A First Look: 

2013 Mathematics and Reading

NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS AT GRADES 4 AND 8

U.S. Department of Education

NCES 2014–451

http://nationsreportcard.gov/reading_math_2013
A New Approach to Reporting

NAEP results are now easier than ever to access in a new interactive website at http://nationsreportcard

.gov/reading_math_2013. The results from the 2013 assessments in mathematics and reading at grades 

4 and 8 highlighted on the following pages can be explored in more detail with interactive graphics, 

downloadable data, and enhanced features for viewing state results.

What Is The Nation’s Report CardTM?

The Nation’s Report CardTM informs the public 

about the academic achievement of elementary 

and secondary students in the United States. 

Report cards communicate the findings of 

the National Assessment of Educational 

Progress (NAEP), a continuing and nationally 

representative measure of achievement in 

various subjects over time.

Since 1969, NAEP assessments have been 

conducted periodically in reading, mathematics, 

science, writing, U.S. history, civics, geography, 

and other subjects. NAEP collects and 

reports information on student performance 

at the national and state levels, making the 

assessment an integral part of our nation’s 

evaluation of the condition and progress of 

education. Only academic achievement data 

and related background information are 

collected. The privacy of individual students 

and their families is protected.

NAEP is a congressionally authorized project 

of the National Center for Education Statistics 

(NCES) within the Institute of Education 

Sciences of the U.S. Department of Education. 

The Commissioner of Education Statistics is 

responsible for carrying out the NAEP project. 

The National Assessment Governing Board 

oversees and sets policy for NAEP.

To stay up-to-date with the latest results 

and advances in NAEP assessments, follow 

us on Facebook and Twitter. 

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THE NATION’S REPORT CARD > 2013 MATHEMATICS AND READING 

What knowledge and

skills are assessed?

The National Assessment Governing Board oversees the development of NAEP frameworks that describe 

the specific knowledge and skills to be assessed in each subject.

The NAEP mathematics assessment measures students’ knowledge and skills in mathematics and 

students’ ability to apply their knowledge in problem-solving situations. At each grade, students responded 

to multiple-choice and constructed-response questions designed to measure what they know and can do 

across five mathematics content areas:

Number properties and operations

Measurement

Geometry

Data analysis, statistics, and probability

Algebra

The NAEP reading assessment measures students’ reading comprehension by asking them to read 

selected grade-appropriate materials and answer questions based on what they have read. At each grade, 

students responded to multiple-choice and constructed-response questions designed to measure their 

reading comprehension across two types of texts:

Literary texts include fiction, literary nonfiction, and poetry.

Informational texts include expository, argumentative and

persuasive, procedural, and document texts.

The complete subject area frameworks are available on the National Assessment Governing Board website 

at http://www.nagb.org/publications/frameworks.html.

How are results reported?

NAEP results in mathematics and reading are based on nationally representative samples of fourthand eighth-graders. The chart below shows the number of school and student participants in 2013.

Mathematics Reading

Number of schools Number of students Number of schools Number of students

4th Grade 7,930 186,500 7,920 190,400

8th Grade 6,520 170,100 6,510 171,800

NOTE: The number of schools is rounded to the nearest ten. The number of students is rounded to the nearest hundred.

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

2013 Mathematics and Reading Assessments.

Student performance is reported as average scores on separate 0 to 500 scales in mathematics and reading, 

and as the percentages of students performing at or above three achievement levels (Basic, Proficient, 

and Advanced). Changes in students’ performance over time are noted only if the differences in scores or 

percentages are determined to be statistically significant (p < .05). Because NAEP scales and achievement 

levels are developed independently for each subject, results cannot be compared across subjects.

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Are the nation’s students 

making progress in 

mathematics and reading?

Fourth- and eighth-graders are showing improvement on the NAEP 

mathematics and reading assessments (figure 1). Mathematics scores were 

higher in 2013 than in all previous assessment years at grades 4 and 8 (figure 2). 

Reading scores were higher in 2013 in comparison to all previous assessments 

at grade 8, and all but the 2011 assessment at grade 4 (figure 3).

FIGURE 1. Change in average scores for fourth- and eighth-grade students assessed in NAEP 

mathematics and reading: Various years, 1990–2013

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* Significantly different (p < .05) from 2013.

NOTE: Accommodations were not permitted in NAEP mathematics assessments prior to 1996, and in NAEP reading assessments prior to 1998. Score-point changes are 

calculated using unrounded average scores as opposed to the rounded scores displayed under each column.

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

various years, 1990–2013 Mathematics and Reading Assessments.
FIGURE 2. Trend in fourth- and eighth-grade NAEP mathematics average scores

* Significantly different 

(p < .05) from 2013.

SOURCE: U.S. Department 

of Education, Institute of 

Education Sciences, National 

Center for Education Statistics, 

National Assessment of 

Educational Progress (NAEP), 

various years, 1990–2013 

Mathematics Assessments.

FIGURE 3. Trend in fourth- and eighth-grade NAEP reading average scores

* Significantly different 

(p < .05) from 2013.

NOTE: Data were not collected 

in NAEP reading at grade 8 in 

2000.

SOURCE: U.S. Department 

of Education, Institute of 

Education Sciences, National 

Center for Education Statistics, 

National Assessment of 

Educational Progress (NAEP), 

various years, 1992–2013 

Reading Assessments.

Explore student performance in detail.

The NAEP 2013 online report card provides more in-depth information on progress made by 

lower and higher performing students and by student groups based on selected demographic 

characteristics such as race/ethnicity, gender, and eligibility for the National School Lunch 

Program. Changes in student demographics and achievement gaps are also explored at 

http://nationsreportcard.gov/reading_math_2013/#/performance-overview.

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THE NATION’S REPORT CARD > 2013 MATHEMATICS AND READING 
What level of knowledge and skills 

have the nation’s students achieved?

NAEP achievement levels are performance standards describing what students 

should know and be able to do at the Basic, Proficient, and Advanced levels. 

The cut score indicating the lower end of the score range for each level is noted 

after the description.

4th Grade 8th Grade

Mathematics

Basic Fourth-grade students performing at the Basic level 

should show some evidence of understanding the 

mathematical concepts and procedures in the five 

NAEP content areas. (214)

Eighth-grade students performing at the Basic

level should exhibit evidence of conceptual and 

procedural understanding in the five NAEP content 

areas. This level of performance signifies an 

understanding of arithmetic operations—including 

estimation—on whole numbers, decimals, fractions, 

and percents. (262)

Proficient Fourth-grade students performing at the Proficient

level should consistently apply integrated procedural 

knowledge and conceptual understanding to problem 

solving in the five NAEP content areas. (249)

Eighth-grade students performing at the Proficient

level should apply mathematical concepts and 

procedures consistently to complex problems in the 

five NAEP content areas. (299)

Advanced Fourth-grade students performing at the Advanced

level should apply integrated procedural knowledge 

and conceptual understanding to complex and 

nonroutine real-world problem solving in the five 

NAEP content areas. (282)

Eighth-grade students performing at the Advanced 

level should be able to reach beyond the recognition, 

identification, and application of mathematical rules 

in order to generalize and synthesize concepts and 

principles in the five NAEP content areas. (333)

Reading

Basic Fourth-grade students performing at the Basic level 

should be able to locate relevant information, make 

simple inferences, and use their understanding 

of the text to identify details that support a given 

interpretation or conclusion. Students should be able 

to interpret the meaning of a word as it is used in the 

text. (208)

Eighth-grade students performing at the Basic

level should be able to locate information; identify 

statements of main idea, theme, or author’s 

purpose; and make simple inferences from texts. 

They should be able to interpret the meaning of a 

word as it is used in the text. Students performing at 

this level should also be able to state judgments and 

give some support about content and presentation

of content. (243)

Proficient Fourth-grade students performing at the Proficient

level should be able to integrate and interpret texts 

and apply their understanding of the text to draw 

conclusions and make evaluations. (238)

Eighth-grade students performing at the Proficient

level should be able to provide relevant information 

and summarize main ideas and themes. They should 

be able to make and support inferences about 

a text, connect parts of a text, and analyze text 

features. Students performing at this level should 

also be able to fully substantiate judgments about 

content and presentation of content. (281)

Advanced Fourth-grade students performing at the Advanced

level should be able to make complex inferences and 

construct and support their inferential understanding 

of the text. Students should be able to apply their 

understanding of a text to make and support a 

judgment. (268)

Eighth-grade students performing at the Advanced 

level should be able to make connections within and 

across texts and to explain causal relations. They 

should be able to evaluate and justify the strength of 

supporting evidence and the quality of an author’s 

presentation. Students performing at the Advanced 

level also should be able to manage the processing 

demands of analysis and evaluation by stating, 

explaining, and justifying. (323) 6
7

Students performing at or above the Proficient level on NAEP assessments 

demonstrate solid academic performance and competency over challenging 

subject matter. The percentages of students at or above Proficient increased from 

2011 to 2013 in mathematics at grade 4, and in reading at grades 4 and 8, and 

were higher than in the early 1990s in both subjects and grades (figures 4 and 5).

FIGURE 4. Achievement-level results in fourth- and eighth-grade NAEP mathematics: 1990, 2011, and 2013 

* Significantly different (p < .05) from 2013.

NOTE: Accommodations were not permitted in NAEP mathematics assessments prior to 1996. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1990, 

2011, and 2013 Mathematics Assessments.

FIGURE 5. Achievement-level results in fourth- and eighth-grade NAEP reading: 1992, 2011, and 2013

* Significantly different (p < .05) from 2013.

NOTE: Accommodations were not permitted in NAEP reading assessments prior to 1998. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1992, 

2011, and 2013 Reading Assessments.

THE NATION’S REPORT CARD > 2013 MATHEMATICS AND READING 

See what questions students performing at 

the Proficient level were able to answer.

NAEP item maps are helpful for gaining a better understanding of what students performing 

at different achievement levels are able to do. Learn more about item maps and try sample 

questions at http://nationsreportcard.gov/reading_math_2013/#/what-knowledge.
How are states performing?

Forty-one percent of public school students at grade 4 and 34 percent 

at grade 8 performed at or above Proficient in mathematics in 2013. The 

percentages of students at or above Proficient in the states ranged from 

19 to 59 percent. Nineteen states/jurisdictions had higher percentages at or 

above Proficient than the nation at both grades 4 and 8, and 11 had lower 

percentages at both grades (figure 6).

FIGURE 6. Percentage comparison between states and the nation for public school students at or 

above Proficient in fourth- and eighth-grade NAEP mathematics: 2013

In 2013, the percentage of students performing at or above Proficient in mathematics was:

Higher than the nation (public) 

at both grades 4 and 8

Lower than the nation (public) 

at both grades 4 and 8

Not significantly different from the nation (public) at either grade

Higher than the nation (public) 

at grade 4 only

Lower than the nation (public) 

at grade 4 only

Higher than the nation (public) 

at grade 8 only

Lower than the nation (public) 

at grade 8 only

1 Department of Defense Education Activity (overseas and domestic schools). 

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

2013 Mathematics Assessment.

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Thirty-four percent of public school students performed at or above Proficient

in reading in 2013 at both grades 4 and 8, with the percentages in the states 

ranging from 17 to 48 percent. Fifteen states/jurisdictions had higher percentages at or above Proficient than the nation at both grades 4 and 8, and 14 had 

lower percentages at both grades (figure 7). 

FIGURE 7. Percentage comparison between states and the nation for public school students at or 

above Proficient in fourth- and eighth-grade NAEP reading: 2013

In 2013, the percentage of students performing at or above Proficient in reading was:

Higher than the nation (public) 

at both grades 4 and 8

Lower than the nation (public) 

at both grades 4 and 8

Not significantly different from the nation (public) at either grade

Higher than the nation (public) 

at grade 4 only

Lower than the nation (public) 

at grade 4 only

Higher than the nation (public) 

at grade 8 only

Lower than the nation (public) 

at grade 8 only

1 Department of Defense Education Activity (overseas and domestic schools). 

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

2013 Reading Assessment.

Explore state results in detail.

See which states are making gains and use the new interactive state 

graphics to view detailed results for up to four states at a time at

http://nationsreportcard.gov/reading_math_2013/#/state-performance.

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THE NATION’S REPORT CARD > 2013 MATHEMATICS AND READING 
What other information 

is available online?

Results from the 2013 NAEP mathematics and reading assessments can be 

explored in more detail at http://nationsreportcard.gov/reading_math_2013.

The NAEP website features a number of applications designed to give users the 

ability to analyze NAEP data, explore assessment questions, and compare state 

results at http://nces.ed.gov/nationsreportcard/about/naeptools.aspx.

Use the NAEP Data Explorer to see 

additional results based on information collected 

from school, teacher, and student questionnaires 

and create custom tables, graphics, and maps with 

results for the nation or states. 

http://nces.ed.gov/nationsreportcard/naepdata

Use the NAEP Questions Tool to view 

more than 2,000 questions released in nine subject 

areas along with actual student responses, scoring 

guides, and data on how students performed on 

each question. 

http://nces.ed.gov/nationsreportcard/itmrlsx

Use the State Comparison feature 

to create tables and maps comparing average 

state scores for students overall and for selected 

student groups. 

http://nces.ed.gov/nationsreportcard/

statecomparisons

View State Profiles highlighting information 

on a state’s student and school characteristics, 

and a summary of its performance on NAEP 

assessments. 

http://nces.ed.gov/nationsreportcard/states

10
The Nation’s Report Card

A First Look: 2013 

Mathematics and Reading

November 2013

SUGGESTED CITATION

National Center for Education

Statistics (2013).

The Nation’s Report Card:

A First Look: 2013 

Mathematics and Reading

(NCES 2014-451).

Institute of Education Sciences, 

U.S. Department of Education, 

Washington, D.C.

CONTENT CONTACT

Angela Glymph • 202-219-7127

angela.glymph@ed.gov

Samantha Burg • 202-502-7335 

samantha.burg@ed.gov

This report was prepared for the National 

Center for Education Statistics under 

Contract No. ED-IES-13-C-0017 with 

Educational Testing Service. Mention of 

trade names, commercial products, or 

organizations does not imply endorsement 

by the U.S. Government.

MORE INFORMATION

The report release site is 

http://nationsreportcard.gov.

The NCES Publications and Products 

address is 

http://nces.ed.gov/pubsearch.

For ordering information, write to

ED Pubs

U.S. Department of Education

P.O. Box 22207

Alexandria, VA 22304

or call toll free 1-877-4-ED-Pubs

or order online at 

http://www.edpubs.gov.

U.S. Department of Education

The National Assessment of Educational Progress (NAEP) is a congressionally authorized 

project sponsored by the U.S. Department of Education. The National Center for Education 

Statistics, within the Institute of Education Sciences, administers NAEP. The Commissioner 

of Education Statistics is responsible by law for carrying out the NAEP project.

Arne Duncan

Secretary

U.S. Department 

of Education

John Q. Easton

Director

Institute of 

Education Sciences

Jack Buckley

Commissioner

National Center for 

Education Statistics

Peggy G. Carr

Associate Commissioner 

for Assessment

National Center for 

Education Statistics

The National Assessment Governing Board

In 1988, Congress created the National Assessment Governing Board to set policy for 

the National Assessment of Educational Progress, commonly known as The Nation's 

Report CardTM. The Governing Board is an independent, bipartisan group whose 

members include governors, state legislators, local and state school officials, educators, 

business representatives, and members of the general public.

Honorable David P. Driscoll,

Chair

Former Commissioner of Education

Melrose, Massachusetts

Susan Pimentel,

Vice Chair

Educational Consultant

Hanover, New Hampshire

Andrés Alonso

Professor of Practice

Harvard Graduate School of Education

Harvard University

Cambridge, Massachusetts

Lucille E. Davy

President and CEO

Transformative Education 

Solutions, LLC

Pennington, New Jersey

Louis M. Fabrizio

Data, Research and Federal 

Policy Director

North Carolina Department of Public 

Instruction

Raleigh, North Carolina

Honorable Anitere Flores

Senator

Florida State Senate

Miami, Florida

Rebecca Gagnon

School Board Member

Minneapolis Public Schools

Minneapolis, Minnesota

Shannon Garrison

Fourth-Grade Teacher

Solano Avenue Elementary School

Los Angeles, California

Doris R. Hicks

Principal and Chief Executive 

Officer

Dr. Martin Luther King, Jr. Charter 

School for Science and Technology

New Orleans, Louisiana

Andrew Dean Ho

Assistant Professor

Harvard Graduate School of 

Education

Harvard University

Cambridge, Massachusetts 

Honorable Terry Holliday

Commissioner of Education

Kentucky Department of Education

Lexington, Kentucky

Richard Brent Houston

Assistant Superintendent

Shawnee Public Schools

Shawnee, Oklahoma

Hector Ibarra

Eighth-Grade Teacher

Belin-Blank International Center

and Talent Development

Iowa City, Iowa

Honorable Tom Luna

Idaho Superintendent of Public 

Instruction

Boise, Idaho

Terry Mazany

President and CEO

The Chicago Community Trust

Chicago, Illinois

Tonya Miles

General Public Representative

Mitchellville, Maryland

Dale Nowlin

Twelfth-Grade Teacher

Columbus North High School

Columbus, Indiana

Joseph M. O’Keefe, S.J.

Professor

Lynch School of Education

Boston College

Chestnut Hill, Massachusetts

W. James Popham

Professor Emeritus 

University of California, Los Angeles

Wilsonville, Oregon

B. Fielding Rolston

Chairman

Tennessee State Board of Education

Kingsport, Tennessee

Cary Sneider

Associate Research Professor

Portland State University

Portland, Oregon

Honorable Leticia 

Van de Putte

Senator

Texas State Senate

San Antonio, Texas

John Q. Easton (Ex officio)

Director

Institute of Education Sciences

U.S. Department of Education

Washington, D.C.

Cornelia S. Orr

Executive Director 

National Assessment Governing Board

Washington, D.C.

11
“The Department of Education’s mission is to promote student 

achievement and preparation for global competitiveness by 

fostering educational excellence and ensuring equal access.”

www.ed.gov