National Trends and Student Skills
Overall and Content Area Score Results
Lower average science score in 2024 reflected in score declines at all five selected percentiles
Average scores are reported on the NAEP science scale at grade 8 that ranges from 0 to 300. NAEP scores are also reported at five selected percentiles to show score trends for lower- (10th and 25th percentiles), middle- (50th percentile), and higher- (75th and 90th percentiles) performing students. The percentile is defined by the percentage of students scoring lower than a particular scale score. For example, if the 25th percentile is 126, it means that 25 percent of the students scored below 126.
- The average science score for eighth-graders in 2024 was 4 points lower than in 2019, the previous assessment year, and was not significantly different compared to 2009, the start of a new trendline marking the first administration of the assessment based on a new science framework.
- Compared to 2019, science scores in 2024 were lower for eighth-grade students performing at all five selected percentiles.
- Compared to 2009, science scores at the 10th and 25th percentiles in 2024 were lower by 3 and 2 points, respectively.
The chart below shows the trends in average science scores and scores for lower-, middle-, and higher-performing students beginning in 2009 along with the cut score indicating the lower end of the score range for each NAEP achievement level: NAEP Basic, NAEP Proficient, and NAEP Advanced. Read a description of each NAEP achievement level by clicking the question mark icons.
Please note, the authorizing legislation for the NAEP requires that the NAEP achievement levels be used on a trial basis until the NCES Commissioner determines that the achievement levels are reasonable, valid, and informative to the public. Therefore, achievement levels should be interpreted and used with caution. Read more about NAEP achievement levels and how they are set.
Figure Average and selected percentile scores in NAEP science for eighth-grade students: Various years, 2009‒2024
Decline in average scores and scores for middle- and lower-performing students in all three science content areas compared to 2019
The NAEP science assessment comprises three content areas: Physical Science, Life Science, and Earth and Space Sciences. In addition to an overall average science score at grade 8, NAEP science results are also reported as average scores for each of the three content areas. Because the scale was developed separately for each content area, comparisons cannot be made from one content area score to another.
- The average Physical Science score in 2024 was lower by 3 points compared to 2019. Scores also declined at the 10th, 25th, and 50th percentiles in comparison to 2019. Compared to 2009, scores in 2024 were lower at the 10th percentile and higher at the 75th and 90th percentiles.
- The average Life Science score in 2024 was lower by 4 points in comparison to 2019. Scores also declined at the 10th, 25th, and 50th percentiles compared to 2019. In comparison to 2009, scores in 2024 were lower at the 10th percentile and higher at the 75th and 90th percentiles.
- The average Earth and Space Sciences score in 2024 declined by 4 points compared to 2019, in addition to score declines at all five selected percentiles. Compared to 2009, the average score in Earth and Space Sciences was lower, as were scores at the 10th, 25th, and 50th percentiles.
Figure Average and selected percentile scores in the NAEP Physical Science content area for eighth-grade students: Various years, 2009‒2024
Achievement-level Results
Lower percentage of eighth-graders performed at or above NAEP Proficient in science compared to 2019
- In 2024, thirty-one percent of eighth-grade students performed at or above the NAEP Proficient level on the science assessment, which was 4 percentage points lower compared to 2019 but not significantly different from 2009.
- Sixty-two percent of eighth-graders performed at or above NAEP Basic in 2024, which was 5 percentage points lower compared to 2019 and not significantly different from 2009.
- Thirty-eight percent of eighth-graders performed below NAEP Basic in 2024, which was 5 percentage points higher than in 2019 and not significantly different compared to 2009.
NAEP achievement levels 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). Students performing at or above the NAEP Proficient level on NAEP assessments demonstrate solid academic performance and competency over challenging subject matter. It should be noted that the NAEP Proficient achievement level does not represent grade-level proficiency as determined by other assessment standards (e.g., state or district assessments). Please note, the authorizing legislation for the NAEP requires that the NAEP achievement levels be used on a trial basis until the NCES Commissioner determines that the achievement levels are reasonable, valid, and informative to the public. Therefore, achievement levels should be interpreted and used with caution. Find out more about NAEP science achievement levels.
The chart below lists the percentages of eighth-grade students performing at each of the NAEP science achievement levels in 2024 and previous assessment years. Set the baseline at either NAEP Basic or NAEP Proficient to see the percentages of students performing at or above that NAEP achievement level. Click "Hide all achievement levels" to see the percentages of students at or above the selected baseline NAEP achievement level. Click "Show all achievement levels" to see the percentages of eighth-grade students at each of the NAEP achievement levels. Use the slider to change focal years.
Figure Achievement-level results in NAEP science for eighth-grade students: Various years, 2009‒2024
Student Skills
Student performance and skills on science assessment questions
The NAEP science assessment measures students' familiarity with the natural world; their understanding of concepts, principles, laws, and theories of science; and their ability to engage in scientific inquiry. The NAEP science assessment framework specifies the science content assessed at grade 8. The 2024 science assessment used the same framework as the one used for the 2019, 2015, 2011, and 2009 assessments. The assessment measures three content areas—Physical Science, Life Science, and Earth and Space Sciences. The assessment also measures four science practices—Identifying Science Principles, Using Science Principles, Using Scientific Inquiry, and Using Technological Design—that assess students’ ability to demonstrate their scientific knowledge and skills in each of the three content areas.
To better understand eighth-graders’ science performance across the content areas, samples of publicly released questions from the 2024 science assessment are presented below. Click on “show details” below each listed description to see the science content area, science practice, question type, and science-related skills that were assessed.
Student performance below is expressed using two different metrics as follows:
- As the skills demonstrated by students performing at different points on the NAEP science scale and within the score range for each NAEP achievement level. The descriptions below indicate what students at the designated score point were likely able to do when successfully answering the question as part of the 2024 science assessment. For example, eighth-grade students with a score of 200 (NAEP Proficient range) were likely able to correctly answer a life science question asking students to “identify the major component of living cells”.
- As the percentage of all students who received full credit for each question in 2024 compared to performance on the same set of questions that were administered as part of the 2019 assessment.
Please note, while there is no direct relationship between the position of a question on the scale and the percentage of students receiving full credit at the associated level in any given assessment year, both metrics are provided as different perspectives on student performance.