Reading, Math, and Science Charts

Report Card Charts

Priorities 1 and 2

Performance of Students on NAEP Assessment

Percentage of Grade 4 Students Scoring At or Above NAEP Basic Level in Reading

Percentage of Grade 8 Students Scoring At or Above NAEP Basic Level in Math

Source: National Assessment of Educational Progress (NAEP) and the National Center for Education Statistics. Limitations of data: The methods for establishing basic proficiency levels are not unique and different methods could yield different levels.

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Trends in NAEP Reading Performance
Average Scale Scores of 9-Year-Old Public School Students by
Poverty Level of School (1988 to 1996)

Trends in NAEP Mathematics Performance
Average Scale Scores of 9-Year-Old Public School Students by
Poverty Level of School (1986 to 1996)

Source: Special analyses of data from National Assessment of Educational Progress (NAEP) and the National Center for Education Statistics. Limitations of data: Data on the percentage of students eligible for free and reduced-price lunch are not available for some schools and are not defined consistently across years.

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Priority 3:

Percentage of High School Graduates Who Have
Taken 4 Years of English and 3 Years Each of Math,
Science, and Social Studies

Source: NAEP Transcript study prepared for the National Center for Education Statistics, SY 1993-94 and 1997-98. Limitations of data: Numbers of years of course work does not adjust for differences in content taught within a content area.

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Priority 4:

Number of Advanced Placement (AP) Tests Administered
Earning the Needed Score to Receive College Credit per
1,000 11th and 12th Grade Students, 1994 to 1998

Source: Based on special analyses of data from the College Board AP Program prepared for and reviewed by the National Center for Education Statistics. Limitations of data: Because AP candidates often take more than one examination, there is not a one-to-one ratio between the number of examinations taken and the number of students.

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Priority 5:

States with Challenging Content Standards

States with Challenging Performance Standards

Source: Fig. 1.1.a.1 and 1.1.a.2. Consolidated State Plans, Department of Education review of evidence submitted by states to demonstrate their standards and assessment development process. Limitations of data: States are expected to submit evidence that standards are in place; however, states are not required to submit their standards to ED. Therefore, the Department can only evaluate whether states used a rigorous process in developing and adopting standards, not the quality of the standards themselves.

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