Opportunities in Education
When eighth-graders took the science assessment, they were asked how often they did eight activities in their science class that involved scientific inquiry, as listed below. The five response options were: never or hardly ever, once in a while, sometimes, often, and always or almost always.
Students’ responses to the eight inquiry-related questions were combined to examine how often on average they participated in inquiry-related activities in their science class. A smaller percentage of eighth-graders reported that they often or always/almost always participated in inquiry-related activities in their science class in 2024 (14 percent) than in 2019 (17 percent). In 2024, students who often or always/almost always participated in inquiry-related activities had a higher science score on average (155) than the 44 percent of students who reported that they never or hardly ever participated in these activities (148).
The percentages of eighth-grade students who reported they often or always/almost always did each of the eight science inquiry-related classroom activities were lower in 2024 compared to 2019 as follows:
Figure Percentage of eighth-grade students in NAEP science who reported that they often or always/almost always participate in various inquiry-related activities in their science class: 2019 and 2024
| Scientific inquiry-related activities | 2024 | 2019 | Difference between 2024 and 2019 |
|---|---|---|---|
| Came up with research questions to explore how something works | |||
| Made drawings that explain why or how something happens | |||
| Came up with experiments that you could use to answer a research question | |||
| Used tables or graphs to identify relationships between variables | |||
| Used math equations to explain or support scientific conclusions | |||
| Used evidence from experiments to explain why something happens | |||
| Used information to disagree with someone about a scientific idea | |||
| Combined information about science from multiple sources for an assignment |
Larger percentages of higher-performing students reported often or always participating in scientific inquiry-related classroom activities compared to lower performers
In 2024, larger percentages of higher-performing eighth-graders (those scoring at or above the 75th percentile) reported they often or always/almost always participated in each of the eight scientific inquiry-related activities in their science class compared to lower-performing students (those scoring below the 25th percentile). For example, 63 percent of higher-performing students reported often or always/almost always using evidence from experiments to explain why something happens compared to 32 percent of lower-performing students.
Figure Percentage of eighth-grade students in NAEP science who reported that they often or always/almost always participate in various inquiry-related activities in their science class, by performance level: 2024
Teachers of eighth-grade students reported the extent to which various resources for science instruction, such as science textbooks and supplies or equipment for science labs or demonstrations, were available to them. The four response options for these survey questions were not at all, small extent, moderate extent, and large extent.
The percentages of eighth-graders with teachers who reported that science textbooks or science magazines and books were not at all available for science instruction were each 7 percentage points higher in 2024 than in 2019. Larger percentages of eighth-graders had teachers who reported that computers for teachers’ use or science kits were available to a large extent for science instruction in 2024 compared to 2019 (by 6 and 8 percentage points, respectively).
Figure Percentage of eighth-grade students in NAEP science with teachers reporting various availability levels of science instruction resources: 2019 and 2024
Larger percentages of higher-performing eighth-graders had teachers who reported that several resources for science instruction were available to a large extent compared to lower-performing students
Compared to lower-performing students (those scoring below the 25th percentile), larger percentages of higher-performing eighth-grade students (those scoring at or above the 75th percentile) had teachers who reported that the following resources were available to them to a large extent in 2024:
- supplies or equipment for science labs or demonstrations;
- space to conduct science labs;
- computers for teachers’ use; and
- scientific measurement instruments (e.g., microscopes, thermometers, beakers, or weighing scales).
Figure Percentage of eighth-grade students in NAEP science with teachers reporting large extent availability of science instruction resources, by performance level: 2024
As part of the NAEP science assessment, eighth-graders responded to six statements in the survey questionnaire that depicted their views of science, as listed below. Students indicated the extent to which each statement described them. The five response options were: not at all like me, a little bit like me, somewhat like me, quite a bit like me, and exactly like me.
Students’ responses to the six statements about their views of science were combined to create an index of student interest in and enjoyment of science. The index scale was divided into low, moderate, and high categories. In 2024, twenty-eight percent of eighth-graders reported having a high level of interest and enjoyment in science, which was ten percentage points lower than in 2019 (38 percent). The percentages of students who reported having a moderate (39 percent) or low (33 percent) level of interest enjoyment in science in 2024 were each higher than in 2019. Students who reported a high level of interest and enjoyment in science in 2024 scored higher (158) than students who reported moderate (153) or low (142) levels.
The percentages of eighth-grade students who reported that each of the six statements about their views of science were quite a bit or exactly like them were lower in 2024 compared to 2019 as follows:
Figure Percentage of eighth-grade students in NAEP science who agreed quite a bit or exactly that various interest and enjoyment in science statements describe them: 2019 and 2024
| Interest and enjoyment in science | 2024 | 2019 | Difference between 2024 and 2019 |
|---|---|---|---|
| I enjoy science activities | |||
| I look forward to my science class | |||
| I am interested in the things I learn in science class | |||
| I think making an effort in science class is worthwhile | |||
| I think science will help me even when I am not in school | |||
| I think it is important to do well on science assignments |
Larger percentages of higher-performing students reported being interested in and enjoying science compared to lower performers
In 2024, larger percentages of higher-performing eighth-graders (those scoring at or above the 75th percentile) reported that each of the six statements about their views of science were quite a bit or exactly like them compared to lower-performing students (those scoring below the 25th percentile). For example, 65 percent of higher-performing students reported the statement “I think making an effort in science class is worthwhile” was quite a bit or exactly like them compared to 38 percent of lower-performing students.
Figure Percentage of eighth-grade students in NAEP science who agreed quite a bit or exactly that various interest and enjoyment in science statements describe them, by performance level: 2024
Eighth-grade students were asked about their confidence in doing four science-related activities listed below. Students indicated the extent to which they thought they would be able to do each activity. The five response options were: I definitely can’t, I probably can’t, maybe, I probably can, and I definitely can.
Students’ responses about their confidence in doing the four science activities were combined to create a confidence in science knowledge and skills index. The index scale was divided into low, moderate, and high categories. In 2024, twenty-eight percent of eighth-graders reported having a high level of confidence in their science knowledge and skills, which was five percentage points lower than in 2019 (34 percent). The percentages of students who reported having a moderate (44 percent) or low (27 percent) level of confidence in their science knowledge and skills in 2024 were each higher than in 2019. Students who reported a high level of confidence in their science knowledge and skills in 2024 scored higher (168) than students who reported moderate (150) or low (134) levels.
The percentages of eighth-grade students who reported that they probably can or definitely can do each of the four science activities were lower in 2024 compared to 2019 as follows:
Figure Percentage of eighth-grade students in NAEP science who think they probably can or definitely can do various scientific activities: 2019 and 2024
| Scientific activities | 2024 | 2019 | Difference between 2024 and 2019 |
|---|---|---|---|
| Describe how the length of a vibrating string affects the sounds it makes | |||
| Design an experiment to show how sunlight affects the growth of a plant | |||
| Describe what would happen to the number of frogs at a pond if all the insects were removed from the pond | |||
| Decide which tool to use to measure wind speed |
Larger percentages of higher-performing students reported being confident in doing science-related activities compared to lower performers
In 2024, larger percentages of higher-performing eighth-graders (those scoring at or above the 75th percentile) reported that they probably can or definitely can do each of the four science-related activities compared to lower-performing students (those scoring below the 25th percentile). For example, eighty-four percent of higher-performing eighth-graders reported that they probably can or definitely can describe what would happen to the number of frogs in a pond if all the insects were removed from the pond compared to 28 percent of lower-performing students.
Figure Percentage of eighth-grade students in NAEP science who think they probably can or definitely can do various scientific activities, by performance level: 2024
Explore additional NAEP survey questionnaire data related to students’ experiences in science learning and instruction.
NOTE: The NAEP science scale ranges from 0 to 300. In 2019, the digitally based NAEP science assessment was administered for the first time. The 2019 science results shown in this report include results from students who took the digitally based assessment and students who took the paper-based assessment. For more information, see the About page. Although the estimates (e.g., average scores or percentages) are shown as rounded numbers, 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 Science Assessments.
Below are selected results from the National Assessment of Educational Progress (NAEP) survey questionnaires administered as part of the 2019 and 2024 science assessments. The questionnaires cover aspects of students' educational experiences, such as student engagement in scientific inquiry, availability of resources for science instruction, students’ interest and enjoyment in science, and students’ confidence in their science knowledge and skills. 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 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.