National Student Group Scores and Score Gaps
Student Group Score Trends
Lower average scores for most student groups than in 2019
In comparison to 2019, the previous assessment year, average mathematics scores for grade 4 students were lower in 2022 for the following student groups:
- American Indian/Alaska Native, Asian, Black, Hispanic, students of Two or More Races, and White students;
- students who were eligible and not eligible for the National School Lunch Program;
- students attending public schools;
- students attending charter schools and public, noncharter schools;
- students attending city, suburban, town, and rural schools;
- students attending schools in the Northeast, Midwest, South, and West regions;
- students who were and were not identified as students with disabilities; and
- students who were and were not identified as English learners.
See trends in average scores for selected student groups by clicking on the thumbnails within the drop-downs below. Scroll down the page to find out how percentages of student groups have changed over time.
The Type of School results below include data for public schools and Catholic schools (a subcategory of private schools). In 2022, results for private schools overall did not meet the minimum participation rate guideline for reporting, and therefore are not included here. See more information about years with available data by type of school and other student demographic groups.
Score Gap Trends
Male–Female, White–Black, and White–Hispanic score gaps in fourth-grade mathematics increase compared to 2019
In 2022, the average mathematics score for male fourth-graders was 6 points higher than their female peers (compared to 3 points in 2019). Among racial/ethnic groups, the average mathematics score for White fourth-grade students was 29 points higher than their Black peers (compared to 25 points in 2019) and 21 points higher than their Hispanic peers (compared to 18 points in 2019).
Group Population Percentages
Demographic changes in student populations
Compared to the previous assessment year in 2019, the percentages of fourth-grade students have changed for selected student groups. For example, the percentage of students who were identified as students with disabilities was higher in 2022 compared to 2019, as was the percentage of students who were identified as English learners. In addition, the percentage of students who were eligible for the National School Lunch Program and the percentage attending public schools were lower in 2022 compared to 2019.
Read more about changes in policy for reporting by race/ethnicity.
|Year||American Indian/Alaska Native||Asian||Asian/Pacific Islander||Black||Hispanic||Native Hawaiian/Other Pacific Islander||Two or More Races||White|