NAEP Reading Mathematics 2005 - Reading: State Results: Achievement Level Trends

State Comparisons

Reading

Mathematics

8 of 14

Achievement-Level
Percentages

Average Scale
Score Map

Achievement-Level
Map

Achievement-Level
Trends

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Compare Reading Achievement-Level Results for Your State Across Years

Between 2003 and 2005, the percentage of fourth-graders performing at or above Basic increased in 4 states and jurisdictions and decreased in 2 states. In addition, the percentage of fourth-graders performing at or above Proficient increased in 1 state and decreased in 1 state during the same period.
Between 1992 and 2005, the percentage of fourth-graders at or above Basic increased in 15 of the 42 states and jurisdictions that participated in both years, and decreased in 3 states. Between 1992 and 2005, the percentage of fourth-graders at or above Proficient increased in 21 states.
Between 2003 and 2005, the percentage of eighth-graders performing at or above Basic increased in 1 state and decreased in 6 states, and the percentage performing at or above Proficient decreased in 4 states.
Between 1998 and 2005, the percentage of eighth-graders at or above Basic increased in 4 of the 38 states and jurisdictions that participated in both years, and decreased in 11 states. Between 1998 and 2005, the percentage of students performing at or above Proficient increased in 3 states and decreased in 4 states.

GRADE 4, BASIC

GRADE 4, PROFICIENT

GRADE 8, BASIC

GRADE 8, PROFICIENT

Percentage of students at or above *Basic* in reading, grade 8 public schools: By state, various years, 1998–2005
	Accommodations not permitted		Accommodations permitted
State/jurisdiction	1998		1998		2002		2003		2005
Nation (public)¹	72		71		74	*	72	*	71

Alabama	66		67		64		65		63
Alaska	—		—		—		67		70
Arizona	73	*	72	*	68		66		65
Arkansas	68		68		72		70		69
California	64		63		61		61		60
Colorado	76		77		—		78		75
Connecticut	82	*	81	*	76		77		74
Delaware	66	*	64	*	81		77	*	80
Florida	65		67		72	*	68		66
Georgia	68		68		70		69		67
Hawaii	60		59		64	*	61	*	58
Idaho	—		—		79		76		76
Illinois	—		—		—		77		75
Indiana	—		—		77	*	77	*	73
Iowa	—		—		—		79		79
Kansas	81		81		81		77		78
Kentucky	74		74		78		78		75
Louisiana	64		63		68		64		64
Maine	84		83		82		79		81
Maryland	72		70		73		71		69
Massachusetts	80		79	*	81		81		83
Michigan	—		—		77		75		73
Minnesota	81		78		—		78		80
Mississippi	61		62		67	*	65	*	60
Missouri	76		75		82	*	79		76
Montana	83		83		85		82		82
Nebraska	—		—		83	*	77		80
Nevada	69	*	70	*	62		63		63
New Hampshire	—		—		—		81		80
New Jersey	—		—		—		79		80
New Mexico	70	*	71	*	64		62		62
New York	78		76		76		75		75
North Carolina	76	*	74	*	76	*	72	*	69
North Dakota	—		—		82		81		83
Ohio	—		—		82		78		78
Oklahoma	80	*	80	*	76	*	74		72
Oregon	78	*	78	*	80	*	75		74
Pennsylvania	—		—		77		76		77
Rhode Island	74		76	*	73		71		71
South Carolina	65		66		68		69		67
South Dakota	—		—		—		82		82
Tennessee	71		71		71		69		71
Texas	76	*	74	*	73	*	71		69
Utah	77	*	77	*	75		76	*	73
Vermont	—		—		82	*	81		79
Virginia	78		78		80		79		78
Washington	77		76		78		76		75
West Virginia	74	*	75	*	77	*	72	*	67
Wisconsin	79		78		—		77		77
Wyoming	76	*	76	*	78		79		81
Other jurisdictions
District of Columbia	44		44		48		47		45
DoDEA²	80	*	79	*	88	*	85		84
— Not available. The jurisdiction did not participate or did not meet the minimum participation guidelines for reporting.
* Significantly different from 2005.
¹ National results for assessments prior to 2002 are based on the national sample, not on aggregated state samples.
² Department of Defense Education Activity (domestic and overseas).
NOTE: State-level data were not collected in 1992, 1994, or 2000. View complete data with standard errors for grade 8.

.Sample sizes and rounding can result in apparent inconsistencies. For example, in the table above for both 2003 and 2005, the percentage of fourth-grade students performing at or above Basic in public schools nationwide is 62, yet the numbers are marked as being statistically different. The actual unrounded numbers are 61.57 in 2003 and 62.47 in 2005, a 0.9 percentage point difference that is statistically significant, due in part to the large numbers of students who participated in NAEP in those two years.

More information about the state NAEP reading assessment and achievement levels is available on the NAEP website.

More information about state performance is available in the State Profiles tool.

View information about the percentage of students with disabilities and English language learners identified, excluded, and assessed at the state level.

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