NAEP Long-Term Trends: Student Group Scores

Student Group Scores

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Student Group Score Results

Score gains for racial/ethnic and gender groups compared to 1978

The 2022 average mathematics scores for Black, Hispanic, and White 9-year-old students were higher than in 1978, with each of these groups making similar gains of 19 or 20 score points. Both male and female 9-year-old students also had a higher average mathematics score in 2022 than in 1978, with males increasing by 19 points, and females by 12. Compared to 2020, however, the average scores for Black, Hispanic, and White students, for male and female students, as well as for many other student groups, were lower in 2022.

The long-term trend assessments are administered to samples of students defined by age rather than by grade. Nine-year-olds are typically in fourth grade. Some students in the age group, however, are in a grade below or above the grade that is typical for their age. (For more information, see the About page.) The average mathematics score was higher in 2022 than in 1978 for 9-year-olds in a grade below fourth grade and 9-year-olds in fourth grade. Compared to 2020, however, scores were lower both for 9-year-olds in a grade below fourth grade and for students in fourth grade. Results are not shown for 9-year-olds in fifth grade or above because reporting standards were not met for most assessment years.

See long-term trend results for more student groups on the NAEP Data Explorer.

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Percentile Scores by Student Groups

Scores higher at the 25th and 75th percentiles for Black, Hispanic, and White students compared to 1978

The 2022 mathematics scores at the 25th and 75th percentiles for 9-year-old Black, Hispanic, and White students were higher compared to 1978 scores. Mathematics scores at these selected percentiles were also higher in 2022 than in 1978 for 9-year-old male and female students, and for students below and at the grade typical for their age (fourth grade).

In comparison to 2020, scores at the 25th and 75th percentiles were lower in 2022 for 9-year-old Black, Hispanic, and White students, male and female students, and students at the grade typical for their age (fourth grade).

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Demographic Trends

Demographic changes in student populations

The demographic makeup of the United States' student population has changed compared to 1978. The proportion of Hispanic 9-year-old students increased from 5 percent in 1978 to 29 percent in 2022, while the proportion of White 9-year-old students decreased from 79 percent to 46 percent over the same time period. Another notable change is that a higher percentage of 9-year-olds are now in a grade lower than the one typical for their age: 26 percent of 9-year-olds were in a grade lower than fourth grade in 1978, whereas 38 percent of 9-year-old students were in a grade below fourth in 2022. The proportion of 9-year-olds at grade 4 has decreased from 73 percent to 61 percent over the same time period. In comparison to 2020, there was no statistically significant change in either the percentage of 9-year-olds in a grade below fourth grade or in the percentage of 9-year-olds attending fourth grade.

Select a student group from the drop-down menu to view changes in the percentage distribution for that group over time.

Next page: Performance-Level Results

NOTE: The NAEP long-term trend mathematics scale ranges from 0 to 500. Results for 1978–1999 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. Black includes African American, Hispanic includes Latino, and “Other” includes Asian/Pacific Islander, American Indian/Alaska Native, and unclassified, which was used in the NAEP long-term trend assessment prior to 2012 and was classified as Two or More Races in 2012 and later assessment years. Race categories exclude Hispanic origin. For the grade attended variable, fourth grade is the typical grade for 9-year-old students and eighth grade is the typical grade for 13-year-old students. Results are not shown for private schools under the type of school category because the participation rate for private schools did not meet the minimum participation guidelines for reporting in recent long-term trend assessments since 2012. Results are not available for eligibility for the National School Lunch Program (NSLP) prior to 2004 in NAEP long-term trend assessments. The information about the NSLP variable is based on available school records. If school records were not available, the student was classified as "Information not available." NAEP aims to include all students sampled for the assessments including students with disabilities and English learners. This goal is accomplished by allowing many of the same accommodations that students use on other tests such as extra testing time or individual administration. Traditionally, the long-term trend assessments have not provided such accommodations. Accommodations were first made available in the long-term trend assessments in 2004 as part of the changes made to the assessment. The category "students with disabilities" includes students identified as having either an Individualized Education Program or protection under Section 504 of the Rehabilitation Act of 1973. The results for students with disabilities and English learners are based on students who were assessed and cannot be generalized to the total population of such students. See more information about student group variables. Detail may not sum to totals because of rounding or the omission of categories. 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, 1978–2023 Long-Term Trend Mathematics Assessments.