readingInformation About the 2005 TUDA Reading Assessment
reading: summary
reading: urban district results
reading: student group results
reading: district comparisons
reading: sample questions
mathematicsInformation About the 2005 TUDA Mathematics Assessment
mathematics: summary
mathematics: urban district results
mathematics: student group results
mathematics: district comparisons
mathematics: sample questions
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District Mathematics Results by Race/Ethnicity

At grade 4, compared to students with the same race/ethnicity in large central city schools...

  • White students in Atlanta, Austin, Charlotte, the District of Columbia, and Houston had higher average scores. White students in Atlanta, Austin, Charlotte, Houston, and San Diego had higher percentages performing at or above Basic. White students in Cleveland had lower average scores.
  • Black students in Austin, Boston, Charlotte, Houston, and New York City had higher average scores. Black students in Chicago, the District of Columbia, and Los Angeles had lower average scores.
  • Hispanic students in Austin, Charlotte, Houston, and New York City had higher average scores. Hispanic students in Chicago, the District of Columbia, and Los Angeles had lower average scores.
  • Asian/Pacific Islander students in Boston, Charlotte, and New York City had higher average scores. Asian/Pacific Islander students in Boston and New York City had higher percentages performing at or above Basic.

At grade 8, compared to students with the same race/ethnicity in large central city schools...

  • White students in Austin, Boston, Charlotte, and the District of Columbia had higher average scores. White students in Cleveland and Los Angeles had lower average scores.White students in Austin, Charlotte, and the District of Columbia had higher percentages performing at or above Basic. White students in Cleveland had lower percentages performing at or above Basic.
  • Black students in Austin, Boston, Charlotte, Houston, and New York City had higher average scores. Black students in Atlanta, Chicago, Cleveland, the District of Columbia, and Los Angeles had lower average scores.
  • Hispanic students in Austin, Chicago, and Houston had higher average scores. Hispanic students in Los Angeles had a lower average score.
  • Asian/Pacific Islander students in Boston had higher average scores and higher percentages performing at or above Basic.

Grade 4

  • White Students
  • Black Students
  • Hispanic Students
  • Asian/Pacific Islander Students
  • White-Black Gap
  • White-Hispanic Gap
  • Distribution of Student Groups
Average scale scores and percentage of White students within each achievement level in mathematics, grade 4 public schools: By urban district, 2005

* Average scores are significantly different from large central city public schools.
** Average scores are significantly different from nation (public schools).
NOTE: Detail may not sum to totals because of rounding. The shaded bars are graphed using unrounded numbers.
DATA: View complete data with standard errors for scale scores in districts and the nation or in large central cities, and achievement levels in districts and the nation or in large central cities.
Average scale scores and percentage of Black students within each achievement level in mathematics, grade 4 public schools: By urban district, 2005

# The estimate rounds to zero.
* Average scores are significantly different from large central city public schools.
** Average scores are significantly different from nation (public schools).
NOTE: Detail may not sum to totals because of rounding. The shaded bars are graphed using unrounded numbers.
DATA: View complete data with standard errors for scale scores in districts and the nation or in large central cities, and achievement levels in districts and the nation or in large central cities.
Average scale scores and percentage of Hispanic students within each achievement level in mathematics, grade 4 public schools: By urban district, 2005
# The estimate rounds to zero.
‡ Reporting standards not met. 
* Average scores are significantly different from large central city public schools.
** Average scores are significantly different from nation (public schools).
NOTE: Detail may not sum to totals because of rounding. The shaded bars are graphed using unrounded numbers.
DATA: View complete data with standard errors for scale scores in districts and the nation or in large central cities, and achievement levels in districts and the nation or in large central cities.
Average scale scores and percentage of Asian/Pacific Islander students within each achievement level in mathematics, grade 4 public schools: By urban district, 2005
‡ Reporting standards not met. 
* Average scores are significantly different from large central city public schools.
** Average scores are significantly different from nation (public schools).
NOTE: Detail may not sum to totals because of rounding. The shaded bars are graphed using unrounded numbers.
DATA: View complete data with standard errors for scale scores in districts and the nation or in large central cities, and achievement levels in districts and the nation or in large central cities.
White-Black gap in average mathematics scores, grade 4 public schools: By urban district, various years, 2002–2005

White average score minus Black average score

White-Black gap in average mathematics scores, grade 4 public schools: By urban district, various years, 2002–2005

Score gaps

‡ Reporting standards not met.
1 Some of the TUDA districts include a few public schools located outside of large central cities as defined by the Census Bureau (population of 250,000 or more within metropolitan areas). These schools are included in the category of "large central city" for all years, but were not included in previously published results. As a result, some numbers reported on this website may differ slightly from those reported earlier on the web and in print.
2 The district did not participate in 2003.
NOTE: Score gaps are calculated based on differences between unrounded average scale scores.
DATA: View complete data with standard errors for scale scores in each district: Atlanta, Austin, Boston, Charlotte, Chicago, Cleveland, District of Columbia, Houston, Los Angeles, New York City, and San Diego.
White-Hispanic gap in average mathematics scores, grade 4 public schools: By urban district, various years, 2002–2005

White average score minus Hispanic average score

White-Hispanic gap in average mathematics scores, grade 4 public schools: By urban district, various years, 2002–2005

Score gaps

‡ Reporting standards not met.
1 Some of the TUDA districts include a few public schools located outside of large central cities as defined by the Census Bureau (population of 250,000 or more within metropolitan areas). These schools are included in the category of "large central city" for all years, but were not included in previously published results. As a result, some numbers reported on this website may differ slightly from those reported earlier on the web and in print.
2 The district did not participate in 2003.
NOTE: Score gaps are calculated based on differences between unrounded average scale scores.
DATA: View complete data with standard errors for scale scores in each district: Atlanta, Austin, Boston, Charlotte, Chicago, Cleveland, District of Columbia, Houston, Los Angeles, New York City, and San Diego.
Percentage of students by race/ethnicity, mathematics assessment, grade 4 public schools: By urban district, 2005

District

 White Black Hispanic Asian/Pacific
Islander		 American Indian/
Alaska Native		 Unclassified1
Nation 57 17 20 4 1 1
Large central city 21 32 39 6 1 1
Atlanta 11 84 3 1 # 1
Austin 28 14 55 3 # #
Boston 13 45 32 9 # #
Charlotte 41 40 11 5 # 3
Chicago 8 47 42 3 # #
Cleveland 20 70 7 1 # 3
District of Columbia 4 86 8 1 # #
Houston 10 28 59 3 # #
Los Angeles 10 10 74 6 # #
New York City 14 35 39 12 # #
San Diego 23 14 44 17 1 #
# The estimate rounds to zero.
1 "Unclassified" students are those whose school-reported race/ethnicity was "other" or "unavailable," or was missing, and whose race/ethnicity category could not be determined from self-reported information.
NOTE: Detail may not sum to totals because of rounding.

Grade 8

  • White Students
  • Black Students
  • Hispanic Students
  • Asian/Pacific Islander Students
  • White-Black Gap
  • White-Hispanic Gap
  • Distribution of Student Groups
Average scale scores and percentage of White students within each achievement level in mathematics, grade 8 public schools: By urban district, 2005

‡ Reporting standards not met. 
* Average scores are significantly different from large central city public schools.
** Average scores are significantly different from nation (public schools).
NOTE: Detail may not sum to totals because of rounding. The shaded bars are graphed using unrounded numbers.
DATA: View complete data with standard errors for scale scores in districts and the nation or in large central cities, and achievement levels in districts and the nation or in large central cities.
Average scale scores and percentage of Black students within each achievement level in mathematics, grade 8 public schools: By urban district, 2005


# The estimate rounds to zero.
* Average scores are significantly different from large central city public schools.
** Average scores are significantly different from nation (public schools).
NOTE: Detail may not sum to totals because of rounding. The shaded bars are graphed using unrounded numbers.
DATA: View complete data with standard errors for scale scores in districts and the nation or in large central cities, and achievement levels in districts and the nation or in large central cities.
Average scale scores and percentage of Hispanic students within each achievement level in mathematics, grade 8 public schools: By urban district, 2005



# The estimate rounds to zero.
‡ Reporting standards not met. 
* Average scores are significantly different from large central city public schools.
** Average scores are significantly different from nation (public schools).
NOTE: Detail may not sum to totals because of rounding. The shaded bars are graphed using unrounded numbers.
DATA: View complete data with standard errors for scale scores in districts and the nation or in large central cities, and achievement levels in districts and the nation or in large central cities.
Average scale scores and percentage of Asian/Pacific Islander students within each achievement level in mathematics, grade 8 public schools: By urban district, 2005 ‡ Reporting standards not met. 
* Average scores are significantly different from large central city public schools.
** Average scores are significantly different from nation (public schools).
NOTE: Detail may not sum to totals because of rounding. The shaded bars are graphed using unrounded numbers.
DATA: View complete data with standard errors for scale scores in districts and the nation or in large central cities, and achievement levels in districts and the nation or in large central cities.
White-Black gap in average mathematics scores, grade 8 public schools: By urban district, various years, 2002–2005

White average score minus Black average score

White-Black gap in average mathematics scores, grade 8 public schools: By urban district, various years, 2002–2005

 Score gaps

‡ Reporting standards not met.
1 Some of the TUDA districts include a few public schools located outside of large central cities as defined by the Census Bureau (population of 250,000 or more within metropolitan areas). These schools are included in the category of "large central city" for all years, but were not included in previously published results. As a result, some numbers reported on this website may differ slightly from those reported earlier on the web and in print.
2 The district did not participate in 2003.
NOTE: Score gaps are calculated based on differences between unrounded average scale scores.
DATA: View complete data with standard errors for scale scores in each district: Atlanta, Austin, Boston, Charlotte, Chicago, Cleveland, District of Columbia, Houston, Los Angeles, New York City, and San Diego.
White-Hispanic gap in average mathematics scores, grade 8 public schools: By urban district, various years, 2002–2005

White average score minus Hispanic average score

White-Hispanic gap in average mathematics scores, grade 8 public schools: By urban district, various years, 2002–2005


Score gaps

‡ Reporting standards not met.
* Score gap is significantly different from 2005.
1 Some of the TUDA districts include a few public schools located outside of large central cities as defined by the Census Bureau (population of 250,000 or more within metropolitan areas). These schools are included in the category of "large central city" for all years, but were not included in previously published results. As a result, some numbers reported on this website may differ slightly from those reported earlier on the web and in print.
2 The district did not participate in 2003.
NOTE: Score gaps are calculated based on differences between unrounded average scale scores.
DATA: View complete data with standard errors for scale scores in each district: Atlanta, Austin, Boston, Charlotte, Chicago, Cleveland, District of Columbia, Houston, Los Angeles, New York City, and San Diego.
Percentage of students by race/ethnicity, mathematics assessment, grade 8 public schools: By urban district, 2005

District

 White Black Hispanic Asian/Pacific
Islander		 American Indian/
Alaska Native		 Unclassified1
Nation 60 17 17 5 1 1
Large central city 24 32 36 8 1 1
Atlanta 5 93 2 # # #
Austin 33 13 51 3 # #
Boston 16 45 28 11 # 1
Charlotte 38 48 9 4 1 1
Chicago 12 45 38 4 # #
Cleveland 18 70 10 1 # 1
District of Columbia 4 88 7 1 # #
Houston 10 28 58 4 # #
Los Angeles 9 13 72 6 # #
New York City 15 35 38 13 # #
San Diego 26 15 41 17 1 #
# The estimate rounds to zero.
1 "Unclassified" students are those whose school-reported race/ethnicity was "other" or "unavailable," or was missing, and whose race/ethnicity category could not be determined from self-reported information.
NOTE: Detail may not sum to totals because of rounding.

Learn more about the NAEP reporting groups on the NAEP website.

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National Assessment of Educational Progress, National Assessment Governing Board
National Center for Education Statistics, Institute of Education Sciences
U.S. Department of Education