NAEP Long-Term Trends: Average Scores and Percentiles

Average Scores and Percentiles

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Overall Score Results

Higher average mathematics score for 9-year-old students than in 1973

The average mathematics score for 9-year-old students in 2022 was 15 points higher than in 1973, the first LTT mathematics assessment year. Compared to the previous LTT assessment in 2020, however, the 2022 average score was 7 points lower. Average scores are reported on the NAEP LTT mathematics scale that ranges from 0 to 500.

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

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Scores by Percentile

Higher scores at all selected percentiles compared to 1978

NAEP scores are reported at five selected percentiles to show the progress made by lower- (10th and 25th percentiles), middle- (50th percentile), and higher- (75th and 90th percentiles) performing students. In comparison to 1978, the 2022 mathematics scores were higher for 9-year-old students at all reported percentiles. Conversely, compared to 2020, scores were lower for students at all reported percentiles in 2022.

Figure Trend in NAEP long-term trend mathematics scores at five selected percentiles for 9‑year‑old students

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NOTE: The NAEP long-term trend mathematics scale ranges from 0 to 500. Results for 1973–1999 are from the original assessment format (including an original assessment sample in the 2004 Bridge Study), and results for 2004–2023 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, 1973–2023 Long-Term Trend Mathematics Assessments.