National Assessment of Educational Progress (NAEP) Statistics
All statistics used to create the figures that follow were obtained from the National Center for Education Statistics, National Assessment of Educational Progress, https://nces.ed.gov/nationsreportcard/.
This figure reflects the percentage of American students scoring at or above the proficient level on the National Assessment of Educational Progress (NAEP) across grade levels and academic areas. The vertical axis reflects the percentage of students scoring at or above proficiency and the horizontal axis reflects the different academic domains assessed. The figure includes the most recent testing data available for each grade level. It reflects 2019 NAEP scores obtained with 4th and 8th graders in math and reading; and 2015 NAEP scores obtained with 4th and 8th graders in science, U.S. history, civics and geography. The figure reflects 2015 NAEP scores obtained with 12th graders across all academic domains.
This figure shows that an overwhelming majority of American students are below proficiency in essential academic skills. It also shows that academic performance actually declines across the grade levels. With the exception of geography, a greater percentage of 4th graders score as proficient than 8th graders across all subjects. Similarly, with the exception of reading, a greater percentage of 4th graders score as proficient than 12th graders across all subjects. This same trend holds true for 8th graders in comparison to 12th graders – with the exception of reading and civics. Although a greater percentage of 12th graders score as proficient in reading as compared to 4th and 8th graders, less than 40% of 12th graders graduate as proficient in reading.
These alarming statistics point to the ineffective traditions that dominate our schools. Students advance through the grade levels according to age rather than mastery of prerequisite skills. The tragic result of that practice is that the longer students spend in our school system, the less proficient they become in essential academic areas. Without mastery of prerequisite skills in the primary grades, students cannot achieve proficiency in the higher-level skills targeted during middle and high school.
This figure reflects the differential proficiency levels across race/ethnicity obtained with 12th graders on the 2015 National Assessment of Educational Progress (NAEP). The most recent NAEP for 12th graders was conducted in 2015. The vertical axis reflects the percentage of students and the horizontal axis reflects racial/ethnic groups. The darkest blue bars reflect reading scores, the lighter blue bars reflect math scores, and the lightest blue bars reflect science scores.
This figure shows that an overwhelming majority of students across all racial/ethnic groups are below proficiency in essential academic areas. Even with the top performing Asian groups, less than 40% graduate at the proficient level in reading, math and science. This figure also shows that students of color are being more tragically failed by our nation’s schools than white or Asian students. Less than 10% of students of color graduate as proficient in math and science. Slightly more than 20% of Native American and Hispanic students graduate as proficient in reading, but less than 20% of black students achieve proficiency in reading before they graduate. These statistics not only indicate the overwhelming failure of our nation’s schools regardless of racial/ethnic group, but also demonstrate the tragic inequity in educational opportunities available for students of color in America.
This figure reflects the differential proficiency levels obtained on the 2019 National Assessment of Educational Progress (NAEP) with low income 8th graders who qualify for the National School Lunch Program (NSLP). The vertical axis reflects the percentage of students and the horizontal axis reflects academic domain. The darkest blue portion of each bar reflects the percent of students who scored below proficiency. The lighter blue portion of each bar reflects the percent of students who scored as proficient. The lightest blue portion of each bar reflects the percent of students who scored at the advanced level.
This figure shows that an overwhelming majority of low-income students are below proficiency in math and reading. More than 80% of NSLP students score as below proficiency in math and reading. Similar to the tragic educational inequities identified for students of color, these statistics point to similar inequities for low-income students.
This figure shows the differential proficiency levels obtained with male versus female 12th graders on the most recent National Assessment of Educational Progress (NAEP), which took place in 2015. The vertical axis reflects the percentage of students and the horizontal axis reflects the academic domains tested with males versus females. The darkest blue portion of each bar reflects the percent of students who scored below proficiency. The lighter blue portion of each bar reflects the percent of students who scored as proficient. The lightest blue portion of each bar reflects the percent of students who scored at the advanced level.
The figure shows that a slight gender gap still exists in this country, with males outperforming females in math and science, and females outperforming males in reading. However, this gap is less cause for alarm than the general pattern of failure across students. More than 70% of both male and female students are below proficiency in math and science. More than 60% of male students are below proficiency in reading, and only slightly less than 60% of female students are below proficiency in reading. Moreover, less than 10% percent of students are able to score at the advanced level across all academic domains. These alarming statistics illustrate that our schools are failing a majority of American students – regardless of gender.
This figure reflects the differential proficiency levels obtained on the 2015 National Assessment of Educational Progress (NAEP) with 12th graders classified as learning disabled (LD). The most recent NAEP for 12th graders was conducted in 2015. The vertical axis reflects the percentage of students and the horizontal axis reflects the academic domains tested. The darkest blue portion of each bar reflects the percent of students who scored below proficiency. The lighter blue portion of each bar reflects the percent of students who scored as proficient. The lightest blue portion of each bar reflects the percent of students who scored at the advanced level.
This figure shows that an overwhelming majority of LD students are below proficiency in essential academic areas. More than 90% of LD students are below proficiency in math and science and only slightly less than 90% are below proficiency in reading. A shockingly small percent of students classified as LD are able to score at the proficient and advanced levels. The Individuals with Disabilities Education Act (IDEA) was passed to ensure that classified students gain access to services that will enable them to be effectively educated despite their classification. However, it is clear that, similar to the education non-classified students receive, schools are failing to effectively educate a majority of LD students by the time they graduate from high school.
This figure reflects the differential proficiency levels obtained on the 2019 National Assessment of Educational Progress (NAEP) with 8th graders enrolled in public, charter and private (Catholic) schools. The vertical axis reflects the percentage of students and the horizontal axis reflects academic domain and school type. The darkest blue portion of each bar reflects the percent of students who scored below proficiency. The lighter blue portion of each bar reflects the percent of students who scored as proficient. The lightest blue portion of each bar reflects the percent of students who scored at the advanced level.
This figure shows that regardless of type of school attended, a majority of students are below proficiency in math and reading. Although private (Catholic) schools achieved proficiency with a greater percentage of students than public or charter schools, more than 60% of Catholic school students are below proficiency in reading and math. Moreover, there are virtually no differences in proficiency for students enrolled in public versus charter schools – despite the consistent effort to offer charter schools as a more effective alternative to public schools.