

† Not applicable. 

# Rounds to zero.

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

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-65

TABLE B-44. Percentage of 8th-grade public school students, by years of experience of their reading teacher, English language learner status, and selected school characteristics: 2015

(Standard errors in parentheses)

School characteristic

English language learner Not English language learner 

Years of experience of reading teacher Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.4 (0.29) 19.2 (0.69) 76.4 (0.69) 5.7 (0.70) 22.6 (1.82) 71.7 (2.06) 4.3 (0.28) 19.0 (0.68) 76.7 (0.67)

Location

City 5.9 (0.91) 22.1 (1.38) 72.0 (1.61) 6.3 (1.14) 25.0 (2.62) 68.7 (2.91) 5.9 (0.91) 21.7 (1.44) 72.4 (1.65)

Suburban 3.5 (0.34) 16.8 (0.95) 79.7 (0.94) 5.3 (1.21) 17.0 (2.84) 77.8 (3.32) 3.4 (0.35) 16.8 (0.91) 79.8 (0.89)

Town 3.9 (0.65) 19.8 (2.08) 76.3 (2.09) 3.7 (1.19) 31.8 (6.52) 64.5 (6.63) 3.9 (0.67) 19.3 (1.96) 76.8 (1.98)

Rural 4.4 (0.70) 19.6 (1.15) 76.0 (1.29) 6.6 (2.90) 24.9 (4.91) 68.5 (4.81) 4.3 (0.67) 19.5 (1.13) 76.2 (1.28)

Minority enrollment

75 percent or more 6.2 (0.97) 24.1 (1.58) 69.7 (1.76) 6.4 (1.03) 23.5 (2.59) 70.1 (2.98) 6.1 (1.02) 24.2 (1.63) 69.6 (1.77)

Less than 75 percent 3.8 (0.30) 17.5 (0.69) 78.7 (0.69) 4.6 (0.73) 21.0 (1.75) 74.4 (1.85) 3.7 (0.30) 17.4 (0.68) 78.9 (0.68)

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.

TABLE B-45. Percentage of 8th-grade public school students, by years of experience of their reading teacher, English language learner status, and state: 2015

(Standard errors in parentheses)

State

English language learner Not English language learner 

Years of experience of reading teacher Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.4 (0.29) 19.2 (0.69) 76.4 (0.69) 5.7 (0.70) 22.6 (1.82) 71.7 (2.06) 4.3 (0.28) 19.0 (0.68) 76.7 (0.67)

Alabama 5.5 (2.06) 16.8 (2.57) 77.7 (3.34) ‡ (†) ‡ (†) ‡ (†) 5.5 (2.07) 16.7 (2.58) 77.9 (3.34)

Alaska 5.0 (0.84) 19.7 (1.58) 75.4 (1.74) 7.6 (4.24) 35.7 (6.38) 56.7 (7.13) 4.5 (0.65) 17.5 (1.42) 78.0 (1.52)

Arizona 9.6 (2.37) 20.4 (2.87) 70.0 (3.37) ‡ (†) ‡ (†) ‡ (†) 9.5 (2.36) 20.1 (2.77) 70.4 (3.40)

Arkansas 7.2 (1.57) 20.6 (2.43) 72.2 (3.23) 10.5 (3.90) 23.7 (4.03) 65.8 (4.63) 7.0 (1.61) 20.4 (2.54) 72.7 (3.41)

California 2.6 (0.85) 16.6 (2.66) 80.8 (2.81) 3.2 (1.32) 17.9 (4.20) 78.8 (4.98) 2.5 (0.84) 16.4 (2.88) 81.1 (2.94)

Colorado 9.0 (2.22) 21.0 (3.13) 70.0 (3.35) 11.1 (4.47) 27.9 (7.33) 61.0 (6.70) 8.8 (2.31) 20.2 (3.18) 71.0 (3.48)

Connecticut 5.0 (1.49) 20.9 (2.94) 74.1 (3.31) ‡ (†) ‡ (†) ‡ (†) 5.0 (1.51) 20.5 (2.93) 74.4 (3.31)

Delaware 5.6 (0.40) 22.1 (0.73) 72.4 (0.82) ‡ (†) ‡ (†) ‡ (†) 5.5 (0.36) 22.1 (0.71) 72.4 (0.80)

District of Columbia 4.4 (0.47) 34.2 (0.90) 61.4 (0.93) ‡ (†) ‡ (†) ‡ (†) 3.9 (0.45) 34.6 (0.92) 61.5 (0.98)

Florida 6.2 (1.78) 21.1 (2.47) 72.7 (3.14) 10.6 (8.04) 20.7 (5.57) 68.6 (8.90) 6.0 (1.76) 21.1 (2.48) 72.9 (3.11)

Georgia 3.8 (1.10) 15.5 (2.06) 80.7 (2.28) 11.2 (6.02) 15.3 (5.57) 73.4 (7.71) 3.6 (1.06) 15.5 (2.04) 80.9 (2.27)

Hawaii 7.5 (0.79) 21.4 (1.08) 71.1 (1.12) 4.1 (2.35) 19.2 (3.76) 76.7 (4.23) 7.7 (0.77) 21.6 (1.16) 70.7 (1.16)

Idaho 4.0 (0.74) 21.4 (1.88) 74.6 (1.78) ‡ (†) ‡ (†) ‡ (†) 4.0 (0.75) 21.3 (1.85) 74.8 (1.73)

Illinois 3.8 (1.64) 12.7 (1.82) 83.5 (2.37) 1.6 (1.29) 18.3 (5.93) 80.1 (6.32) 3.9 (1.71) 12.5 (1.86) 83.6 (2.42)

Indiana 6.6 (1.78) 21.2 (3.26) 72.2 (3.58) 11.0 (4.74) 10.6 (3.89) 78.4 (4.24) 6.4 (1.80) 21.8 (3.34) 71.9 (3.69)

Iowa 5.6 (1.58) 17.5 (2.37) 76.9 (2.52) 3.3 (1.97) 23.7 (6.18) 73.0 (6.86) 5.7 (1.65) 17.3 (2.42) 77.0 (2.57)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-66

TABLE B-45. Percentage of 8th-grade public school students, by years of experience of their reading teacher, English language learner status, and state: 2015—Continued

(Standard errors in parentheses)

State

English language learner Not English language learner 

Years of experience of reading teacher Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Kansas 4.1 (1.02) 27.7 (3.18) 68.2 (3.32) 5.0 (2.72) 33.1 (5.38) 61.9 (6.28) 4.0 (0.96) 27.1 (3.36) 68.9 (3.47)

Kentucky 6.4 (1.28) 19.5 (2.52) 74.0 (2.79) 8.8 (3.28) 14.4 (5.39) 76.8 (6.30) 6.4 (1.30) 19.6 (2.55) 74.0 (2.83)

Louisiana 11.0 (3.11) 16.4 (2.88) 72.6 (3.64) ‡ (†) ‡ (†) ‡ (†) 10.9 (3.11) 16.4 (2.89) 72.7 (3.64)

Maine 3.4 (0.75) 13.0 (1.52) 83.5 (1.72) ‡ (†) ‡ (†) ‡ (†) 3.5 (0.77) 13.1 (1.53) 83.4 (1.73)

Maryland 5.4 (1.22) 11.4 (1.53) 83.3 (1.76) 7.4 (4.89) 14.1 (3.86) 78.5 (5.73) 5.3 (1.20) 11.3 (1.53) 83.4 (1.75)

Massachusetts 3.2 (1.28) 21.9 (2.71) 75.0 (3.03) 4.1 (2.87) 35.6 (7.15) 60.2 (6.83) 3.1 (1.25) 21.1 (2.79) 75.7 (3.11)

Michigan 0.1 (0.07) 18.2 (3.60) 81.7 (3.59) # (†) 22.9 (10.68) 77.1 (10.68) 0.1 (0.08) 18.0 (3.56) 81.8 (3.56)

Minnesota 4.1 (1.14) 18.8 (2.72) 77.1 (2.81) 7.0 (3.19) 39.6 (6.19) 53.4 (6.30) 3.9 (1.12) 17.6 (2.69) 78.6 (2.81)

Mississippi 10.9 (2.37) 24.2 (3.30) 64.9 (3.49) ‡ (†) ‡ (†) ‡ (†) 10.7 (2.36) 24.3 (3.32) 65.0 (3.50)

Missouri 6.6 (1.74) 17.8 (2.87) 75.6 (3.08) ‡ (†) ‡ (†) ‡ (†) 6.7 (1.77) 17.6 (2.86) 75.6 (3.08)

Montana 4.7 (0.72) 15.9 (1.30) 79.4 (1.38) ‡ (†) ‡ (†) ‡ (†) 4.7 (0.70) 16.0 (1.31) 79.3 (1.38)

Nebraska 3.1 (0.72) 17.9 (2.05) 79.0 (2.17) ‡ (†) ‡ (†) ‡ (†) 3.1 (0.73) 17.9 (2.10) 79.0 (2.22)

Nevada 6.7 (1.02) 20.0 (1.19) 73.3 (1.35) 15.4 (3.36) 24.5 (2.69) 60.1 (3.81) 5.2 (0.75) 19.2 (1.16) 75.6 (1.09)

New Hampshire 1.8 (0.42) 9.0 (1.45) 89.3 (1.51) ‡ (†) ‡ (†) ‡ (†) 1.8 (0.42) 9.0 (1.47) 89.2 (1.52)

New Jersey 1.1 (0.46) 18.1 (3.01) 80.8 (3.12) ‡ (†) ‡ (†) ‡ (†) 1.1 (0.47) 18.3 (3.03) 80.6 (3.14)

New Mexico 5.1 (1.24) 18.3 (1.48) 76.6 (1.94) 6.8 (2.50) 17.7 (2.96) 75.5 (3.81) 4.9 (1.14) 18.4 (1.53) 76.7 (1.91)

New York 0.7 (0.50) 16.8 (3.16) 82.5 (3.16) 1.3 (0.93) 34.5 (6.56) 64.2 (6.58) 0.6 (0.52) 15.9 (3.20) 83.5 (3.19)

North Carolina 3.9 (1.36) 25.0 (3.23) 71.0 (3.40) 12.9 (5.98) 26.9 (5.74) 60.2 (7.09) 3.5 (1.19) 24.9 (3.22) 71.5 (3.35)

North Dakota 8.3 (0.44) 24.8 (0.74) 66.9 (0.83) ‡ (†) ‡ (†) ‡ (†) 8.4 (0.45) 24.6 (0.74) 67.0 (0.83)

Ohio 0.8 (0.38) 13.5 (2.01) 85.7 (2.02) # (†) 4.8 (5.18) 95.2 (5.18) 0.8 (0.39) 13.8 (2.05) 85.4 (2.05)

Oklahoma 1.2 (0.73) 19.4 (3.05) 79.4 (3.09) # (†) 14.1 (4.34) 85.9 (4.34) 1.2 (0.77) 19.7 (3.13) 79.1 (3.18)

Oregon 1.8 (0.83) 19.3 (2.95) 78.9 (2.86) ‡ (†) ‡ (†) ‡ (†) 1.7 (0.81) 19.1 (2.90) 79.2 (2.79)

Pennsylvania 2.5 (1.43) 17.2 (2.84) 80.3 (2.90) 7.6 (6.83) 15.7 (5.68) 76.6 (8.15) 2.4 (1.46) 17.2 (2.87) 80.4 (2.91)

Rhode Island 0.9 (0.20) 15.7 (0.63) 83.4 (0.69) # (†) 11.0 (2.65) 89.0 (2.65) 1.0 (0.21) 15.9 (0.65) 83.1 (0.71)

South Carolina 4.9 (1.36) 17.8 (2.41) 77.3 (2.52) 4.5 (1.93) 24.7 (6.18) 70.8 (6.29) 4.9 (1.40) 17.5 (2.39) 77.6 (2.48)

South Dakota 4.0 (0.67) 21.2 (1.46) 74.8 (1.52) ‡ (†) ‡ (†) ‡ (†) 4.0 (0.68) 21.1 (1.46) 74.8 (1.51)

Tennessee 7.2 (1.95) 15.2 (2.62) 77.6 (3.24) ‡ (†) ‡ (†) ‡ (†) 7.3 (1.96) 15.1 (2.65) 77.6 (3.27)

Texas 5.9 (2.33) 25.3 (3.38) 68.8 (3.78) 6.0 (2.25) 27.0 (5.65) 67.0 (5.80) 5.8 (2.36) 25.1 (3.33) 69.0 (3.76)

Utah 6.2 (1.18) 28.4 (2.52) 65.4 (2.58) ‡ (†) ‡ (†) ‡ (†) 6.3 (1.21) 28.5 (2.56) 65.2 (2.59)

Vermont 2.1 (0.22) 16.6 (0.62) 81.3 (0.63) ‡ (†) ‡ (†) ‡ (†) 2.1 (0.23) 16.6 (0.61) 81.3 (0.62)

Virginia 4.7 (1.46) 19.4 (2.35) 75.9 (2.76) 9.9 (4.99) 23.1 (5.75) 67.0 (4.01) 4.4 (1.42) 19.3 (2.38) 76.3 (2.83)

Washington 6.0 (1.59) 20.6 (2.56) 73.4 (2.51) 9.9 (4.28) 18.3 (4.19) 71.7 (4.77) 5.7 (1.54) 20.8 (2.62) 73.6 (2.60)

West Virginia 4.4 (1.50) 22.0 (2.55) 73.6 (2.74) ‡ (†) ‡ (†) ‡ (†) 4.4 (1.50) 22.0 (2.53) 73.6 (2.72)

Wisconsin 4.1 (1.23) 21.4 (3.23) 74.5 (3.36) 5.3 (3.49) 31.6 (8.11) 63.1 (8.17) 4.0 (1.25) 21.0 (3.25) 74.9 (3.40)

Wyoming 5.3 (0.55) 23.5 (0.72) 71.2 (0.86) ‡ (†) ‡ (†) ‡ (†) 5.4 (0.56) 22.9 (0.74) 71.7 (0.88)

Department of 

Defense Dependents Schools # (†) 7.9 (0.53) 92.1 (0.53) ‡ (†) ‡ (†) ‡ (†) # (†) 7.9 (0.56) 92.1 (0.56)

† Not applicable. 

# Rounds to zero.

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

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-67

TABLE B-46. Percentage of 8th-grade public school students, by years of experience of their reading teacher, English language learner status, and jurisdiction: 2015

(Standard errors in parentheses)

Jurisdiction

English language learner Not English language learner 

Years of experience of reading teacher Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.4 (0.29) 19.2 (0.69) 76.4 (0.69) 5.7 (0.70) 22.6 (1.82) 71.7 (2.06) 4.3 (0.28) 19.0 (0.68) 76.7 (0.67)

Large city 6.6 (1.52) 21.7 (1.62) 71.7 (2.16) 6.3 (1.51) 26.3 (3.32) 67.4 (3.49) 6.7 (1.56) 21.0 (1.69) 72.3 (2.22)

Albuquerque 5.9 (1.25) 18.4 (1.49) 75.7 (1.83) 6.9 (3.33) 28.7 (5.73) 64.4 (6.06) 5.8 (1.12) 17.2 (1.37) 77.1 (1.72)

Atlanta # (†) 8.6 (0.61) 91.4 (0.61) ‡ (†) ‡ (†) ‡ (†) # (†) 8.7 (0.62) 91.3 (0.62)

Austin 4.5 (0.42) 38.4 (0.95) 57.1 (1.02) 2.0 (1.12) 46.4 (3.79) 51.6 (3.82) 5.0 (0.48) 36.9 (1.23) 58.1 (1.29)

Baltimore City 9.8 (3.30) 25.1 (4.12) 65.1 (5.16) ‡ (†) ‡ (†) ‡ (†) 9.3 (3.15) 25.6 (4.22) 65.1 (5.13)

Boston 1.1 (0.36) 21.4 (0.96) 77.5 (0.88) 1.2 (0.83) 32.5 (3.47) 66.3 (3.38) 1.0 (0.41) 18.3 (1.23) 80.6 (1.18)

Charlotte 7.4 (0.96) 31.5 (1.80) 61.0 (2.15) ‡ (†) ‡ (†) ‡ (†) 7.5 (1.03) 31.5 (1.71) 61.0 (2.12)

Chicago 1.8 (1.31) 29.0 (4.11) 69.2 (4.25) 5.2 (4.04) 29.7 (7.13) 65.0 (7.58) 1.5 (1.12) 29.0 (4.11) 69.5 (4.22)

Cleveland 1.9 (0.37) 1.2 (0.27) 97.0 (0.45) ‡ (†) ‡ (†) ‡ (†) 2.0 (0.40) 1.3 (0.29) 96.7 (0.49)

Dallas 11.2 (1.20) 47.0 (2.36) 41.8 (2.04) 10.4 (1.90) 52.5 (3.77) 37.1 (3.29) 11.6 (1.58) 43.9 (2.52) 44.5 (2.34)

Detroit 1.4 (0.26) 9.1 (0.50) 89.5 (0.58) # (†) # (†) 100.0 1 (†) 1.6 (0.30) 10.8 (0.59) 87.6 (0.68)

District of Columbia 

(DCPS) 6.6 (0.97) 32.3 (1.45) 61.1 (1.57) ‡ (†) ‡ (†) ‡ (†) 5.5 (0.94) 33.5 (1.53) 61.0 (1.64)

Fresno 9.6 (1.65) 18.0 (1.66) 72.4 (1.50) 8.3 (3.10) 36.4 (6.28) 55.3 (6.10) 10.0 (1.82) 13.2 (1.81) 76.8 (2.10)

Hillsborough County 

(FL) 4.4 (2.67) 13.2 (2.54) 82.4 (1.94) ‡ (†) ‡ (†) ‡ (†) 4.8 (2.95) 13.0 (2.28) 82.2 (1.96)

Houston 11.2 (1.37) 23.6 (1.60) 65.2 (2.09) 7.3 (2.75) 29.0 (4.18) 63.7 (4.31) 11.9 (1.46) 22.6 (1.55) 65.5 (2.01)

Jefferson County (KY) 10.3 (1.09) 9.8 (0.89) 79.9 (1.61) ‡ (†) ‡ (†) ‡ (†) 10.2 (1.18) 9.7 (0.95) 80.2 (1.71)

Los Angeles 4.3 (1.19) 8.5 (2.89) 87.2 (2.90) 0.9 (0.91) 10.6 (3.98) 88.5 (4.06) 4.7 (1.34) 8.2 (2.85) 87.1 (2.91)

Miami-Dade 0.3 (0.26) 10.1 (3.05) 89.6 (3.05) # (†) 11.0 (6.30) 89.0 (6.30) 0.4 (0.29) 10.0 (3.07) 89.7 (3.07)

New York City 0.5 (0.42) 19.5 (2.54) 79.9 (2.62) 2.4 (1.67) 43.7 (8.67) 53.9 (8.76) 0.4 (0.34) 17.2 (2.20) 82.4 (2.26)

Philadelphia 3.7 (3.07) 13.0 (5.07) 83.4 (5.68) ‡ (†) ‡ (†) ‡ (†) 3.5 (2.96) 12.6 (4.91) 83.9 (5.51)

San Diego 1.1 (0.49) 8.7 (1.86) 90.2 (2.04) 0.8 (0.76) 13.2 (3.83) 86.0 (3.99) 1.2 (0.52) 8.0 (1.77) 90.9 (1.97)

Duval County (FL) 6.0 (1.64) 20.5 (3.23) 73.4 (2.80) ‡ (†) ‡ (†) ‡ (†) 6.2 (1.69) 20.5 (3.23) 73.2 (2.79)

† Not applicable. 

# Rounds to zero.

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

1

 Rounds to 100 percent.

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-68

TABLE B-47. Percentage of 8th-grade public school students, by years of experience of their reading teacher, National School Lunch Program status, and selected school 

characteristics: 2015

(Standard errors in parentheses)

School characteristic

National School Lunch Program, eligible National School Lunch Program, not eligible 

Years of experience of reading teacher Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.4 (0.29) 19.2 (0.69) 76.4 (0.69) 5.2 (0.40) 20.9 (0.84) 73.9 (0.90) 3.5 (0.23) 17.1 (0.80) 79.4 (0.77)

Location

City 5.9 (0.91) 22.1 (1.38) 72.0 (1.61) 6.8 (1.10) 23.5 (1.29) 69.7 (1.66) 4.5 (0.74) 19.6 (2.09) 75.9 (2.23)

Suburban 3.5 (0.34) 16.8 (0.95) 79.7 (0.94) 4.2 (0.46) 17.5 (1.50) 78.3 (1.54) 3.0 (0.35) 15.6 (0.89) 81.4 (0.88)

Town 3.9 (0.65) 19.8 (2.08) 76.3 (2.09) 4.3 (0.69) 21.7 (2.71) 74.0 (2.67) 3.3 (0.79) 17.7 (2.34) 78.9 (2.33)

Rural 4.4 (0.70) 19.6 (1.15) 76.0 (1.29) 5.0 (1.01) 21.8 (1.68) 73.1 (1.67) 3.7 (0.52) 17.3 (1.08) 78.9 (1.27)

Minority enrollment

75 percent or more 6.2 (0.97) 24.1 (1.58) 69.7 (1.76) 6.3 (0.93) 24.4 (1.62) 69.3 (1.80) 5.8 (1.45) 22.0 (2.61) 72.3 (2.91)

Less than 75 percent 3.8 (0.30) 17.5 (0.69) 78.7 (0.69) 4.5 (0.44) 18.6 (0.82) 77.0 (0.91) 3.3 (0.24) 16.6 (0.79) 80.2 (0.75)

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.

TABLE B-48. Percentage of 8th-grade public school students, by years of experience of their reading teacher, National School Lunch Program status, and state: 2015

(Standard errors in parentheses)

State

National School Lunch Program, eligible National School Lunch Program, not eligible

Years of experience of reading teacher Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.4 (0.29) 19.2 (0.69) 76.4 (0.69) 5.2 (0.40) 20.9 (0.84) 73.9 (0.90) 3.5 (0.23) 17.1 (0.80) 79.4 (0.77)

Alabama 5.5 (2.06) 16.8 (2.57) 77.7 (3.34) 6.9 (2.45) 18.3 (3.15) 74.8 (3.85) 3.8 (1.73) 14.9 (2.79) 81.3 (3.35)

Alaska 5.0 (0.84) 19.7 (1.58) 75.4 (1.74) 4.6 (1.24) 27.5 (2.73) 67.8 (2.93) 4.9 (0.82) 13.0 (1.42) 82.1 (1.64)

Arizona 9.6 (2.37) 20.4 (2.87) 70.0 (3.37) 9.6 (2.87) 22.8 (4.01) 67.6 (4.57) 9.9 (2.90) 15.6 (2.26) 74.4 (3.38)

Arkansas 7.2 (1.57) 20.6 (2.43) 72.2 (3.23) 7.1 (1.74) 19.8 (2.68) 73.1 (3.10) 7.2 (2.23) 21.8 (2.76) 71.1 (4.18)

California 2.6 (0.85) 16.6 (2.66) 80.8 (2.81) 3.1 (1.01) 17.8 (3.18) 79.1 (3.47) 2.0 (0.87) 13.5 (4.13) 84.5 (4.18)

Colorado 9.0 (2.22) 21.0 (3.13) 70.0 (3.35) 11.0 (3.07) 22.2 (4.00) 66.8 (4.25) 7.9 (2.26) 19.8 (3.42) 72.3 (3.83)

Connecticut 5.0 (1.49) 20.9 (2.94) 74.1 (3.31) 5.5 (1.67) 26.8 (3.74) 67.6 (4.02) 4.8 (1.71) 17.8 (3.19) 77.4 (3.68)

Delaware 5.6 (0.40) 22.1 (0.73) 72.4 (0.82) 5.9 (0.80) 25.8 (1.31) 68.3 (1.50) 5.3 (0.68) 19.3 (0.95) 75.4 (1.05)

District of Columbia 4.4 (0.47) 34.2 (0.90) 61.4 (0.93) 5.7 (0.60) 31.2 (1.13) 63.1 (1.05) # (†) 44.7 (2.24) 55.3 (2.24)

Florida 6.2 (1.78) 21.1 (2.47) 72.7 (3.14) 6.9 (2.13) 22.7 (2.72) 70.4 (3.58) 4.9 (1.92) 18.5 (3.06) 76.6 (3.76)

Georgia 3.8 (1.10) 15.5 (2.06) 80.7 (2.28) 4.4 (1.39) 15.1 (2.30) 80.5 (2.53) 3.6 (1.50) 14.0 (3.38) 82.4 (3.71)

Hawaii 7.5 (0.79) 21.4 (1.08) 71.1 (1.12) 9.2 (1.49) 22.4 (1.57) 68.5 (1.94) 5.8 (0.68) 20.4 (1.25) 73.8 (1.14)

Idaho 4.0 (0.74) 21.4 (1.88) 74.6 (1.78) 5.4 (0.95) 22.5 (2.16) 72.1 (2.30) 2.9 (0.87) 20.5 (2.12) 76.6 (1.98)

Illinois 3.8 (1.64) 12.7 (1.82) 83.5 (2.37) 4.2 (1.57) 17.5 (2.08) 78.3 (2.55) 3.5 (1.96) 8.2 (2.21) 88.3 (2.82)

Indiana 6.6 (1.78) 21.2 (3.26) 72.2 (3.58) 6.6 (2.08) 21.0 (4.17) 72.4 (4.44) 6.6 (2.11) 21.5 (3.76) 71.9 (4.01)

Iowa 5.6 (1.58) 17.5 (2.37) 76.9 (2.52) 5.0 (1.69) 16.9 (3.03) 78.0 (3.22) 5.9 (1.69) 17.9 (2.83) 76.3 (3.08)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-69

TABLE B-48. Percentage of 8th-grade public school students, by years of experience of their reading teacher, National School Lunch Program status, and state: 2015—Continued

(Standard errors in parentheses)

State

National School Lunch Program, eligible National School Lunch Program, not eligible

Years of experience of reading teacher Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Kansas 4.1 (1.02) 27.7 (3.18) 68.2 (3.32) 4.1 (1.46) 29.5 (3.16) 66.5 (3.45) 4.0 (0.95) 26.1 (3.95) 69.8 (4.01)

Kentucky 6.4 (1.28) 19.5 (2.52) 74.0 (2.79) 6.8 (1.40) 22.0 (2.95) 71.2 (3.11) 6.0 (1.39) 16.5 (2.54) 77.6 (2.90)

Louisiana 11.0 (3.11) 16.4 (2.88) 72.6 (3.64) 12.8 (3.83) 17.6 (3.62) 69.5 (4.31) 8.0 (2.65) 14.3 (2.76) 77.8 (3.53)

Maine 3.4 (0.75) 13.0 (1.52) 83.5 (1.72) 3.6 (0.95) 13.7 (1.90) 82.7 (2.19) 3.4 (0.79) 12.5 (1.59) 84.1 (1.77)

Maryland 5.4 (1.22) 11.4 (1.53) 83.3 (1.76) 7.0 (1.73) 13.4 (1.93) 79.7 (2.19) 4.3 (1.00) 9.9 (1.96) 85.8 (2.09)

Massachusetts 3.2 (1.28) 21.9 (2.71) 75.0 (3.03) 3.3 (1.60) 22.8 (3.22) 73.9 (3.40) 3.1 (1.36) 21.1 (3.38) 75.8 (3.83)

Michigan 0.1 (0.07) 18.2 (3.60) 81.7 (3.59) 0.2 (0.12) 23.2 (5.45) 76.6 (5.44) 0.1 (0.09) 14.1 (3.08) 85.8 (3.09)

Minnesota 4.1 (1.14) 18.8 (2.72) 77.1 (2.81) 5.7 (2.09) 24.5 (3.66) 69.8 (4.01) 3.2 (0.97) 16.0 (2.80) 80.8 (2.86)

Mississippi 10.9 (2.37) 24.2 (3.30) 64.9 (3.49) 12.3 (2.94) 26.6 (4.24) 61.0 (4.09) 7.4 (2.07) 19.1 (2.96) 73.5 (3.66)

Missouri 6.6 (1.74) 17.8 (2.87) 75.6 (3.08) 7.3 (2.49) 18.7 (3.65) 74.0 (3.74) 6.0 (1.65) 17.0 (3.17) 77.0 (3.55)

Montana 4.7 (0.72) 15.9 (1.30) 79.4 (1.38) 5.4 (1.31) 14.0 (1.30) 80.6 (1.67) 4.2 (0.78) 17.3 (1.77) 78.5 (1.87)

Nebraska 3.1 (0.72) 17.9 (2.05) 79.0 (2.17) 4.7 (0.88) 18.1 (2.37) 77.2 (2.48) 1.9 (0.75) 17.8 (2.29) 80.3 (2.41)

Nevada 6.7 (1.02) 20.0 (1.19) 73.3 (1.35) 9.0 (1.40) 24.8 (1.49) 66.1 (1.92) 4.1 (0.83) 14.5 (1.46) 81.4 (1.37)

New Hampshire 1.8 (0.42) 9.0 (1.45) 89.3 (1.51) 1.3 (0.61) 7.6 (1.70) 91.1 (1.94) 2.0 (0.48) 9.8 (1.50) 88.2 (1.54)

New Jersey 1.1 (0.46) 18.1 (3.01) 80.8 (3.12) 1.4 (0.73) 14.3 (3.22) 84.3 (3.29) 1.0 (0.50) 19.0 (3.41) 80.0 (3.51)

New Mexico 5.1 (1.24) 18.3 (1.48) 76.6 (1.94) 5.5 (1.06) 19.0 (1.78) 75.4 (2.07) 4.3 (1.98) 17.3 (2.13) 78.4 (2.92)

New York 0.7 (0.50) 16.8 (3.16) 82.5 (3.16) 1.0 (0.69) 19.6 (3.81) 79.4 (3.79) # (†) 13.7 (3.08) 86.3 (3.08)

North Carolina 3.9 (1.36) 25.0 (3.23) 71.0 (3.40) 5.5 (2.09) 26.1 (3.65) 68.5 (3.94) 1.9 (0.84) 23.5 (3.64) 74.6 (3.69)

North Dakota 8.3 (0.44) 24.8 (0.74) 66.9 (0.83) 7.0 (0.96) 19.8 (1.37) 73.2 (1.47) 8.8 (0.57) 27.0 (0.84) 64.2 (0.97)

Ohio 0.8 (0.38) 13.5 (2.01) 85.7 (2.02) 0.8 (0.37) 15.9 (2.85) 83.3 (2.79) 0.8 (0.49) 11.5 (1.93) 87.7 (1.99)

Oklahoma 1.2 (0.73) 19.4 (3.05) 79.4 (3.09) 1.4 (0.88) 19.4 (3.70) 79.3 (3.74) 0.9 (0.57) 19.4 (3.24) 79.7 (3.26)

Oregon 1.8 (0.83) 19.3 (2.95) 78.9 (2.86) 1.8 (0.84) 20.3 (3.63) 77.9 (3.60) 1.7 (0.85) 18.1 (2.94) 80.1 (2.82)

Pennsylvania 2.5 (1.43) 17.2 (2.84) 80.3 (2.90) 2.4 (1.29) 23.3 (4.32) 74.3 (4.52) 2.6 (1.65) 12.2 (3.14) 85.2 (3.00)

Rhode Island 0.9 (0.20) 15.7 (0.63) 83.4 (0.69) 0.7 (0.30) 18.1 (1.11) 81.2 (1.18) 1.1 (0.32) 13.8 (0.90) 85.1 (0.93)

South Carolina 4.9 (1.36) 17.8 (2.41) 77.3 (2.52) 7.3 (2.07) 18.4 (2.94) 74.3 (3.02) 1.9 (0.68) 17.1 (2.62) 81.0 (2.66)

South Dakota 4.0 (0.67) 21.2 (1.46) 74.8 (1.52) 4.8 (1.06) 22.6 (1.75) 72.6 (1.89) 3.6 (0.72) 20.2 (1.72) 76.2 (1.75)

Tennessee 7.2 (1.95) 15.2 (2.62) 77.6 (3.24) 7.8 (2.25) 17.2 (3.62) 75.0 (4.01) 6.7 (2.19) 12.9 (2.39) 80.4 (3.38)

Texas 5.9 (2.33) 25.3 (3.38) 68.8 (3.78) 7.3 (3.01) 26.1 (4.12) 66.6 (4.62) 4.0 (1.58) 24.1 (3.69) 71.9 (3.89)

Utah 6.2 (1.18) 28.4 (2.52) 65.4 (2.58) 6.1 (1.26) 27.2 (2.66) 66.7 (2.81) 6.3 (1.34) 28.9 (3.00) 64.8 (3.07)

Vermont 2.1 (0.22) 16.6 (0.62) 81.3 (0.63) 2.7 (0.65) 17.8 (1.35) 79.5 (1.41) 1.7 (0.34) 15.9 (0.91) 82.4 (0.97)

Virginia 4.7 (1.46) 19.4 (2.35) 75.9 (2.76) 5.8 (2.18) 23.4 (3.14) 70.8 (3.55) 4.0 (1.26) 17.0 (2.34) 79.1 (2.79)

Washington 6.0 (1.59) 20.6 (2.56) 73.4 (2.51) 7.4 (2.41) 19.5 (2.68) 73.1 (2.94) 4.6 (1.54) 21.5 (3.36) 73.8 (3.40)

West Virginia 4.4 (1.50) 22.0 (2.55) 73.6 (2.74) 2.7 (1.04) 21.7 (3.07) 75.5 (3.25) 7.2 (2.50) 22.5 (3.13) 70.3 (3.33)

Wisconsin 4.1 (1.23) 21.4 (3.23) 74.5 (3.36) 6.1 (2.25) 18.6 (3.38) 75.3 (3.81) 3.8 (1.25) 21.9 (4.16) 74.3 (4.25)

Wyoming 5.3 (0.55) 23.5 (0.72) 71.2 (0.86) 5.2 (0.97) 28.1 (1.49) 66.7 (1.51) 5.3 (0.66) 21.0 (0.87) 73.7 (1.00)

Department of 

Defense Dependents Schools # (†) 7.9 (0.53) 92.1 (0.53) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

† Not applicable. 

# Rounds to zero.

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

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-70

TABLE B-49. Percentage of 8th-grade public school students, by years of experience of their reading teacher, National School Lunch Program status, and jurisdiction: 2015

(Standard errors in parentheses)

Jurisdiction

National School Lunch Program, eligible National School Lunch Program, not eligible 

Years of experience of reading teacher Years of experience of reading teacher Years of experience of reading teacher

Less than 1 1–5 More than 5 Less than 1 1–5 More than 5 Less than 1 1–5 More than 5

Nation (public) 4.4 (0.29) 19.2 (0.69) 76.4 (0.69) 5.2 (0.40) 20.9 (0.84) 73.9 (0.90) 3.5 (0.23) 17.1 (0.80) 79.4 (0.77)

Large city 6.6 (1.52) 21.7 (1.62) 71.7 (2.16) 7.3 (1.70) 23.5 (1.66) 69.2 (2.26) 4.9 (1.29) 17.8 (3.11) 77.3 (3.42)

Albuquerque 5.9 (1.25) 18.4 (1.49) 75.7 (1.83) 8.4 (1.81) 19.9 (2.04) 71.7 (2.57) 1.9 (0.91) 16.2 (1.92) 81.8 (2.20)

Atlanta # (†) 8.6 (0.61) 91.4 (0.61) # (†) 8.4 (0.65) 91.6 (0.65) # (†) 10.1 (1.99) 89.9 (1.99)

Austin 4.5 (0.42) 38.4 (0.95) 57.1 (1.02) 4.5 (0.76) 46.1 (1.57) 49.3 (1.65) 4.2 (0.91) 28.3 (1.87) 67.5 (1.97)

Baltimore City 9.8 (3.30) 25.1 (4.12) 65.1 (5.16) 9.9 (3.48) 27.9 (4.36) 62.2 (5.52) 8.4 (3.24) 15.0 (4.36) 76.6 (4.92)

Boston 1.1 (0.36) 21.4 (0.96) 77.5 (0.88) 1.1 (0.36) 21.4 (0.96) 77.5 (0.88) ‡ (†) ‡ (†) ‡ (†)

Charlotte 7.4 (0.96) 31.5 (1.80) 61.0 (2.15) 12.4 (1.68) 30.7 (2.37) 57.0 (3.00) 0.9 (0.44) 32.3 (2.74) 66.8 (2.77)

Chicago 1.8 (1.31) 29.0 (4.11) 69.2 (4.25) 2.0 (1.43) 31.1 (4.33) 67.0 (4.48) 0.6 (0.58) 15.2 (5.80) 84.2 (5.84)

Cleveland 1.9 (0.37) 1.2 (0.27) 97.0 (0.45) 1.9 (0.37) 1.2 (0.27) 97.0 (0.45) ‡ (†) ‡ (†) ‡ (†)

Dallas 11.2 (1.20) 47.0 (2.36) 41.8 (2.04) 11.2 (1.28) 47.2 (2.56) 41.6 (2.19) 11.3 (3.11) 44.8 (5.86) 43.9 (5.76)

Detroit 1.4 (0.26) 9.1 (0.50) 89.5 (0.58) 1.9 (0.36) 7.5 (0.75) 90.7 (0.78) # (†) 13.9 (1.64) 86.1 (1.64)

District of Columbia 

(DCPS) 6.6 (0.97) 32.3 (1.45) 61.1 (1.57) 7.9 (1.15) 30.1 (1.64) 62.0 (1.70) # (†) 43.5 (4.18) 56.5 (4.18)

Fresno 9.6 (1.65) 18.0 (1.66) 72.4 (1.50) 10.8 (1.81) 20.1 (1.90) 69.2 (1.66) ‡ (†) ‡ (†) ‡ (†)

Hillsborough County 

(FL) 4.4 (2.67) 13.2 (2.54) 82.4 (1.94) 6.8 (4.09) 15.2 (3.89) 78.1 (2.85) 0.9 (0.80) 10.3 (1.75) 88.8 (1.82)

Houston 11.2 (1.37) 23.6 (1.60) 65.2 (2.09) 11.8 (1.54) 24.8 (1.71) 63.4 (2.21) 9.4 (2.15) 19.6 (2.49) 71.0 (3.11)

Jefferson County (KY) 10.3 (1.09) 9.8 (0.89) 79.9 (1.61) 11.7 (1.28) 11.5 (1.24) 76.8 (1.95) 8.0 (1.54) 7.0 (1.21) 85.0 (2.13)

Los Angeles 4.3 (1.19) 8.5 (2.89) 87.2 (2.90) 4.6 (1.14) 9.3 (3.08) 86.1 (3.04) 1.9 (2.01) 4.3 (4.11) 93.7 (4.34)

Miami-Dade 0.3 (0.26) 10.1 (3.05) 89.6 (3.05) 0.4 (0.34) 10.2 (3.13) 89.3 (3.14) # (†) 9.6 (4.76) 90.4 (4.76)

New York City 0.5 (0.42) 19.5 (2.54) 79.9 (2.62) 0.7 (0.55) 21.1 (3.06) 78.2 (3.17) # (†) 14.3 (2.54) 85.7 (2.54)

Philadelphia 3.7 (3.07) 13.0 (5.07) 83.4 (5.68) 2.9 (2.42) 15.9 (6.22) 81.3 (6.48) 4.9 (4.11) 8.8 (4.09) 86.3 (5.67)

San Diego 1.1 (0.49) 8.7 (1.86) 90.2 (2.04) 1.8 (0.83) 9.4 (2.43) 88.7 (2.77) # (†) 7.7 (1.59) 92.3 (1.59)

Duval County (FL) 6.0 (1.64) 20.5 (3.23) 73.4 (2.80) 8.4 (2.54) 21.5 (3.65) 70.1 (2.90) 4.6 (1.31) 20.0 (3.65) 75.5 (3.25)

† Not applicable. 

# Rounds to zero.

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

NOTE: Teachers of the students assessed were asked “Excluding student teaching, how many years have you worked as an elementary or secondary teacher, counting this year?” There were 6 options to choose 

from: “Less than 1 year,” “1–2 years,” “3–5 years,” “6–10 years,” “11–20 years,” and “21 or more years.” For this report, options were combined into the categories: “Less than 1 year experience,” “1–5 years,” and 

“More than 5 years.”

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-71

TABLE B-50. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by race/ethnicity 

and selected school characteristics: 2015

(Standard errors in parentheses)

School characteristic Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Nation (public) 82.4 (0.57) 84.8 (0.56) 77.7 (1.06) 80.1 (1.29) 84.5 (1.53) 83.4 (3.42) 78.6 (2.14) 81.2 (1.37)

Location 

City 80.9 (0.94) 83.9 (1.08) 75.6 (1.66) 81.5 (1.80) 80.0 (2.56) 79.9 (7.42) 85.6 (3.26) 83.8 (2.56)

Suburban 83.6 (0.98) 85.7 (1.02) 80.4 (1.56) 79.9 (1.84) 87.7 (1.94) 88.7 (2.91) 74.8 (5.27) 81.9 (1.79)

Town 83.5 (1.74) 85.3 (1.33) 76.7 (3.13) 82.1 (5.98) 79.2 (5.35) 86.1 (3.70) 79.2 (4.28) 78.5 (4.71)

Rural 81.5 (1.25) 83.5 (1.14) 77.5 (2.42) 72.4 (4.41) 89.3 (2.88) 74.1 (12.81) 75.8 (3.44) 77.0 (4.27)

Minority enrollment

75 percent or more 78.7 (1.52) 79.6 (2.28) 76.9 (1.71) 79.3 (2.13) 81.2 (3.09) 80.0 (5.35) 75.6 (4.07) 76.2 (3.67)

Less than 75 percent 83.7 (0.56) 85.0 (0.56) 78.5 (0.98) 81.1 (1.11) 86.2 (1.80) 86.6 (4.08) 79.8 (2.36) 81.9 (1.40)

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of 

the following subjects as part of your undergraduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special 

education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate 

coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English 

language learning.” For this table, teachers were classified as having a major or minor in mathematics if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate 

coursework in mathematics education, mathematics, or other mathematics-related subject such as statistics.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.

TABLE B-51. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by race/ethnicity 

and state: 2015

(Standard errors in parentheses)

State Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Nation (public) 82.4 (0.57) 84.8 (0.56) 77.7 (1.06) 80.1 (1.29) 84.5 (1.53) 83.4 (3.42) 78.6 (2.14) 81.2 (1.37)

Alabama 82.9 (3.08) 84.8 (3.39) 79.3 (5.31) 79.6 (6.88) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Alaska 74.9 (1.46) 78.0 (1.70) ‡ (†) 75.3 (4.95) 65.4 (4.09) ‡ (†) 72.7 (3.62) 76.2 (3.99)

Arizona 64.6 (3.51) 65.3 (4.79) 60.9 (7.73) 63.5 (4.22) ‡ (†) ‡ (†) 67.8 (10.86) ‡ (†)

Arkansas 72.0 (2.59) 72.6 (3.09) 70.8 (4.41) 69.5 (4.11) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

California 81.5 (2.85) 80.7 (4.02) 80.5 (7.26) 83.2 (3.24) 76.6 (4.37) ‡ (†) ‡ (†) 76.6 (9.45)

Colorado 87.9 (1.99) 87.6 (2.60) 90.5 (3.97) 87.9 (2.18) 87.9 (5.41) ‡ (†) ‡ (†) 86.0 (5.34)

Connecticut 92.0 (1.55) 93.0 (1.81) 90.2 (2.80) 90.3 (2.07) 94.8 (2.67) ‡ (†) ‡ (†) ‡ (†)

Delaware 74.6 (0.71) 75.9 (1.26) 72.3 (1.58) 71.8 (3.00) 87.7 (4.05) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 77.6 (0.84) 78.8 (3.23) 76.2 (1.03) 80.6 (2.61) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Florida 69.6 (2.44) 72.0 (2.93) 68.4 (3.25) 65.9 (3.28) 83.3 (3.74) ‡ (†) ‡ (†) 66.9 (5.68)

Georgia 79.4 (2.15) 79.8 (2.49) 79.0 (3.10) 76.8 (3.90) 86.8 (4.68) ‡ (†) ‡ (†) 80.1 (5.02)

Hawaii 82.9 (0.87) 75.3 (2.73) ‡ (†) 83.7 (3.81) 83.8 (1.38) 82.9 (1.98) ‡ (†) 87.8 (2.81)

Idaho 87.2 (1.62) 87.8 (1.74) ‡ (†) 83.8 (2.93) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Illinois 92.7 (1.38) 94.2 (1.81) 85.8 (2.93) 92.8 (1.89) 93.9 (5.41) ‡ (†) ‡ (†) ‡ (†)

Indiana 89.8 (2.03) 91.0 (2.14) 80.2 (8.29) 88.7 (3.29) ‡ (†) ‡ (†) ‡ (†) 93.2 (3.01)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-72

TABLE B-51. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by race/ethnicity 

and state: 2015—Continued

(Standard errors in parentheses)

State Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Iowa 93.5 (1.48) 93.4 (1.64) 90.5 (3.18) 94.5 (2.06) 95.3 (3.59) ‡ (†) ‡ (†) ‡ (†)

Kansas 83.0 (2.44) 82.2 (2.83) 87.3 (3.74) 83.5 (3.33) ‡ (†) ‡ (†) ‡ (†) 84.5 (4.88)

Kentucky 92.5 (1.79) 92.1 (2.17) 92.6 (1.17) 98.8 (0.55) ‡ (†) ‡ (†) ‡ (†) 91.9 (3.63)

Louisiana 61.9 (4.00) 66.1 (4.22) 58.2 (5.50) 59.9 (8.13) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maine 78.7 (1.72) 78.8 (1.82) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maryland 78.7 (2.60) 82.9 (2.69) 74.2 (4.61) 71.0 (4.87) 84.4 (4.54) ‡ (†) ‡ (†) 76.8 (6.07)

Massachusetts 84.4 (2.61) 87.0 (2.85) 72.5 (5.35) 82.5 (4.29) 81.3 (4.16) ‡ (†) ‡ (†) ‡ (†)

Michigan 97.7 (0.74) 98.6 (0.51) 94.7 (2.74) 98.5 (1.12) 100.0 1 (†) ‡ (†) ‡ (†) ‡ (†)

Minnesota 98.2 (0.76) 98.1 (0.85) 98.0 (1.21) 99.2 (0.81) 100.0 1 (†) ‡ (†) 87.3 (6.95) ‡ (†)

Mississippi 80.1 (2.68) 76.6 (2.92) 83.5 (3.66) 76.2 (7.25) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Missouri 85.9 (2.28) 86.4 (2.46) 83.6 (6.16) 81.6 (4.73) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Montana 77.0 (1.15) 77.9 (1.16) ‡ (†) 81.3 (4.23) ‡ (†) ‡ (†) 69.6 (4.03) ‡ (†)

Nebraska 92.8 (1.77) 92.2 (2.02) 97.8 (1.21) 94.6 (2.10) ‡ (†) ‡ (†) ‡ (†) 97.2 (1.93)

Nevada 80.1 (1.69) 76.5 (2.58) 76.5 (5.72) 83.2 (1.59) 87.3 (3.15) ‡ (†) ‡ (†) 76.5 (3.67)

New Hampshire 91.8 (1.19) 91.9 (1.26) ‡ (†) 94.8 (2.50) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New Jersey 83.2 (2.42) 87.9 (2.27) 76.4 (6.15) 73.5 (5.15) 89.0 (3.18) ‡ (†) ‡ (†) ‡ (†)

New Mexico 86.7 (1.55) 89.7 (1.98) ‡ (†) 86.2 (1.55) ‡ (†) ‡ (†) 83.0 (6.23) ‡ (†)

New York 88.1 (2.05) 94.2 (2.02) 73.9 (6.79) 82.6 (2.63) 96.8 (1.78) ‡ (†) ‡ (†) ‡ (†)

North Carolina 83.1 (2.02) 81.4 (2.68) 82.8 (2.20) 89.1 (2.13) 93.6 (2.48) ‡ (†) 78.8 (5.57) 76.4 (6.13)

North Dakota 90.8 (0.45) 91.8 (0.52) 83.2 (4.33) 95.8 (2.34) ‡ (†) ‡ (†) 84.3 (1.87) ‡ (†)

Ohio 91.1 (2.28) 91.7 (2.39) 86.4 (5.39) 89.2 (4.69) ‡ (†) ‡ (†) ‡ (†) 92.3 (3.22)

Oklahoma 67.3 (2.74) 67.8 (3.42) 53.9 (7.27) 64.8 (4.81) ‡ (†) ‡ (†) 72.0 (4.57) 70.2 (5.40)

Oregon 82.9 (2.53) 84.3 (2.70) ‡ (†) 80.0 (3.63) ‡ (†) ‡ (†) ‡ (†) 82.8 (4.58)

Pennsylvania 87.9 (1.47) 89.9 (1.64) 85.2 (4.01) 76.6 (5.66) 84.7 (6.29) ‡ (†) ‡ (†) 82.5 (5.40)

Rhode Island 93.8 (0.57) 96.4 (0.54) 89.3 (2.67) 86.3 (1.74) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

South Carolina 80.2 (2.61) 80.1 (2.83) 79.0 (3.82) 87.6 (3.63) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

South Dakota 84.5 (1.69) 86.0 (1.65) ‡ (†) 83.0 (4.39) ‡ (†) ‡ (†) 76.2 (4.24) ‡ (†)

Tennessee 64.6 (3.67) 65.5 (3.64) 59.8 (6.88) 66.1 (6.36) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Texas 73.7 (3.11) 69.3 (4.82) 70.8 (4.57) 77.0 (3.51) 77.2 (5.91) ‡ (†) ‡ (†) 61.6 (10.96)

Utah 95.0 (0.86) 95.6 (0.88) ‡ (†) 91.2 (2.49) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Vermont 90.3 (0.53) 90.3 (0.59) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Virginia 86.0 (2.09) 88.6 (2.30) 78.6 (4.47) 83.7 (3.70) 92.6 (2.55) ‡ (†) ‡ (†) 86.0 (4.00)

Washington 80.3 (2.65) 80.0 (3.29) 74.3 (7.15) 81.0 (2.65) 83.3 (4.44) ‡ (†) 87.7 (5.36) 80.8 (4.53)

West Virginia 92.7 (1.49) 93.1 (1.49) 89.6 (3.59) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Wisconsin 87.3 (1.91) 88.6 (2.05) 72.5 (6.10) 91.3 (2.72) ‡ (†) ‡ (†) 95.8 (2.28) ‡ (†)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-73

TABLE B-51. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by race/ethnicity 

and state: 2015—Continued

(Standard errors in parentheses)

State Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Wyoming 94.9 (0.43) 95.2 (0.47) ‡ (†) 91.3 (1.64) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Department of 

Defense Dependents Schools 95.5 (0.44) 94.9 (1.04) 95.7 (1.51) 96.4 (1.23) 97.2 (1.47) ‡ (†) ‡ (†) 94.8 (1.65)

† Not applicable. 

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

1 Rounds to 100 percent.

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of 

the following subjects as part of your undergraduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special 

education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate 

coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English 

language learning.” For this table, teachers were classified as having a major or minor in mathematics if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate 

coursework in mathematics education, mathematics, or other mathematics-related subject such as statistics.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessments.

TABLE B-52. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by race/ethnicity 

and jurisdiction: 2015

(Standard errors in parentheses)

Jurisdiction Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Nation (public) 82.4 (0.57) 84.8 (0.56) 77.7 (1.06) 80.1 (1.29) 84.5 (1.53) 83.4 (3.42) 78.6 (2.14) 81.2 (1.37)

Large city 79.8 (1.42) 81.1 (1.43) 75.7 (2.13) 80.1 (2.41) 87.3 (3.10) 76.8 (10.42) 84.1 (4.71) 83.4 (2.87)

Albuquerque 79.3 (1.38) 81.1 (2.90) ‡ (†) 78.0 (1.58) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Atlanta 76.8 (0.97) 70.7 (4.47) 77.9 (0.96) 79.2 (4.14) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Austin 69.2 (1.32) 80.5 (2.41) 74.4 (5.10) 62.9 (1.89) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Baltimore City 71.5 (4.20) 94.1 (4.27) 65.4 (4.96) 100.0 1 (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Boston 83.7 (0.65) 92.1 (2.43) 75.1 (2.22) 87.0 (1.62) 88.0 (2.43) ‡ (†) ‡ (†) ‡ (†)

Charlotte 81.0 (1.78) 81.3 (2.30) 77.7 (2.94) 84.7 (2.50) 87.9 (3.67) ‡ (†) ‡ (†) ‡ (†)

Chicago 88.2 (2.79) 98.2 (1.67) 82.4 (4.77) 90.8 (3.15) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Cleveland 72.2 (1.13) 81.4 (3.42) 70.3 (1.99) 71.3 (3.32) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Dallas 74.1 (1.45) ‡ (†) 74.7 (3.36) 76.4 (1.91) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Detroit 91.6 (0.62) ‡ (†) 90.3 (0.76) 98.1 (1.33) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 

(DCPS) 75.7 (1.39) 81.5 (3.63) 73.3 (1.73) 77.3 (3.51) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Fresno 89.7 (1.21) 87.2 (3.96) ‡ (†) 92.0 (1.52) 88.1 (2.77) ‡ (†) ‡ (†) ‡ (†)

Hillsborough County 

(FL) 60.6 (2.86) 64.2 (3.64) 56.9 (6.01) 56.9 (4.46) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-74

TABLE B-52. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate major or minor in mathematics, by race/ethnicity 

and jurisdiction: 2015—Continued

(Standard errors in parentheses)

Jurisdiction Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Houston 74.6 (1.99) 85.5 (4.11) 60.7 (4.84) 77.7 (1.54) 91.0 (3.92) ‡ (†) ‡ (†) ‡ (†)

Jefferson County (KY) 90.5 (0.72) 90.7 (0.96) 89.8 (1.62) 94.7 (2.38) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Los Angeles 82.4 (3.67) 84.3 (4.52) 76.7 (8.09) 82.6 (3.67) 81.7 (6.73) ‡ (†) ‡ (†) ‡ (†)

Miami-Dade 69.0 (3.26) 54.7 (9.48) 67.3 (7.69) 71.3 (3.37) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New York City 89.9 (2.05) 91.3 (4.62) 86.5 (3.51) 88.0 (2.67) 97.2 (1.17) ‡ (†) ‡ (†) ‡ (†)

Philadelphia 64.1 (4.35) 71.3 (3.91) 64.3 (8.02) 48.1 (7.43) 74.8 (5.37) ‡ (†) ‡ (†) ‡ (†)

San Diego 86.8 (1.66) 88.3 (2.60) ‡ (†) 86.6 (2.24) 87.0 (3.02) ‡ (†) ‡ (†) ‡ (†)

Duval County (FL) 60.2 (2.42) 57.9 (3.04) 59.7 (2.62) 61.6 (6.89) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

† Not applicable. 

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

1 Rounds to 100 percent.

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of 

the following subjects as part of your undergraduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special 

education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate 

coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); English 

language learning.” For this table, teachers were classified as having a major or minor in mathematics if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate 

coursework in mathematics education, mathematics, or other mathematics-related subject such as statistics.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-75

TABLE B-53. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate 

major or minor in mathematics, by disability status and selected school characteristics: 2015

(Standard errors in parentheses)

School characteristic Total

Disability status

With a disability Without a disability

Nation (public) 82.4 (0.57) 73.5 (0.90) 83.6 (0.60)

Location 

City 80.9 (0.94) 72.7 (1.44) 82.0 (0.98)

Suburban 83.6 (0.98) 74.5 (1.46) 84.8 (0.99)

Town 83.5 (1.74) 72.2 (2.82) 85.0 (1.72)

Rural 81.5 (1.25) 73.5 (2.06) 82.6 (1.29)

Minority enrollment

75 percent or more 78.7 (1.52) 71.3 (2.00) 79.6 (1.55)

Less than 75 percent 83.7 (0.56) 74.3 (0.87) 85.0 (0.60)

NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of 

your undergraduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including 

secondary education); special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a 

major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: mathematics education; mathematics; other 

mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); 

English language learning.” For this table, teachers were classified as having a major or minor in mathematics if they answered “yes” to having a major, 

minor, or special emphasis in either undergraduate or graduate coursework in mathematics education, mathematics, or other mathematics-related 

subject such as statistics.

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

Progress (NAEP), 2015 Mathematics Assessment.

TABLE B-54. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate 

major or minor in mathematics, by disability status and state: 2015 

(Standard errors in parentheses)

State Total

Disability status

With a disability Without a disability

Nation (public) 82.4 (0.57) 73.5 (0.90) 83.6 (0.60)

Alabama 82.9 (3.08) 83.0 (5.05) 82.9 (3.07)

Alaska 74.9 (1.46) 62.6 (4.03) 76.8 (1.50)

Arizona 64.6 (3.51) 51.4 (4.80) 65.9 (3.58)

Arkansas 72.0 (2.59) 59.4 (3.63) 73.3 (2.64)

California 81.5 (2.85) 68.5 (4.83) 82.8 (2.87)

Colorado 87.9 (1.99) 80.2 (3.78) 88.7 (1.96)

Connecticut 92.0 (1.55) 88.1 (2.73) 92.7 (1.54)

Delaware 74.6 (0.71) 65.3 (2.42) 76.3 (0.74)

District of Columbia 77.6 (0.84) 71.6 (3.32) 78.7 (0.98)

Florida 69.6 (2.44) 64.0 (4.79) 70.4 (2.42)

Georgia 79.4 (2.15) 68.7 (4.50) 80.7 (2.26)

Hawaii 82.9 (0.87) 55.0 (4.55) 85.7 (0.82)

Idaho 87.2 (1.62) 78.5 (3.44) 88.2 (1.68)

Illinois 92.7 (1.38) 76.6 (3.81) 94.8 (1.42)

Indiana 89.8 (2.03) 88.1 (2.21) 90.1 (2.22)

Iowa 93.5 (1.48) 80.2 (3.80) 95.2 (1.36)

Kansas 83.0 (2.44) 70.9 (4.10) 84.5 (2.37)

Kentucky 92.5 (1.79) 81.7 (3.45) 93.9 (1.76)

Louisiana 61.9 (4.00) 58.9 (4.91) 62.5 (4.07)

Maine 78.7 (1.72) 67.8 (2.81) 80.7 (1.98)

Maryland 78.7 (2.60) 73.5 (4.11) 79.5 (2.60)

Massachusetts 84.4 (2.61) 76.5 (3.32) 86.0 (2.70)

Michigan 97.7 (0.74) 89.5 (3.18) 98.6 (0.58)

Minnesota 98.2 (0.76) 93.1 (2.06) 98.8 (0.79)

Mississippi 80.1 (2.68) 72.4 (5.23) 80.9 (2.66)

See notes at end of table.
B-76 Certification Status and Experience of U.S. Public School Teachers—Appendix B

TABLE B-54. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate 

major or minor in mathematics, by disability status and state: 2015—Continued

(Standard errors in parentheses)

State Total

Disability status

With a disability Without a disability

Missouri 85.9 (2.28) 69.1 (4.28) 88.1 (2.28)

Montana 77.0 (1.15) 54.0 (3.83) 79.7 (1.14)

Nebraska 92.8 (1.77) 90.4 (2.57) 93.2 (1.81)

Nevada 80.1 (1.69) 61.7 (4.58) 81.9 (1.67)

New Hampshire 91.8 (1.19) 91.4 (2.37) 91.8 (1.17)

New Jersey 83.2 (2.42) 77.9 (3.61) 84.2 (2.50)

New Mexico 86.7 (1.55) 79.6 (3.76) 87.6 (1.52)

New York 88.1 (2.05) 78.5 (3.83) 90.1 (1.93)

North Carolina 83.1 (2.02) 79.0 (3.61) 83.8 (2.03)

North Dakota 90.8 (0.45) 78.6 (2.41) 92.5 (0.44)

Ohio 91.1 (2.28) 86.6 (3.18) 91.8 (2.24)

Oklahoma 67.3 (2.74) 55.4 (5.05) 69.4 (2.70)

Oregon 82.9 (2.53) 78.3 (4.12) 83.5 (2.53)

Pennsylvania 87.9 (1.47) 78.9 (3.50) 89.5 (1.34)

Rhode Island 93.8 (0.57) 85.3 (2.20) 95.3 (0.51)

South Carolina 80.2 (2.61) 72.3 (4.01) 81.2 (2.64)

South Dakota 84.5 (1.69) 69.4 (3.86) 86.2 (1.66)

Tennessee 64.6 (3.67) 62.5 (4.82) 65.0 (3.70)

Texas 73.7 (3.11) 64.0 (4.25) 74.7 (3.20)

Utah 95.0 (0.86) 71.8 (4.28) 97.5 (0.68)

Vermont 90.3 (0.53) 84.9 (1.70) 91.4 (0.61)

Virginia 86.0 (2.09) 77.1 (3.66) 87.2 (2.11)

Washington 80.3 (2.65) 66.0 (5.92) 81.9 (2.76)

West Virginia 92.7 (1.49) 76.5 (3.68) 95.1 (1.41)

Wisconsin 87.3 (1.91) 71.2 (4.07) 89.6 (1.92)

Wyoming 94.9 (0.43) 80.6 (2.58) 96.9 (0.33)

Department of Defense Dependents Schools 95.5 (0.44) 86.1 (3.57) 96.4 (0.42)

NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of 

your undergraduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including 

secondary education); special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a 

major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: mathematics education; mathematics; other 

mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); 

English language learning.” For this table, teachers were classified as having a major or minor in mathematics if they answered “yes” to having a major, 

minor, or special emphasis in either undergraduate or graduate coursework in mathematics education, mathematics, or other mathematics-related 

subject such as statistics.

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

Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-77

TABLE B-55. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate 

major or minor in mathematics, by disability status and jurisdiction: 2015

(Standard errors in parentheses)

Jurisdiction Total

Disability status

With a disability Without a disability

Nation (public) 82.4 (0.57) 73.5 (0.90) 83.6 (0.60)

Large city 79.8 (1.42) 71.4 (1.98) 80.9 (1.49)

Albuquerque 79.3 (1.38) 80.3 (4.31) 79.1 (1.41)

Atlanta 76.8 (0.97) 66.2 (3.75) 78.1 (1.14)

Austin 69.2 (1.32) 74.7 (3.72) 68.2 (1.55)

Baltimore City 71.5 (4.20) 64.0 (6.12) 73.3 (4.22)

Boston 83.7 (0.65) 72.3 (3.47) 85.9 (0.88)

Charlotte 81.0 (1.78) 73.2 (4.94) 81.8 (1.72)

Chicago 88.2 (2.79) 74.7 (4.71) 90.5 (2.89)

Cleveland 72.2 (1.13) 54.8 (4.17) 76.3 (1.11)

Dallas 74.1 (1.45) ‡ (†) 74.5 (1.56)

Detroit 91.6 (0.62) 69.2 (4.29) 94.8 (0.59)

District of Columbia (DCPS) 75.7 (1.39) 65.3 (5.68) 77.6 (1.44)

Fresno 89.7 (1.21) ‡ (†) 92.4 (0.98)

Hillsborough County (FL) 60.6 (2.86) 52.8 (4.73) 61.9 (3.29)

Houston 74.6 (1.99) 65.0 (5.51) 75.6 (1.92)

Jefferson County (KY) 90.5 (0.72) 78.5 (3.25) 92.0 (0.72)

Los Angeles 82.4 (3.67) 76.5 (4.53) 83.2 (3.86)

Miami-Dade 69.0 (3.26) 57.4 (6.70) 70.1 (3.41)

New York City 89.9 (2.05) 74.8 (3.82) 93.2 (1.81)

Philadelphia 64.1 (4.35) 64.1 (6.34) 64.1 (4.43)

San Diego 86.8 (1.66) 77.3 (5.23) 87.9 (1.69)

Duval County (FL) 60.2 (2.42) 47.4 (5.38) 61.9 (2.32)

† Not applicable. 

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

NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of 

your undergraduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including 

secondary education); special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a 

major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: mathematics education; mathematics; other 

mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); 

English language learning.” For this table, teachers were classified as having a major or minor in mathematics if they answered “yes” to having a major, 

minor, or special emphasis in either undergraduate or graduate coursework in mathematics education, mathematics, or other mathematics-related 

subject such as statistics.

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

Progress (NAEP), 2015 Mathematics Assessment.

TABLE B-56. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate 

major or minor in mathematics, by English language learner status and selected school characteristics: 2015

(Standard errors in parentheses)

School characteristic Total

English language learner (ELL) status

ELL Not ELL 

Nation (public) 82.4 (0.57) 79.1 (1.54) 82.6 (0.57)

Location 

City 80.9 (0.94) 79.7 (2.05) 81.0 (0.96)

Suburban 83.6 (0.98) 78.0 (2.51) 84.0 (0.96)

Town 83.5 (1.74) 80.9 (4.20) 83.7 (1.72)

Rural 81.5 (1.25) 77.7 (4.06) 81.6 (1.23)

Minority enrollment

75 percent or more 78.7 (1.52) 78.3 (2.10) 78.7 (1.55)

Less than 75 percent 83.7 (0.56) 80.2 (1.69) 83.8 (0.57)

NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of 

your undergraduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including 

secondary education); special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a 

major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: mathematics education; mathematics; other 

mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); 

English language learning.” For this table, teachers were classified as having a major or minor in mathematics if they answered “yes” to having a major, 

minor, or special emphasis in either undergraduate or graduate coursework in mathematics education, mathematics, or other mathematics-related 

subject such as statistics.

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

Progress (NAEP), 2015 Mathematics Assessment.
B-78 Certification Status and Experience of U.S. Public School Teachers—Appendix B

TABLE B-57. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate 

major or minor in mathematics, by English language learner status and state: 2015

(Standard errors in parentheses)

State Total

English language learner (ELL) status

ELL Not ELL 

Nation (public) 82.4 (0.57) 79.1 (1.54) 82.6 (0.57)

Alabama 82.9 (3.08) ‡ (†) 83.3 (3.07)

Alaska 74.9 (1.46) 69.3 (5.91) 75.7 (1.56)

Arizona 64.6 (3.51) ‡ (†) 65.4 (3.63)

Arkansas 72.0 (2.59) 68.1 (4.48) 72.3 (2.62)

California 81.5 (2.85) 81.8 (3.47) 81.5 (2.96)

Colorado 87.9 (1.99) 84.4 (3.92) 88.3 (2.07)

Connecticut 92.0 (1.55) ‡ (†) 92.1 (1.56)

Delaware 74.6 (0.71) ‡ (†) 74.8 (0.71)

District of Columbia 77.6 (0.84) ‡ (†) 78.1 (0.89)

Florida 69.6 (2.44) 64.6 (5.55) 69.9 (2.46)

Georgia 79.4 (2.15) 79.6 (7.59) 79.4 (2.16)

Hawaii 82.9 (0.87) 81.6 (3.21) 83.0 (0.92)

Idaho 87.2 (1.62) ‡ (†) 87.3 (1.61)

Illinois 92.7 (1.38) 87.6 (3.51) 92.9 (1.41)

Indiana 89.8 (2.03) 85.6 (5.29) 90.1 (2.09)

Iowa 93.5 (1.48) 84.6 (5.64) 93.8 (1.44)

Kansas 83.0 (2.44) 86.5 (3.62) 82.6 (2.54)

Kentucky 92.5 (1.79) ‡ (†) 92.4 (1.81)

Louisiana 61.9 (4.00) ‡ (†) 61.9 (4.01)

Maine 78.7 (1.72) ‡ (†) 79.1 (1.74)

Maryland 78.7 (2.60) 76.4 (5.83) 78.8 (2.64)

Massachusetts 84.4 (2.61) 77.7 (7.58) 84.7 (2.60)

Michigan 97.7 (0.74) 96.8 (2.14) 97.7 (0.76)

Minnesota 98.2 (0.76) 100.0 1 (†) 98.1 (0.81)

Mississippi 80.1 (2.68) ‡ (†) 80.0 (2.68)

Missouri 85.9 (2.28) ‡ (†) 86.0 (2.28)

Montana 77.0 (1.15) ‡ (†) 77.1 (1.16)

Nebraska 92.8 (1.77) ‡ (†) 92.8 (1.78)

Nevada 80.1 (1.69) 85.0 (2.31) 79.3 (1.81)

New Hampshire 91.8 (1.19) ‡ (†) 91.9 (1.20)

New Jersey 83.2 (2.42) ‡ (†) 83.6 (2.35)

New Mexico 86.7 (1.55) 79.1 (3.19) 87.8 (1.60)

New York 88.1 (2.05) 79.6 (4.92) 88.7 (2.11)

North Carolina 83.1 (2.02) 83.2 (3.99) 83.1 (2.08)

North Dakota 90.8 (0.45) ‡ (†) 91.2 (0.44)

Ohio 91.1 (2.28) 91.0 (10.21) 91.1 (2.28)

Oklahoma 67.3 (2.74) 73.3 (6.56) 67.1 (2.85)

Oregon 82.9 (2.53) ‡ (†) 83.1 (2.47)

Pennsylvania 87.9 (1.47) 69.1 (9.55) 88.2 (1.45)

Rhode Island 93.8 (0.57) 55.2 (4.95) 95.9 (0.43)

South Carolina 80.2 (2.61) 88.0 (4.12) 79.8 (2.65)

South Dakota 84.5 (1.69) ‡ (†) 84.8 (1.72)

Tennessee 64.6 (3.67) ‡ (†) 64.8 (3.64)

Texas 73.7 (3.11) 73.1 (4.91) 73.7 (3.21)

Utah 95.0 (0.86) 75.7 (6.33) 95.6 (0.79)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-79

TABLE B-57. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate 

major or minor in mathematics, by English language learner status and state: 2015—Continued

(Standard errors in parentheses)

State Total

English language learner (ELL) status

ELL Not ELL 

Vermont 90.3 (0.53) ‡ (†) 90.1 (0.54)

Virginia 86.0 (2.09) 76.4 (7.16) 86.5 (2.17)

Washington 80.3 (2.65) 81.1 (4.81) 80.2 (2.79)

West Virginia 92.7 (1.49) ‡ (†) 92.8 (1.49)

Wisconsin 87.3 (1.91) 94.1 (3.54) 87.1 (1.96)

Wyoming 94.9 (0.43) ‡ (†) 94.9 (0.44)

Department of Defense Dependents Schools 95.5 (0.44) 98.5 (1.44) 95.3 (0.47)

† Not applicable. 

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

1 Rounds to 100 percent.

NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of 

your undergraduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including 

secondary education); special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a 

major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: mathematics education; mathematics; other 

mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); 

English language learning.” For this table, teachers were classified as having a major or minor in mathematics if they answered “yes” to having a major, 

minor, or special emphasis in either undergraduate or graduate coursework in mathematics education, mathematics, or other mathematics-related 

subject such as statistics.

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

Progress (NAEP), 2015 Mathematics Assessment.

TABLE B-58. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate 

major or minor in mathematics, by English language learner status and jurisdiction: 2015

(Standard errors in parentheses)

Jurisdiction Total

English language learner (ELL) status

ELL Not ELL 

Nation (public) 82.4 (0.57) 79.1 (1.54) 82.6 (0.57)

Large city 79.8 (1.42) 79.1 (2.29) 79.9 (1.43)

Albuquerque 79.3 (1.38) 78.5 (4.16) 79.4 (1.49)

Atlanta 76.8 (0.97) ‡ (†) 76.5 (0.99)

Austin 69.2 (1.32) 48.5 (4.09) 73.1 (1.36)

Baltimore City 71.5 (4.20) ‡ (†) 70.6 (4.30)

Boston 83.7 (0.65) 84.4 (2.87) 83.6 (0.82)

Charlotte 81.0 (1.78) ‡ (†) 80.7 (1.78)

Chicago 88.2 (2.79) 80.6 (7.11) 88.8 (2.78)

Cleveland 72.2 (1.13) ‡ (†) 72.2 (1.23)

Dallas 74.1 (1.45) 72.2 (3.06) 75.1 (1.76)

Detroit 91.6 (0.62) 99.1 (0.85) 90.3 (0.72)

District of Columbia (DCPS) 75.7 (1.39) ‡ (†) 76.5 (1.46)

Fresno 89.7 (1.21) 85.2 (4.39) 90.6 (1.25)

Hillsborough County (FL) 60.6 (2.86) 49.8 (6.94) 61.7 (2.99)

Houston 74.6 (1.99) 74.5 (3.21) 74.7 (2.12)

Jefferson County (KY) 90.5 (0.72) ‡ (†) 90.3 (0.77)

Los Angeles 82.4 (3.67) 83.3 (4.07) 82.2 (3.91)

Miami-Dade 69.0 (3.26) 75.8 (4.86) 67.9 (3.43)

New York City 89.9 (2.05) 86.3 (4.73) 90.3 (2.01)

Philadelphia 64.1 (4.35) ‡ (†) 64.6 (4.49)

San Diego 86.8 (1.66) 86.8 (3.12) 86.8 (1.71)

Duval County (FL) 60.2 (2.42) ‡ (†) 59.3 (2.39)

† Not applicable. 

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

NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of 

your undergraduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including 

secondary education); special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a 

major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: mathematics education; mathematics; other 

mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); 

English language learning.” For this table, teachers were classified as having a major or minor in mathematics if they answered “yes” to having a major, 

minor, or special emphasis in either undergraduate or graduate coursework in mathematics education, mathematics, or other mathematics-related 

subject such as statistics.

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

Progress (NAEP), 2015 Mathematics Assessment.
B-80 Certification Status and Experience of U.S. Public School Teachers—Appendix B

TABLE B-59. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate 

major or minor in mathematics, by National School Lunch Program status and selected school characteristics: 2015

(Standard errors in parentheses)

School characteristic Total

National School Lunch Program (NSLP) status

NSLP Not NSLP

Nation (public) 82.4 (0.57) 80.3 (0.72) 85.0 (0.65)

Location 

City 80.9 (0.94) 80.0 (1.20) 82.7 (1.24)

Suburban 83.6 (0.98) 81.0 (1.27) 86.2 (1.02)

Town 83.5 (1.74) 81.5 (2.44) 86.5 (1.58)

Rural 81.5 (1.25) 78.6 (1.37) 84.1 (1.38)

Minority enrollment

75 percent or more 78.7 (1.52) 78.6 (1.54) 78.9 (1.97)

Less than 75 percent 83.7 (0.56) 81.4 (0.60) 85.7 (0.67)

NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of 

your undergraduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including 

secondary education); special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a 

major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: mathematics education; mathematics; other 

mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); 

English language learning.” For this table, teachers were classified as having a major or minor in mathematics if they answered “yes” to having a major, 

minor, or special emphasis in either undergraduate or graduate coursework in mathematics education, mathematics, or other mathematics-related 

subject such as statistics.

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

Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-81

TABLE B-60. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate 

major or minor in mathematics, by National School Lunch Program status and state: 2015

(Standard errors in parentheses)

State Total

National School Lunch Program (NSLP) status

NSLP Not NSLP

Nation (public) 82.4 (0.57) 80.3 (0.72) 85.0 (0.65)

Alabama 82.9 (3.08) 82.0 (3.62) 84.1 (3.29)

Alaska 74.9 (1.46) 73.1 (2.16) 77.2 (1.81)

Arizona 64.6 (3.51) 66.1 (4.01) 64.8 (4.89)

Arkansas 72.0 (2.59) 67.4 (3.12) 78.5 (2.57)

California 81.5 (2.85) 82.9 (3.30) 80.1 (3.62)

Colorado 87.9 (1.99) 88.4 (2.07) 87.2 (2.74)

Connecticut 92.0 (1.55) 89.2 (2.31) 93.6 (1.82)

Delaware 74.6 (0.71) 72.1 (1.48) 76.0 (1.11)

District of Columbia 77.6 (0.84) 76.9 (1.04) 79.3 (1.85)

Florida 69.6 (2.44) 66.3 (2.92) 75.0 (2.23)

Georgia 79.4 (2.15) 79.6 (2.49) 77.0 (2.93)

Hawaii 82.9 (0.87) 83.2 (1.39) 82.5 (1.16)

Idaho 87.2 (1.62) 86.9 (2.00) 87.4 (1.83)

Illinois 92.7 (1.38) 91.4 (1.66) 93.9 (2.09)

Indiana 89.8 (2.03) 87.7 (2.56) 91.6 (2.17)

Iowa 93.5 (1.48) 90.4 (1.93) 95.2 (1.54)

Kansas 83.0 (2.44) 81.2 (3.07) 84.5 (2.62)

Kentucky 92.5 (1.79) 90.5 (2.74) 95.0 (0.78)

Louisiana 61.9 (4.00) 60.5 (4.60) 64.7 (4.06)

Maine 78.7 (1.72) 79.8 (1.91) 77.9 (2.06)

Maryland 78.7 (2.60) 75.2 (3.28) 80.9 (2.76)

Massachusetts 84.4 (2.61) 79.4 (3.73) 88.1 (2.91)

Michigan 97.7 (0.74) 96.7 (1.18) 98.5 (0.54)

Minnesota 98.2 (0.76) 97.2 (1.34) 98.7 (0.54)

Mississippi 80.1 (2.68) 81.1 (3.20) 76.7 (3.13)

Missouri 85.9 (2.28) 80.7 (3.19) 90.1 (2.00)

Montana 77.0 (1.15) 75.9 (1.77) 77.7 (1.47)

Nebraska 92.8 (1.77) 93.4 (1.52) 92.5 (2.18)

Nevada 80.1 (1.69) 81.0 (2.13) 79.1 (1.80)

New Hampshire 91.8 (1.19) 89.9 (2.24) 92.1 (1.07)

New Jersey 83.2 (2.42) 73.7 (4.54) 87.4 (2.09)

New Mexico 86.7 (1.55) 85.5 (1.74) 89.7 (2.25)

New York 88.1 (2.05) 84.8 (2.97) 93.0 (1.97)

North Carolina 83.1 (2.02) 81.2 (2.35) 85.5 (2.39)

North Dakota 90.8 (0.45) 86.8 (1.12) 92.6 (0.58)

Ohio 91.1 (2.28) 89.9 (2.67) 92.1 (2.66)

Oklahoma 67.3 (2.74) 67.1 (2.95) 67.6 (3.51)

Oregon 82.9 (2.53) 81.0 (3.05) 85.4 (2.95)

Pennsylvania 87.9 (1.47) 85.6 (2.02) 89.8 (1.65)

Rhode Island 93.8 (0.57) 89.7 (0.99) 97.1 (0.50)

South Carolina 80.2 (2.61) 77.4 (3.43) 83.7 (2.52)

South Dakota 84.5 (1.69) 81.0 (2.06) 86.6 (1.89)

Tennessee 64.6 (3.67) 61.9 (4.58) 67.8 (3.99)

Texas 73.7 (3.11) 74.7 (3.01) 73.8 (4.10)

Utah 95.0 (0.86) 91.3 (1.52) 96.9 (0.73)

See notes at end of table.
B-82 Certification Status and Experience of U.S. Public School Teachers—Appendix B

TABLE B-60. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate 

major or minor in mathematics, by National School Lunch Program status and state: 2015—Continued

(Standard errors in parentheses)

State Total

National School Lunch Program (NSLP) status

NSLP Not NSLP

Vermont 90.3 (0.53) 91.3 (0.94) 89.6 (0.90)

Virginia 86.0 (2.09) 81.8 (3.08) 88.5 (1.96)

Washington 80.3 (2.65) 77.0 (3.09) 83.9 (3.08)

West Virginia 92.7 (1.49) 92.7 (1.72) 92.7 (1.98)

Wisconsin 87.3 (1.91) 80.7 (2.92) 91.6 (1.86)

Wyoming 94.9 (0.43) 92.2 (0.97) 96.2 (0.61)

Department of Defense Dependents Schools 95.5 (0.44) ‡ (†) ‡ (†)

† Not applicable. 

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

NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of 

your undergraduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including 

secondary education); special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a 

major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: mathematics education; mathematics; other 

mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); 

English language learning.” For this table, teachers were classified as having a major or minor in mathematics if they answered “yes” to having a major, 

minor, or special emphasis in either undergraduate or graduate coursework in mathematics education, mathematics, or other mathematics-related 

subject such as statistics.

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

Progress (NAEP), 2015 Mathematics Assessment.

TABLE B-61. Percentage of 8th-grade public school students who have a mathematics teacher with an undergraduate or graduate 

major or minor in mathematics, by National School Lunch Program status and jurisdiction: 2015

(Standard errors in parentheses)

Jurisdiction Total

National School Lunch Program (NSLP) status

NSLP Not NSLP

Nation (public) 82.4 (0.57) 80.3 (0.72) 85.0 (0.65)

Large city 79.8 (1.42) 79.0 (1.72) 82.2 (1.55)

Albuquerque 79.3 (1.38) 77.1 (1.84) 83.0 (2.15)

Atlanta 76.8 (0.97) 79.3 (1.00) 65.1 (3.30)

Austin 69.2 (1.32) 62.3 (1.83) 78.1 (2.06)

Baltimore City 71.5 (4.20) 70.1 (4.59) 75.3 (4.36)

Boston 83.7 (0.65) 83.7 (0.65) ‡ (†)

Charlotte 81.0 (1.78) 78.5 (2.72) 84.7 (1.95)

Chicago 88.2 (2.79) 87.1 (3.05) 94.3 (3.70)

Cleveland 72.2 (1.13) 72.2 (1.13) ‡ (†)

Dallas 74.1 (1.45) 74.1 (1.62) 74.2 (5.22)

Detroit 91.6 (0.62) 91.8 (0.85) 90.9 (1.58)

District of Columbia (DCPS) 75.7 (1.39) 73.4 (1.70) 81.2 (2.59)

Fresno 89.7 (1.21) 88.8 (1.50) 93.0 (1.95)

Hillsborough County (FL) 60.6 (2.86) 56.6 (3.04) 66.1 (4.38)

Houston 74.6 (1.99) 73.6 (1.96) 77.6 (3.22)

Jefferson County (KY) 90.5 (0.72) 89.8 (1.15) 91.4 (1.09)

Los Angeles 82.4 (3.67) 81.9 (3.91) 84.6 (4.91)

Miami-Dade 69.0 (3.26) 73.1 (3.26) 58.4 (5.87)

New York City 89.9 (2.05) 90.1 (2.10) 89.4 (3.13)

Philadelphia 64.1 (4.35) 58.2 (4.58) 72.8 (4.90)

San Diego 86.8 (1.66) 86.5 (1.94) 87.4 (2.46)

Duval County (FL) 60.2 (2.42) 58.8 (2.69) 61.3 (3.38)

† Not applicable. 

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

NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of 

your undergraduate coursework: mathematics education; mathematics; other mathematics-related subject such as statistics; education (including 

secondary education); special education (including students with disabilities); English language learning.” Teachers were also asked “Did you have a 

major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: mathematics education; mathematics; other 

mathematics-related subject such as statistics; education (including secondary education); special education (including students with disabilities); 

English language learning.” For this table, teachers were classified as having a major or minor in mathematics if they answered “yes” to having a major, 

minor, or special emphasis in either undergraduate or graduate coursework in mathematics education, mathematics, or other mathematics-related 

subject such as statistics.

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

Progress (NAEP), 2015 Mathematics Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-83

TABLE B-62. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by race/ethnicity and 

selected school characteristics: 2015

(Standard errors in parentheses)

School characteristic Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Nation (public) 86.0 (0.56) 86.7 (0.55) 84.7 (0.85) 84.8 (1.12) 89.4 (1.32) 88.1 (1.95) 80.6 (2.43) 85.2 (1.54)

Location 

City 86.8 (1.17) 87.5 (1.35) 85.7 (1.43) 85.9 (1.77) 91.8 (1.68) 91.3 (3.20) 83.4 (4.72) 86.0 (3.89)

Suburban 87.2 (0.73) 88.0 (0.70) 85.6 (1.29) 85.9 (1.51) 88.7 (1.94) 86.9 (3.68) 85.6 (3.49) 86.7 (1.94)

Town 84.5 (1.64) 85.8 (1.50) 81.3 (2.78) 82.7 (4.94) 85.1 (2.87) 84.7 (2.67) 77.2 (5.61) 84.8 (2.94)

Rural 83.4 (1.37) 84.8 (1.18) 81.5 (2.85) 77.8 (4.82) 81.9 (3.37) 88.7 (5.71) 79.9 (2.87) 80.4 (2.75)

Minority enrollment

75 percent or more 85.2 (1.41) 82.5 (2.67) 84.6 (1.45) 85.5 (1.79) 89.5 (2.92) 87.1 (2.30) 76.1 (5.34) 84.6 (4.08)

Less than 75 percent 86.3 (0.59) 86.9 (0.57) 84.9 (1.13) 83.9 (1.18) 89.4 (1.26) 89.0 (3.22) 82.7 (2.15) 85.3 (1.57)

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of 

the following subjects as part of your undergraduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with 

disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: reading, language arts, or 

literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major 

or minor in reading if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in reading, language arts, or literacy education; English; or some other 

language arts-related subject.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.

TABLE B-63. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by race/ethnicity and state: 

2015

(Standard errors in parentheses)

State Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Nation (public) 86.0 (0.56) 86.7 (0.55) 84.7 (0.85) 84.8 (1.12) 89.4 (1.32) 88.1 (1.95) 80.6 (2.43) 85.2 (1.54)

Alabama 93.5 (1.30) 93.4 (1.32) 94.5 (2.43) 92.6 (4.37) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Alaska 82.1 (1.47) 81.9 (1.82) ‡ (†) 84.6 (3.96) 79.7 (3.19) ‡ (†) 80.3 (4.02) 87.4 (3.13)

Arizona 79.7 (3.01) 78.4 (3.60) 83.6 (5.04) 81.7 (3.63) ‡ (†) ‡ (†) 69.6 (13.11) ‡ (†)

Arkansas 85.4 (1.99) 87.2 (1.97) 79.0 (4.69) 87.6 (3.43) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

California 84.1 (2.65) 81.6 (3.89) 82.8 (4.74) 85.0 (2.93) 86.5 (3.86) ‡ (†) ‡ (†) 82.3 (12.52)

Colorado 89.8 (2.66) 89.9 (2.93) 81.7 (8.68) 90.5 (3.20) 94.2 (3.19) ‡ (†) ‡ (†) 91.4 (5.11)

Connecticut 95.8 (1.02) 94.9 (1.39) 96.9 (1.45) 98.1 (0.58) 95.9 (1.75) ‡ (†) ‡ (†) ‡ (†)

Delaware 83.4 (0.62) 83.9 (1.10) 84.6 (1.43) 80.0 (2.40) 84.6 (4.78) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 96.5 (0.45) ‡ (†) 95.7 (0.56) 99.1 (0.89) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Florida 77.1 (2.95) 74.5 (3.84) 75.1 (4.16) 81.0 (3.58) 84.2 (6.62) ‡ (†) ‡ (†) 83.4 (7.26)

Georgia 86.5 (2.12) 85.4 (3.05) 88.0 (2.61) 88.4 (2.82) 82.7 (5.62) ‡ (†) ‡ (†) 84.3 (4.64)

Hawaii 88.5 (0.99) 87.2 (2.77) ‡ (†) 89.2 (3.23) 90.4 (1.14) 85.5 (1.83) ‡ (†) 93.2 (1.85)

Idaho 82.2 (2.02) 83.6 (1.95) ‡ (†) 76.3 (3.76) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Illinois 91.1 (1.99) 91.4 (2.54) 90.1 (2.66) 89.7 (3.42) 96.2 (2.03) ‡ (†) ‡ (†) ‡ (†)

Indiana 95.2 (0.95) 95.8 (1.35) 92.0 (4.10) 95.9 (1.79) ‡ (†) ‡ (†) ‡ (†) 90.4 (3.58)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-84

TABLE B-63. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by race/ethnicity and state: 

2015—Continued

(Standard errors in parentheses)

State Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Iowa 97.0 (0.71) 97.2 (0.71) 96.2 (2.34) 97.8 (1.13) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Kansas 85.5 (1.74) 83.8 (2.19) 83.4 (4.10) 90.8 (2.30) ‡ (†) ‡ (†) ‡ (†) 88.7 (3.46)

Kentucky 89.4 (2.22) 88.6 (2.60) 93.0 (1.65) 91.3 (3.27) 92.3 (3.59) ‡ (†) ‡ (†) 94.4 (2.94)

Louisiana 66.7 (3.86) 70.3 (4.20) 62.5 (4.89) 61.3 (6.57) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maine 84.7 (1.49) 85.2 (1.56) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Maryland 87.6 (1.97) 87.1 (2.14) 86.8 (2.82) 91.4 (2.59) 92.7 (2.71) ‡ (†) ‡ (†) 84.4 (5.83)

Massachusetts 96.3 (0.96) 97.0 (0.91) 96.2 (1.35) 93.2 (1.83) 95.3 (2.42) ‡ (†) ‡ (†) 98.4 (1.74)

Michigan 95.8 (1.59) 95.5 (1.95) 97.0 (1.13) 97.1 (2.02) 93.0 (3.30) ‡ (†) ‡ (†) ‡ (†)

Minnesota 95.7 (1.06) 97.2 (0.73) 91.8 (3.52) 90.9 (3.74) 92.5 (2.67) ‡ (†) 95.9 (1.82) ‡ (†)

Mississippi 81.7 (3.19) 84.1 (3.33) 79.2 (5.00) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Missouri 82.2 (2.53) 82.5 (2.62) 82.1 (7.42) 77.6 (5.25) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Montana 74.7 (1.66) 74.1 (1.72) ‡ (†) 82.1 (3.64) ‡ (†) ‡ (†) 78.0 (3.81) ‡ (†)

Nebraska 87.7 (1.77) 86.4 (2.20) 96.7 (2.01) 92.2 (1.46) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Nevada 86.8 (0.90) 85.4 (1.58) 84.0 (2.81) 88.7 (1.19) 86.7 (2.65) ‡ (†) ‡ (†) 84.0 (4.09)

New Hampshire 94.6 (0.96) 94.3 (1.05) ‡ (†) 95.4 (2.41) 95.4 (2.81) ‡ (†) ‡ (†) ‡ (†)

New Jersey 85.7 (2.73) 87.7 (2.77) 83.3 (6.89) 78.6 (5.73) 93.3 (2.96) ‡ (†) ‡ (†) ‡ (†)

New Mexico 88.1 (1.82) 88.2 (2.35) ‡ (†) 87.7 (2.10) ‡ (†) ‡ (†) 88.3 (4.95) ‡ (†)

New York 96.8 (1.12) 99.2 (0.29) 96.4 (1.40) 91.5 (3.48) 96.8 (1.55) ‡ (†) ‡ (†) ‡ (†)

North Carolina 91.7 (1.64) 91.6 (2.03) 91.3 (1.90) 90.5 (2.46) 97.6 (1.01) ‡ (†) 92.2 (3.79) 97.3 (2.08)

North Dakota 93.0 (0.44) 94.6 (0.39) ‡ (†) 92.7 (2.73) ‡ (†) ‡ (†) 76.8 (2.82) ‡ (†)

Ohio 81.1 (3.30) 81.6 (3.45) 78.1 (6.65) 80.2 (7.10) ‡ (†) ‡ (†) ‡ (†) 81.8 (6.61)

Oklahoma 76.9 (2.76) 76.5 (3.33) 75.3 (6.97) 80.2 (3.54) ‡ (†) ‡ (†) 76.3 (3.83) 76.3 (5.69)

Oregon 82.1 (2.37) 82.9 (2.51) ‡ (†) 82.4 (2.95) 81.0 (6.00) ‡ (†) ‡ (†) 75.1 (5.79)

Pennsylvania 88.8 (2.04) 90.4 (2.42) 81.6 (3.66) 88.0 (4.84) 91.6 (4.33) ‡ (†) ‡ (†) ‡ (†)

Rhode Island 95.2 (0.39) 95.9 (0.45) 97.6 (1.21) 91.9 (0.95) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

South Carolina 87.2 (2.22) 86.7 (2.74) 86.4 (2.29) 91.7 (4.10) ‡ (†) ‡ (†) ‡ (†) 90.5 (3.97)

South Dakota 85.4 (1.11) 85.6 (1.22) ‡ (†) 90.6 (2.53) ‡ (†) ‡ (†) 79.4 (4.52) ‡ (†)

Tennessee 69.4 (3.44) 65.5 (4.11) 81.1 (3.02) 69.0 (6.16) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Texas 80.0 (2.67) 78.2 (2.79) 78.8 (5.42) 80.8 (3.28) 91.9 (3.38) ‡ (†) ‡ (†) 70.3 (10.36)

Utah 95.5 (0.91) 96.3 (0.86) ‡ (†) 92.4 (2.07) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Vermont 95.5 (0.33) 95.3 (0.39) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Virginia 87.3 (2.34) 88.0 (3.01) 84.7 (3.68) 89.0 (2.40) 89.8 (3.24) ‡ (†) ‡ (†) 86.3 (3.73)

Washington 80.6 (2.56) 81.7 (2.88) 82.0 (4.75) 78.2 (3.27) 79.6 (3.98) ‡ (†) 82.2 (6.93) 81.7 (5.20)

West Virginia 92.7 (1.32) 92.7 (1.34) 90.7 (3.77) ‡ (†) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Wisconsin 82.9 (2.46) 83.9 (2.80) 78.1 (8.10) 82.7 (3.83) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Wyoming 90.2 (0.56) 89.6 (0.62) ‡ (†) 92.2 (1.74) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Department of 

Defense Dependents Schools 88.8 (0.67) 88.0 (1.39) 89.3 (2.21) 91.1 (2.04) ‡ (†) ‡ (†) ‡ (†) 87.2 (2.34)

† Not applicable.

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

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of 

the following subjects as part of your undergraduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with 

disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: reading, language arts, or 

literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major 

or minor in reading if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in reading, language arts, or literacy education; English; or some other 

language arts-related subject.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-85

TABLE B-64. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate major or minor in reading, by race/ethnicity and 

jurisdiction: 2015

(Standard errors in parentheses)

Jurisdiction Total

Race/ethnicity

White Black Hispanic Asian 

Pacific 

Islander 

American Indian/ 

Alaska Native 

Two or 

more races 

Nation (public) 86.0 (0.56) 86.7 (0.55) 84.7 (0.85) 84.8 (1.12) 89.4 (1.32) 88.1 (1.95) 80.6 (2.43) 85.2 (1.54)

Large city 85.6 (1.69) 87.0 (2.15) 84.9 (1.79) 84.2 (2.39) 92.6 (2.43) 92.8 (2.99) 81.8 (5.76) 83.3 (7.06)

Albuquerque 91.1 (0.83) 90.6 (1.71) ‡ (†) 91.0 (1.02) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Atlanta 83.1 (0.92) 94.6 (1.93) 80.5 (1.03) 92.5 (2.85) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Austin 75.1 (1.25) 75.8 (2.88) 70.0 (5.06) 75.4 (1.70) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Baltimore City 86.9 (4.27) ‡ (†) 87.7 (3.99) 84.2 (9.35) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Boston 95.3 (0.66) 98.3 (0.92) 94.6 (1.23) 93.9 (1.24) 97.3 (1.93) ‡ (†) ‡ (†) ‡ (†)

Charlotte 91.4 (1.08) 96.5 (1.16) 87.6 (2.23) 91.5 (2.26) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Chicago 87.9 (3.11) 86.1 (8.05) 89.3 (3.62) 87.1 (4.06) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Cleveland 64.7 (1.30) 77.6 (4.14) 56.1 (2.29) 78.8 (3.49) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Dallas 68.3 (1.67) ‡ (†) 52.9 (4.16) 71.8 (1.83) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Detroit 92.1 (0.63) ‡ (†) 93.3 (0.83) 99.3 (0.72) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

District of Columbia 

(DCPS) 93.8 (0.84) ‡ (†) 92.5 (1.00) 98.2 (1.80) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Fresno 89.7 (1.13) ‡ (†) ‡ (†) 90.0 (1.46) 88.8 (3.88) ‡ (†) ‡ (†) ‡ (†)

Hillsborough County (FL) 68.6 (3.08) 71.5 (3.31) 66.3 (7.31) 63.8 (3.93) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Houston 68.7 (1.99) 65.4 (5.38) 69.1 (3.45) 66.7 (2.49) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Jefferson County (KY) 94.6 (0.72) 94.6 (1.04) 94.1 (1.20) 97.6 (1.67) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Los Angeles 87.6 (2.48) 86.1 (5.82) 86.8 (5.09) 87.6 (2.74) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

Miami-Dade 94.4 (1.24) 97.9 (1.60) 95.6 (1.79) 93.5 (1.59) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

New York City 94.6 (1.55) 96.3 (2.22) 94.9 (2.02) 92.5 (2.33) 96.9 (1.72) ‡ (†) ‡ (†) ‡ (†)

Philadelphia 72.7 (6.25) 79.6 (4.00) 63.3 (9.97) 83.0 (7.34) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

San Diego 89.6 (1.34) 90.9 (1.89) 91.1 (2.78) 84.7 (2.56) 96.7 (1.61) ‡ (†) ‡ (†) 93.7 (2.79)

Duval County (FL) 80.0 (1.49) 82.1 (1.41) 73.6 (3.44) 87.5 (3.48) ‡ (†) ‡ (†) ‡ (†) ‡ (†)

† Not applicable.

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

NOTE: Race/ethnicity based on school records. Race categories exclude persons of Hispanic ethnicity. Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of 

the following subjects as part of your undergraduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education (including students with 

disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework: reading, language arts, or 

literacy education; English; or some other language arts-related subject; special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major 

or minor in reading if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in reading, language arts, or literacy education; English; or some other 

language arts-related subject.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.
B-86 Certification Status and Experience of U.S. Public School Teachers—Appendix B

TABLE B-65. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate 

major or minor in reading, by disability status and selected school characteristics: 2015

(Standard errors in parentheses)

School characteristic Total

Disability status

With a disability Without a disability

Nation (public) 86.0 (0.56) 80.2 (0.79) 86.8 (0.56)

Location 

City 86.8 (1.17) 83.2 (1.57) 87.3 (1.18)

Suburban 87.2 (0.73) 80.3 (1.05) 88.1 (0.75)

Town 84.5 (1.64) 77.0 (2.57) 85.6 (1.62)

Rural 83.4 (1.37) 78.1 (1.84) 84.2 (1.39)

Minority enrollment

75 percent or more 85.2 (1.41) 80.2 (1.75) 85.8 (1.46)

Less than 75 percent 86.3 (0.59) 80.2 (0.91) 87.2 (0.58)

NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your 

undergraduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education 

(including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of 

the following subjects as part of your graduate coursework: reading, language arts, or literacy education; English; or some other language arts-related 

subject; special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major 

or minor in reading if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in reading, 

language arts, or literacy education; English; or some other language arts-related subject.

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

Progress (NAEP), 2015 Reading Assessment.

TABLE B-66. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate 

major or minor in reading, by disability status and state: 2015

(Standard errors in parentheses)

State Total

Disability status

With a disability Without a disability

Nation (public) 86.0 (0.56) 80.2 (0.79) 86.8 (0.56)

Alabama 93.5 (1.30) 90.4 (2.64) 93.8 (1.27)

Alaska 82.1 (1.47) 78.5 (3.21) 82.6 (1.59)

Arizona 79.7 (3.01) 72.7 (4.73) 80.5 (3.03)

Arkansas 85.4 (1.99) 78.8 (4.01) 86.2 (2.02)

California 84.1 (2.65) 73.4 (3.92) 85.2 (2.65)

Colorado 89.8 (2.66) 83.2 (4.36) 90.5 (2.63)

Connecticut 95.8 (1.02) 89.6 (1.71) 96.8 (1.07)

Delaware 83.4 (0.62) 75.5 (2.74) 84.8 (0.67)

District of Columbia 96.5 (0.45) 91.0 (2.21) 97.7 (0.31)

Florida 77.1 (2.95) 72.6 (4.77) 77.8 (2.89)

Georgia 86.5 (2.12) 79.3 (3.92) 87.2 (2.15)

Hawaii 88.5 (0.99) 77.9 (3.32) 89.6 (0.97)

Idaho 82.2 (2.02) 71.3 (4.27) 83.3 (2.04)

Illinois 91.1 (1.99) 81.2 (3.60) 92.4 (2.03)

Indiana 95.2 (0.95) 92.6 (1.83) 95.6 (1.03)

Iowa 97.0 (0.71) 91.4 (1.98) 97.7 (0.78)

Kansas 85.5 (1.74) 82.6 (2.66) 85.9 (1.80)

Kentucky 89.4 (2.22) 79.9 (4.68) 90.4 (2.09)

Louisiana 66.7 (3.86) 57.5 (5.36) 68.4 (3.91)

Maine 84.7 (1.49) 82.0 (2.64) 85.2 (1.62)

Maryland 87.6 (1.97) 84.9 (3.70) 88.1 (2.00)

Massachusetts 96.3 (0.96) 94.0 (1.70) 96.8 (0.95)

Michigan 95.8 (1.59) 89.1 (3.44) 96.6 (1.47)

Minnesota 95.7 (1.06) 89.1 (2.56) 96.5 (1.04)

Mississippi 81.7 (3.19) 74.8 (4.68) 82.4 (3.14)

See notes at end of table.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-87

TABLE B-66. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate 

major or minor in reading, by disability status and state: 2015—Continued

(Standard errors in parentheses)

State Total

Disability status

With a disability Without a disability

Missouri 82.2 (2.53) 78.7 (3.90) 82.6 (2.68)

Montana 74.7 (1.66) 60.2 (3.90) 76.3 (1.66)

Nebraska 87.7 (1.77) 86.6 (3.10) 87.9 (1.73)

Nevada 86.8 (0.90) 78.7 (3.50) 87.6 (0.86)

New Hampshire 94.6 (0.96) 93.7 (1.83) 94.8 (0.93)

New Jersey 85.7 (2.73) 76.2 (3.23) 87.6 (2.97)

New Mexico 88.1 (1.82) 77.5 (3.15) 89.4 (1.79)

New York 96.8 (1.12) 94.4 (1.49) 97.3 (1.28)

North Carolina 91.7 (1.64) 87.7 (3.21) 92.3 (1.59)

North Dakota 93.0 (0.44) 90.9 (1.99) 93.3 (0.44)

Ohio 81.1 (3.30) 77.2 (4.55) 81.7 (3.32)

Oklahoma 76.9 (2.76) 74.0 (4.14) 77.4 (2.81)

Oregon 82.1 (2.37) 81.9 (3.02) 82.2 (2.48)

Pennsylvania 88.8 (2.04) 80.7 (3.87) 90.3 (1.95)

Rhode Island 95.2 (0.39) 89.3 (1.38) 96.2 (0.36)

South Carolina 87.2 (2.22) 80.6 (4.46) 88.0 (2.15)

South Dakota 85.4 (1.11) 77.0 (3.00) 86.4 (1.11)

Tennessee 69.4 (3.44) 66.4 (5.28) 69.8 (3.42)

Texas 80.0 (2.67) 76.0 (3.76) 80.5 (2.69)

Utah 95.5 (0.91) 71.2 (4.50) 98.2 (0.74)

Vermont 95.5 (0.33) 97.8 (0.89) 95.0 (0.41)

Virginia 87.3 (2.34) 81.3 (3.20) 88.2 (2.46)

Washington 80.6 (2.56) 72.0 (4.24) 81.6 (2.71)

West Virginia 92.7 (1.32) 81.9 (3.29) 94.2 (1.35)

Wisconsin 82.9 (2.46) 75.5 (4.10) 83.9 (2.54)

Wyoming 90.2 (0.56) 76.8 (2.65) 92.1 (0.60)

Department of Defense Dependents Schools 88.8 (0.67) 86.9 (3.13) 89.1 (0.66)

NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your 

undergraduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education 

(including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of 

the following subjects as part of your graduate coursework: reading, language arts, or literacy education; English; or some other language arts-related 

subject; special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major 

or minor in reading if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in reading, 

language arts, or literacy education; English; or some other language arts-related subject.

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

Progress (NAEP), 2015 Reading Assessment.
B-88 Certification Status and Experience of U.S. Public School Teachers—Appendix B

TABLE B-67. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate 

major or minor in reading, by disability status and jurisdiction: 2015

(Standard errors in parentheses)

Jurisdiction Total

Disability status

With a disability Without a disability

Nation (public) 86.0 (0.56) 80.2 (0.79) 86.8 (0.56)

Large city 85.6 (1.69) 81.1 (2.22) 86.3 (1.69)

Albuquerque 91.1 (0.83) 81.3 (3.84) 92.6 (0.83)

Atlanta 83.1 (0.92) 78.3 (3.90) 83.7 (0.95)

Austin 75.1 (1.25) 74.9 (4.50) 75.2 (1.32)

Baltimore City 86.9 (4.27) 93.0 (3.64) 85.8 (4.62)

Boston 95.3 (0.66) 89.7 (2.12) 96.2 (0.68)

Charlotte 91.4 (1.08) 94.0 (3.08) 91.2 (1.09)

Chicago 87.9 (3.11) 80.3 (4.73) 89.1 (3.14)

Cleveland 64.7 (1.30) 55.2 (3.70) 67.2 (1.55)

Dallas 68.3 (1.67) ‡ (†) 68.9 (1.74)

Detroit 92.1 (0.63) 85.0 (2.98) 93.2 (0.52)

District of Columbia (DCPS) 93.8 (0.84) 85.3 (3.48) 96.0 (0.51)

Fresno 89.7 (1.13) ‡ (†) 89.7 (1.25)

Hillsborough County (FL) 68.6 (3.08) 60.1 (6.43) 70.5 (2.97)

Houston 68.7 (1.99) 62.7 (5.45) 69.2 (2.00)

Jefferson County (KY) 94.6 (0.72) 87.9 (3.60) 95.3 (0.69)

Los Angeles 87.6 (2.48) 81.5 (5.53) 88.5 (2.38)

Miami-Dade 94.4 (1.24) 83.7 (5.53) 95.3 (1.23)

New York City 94.6 (1.55) 89.1 (3.30) 95.8 (1.42)

Philadelphia 72.7 (6.25) 67.7 (8.71) 73.5 (6.23)

San Diego 89.6 (1.34) 79.9 (5.75) 90.6 (1.29)

Duval County (FL) 80.0 (1.49) 82.1 (3.65) 79.8 (1.53)

† Not applicable.

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

NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your 

undergraduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education 

(including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of 

the following subjects as part of your graduate coursework: reading, language arts, or literacy education; English; or some other language arts-related 

subject; special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major 

or minor in reading if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in reading, 

language arts, or literacy education; English; or some other language arts-related subject.

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

Progress (NAEP), 2015 Reading Assessment.

TABLE B-68. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate 

major or minor in reading, by English language learner status and selected school characteristics: 2015

(Standard errors in parentheses)

School characteristic Total

English language learner (ELL) status

ELL Not ELL 

Nation (public) 86.0 (0.56) 84.1 (1.44) 86.2 (0.55)

Location 

City 86.8 (1.17) 86.5 (2.08) 86.9 (1.17)

Suburban 87.2 (0.73) 82.7 (2.55) 87.5 (0.70)

Town 84.5 (1.64) 84.4 (3.99) 84.7 (1.59)

Rural 83.4 (1.37) 76.1 (5.71) 83.6 (1.34)

Minority enrollment

75 percent or more 85.2 (1.41) 84.4 (2.18) 85.3 (1.40)

Less than 75 percent 86.3 (0.59) 83.7 (1.40) 86.4 (0.59)

NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your 

undergraduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education 

(including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of 

the following subjects as part of your graduate coursework: reading, language arts, or literacy education; English; or some other language arts-related 

subject; special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major 

or minor in reading if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in reading, 

language arts, or literacy education; English; or some other language arts-related subject.

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

Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-89

TABLE B-69. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate 

major or minor in reading, by English language learner status and state: 2015

(Standard errors in parentheses)

State Total

English language learner (ELL) status

ELL Not ELL 

Nation (public) 86.0 (0.56) 84.1 (1.44) 86.2 (0.55)

Alabama 93.5 (1.30) ‡ (†) 93.6 (1.31)

Alaska 82.1 (1.47) 78.3 (6.49) 82.6 (1.25)

Arizona 79.7 (3.01) ‡ (†) 80.0 (2.93)

Arkansas 85.4 (1.99) 85.8 (4.75) 85.4 (2.05)

California 84.1 (2.65) 85.9 (3.51) 83.9 (2.75)

Colorado 89.8 (2.66) 95.0 (2.15) 89.3 (2.83)

Connecticut 95.8 (1.02) ‡ (†) 95.7 (1.05)

Delaware 83.4 (0.62) ‡ (†) 83.6 (0.65)

District of Columbia 96.5 (0.45) ‡ (†) 96.4 (0.45)

Florida 77.1 (2.95) 78.2 (5.21) 77.1 (3.04)

Georgia 86.5 (2.12) 90.0 (4.69) 86.4 (2.13)

Hawaii 88.5 (0.99) 90.2 (2.84) 88.4 (0.95)

Idaho 82.2 (2.02) ‡ (†) 82.3 (2.05)

Illinois 91.1 (1.99) 82.4 (5.80) 91.5 (1.97)

Indiana 95.2 (0.95) 95.1 (2.39) 95.2 (0.99)

Iowa 97.0 (0.71) 96.3 (2.18) 97.1 (0.74)

Kansas 85.5 (1.74) 91.2 (2.89) 84.8 (1.82)

Kentucky 89.4 (2.22) 89.7 (3.74) 89.3 (2.27)

Louisiana 66.7 (3.86) ‡ (†) 66.9 (3.88)

Maine 84.7 (1.49) ‡ (†) 84.8 (1.49)

Maryland 87.6 (1.97) ‡ (†) 87.5 (2.01)

Massachusetts 96.3 (0.96) 87.7 (3.80) 96.8 (0.91)

Michigan 95.8 (1.59) 91.2 (3.29) 96.0 (1.62)

Minnesota 95.7 (1.06) 90.6 (4.27) 96.0 (1.07)

Mississippi 81.7 (3.19) ‡ (†) 81.6 (3.22)

Missouri 82.2 (2.53) ‡ (†) 81.9 (2.56)

Montana 74.7 (1.66) ‡ (†) 74.7 (1.68)

Nebraska 87.7 (1.77) ‡ (†) 87.9 (1.80)

Nevada 86.8 (0.90) 90.1 (1.71) 86.3 (0.98)

New Hampshire 94.6 (0.96) ‡ (†) 94.7 (0.98)

New Jersey 85.7 (2.73) ‡ (†) 85.9 (2.72)

New Mexico 88.1 (1.82) 85.2 (2.80) 88.4 (1.85)

New York 96.8 (1.12) 87.0 (4.94) 97.3 (0.99)

North Carolina 91.7 (1.64) 89.3 (3.52) 91.8 (1.68)

North Dakota 93.0 (0.44) ‡ (†) 93.0 (0.43)

Ohio 81.1 (3.30) 92.8 (8.05) 80.7 (3.35)

Oklahoma 76.9 (2.76) 91.7 (3.81) 76.1 (2.86)

Oregon 82.1 (2.37) ‡ (†) 82.3 (2.36)

Pennsylvania 88.8 (2.04) 77.6 (7.53) 89.1 (2.09)

Rhode Island 95.2 (0.39) 93.6 (2.24) 95.3 (0.39)

South Carolina 87.2 (2.22) 87.0 (6.14) 87.2 (2.19)

South Dakota 85.4 (1.11) ‡ (†) 85.3 (1.11)

Tennessee 69.4 (3.44) ‡ (†) 69.4 (3.46)

Texas 80.0 (2.67) 77.0 (4.60) 80.4 (2.59)

Utah 95.5 (0.91) ‡ (†) 96.0 (0.83)

See notes at end of table.
B-90 Certification Status and Experience of U.S. Public School Teachers—Appendix B

TABLE B-69. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate 

major or minor in reading, by English language learner status and state: 2015—Continued

(Standard errors in parentheses)

State Total

English language learner (ELL) status

ELL Not ELL 

Vermont 95.5 (0.33) ‡ (†) 95.4 (0.34)

Virginia 87.3 (2.34) 81.0 (3.60) 87.6 (2.40)

Washington 80.6 (2.56) 75.2 (4.87) 81.0 (2.63)

West Virginia 92.7 (1.32) ‡ (†) 92.7 (1.33)

Wisconsin 82.9 (2.46) 75.8 (5.98) 83.2 (2.53)

Wyoming 90.2 (0.56) ‡ (†) 90.3 (0.56)

Department of Defense Dependents Schools 88.8 (0.67) ‡ (†) 89.3 (0.59)

† Not applicable. 

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

NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your 

undergraduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education 

(including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of 

the following subjects as part of your graduate coursework: reading, language arts, or literacy education; English; or some other language arts-related 

subject; special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major 

or minor in reading if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in reading, 

language arts, or literacy education; English; or some other language arts-related subject.

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

Progress (NAEP), 2015 Reading Assessment.

TABLE B-70. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate 

major or minor in reading, by English language learner status and jurisdiction: 2015

(Standard errors in parentheses)

Jurisdiction Total

English language learner (ELL) status

ELL Not ELL 

Nation (public) 86.0 (0.56) 84.1 (1.44) 86.2 (0.55)

Large city 85.6 (1.69) 84.5 (2.94) 85.8 (1.70)

Albuquerque 91.1 (0.83) 89.6 (2.76) 91.3 (0.92)

Atlanta 83.1 (0.92) ‡ (†) 82.9 (0.91)

Austin 75.1 (1.25) 68.5 (3.94) 76.4 (1.39)

Baltimore City 86.9 (4.27) ‡ (†) 86.5 (4.40)

Boston 95.3 (0.66) 88.1 (2.42) 97.3 (0.56)

Charlotte 91.4 (1.08) ‡ (†) 91.5 (1.11)

Chicago 87.9 (3.11) 82.3 (6.87) 88.4 (3.07)

Cleveland 64.7 (1.30) ‡ (†) 62.8 (1.46)

Dallas 68.3 (1.67) 70.0 (3.35) 67.3 (2.33)

Detroit 92.1 (0.63) 83.5 (2.13) 93.6 (0.79)

District of Columbia (DCPS) 93.8 (0.84) ‡ (†) 93.6 (0.84)

Fresno 89.7 (1.13) 88.9 (2.98) 89.9 (1.24)

Hillsborough County (FL) 68.6 (3.08) ‡ (†) 70.6 (3.37)

Houston 68.7 (1.99) 63.5 (3.86) 69.6 (2.03)

Jefferson County (KY) 94.6 (0.72) ‡ (†) 94.8 (0.71)

Los Angeles 87.6 (2.48) 90.5 (2.58) 87.2 (2.72)

Miami-Dade 94.4 (1.24) 89.8 (3.51) 95.0 (1.13)

New York City 94.6 (1.55) 83.7 (6.68) 95.6 (1.36)

Philadelphia 72.7 (6.25) ‡ (†) 73.3 (6.15)

San Diego 89.6 (1.34) 82.4 (4.70) 90.7 (1.28)

Duval County (FL) 80.0 (1.49) ‡ (†) 79.9 (1.53)

† Not applicable. 

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

NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your 

undergraduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education 

(including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of 

the following subjects as part of your graduate coursework: reading, language arts, or literacy education; English; or some other language arts-related 

subject; special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major 

or minor in reading if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in reading, 

language arts, or literacy education; English; or some other language arts-related subject.

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

Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-91

TABLE B-71. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate 

major or minor in reading, by National School Lunch Program status and selected school characteristics: 2015

(Standard errors in parentheses)

School characteristic Total

National School Lunch Program (NSLP) status

NSLP Not NSLP

Nation (public) 86.0 (0.56) 84.9 (0.65) 87.2 (0.67)

Location 

City 86.8 (1.17) 86.7 (1.22) 86.9 (1.68)

Suburban 87.2 (0.73) 86.0 (1.15) 88.4 (0.68)

Town 84.5 (1.64) 82.2 (2.12) 87.6 (1.69)

Rural 83.4 (1.37) 81.8 (1.72) 84.9 (1.37)

Minority enrollment

75 percent or more 85.2 (1.41) 85.5 (1.37) 83.2 (2.71)

Less than 75 percent 86.3 (0.59) 84.6 (0.72) 87.7 (0.65)

NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your 

undergraduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education 

(including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of 

the following subjects as part of your graduate coursework: reading, language arts, or literacy education; English; or some other language arts-related 

subject; special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major 

or minor in reading if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in reading, 

language arts, or literacy education; English; or some other language arts-related subject.

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

Progress (NAEP), 2015 Reading Assessment.

TABLE B-72. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate 

major or minor in reading, by National School Lunch Program status and state: 2015

(Standard errors in parentheses)

State Total

National School Lunch Program (NSLP) status

NSLP Not NSLP

Nation (public) 86.0 (0.56) 84.9 (0.65) 87.2 (0.67)

Alabama 93.5 (1.30) 93.3 (1.86) 93.8 (1.18)

Alaska 82.1 (1.47) 81.8 (2.42) 82.4 (1.53)

Arizona 79.7 (3.01) 79.6 (3.75) 81.4 (3.39)

Arkansas 85.4 (1.99) 82.7 (2.72) 89.5 (2.05)

California 84.1 (2.65) 85.5 (2.96) 81.7 (3.89)

Colorado 89.8 (2.66) 87.0 (3.79) 92.3 (2.20)

Connecticut 95.8 (1.02) 97.3 (0.70) 95.0 (1.38)

Delaware 83.4 (0.62) 83.4 (1.13) 84.1 (1.00)

District of Columbia 96.5 (0.45) 95.4 (0.58) 100.0 1 (†)

Florida 77.1 (2.95) 76.9 (3.38) 77.5 (3.34)

Georgia 86.5 (2.12) 86.5 (2.44) 87.7 (3.18)

Hawaii 88.5 (0.99) 86.3 (1.56) 90.9 (1.13)

Idaho 82.2 (2.02) 80.6 (2.15) 83.4 (2.27)

Illinois 91.1 (1.99) 90.1 (2.31) 92.0 (2.02)

Indiana 95.2 (0.95) 94.2 (1.13) 96.1 (1.38)

Iowa 97.0 (0.71) 96.1 (0.88) 97.6 (0.90)

Kansas 85.5 (1.74) 85.3 (2.16) 85.6 (1.99)

Kentucky 89.4 (2.22) 88.1 (2.44) 90.9 (2.15)

Louisiana 66.7 (3.86) 64.7 (4.55) 69.9 (3.91)

Maine 84.7 (1.49) 82.0 (1.83) 86.4 (1.72)

Maryland 87.6 (1.97) 90.3 (2.03) 85.8 (2.32)

Massachusetts 96.3 (0.96) 94.8 (1.81) 97.5 (0.90)

Michigan 95.8 (1.59) 96.4 (1.12) 95.3 (2.05)

Minnesota 95.7 (1.06) 93.1 (1.84) 97.1 (0.86)

Mississippi 81.7 (3.19) 81.3 (3.82) 81.7 (3.46)

See notes at end of table.
B-92 Certification Status and Experience of U.S. Public School Teachers—Appendix B

TABLE B-72. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate 

major or minor in reading, by National School Lunch Program status and state: 2015—Continued

(Standard errors in parentheses)

State Total

National School Lunch Program (NSLP) status

NSLP Not NSLP

Missouri 82.2 (2.53) 81.4 (3.63) 82.9 (2.50)

Montana 74.7 (1.66) 74.5 (1.96) 74.8 (1.94)

Nebraska 87.7 (1.77) 91.8 (1.33) 85.1 (2.31)

Nevada 86.8 (0.90) 88.9 (1.12) 84.5 (1.32)

New Hampshire 94.6 (0.96) 93.1 (1.86) 94.9 (0.84)

New Jersey 85.7 (2.73) 78.2 (5.29) 89.0 (2.21)

New Mexico 88.1 (1.82) 89.0 (1.81) 85.7 (3.19)

New York 96.8 (1.12) 95.3 (1.79) 98.6 (0.51)

North Carolina 91.7 (1.64) 89.7 (2.15) 94.3 (1.39)

North Dakota 93.0 (0.44) 88.1 (1.12) 95.2 (0.37)

Ohio 81.1 (3.30) 80.2 (3.79) 81.9 (3.57)

Oklahoma 76.9 (2.76) 73.9 (3.30) 80.7 (3.00)

Oregon 82.1 (2.37) 83.0 (2.46) 81.2 (3.00)

Pennsylvania 88.8 (2.04) 85.9 (2.52) 91.3 (2.42)

Rhode Island 95.2 (0.39) 93.3 (0.69) 96.7 (0.48)

South Carolina 87.2 (2.22) 87.8 (2.45) 86.4 (2.66)

South Dakota 85.4 (1.11) 83.4 (1.68) 86.5 (1.37)

Tennessee 69.4 (3.44) 65.9 (4.28) 73.3 (3.53)

Texas 80.0 (2.67) 80.9 (3.28) 79.4 (2.75)

Utah 95.5 (0.91) 93.8 (1.50) 96.3 (0.77)

Vermont 95.5 (0.33) 97.2 (0.59) 94.4 (0.59)

Virginia 87.3 (2.34) 84.1 (3.01) 89.3 (2.30)

Washington 80.6 (2.56) 79.2 (2.79) 81.7 (2.98)

West Virginia 92.7 (1.32) 92.6 (1.57) 93.0 (1.81)

Wisconsin 82.9 (2.46) 78.3 (3.79) 83.7 (2.89)

Wyoming 90.2 (0.56) 91.0 (1.02) 89.7 (0.80)

Department of Defense Dependents Schools 88.8 (0.67) ‡ (†) ‡ (†)

† Not applicable. 

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

1 Rounds to 100 percent.

NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your 

undergraduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education 

(including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of 

the following subjects as part of your graduate coursework: reading, language arts, or literacy education; English; or some other language arts-related 

subject; special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major 

or minor in reading if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in reading, 

language arts, or literacy education; English; or some other language arts-related subject.

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

Progress (NAEP), 2015 Reading Assessment.
Certification Status and Experience of U.S. Public School Teachers—Appendix B B-93

TABLE B-73. Percentage of 8th-grade public school students who have a reading teacher with an undergraduate or graduate 

major or minor in reading, by National School Lunch Program status and jurisdiction: 2015

(Standard errors in parentheses)

Jurisdiction Total

National School Lunch Program (NSLP) status

NSLP Not NSLP

Nation (public) 86.0 (0.56) 84.9 (0.65) 87.2 (0.67)

Large city 85.6 (1.69) 85.6 (1.76) 85.9 (2.94)

Albuquerque 91.1 (0.83) 91.1 (1.12) 91.4 (1.42)

Atlanta 83.1 (0.92) 80.1 (1.02) 96.8 (1.17)

Austin 75.1 (1.25) 75.7 (1.80) 74.5 (2.07)

Baltimore City 86.9 (4.27) 86.3 (4.56) 88.5 (4.62)

Boston 95.3 (0.66) 95.3 (0.66) ‡ (†)

Charlotte 91.4 (1.08) 88.5 (1.66) 95.5 (1.11)

Chicago 87.9 (3.11) 87.6 (3.14) 90.0 (5.53)

Cleveland 64.7 (1.30) 64.7 (1.30) ‡ (†)

Dallas 68.3 (1.67) 66.2 (1.82) 86.5 (4.05)

Detroit 92.1 (0.63) 91.4 (0.79) 93.6 (1.69)

District of Columbia (DCPS) 93.8 (0.84) 92.5 (0.99) 100.0 1 (†)

Fresno 89.7 (1.13) 88.5 (1.26) ‡ (†)

Hillsborough County (FL) 68.6 (3.08) 63.6 (4.49) 76.3 (2.84)

Houston 68.7 (1.99) 68.1 (2.26) 70.7 (3.11)

Jefferson County (KY) 94.6 (0.72) 96.0 (0.79) 92.4 (1.28)

Los Angeles 87.6 (2.48) 86.8 (2.69) 91.5 (3.15)

Miami-Dade 94.4 (1.24) 93.7 (1.45) 96.7 (1.30)

New York City 94.6 (1.55) 94.5 (1.61) 94.9 (2.46)

Philadelphia 72.7 (6.25) 70.8 (7.10) 75.2 (6.07)

San Diego 89.6 (1.34) 86.4 (2.28) 94.2 (1.04)

Duval County (FL) 80.0 (1.49) 74.5 (2.63) 83.6 (1.46)

† Not applicable. 

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

1 Rounds to 100 percent.

NOTE: Teachers of the students assessed were asked “Did you have a major, minor, or special emphasis in any of the following subjects as part of your 

undergraduate coursework: reading, language arts, or literacy education; English; or some other language arts-related subject; special education 

(including students with disabilities); English language learning.” Teachers were also asked “Did you have a major, minor, or special emphasis in any of 

the following subjects as part of your graduate coursework: reading, language arts, or literacy education; English; or some other language arts-related 

subject; special education (including students with disabilities); English language learning.” For this table, teachers were classified as having a major 

or minor in reading if they answered “yes” to having a major, minor, or special emphasis in either undergraduate or graduate coursework in reading, 

language arts, or literacy education; English; or some other language arts-related subject.

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

Progress (NAEP), 2015 Reading Assessment.
www.ed.gov ies.ed.gov