Average Scores and Percentiles

Score for 9-year-olds increased in mathematics compared to 2022; lower-performing 9-year-olds also showed score increases in mathematics 

Average and percentile scores are reported on the NAEP long-term trend mathematics scale that ranges from 0 to 500. The results for five selected percentiles show score trends for lower- (10th and 25th percentiles), middle- (50th percentile), and higher- (75th and 90th percentiles) performing students.

Compared to 2022 (the most recent assessment), the 2025 average mathematics score for 9-year-old students was 4 points higher with lower- and middle-performing students making gains and higher-performing students showing no significant score changes.
Compared to the pre-pandemic scores in 2020, the average score and scores at all selected percentiles except for the 90th in mathematics were lower in 2025.
In comparison to 1978, the 2025 mathematics scores for 9-year-olds were higher on average and at all five selected percentiles.

To see trends in average score and percentile results, see the chart below. Use the radio buttons to show either average scores or median scores (i.e., scores at the 50th percentile).

Display As

Figure Trend in NAEP long-term trend mathematics average and selected percentile scores for 9‑year‑old students

Legend

Click on a data point or key for more details. Click again to return to the overview for all categories.

NOTE: The 1973 long-term trend mathematics assessment results are extrapolated and available only for the overall national average score. As a result, they are not included in this chart, which presents percentile score results available beginning in 1978. See the About page for more information.

NOTE: The NAEP long-term trend mathematics scale ranges from 0 to 500. Results for 1978–99 are from the original assessment format, and results for 2004–25 are from the revised assessment format. See more information about the two assessment formats and the 2004 Bridge Study. Results are not shown for data points where the sample sizes are insufficient to permit a reliable estimate or where data are not available. Although the estimates (e.g., average scores or percentages) are shown as rounded numbers in the charts, the positions of the data points in the graphics are based on the unrounded numbers. Unrounded numbers were used for calculating the differences between the estimates, and for the statistical comparison test when the estimates were compared to each other. Not all apparent differences between estimates are statistically significant.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1978–2025 Long-Term Trend Mathematics Assessments.