A First Look: 2013 Mathematics and Reading National Assessment of Educational Progress at Grades 4 and 8 http://nationsreportcard.gov/reading_math_2013 U.S. Department of Education NCES 2014–451 2013_Results_Brochure_Nov.indd 1 10/25/2013 12:56:23 PM A New Approach to Reporting NAEP results are now easier than ever to access in a new interactive website at http://nationsreportcard .gov/reading_math_2013. The results from the 2013 assessments in mathematics and reading at grades 4 and 8 highlighted on the following pages can be explored in more detail with interactive graphics, downloadable data, and enhanced features for viewing state results. What Is The Nation’s Report Card ? TM The Nation’s Report Card™ informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time. Since 1969, NAEP assessments have been conducted periodically in reading, mathematics, science, writing, U.S. history, civics, geography, and other subjects. NAEP collects and reports information on student performance at the national and state levels, making the assessment an integral part of our nation’s evaluation of the condition and progress of education. Only academic achievement data and related background information are collected. The privacy of individual students and their families is protected. NAEP is a congressionally authorized project of the National Center for Education Statistics (NCES) within the Institute of Education Sciences of the U.S. Department of Education. The Commissioner of Education Statistics is responsible for carrying out the NAEP project. The National Assessment Governing Board oversees and sets policy for NAEP. To stay up-to-date with the latest results and advances in NAEP assessments, follow us on Facebook and Twitter. Photo Credits: © Franckreporter/iStockphoto #21058060; © American Images Inc./ Digital Vision/Getty #72724181; © Aldo Murillo/iStockphoto #6614201; © Nastco/iStockphoto #22522027 2 2013_Results_Brochure_Nov.indd 2 10/25/2013 12:56:28 PM the nation’s report card > 2013 MATHEMATICS AND READING What knowledge and skills are assessed? The National Assessment Governing Board oversees the development of NAEP frameworks that describe the specific knowledge and skills to be assessed in each subject. The NAEP mathematics assessment measures students’ knowledge and skills in mathematics and students’ ability to apply their knowledge in problem-solving situations. At each grade, students responded to multiple-choice and constructed-response questions designed to measure what they know and can do across five mathematics content areas: Number properties and operations Measurement Geometry Data analysis, statistics, and probability Algebra The NAEP reading assessment measures students’ reading comprehension by asking them to read selected grade-appropriate materials and answer questions based on what they have read. At each grade, students responded to multiple-choice and constructed-response questions designed to measure their reading comprehension across two types of texts: Literary texts include fiction, literary nonfiction, and poetry. Informational texts include expository, argumentative and persuasive, procedural, and document texts. The complete subject area frameworks are available on the National Assessment Governing Board website at http://www.nagb.org/publications/frameworks.html. How are results reported? NAEP results in mathematics and reading are based on nationally representative samples of fourthand eighth-graders. The chart below shows the number of school and student participants in 2013. Mathematics Reading Number of schools Number of students Number of schools Number of students 4th Grade 7,930 186,500 7,920 190,400 8th Grade 6,520 170,100 6,510 171,800 NOTE: The number of schools is rounded to the nearest ten. The number of students is rounded to the nearest hundred. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2013 Mathematics and Reading Assessments. Student performance is reported as average scores on separate 0 to 500 scales in mathematics and reading, and as the percentages of students performing at or above three achievement levels (Basic, Proficient, and Advanced). Changes in students’ performance over time are noted only if the differences in scores or percentages are determined to be statistically significant (p < .05). Because NAEP scales and achievement levels are developed independently for each subject, results cannot be compared across subjects. 3 2013_Results_Brochure_Nov.indd 3 10/25/2013 12:56:28 PM Are the nation’s students making progress in mathematics and reading? Fourth- and eighth-graders are showing improvement on the NAEP mathematics and reading assessments (figure 1). Mathematics scores were higher in 2013 than in all previous assessment years at grades 4 and 8 (figure 2). Reading scores were higher in 2013 in comparison to all previous assessments at grade 8, and all but the 2011 assessment at grade 4 (figure 3). FIGURE 1 .  Change in average scores for fourth- and eighth-grade students assessed in NAEP mathematics and reading: Various years, 1990–2013 MATHEMATICS READING 28 pts 1 pt 22 pts 1 pt 8 pts 5 pts 4th Grade 242 (2013) 241* (2011) 213* (1990) 8th Grade 285 (2013) 284* (2011) 263* (1990) Change in mathematics (1990 to 2013) Recent change (2011 to 2013) * Significantly different (p < .05) from 2013. 4th Grade 222 (2013) 221 (2011) 217* (1992) 2 pts 8th Grade 268 (2013) 265* (2011) 260* (1992) Change in reading (1992 to 2013) Recent change (2011 to 2013) gains_p5-WEB NOTE: Accommodations were not permitted in NAEP mathematics assessments prior to 1996, and in NAEP reading assessments prior to 1998. Score-point changes are calculated using unrounded average scores as opposed to the rounded scores displayed under each column. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1990–2013 Mathematics and Reading Assessments. 4 2013_Results_Brochure_Nov.indd 4 10/25/2013 12:56:28 PM the nation’s report card > 2013 MATHEMATICS AND READING M-ss01-G4-8.ai FIGURE 2.  Trend in fourth- and eighth-grade NAEP mathematics average scores Scale score 500 No change from previous year 250 240 230 220 238* 240* 240* 241* 242 4th Grade 235* 213* 226* 224* 224* 220* Accommodations not permitted Accommodations permitted 210 0 ’90 ’92 ’96 ’00 ’03 ’05 ’09 ’07 ’11 ’13 * Significantly different (p < .05) from 2013. Year Scale score 500 290 280 270 Gain from previous year 272* 268* 263* 281* 283* 284* 285 8th Grade 278* 279* 273* 270* SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1990–2013 Mathematics Assessments. 260 0 ’90 ’92 ’96 ’00 ’03 ’05 ’09 ’07 ’11 ’13 Year R-ss02-G4-8.ai FIGURE 3.  Trend in fourth- and eighth-grade NAEP reading average scores Scale score 500 No change from previous year 230 217* 220 4th Grade 218* 215* 213* 210 222 219* 221* 221* 221 219* 214* 217* Loss from previous year 200 0 Accommodations not permitted ’92 ’94 ’98 ’00 ’02 ’03 ’05 ’07 ’09 ’11 ’13 Accommodations permitted Year Scale score 500 * Significantly different (p < .05) from 2013. 280 270 263* 264* 265* 264* 260* 260* 264* 260 268 263* 262* 263* 250 0 Gain from previous year ’92 ’94 ’98 ’02 ’03 ’05 ’07 ’09 ’11 Year ’13 8th Grade NOTE: Data were not collected in NAEP reading at grade 8 in 2000. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1992–2013 Reading Assessments. Explore student performance in detail. The NAEP 2013 online report card provides more in-depth information on progress made by lower and higher performing students and by student groups based on selected demographic characteristics such as race/ethnicity, gender, and eligibility for the National School Lunch Program. Changes in student demographics and achievement gaps are also explored at http://nationsreportcard.gov/reading_math_2013/#/performance-overview. 5 2013_Results_Brochure_Nov.indd 5 10/25/2013 12:56:57 PM What level of knowledge and skills have the nation’s students achieved? NAEP achievement levels are performance standards describing what students should know and be able to do at the Basic, Proficient, and Advanced levels. The cut score indicating the lower end of the score range for each level is noted after the description. 4th Grade 8th Grade Basic Fourth-grade students performing at the Basic level should show some evidence of understanding the mathematical concepts and procedures in the five NAEP content areas. (214) Eighth-grade students performing at the Basic level should exhibit evidence of conceptual and procedural understanding in the five NAEP content areas. This level of performance signifies an understanding of arithmetic operations—including estimation—on whole numbers, decimals, fractions, and percents. (262) Proficient Fourth-grade students performing at the Proficient level should consistently apply integrated procedural knowledge and conceptual understanding to problem solving in the five NAEP content areas. (249) Eighth-grade students performing at the Proficient level should apply mathematical concepts and procedures consistently to complex problems in the five NAEP content areas. (299) Advanced Fourth-grade students performing at the Advanced level should apply integrated procedural knowledge and conceptual understanding to complex and nonroutine real-world problem solving in the five NAEP content areas. (282) Eighth-grade students performing at the Advanced level should be able to reach beyond the recognition, identification, and application of mathematical rules in order to generalize and synthesize concepts and principles in the five NAEP content areas. (333) Basic Fourth-grade students performing at the Basic level should be able to locate relevant information, make simple inferences, and use their understanding of the text to identify details that support a given interpretation or conclusion. Students should be able to interpret the meaning of a word as it is used in the text. (208) Eighth-grade students performing at the Basic level should be able to locate information; identify statements of main idea, theme, or author’s purpose; and make simple inferences from texts. They should be able to interpret the meaning of a word as it is used in the text. Students performing at this level should also be able to state judgments and give some support about content and presentation of content. (243) Proficient Fourth-grade students performing at the Proficient level should be able to integrate and interpret texts and apply their understanding of the text to draw conclusions and make evaluations. (238) Eighth-grade students performing at the Proficient level should be able to provide relevant information and summarize main ideas and themes. They should be able to make and support inferences about a text, connect parts of a text, and analyze text features. Students performing at this level should also be able to fully substantiate judgments about content and presentation of content. (281) Advanced Fourth-grade students performing at the Advanced level should be able to make complex inferences and construct and support their inferential understanding of the text. Students should be able to apply their understanding of a text to make and support a judgment. (268) Eighth-grade students performing at the Advanced level should be able to make connections within and across texts and to explain causal relations. They should be able to evaluate and justify the strength of supporting evidence and the quality of an author’s presentation. Students performing at the Advanced level also should be able to manage the processing demands of analysis and evaluation by stating, explaining, and justifying. (323) Mathematics Reading 6 2013_Results_Brochure_Nov.indd 6 10/25/2013 12:56:57 PM the nation’s report card > 2013 MATHEMATICS AND READING Students performing at or above the Proficient level on NAEP assessments demonstrate solid academic performance and competency over challenging subject matter. The percentages of students at or above Proficient increased from 4th Grade Year 2011 to 2013 in mathematics at grade 4, and in readingBelow Basic Basic 4 and 8, and at grades Proficient Advanced 2013 17 41 34 8 were higher than in the early 1990s in both subjects and grades (figures 4 and 5). 2011 1990 FIGURE 4.  Achievement-level Below Basic 2013 2011 1990 17 18 50* Basic 41 42* 37* 34 12* 1* 8th Grade Year Below Basic Proficient Advanced 34 34 12* 1* 8 7* 8th Grade 2013 2011 1990 26 27 48* Proficient Advanced Basic 38 39 37 27 26 13* 2* Basic 9 8* 100 90 80 70 60 50 40 30 20 10 0 10 20 30 40 50 60 100 Percent 4th Grade Year Year NOTE: Accommodations were not permitted in NAEP mathematics assessments prior to 1996. Detail may not sum to totals because of rounding. Below Basic 7* 100 90 80 70 60 50 40 30 20 10 0 10 20 30 40 50 60 100 100 90 80 70 60 50 40 30 20 10 0 10 20 30 40 50 60 100 Percent * Significantly different (p < .05) from 2013. 42* 37* results in fourth- and eighth-grade NAEP mathematics: Percent 2011, and 2013 1990, 4th Grade Year 18 50* Below Basic Proficient Advanced Basic 33 38* 34 34 Proficient Advanced SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1990, 2011, and 2013 Mathematics Assessments. 2013 32 33 27 8 2013 2011 1990 26 27 48* 38 39 37 27 26 13* 2* 9 8* 2011 1992 26* 22* 8* 6* 100 90 80 70 60 50 40 30 20 10 0 10 20 30 40 50 60 100 100 90 80 70 60 50 40 30 20 10 0 10 20 30 40 50 60 100 FIGURE 5.  Achievement-level results in fourth- and eighth-grade NAEP reading: 1992,Percent and 2013 2011, Percent 4th Grade Year Below Basic Basic 32 33 38* 2013 2011 1992 33 34 34 8 8* 6* 100 90 80 70 60 50 40 30 20 10 0 10 20 30 40 50 60 100 Percent * Significantly different (p < .05) from 2013. Below Basic Proficient Advanced 27 26* 22* 8th Grade Year 2013 2011 1992 22 24* 31* Basic 42 42* 40 Proficient Advanced 32 30* 26* 4 3* 3* 100 90 80 70 60 50 40 30 20 10 0 10 20 30 40 50 60 100 Percent 8th Grade Year NOTE: Accommodations were not permitted in NAEP reading assessments prior to 1998. Detail may not sum to totals because of rounding. Proficient Advanced Below Basic Basic SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1992, 2011, and 2013 Reading Assessments. 2013 2011 1992 22 24* 31* 42 42* 40 32 30* 26* 4 3* 3* 100 90 80 70 60 50 40 30 20 10 0 10 20 30 40 50 60 100 Percent See what questions students performing at the Proficient level were able to answer. NAEP item maps are helpful for gaining a better understanding of what students performing at different achievement levels are able to do. Learn more about item maps and try sample questions at http://nationsreportcard.gov/reading_math_2013/#/what-knowledge. 7 2013_Results_Brochure_Nov.indd 7 10/25/2013 12:57:27 PM How are states performing? Forty-one percent of public school students at grade 4 and 34 percent at grade 8 performed at or above Proficient in mathematics in 2013. The percentages of students at or above Proficient in the states ranged from 19 to 59 percent. Nineteen states/jurisdictions had higher percentages at or above Proficient than the nation at both grades 4 and 8, and 11 had lower percentages at both grades (figure 6). FIGURE 6.   Percentage comparison between states and the nation for public school students at or above Proficient in fourth- and eighth-grade NAEP mathematics: 2013 WA MT ME ND VT MN OR ID NH WI SD MI WY UT CA PA IA NE NV NY IL OH IN WV CO KS MO VA KY MA RI CT NJ DE MD DC NC AZ OK NM TN SC AR MS TX AL DoDEA1 GA LA AK FL HI In 2013, the percentage of students performing at or above Proficient in mathematics was: Higher than the nation (public) at both grades 4 and 8 Higher than the nation (public) at grade 4 only Higher than the nation (public) at grade 8 only Lower than the nation (public) at both grades 4 and 8 Lower than the nation (public) at grade 4 only Lower than the nation (public) at grade 8 only Not significantly different from the nation (public) at either grade 1 Department of Defense Education Activity (overseas and domestic schools). SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2013 Mathematics Assessment. 8 2013_Results_Brochure_Nov.indd 8 10/25/2013 12:57:29 PM the nation’s report card > 2013 MATHEMATICS AND READING Thirty-four percent of public school students performed at or above Proficient in reading in 2013 at both grades 4 and 8, with the percentages in the states ranging from 17 to 48 percent. Fifteen states/jurisdictions had higher percentages at or above Proficient than the nation at both grades 4 and 8, and 14 had lower percentages at both grades (figure 7). FIGURE 7.   Percentage comparison between states and the nation for public school students at or above Proficient in fourth- and eighth-grade NAEP reading: 2013 WA MT ME ND VT MN OR ID NH WI SD MI WY UT CA PA IA NE NV NY IL OH IN WV CO KS MO VA KY MA RI CT NJ DE MD DC NC AZ OK NM TN SC AR MS TX AL DoDEA1 GA LA AK FL HI In 2013, the percentage of students performing at or above Proficient in reading was: Higher than the nation (public) at both grades 4 and 8 Higher than the nation (public) at grade 4 only Higher than the nation (public) at grade 8 only Lower than the nation (public) at both grades 4 and 8 Lower than the nation (public) at grade 4 only Lower than the nation (public) at grade 8 only Not significantly different from the nation (public) at either grade 1 Department of Defense Education Activity (overseas and domestic schools). SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2013 Reading Assessment. Explore state results in detail. See which states are making gains and use the new interactive state graphics to view detailed results for up to four states at a time at http://nationsreportcard.gov/reading_math_2013/#/state-performance. 9 2013_Results_Brochure_Nov.indd 9 10/25/2013 12:57:59 PM What other information is available online? Results from the 2013 NAEP mathematics and reading assessments can be explored in more detail at http://nationsreportcard.gov/reading_math_2013. The NAEP website features a number of applications designed to give users the ability to analyze NAEP data, explore assessment questions, and compare state results at http://nces.ed.gov/nationsreportcard/about/naeptools.aspx. Use the NAEP Data Explorer to see Use the NAEP Questions Tool to view additional results based on information collected from school, teacher, and student questionnaires and create custom tables, graphics, and maps with results for the nation or states. more than 2,000 questions released in nine subject areas along with actual student responses, scoring guides, and data on how students performed on each question. http://nces.ed.gov/nationsreportcard/naepdata http://nces.ed.gov/nationsreportcard/itmrlsx Use the State Comparison feature View State Profiles highlighting information to create tables and maps comparing average state scores for students overall and for selected student groups. on a state’s student and school characteristics, and a summary of its performance on NAEP assessments. http://nces.ed.gov/nationsreportcard/ statecomparisons http://nces.ed.gov/nationsreportcard/states 10 2013_Results_Brochure_Nov.indd 10 10/25/2013 12:58:23 PM U.S. Department of Education The National Assessment of Educational Progress (NAEP) is a congressionally authorized project sponsored by the U.S. Department of Education. The National Center for Education Statistics, within the Institute of Education Sciences, administers NAEP. The Commissioner of Education Statistics is responsible by law for carrying out the NAEP project. Arne Duncan Secretary U.S. Department of Education John Q. Easton Director Institute of Education Sciences Jack Buckley Commissioner National Center for Education Statistics Peggy G. Carr Associate Commissioner for Assessment National Center for Education Statistics The National Assessment Governing Board In 1988, Congress created the National Assessment Governing Board to set policy for the National Assessment of Educational Progress, commonly known as The Nation's Report CardTM. The Governing Board is an independent, bipartisan group whose members include governors, state legislators, local and state school officials, educators, business representatives, and members of the general public. Honorable David P. Driscoll, Chair Former Commissioner of Education Melrose, Massachusetts Susan Pimentel, Vice Chair Educational Consultant Hanover, New Hampshire Doris R. Hicks Principal and Chief Executive Officer Dr. Martin Luther King, Jr. Charter School for Science and Technology New Orleans, Louisiana Andrew Dean Ho Assistant Professor Harvard Graduate School of Education Andrés Alonso Harvard University Professor of Practice Harvard Graduate School of Education Cambridge, Massachusetts Harvard University Honorable Terry Holliday Cambridge, Massachusetts Commissioner of Education Kentucky Department of Education Lucille E. Davy Lexington, Kentucky President and CEO Transformative Education Richard Brent Houston Solutions, LLC Assistant Superintendent Pennington, New Jersey Shawnee Public Schools Shawnee, Oklahoma Louis M. Fabrizio Data, Research and Federal Hector Ibarra Policy Director Eighth-Grade Teacher North Carolina Department of Public Belin-Blank International Center Instruction and Talent Development Raleigh, North Carolina Iowa City, Iowa Honorable Anitere Flores Senator Florida State Senate Miami, Florida Rebecca Gagnon School Board Member Minneapolis Public Schools Minneapolis, Minnesota Shannon Garrison Fourth-Grade Teacher Solano Avenue Elementary School Los Angeles, California Honorable Tom Luna Idaho Superintendent of Public Instruction Boise, Idaho Terry Mazany President and CEO The Chicago Community Trust Chicago, Illinois Tonya Miles General Public Representative Mitchellville, Maryland The Nation’s Report Card A First Look: 2013 Mathematics and Reading November 2013 Suggested Citation Dale Nowlin National Center for Education Statistics (2013). Joseph M. O’Keefe, S.J. The Nation’s Report Card: A First Look: 2013 Mathematics and Reading Twelfth-Grade Teacher Columbus North High School Columbus, Indiana Professor Lynch School of Education Boston College Chestnut Hill, Massachusetts W. James Popham (NCES 2014-451). Institute of Education Sciences, U.S. Department of Education, Washington, D.C. Professor Emeritus University of California, Los Angeles Wilsonville, Oregon Content Contact B. Fielding Rolston Angela Glymph • 202-219-7127 angela.glymph@ed.gov Chairman Tennessee State Board of Education Kingsport, Tennessee Cary Sneider Associate Research Professor Portland State University Portland, Oregon Honorable Leticia Van de Putte Senator Texas State Senate San Antonio, Texas Samantha Burg • 202-502-7335 samantha.burg@ed.gov This report was prepared for the National Center for Education Statistics under Contract No. ED-IES-13-C-0017 with Educational Testing Service. Mention of trade names, commercial products, or organizations does not imply endorsement by the U.S. Government. More Information John Q. Easton (Ex officio) The report release site is http://nationsreportcard.gov. The NCES Publications and Products address is http://nces.ed.gov/pubsearch. Cornelia S. Orr For ordering information, write to ED Pubs U.S. Department of Education P.O. Box 22207 Alexandria, VA 22304 Director Institute of Education Sciences U.S. Department of Education Washington, D.C. Executive Director National Assessment Governing Board Washington, D.C. or call toll free 1-877-4-ED-Pubs or order online at http://www.edpubs.gov. 11 2013_Results_Brochure_Nov.indd 11 10/25/2013 12:58:23 PM “The Department of Education’s mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.” www.ed.gov 2013_Results_Brochure_Nov.indd 12 10/25/2013 12:58:23 PM