More than 90 percent of fourth-graders had teachers who reported using quantitative data at least once a month when teaching U.S. history, while approximately 46 percent of fourth-graders had teachers who reported never or hardly ever using primary documents.
# Rounds to zero.
NOTE: Detail may not sum to totals because of rounding. Some apparent differences between estimates may not be statistically significant. See complete data for the following resources: Textbook, books, newspapers, magazines or other periodicals, primary documents, quantitative data, computer software, films, videos, or filmstrips, materials from other subject areas, online textbooks.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2010 U.S. History Assessment.