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 *Proficient* in reading, grade 8 public schools: By state, various years, 1998–2005
State/jurisdiction	1998		1998		2002		2003		2005
	Accommodations not permitted		Accommodations permitted
Nation (public)¹	31		30		31	*	30	*	29

Alabama	21		22		21		22		22
Alaska	—		—		—		27		26
Arizona	28	*	27	*	23		25		23
Arkansas	23		23		27		27		26
California	22		21		20		22		21
Colorado	30		30		—		36		32
Connecticut	42	*	40	*	37		37		34
Delaware	25	*	23	*	33	*	31		30
Florida	23		23		29		27		25
Georgia	25		25		26		26		25
Hawaii	19		19		20		22	*	18
Idaho	—		—		34		32		32
Illinois	—		—		—		35		31
Indiana	—		—		32		33	*	28
Iowa	—		—		—		36		34
Kansas	35		36		38		35		35
Kentucky	29		30		32		34		31
Louisiana	18		17		22		22		20
Maine	42		41		38		37		38
Maryland	31		31		32		31		30
Massachusetts	36	*	38	*	39		43		44
Michigan	—		—		32		32		28
Minnesota	37		36		—		37		37
Mississippi	19		19		20		21		18
Missouri	29		28		33		34		31
Montana	38		40		37		37		37
Nebraska	—		—		36		35		35
Nevada	24		23		19	*	21		22
New Hampshire	—		—		—		40		38
New Jersey	—		—		—		37		38
New Mexico	24	*	23	*	20		20		19
New York	34		32		32		35		33
North Carolina	31	*	30		32	*	29		27
North Dakota	—		—		35		38		37
Ohio	—		—		35		34		36
Oklahoma	29		30		28		30	*	25
Oregon	33		35		37		33		33
Pennsylvania	—		—		35		32		36
Rhode Island	30		32		30		30		29
South Carolina	22		22		24		24		25
South Dakota	—		—		—		39	*	35
Tennessee	26		27		28		26		26
Texas	28		27		31	*	26		26
Utah	31		31		32		32		29
Vermont	—		—		40		39		37
Virginia	33		33		37		36		36
Washington	32		32		37		33		34
West Virginia	27	*	28	*	29	*	25		22
Wisconsin	33		34		—		37		35
Wyoming	29	*	31	*	31	*	34		36
Other jurisdictions
District of Columbia	12		11		10		10		12
DoDEA²	37		37		39		39		37
— 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.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1998–2005 Reading Assessments.

.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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