Opportunities in Education
When twelfth-graders took the mathematics assessment (in January–March of a given assessment year), they were asked the number of days they were absent from school in the month prior to taking the assessment. The response options were none, 1 or 2 days, 3 or 4 days, 5 to 10 days, and more than 10 days.
A larger percentage of twelfth-graders reported missing 3 or more days from school in the previous month in 2024 (31 percent) compared to 2019 (26 percent). The percentage of students who reported missing no days in the previous month in 2024 (29 percent) was smaller compared to 2019 (33 percent).
Figure Percentage of twelfth-grade students in NAEP mathematics by the reported number of days they were absent from school in the previous month: 2019 and 2024
Larger percentage of lower-performing students reported 3 or more days absent from school
In 2024, the percentage of lower-performing twelfth-grade students (those scoring below the 25th percentile) who reported missing 3 or more days of school in the past month (41 percent) was larger than the percentage of higher-performing students (scoring at or above the 75th percentile) who reported missing 3 or more days (21 percent).
A larger percentage of higher-performing students (36 percent) than lower-performing students (23 percent) reported missing no days of school in the previous month.
Figure Percentage of twelfth-grade students in NAEP mathematics by performance level and by the reported number of days they were absent from school in the previous month: 2024
The chart below shows the highest-level mathematics course that twelfth-grade students reported taking in 2024 compared to 2019. Note that coursetaking data are collected from students' self-reports of their coursetaking history and are not taken from students' transcripts.
In 2024, twenty percent of all twelfth-grade students in the nation reported calculus, 23 percent reported pre-calculus, 45 percent reported trigonometry or algebra II, seven percent reported geometry, and five percent reported algebra I or lower as the highest-level mathematics course they had taken. The percentage of twelfth-grade students in 2024 who reported that their highest-level mathematics course was pre-calculus was lower compared to 2019. The percentages of twelfth-grade students in 2024 who reported that their highest-level mathematics course was calculus, trigonometry or algebra II, or geometry were not significantly different compared to 2019.
Figure Percentage of twelfth-grade students in NAEP mathematics by the highest level of mathematics course taken: 2019 and 2024
Larger percentages of higher-performing students reported taking pre-calculus or calculus as their highest-level mathematics course
The chart below shows the percentages of lower-performing twelfth-grade students (scoring below the 25th percentile on the mathematics assessment) and higher-performing students (scoring at or above the 75th percentile) who reported their highest-level mathematics course in 2024. To see data tables summarizing these results for the full set of survey question response categories, use the Data Quick View at the bottom of this page.
Compared to the lower-performing students, larger percentages of higher-performing students reported pre-calculus or calculus as the highest-level mathematics course they had taken. Compared to higher performers, larger percentages of lower performers reported trigonometry or algebra II, geometry, or algebra I or lower as the highest-level mathematics course they had taken.
Figure Percentage of twelfth-grade students in NAEP mathematics by performance level and by the highest level of mathematics course taken : 2024
When twelfth-graders took the mathematics assessment, they answered questions about their confidence in performing eight mathematics-related tasks, such as explaining to a classmate how they solved a mathematics problem, using correct mathematical words and symbols when showing their work, and determining a 20 percent tip of a 67-dollar restaurant bill. Students expressed their levels of confidence by selecting from the following options: I definitely can't; I probably can't; Maybe; I probably can; or I definitely can. Students’ responses to these questions can be combined to create an index that focuses on their confidence in their mathematics knowledge and skills. Read more about the Grade 12 NAEP survey questionnaire mathematics indices.
The percentage of twelfth-graders who reported having a high level of confidence in their mathematics knowledge and skills in 2024 (36 percent) was lower than in 2019 (38 percent).
Figure Percentage of twelfth-grade students in NAEP mathematics by students' confidence in mathematics knowledge and skills index score category: 2019 and 2024
Larger percentage of higher-performing students reported high level of confidence in their mathematics skills
In 2024, a larger percentage of higher-performing twelfth-graders (those scoring at or above the 75th percentile) reported having a high level of confidence in their mathematics knowledge and skills (68 percent) compared to lower-performing students scoring below the 25th percentile (13 percent).
Figure Percentage of twelfth-grade students in NAEP mathematics by performance level and by students’ confidence in mathematics knowledge and skills index score category: 2024
When twelfth-graders took the mathematics assessment, they were asked to indicate how much each of seven statement items described them (not at all like me; a little bit like me; somewhat like me; quite a bit like me; or exactly like me):
- I enjoy doing math;
- I look forward to my math class;
- I am interested in the things I learn in math;
- I think making an effort in math is worthwhile;
- I think math will help me even when I am not in school;
- I think it is important to do well in math; and
- I take mathematics because it will help me in the future.
Students’ responses to these questions were combined to create an index that focuses on their interest/enjoyment in mathematics. Read more about the Grade 12 NAEP survey questionnaire mathematics indices.
The percentage of twelfth-graders who reported having a low level of interest/enjoyment in 2024 (42 percent) was lower than in 2019 (45 percent).
Figure Percentage of twelfth-grade students in NAEP mathematics by students' interest/enjoyment in mathematics index score category: 2019 and 2024
Larger percentage of higher-performing students reported high level of interest/enjoyment in mathematics
In 2024, a larger percentage of higher-performing twelfth-graders (those scoring at or above the 75th percentile) reported having a high level of interest/enjoyment in mathematics (42 percent) compared to lower-performing students scoring below the 25th percentile (12 percent).
Figure Percentage of twelfth-grade students in NAEP mathematics by performance level and by students' interest/enjoyment in mathematics index score category: 2024
As part of the 2024 NAEP mathematics assessment, twelfth-grade students were asked about their postsecondary planning. For example, students reported whether they had been accepted to a four-year college, a two-year college, and/or a technical training program. The figures display results from students who indicated “Yes” to one, two, or all three of the questions about their postsecondary academic plans. Note that students' self-reported acceptance data were collected from January to March of 2024. Student-reported acceptance results may have changed if the data had been collected later in the year.
In 2024, fifty-four percent of all twelfth-grade students in the nation reported that they had been accepted to a four-year college. This percentage was higher than the 51 percent in 2019. For twelfth-grade students reporting that they had been accepted to a two-year college or to a technical training program, there were no statistically significant differences in the percentages comparing 2019 to 2024. Within all three postsecondary education categories (i.e., four-year college; two-year college; and technical training program), average NAEP mathematics scores were lower in 2024 than in 2019.
Figure Percentage of twelfth-grade students in NAEP mathematics by students' postsecondary plans: 2019 and 2024
| Students' postsecondary plan | 2024 | 2019 | Difference between 2024 and 2019 |
|---|---|---|---|
| Accepted to a four-year college | |||
| Accepted to a two-year college | |||
| Accepted to a technical training program |
Larger percentage of higher-performing students reported being accepted to a four-year college
Compared to the lower-performing students, a larger percentage of higher-performing students reported being accepted to a four-year college. Compared to higher performers, a larger percentage of lower performers reported being accepted to a two-year college or a technical training program.
Figure Percentage of twelfth-grade students in NAEP mathematics by performance level and by students' postsecondary plans: 2024
NAEP as an indicator of academic preparedness
An estimated 33 percent of twelfth-grade students were academically prepared for college in 2024 compared to 37 percent in 2019
In 2024, an estimated 33 percent of twelfth-grade students were academically prepared for college in mathematics, according to tabulations based on research funded by the National Assessment Governing Board (NAGB). This was lower than the 37 percent in 2019.
In 2008, NAGB began a research program on the potential of NAEP at grade 12 to serve as an indicator of academic preparedness for college. Students who are considered ready for college are expected to be academically prepared for entry-level college coursework, without the need for remedial courses. The research results to date support inferences about NAEP performance and academic preparedness for college at the national level. Based on this research, a provisional estimate of 33 percent of twelfth-grade students scoring at or above 163 on the NAEP mathematics assessment in 2024 possess the knowledge and skills in mathematics that would make them academically prepared for college. Read more about the Governing Board's preparedness research.
Figure Provisional estimate of the percentage of students academically prepared for college: 2019 and 2024
NOTE: Detail may not sum to totals because of rounding or the omission of categories. Although the estimates (e.g., average scores or percentages) are shown as rounded numbers in the charts, the positions of the data points in the graphics are based on the unrounded numbers. Unrounded numbers were used for calculating the differences between the estimates, and for the statistical comparison test when the estimates were compared to each other. Comparison results are based on a statistical significance level set at .05, with appropriate adjustments for multiple comparisons. Not all apparent differences between estimates are statistically significant.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2019 and 2024 Mathematics Assessments.
Below are selected National Assessment of Educational Progress (NAEP) mathematics survey questionnaire results from the 2019 and 2024 grade 12 assessments covering aspects of students' educational experiences. The selected results show information on student absenteeism; highest level of mathematics coursetaking; students’ confidence in mathematics; students’ interest/enjoyment in mathematics; and postsecondary academic plans. Related to the postsecondary results, information about academic preparedness is also shown. Read more about NAEP survey questionnaires.
NAEP survey questionnaire responses provide additional information for understanding NAEP performance results. Although comparisons in students’ performance are made based on student, teacher, and school characteristics and educational experiences, these results cannot be used to establish a cause-and-effect relationship between the characteristics or experiences and student achievement. NAEP is not designed to identify the causes of performance differences. Student achievement may be influenced by many factors, which may change over time and vary among student groups; therefore, results must be interpreted with caution.
NAEP reports results using widely accepted statistical standards; findings are reported based on a statistical significance level set at .05, with appropriate adjustments for multiple comparisons. Students are always the unit of analysis when reporting NAEP survey questionnaire responses. The percentages shown are weighted and represent students or students whose teachers or school administrators indicated a specific response on the survey questionnaire. Some student responses are missing as a result of an inability to link students to their teachers’ or school administrators’ responses to the survey questionnaire or as a result of nonresponse from students, teachers, or school administrators. The denominator of the percentages presented excludes all students with missing information in the data for the analysis. The percentage distributions of reported survey response categories could change when students with missing data are included in the denominator. To find missing rates and explore student, teacher, and school questionnaire data further, use the NAEP Data Explorer.