Complete mathematics data for the Mega-States are available by using the drop-down menu below. Explore results by subject, state, and year by using the interactive graphics on this page.
The NAEP mathematics assessment was first administered at the state level in California, Florida, New York, and Texas at grade 4 in 1992, with Illinois first participating in 2000. All the Mega-States first participated at grade 8 in 1990. At each grade, students responded to questions designed to measure what they know and can do across five mathematics content areas: number properties and operations; measurement; geometry; data analysis, statistics, and probability; and algebra. The Mathematics Framework serves as the blueprint for the assessment, describing the specific mathematics skills that should be assessed. For more information about the assessment, explore what the mathematics assessment measures.
Grade 4
Trend results
Scores for fourth-graders in Florida increased from lower than the nation in 1992 to not significantly different from the nation in 2011.
Florida’s 26-point gain was greater than the 22-point gain for public school students in the nation.
All four of the Mega-States that participated in the first assessment in mathematics in 1992 had higher scores in 2011.
Comparisons to the nation in 2011
California and New York scored lower than the nation.
— Not available.
* Significantly different (p < .05) from 2011.
** Score change was statistically significant (p < .05) between 1992 and 2011.
NOTE: Score changes were calculated using unrounded average scores. Illinois did not participate at the state level prior to 2000. The score change for Illinois is between 2000 and 2011. For complete data, please make your selections in the drop down selection boxes at the top of this page.
Grade 8
Trend results
The average score for eighth-graders in Texas was 32 points higher in 2011 than in 1990. This increase was larger than all the other Mega-States.
All five of the Mega-States had higher scores in 2011 than in 1990.
Comparisons to the nation in 2011
Texas scored higher than the nation.
California, Florida, and New York scored lower than the nation.
The score for Illinois was not significantly different from the nation.
— Not available.
* Significantly different (p < .05) from 2011.
** Score change was statistically significant (p < .05) between 1990 and 2011.
NOTE: Score changes were calculated using unrounded average scores. For complete data, please make your selections in the drop down selection boxes at the top of this page.
Demographics of the Mega-States
In the 2011 data shown below for grades 4 and 8 mathematics, the Mega-States differed in the relative proportions of various student groups. At grade 4 for example, the percentages of English language learners ranged from 7 percent in Illinois to 31 percent in California. At grade 8, the percentages of students eligible for free or reduced-price lunch ranged from 59 percent in Texas to 48 percent in Illinois.
Percentage of fourth-grade public school students in NAEP mathematics, by jurisdiction and selected characteristics: 2011
Characteristics
Student groups
Percentage of students
Nation (public)
California
Florida
Illinois
New York
Texas
Race/ethnicity
White
52
25
*
40
**
53
48
30
*
Black
16
7
**
25
**
19
*
20
*
13
**
Hispanic
24
54
*
29
**
20
*
21
*
53
*
Asian/Pacific Islander
5
13
*
3
*
4
10
*
3
*
American Indian/Alaska Native
1
#
*
#
*
#
*
1
#
*
Free/reduced-price school lunch
Eligible
52
58
*
62
*
49
**
55
64
*
Not eligible
47
41
*
38
*
51
**
43
*
35
*
School location
City
29
44
*
26
*
30
43
*
43
*
Suburb
36
41
*
54
**
44
*
38
27
**
Town
13
8
*
5
*
9
*
7
*
13
Rural
23
7
*
15
*
18
*
12
*
18
*
Students with disabilities (SD)
SD
12
8
**
15
*
12
15
*
7
**
Not SD
88
92
**
85
*
88
85
*
93
**
English language learners (ELL)
ELL
11
31
**
9
*
7
*
9
*
22
**
Not ELL
89
69
**
91
*
93
*
91
*
78
**
# Rounds to zero.
* Significantly different (p < .05) from the nation.
** Significantly different (p < .05) from the nation and all other Mega-States.
NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic origin. For race/ethnicity, detail may not sum to totals because results are not shown for students of "two or more races". For free/reduced-price school lunch, detail may not sum to totals because results are not shown for the category "information not available." For school location, detail may not sum to totals because of rounding. For complete data, please make your selections in the drop down selection boxes at the top of this page.
Percentage of eighth-grade public school students in NAEP mathematics, by jurisdiction and selected characteristics: 2011
Characteristics
Student groups
Percentage of students
Nation (public)
California
Florida
Illinois
New York
Texas
Race/ethnicity
White
54
26
**
45
**
51
51
*
32
**
Black
16
7
**
22
*
18
19
*
13
**
Hispanic
23
52
*
27
*
24
22
51
*
Asian/Pacific Islander
6
15
**
3
**
5
8
**
4
*
American Indian/Alaska Native
1
1
*
#
*
#
*
#
*
#
*
Free/reduced-price school lunch
Eligible
48
54
*
55
*
48
51
*
59
*
Not eligible
52
45
*
45
*
52
49
*
41
*
School location
City
29
45
*
21
**
30
43
*
43
*
Suburb
36
38
54
**
47
**
37
27
**
Town
13
8
8
*
11
7
*
11
Rural
23
8
*
17
*
12
*
13
*
19
Students with disabilities (SD)
SD
11
9
**
13
*
12
*
15
**
6
**
Not SD
89
91
**
87
*
88
*
85
**
94
**
English Language Learners (ELL)
ELL
6
17
**
5
*
4
**
6
8
**
Not ELL
94
83
**
95
*
96
**
94
92
**
# Rounds to zero.
* Significantly different (p < .05) from the nation.
** Significantly different (p < .05) from the nation and all other Mega-States.
NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic origin. For race/ethnicity, detail may not sum to totals because results are not shown for students of "two or more races". For free/reduced-price school lunch, detail may not sum to totals because results are not shown for the category "information not available." For school location, detail may not sum to totals because of rounding. For complete data, please make your selections in the drop down selection boxes at the top of this page.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1990-2011 Mathematics Assessment.
