Explore Results for the 2024 NAEP Mathematics Assessment at Grade 12
Lower average mathematics score for twelfth-graders in 2024 than in 2019
In 2024, the average mathematics score for the nation at grade 12 was 3 points lower than in 2019. Compared to the mathematics assessment in 2005, the average score was 3 points lower in 2024. NAEP scores are also reported at five selected percentiles to show score trends by lower- (10th and 25th percentiles), middle- (50th percentile), and higher- (75th and 90th percentiles) performing students. Compared to 2019, scores were lower at all of the selected percentiles except for the 90th percentile.
Please note that reported differences between scores or between percentages are discussed only when they are statistically significant differences (for example, “higher/lower” or “increase/decrease”).
The chart below shows the trends in the average score and scores for lower- and higher-performing students. Explore detailed average score results and results for all five selected percentiles on the National Trends and Student Skills page.
Figure Average and selected percentile scores in NAEP mathematics for twelfth-grade students: Various years, 2005‒2024
Key Findings
Key findings from the 2024 grade 12 mathematics assessment are provided below. Click the links below to explore the full set of performance results as well as information about students’ educational opportunities.
Lower percentage of twelfth-graders at or above NAEP Proficient and higher percentage below NAEP Basic in mathematics compared to 2019
NAEP achievement levels at grade 12 are performance standards that represent what students should know and be able to do. Results are reported as percentages of students performing at or above three achievement levels (NAEP Basic, NAEP Proficient, and NAEP Advanced). In 2018, the National Assessment Governing Board issued a revised Policy Statement clarifying that the NAEP Proficient achievement level does not represent grade-level proficiency as determined by other assessment standards (e.g., state or district assessments).
Examples of mathematics skills twelfth-grade students are likely able to demonstrate:
- At the NAEP Basic level, students likely can determine probabilities of simple events from 2-way tables and verbal descriptions.
- At the NAEP Proficient level, students likely can distinguish between, find, and compare experimental and theoretical probabilities.
- At the NAEP Advanced level, students likely can create data displays, including 2-way tables and boxplots, given data or summary statistics.
Learn more about NAEP achievement levels.
Average mathematics scores for twelfth-graders declined across all parental education categories; scores also lower at the 25th percentile across parental education levels compared to 2019
Student absenteeism among twelfth-grade students higher compared to 2019
Other NAEP Resources
Several additional resources are available via the “Details” links below to explore NAEP data and perform customized analyses of student performance. Visit the Experiences and Opportunities in Education Dashboard for NAEP survey questionnaire results related to learning recovery. Visit the NAEP Questions Tool to access over 3,000 released questions from NAEP assessments in a variety of subject areas. Visit the NAEP Data Explorer to conduct more in-depth exploration of NAEP results.
Experiences and Opportunities in Education Dashboard
NAEP Questions Tool
NAEP Data Explorer
About the Grade 12 mathematics Assessment
The NAEP mathematics assessment measures students' knowledge and skills in mathematics and students' ability to apply their knowledge in problem-solving situations.
- The NAEP mathematics assessment framework specifies the mathematical content assessed at grades 4, 8, and 12. At grades 4 and 8, the assessment measures five content areas: number properties and operations; measurement; geometry; data analysis, statistics, and probability; and algebra. At grade 12, the measurement and geometry content areas are combined into one for reporting purposes to reflect the fact that most measurement topics suitable for grade 12 students are geometric in nature. Changes to the grade 12 NAEP mathematics framework in 2005 necessitated the start of a new trend line beginning with the 2005 mathematics assessment.
- The assessment included selected-response and constructed-response questions. Short constructed-response questions required students to give either a numerical result or the correct name or classification for a group of mathematical objects, draw an example of a given concept, or write a brief explanation for a result. Extended constructed-response questions have more parts to the response and required students to provide more than a numerical response or a short verbal communication.
Table Assessment design and administration information for the NAEP grade 12 mathematics assessment: 2024
| Assessment period | January to March 2024 |
|---|---|
| Number of students assessed | 19,300 |
| Number of schools assessed | 1,500 |
| Cognitive testing time | 60 minutes |
| Reported results | Based on student performance on either Microsoft Surface Pro tablets or Chromebooks |
| Survey questionnaires | Administered to students and school administrators |
The Story of NAEP
The National Assessment of Educational Progress (NAEP) is the largest continuing and nationally representative measure of trends in academic achievement of U.S. elementary and secondary students in various subjects. It was first administered in 1969 to measure student achievement nationally. Teachers, principals, parents, policymakers, and researchers all use NAEP results to assess progress and develop ways to improve education in the United States.
In 2024, the National Center for Education Statistics (NCES) administered the National Assessment of Educational Progress (NAEP) mathematics assessment to a nationally representative sample of twelfth-grade students. The assessment measured students' knowledge and skills in mathematics and their ability to solve problems in mathematical and real-world contexts. Students also answered survey questions asking about their opportunities to learn about and engage in mathematics inside and outside of school.