# Mathematics Summary

 Complete mathematics data for the Mega-States are available by using the drop-down menu below. Explore results by subject, state, and year by using the interactive graphics on this page. Select grade Grade 4 Grade 8 Select Student Group All Students Gender Race/Ethnicity School Lunch School Location Students with Disabilities English Language Learners Select Statistic Average Score/Percentages Achievement Level Percentiles

The NAEP mathematics assessment was first administered at the state level in California, Florida, New York, and Texas at grade 4 in 1992, with Illinois first participating in 2000. All the Mega-States first participated at grade 8 in 1990. At each grade, students responded to 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; and algebra. The Mathematics Framework serves as the blueprint for the assessment, describing the specific mathematics skills that should be assessed. For more information about the assessment, explore what the mathematics assessment measures.

Trend results

• Scores for fourth-graders in Florida increased from lower than the nation in 1992 to not significantly different from the nation in 2011.
• Florida’s 26-point gain was greater than the 22-point gain for public school students in the nation.
• All four of the Mega-States that participated in the first assessment in mathematics in 1992 had higher scores in 2011.

Comparisons to the nation in 2011

• California and New York scored lower than the nation.
• Scores for Florida, Illinois, and Texas were not significantly different from the nation.

— Not available.
* Significantly different (p < .05) from 2011.
** Score change was statistically significant (p < .05) between 1992 and 2011.
NOTE: Score changes were calculated using unrounded average scores. Illinois did not participate at the state level prior to 2000. The score change for Illinois is between 2000 and 2011. For complete data, please make your selections in the drop down selection boxes at the top of this page.

Trend results

• The average score for eighth-graders in Texas was 32 points higher in 2011 than in 1990. This increase was larger than all the other Mega-States.
• All five of the Mega-States had higher scores in 2011 than in 1990.

Comparisons to the nation in 2011

• Texas scored higher than the nation.
• California, Florida, and New York scored lower than the nation.
• The score for Illinois was not significantly different from the nation.

— Not available.
* Significantly different (p < .05) from 2011.
** Score change was statistically significant (p < .05) between 1990 and 2011.
NOTE: Score changes were calculated using unrounded average scores. For complete data, please make your selections in the drop down selection boxes at the top of this page.

### Demographics of the Mega-States

In the 2011 data shown below for grades 4 and 8 mathematics, the Mega-States differed in the relative proportions of various student groups. At grade 4 for example, the percentages of English language learners ranged from 7 percent in Illinois to 31 percent in California. At grade 8, the percentages of students eligible for free or reduced-price lunch ranged from 59 percent in Texas to 48 percent in Illinois.

Student groups Percentage of students Nation (public) California Florida Illinois New York Texas Race/ethnicity White Black Characteristics 52 25 * 40 ** 53 48 30 * 16 7 ** 25 ** 19 * 20 * 13 ** 24 54 * 29 ** 20 * 21 * 53 * 5 13 * 3 * 4 10 * 3 * 1 # * # * # * 1 # * 52 58 * 62 * 49 ** 55 64 * 47 41 * 38 * 51 ** 43 * 35 * 29 44 * 26 * 30 43 * 43 * 36 41 * 54 ** 44 * 38 27 ** 13 8 * 5 * 9 * 7 * 13 23 7 * 15 * 18 * 12 * 18 * 12 8 ** 15 * 12 15 * 7 ** 88 92 ** 85 * 88 85 * 93 ** 11 31 ** 9 * 7 * 9 * 22 ** 89 69 ** 91 * 93 * 91 * 78 ** # Rounds to zero. * Significantly different (p < .05) from the nation. ** Significantly different (p < .05) from the nation and all other Mega-States. NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic origin. For race/ethnicity, detail may not sum to totals because results are not shown for students of "two or more races". For free/reduced-price school lunch, detail may not sum to totals because results are not shown for the category "information not available." For school location, detail may not sum to totals because of rounding. For complete data, please make your selections in the drop down selection boxes at the top of this page.

Student groups Percentage of students Nation (public) California Florida Illinois New York Texas Race/ethnicity White Black Characteristics 54 26 ** 45 ** 51 51 * 32 ** 16 7 ** 22 * 18 19 * 13 ** 23 52 * 27 * 24 22 51 * 6 15 ** 3 ** 5 8 ** 4 * 1 1 * # * # * # * # * 48 54 * 55 * 48 51 * 59 * 52 45 * 45 * 52 49 * 41 * 29 45 * 21 ** 30 43 * 43 * 36 38 54 ** 47 ** 37 27 ** 13 8 8 * 11 7 * 11 23 8 * 17 * 12 * 13 * 19 11 9 ** 13 * 12 * 15 ** 6 ** 89 91 ** 87 * 88 * 85 ** 94 ** 6 17 ** 5 * 4 ** 6 8 ** 94 83 ** 95 * 96 ** 94 92 ** # Rounds to zero. * Significantly different (p < .05) from the nation. ** Significantly different (p < .05) from the nation and all other Mega-States. NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic origin. For race/ethnicity, detail may not sum to totals because results are not shown for students of "two or more races". For free/reduced-price school lunch, detail may not sum to totals because results are not shown for the category "information not available." For school location, detail may not sum to totals because of rounding. For complete data, please make your selections in the drop down selection boxes at the top of this page.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1990-2011 Mathematics Assessment.