NAEP Progress National and DC
results released Thursday from the 2013 National Assessment of Educational Progress,
| The Data Explorer for Main NAEP provides national and state results in 10 subject areas, including mathematics, reading, writing, and science. Results have been produced for the nation and participating states and other jurisdictions since 1990, and for selected urban districts (on a trial basis) since 2002. |
Subject, Grade:Mathematics, Grade 12
Jurisdictions: National, National public
Measure: Composite scale
Variable: Race/ethnicity used to report trends, school-reported
Years: 2009, 2005
2005 2009
white 157 161
black 127 131
hispanic 133 138
asian 163 175
amIndian 134 144
TwoMore 142 158
Rank
2005 2009
asian 163 175
white 157 161
TwoMore 142 158
amIndian 134 144
hispanic 133 138
black 127 131
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| Year | Jurisdiction | White | Black | Hispanic | Asian/Pacific Islander | American Indian/Alaska Native | Two or more races | ||||||
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| Average scale score | Standard Error | Average scale score | Standard Error | Average scale score | Standard Error | Average scale score | Standard Error | Average scale score | Standard Error | Average scale score | Standard Error | ||
| † Not applicable. ‡ Reporting standards not met. NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic origin. Prior to 2011, students in the "two or more races" category were categorized as "unclassified." The NAEP Mathematics scale ranges from 0 to 300. Some apparent differences between estimates may not be statistically significant. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2005 and 2009 Mathematics Assessments. | |||||||||||||
| 2009 | National | 161 | (0.6) | 131 | (0.8) | 138 | (0.8) | 175 | (2.7) | 144 | (2.8) | 158 | (3.0) |
| National public | 160 | (0.6) | 131 | (0.8) | 137 | (0.8) | 175 | (2.9) | 145 | (2.9) | 151 | (3.0) | |
| 2005 | National | 157 | (0.6) | 127 | (1.1) | 133 | (1.3) | 163 | (2.0) | 134 | (4.1) | 142 | (3.6) |
| National public | 156 | (0.6) | 126 | (1.1) | 132 | (1.3) | 161 | (2.0) | 134 | (4.0) | ‡ | (†) | |
Nat DC DOD
White 250 276 250
black 224 221 233
hispanic 231 228 240
asian 258 NA 245
natam 227 NA NA
two 245 NA 249
DC is much lower than average, but black score is only 3 below natl black average
DOD minority kids score MUCH higher than national averages
Asians highest of all groups +8 points over white national
| Year | Jurisdiction | White | Black | Hispanic | Asian/Pacific Islander | American Indian/Alaska Native | Two or more races | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Average scale score | Standard Error | Average scale score | Standard Error | Average scale score | Standard Error | Average scale score | Standard Error | Average scale score | Standard Error | Average scale score | Standard Error | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| † Not applicable. ‡ Reporting standards not met. NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic origin. Prior to 2011, students in the "two or more races" category were categorized as "unclassified." The NAEP Mathematics scale ranges from 0 to 500. Some apparent differences between estimates may not be statistically significant. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2013 Mathematics Assessment. Science:
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| 2013 | National | 250 | (0.2) | 224 | (0.3) | 231 | (0.4) | 258 | (0.8) | 227 | (1.1) | 245 | (0.7) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| National public | 250 | (0.2) | 224 | (0.3) | 230 | (0.4) | 258 | (0.8) | 228 | (1.1) | 244 | (0.6) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| National private | 251 | (1.0) | 221 | (2.0) | 238 | (2.7) | 251 | (3.2) | ‡ | (†) | 248 | (5.9) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Large city | 254 | (0.9) | 223 | (0.6) | 229 | (0.8) | 256 | (2.2) | 230 | (3.0) | 245 | (1.7) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| District of Columbia | 276 | (2.1) | 221 | (0.8) | 228 | (1.8) | ‡ | (†) | ‡ | (†) | ‡ | (†) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Massachusetts | 260 | (1.0) | 230 | (2.6) | 234 | (2.0) | 266 | (2.4) | ‡ | (†) | 255 | (3.1) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| DoDEA | 250 | (0.6) | 233 | (1.3) | 240 | (1.1) | 245 | (1.5) | ‡ | (†) | 249 | (1.5) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Not mentioned in article:
District of Columbia Public Schools - Wikipedia, the free encyclopedia
en.wikipedia.org/wiki/District_of_Columbia_Public_Schools
D.C. students post significant gains on national test
City leaders hail the results as evidence that gains in District schools are result of recent reforms.
From 5 to 28% proficient or advanced
Still, only 17 percent of D.C. eighth-graders scored well enough in reading to be considered proficient or above, compared to 36 percent nationwide. [about half]
But the city’s achievement gaps between white students and their black and Hispanic counterparts consistently have been the largest in the nation. The 2013 results show that those gaps narrowed slightly in some subjects and grade levels, but widened or remained the same in others.
U.S. students show incremental progress on national test
Education secretary calls National Assessment of Educational Progress results a ‘modest’ improvement.
little progress has been made in narrowing the achievement gap between white students and their black and Latino counterparts, despite nearly a decade of federal law designed to close that margin. Florida was the only state to narrow the gap in scores between black and white students in both grades and both subjects.
the District of Columbia was one of just one of a few jurisdictions — joining Tennessee and Defense Department schools — to post significant increases in both grades and across both math and reading. D.C.’s NAEP scores,which showed the biggest improvements in the nation in three of four categories, remained below the U.S. average for states. It is difficult to compare D.C. with other states because it is entirely urban. [uhh, it's 72% black, see above]
comment: Viewed less charitably, this changing focus in our nation's schools that is occurring as a result of the NCLB/RTT sanctions/rewards is actually just another kind of cheating. Less morally reprehensible than a teacher or principal erasing incorrect answers on an answer sheet, but just as -- perhaps more -- damaging to the students in the long run.
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