NOTE: Beginning with the 2017 assessment, NAEP mathematics results are from a digitally based assessment; prior to 2017, results were from a paper-and-pencil based assessment. The NAEP mathematics scale ranges from 0–500 at grades 4 and 8. Accommodations were not permitted in NAEP mathematics assessments prior to 2000 at the state level. Results are not shown for those states with insufficient sample sizes to permit reliable estimates or where data are not available. Black includes African American, and Hispanic includes Latino. Race categories exclude Hispanic origin. In compliance with new standards from the U.S. Office of Management and Budget for collecting and reporting data on race/ethnicity, additional information was collected beginning in 2011 so that results could be reported separately for Asian students and Native Hawaiian/Other Pacific Islander students. Students who identified with two or more of the racial/ethnic groups (e.g., White and Black) would have been classified as "other" and reported as part of the "unclassified" category prior to 2011, and classified as "Two or More Races" in 2011 and later assessment years. Results for these students are presented under the "Two or More Races" category in the graphics and tables in the report. For the National School Lunch Program (NSLP) eligibility category, results have been reported since 2003 when the quality of the data on students' eligibility for the program improved. Beginning in the 2014-15 school year, states could additionally categorize students as eligible for NSLP by including them in their Community Eligibility Provision; therefore, the percentage of students categorized as eligible may have increased in comparison to 2013 due in part to this provision. Readers should interpret NSLP trend results with caution. See more information about racial/ethnic categories and the availability of the NSLP data at http://nces.ed.gov/nationsreportcard/mathematics/interpret_results.aspx. 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 language learners are based on students who were assessed and cannot be generalized to the total population of such students. Detail may not sum to totals because of rounding. 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, 1990–2017 Mathematics Assessments.