Geography 2010

NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS AT GRADES 4, 8, AND 12

I n s t i t u t e o f E d u c a t i o n S c i e n c e s

U.S. Department of Education

NCES 2011–467
Contents

1 Executive Summary 

4 Introduction

7 Grade 4

20 Grade 8

35 Grade 12

48 Technical Notes

50 Appendix Tables

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 for 

the nation, and for some subjects, results are also reported for states and 

selected urban districts. Thus, NAEP assessments play an integral role in our 

nation’s evaluation of the condition and progress of education. Only academic 

achievement data and related contextual variables 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.

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* Significantly different (p < .05) from 2010.

Executive Summary

Nationally representative samples of about 7,000 fourth-graders, 9,500 eighth-graders, 

and 10,000 twelfth-graders participated in the 2010 National Assessment of Educational 

Progress (NAEP) in geography. At each grade, students responded to questions 

designed to measure their knowledge of geography in the context of space and place, 

environment and society, and spatial dynamics and connections. Comparing the 

results from the 2010 assessment to the results from previous assessments in 1994 and 

2001 shows how students’ knowledge and skills in geography have changed over time.

Students make progress in 

geography at grade 4 but not 

at grades 8 and 12

In comparison to earlier geography assessments in 1994 

and 2001, the average score in 2010 was

• higher than the scores in both years at grade 4,

• not significantly different from the score in either year at 

 grade 8, and 

• not significantly different from the score in 2001

 (accommodated sample) but lower than the score in

 1994 at grade 12 (figure A).

Scores for lowest-performing 

students increase from 1994 at all 

three grades

Although the overall average scores at grades 8 and 12 

may not have increased, scores for the lowest-performing 

students (at the 10th percentile) were higher in 2010 than 

in 1994 at all three grades. In comparison to 1994, the score 

for students at the 10th percentile was 23 points higher at 

grade four, 7 points higher at grade eight, and 3 points 

higher at grade twelve.

Figure A. Trend in fourth-, eighth-, and twelfth-grade NAEP 

geography average scores

Grade 4

Grade 8

Grade 12

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments.

GEOGRAPHY 2010 1
* Significantly different (p < .05) from 2010.

NOTE: For grade 12, the percentage at Advanced was lower in 2010 (0.67) than for the 2001 accommodations-permitted sample (1.42).

% at Advanced

% at or above Proficient

% at or above Basic

Percentages of fourth- and eighthgraders at or above Basic higher 

than in first assessment year

The NAEP Basic level denotes partial mastery of the 

knowledge and skills fundamental for proficient work 

at each grade. Seventy-nine percent of fourth-graders, 

74 percent of eighth-graders, and 70 percent of twelfthgraders performed at or above the Basic level in geography 

in 2010 (figure B). The percentages of students at or 

above Basic in 2010 were higher than in 2001 and 1994 

at grade 4, higher than in 1994 at grade 8, and not 

significantly different from the percentages in previous 

assessment years at grade 12.

Figure B. Trend in fourth-, eighth-, and twelfth-grade NAEP geography achievement-level results

About one-quarter of students 

perform at or above the Proficient

level in 2010

The Proficient level represents solid academic performance. 

Students reaching this level have demonstrated competency over challenging subject matter. Twenty-one 

percent of fourth-graders, 27 percent of eighth-graders, 

and 20 percent of twelfth-graders performed at or above 

the Proficient level on the 2010 geography assessment. At 

grades 4 and 8, the percentages of students at or above 

Proficient in 2010 were not significantly different from the 

percentages in 2001 and 1994. At grade 12, the percentage of students at or above Proficient was lower in 2010 

than in earlier assessment years.

Percentages of students at 

Advanced decrease from 1994 at 

grades 4 and 8

The Advanced level represents superior performance. Two 

percent of fourth-graders, 3 percent of eighth-graders, and 

1 percent of twelfth-graders performed at the Advanced level 

on the 2010 geography assessment. The percentages of 

fourth- and eighth-graders at Advanced in 2010 were not 

significantly different from the percentages in 2001 but 

were lower than in 1994.

Examples of knowledge demonstrated 

at each achievement level

Basic

• Recognize the purpose for a building structure shown 

in a photograph (grade 4).

• Identify which of four maps shows the most area (grade 8).

• Graph elevation on a contour map (grade 12).

Proficient

• Recognize what prevents soil erosion (grade 4).

• Explain the effect of a monsoon in India (grade 8).

• Explain the rate of natural increase (grade 12).

Advanced

• Use a map to understand city development (grade 4).

• Describe the impact of a highway on a landscape (grade 8).

• Describe wetland functions (grade 12).

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments.

2 THE NATION’S REPORT CARD 
GEOGRAPHY 2010 3

White – Black score gaps narrow 

at grades 4 and 8

Black students made larger gains from 1994 to 2010 than 

White students at grades 4 and 8, narrowing the gap by 

20 points at grade 4 and by 9 points at grade 8. Although 

scores for Hispanic students were higher in 2010 than in 

2001 and 1994 at grades 4 and 8, only the fourth-grade gap 

between White and Hispanic students narrowed in 2010. 

At grade 12, there were no significant changes from 1994 

to 2010 in the average scores for any of the racial/ethnic 

groups with samples large enough to report results.

Male students score higher than 

female students at all three grades

In 2010, male students scored 4 points higher on average 

than female students at grades 4 and 8, and 5 points higher 

at grade 12. The gender gaps in 2010 were not significantly 

different from the gaps in previous assessment years.

Characteristic

Grade 4 Grade 8 Grade 12

Since 1994 Since 2001 Since 1994 Since 2001 Since 1994 Since 2001

Overall p p t t q t

Race/ethnicity

White p p p t t t

Black p p p p t t

Hispanic p p p p t t

Asian/Pacific Islander p t t t t t

American Indian/ 

Alaska Native ‡ ‡ t t ‡ ‡

Gender

Male p p t t q t

Female p p t t t t

Gaps

White – Black Narrowed Narrowed Narrowed Narrowed t t

White – Hispanic Narrowed Narrowed t t t t

Male – Female t t t t t t

p Indicates the score was higher in 2010.

qIndicates the score was lower in 2010.

t Indicates no significant change in the score or the gap in 2010.

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

What are students studying in geography?

47% of fourth-graders had teachers 

who reported teaching about spatial 

dynamics and connections once or 

twice a month in 2010. 

64% of eighth-graders reported 

studying about countries and cultures 

once a week or more in 2010.

65% of twelfth-graders reported 

studying about natural resources once 

a month or more in 2010. 

GEOGRAPHY 2010 3
Introduction

As the world becomes more interconnected through technological advancement and 

shared concerns about economic, political, social, and environmental issues, the need for 

geographic knowledge increases. The 2010 National Assessment of Educational Progress 

(NAEP) geography assessments at grades 4, 8, and 12 measure the knowledge and skills 

students have acquired as part of their geography education.

The Geography Framework 

The National Assessment Governing Board oversees the 

development of NAEP frameworks that describe the specific 

knowledge and skills that should be assessed in each subject. 

Frameworks incorporate ideas and input from subject area 

experts, school administrators, policymakers, parents, 

and others. The Geography Framework for the 2010 National 

Assessment of Educational Progress describes the types of 

questions that should be included in the assessment and 

how they should be designed and scored. 

The geography framework is structured around two primary 

dimensions: a content dimension and a cognitive dimension. 

Each question in the assessment has a content and a cognitive skills dimension. 

Content areas serve to clarify the specifics of the subject 

matter that should be measured in the geography 

assessment. 

Space and place questions measure students’ knowledge 

of geography related to particular places on Earth, 

spatial patterns on Earth’s surface, and physical and 

human processes that shape spatial patterns. 

Environment and society questions measure students’ 

knowledge of how people depend upon, adapt to, are 

affected by, and modify the natural environment. 

Spatial dynamics and connections questions measure 

students’ ability to understand geography as it relates 

to spatial variations and the connections among people 

and places.

The distribution of assessment time across the three content 

areas is the same at grades 4, 8, and 12 (40 percent space 

and place; 30 percent environment and society; and 30 

percent spatial dynamics and connections).

Cognitive areas reflect the importance placed on learning 

geography concepts and vocabulary (knowing), so students 

may begin to think about what they mean (understanding) 

and apply them to real-world problems (applying). 

Knowing questions ask: What is it? Where is it?

 In this area, students are assessed on their ability to 

observe and recall. Students should be able to observe 

different elements of the landscape and answer questions about them. For example, they should be able to 

recall the name of a place or a resource indigenous to a 

particular country, or find information about trading 

patterns among several countries.

Understanding questions ask: Why is it there? How did it 

get there? What is its significance?

 In this area, students attribute meaning to what has 

been observed and explain an event in their own words. 

Putting events in context and explaining them requires 

students to see connections among different pieces of 

geographic information, and to use that information to 

explain existing patterns and processes on Earth.

4 THE NATION’S REPORT CARD 
5

Applying questions ask: How can knowledge and 

understanding be used to solve geographic problems?

 In this area, students classify, hypothesize, use inductive 

and deductive reasoning, and form problem-solving 

models. This cognitive area calls upon students to make 

use of many different tools and skills of geography as 

they attempt to develop a comprehensive understanding 

of a problem in order to propose viable solutions. 

The proportion of the geography assessment devoted to each 

of the three cognitive areas differs by grade (table 1).

Table 1. Target percentage distribution of assessment time in NAEP 

geography, by cognitive areas and grade: 2010

Grade

Cognitive areas

Knowing Understanding Applying

Grade 4 45 30 25

Grade 8 40 30 30

Grade 12 30 30 40

More detailed information about the content and cognitive 

areas of the assessment is provided in the geography framework for 2010, which can be found at http://www.nagb.org/

publications/frameworks/gframework2010.pdf. 

Reporting NAEP Results

The results from the 2010 geography assessment are based 

on nationally representative samples of public and nonpublic 

(private and Bureau of Indian Education schools) school 

students at grades 4, 8, and 12 (table 2). Unlike NAEP assessments in other subjects such as reading, mathematics, 

and science, the administration of the geography assessment 

was not designed to report results for individual states or 

large urban districts.

Table 2. Number of participating schools and students in NAEP 

geography assessment, by grade: 2010

Grade Number of schools Number of students

Grade 4 510 7,000

Grade 8 480 9,500

Grade 12 500 10,000

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

Scale scores

NAEP geography results are reported as average scores on a 

0–500 scale for each grade. Although the NAEP scale score 

ranges are identical for grades 4, 8, and 12, they were derived 

independently, and therefore scores cannot be compared 

across grades. NAEP scores also cannot be compared across 

subjects.

In addition to reporting an overall geography score for each 

grade, scale scores are reported at five percentiles to show 

trends in results for students performing at lower (10th and 

25th percentiles), middle (50th percentile), and higher (75th 

and 90th percentiles) levels.

Achievement levels

Based on recommendations from policymakers, educators, 

and members of the general public, the Governing Board sets 

specific achievement levels for each subject area and grade. 

Achievement levels are performance standards showing 

what students should know and be able to do. NAEP results 

are reported as percentages of students performing at or 

above the Basic and Proficient levels and at the Advanced level.

As provided by law, the National Center for Education 

Statistics (NCES), upon review of congressionally mandated 

evaluations of NAEP, has determined that achievement levels 

are to be used on a trial basis and should be interpreted with 

caution. The NAEP achievement levels have been widely 

used by national and state officials. 

NAEP Achievement Levels

Basic denotes partial mastery of prerequisite knowledge and 

skills that are fundamental for proficient work at each grade.

Proficient represents solid academic performance. Students 

reaching this level have demonstrated competency over 

challenging subject matter.

Advanced represents superior performance.

Interpreting the Results 

Changes in performance over time 

National results from the 2010 geography assessment are 

compared to results from two earlier assessments in 1994 

and 2001. NAEP reports results using widely accepted 

statistical standards; findings are reported based on a 

statistical significance level set at .05 with appropriate 

adjustments for multiple comparisons (see the Technical 

Notes for more information). An asterisk (*) is used in tables 

and figures to indicate that an earlier year’s score or percentage is significantly different from the 2010 results. Only those 

differences that are found to be statistically significant are 

discussed as higher or lower. The same standard applies 

when comparing the performance of one student group to 

another. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2010 Geography Assessment.

GEOGRAPHY 2010
A significant increase or decrease in scores from one 

assessment year to the next is reliable evidence that student 

performance has changed. However, NAEP is not designed to 

identify the causes of these changes. Furthermore, the many 

factors that may influence average student achievement 

scores also change over time. These include educational 

policies and practices, available resources, and the demographic characteristics of the student body. 

Accommodations and exclusions in NAEP 

It is important to assess all selected students from the target 

population, including students with disabilities (SD) and 

English language learners (ELL). To accomplish this goal, 

many of the same testing accommodations allowed on state 

testing (e.g., extra testing time or individual rather than group 

administration) are provided for SD and ELL students participating in NAEP. Accommodations were first made available 

for the geography assessment in 2001. Prior to 2001, no 

accommodations were provided in the NAEP geography 

assessment. 

Because providing accommodations represented a change in 

testing conditions that could potentially affect the measurement of changes over time, split samples of students were 

assessed nationally in 2001. One sample permitted accommodations, and the other did not. Although the results for 

both samples are presented in the tables and figures, the 

comparisons to 2001 in the text are based on just the accommodated samples. The split-sample study provides the basis 

for comparing results for accommodated (2010) and nonaccommodated (1994) samples.

Even with the availability of accommodations, some students 

may still be excluded. See appendix tables A-1 through A-3

for the percentages of students accommodated and excluded 

at each of the three grades. More information about NAEP’s 

policy on the inclusion of special-needs students is available 

at http://nces.ed.gov/nationsreportcard/about/inclusion.asp. 

Explore Additional Results

Not all of the data from the NAEP geography assessment are 

presented in this report. Additional results can be found on 

the Nation’s Report Card website at http://nationsreportcard

.gov/geography_2010 and in the NAEP Data Explorer at http://

nces.ed.gov/nationsreportcard/naepdata/.

6 THE NATION’S REPORT CARD 
7

GRADE 4

Fourth-graders post highest 

average score to date

The average geography score for the nation’s fourth-graders was higher in 

2010 than in the previous assessments in 2001 and 1994. An increase in 

the percentage of students performing at or above the Basic level is due to 

improvements among lower- and middle-performing students (i.e., those 

at the 10th, 25th, and 50th percentiles). There were no corresponding 

increases among higher-performing students and no significant change in 

the percentage of students performing at or above the Proficient level. 

Increases in scores for both Black and Hispanic students contributed to the 

narrowing of the White – Black and the White – Hispanic score gaps from 

2001 to 2010.

GEOGRAPHY 2010 7
8 THE NATION’S REPORT CARD 

Fourth-graders’ performance 

continues to improve

The average geography score in 2010 for the nation’s 

fourth-graders was higher than in previous assessment years 

(figure 1). Fourth-graders scored 5 points higher on average in 

2010 than in 2001 and 7 points higher than in 1994.

Figure 1. Trend in fourth-grade NAEP geography average scores

* Significantly different (p < .05) from 2010.

Lower- and middle-performing 

students make gains

Scores for lower-performing students (at the 10th and the 

25th percentiles) and middle-performing students (at the 

50th percentile) were higher in 2010 than in 2001 and 1994 

(figure 2). The 23-point gain from 1994 to 2010 at the 

10th percentile was larger than the 13-point gain at the 

25th percentile and the 4-point1

1 The score-point gain is based on the difference between the unrounded scores as 

opposed to the rounded scores shown in the figure.

 gain at the 50th percentile 

over the same 16-year period. Scores for students performing 

at higher levels (at the 75th and 90th percentiles) in 2010 

were not significantly different from the scores in previous 

assessment years.

Figure 2. Trend in fourth-grade NAEP geography percentile scores

* Significantly different (p < .05) from 2010.

Seventy-nine percent of students performed at or above the 

Basic level in 2010, and 21 percent performed at or above the 

Proficient level (figure 3). The percentage of students at or 

above Basic was higher in 2010 than in earlier assessment 

years, while there was no significant change in the percentage 

of students at or above Proficient. Two percent of students 

performed at the Advanced level in 2010, which was not 

significantly different from the percentage in 2001, but was 

lower than in 1994.

Figure 3. Trend in fourth-grade NAEP geography achievement-level 

results

* Significantly different (p < .05) from 2010. % at Advanced

% at or above Proficient

% at or above Basic

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments.

4

GRADE
GEOGRAPHY 2010 9

4

GRADE

Black and Hispanic students make greater gains from 1994 than 

White students

Average geography scores for White, 

Black, and Hispanic students were 

higher in 2010 than in 2001 and 1994 

(figure 4). The 26-point score gain from 

1994 to 2010 for Black students and 

the 19-point2

2 The score-point gain is based on the difference 

between the unrounded scores as opposed to the 

rounded scores shown in the figure.

 score gain for Hispanic 

students were larger than the 6-point 

score gain for White students over the 

same period. There was no significant 

change in the average score for Asian/

Pacific Islander students from 2001 to 

2010 (see section on Interpreting 

Statistical Significance in the Technical 

Notes), although the score in 2010 was 

13 points higher than in 1994.

In 2010, the average scores of White 

and Asian/Pacific Islander students 

were not significantly different from 

each other, and both groups scored 

higher on average than Black, Hispanic, 

and American Indian/Alaska Native 

students.

Figure 4. Trend in fourth-grade NAEP geography average scores, by race/ethnicity

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

* Significantly different (p < .05) from 2010.

NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander 

includes Native Hawaiian. Race categories exclude Hispanic origin.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments.
10 THE NATION’S REPORT CARD

4

 

Black and Hispanic students narrow gaps with White students

Gains made between 1994 and 2010 by Black and Hispanic 

fourth-graders contributed to a narrowing of the score gaps 

with their White peers. The White – Black gap in 2010 was 

7 points smaller than the gap in 2001, and 20 points3

3 The score-point difference is based on the difference between the unrounded scores 

as opposed to the rounded scores shown in the figure.

 smaller 

than in 1994 (figure 5). The White – Hispanic gap in 2010 was 

7 points smaller than the gap in 2001, and 13 points smaller 

than in 1994.

Figure 5. Trend in fourth-grade NAEP geography average scores and score gaps, by selected racial/ethnic groups

* Significantly different (p < .05) from 2010.

NOTE: Black includes African American, and Hispanic includes Latino. Race categories exclude Hispanic origin. Score gaps are calculated based on differences 

between unrounded average scores.

Race/ethnicity proportions shift 

over time for grade 4

The percentage of White fourth-graders decreased in 

comparison to both 1994 and 2001, while the percentages 

of Hispanic and Asian/Pacific Islander students increased 

(table 3). The percentages of Black and American Indian/

Alaska Native students have not changed significantly from 

1994 to 2010.

Table 3. Percentage distribution of students assessed in fourthgrade NAEP geography, by race/ethnicity: 1994, 2001, 

and 2010

Race/ethnicity 19941 2001 2010

White 72* 69* 57

Black 16 16 15

Hispanic 7* 11* 21

Asian/Pacific Islander 3* 2* 5

American Indian/Alaska Native 1 1 1

* Significantly different (p < .05) from 2010. 1

 Accommodations not permitted.

NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander includes Native 

Hawaiian. Race categories exclude Hispanic origin. Detail may not sum to totals because results are not 

shown for students whose race/ethnicity was unclassified.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments.

GRADE
11

4

GEOGRAPHY 2010

# Rounds to zero.

* Significantly different (p < .05) from 2010.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments.

Percentages of Black and Hispanic students at Basic increase in 2010

A closer look at the achievement-level 

results from the three assessment years 

shows the improvements that were 

made for racial/ethnic groups. The 

percentages of Black and Hispanic 

students performing at the Basic level 

were higher in 2010 than in 2001 and 

1994 (figure 6). The percentage of 

White students at Basic did not change 

significantly from 2001 to 2010 but was 

higher in 2010 than in 1994. 

Figure 6. Trend in fourth-grade NAEP geography achievement-level results, by selected 

racial/ethnic groups

1 Accommodations not permitted.

NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic 

origin. Detail may not sum to totals because of rounding.

The percentages of students performing 

at the Proficient level did not change 

significantly from 2001 to 2010 for any 

of the racial/ethnic groups; however, 

the percentage of Black students at 

Proficient was higher in 2010 than in 

1994. There were no significant changes 

in the percentages of racial/ethnic 

groups performing at the Advanced

level.

Additional Results for 

Student Groups

Achievement-level results and percentile scores provide additional insight 

into the performance of student groups. 

See appendix tables A-5 and A-6 for 

additional fourth-grade results for the 

student groups highlighted in this 

section. Similar NAEP results for other 

student groups can be found in the 

NAEP Data Explorer at http://nces.ed

.gov/nationsreportcard/naepdata/.

GRADE
12 THE NATION’S REPORT CARD

4

 

Male students score higher than 

female students

Male students scored 4 points higher on average than female 

students in 2010 (figure 7). Because male and female students made comparable gains in comparison to previous 

assessment years, there has been no significant change in the 

gender gap.

Figure 7. Trend in fourth-grade NAEP geography average scores and 

score gaps, by gender

* Significantly different (p < .05) from 2010.

NOTE: Score gaps are calculated based on differences 

between unrounded average scores.

Students’ performance varies by 

family income level

NAEP uses students’ eligibility for the National School Lunch 

Program as an indicator of low family income. Students from 

lower-income families are eligible for either free or reducedprice school lunches, while students from higher-income

families are not (see the Technical Notes for eligibility criteria). 

Forty percent of fourth-graders were eligible for free school 

lunch in 2010, and 7 percent were eligible for reduced-price 

lunch (figure 8). Information on students’ eligibility was not 

available for 7 percent of students.

In 2010, fourth-graders who were eligible for free lunch scored 

32 points lower on average than those not eligible. Students 

eligible for reduced-price lunch scored 18 points lower than 

those not eligible. The results from 2010 are not compared to 

those from earlier assessment years because of recent improvements in the quality of the data on students’ eligibility.

Figure 8. Percentage of students and average scores in fourth-grade 

NAEP geography, by eligibility for free or reduced-price 

school lunch: 2010

NOTE: Detail may not sum to totals because results are not shown for the “Information not available” category.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments.

GRADE
13

4

GEOGRAPHY 2010

Teachers of about three-quarters of fourth-graders teach geography 

topics at least once a month

As part of the 2010 fourth-grade NAEP geography assessment, questionnaires were completed by the teachers of 

participating students. One of the questions asked teachers 

to report on how often they taught certain topics as part 

of geography instruction. Teachers selected one of four 

responses for each of the six geography topics: “never or 

hardly ever,” “once or twice a month,” “once or twice a week,” 

or “almost every day.”

For each of the six geography topics, about three-quarters or 

more of fourth-graders had teachers who reported teaching it 

once a month or more (table 4). With one exception, the 

percentage of students whose teachers reported teaching a 

geography topic once or twice a month was higher than the 

percentages of students whose teachers taught it less often or 

more often. For example, the percentage of students whose 

teachers taught about other countries and cultures once or 

twice a month was higher than the percentages of students 

whose teachers reported never or hardly ever teaching the 

topic or doing so on a weekly or daily basis. The one exception 

was the use of maps and globes, for which the percentages of 

students whose teachers taught it once or twice a month and 

those whose teachers taught it once or twice a week were not 

significantly different.

Table 4. Percentage of students assessed in fourth-grade NAEP geography, by the frequency with which their teachers taught various topics as 

part of their geography instruction: 2010

Geography topics Never or hardly ever Once or twice a month Once or twice a week Almost every day 

Other countries and cultures 26 47 24 3

Environmental issues 19 61 16 3

Use of maps and globes 1 41 42 16

Natural resources 15 58 22 4

Space and place 25 51 20 5

Spatial dynamics and connections 25 47 21 6

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

Explore Additional Results

Results for other background questions from the fourth-grade

student, teacher, and school questionnaires are available in the NAEP 

Data Explorer at http://nces.ed.gov/nationsreportcard/naepdata/.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2010 Geography Assessment.

GRADE
Assessment Content at Grade 4

In the elementary grades, geography is generally taught as part of social studies 

instruction. As in other disciplines, knowledge of geography is acquired 

progressively. Students in the fourth grade are expected to have a fundamental 

grasp of some geographic tools, analytical concepts, and skills. Compared to the 

assessments at grades 8 and 12, the questions in the fourth-grade assessment 

focus more on the United States than on global content. The distribution of 

assessment time across the three content areas is the same at grades 4, 8, and 

12 (forty percent space and place; 30 percent environment and society; and 

30 percent spatial dynamics and connections). The proportion of assessment 

time devoted to each of the three cognitive areas differs by grade. Forty-five 

percent of the fourth-grade assessment focuses on students’ knowledge of 

geography concepts and vocabulary, 30 percent focuses on students’ 

understanding, and 25 percent focuses on how well students are able to apply 

their knowledge and understanding in solving geographic problems.

Because the assessment covered a 

range of topics and included more 

questions than any one student 

could answer, each student took just 

a portion of the assessment. The 

90 questions that made up the 

entire fourth-grade assessment 

were divided into six sections, 

each containing a mixture of 

multiple-choice and constructedresponse questions. Each student 

responded to questions in two 

25-minute sections.

14 THE NATION’S REPORT CARD 
GEOGRAPHY 2010 15

Geography Achievement-Level Descriptions for Grade 4

NAEP geography achievement-level descriptions outline expectations of student performance at each grade. The specific 

descriptions of what fourth-graders should know and be able to do at the Basic, Proficient, and Advanced levels in geography 

are presented below. NAEP achievement levels are cumulative; therefore, student performance at the Proficient level includes the competencies associated with the Basic level, and the Advanced level includes the skills and knowledge associated with both the Basic and the Proficient levels. The cut score indicating the lower end of the score range for each level is 

noted in parentheses.

Basic (187)

Students should be able to use words 

or diagrams to define basic geographic vocabulary; identify personal 

behaviors and perspectives related 

to the environment, and describe 

some environmental and cultural 

issues in their community; use visual 

and technological tools to access 

information; identify major geographic features on maps and globes; 

be able to read and draw simple 

maps, map keys, and legends; demonstrate how people depend upon, 

use, and adapt to the environment; 

and give examples of the movement 

of people, goods, services, and ideas 

from one place to another. In addition to demonstrating an understanding of how individuals are alike 

and different, they should demonstrate a knowledge of the ways 

people depend on each other.

Proficient (240)

Students should be able to use fundamental geographic knowledge and 

vocabulary to identify basic geographic patterns and processes; describe an 

environmental or cultural issue from 

more than one perspective; and read 

and interpret information from visual 

and technological tools such as 

photographs, maps and globes, aerial 

photography, and satellite images. 

They should be able to use number 

and letter grids to plot specific locations, understand relative location 

terms, and sketch simple maps and 

describe and/or draw landscapes they 

have observed or studied. Proficient 

students should be able to illustrate 

how people depend upon, adapt to, 

and modify the environment; describe 

and/or illustrate geographic aspects 

of a region using fundamental geographic vocabulary and give reasons 

for current human migration; discuss 

the impact a location has upon cultural similarities and differences; and be 

able to demonstrate how an event in 

one location can have an impact upon 

another location.

Advanced (276)

Students should be able to use basic 

geographic knowledge and vocabulary 

to describe global patterns and processes; describe ways individuals can 

protect and enhance environmental 

quality; describe how modifications to 

the environment may have a variety 

of consequences; explain differing 

perspectives that apply to local environmental or cultural issues; and 

demonstrate an understanding of 

forces that result in migration, changing demographics, and boundary 

changes. They should be able to solve 

simple problems by applying information learned through working with 

visual and technological tools such as 

aerial and other photographs, maps 

and globes, atlases, news media, and 

computers. They should be able to 

construct models and to sketch and 

label maps of their own state, the 

United States, and the world; use them 

to describe and compare differences, 

similarities, and patterns of change in 

landscapes; and be able to predict the 

impact a change in one location can 

have on another. They should be able 

to analyze the ways individuals and 

groups interact.

4

GRADE
4

GRADE

16 THE NATION’S REPORT CARD 

What Fourth-Graders Know and Can Do in Geography

The item map below is useful for understanding performance 

at different levels on the NAEP scale. The scale scores on 

the left represent the scores for students who were likely to 

get the items correct or complete. The cut score at the low 

end of the range for each achievement level is boxed. The 

descriptions of selected assessment questions indicating 

what students need to do to answer the question correctly, 

along with the corresponding NAEP geography content area, 

are listed on the right. For example, the map on this page 

shows that fourth-graders performing at the Basic level with 

a score of 189 were likely to be able to use a map to identify 

an import and an export of the United States from or to 

Canada. Students performing at the Proficient level with a 

score of 254 were likely to be able to recognize what prevents soil erosion. Students performing at the Advanced level 

with a score of 310 were likely to be able to explain how an 

event affects people differently.

GRADE 4 NAEP GEOGRAPHY ITEM MAP

Scale

score	 Content area	 Question	description

Advanced

500

//

351 Spatial dynamics and connections Explain population growth in U.S. regions

324 Environment and society Identify reasons for or against using pesticides (shown on page 19)

310 Environment and society Explain how an event affects people differently 

296 Spatial dynamics and connections Identify differences between the city and the suburb and identify reasons for the differences 

293 Spatial dynamics and connections Identify the location where a major religion began

283 Space and place Use a map to understand city development

276

Proficient

271 Space and place Identify the geographical feature shown in a photograph

267 Environment and society Recognize the reason for summer from a diagram

261 Space and place Identify a land feature of the Earth 

257 Space and place Identify length of time of Earth’s rotation

254 Environment and society Recognize what prevents soil erosion

253 Space and place Use latitude to identify the location of an island

251 Space and place Create a weather map of South America (shown on page 18)

246 Spatial dynamics and connections Identify a state capital location

245 Space and place Identify the hemisphere shown on the map 

242 Spatial dynamics and connections Understand the reason why wheat is exported and coffee is imported

240

Basic

239 Spatial dynamics and connections Identify a use for land in the Great Plains (shown on page 17)

227 Space and place Identify a rainforest location

217 Environment and society Recognize the purpose for a building structure shown in a photograph

208 Spatial dynamics and connections Recognize which is more likely to be found in a city than in a small town 

189 Space and place Use a map to identify an import and an export of the United States from or to Canada

187

184 Space and place Interpret a precipitation chart

180 Space and place Recognize how land is used in the photograph 

166

//

0

Environment and society Make a recommendation based on the weather map

NOTE: Regular type denotes a constructed-response question. Italic type denotes a multiple-choice question. The position of a question on the scale represents the scale score attained by students who had a 65 percent probability of successfully answering a 

constructed-response question, or a 74 percent probability of correctly answering a four-option multiple-choice question. For constructed-response questions, the question description represents students’ performance rated as completely correct. Scale score 

ranges for geography achievement levels are referenced on the map.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2010 Geography Assessment. 
4

GRADE

GEOGRAPHY 2010 17

Geography Content Area: Spatial Dynamics and Connections

This sample multiple-choice question from the 2010 geography assessment measures fourth-graders’ knowledge 

of the physical and human elements that characterize a 

specific region. Fifty-five percent of students knew that 

farming is the most common use of land in the Great Plains 

region of the United States.

The most common use of land in the Great Plains 

region of the United States is for

A fishing

B farming

C mining

D recreation

Percentage	of	fourth-grade	students	in	each	response	category:	2010

Choice	A Choice	B Choice	C Choice	D Omitted

7 55 9 28 1

The table below shows the percentage of fourth-graders 

within each achievement level who answered this question 

correctly. For example, 55 percent of fourth-graders performing at the Basic level selected the correct answer choice.

Percentage	of	fourth-grade	students	responding	correctly	at	each	

achievement	level:	2010

Overall Below	Basic At	Basic At	Proficient At	Advanced

55 22 55 86 ‡

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

Explore Additional Sample Questions

More questions from the NAEP geography assessment can 

be found in the Questions Tool at: http://nces.ed.gov/

nationsreportcard/itmrlsx/landing.aspx.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2010 Geography Assessment.
4

GRADE

18 THE NATION’S REPORT CARD 

Geography Content Area: Space and Place

Create a weather map using the outline of 

South America below. Your map should include 

weather symbols that you draw in the key. Use 

your weather symbols to show the following 

information.

It is snowing in the southwest.

It is sunny in the northeast.

It is cloudy in the northwest.

It is cloudy and raining in the central region.

Key

Rain:

Cloudy:

Snow:

Sunny:

N

S

EW

South

America

0 250 1000 Miles

0 500 1500 Kilometers

750

1000

500

This sample constructed-response question measures 

fourth-graders’ ability to understand the use of a map key 

and create one for a weather map. Responses to this question were rated using four scoring levels. 

Complete responses placed four appropriate symbols 

in the key, and those four symbols were placed correctly 

on the map.

Acceptable responses placed two to four appropriate 

symbols in the key, and two to three of those symbols 

were placed correctly on the map.

Partial responses placed one to four appropriate symbols in the key, and zero to one of those symbols were 

placed correctly on the map.

Unacceptable responses did not place any appropriate 

symbols in the key, and if any symbols were placed on 

the map, they were uninterpretable since there was 

no key.

The sample student response shown above was rated 

“Complete” because it placed four appropriate symbols in the 

key, and the four symbols were placed correctly on the map. 

As shown in the table below, 38 percent of fourth-graders’ 

responses to this question were rated “Complete.”

Percentage	of	fourth-grade	students	in	each	response	category:	2010

Complete Acceptable Partial Unacceptable Omitted

38 27 17 9 8

NOTE: Detail may not sum to totals because the percentage of responses rated as “Off-task” is not shown. Off-task 

responses are those that do not provide any information related to the assessment task.

The following table shows the percentage of fourth-graders 

within each achievement level whose responses to this question were rated as “Complete.” For example, among fourthgraders performing at the Basic level, 39 percent provided 

responses rated as “Complete.”

Percentage	of	fourth-grade	students’	responses	rated	as	“Complete”	at	

each	achievement	level:	2010

Overall Below	Basic At	Basic At	Proficient At	Advanced

38 6 39 70 ‡

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

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2010 Geography Assessment.
4

GRADE

19

Geography Content Area: Environment and Society

There are differences of opinion about using 

chemicals called pesticides to kill insects.

Give one reason in favor of using pesticides.

COMPLETE RESPONSE:

Give one reason against using pesticides.

COMPLETE RESPONSE:

GEOGRAPHY 2010

This sample constructed-response question measures 

fourth-graders’ ability to understand that there are both 

positive and negative consequences of using some types 

of technology. Responses to this question were rated 

using three scoring levels. Spelling and grammar were not 

considered in rating the responses.

Complete responses included one correct reason for 

the use of pesticides and one correct reason against 

their use.

Partial responses included one correct reason for the 

use of pesticides or one correct reason against the use 

of pesticides.

Unacceptable responses did not include a correct 

reason for or against the use of pesticides.

The sample student response shown to the left was rated 

“Complete” because it provided one correct reason for the 

use of pesticides and one correct reason for not using pesticides. Students gave a range of responses to both parts of 

the question, including that termites destroyed wood as a 

reason in favor of pesticides, and that pesticides harmed the 

environment as a reason against their use. As shown in the 

table below, 16 percent of fourth-graders’ responses to this 

question received a “Complete” rating.

Percentage	of	fourth-grade	students	in	each	response	category:	2010

Complete Partial Unacceptable Omitted

16 39 38 6

NOTE: Detail may not sum to totals because the percentage of responses rated as “Off-task” is not shown. Off-task 

responses are those that do not provide any information related to the assessment task.

The following table shows the percentage of fourth-graders 

within each achievement level whose responses to this 

question were rated as “Complete.” For example, among 

fourth-graders performing at the Basic level, 16 percent of 

students provided responses rated as “Complete.”

Percentage	of	fourth-grade	students’	responses	rated	as	“Complete”	

at	each	achievement	level:	2010

Overall Below	Basic At	Basic At	Proficient At	Advanced

16 4 16 30 ‡

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

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2010 Geography Assessment.
GRADE8

No significant change in

eighth-graders’ performance

The average geography score in 2010 for the nation’s eighth-graders was not 

significantly different from the scores in previous assessment years; however, 

the score for the lowest-performing students at the 10th percentile was higher 

in 2010 than in 2001 and 1994. Gains from 1994 to 2010 for Black students 

contributed to a narrowing of the White – Black score gap.

20 THE NATION’S REPORT CARD 
GEOGRAPHY 2010 21

Lower-performing students make 

gains from 1994

The average score on the NAEP geography assessment in 2010 

at grade 8 was not significantly different from the scores on 

previous assessments in 2001 and 1994 (figure 9).

Although there was no significant change in the overall 

average score from 2001 to 2010, there was an increase over 

the same period in the score of students at the 10th percentile 

(figure 10). In comparison to 1994, scores in 2010 were higher 

for students at the 10th and 25th percentiles. There were no 

significant changes in the scores at the 50th, 75th, and 90th 

percentiles compared to previous assessment years.

Figure 9. Trend in eighth-grade NAEP geography average scores

Seventy-four percent of eighth-graders performed at or above 

the Basic level in 2010, and 27 percent performed at or above 

the Proficient level (figure 11). The percentage of students at or 

above Basic was not significantly different from the percentage 

in 2001 but was higher than in 1994. There was no significant 

change in the percentage of students at or above Proficient in 

comparison to previous assessment years. Three percent of 

students performed at the Advanced level in 2010, which was 

not significantly different from the percentage in 2001, but 

was lower than in 1994.

Figure 10. Trend in eighth-grade NAEP geography percentile scores

% at Advanced

% at or above Proficient

% at or above 

Figure 11. Trend in eighth-grade NAEP geography achievement-level 

results

* Significantly different (p < .05) from 2010.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments.

* Significantly different (p < .05) from 2010.

Basic

8

GRADE
22 THE NATION’S REPORT CARD 

Black students make greater gain from first assessment year than 

White students

The average scores for Black and 

Hispanic students were higher in 2010 

than in both previous assessment years 

(figure 12). The average score for White 

students in 2010 was not significantly 

different from the score in 2001 but was 

higher than the score in 1994. The 

12-point increase in the average score for 

Black students from 1994 to 2010 was 

larger than the 3-point score gain made 

by White students over the same period. 

There were no significant changes in the 

average scores for Asian/Pacific Islander 

and American Indian/Alaska Native 

students.

Figure 12. Trend in eighth-grade NAEP geography average scores, by race/ethnicity

* Significantly different (p < .05) from 2010.

NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander 

includes Native Hawaiian. Race categories exclude Hispanic origin.

Although not shown here, scores 

increased from 1994 to 2010 for Black 

students at the 10th, 25th, 50th, 75th, 

and 90th percentiles. Scores were higher 

in 2010 than in 1994 for White and 

Hispanic students at the 10th and 25th 

percentiles, but not significantly different 

at the 50th, 75th, and 90th percentiles 

(see appendix table A-8).

In 2010, the average scores for White 

and Asian/Pacific Islander students were 

not significantly different from each 

other, and both were higher than the 

scores for Black, Hispanic, and American 

Indian/Alaska Native students.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments.

8

GRADE
23

8

GEOGRAPHY 2010

White – Black gap narrows

The 31-point gap in average geography scores between White 

and Black students was narrower than the gaps in both 2001 

and 1994 (figure 13). The 27-point score gap between White 

and Hispanic students in 2010 was not significantly different 

from the score gap in either 2001 or 1994.

Figure 13. Trend in eighth-grade NAEP geography average scores and score gaps, by selected racial/ethnic groups

* Significantly different (p < .05) from 2010.

NOTE: Black includes African American, and Hispanic includes Latino. Race categories exclude Hispanic origin. Score gaps are calculated based on differences 

between unrounded average scores.

Race/ethnicity proportions shift 

over time for grade 8 

The percentage of White eighth-graders was smaller in 

2010 than in 2001 and 1994, while the percentage of 

Hispanic students was larger (table 5). The percentage of Asian/Pacific Islander students in 2010 was not 

significantly different from 2001, but was larger than 

in 1994. The percentages of Black and American Indian/

Alaska Native students have not changed significantly 

from 1994 to 2010.

Table 5. Percentage distribution of students assessed in eighthgrade NAEP geography, by race/ethnicity: 1994, 2001, 

and 2010

Race/ethnicity 19941 2001 2010

White 72* 69* 59

Black 15 14 15

Hispanic 8* 11* 20

Asian/Pacific Islander 3* 4 5

American Indian/Alaska Native 1 1 1

* Significantly different (p < .05) from 2010. 1

 Accommodations not permitted.

NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander includes Native 

Hawaiian. Race categories exclude Hispanic origin. Detail may not sum to totals because results are not 

shown for students whose race/ethnicity was unclassified.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments.

GRADE
24 THE NATION’S REPORT CARD

8

 

Male students score higher than 

female students

Male students scored 4 points higher on average than female 

students in 2010 (figure 14). There was no significant change 

in the score of either male or female students in comparison 

to earlier assessment years.

Figure 14. Trend in eighth-grade NAEP geography average scores 

and score gaps, by gender

NOTE: Score gaps are calculated based on differences 

between unrounded average scores.

Students’ performance varies by 

family income level

Thirty-seven percent of eighth-graders were eligible for free 

school lunch in 2010, and 6 percent were eligible for reducedprice lunch (figure 15). Students who were not eligible scored 

16 points higher on average than students eligible for reducedprice school lunch, who in turn scored 11 points higher than 

those eligible for free lunch.

Figure 15. Percentage of students and average scores in eighth-grade 

NAEP geography, by eligibility for free or reduced-price 

school lunch: 2010

NOTE: Detail may not sum to totals because results are not shown for the “Information not available” category.

Additional Results for Student Groups

Achievement-level results and percentile scores provide additional 

insight into the performance of student groups. See appendix 

tables A-7 and A-8 for additional eighth-grade results for the 

student groups highlighted in this section. Similar NAEP results 

for other student groups can be found in the NAEP Data Explorer at 

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

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments.

GRADE
25

8

GEOGRAPHY 2010

* Significantly different (p < .05) from 2010.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments.

Higher levels of parental education associated with higher scores

Eighth-graders were asked to report the highest 

level of education completed by each parent. Five 

response options—did not finish high school, 

graduated from high school, some education after 

high school, graduated from college, and “I don’t 

know”—were offered. Results are reported for the 

highest level of education for either parent.

Scores in 2010 were higher for students who 

reported higher levels of parental education than for 

those who reported lower levels (figure 16). For 

example, students whose parents graduated from 

college scored higher on average than those whose 

parents had some education after high school, who 

in turn scored higher than those whose parents’ 

highest level of education was high school.

Students whose parents did not finish high school 

scored 7 points higher in 2010 than in 2001, while 

there were no significant changes in scores for 

students who reported other levels of parental 

education.

Figure 16. Trend in eighth-grade NAEP geography average scores, by highest 

level of parental education

GRADE
26 THE NATION’S REPORT CARD

8

 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments.

Percentage at Advanced decreases from 1994 for students whose parents 

graduated from college

A closer look at the achievementlevel results by level of parental 

education shows a decrease from 

2001 to 2010 in the percentage 

below Basic for students whose 

parents did not finish high school 

(figure 17). There was no significant 

change in the percentage at Basic for 

these students. The percentage at 

Advanced was lower in 2010 than 

in 1994 for students whose parents 

graduated from college.

Figure 17. Achievement-level results in eighth-grade NAEP geography, by highest level of parental 

education: 1994, 2001, and 2010

# Rounds to zero.

* Significantly different (p < .05) from 2010. 1 Accommodations not permitted.

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

Percentage of students with collegeeducated parents increases from 1994

The percentage of eighth-graders who reported at least one 

parent graduated from college increased from 42 percent in 

1994 to 48 percent in 2010 (table 6). The percentages of 

students whose parents’ highest level of education was 

high school graduation or some education after high school 

decreased over the same period. Eight percent of students 

reported in 2010 that neither parent finished high school, 

which was higher than the percentage in 2001, but not 

significantly different from the percentage in 1994.

Table 6. Percentage of students assessed in eighth-grade NAEP 

geography, by highest level of parental education: 1994, 

2001, and 2010

Parental education level 19941 2001 2010

Did not finish high school 7 6* 8

Graduated from high school 22* 18 17

Some education after high school 19* 19 17

Graduated from college 42* 47 48

Don’t know 10 10 10

* Significantly different (p < .05) from 2010. 1

 Accommodations not permitted.

GRADE
27

8

GEOGRAPHY 2010

Sixty-four percent of students report studying countries and cultures

once a week or more in 2010

As part of the eighth-grade student questionnaire, students 

were asked how often they studied certain geography topics 

including natural resources, countries and cultures, and 

environmental issues. Students selected one of four responses 

for each of the three topics: “never or hardly ever,” “once or 

twice a month,” “once or twice a week,” or “almost every day.” 

The data were collapsed into two categories in order to compare the percentages of students reporting more frequent study 

of a topic (weekly or daily) and those reporting less frequent 

study (never or hardly ever or monthly). 

In 2010, approximately one-third of students reported studying 

about natural resources or environmental issues once a week or 

more, and almost two-thirds reported studying about countries 

and cultures once a week or more (table 7). Because the same 

question was asked of eighth-graders assessed in 1994 and 

2001, the percentages can be compared over time. The 

percentage of students studying natural resources once a week 

or more in 2010 was lower than in 2001, but not significantly 

different from the percentage in 1994. The percentages of 

students studying countries and cultures or environmental 

issues once a week or more were not significantly different 

from the percentages in 2001 and were higher than the 

percentages in 1994.

Table 7. Percentage of students assessed in eighth-grade NAEP 

geography, by how often they studied various geography 

topics in school: 1994, 2001, and 2010

Geography topics

Twice a 

month or less

Once a 

week or more

19941 2001 2010 19941 2001 2010

Natural resources 70 67* 70 30 33* 30

Countries and cultures 48* 37 36 52* 63 64

Environmental issues 67* 65 63 33* 35 37

* Significantly different (p < .05) from 2010. 1

 Accommodations not permitted.

Explore Additional Results

Results for other background questions from the eighth-grade 

student, teacher, and school questionnaires are available in the NAEP 

Data Explorer at http://nces.ed.gov/nationsreportcard/naepdata/.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments.

GRADE
Assessment Content at Grade 8

In middle school, geography is often taught as a separate subject of study or a 

separate unit of instruction within social studies. Content is aimed at helping 

students recognize the regionalization as well as the physical characteristics of 

Earth and the cultural characteristics of those who inhabit it. At grade 8, students 

are expected to have a more detailed understanding of the three content areas 

than at grade 4 and be able to apply geographic tools, analytical concepts, and 

skills to a broader range of contexts. Students at grade 8 are also expected to 

know and understand content on a more global scale than at grade 4. The 

distribution of assessment time across the three content areas is the same at 

grades 4, 8, and 12 (forty percent space and place; 30 percent environment and 

society; and 30 percent spatial dynamics and connections). The proportion of 

assessment time devoted to each of the three cognitive areas differs by grade. 

Forty percent of the eighth-grade assessment focuses on students’ knowledge of 

geography concepts and vocabulary, 30 percent focuses on students’ 

understanding, and 30 percent focuses on how well students are able to apply 

their knowledge and understanding in solving geographic problems.

The 124 questions that made up 

the entire eighth-grade assessment were divided into seven 

sections, each containing a 

mixture of multiple-choice and 

constructed-response questions. 

Each student responded to 

questions in either two 25-minute 

sections or one 50-minute 

section.

28 THE NATION’S REPORT CARD 
GEOGRAPHY 2010 29

Geography Achievement-Level Descriptions for Grade 8

NAEP geography achievement-level descriptions outline certain expectations of student performance. The specific 

descriptions of what eighth-graders should know and be able to do at the Basic, Proficient, and Advanced levels in geography 

are presented below. NAEP achievement levels are cumulative; therefore, student performance at the Proficient level 

includes the competencies associated with the Basic level, and the Advanced level includes the skills and knowledge associated with both the Basic and the Proficient levels. The cut score indicating the lower end of the score range for each level is 

noted in parentheses.

Basic (242) 

Students should possess fundamental 

knowledge and vocabulary of concepts 

relating to patterns, relationships, 

distance, direction, scale, boundary, site, 

and situation; solve fundamental locational questions using latitude and 

longitude; interpret simple map scales; 

identify continents and their physical 

features, oceans, and various countries 

and cities; respond accurately to descriptive questions using information 

obtained by use of visual and technological tools such as geographic models 

and/or translate that information into 

words; explain differences between 

maps and globes; and find a wide range 

of information using an atlas or almanac. Students should be able to recognize and illustrate the relationships that 

exist between humans and their environments, and provide evidence showing how physical habitat can influence 

human activity. They should be able to 

define a region and identify its distinguishing characteristics. Finally, they 

should be able to demonstrate how the 

interaction that takes place between and 

among regions is related to the movement of people, goods, services, and 

ideas.

Proficient (282) 

Students should possess a fundamental 

geographic vocabulary; understand 

geography’s analytical concepts; solve 

locational questions requiring integration of information from two or more 

sources, such as atlases or globes; 

compare information presented at 

different scales; and identify a wide 

variety of physical and cultural features 

and describe regional patterns. Students 

should be able to respond accurately to 

interpretive questions using geography’s 

visual and technological tools and 

translate that information into patterns, 

identify differences in map projections 

and select proper projections for various 

purposes, and develop a case study 

working with geography’s analytical 

concepts. In addition, students should 

be able to describe the physical and 

cultural characteristics of places, explain 

how places change due to human 

activity, and explain and illustrate how 

the concept of regions can be used as a 

strategy for organizing and understanding Earth’s surface. Students should be 

able to analyze and interpret databases 

and case studies as well as use information from maps to describe the role that 

regions play in influencing trade and 

migration patterns and cultural and 

political interaction.

Advanced (315) 

Students should have a command 

of extensive geographic knowledge, 

analytical concepts, and vocabulary; 

be able to analyze spatial phenomena 

using a variety of sources with information presented at a variety of scales and 

show relationships between them; and 

use case studies for spatial analysis and 

to develop maps and other graphics. 

Students should be able to identify 

patterns of climate, vegetation, and 

population across Earth’s surface and 

interpret relationships between and 

among these patterns, and use one 

category of a map or aerial photograph 

to predict other features of a place (such 

as vegetation) based on climate or 

population density based on topographic features. Students should also be able 

to relate the concept of region to specific places and explain how regions 

change over time due to a variety of 

factors. They should be able to profile a 

region of their own design using geographic concepts, tools, and skills.

8

GRADE
30 THE NATION’S REPORT CARD 

8

GRADE

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2010 Geography Assessment.

What Eighth-Graders Know and Can Do in Geography

The item map below illustrates the range of geography 

knowledge and skills demonstrated by eighth-graders. The 

scale scores on the left represent the scores for students who 

were likely to get the items correct or complete. The cut score 

at the low end of the range for each achievement level is 

boxed. The descriptions of selected assessment questions 

indicating what students need to do to answer the question 

correctly, along with the corresponding NAEP geography 

content area, are listed on the right. For example, the map on 

this page shows that eighth-graders performing at the Basic

level with a score of 269 were likely to be able to identify 

which of four maps shows the most area. Students performing 

at the Proficient level with a score of 285 were likely to be able 

to explain the effect of a monsoon in India. Students performing at the Advanced level with a score of 332 were likely to be 

able to describe the impact of a highway on a landscape. 

GRADE 8 NAEP GEOGRAPHY ITEM MAP

Scale

score	 Content	area	 Question	description

Advanced

500

//

419 Spatial dynamics and connections Understand the indication of different populations on a map

412 Space and place Identify the reason for the trend shown on a graph

404 Space and place Identify landforms on a diagram

390 Environment and society Describe changes in steel mills over time

361 Spatial dynamics and connections Use the passage to explain reasons for immigration to America

346 Space and place Identify where the landform is found in a photograph

344 Spatial dynamics and connections Explain urban population changes based on a graph (shown on pages 32 and 33)

332 Environment and society Describe the impact of a highway on a landscape

324 Environment and society Identify a true statement about the American Southwest

321 Spatial dynamics and connections Identify a similarity between Los Angeles and San Antonio

315

Proficient

313 Space and place Explain and describe travel over time

307 Environment and society Recognize why the Great Plains sod houses were built (shown on page 34)

300 Space and place Understand the change in the central business district

297 Environment and society Identify a cause of ozone depletion

295 Spatial dynamics and connections Recognize a cause for out migration

288 Environment and society Use a map to identify the lake near the dam

285 Environment and society Explain the effect of a monsoon in India

282

Basic

273 Spatial dynamics and connections Identify a factor that contributed to the U.S. westward expansion

269 Space and place Identify which of four maps shows the most area (shown on page 31)

257 Space and place Use a map to identify a physical point in Australia

249 Spatial dynamics and connections Identify the land use shown in a photograph

242

225 Space and place Use a map to identify who the United States traded with most

217 Space and place Locate Antarctica on a map

183

//

0

Space and place Identify the effect of the sun’s heat on water

NOTE: Regular type denotes a constructed-response question. Italic type denotes a multiple-choice question. The position of a question on the scale represents the scale score attained by students who had a 65 percent probability of successfully answering 

a constructed-response question, or a 74 percent probability of correctly answering a four-option multiple-choice question. For constructed-response questions, the question description represents students’ performance rated as completely correct. Scale 

score ranges for geography achievement levels are referenced on the map.
GEOGRAPHY 2010 31

8

GRADE

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2010 Geography Assessment.

Geography Content Area: Space and Place

Different scales were used to draw the maps 

above. Which map shows the largest area?

A Map 1

B Map 2

C Map 3

D Map 4

Map 3 Map 4

Map 1 Map 2

This sample multiple-choice question from the 2010 

geography assessment measures eighth-graders’ ability to 

interpret information about maps drawn at different scales. 

Seventy percent of students knew that Map 1 showed the 

largest area of the four maps.

Percentage	of	eighth-grade	students	in	each	response	category:	2010

Choice	A Choice	B Choice	C Choice	D Omitted

70 21 1 7 #

# Rounds to zero.

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

The table below shows the percentage of eighth-graders 

within each achievement level who answered this question 

correctly. For example, 71 percent of eighth-graders at the 

Basic level chose the correct answer.

Percentage	of	eighth-grade	students	responding	correctly	at	each	

achievement	level:	2010

Overall Below	Basic At	Basic At	Proficient At	Advanced

70 47 71 92 99
Geography Content Area: Spatial Dynamics and Connections

URBAN AND RURAL POPULATION IN THE UNITED STATES, 1800 – 1980

200

180

160

140

120

100

80

60

40

20

1800 1820 1840 1860 1880 1900 1920 1940 1960

KEY

Urban

Population

Rural

Population

Millions of People

1980

Give two specific reasons that explain why the population changes shown in the graph have occurred.

COMPLETE RESPONSE:

32 THE NATION’S REPORT CARD 

8

GRADE
33

8

GEOGRAPHY 2010

GRADE

This sample constructed-response question (shown on the 

previous page) measures eighth-graders’ ability to interpret a 

graph depicting changes in the population over time and provide reasons for these changes. Responses to this question 

were rated using three scoring levels. Spelling and grammar 

were not considered in rating the responses.

Complete responses provided two reasons that explained 

why the population shifted from rural to urban areas as 

shown in the graph.

Partial responses provided one reason that explained why 

the population shifted from rural to urban areas as shown 

in the graph.

Unacceptable responses did not provide any significant 

factor contributing to the shift of population from rural to 

urban areas as shown in the graph. 

The sample student response shown on the previous page was 

rated “Complete” because it provided two reasons for the 

population shift from rural to urban areas over the years shown 

in the graph: there were more job opportunities in cities, and 

many people stayed in the cities where they first immigrated. 

Other credited responses that explained population shifts from 

rural to urban areas during this period included the loss of rural 

jobs due to the mechanization of agriculture, and urban 

sprawl, which expanded city limits and their urban populations. As shown in the table below, 4 percent of eighthgraders’ responses to this question were rated “Complete.”

Percentage	of	eighth-grade	students	in	each	response	category:	2010

Complete Partial Unacceptable Omitted

4 26 64 5

NOTE: Detail may not sum to totals because the percentage of responses rated as “Off-task” is not shown. Off-task responses 

are those that do not provide any information related to the assessment task.

The following table shows the percentage of eighth-graders 

within each achievement level whose responses to this question were rated as “Complete.” For example, among eighthgraders performing at the Basic level, 2 percent of students 

provided “Complete” responses.

Percentage	of	eighth-grade	students’	responses	rated	as	“Complete”	

at	each	achievement	level:	2010

Overall Below	Basic At	Basic At	Proficient At	Advanced

4 # 2 9 30

# Rounds to zero.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2010 Geography Assessment.
34

8

THE NATION’S REPORT CARD 

GRADE

Geography Content Area: Environment and Society

Fred Hultstrand History in Pictures Collection. 

NDIRS-NDSU, Fargo ND.

Early settlers on the North American Great Plains 

used sod to build houses such as the one shown 

above primarily because

A they did not have experience building with 

wood

B sod offered greater protection than wood 

from cold weather

C there was little wood available for building

D wood houses were vulnerable to prairie fires

This sample multiple-choice question measures eighthgraders’ knowledge of how different societies adapt to or 

modify the environment to meet their needs. Forty-eight 

percent of students knew that sod was used to build houses 

on the North American Great Plains because there was little 

wood available for building.

Percentage	of	eighth-grade	students	in	each	response	category:	2010

Choice	A Choice	B Choice	C Choice	D Omitted

10 27 48 15 #

# Rounds to zero.

The table below shows the percentage of eighth-graders 

within each achievement level who answered this question 

correctly. For example, 45 percent of eighth-graders at the 

Basic level chose the correct answer.

Percentage	of	eighth-grade	students	responding	correctly	at	each	

achievement	level:	2010

Overall Below	Basic At	Basic At	Proficient At	Advanced

48 33 45 64 87

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2010 Geography Assessment.
35

GRADE12

Twelfth-grade performance 

declines from 1994

The percentage of twelfth-graders performing at or above the Basic level in 

2010 did not change significantly in comparison to 2001 or 1994; however, 

the percentage at or above Proficient was lower in 2010 than in the two earlier 

assessment years. The average geography score for the nation’s twelfth-graders 

in 2010 was not significantly different from the score in 2001 but was lower 

than in 1994.

GEOGRAPHY 2010 35
% at Advanced

% at or above Proficient

% at or above 

36 THE NATION’S REPORT CARD 

* Significantly different (p < .05) from 2010.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments.

Twelfth-grade score lower than in 

1994

The average score on the NAEP geography assessment in 2010 

at grade 12 did not change significantly from the score in 2001 

but was lower than the score in 1994 (figure 18). Scores at the 

50th, 75th, and 90th percentiles were lower in 2010 than in 

2001 and 1994; however, the score at the 10th percentile was 

higher in 2010 than in 1994 (figure 19).

Figure 18. Trend in twelfth-grade NAEP geography average scores

Basic

Figure 19. Trend in twelfth-grade NAEP geography percentile 

scores

* Significantly different (p < .05) from 2010.

Proportion of students at or above 

Proficient decreases since 2001

Seventy percent of students performed at or above the 

Basic level in 2010, and 20 percent performed at or above the 

Proficient level (figure 20). The percentage of students at or 

above Basic in 2010 was not significantly different from the 

percentages in 2001 or 1994; however, the percentage at or 

above Proficient was lower than in earlier assessment years. 

Although the percentage of twelfth-graders at the Advanced

level rounded to 1 percent in both 2001 and 2010, the percentage in 2010 (0.67) was lower than in 2001 (1.42).

Figure 20. Trend in twelfth-grade NAEP geography achievement-level 

results

* Significantly different (p < .05) from 2010.

NOTE: The percentage at Advanced was

lower in 2010 (0.67) than for the 2001 

accommodations-permitted sample (1.42).

12

GRADE
GEOGRAPHY 2010 37

No significant change in performance of racial/ethnic groups from first 

assessment year

There were no significant changes in the 

average scores from 1994 to 2010 for any of 

the racial/ethnic groups with samples large 

enough to report scores (figure 21). 

Figure 21. Trend in twelfth-grade NAEP geography average scores, by race/ethnicity

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

NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander 

includes Native Hawaiian. Race categories exclude Hispanic origin.

Among the five racial/ethnic groups that NAEP 

reports on, White students scored highest on 

average in 2010, and Black students scored 

lowest. Asian/Pacific Islander students scored 

higher on average than American Indian/

Alaska Native students, who in turn scored 

higher than Hispanic students.

Additional Results for 

Student Groups

Achievement-level results and percentile 

scores provide additional insight into the 

performance of student groups. See appendix 

tables A-9 and A-10 for additional twelfthgrade results for the student groups 

highlighted in this section. Similar NAEP 

results for other student groups can be found 

in the NAEP Data Explorer at http://nces.ed

.gov/nationsreportcard/naepdata/.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments.

12

GRADE
38

12

THE NATION’S REPORT CARD 

Racial/ethnic gaps persist

In 2010, White students scored 29 points higher on average in geography than Black students and 19 points higher than Hispanic 

students (figure 22). There was no significant change in either gap in comparison to earlier assessment years.

Figure 22. Trend in twelfth-grade NAEP geography average scores and score gaps, by selected racial/ethnic groups

NOTE: Black includes African American, and Hispanic includes Latino. Race categories exclude Hispanic origin. Score gaps are calculated based on differences 

between unrounded average scores.

Race/ethnicity proportions shift 

over time for grade 12

The percentage of White twelfth-grade students decreased 

in comparison to 1994 and 2001, while the percentages of 

Hispanic and Asian/Pacific Islander students increased over 

the same period (table 8). The percentages of Black and 

American Indian/Alaska Native students have not changed 

significantly from 1994 to 2010.

Table 8. Percentage distribution of students assessed in 

twelfth-grade NAEP geography, by race/ethnicity: 

1994, 2001, and 2010

Race/ethnicity 19941 2001 2010

White 76* 72* 62

Black 12 13 13

Hispanic 7* 9* 16

Asian/Pacific Islander 4* 4* 6

American Indian/Alaska Native 1 1 1

* Significantly different (p < .05) from 2010. 1

 Accommodations not permitted.

NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander includes Native 

Hawaiian. Race categories exclude Hispanic origin. Detail may not sum to totals because results are not 

shown for students whose race/ethnicity was unclassified.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments.

GRADE
39

12

GEOGRAPHY 2010

Male students score higher than female students

Male students scored higher on average than female 

students in 2010 (figure 23). The 5-point score gap between 

the two groups in 2010 was not significantly different from 

the gaps in previous assessment years.

The average score for male students decreased from 1994 to 

2010, while there was no significant change in the score for 

female students over the same period.

Figure 23. Trend in twelfth-grade NAEP geography average scores 

and score gaps, by gender

*Significantly different (p < .05) from 2010.

NOTE: Score gaps are calculated based on differences 

between unrounded average scores.

A closer look at achievement-level results shows at what levels 

performance is changing for male and female students. The 

percentage of students performing at the Basic level in 2010 

was higher than in 2001 for male students and not significantly 

different from 2001 for female students (figure 24). The 

percentage at Basic was higher in 2010 than in 1994 for both 

groups.

The percentage at Proficient in 2010 was lower than in 2001 

for male students and not significantly different for female 

students. Both male and female students had a lower percentage at Proficient in 2010 than in 1994.

Figure 24. Trend in twelfth-grade NAEP geography achievement-level 

results, by gender

# Rounds to zero.

* Significantly different (p < .05) from 2010.

1 Accommodations not permitted. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments.

GRADE
40

12

THE NATION’S REPORT CARD 

Scores decrease from 1994 for students whose parents continued 

their education after high school

Students who reported that the highest level of 

education completed by either parent was some 

education after high school scored lower in 2010 than 

in 2001 and 1994 (figure 25). The average score in 

2010 for students whose parents graduated from 

college was not significantly different from the score in 

2001 but was lower than in 1994.

In 2010, scores were higher on average for students 

who reported higher levels of parental education than 

students reporting lower levels. For example, students 

whose parents graduated from college had higher 

scores than those whose parents had some education 

after high school, who in turn scored higher than those 

whose parents’ highest level of education was high 

school.

Figure 25. Trend in twelfth-grade NAEP geography average scores, by highest 

level of parental education

* Significantly different (p < .05) from 2010.

About one-half of twelfth-graders 

report parents completed college

In 2010, forty-nine percent of twelfth-graders 

reported that at least one parent graduated from 

college, which was higher than the percentages in 

2001 and 1994 (table 9). The percentage of students 

whose parents did not finish high school was also 

higher in 2010 than in previous assessment years. 

The percentages whose parents graduated from high 

school or had some education after high school were 

lower in 2010 than in 2001 or 1994.

Table 9. Percentage of students assessed in twelfth-grade NAEP geography, 

by highest level of parental education: 1994, 2001, and 2010

Parental education level 19941 2001 2010

Did not finish high school 7* 7* 8

Graduated from high school 22* 20* 17

Some education after high school 25* 25* 22

Graduated from college 44* 46* 49

Don’t know 3 3 3

* Significantly different (p < .05) from 2010. 1

 Accommodations not permitted.

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

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments.

GRADE
41

12

GEOGRAPHY 2010

More than one-half of twelfth-graders study geography topics 

once a month or more

As part of the twelfth-grade student questionnaire, students 

were asked how often they studied natural resources, 

countries and cultures, and environmental issues in school. 

Students selected one of four responses for each of the three 

topics: “never or hardly ever,” “once or twice a month,” “once 

or twice a week,” or “almost every day.” Data were combined 

for students who reported studying a topic monthly, weekly, 

or daily so that the results for students who had some 

regular exposure to the topic could be compared to results 

for students who reported never or hardly ever studying it. 

In 2010, students who reported studying countries and 

cultures once a month or more scored higher on average 

than those who reported never or hardly ever studying it 

(figure 26). The pattern in results was similar for students 

studying environmental issues. There was no significant 

difference in the scores for students who never or hardly ever 

studied natural resources and those who studied it once a 

month or more.

Figure 26. Average scores in twelfth-grade NAEP geography, by 

students’ responses to a question about how often they 

have studied various geography topics in school: 2010

Never or hardly ever 278

Once a month or more 284

Never or hardly ever

Countries

 and cultures

Environmental issues

281

Once a month or more 283

0 240 250 260 270 280 290 500

Scale score

Never or hardly ever 283

Once a month or more 283

Natural resources

How often have you studied the following geography topics in school?

Over three-quarters of the students reported studying about 

countries and cultures or environmental issues once a month 

or more in 2010. Almost two-thirds reported studying about 

natural resources once a month or more (table 10). 

Because the same question was asked of twelfth-graders 

assessed in 1994 and 2001, the percentages can be compared 

over time. For all three geography topics, the percentages of 

students studying them once a month or more were higher in 

2010 than in previous assessment years. 

Table 10. Percentage of students assessed in twelfth-grade NAEP 

geography, by how often they studied various geography 

topics in school: 1994, 2001, and 2010

Geography topics

Never or hardly ever Once a month or more

19941 2001 2010 19941 2001 2010

Natural resources 45* 39* 35 55* 61* 65

Countries and cultures 28* 19* 16 72* 81* 84

Environmental issues 37* 30* 24 63* 70* 76

* Significantly different (p < .05) from 2010. 1

 Accommodations not permitted.

Explore Additional Results

Results for other background questions from the twelfth-grade 

student, teacher, and school questionnaires are available in the 

NAEP Data Explorer at http://nces.ed.gov/nationsreportcard/

naepdata/.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments.

GRADE
Assessment Content at Grade 12

In high school, geography is generally not mandated as a separate course, but 

high schools are increasingly offering geography as an alternative to other social 

studies courses and teaching it within the social studies curriculum. In addition, 

science and Earth science courses contain a substantial amount of physical 

geography subject matter. The distribution of assessment time across the three 

content areas is the same at grades 4, 8, and 12 (forty percent space and place; 

30 percent environment and society; and 30 percent spatial dynamics and 

connections). The proportion of assessment time devoted to each of the 

three cognitive areas differs by grade. Thirty percent of the twelfth-grade 

assessment focuses on students’ knowledge of geography concepts and 

vocabulary, 30 percent focuses on students’ understanding, and 40 percent 

focuses on how well students are able to apply their knowledge and 

understanding in solving geographic problems.

The 123 questions that made up 

the entire twelfth-grade assessment were divided into seven 

sections, each containing a 

mixture of multiple-choice and 

constructed-response questions. 

Each student responded to 

questions in either two 25-minute 

sections or one 50-minute 

section.

42 THE NATION’S REPORT CARD 
GEOGRAPHY 2010 43

Geography Achievement-Level Descriptions for Grade 12

NAEP geography achievement-level descriptions outline certain expectations of student performance. The specific descriptions of what twelfth-graders should know and be able to do at the Basic, Proficient, and Advanced levels in geography 

are presented below. NAEP achievement levels are cumulative; therefore, student performance at the Proficient level includes the competencies associated with the Basic level, and the Advanced level includes the skills and knowledge associated with both the Basic and the Proficient levels. The cut score indicating the lower end of the score range for each level is 

noted in parentheses.

Basic (270) 

Students should possess a knowledge of 

concepts and terms commonly used in 

physical and human geography as well 

as skills enabling them to employ applicable units of measurement and scale 

when solving simple locational problems using maps and globes. They 

should be able to read maps; provide 

examples of plains, plateaus, hills, and 

mountains; and locate continents, major 

bodies of water, and selected countries 

and cities. They should be able to interpret geographic data and use visual and 

technological tools such as charts, 

tables, cartograms, and graphs; know 

the nature of and be able to identify 

several basic types of map projections; 

understand the basic physical structure 

of the planet; explain and apply concepts such as continental drift and plate 

tectonics; and describe geography’s 

analytical concepts using case studies. 

Students should have a comprehensive 

understanding of spatial relationships 

including the ability to recognize patterns that exist across Earth in terms of 

phenomena, including climate regions, 

time zones, population distributions, 

availability of resources, vegetation 

zones, and transportation and communication networks. They should be able 

to develop databases about specific 

places and provide a simple analysis 

about their importance.

Proficient (305) 

Students should have an extensive 

understanding and knowledge of the 

concepts and terminology of physical 

and human geography. They should be 

able to use geographic concepts to 

analyze spatial phenomena and to 

discuss economic, political, and social 

factors that define and interpret space. 

They should be able to do this through 

the interpretation of maps and other 

visual and technological tools, the 

analysis of case studies, the utilization 

of databases, and the selection of 

appropriate research materials. Students should be able to design their 

own maps based on descriptive data; 

describe the physical and cultural 

attributes of major world regions; relate 

the spatial distribution of population to 

economic and environmental factors; 

and report both historical and contemporary events within a geographic 

framework using tools such as special 

purpose maps, and primary and secondary source materials.

Advanced (339) 

Students should possess a comprehensive understanding of geographic 

knowledge and concepts; apply this 

knowledge to case studies; formulate 

hypotheses and test geographic models 

that demonstrate complex relationships 

between physical and human phenomena; apply a wide range of map skills; 

develop maps using fundamental cartographic principles, including translating 

narratives about places and events into 

graphic representations; and use other 

visual and technological tools to perform locational analysis and interpret 

spatial relationships. Students should 

also be able to undertake sophisticated 

analysis from aerial photographs or 

satellite imagery and other visuals. 

Advanced students should be able to 

develop criteria assessing issues relating 

to human spatial organization and 

environmental stability and, through 

research skills and the application of 

critical thinking strategies, identify 

alternative solutions. They should be 

able to compile databases from disparate pieces of information and from 

these data develop generalizations and 

speculations about outcomes when data 

change.

12

GRADE
44 THE NATION’S REPORT CARD 

12

GRADE

What Twelfth-Graders Know and Can Do in Geography

The item map below illustrates the range of geography knowledge and skills demonstrated by twelfth-graders. The scale 

scores on the left represent the scores for students who were 

likely to get the items correct or complete. The cut score at 

the lower end of the range for each achievement level is 

boxed. The descriptions of selected assessment questions 

indicating what students need to do to answer the question 

correctly, along with the corresponding NAEP geography 

content area, are listed on the right. For example, the map on 

this page shows that twelfth-graders performing at the Basic

level with a score of 286 were likely to be able to identify an 

activity that emits greenhouse gases. Students at the Proficient

level with a score of 335 were likely to be able to explain why 

terraced farming is suited to particular terrains. Students at 

the Advanced level with a score of 350 were likely to be able to 

describe the functions of wetlands.

GRADE 12 NAEP GEOGRAPHY ITEM MAP

Scale		

score	 Content	area	 Question	description

Advanced

500

//

400 Space and place Use a map to explain the reasons for large populations along the coast

384 Space and place Draw a cross section of South America

357 Spatial dynamics and connections Use a diagram to describe reasons for the location of a business district

350 Environment and society Describe wetland functions

349 Space and place Identify a correct conclusion about the United Nations Gender Empowerment Index

347 Environment and society Use a table to explain the population density in Australia and Libya (shown on page 47)

341 Spatial dynamics and connections Explain why the United States exports and imports

339

Proficient

337 Space and place Explain population according to a population pyramid

335 Environment and society Understand terraced farming

331 Space and place Identify the profile of the continent

327 Spatial dynamics and connections Identify a U.S. geographic barrier

322 Space and place Explain the rate of natural increase

313 Spatial dynamics and connections Recognize regional characteristics

310 Environment and society Explain why Mali is considered overpopulated

307 Space and place Understand how the Great Lakes were formed (shown on page 46)

305

Basic

304 Space and place Graph elevation on a contour map

298 Spatial dynamics and connections Understand the economies of developing countries (shown on page 45)

288 Space and place Understand time zones

286 Environment and society Identify an activity that emits greenhouse gases

275 Space and place Identify the map that best represents landmasses

270

264 Environment and society Understand an environmental cartoon

259 Space and place Identify the spread of religion

246

//

0

Space and place Identify which erosion agent caused the landform

NOTE: Regular type denotes a constructed-response question. Italic type denotes a multiple-choice question. The position of a question on the scale represents the scale score attained by students who had a 65 percent probability of successfully answering 

a constructed-response question, or a 74 percent probability of correctly answering a four-option multiple-choice question. For constructed-response questions, the question description represents students’ performance rated as completely correct. Scale 

score ranges for geography achievement levels are referenced on the map.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2010 Geography Assessment.
45

12

GEOGRAPHY 2010

Geography Content Area: Spatial Dynamics and Connections

Which statement is true about the economies 

of most developing countries?

A Their exports are often limited to a few 

agricultural products or raw materials.

B They produce a wide variety of hightechnology goods.

C Their imports are often limited to manufactured goods.

D Their manufacturing sectors are usually 

well developed.

This sample multiple-choice question from the 2010 

geography assessment measures twelfth-graders’ ability to 

predict potential economic activities for regions based on an 

understanding of spatial interaction. Fifty-nine percent of 

students knew that developing countries’ exports were often 

limited to a few agricultural products or raw materials.

Percentage	of	twelfth-grade	students	in	each	response	category:	2010

Choice	A Choice	B Choice	C Choice	D Omitted

59 11 19 11 #

# Rounds to zero.

The table below shows the percentage of twelfth-graders 

within each achievement level who answered this question 

correctly. For example, 63 percent of twelfth-graders at the 

Basic level chose the correct answer.

Percentage	of	twelfth-grade	students	responding	correctly	at	each	

achievement	level:	2010

Overall Below	Basic At	Basic At	Proficient At	Advanced

59 35 63 87 ‡

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

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2010 Geography Assessment.

GRADE
46 THE NATION’S REPORT CARD 

12

Geography Content Area: Space and Place

0 100 200 300 400

0 200 400 600

Miles

Kilometers

N

S

W E

THE GREAT LAKES REGION

A

B

CANADA

UNITED STATES

St. L awrence Seaway

How were the Great Lakes formed?

A Glaciation

B Volcanic activity

C Soil deposition

D Erosion

This sample multiple-choice question measures twelfthgraders’ ability to identify a process that shapes landforms. 

Fifty-six percent of students knew that the Great Lakes were 

formed by glaciation.

Percentage	of	twelfth-grade	students	in	each	response	category:	2010

Choice	A Choice	B Choice	C Choice	D Omitted

56 7 10 26 #

# Rounds to zero.

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

The table below shows the percentage of twelfth-graders 

within each achievement level who answered this question 

correctly. For example, 57 percent of twelfth-graders at the 

Basic level chose the correct answer.

Percentage	of	twelfth-grade	students	responding	correctly	at	each	

achievement	level:	2010

Overall Below	Basic At	Basic At	Proficient At	Advanced

56 34 57 83 ‡

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

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2010 Geography Assessment.

GRADE
47

12

GEOGRAPHY 2010

GRADE

Geography Content Area: Environment and Society

C ountry Population per

Square Mile

A ustralia 6

Libya 6

Give one major reason for the population densities of Australia and Libya shown above. Explain your reason.

COMPLETE RESPONSE:

This sample constructed-response question measures 

twelfth-graders’ ability to explain how the population density 

of regions depends upon interrelated factors, such as the 

availability of natural resources and climatic characteristics. 

Responses to this question were rated using three scoring 

levels. Spelling and grammar were not considered in rating the 

responses.

Complete responses gave one major reason for the 

population densities of Australia and Libya and explained 

the reason.

Partial responses showed an understanding of the table 

but were unable to explain any significant reason for the 

population densities.

Unacceptable responses did not explain that both 

countries have low population densities or give any 

reason.

The sample student response shown above was rated 

“Complete” because it gave one reason for the population 

densities of Australia and Libya and adequately explained the 

reason. The response indicated that Australia and Libya have 

low population densities and also explained why these places 

were desolate. Other credited responses may have mentioned 

that the land was poor for farming, or was dry or barren. As 

shown in the table below, 5 percent of twelfth-graders’ 

responses to this question were rated “Complete.”

Percentage	of	twelfth-grade	students	in	each	response	category:	2010

Complete Partial Unacceptable Omitted

5 20 62 11

NOTE: Detail may not sum to totals because the percentage of responses rated as “Off-task” is not shown. Off-task responses 

are those that do not provide any information related to the assessment task.

The following table shows the percentage of twelfth-graders 

within each achievement level whose responses to this question were rated as “Complete.” For example, among twelfthgraders performing at the Basic level, 3 percent of students 

provided responses rated as “Complete.”

Percentage	of	twelfth-grade	students’	responses	rated	as	“Complete”	

at	each	achievement	level:	2010

Overall Below	Basic At	Basic At	Proficient At	Advanced

5 1 3 15 ‡

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

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2010 Geography Assessment.
48 THE NATION’S REPORT CARD 

Technical Notes

Sampling and Weighting

The schools and students participating in NAEP assessments 

are selected to be representative of all schools nationally. The 

results from the assessed students are combined to provide 

accurate estimates of the overall performance of students in 

both public and nonpublic schools in the nation. More information on sampling can be found at http://nces.ed.gov/

nationsreportcard/about/nathow.asp.

Because each school that participated in the assessment, and 

each student assessed, represents a portion of the population 

of interest, the results are weighted to account for the disproportionate representation of the selected sample. This includes the oversampling of schools with high concentrations 

of students from certain racial/ethnic groups and the lower 

sampling rates of students who attend very small schools.

School and Student Participation

To ensure unbiased samples, NAEP statistical standards 

require that participation rates for original school samples be 

70 percent or higher to report national results separately for 

public and private schools. In instances where participation 

rates meet the 70 percent criterion but fall below 85 percent, 

a nonresponse bias analysis is conducted to determine if the 

responding sample is not representative of the population, 

thereby introducing the potential for nonresponse bias. The 

numbers of participating schools and students along with the 

weighted participation rates for the 2010 geography assessment are presented in table TN-1. Participation rate standards 

were not met for private schools at grades 4 and 12; therefore, results for private schools are not reported separately at 

those grades.

Nonresponse bias analyses were conducted for the private 

school samples at all three grades. The results of these 

analyses showed that, while the original responding school 

samples may not have been fully representative, including 

substitute schools and adjusting the sampling weights to 

account for school nonresponse were at least partially effective in reducing the potential for nonresponse bias. After 

school substitution and nonresponse adjustments, a remaining potential bias at grade 8 was that schools in the Midwest 

were somewhat overrepresented in the final sample of private schools (32 percent in the responding sample compared 

to 29 percent in the full sample) and Northeast schools were 

somewhat underrepresented (16 percent compared to 

21 percent in the full sample). At grade 12, the application 

of nonresponse weight adjustments actually increased the 

potential bias with respect to school size, size of school 

attended by the average student, and estimated grade 

Table TN-1. School and student participation rates in NAEP geography, by grade and type of school: 2010

Grade and type of school

School participation Student participation

Student-weighted 

percent

Number of schools 

participating

Student-weighted 

percent

Number of students 

assessed

Grade 4

 Nation 96 510 95 7,000

Public 99 440 95 6,500

Private 68 70 96 500

Grade 8

 Nation 96 480 93 9,500

Public 99 400 93 8,800

Private 74 80 95 800

Grade 12

 Nation 89 500 83 10,000

Public 91 420 83 8,800

Private 67 80 90 1,200

NOTE: The number of schools is rounded to the nearest ten. The number of students is rounded to the nearest hundred. 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), 2010 Geography Assessment.
enrollment, suggesting that there remains a significant 

potential for nonresponse bias for grade 12 private schools. 

The phenomenon that nonresponse adjustments potentially 

increase biases related to school size appears to be explained 

by the fact that it was larger non-Catholic private schools 

that did not respond, and so adjustments made to address 

the underrepresentation of those schools resulted in overrepresenting small schools at the expense of larger ones (a mean 

estimated grade enrollment of 38 in the responding sample 

compared to a full sample mean of 46).

An analysis was also performed to examine the potential for 

nonresponse bias introduced through student nonresponse 

in grade 12 public schools, where the weighted student 

response rate was 83 percent. The analysis showed that the 

sample of responding students differed from the original 

student sample with respect to gender, relative age, and 

student disability status. After adjusting the sampling 

weights to account for student nonresponse, there was no 

evidence of substantial bias, with the nonresponse-adjusted 

estimates for three variables—race/ethnicity, student disability (SD) status, and English language learner (ELL) status—

differing from the unadjusted estimates by 1 percent or less.

Interpreting Statistical Significance

Comparisons over time or between groups are based on 

statistical tests that consider both the size of the differences 

and the standard errors of the two statistics being compared. 

Standard errors are margins of error, and estimates based on 

smaller groups are likely to have larger margins of error. The 

size of the standard errors may also be influenced by other 

factors such as how representative the assessed students are 

of the entire population.

When an estimate has a large standard error, a numerical 

difference that seems large may not be statistically significant. Differences of the same magnitude may or may not be 

statistically significant depending upon the size of the standard errors of the estimates. For example, a 5-point change 

in the average score for White fourth-graders may be statistically significant, while a 10-point change for Asian/Pacific 

Islander students may not be. Standard errors for the 

estimates presented in this report are available at 

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

To ensure that significant differences in NAEP data reflect 

actual differences and not mere chance, error rates need to 

be controlled when making multiple simultaneous comparisons. The more comparisons that are made (e.g., comparing 

the performance of White, Black, Hispanic, Asian/Pacific 

Islander, and American Indian/Alaska Native students), the 

higher the probability of finding significant differences by 

chance. In NAEP, the Benjamini-Hochberg False Discovery 

Rate (FDR) procedure is used to control the expected proportion of falsely rejected hypotheses relative to the number 

of comparisons that are conducted. A detailed explanation 

of this procedure can be found at http://nces.ed.gov/

nationsreportcard/tdw/analysis/infer.asp. NAEP employs a 

number of rules to determine the number of comparisons 

conducted, which in most cases is simply the number of 

possible statistical tests. However, there is an exception 

where the FDR is not applied: when comparing multiple 

years, the number of years does not count toward the 

number of comparisons.

Race/Ethnicity

The results presented in this report by students’ race/

ethnicity are based on information obtained from school 

records and may differ from the results presented in earlier 

geography reports in which students’ race/ethnicity was 

based on students’ self-identification.

National School Lunch Program

NAEP collects data on student eligibility for the National 

School Lunch Program (NSLP) as an indicator of low family 

income. Under the guidelines of NSLP, children from families 

with incomes below 130 percent of the poverty level are 

eligible for free meals. Those from families with incomes 

between 130 and 185 percent of the poverty level are eligible 

for reduced-price meals. (For the period July 1, 2009, through 

June 30, 2010, for a family of four, 130 percent of the poverty 

level was $28,665, and 185 percent was $40,793.)

Some schools provide free meals to all students irrespective 

of individual eligibility, using their own funds to cover the 

costs of non-eligible students. Under special provisions of the 

National School Lunch Act intended to reduce the administrative burden of determining student eligibility every year, 

schools can be reimbursed based on eligibility data for a 

single base year. Participating schools might have high percentages of eligible students and report all students as 

eligible for free lunch. Because of the improved quality of data 

on students’ eligibility for NSLP, the percentage of students 

for whom information was not available has decreased 

compared to the percentages reported prior to the 2010 

assessment. Therefore, trend comparisons are not made to 

results from previous assessment years in this report. For 

more information on NSLP, visit http://www.fns.usda.gov/

cnd/lunch/.

As students’ eligibility for free or reduced-price school lunch 

may be underreported at grade 12, the results are not included in this report but are available on the NAEP Data Explorer 

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

GEOGRAPHY 2010 49
Appendix Tables

Table A-1. Percentage of students with disabilities (SD) and/or English language learners (ELL) identified, excluded, and assessed in NAEP 

geography, as a percentage of all students, by grade and SD/ELL category: 1994, 2001, and 2010

Grade and SD/ELL category

Accommodations not permitted Accommodations permitted

1994 2001 2001 2010

Grade 4

SD and/or ELL 

Identified 14 16 17 22

Excluded 5 8 4 2

Assessed 8 8 13 20

Without accommodations 8 8 6 7

With accommodations † † 7 13

SD

Identified 10 11 13 13

Excluded 4 6 3 2

Assessed 6 4 10 12

Without accommodations 6 4 3 2

With accommodations † † 7 9

ELL

Identified 4 6 5 10

Excluded 1 2 2 #

Assessed 3 4 4 10

Without accommodations 3 4 3 5

With accommodations † † 1 4

Grade 8

SD and/or ELL 

Identified 10 16 16 17

Excluded 5 8 4 1

Assessed 5 8 12 16

Without accommodations 5 8 7 4

With accommodations † † 5 12

SD

Identified 8 12 12 12

Excluded 4 7 3 1

Assessed 4 6 10 11

Without accommodations 4 6 4 1

With accommodations † † 5 10

ELL

Identified 2 4 4 6

Excluded 1 1 1 #

Assessed 1 3 3 6

Without accommodations 1 3 3 3

With accommodations † † # 3

Grade 12

SD and/or ELL 

Identified 8 11 10 14

Excluded 3 5 2 2

Assessed 4 6 8 12

Without accommodations 4 6 5 3

With accommodations † † 3 9

SD

Identified 6 8 8 11

Excluded 3 4 2 2

Assessed 3 4 6 9

Without accommodations 3 4 3 1

With accommodations † † 3 7

ELL

Identified 2 3 2 4

Excluded # 1 # #

Assessed 1 2 2 3

Without accommodations 1 2 2 2

With accommodations † † # 2

† Not applicable. Accommodations were not permitted in this assessment year.

# Rounds to zero.

NOTE: Students identified as both SD and ELL were counted only once under the combined SD and/or ELL category, but were counted separately under the SD and ELL categories. 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), 1994, 2001, and 2010 Geography Assessments. 

50 THE NATION’S REPORT CARD 
Table A-2. Percentage of students with disabilities (SD) and/or English language learners (ELL) identified, excluded, and assessed in NAEP 

geography, as a percentage of students within their racial/ethnic group, by grade and SD/ELL category: 2010

SD/ELL category

Grade 4 Grade 8 Grade 12

White Black Hispanic White Black Hispanic White Black Hispanic

SD and/or ELL 

Identified 15 16 46 13 16 31 11 16 22

Excluded 2 2 2 1 2 2 2 3 2

Assessed 13 14 44 12 14 29 9 13 20

Without accommodations 3 3 22 2 2 13 1 2 8

With accommodations 10 11 22 11 13 16 8 11 12

SD

Identified 14 14 11 13 15 11 11 14 10

Excluded 2 2 2 1 2 2 2 3 2

Assessed 13 13 9 12 13 10 9 12 8

Without accommodations 3 2 1 2 1 2 1 2 1

With accommodations 10 10 8 10 12 8 8 10 6

ELL

Identified 1 2 39 1 1 23 # 1 15

Excluded # # 1 # # 1 # # 1

Assessed 1 2 38 1 1 22 # 1 14

Without accommodations # 1 21 # # 12 # # 7

With accommodations 1 1 17 1 1 10 # 1 7

# Rounds to zero.

NOTE: Black includes African American, and Hispanic includes Latino. Race categories exclude Hispanic origin. Results are not shown for all racial/ethnic groups. Students identified as both SD and ELL were counted only once under the 

combined SD and/or ELL category, but were counted separately under the SD and ELL categories. 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), 2010 Geography Assessment. 

GEOGRAPHY 2010 51
52 THE NATION’S REPORT CARD

Table A-3. Percentage of students identified as students with disabilities (SD) and/or English language learners (ELL) excluded and assessed in 

NAEP geography, as a percentage of identified SD and/or ELL students, by grade and SD/ELL category: 2010

Grade and SD/ELL category

Percentage of identified SD and/or ELL students

Excluded Assessed

Assessed without

accommodations

Assessed with

accommodations

Grade 4

SD and/or ELL 8 92 33 59

SD 12 88 18 70

ELL 4 96 51 45

Grade 8

SD and/or ELL 8 92 24 68

SD 10 90 12 78

ELL 6 94 48 46

Grade 12

SD and/or ELL 15 85 21 64

SD 18 82 13 69

ELL 8 92 44 48

NOTE: Students identified as both SD and ELL were counted only once under the combined SD and/or ELL category, but were counted separately under the SD and ELL categories. 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), 2010 Geography Assessment. 

 
53

Table A-4. Average scores and achievement-level results in NAEP geography, by grade and status as students with disabilities (SD) or English 

language learners (ELL): 2001 and 2010

Grade and SD/ELL category

Average scale score

Percentage of students

At or above Basic At or above Proficient At Advanced

2001 2010 2001 2010 2001 2010 2001 2010

Grade 4

SD 183* 191 48 56 6 7 # #

Not SD 211* 216 76* 82 22 23 2 2

ELL 166* 183 29* 47 1 3 # #

Not ELL 210* 216 75* 82 21 23 2 2

Grade 8

SD 227* 237 34* 45 7 8 1 1

Not SD 264 264 76 78 31 29 4 3

ELL 216 223 20 26 2 3 # #

Not ELL 262 263 74 77 30 28 4 3

Grade 12

SD 255* 261 32 39 4 6 # #

Not SD 286 284 73 73 25* 21 1* 1

ELL 246 247 19 18 1 # # #

Not ELL 285 283 72 71 25* 21 1* 1

# Rounds to zero.

* Significantly different (p < .05) from 2010.

NOTE: The results for students with disabilities and English language learners are based on students who were assessed and cannot be generalized to the total population of such students.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2001 and 2010 Geography Assessments.

GEOGRAPHY 2010
54 THE NATION’S REPORT CARD Table 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments. 

A-5. Achievement-level results for fourth-grade students in NAEP geography, by selected characteristics: 1994, 2001, and 2010

Characteristic

Percentage of students

At or above Basic At or above Proficient At Advanced

Accommodations 

not permitted

Accommodations 

permitted

Accommodations 

not permitted

Accommodations 

permitted

Accommodations 

not permitted

Accommodations 

permitted

1994 2001 2001 2010 1994 2001 2001 2010 1994 2001 2001 2010

Race/ethnicity

White 81* 85* 84* 89 28 27 27 29 4 3 3 2

Black 33* 43* 43* 57 2* 5 4 5 # # # #

Hispanic 44* 47* 50* 64 7 6 5 8 # 1 # #

Asian/Pacific Islander 72* 75* 77 87 26 25 26 34 4 1 2 4

American Indian/Alaska Native ‡ ‡ ‡ 68 ‡ ‡ ‡ 11 ‡ ‡ ‡ #

Gender

Male 71* 75* 74* 80 26 24 23 24 4 3 3 2

Female 68* 72* 71* 78 19 18 18 18 2 1 1 1

Eligibility for free or reduced-price school lunch

Eligible for free lunch — — — 62 — — — 6 — — — #

Eligible for reduced-price lunch — — — 77 — — — 15 — — — 1

Not eligible — — — 92 — — — 33 — — — 3

Information not available — — — 90 — — — 36 — — — 4

— Not available. Results for 1994 and 2001 are not reported because of the improved quality of the data on students’ eligibility for the school lunch program in 2010.# Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.* Significantly different (p < .05) from 2010.

NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic origin.

 
55

Table 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments. 

A-6. Percentile scores for fourth-grade students in NAEP geography, by selected characteristics: 1994, 2001, and 2010

Percentile and year

Race/ethnicity Gender Eligibility for free or reduced-price school lunch

White Black Hispanic

Asian/ 

 Pacific 

 Islander

American 

Indian/ 

Alaska 

Native Male Female

Eligible for 

free lunch

Eligible for 

reducedprice lunch Not eligible

Information 

not 

available

10th percentile

Accommodations not permitted

1994 169* 109* 115* 156* ‡ 145* 146* — — — —

2001 179* 134* 130* 160 ‡ 159* 158* — — — —

Accommodations permitted

2001 177* 135* 137* 166 ‡ 159* 158* — — — —

2010 186 154 154 181 160 169 168 155 170 191 188

25th percentile

Accommodations not permitted

1994 195* 138* 146* 182* ‡ 181* 177* — — — —

2001 200* 157* 156* 186* ‡ 188* 184* — — — —

Accommodations permitted

2001 198* 157* 161* 190* ‡ 186* 183* — — — —

2010 206 172 176 206 180 193 190 175 188 210 211

50th percentile

Accommodations not permitted

1994 221* 168* 179* 215 ‡ 214 209 — — — —

2001 222 181* 185* 214* ‡ 215 210 — — — —

Accommodations permitted

2001 221* 181* 187* 218 ‡ 213* 208* — — — —

2010 226 192 198 228 204 218 213 196 210 229 231

75th percentile

Accommodations not permitted

1994 243 197* 211 241 ‡ 241 234 — — — —

2001 242 205 211 240 ‡ 239 233 — — — —

Accommodations permitted

2001 242 204* 210* 241 ‡ 238 232 — — — —

2010 243 213 219 247 224 239 234 217 230 245 248

90th percentile

Accommodations not permitted

1994 262 219* 235 261 ‡ 261 253 — — — —

2001 259 227 231 254 ‡ 258 251 — — — —

Accommodations permitted

2001 258 226 231 255 ‡ 257 250 — — — —

2010 258 231 236 262 243 256 250 233 246 260 264

— Not available. Results for 1994 and 2001 are not reported because of the improved quality of the data on students’ eligibility for the school lunch program in 2010.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.* Significantly different (p < .05) from 2010.

NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic origin.

GEOGRAPHY 2010
56 THE NATION’S REPORT CARD Table A-7. Achievement-level results for eighth-grade students in NAEP geography, by selected characteristics: 1994, 2001, and 2010 Characteristic Percentage of students At or above Basic At or above Proficient At Advanced Accommodations not permitted Accommodations permitted Accommodations not permitted Accommodations permitted Accommodations not permitted Accommodations permitted 1994 2001 2001 2010 1994 2001 2001 2010 1994 2001 2001 2010 Race/ethnicity White 81* 85 82 86 35 38 36 37 5 5 5 4

Black 34* 40* 39* 49 5 7 6 6 # # # #

Hispanic 49 47* 45* 55 8 9 9 9 1 1 1 #

Asian/Pacific Islander 72 77 77 80 29 31 31 35 6 4 4 5

American Indian/Alaska Native 62 78 74 62 19 29 27 14 4 3 4 #

Gender

Male 72 75 73 75 30 33 32 30 5 5 4 4

Female 69 73 71 73 25 26 26 24 3* 3 3 2

Eligibility for free or reduced-price school lunch

Eligible for free lunch — — — 55 — — — 10 — — — #

Eligible for reduced-price lunch — — — 71 — — — 16 — — — 1

Not eligible — — — 86 — — — 39 — — — 4

Information not available — — — 89 — — — 43 — — — 6

Highest level of parental education

Did not finish high school 47 48 43* 53 8 8 8 8 1 # # #

Graduated from high school 62 66 64 63 15 18 17 14 1 1 2 #

Some education after high school 79 80 79 78 29 30* 29 24 3 2 2 2

Graduated from college 82 86 84 85 41 43 42 40 7* 6 6 5

— Not available. Results for 1994 and 2001 are not reported because of the improved quality of the data on students’ eligibility for the school lunch program in 2010.# Rounds to zero.* Significantly different (p < .05) from 2010.

NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic origin.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments.

 
57

Table 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments. 

A-8. Percentile scores for eighth-grade students in NAEP geography, by selected characteristics: 1994, 2001, and 2010

Percentile and year

Race/ethnicity Gender Eligibility for free or reduced-price school lunch Highest level of parental education

White Black Hispanic

Asian/ 

Pacific 

Islander

American 

Indian/ 

Alaska 

Native Male Female

Eligible for 

free lunch

Eligible for 

reducedprice lunch Not eligible

Information 

not 

available

Did not 

finish 

high 

school

Graduated 

from high 

school

Some 

education after high 

school

Graduated 

from 

college

10th percentile

Accommodations not permitted

1994 228* 188* 193* 215 202 213* 212* — — — — 195 207 226 227*

2001 234 194* 197 221 225 218 216 — — — — 201 212 229 234

Accommodations permitted

2001 230 191* 193 222 215 213* 213* — — — — 193* 208 227 231

2010 236 205 204 227 214 221 219 206 222 236 240 206 213 226 234

25th percentile

Accommodations not permitted

1994 249* 208* 217* 239 228 239 236* — — — — 216 228 246 252

2001 254 213* 218* 244 245 242 240 — — — — 221 233 248 257

Accommodations permitted

2001 251 211* 214* 245 241 239 237 — — — — 214* 230 246 254

2010 254 224 225 247 232 242 240 226 239 255 259 225 232 245 255

50th percentile

Accommodations not permitted

1994 271 229* 241 264 254 265 260 — — — — 240 253 268 276

2001 273 234* 240* 266 268 268 263 — — — — 241 255 268 277

Accommodations permitted

2001 272 233* 237* 266 262 266 262 — — — — 236 253 267 276

2010 273 242 246 271 250 265 261 246 256 274 277 244 252 263 275

75th percentile

Accommodations not permitted

1994 290 250* 262 287 275 287 282 — — — — 260 273 285 295

2001 292 256 262 288 285 289 283 — — — — 262 275 286* 295

Accommodations permitted

2001 291 256 260 287 283 288 282 — — — — 259 274 285 295

2010 291 260 266 290 268 286 281 265 274 292 295 262 271 281 293

90th percentile

Accommodations not permitted

1994 306 269* 279 306 291 304 300 — — — — 278 289 300 311*

2001 306 276 280 304 302 305 299 — — — — 279 292 300 309

Accommodations permitted

2001 306 275 280 303 301 305 298 — — — — 278 291 299 309

2010 305 276 281 307 288 302 297 282 290 305 309 279 287 296 307

— Not available. Results for 1994 and 2001 are not reported because of the improved quality of the data on students’ eligibility for the school lunch program in 2010.*Significantly different (p < .05) from 2010.

NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic origin.

GEOGRAPHY 2010
58 THE NATION’S REPORT CARD Table 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments.

A-9. Achievement-level results for twelfth-grade students in NAEP geography, by selected characteristics: 1994, 2001, and 2010

Characteristic

Percentage of students

At or above Basic At or above Proficient At Advanced

Accommodations 

not permitted

Accommodations 

permitted

Accommodations 

not permitted

Accommodations 

permitted

Accommodations 

not permitted

Accommodations 

permitted

1994 2001 2001 2010 1994 2001 2001 2010 1994 2001 2001 2010

Race/ethnicity

White 78* 81 81 81 32* 30 30 27 2 2 2* 1Black 33 35 33 36 5 4 4 3 # # # #Hispanic 48 49 48 52 10 7 6 8 # # # #Asian/Pacific Islander 67 70 70 73 26 27 24 23 2 1 2 1American Indian/Alaska Native ‡ ‡ ‡ 62 ‡ ‡ ‡ 13 ‡ ‡ ‡ #

Gender

Male 73 73 74 73 32* 28* 28* 23 2 2 2 1Female 67 70* 68 66 22* 21* 20* 17 1 1 1 #

Highest level of parental education

Did not finish high school 41 48 45 42 7 10* 8 4 # # # #Graduated from high school 56 62 60 58 14 12 12 10 # # # #

Some education after high school 75* 73 72 69 24* 21* 21* 15 1 1 1 #Graduated from college 81 82 82 81 40* 36* 35* 30 3* 3 3 1

# Rounds to zero.‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.* Significantly different (p < .05) from 2010.

NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic origin.

 
59

Table A-10. Percentile scores for twelfth-grade students in NAEP geography, by selected characteristics: 1994, 2001, and 2010

Percentile and year

Race/ethnicity Gender Highest level of parental education

White Black Hispanic

Asian/ 

Pacific 

Islander

American 

Indian/ 

Alaska 

Native Male Female

Did not 

finish 

high 

school

Graduated 

from high 

school

Some 

education after high 

school

Graduated 

from 

college

10th percentile

Accommodations not permitted

1994 253* 222 233 239 ‡ 247 242 226 237 251 257

2001 258 225 236 245 ‡ 247 246 234 242 249 258

Accommodations permitted

2001 258 223 234 244 ‡ 248 244 232 239 250 258

2010 259 229 238 251 247 250 245 230 240 249 258

25th percentile

Accommodations not permitted

1994 273 240 250 261 ‡ 267 262 243 254 270 277

2001 275 242 252 264 ‡ 268 265 250 259 268 277

Accommodations permitted

2001 275 240 251 265 ‡ 269 264 248 258 267 277

2010 275 244 254 268 262 268 263 248 257 265 275

50th percentile

Accommodations not permitted

1994 293 258 269 287 ‡ 291* 284 263 274 288* 298*

2001 293 260 270 288 ‡ 290* 284* 269 278 286* 296

Accommodations permitted

2001 293 258 269 287 ‡ 290 284 267 277 286* 296*

2010 291 261 271 287 278 286 281 265 276 282 292

75th percentile

Accommodations not permitted

1994 310* 277 289 306 ‡ 310* 303* 285 295 304* 315*

2001 309 278 287 306 ‡ 307* 302* 288* 295 302* 312*

Accommodations permitted

2001 309 277 286 304 ‡ 307* 301* 285* 295* 302* 312*

2010 306 277 287 303 296 303 298 280 292 297 308

90th percentile

Accommodations not permitted

1994 323* 295 305 320 ‡ 325* 317* 300 310 317 327*

2001 322 293 301 320 ‡ 322* 316* 305* 307 315 325

Accommodations permitted

2001 321 293 300 319 ‡ 321* 315 302* 307 315 325

2010 319 291 302 318 307 318 312 294 305 311 320

‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.* Significantly different (p < .05) from 2010.

NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic origin.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1994, 2001, and 2010 Geography Assessments. 

GEOGRAPHY 2010
THE NATION’S 

REPORT CARD

Geography 

2010

JULY 2011

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

The National Assessment Governing Board

In 1988, Congress created the National Assessment Governing Board to set policy for the National Assessment of TM Educational Progress, commonly known as The Nation's Report Card . 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

Mary Frances Taymans,

Vice Chair

Sisters of Notre Dame

National Education Office

Bethesda, Maryland

David J. Alukonis

Former Chairman

Hudson School Board

Hudson, New Hampshire

Louis M. Fabrizio

Director, Accountability Policy and 

Communications

North Carolina Department of Public 

Instruction

Raleigh, North Carolina

Honorable Anitere Flores

Senator

Florida State Senate

Miami, Florida

Alan J. Friedman

Consultant

Museum Development and Science 

Communication

New York, New York

Shannon Garrison

Fourth-Grade Teacher

Solano Avenue Elementary School

Los Angeles, California

David W. Gordon

County Superintendent of Schools

Sacramento County Office of Education

Sacramento, California

Doris R. Hicks

Principal and Chief Executive Officer

Dr. Martin Luther King, Jr. Charter School 

for Science and Technology

New Orleans, Louisiana

Richard Brent Houston

Principal

Shawnee Middle School

Shawnee, Oklahoma

Hector Ibarra

Middle School Science Teacher

Belin-Blank International Center

and Talent Development

Iowa City, Iowa

Kathi M. King

Twelfth-Grade Teacher

Messalonskee High School

Oakland, Maine

Henry Kranendonk

Mathematics Consultant

Milwaukee Public Schools

Milwaukee, Wisconsin

Honorable Tom Luna

Idaho Superintendent of Public 

Instruction

Boise, Idaho

Honorable Jack Markell

Governor of Delaware

Wilmington, Delaware

Tonya Miles

General Public Representative

Mitchellville, Maryland

Honorable Steven L. Paine

Former State Superintendent of Schools

West Virginia Department of Education

Charleston, West Virginia

Honorable Sonny Perdue

Former Governor of Georgia

Atlanta, Georgia

Susan Pimentel

Educational Consultant

Hanover, New Hampshire

W. James Popham

Professor Emeritus 

Graduate School of Education and 

Information Studies

University of California, Los Angeles

Willsonville, Oregon

Andrew C. Porter

Dean

Graduate School of Education

University of Pennsylvania

Philadelphia, Pennsylvania

Blair Taylor

President and CEO

Los Angeles Urban League

Los Angeles, California

Honorable Leticia Van de Putte

Senator

Texas State Senate

San Antonio, Texas

Eileen L. Weiser

General Public Representative

Ann Arbor, Michigan

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.

M O R E I N F O R M A T I O N

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.

S U G G E S T E D C I T A T I O N

National Center for Education

Statistics (2011).

The Nation’s Report Card: 

Geography 2010

(NCES 2011–467). 

Institute of Education Sciences, 

U.S. Department of Education, 

Washington, D.C.

C O N T E N T C O N T A C T

Jonathan Beard

202-502-7323

jonathan.beard@ed.gov

This report was prepared for the National 

Center for Education Statistics under Contract 

No. ED-07-CO-0107 with Educational Testing 

Service. Mention of trade names, commercial 

products, or organizations does not imply 

endorsement by the U.S. Government.

“T he Depar tment 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