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| Table 5-29 | |
| Average Proficiency in Mathematics Content Areas for 4th Graders in Public Schools for the Region and the U.S., 1996. | |
| Average proficiency |
Percent
attaining mathematics achievement levels[1] |
Percent
of students by highest level of education attained by parents[2] |
|||||||
| Below basic |
Basic or above[3] |
Proficient or above[4] |
Advanced or above[5] |
Did not finish high school |
Graduated high school |
Some education after high school |
Graduated college |
||
| Region | |||||||||
| Northeast | 228 (2.0) | 30 (2.9) | 70 (2.9) | 26 (1.6) | 3 (0.9) | — | — | — | — |
| Southeast | 218 (1.9) | 45 (2.9) | 55 (2.9) | 16 (2.4) | 2 (0.8) | — | — | — | — |
| Central | 231 (2.9) | 25 (2.6) | 75 (2.6) | 27 (2.1) | 2 (0.6) | — | — | — | — |
| West | 220 (1.7) | 42 (2.8) | 58 (2.8) | 18 (1.7) | 2 (0.5) | — | — | — | — |
| State | |||||||||
| Alaska | 224 (1.3) | 35 (2.0) | 65 (2.0) | 21 (1.2) | 2 (0.5) | 3 (0.5) | 10 (0.9) | 8 (0.7) | 34 (1.5) |
| Montana | 228 (1.2) | 29 (1.9) | 71 (1.9) | 22 (1.6) | 1 (0.4) | 3 (0.4) | 11 (0.8) | 11 (0.8) | 40 (1.5) |
| Nevada | 218 (1.3) | 43 (1.8) | 57 (1.8) | 14 (1.2) | 1 (0.3) | 4 (0.6) | 12 (0.7) | 8 (0.6) | 34 (1.2) |
| Oregon | 223 (1.4) | 35 (2.2) | 65 (2.2) | 21 (1.3) | 2 (0.5) | 4 (0.5) | 11 (0.8) | 7 (0.5) | 38 (1.5) |
| Utah | 227 (1.2) | 31 (1.6) | 69 (1.6) | 23 (1.3) | 2 (0.4) | 2 (0.3) | 10 (0.7) | 8 (0.6) | 41 (1.7) |
| Washington | 225 (1.2) | 33 (1.8) | 67 (1.8) | 21 (1.2) | 1 (0.2) | 2 (0.3) | 9 (0.7) | 8 (0.6) | 38 (1.5) |
| Wyoming | 223 (1.4) | 36 (1.7) | 64 (1.7) | 19 (1.2) | 1 (0.3) | 4 (0.5) | 12 (0.7) | 8 (0.5) | 38 (1.2) |
| United States | 224 (1.0) | 36 (1.4) | 64 (1.4) | 21 (1.0) | 2 (0.3) | 4 (0.4) | 13 (0.7) | 7 (0.4) | 37 (1.3) |
| Source: | U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress, NAEP 1996 Mathematics Report Card for the Nation and the States, prepared by Educational Testing Service. Digest of Education Statistics, 1997. |
| Note: | These test scores are from the National Assessment of Educational Progress (NAEP). Forty-four states, the District of Columbia, and one outlying area participated in the 1996 Trial State Assessment of 8th graders. Results are not shown for states with a school participation rate of less than 70 percent. Scale ranges from 0 to 500. Standard errors appear in parentheses. |
| — | Data not available. |
| [1] | Achievement levels are in development status. |
| [2] | Excludes students who responded ``I don't know'' to the question about educational level of parents. |
| [3] | This level denotes partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at the 8th grade. |
| [4] | This level represents solid academic performance for 8th graders. Students reaching this level have demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter. |
| [5] | This level signifies superior performance. |
Compiled by: Lily Wai, data input assisted by: Steven
Olson
Contact: Lily Wai
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