North Carolina
Grades 4 and 8 Public Schools
State
Mathematics 2011
This report provides selected results for North Carolina's public school
students at grades 4 and 8 from the National Assessment of
Educational Progress (NAEP) assessment in mathematics. Results are
reported by average scale scores and by achievement levels (Basic,
Proficient, and Advanced).
State-level results in mathematics are available for nine assessment years (at grade 8
in 1990; and at both grades 4 and 8 in 1992, 1996, 2000, 2003, 2005, 2007, 2009, and
2011), although not all states may have participated or met the criteria for reporting in
every year. All 50 states, the District of Columbia, and the Department of Defense
schools participated in the 2011 mathematics assessment at grades 4 and 8.
For more information about the assessment, see the NAEP website
http://nces.ed.gov/nationsreportcard/ which contains
• The Nation's Report Card, Mathematics 2011
• The full set of national and state results in an interactive database
• Released test questions, scoring guides, and question-level performance data
NAEP is a project of the National Center for Education Statistics (NCES), reporting on
the academic achievement of elementary and secondary students in the United
States.
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NAEP 2011 Mathematics Report for North Carolina (Embargoed)
KEY FINDINGS FOR 2011
Grade 4:






In 2011, the average mathematics score for fourth-grade students in North Carolina was 245. This was
higher than that of the nation's public schools (240).
The average score for students in North Carolina in 2011 (245) was higher than that in 1992 (213) and was
not significantly different from that in 2009 (244).
In 2011, the percentage of students in North Carolina who performed at or above Proficient was 44 percent.
This was greater than that for the nation's public schools (40 percent).
The percentage of students in North Carolina who performed at or above Proficient in 2011 (44 percent) was
greater than that in 1992 (13 percent) and was not significantly different from that in 2009 (43 percent).
In 2011, the percentage of students in North Carolina who performed at or above Basic was 88 percent. This
was greater than that for the nation's public schools (82 percent).
The percentage of students in North Carolina who performed at or above Basic in 2011 (88 percent) was
greater than that in 1992 (50 percent) and was not significantly different from that in 2009 (87 percent).
Grade 8:






In 2011, the average mathematics score for eighth-grade students in North Carolina was 286. This was
higher than that of the nation's public schools (283).
The average score for students in North Carolina in 2011 (286) was higher than that in 1990 (250) and was
not significantly different from that in 2009 (284).
In 2011, the percentage of students in North Carolina who performed at or above Proficient was 37 percent.
This was greater than that for the nation's public schools (34 percent).
The percentage of students in North Carolina who performed at or above Proficient in 2011 (37 percent) was
greater than that in 1990 (9 percent) and was not significantly different from that in 2009 (36 percent).
In 2011, the percentage of students in North Carolina who performed at or above Basic was 75 percent. This
was greater than that for the nation's public schools (72 percent).
The percentage of students in North Carolina who performed at or above Basic in 2011 (75 percent) was
greater than that in 1990 (38 percent) and was not significantly different from that in 2009 (74 percent).
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NAEP 2011 Mathematics Report for North Carolina (Embargoed)
Introduction
What Was Assessed?
The content for each NAEP assessment is determined by the National Assessment Governing Board. The
framework for each assessment documents the content and process areas to be measured and sets guidelines
for the types of questions to be used. The mathematics frameworks were developed with the guidance of the
Council of Chief State School Officers (CCSSO) and under the direction of the Governing Board. The current
framework is available at the Governing Board's website http://www.nagb.org/publications/frameworks/math2011-framework.pdf.
For grades 4 and 8, the mathematics framework for the 2011 assessment is similar to earlier versions that guided
the 1990, 1992, 1996, 2000, 2003, 2005, 2007, and 2009 mathematics assessments. Although the frameworks
are updated periodically, the mathematics content objectives for grades 4 and 8 have not changed, allowing
students' performance in 2011 to be compared with previous years.
Content Areas and Mathematical Complexity
The 2011 mathematics framework classifies assessment questions in two dimensions, content area and
mathematical complexity, that are used to guide the assessment. Each question is designed to measure one of
the five content areas. However, certain aspects of mathematics, such as computation, occur in all content areas.
Although the names of the content areas (as well as some topics in those areas) have changed from one
framework to the next, a consistent focus has remained on measuring student performance in all five content
areas. The distribution of questions among each content area differs by grade to reflect the knowledge and skills
appropriate for each grade level.





Number properties and operations measures students' understanding of ways to represent, calculate,
and estimate with numbers.
Measurement measures students' knowledge of measurement attributes, such as capacity and
temperature, and geometric attributes, such as length, area, and volume.
Geometry measures students' knowledge and understanding of shapes in a plane and in space.
Data analysis, statistics, and probability measures students' understanding of data representation,
characteristics of data sets, experiments and samples, and probability.
Algebra measures students' understanding of patterns, using variables, algebraic representation, and
functions.
The mathematical complexity of a question refers to the level of cognitive demand it places on students. Each
level of complexity includes aspects of knowing and doing mathematics, such as performing procedures,
understanding concepts, or solving problems.



Low complexity questions typically specify what a student is to do, which is often to carry out a routine
mathematical procedure.
Moderate complexity questions involve more flexibility of thinking and often require a response with
multiple steps.
High complexity questions make heavier demands and often require abstract reasoning or analysis in a
novel situation.
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NAEP 2011 Mathematics Report for North Carolina (Embargoed)
Assessment Design
Because of the breadth of the content covered in the NAEP mathematics assessment, each student took just a
portion of the test, consisting of two 25-minute sections. Most student's testing time was divided evenly between
multiple-choice and constructed-response questions. Short constructed-response questions asked students to
provide the answer for a numerical problem or to briefly describe the solution to a problem. Longer constructedresponse questions required students to write both a solution and its justification, explanation, or interpretation.
Released test questions, along with student performance data by state, are available on the NAEP website at
http://nces.ed.gov/nationsreportcard/itmrls/.
Some questions in the 2011 assessment incorporated the use of calculators (four-function calculators at grade 4
and scientific or graphing calculators at grade 8), rulers, protractors (at grade 8), or manipulatives such as
spinners and geometric shapes. Calculator use at all grades was permitted on approximately one-third of the
assessment.
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NAEP 2011 Mathematics Report for North Carolina (Embargoed)
Who Was Assessed?
All 50 states, the District of Columbia, and the Department of Defense Schools participated in the 2011
mathematics assessment at grades 4 and 8. The overall participation rates for schools and students must meet
guidelines established by the National Center for Education Statistics (NCES) and the National Assessment
Governing Board for assessment results to be reported publicly. A participation rate of at least 85 percent for
schools in each subject and grade was required. Participation rates for the 2011 mathematics assessment are
available on the NAEP website at http://nationsreportcard.gov/math_2011/participation.asp.
The schools and students participating in NAEP assessments are selected to be representative both nationally
and for public schools at the state level. The comparisons between national and state results in this report
present the performance of public school students only. In NAEP reports, the category "nation (public)" does not
include Department of Defense or Bureau of Indian Education schools.
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NAEP 2011 Mathematics Report for North Carolina (Embargoed)
How Is Student Mathematics Performance Reported?
The 2011 state results are compared to results from seven earlier assessments at grade 4 and from eight earlier
assessments at grade 8.
Scale Scores: Student performance is reported as an average score based on the NAEP mathematics scale,
which ranges from 0 to 500 for grades 4 and 8. Because NAEP scales are developed independently for each
subject and for each content area within a subject, the scores cannot be compared across subjects or across
content areas within the same subject. Results are also reported at five percentiles (10th, 25th, 50th, 75th, and
90th) to show trends in performance for lower-, middle-, and higher-performing students.
Achievement Levels: Based on recommendations from policymakers, educators, and members of the general
public, the Governing Board has set specific achievement levels for each subject area and grade. Achievement
levels are performance standards indicating what students should know and be able to do. They provide another
perspective with which to interpret student performance. NAEP results are reported in terms of three achievement
levels—Basic, Proficient, and Advanced—and are expressed in terms of the percentage of students who attained
each level. The three achievement levels are defined as follows:



Basic denotes partial mastery of prerequisite knowledge and skills that are fundamental for proficient work
at each grade.
Proficient represents solid academic performance for each grade assessed. Students reaching this level
have demonstrated competency over challenging subject matter, including subject-matter knowledge,
application of such knowledge to real-world situations, and appropriate analytical skills.
Advanced represents superior performance.
The achievement levels are cumulative; therefore, students performing at the Proficient level also display the
competencies associated with the Basic level, and students at the Advanced level also demonstrate the
competencies associated with both the Basic and the Proficient levels.
As provided by law, NCES, upon review of congressionally mandated evaluations of NAEP, has determined that
achievement levels are to be used on a trial basis and should be interpreted with caution. The NAEP
achievement levels have been widely used by national and state officials. The mathematics achievement-level
descriptions are summarized in figures 1-A and 1-B.
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NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Figure
1-A
Descriptions of fourth-grade achievement levels for 2011 NAEP mathematics assessment
Basic
Level
(214)
Fourth-grade students performing at the Basic level should show some evidence of
understanding the mathematical concepts and procedures in the five NAEP content areas.
Fourth-graders performing at the Basic level should be able to estimate and use basic facts to perform simple
computations with whole numbers, show some understanding of fractions and decimals, and solve some simple
real-world problems in all NAEP content areas. Students at this level should be able to use—although not always
accurately—four-function calculators, rulers, and geometric shapes. Their written responses are often minimal
and presented without supporting information.
Proficient
Level
(249)
Fourth-grade students performing at the Proficient level should consistently apply integrated
procedural knowledge and conceptual understanding to problem solving in the five NAEP content
areas.
Fourth-graders performing at the Proficient level should be able to use whole numbers to estimate, compute, and
determine whether results are reasonable. They should have a conceptual understanding of fractions and
decimals; be able to solve real-world problems in all NAEP content areas; and use four-function calculators,
rulers, and geometric shapes appropriately. Students performing at the Proficient level should employ problemsolving strategies such as identifying and using appropriate information. Their written solutions should be
organized and presented both with supporting information and explanations of how they were achieved.
Advanced
Level
(282)
Fourth-grade students performing at the Advanced level should apply integrated procedural
knowledge and conceptual understanding to complex and nonroutine real-world problem solving
in the five NAEP content areas.
Fourth-graders performing at the Advanced level should be able to solve complex and nonroutine real-world
problems in all NAEP content areas. They should display mastery in the use of four-function calculators, rulers,
and geometric shapes. These students are expected to draw logical conclusions and justify answers and solution
processes by explaining why, as well as how, they were achieved. They should go beyond the obvious in their
interpretations and be able to communicate their thoughts clearly and concisely.
NOTE: The scores in parentheses in the shaded boxes indicate the lowest point on the 0-500 scale at which the achievement-level range
begins.
SOURCE: National Assessment Governing Board. (2010). Mathematics Framework for the 2011 National Assessment of Educational
Progress. Washington, DC: Author.
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NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Figure
1-B Descriptions of eighth-grade achievement levels for 2011 NAEP mathematics assessment
Basic
Level
(262)
Eighth-grade students performing at the Basic level should exhibit evidence of conceptual and
procedural understanding in the five NAEP content areas. This level of performance signifies an
understanding of arithmetic operations—including estimation—on whole numbers, decimals,
fractions, and percents.
Eighth-graders performing at the Basic level should complete problems correctly with the help of structural
prompts such as diagrams, charts, and graphs. They should be able to solve problems in all NAEP content areas
through the appropriate selection and use of strategies and technological tools—including calculators, computers,
and geometric shapes. Students at this level also should be able to use fundamental algebraic and informal
geometric concepts in problem solving.
As they approach the Proficient level, students at the Basic level should be able to determine which of the
available data are necessary and sufficient for correct solutions and use them in problem solving. However, these
eighth-graders show limited skill in communicating mathematically.
Proficient
Level
(299)
Eighth-grade students performing at the Proficient level should apply mathematical concepts and
procedures consistently to complex problems in the five NAEP content areas.
Eighth-graders performing at the Proficient level should be able to conjecture, defend their ideas, and give
supporting examples. They should understand the connections among fractions, percents, decimals, and other
mathematical topics such as algebra and functions. Students at this level are expected to have a thorough
understanding of Basic level arithmetic operations—an understanding sufficient for problem solving in practical
situations.
Quantity and spatial relationships in problem solving and reasoning should be familiar to them, and they should
be able to convey underlying reasoning skills beyond the level of arithmetic. They should be able to compare and
contrast mathematical ideas and generate their own examples. These students should make inferences from data
and graphs, apply properties of informal geometry, and accurately use the tools of technology. Students at this
level should understand the process of gathering and organizing data and be able to calculate, evaluate, and
communicate results within the domain of statistics and probability.
Advanced
Level
(333)
Eighth-grade students performing at the Advanced level should be able to reach beyond the
recognition, identification, and application of mathematical rules in order to generalize and
synthesize concepts and principles in the five NAEP content areas.
Eighth-graders performing at the Advanced level should be able to probe examples and counterexamples in order
to shape generalizations from which they can develop models. Eighth-graders performing at the Advanced level
should use number sense and geometric awareness to consider the reasonableness of an answer. They are
expected to use abstract thinking to create unique problem-solving techniques and explain the reasoning
processes underlying their conclusions.
NOTE: The scores in parentheses in the shaded boxes indicate the lowest point on the 0-500 scale at which the achievement-level range
begins.
SOURCE: National Assessment Governing Board. (2010). Mathematics Framework for the 2011 National Assessment of Educational
Progress. Washington, DC: Author.
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NAEP 2011 Mathematics Report for North Carolina (Embargoed)
Assessing Students With Disabilities and/or English Language Learners
Testing accommodations, such as extra testing time or individual (rather than group) administration, are provided
for students with disabilities (SD) or English language learners (ELL) who could not fairly and accurately
demonstrate their abilities without modified test administration procedures. In 1996, administration procedures
were introduced at the national level allowing certain accommodations for students requiring such
accommodations to participate.
In state NAEP mathematics assessments prior to 2000, no testing accommodations or adaptations were
permitted for SD or ELL students. In 2000, NAEP was administered using a split sample of schools—one sample
in which accommodations were permitted for special-needs students who normally received them and another
sample in which accommodations were not permitted. Therefore, there were two different sets of results available
for 2000, and both are shown in the tables in this report. Results for the assessment years when
accommodations were not permitted in state NAEP assessments (1990, 1992, 1996) are reported in the same
tables as the results when accommodations were permitted (2000, 2003, 2005, 2007, 2009, 2011).
Even with the availability of accommodations, however, some students may still be excluded from the NAEP
assessment. Due to differences in policies and practices regarding the identification and inclusion of SD and ELL
students, variations in exclusion and accommodation rates should be considered when comparing students'
performance over time and across states. The types of accommodations used in the 2011 NAEP mathematics
assessment are available on the NAEP website at http://nationsreportcard.gov/math_2011/type_accomm.asp
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NAEP 2011 Mathematics Report for North Carolina (Embargoed)
Interpreting Results
The scores and percentages in this report are estimates based on samples of students rather than on entire
populations. In addition, the collection of questions used at each grade level is only a sample of the many
questions that could have been asked to assess the skills and abilities described in the NAEP framework.
Comparisons over time or between groups are based on statistical tests that consider both the size of the
differences and the standard errors of the two statistics being compared. Standard errors are margins of error,
and estimates based on smaller groups are likely to have larger margins of error. The size of the standard errors
may also be influenced by other factors such as how representative the assessed students are of the entire
population. Statistical tests that factor in these standard errors are used to determine whether the differences
between average scores or percentages are significant. All differences were tested for statistical significance at
the .05 level using unrounded numbers.
NAEP sample sizes have increased since 2002 compared to previous years, resulting in smaller standard errors.
As a consequence, smaller differences are detected as statistically significant than were detected in previous
assessments. In addition, estimates based on smaller groups are likely to have relatively large standard errors.
Thus, some seemingly large differences may not be statistically significant. That is, it cannot be determined
whether these differences are due to sampling error, or to true differences in the population of interest.
Differences between scores or between percentages are discussed in this report only when they are significant
from a statistical perspective. Significant differences between 2011 and prior assessments are marked with a
notation (*) in the tables. Any differences in scores within a year or across years that are mentioned in the text as
"higher," "lower," "greater," or "smaller" are statistically significant.
Score or percentage differences or gaps cited in this report are calculated based on differences between
unrounded numbers. Therefore, the reader may find that the score or percentage difference cited in the text or
tables may not be identical to the difference obtained from subtracting the rounded values shown in the
accompanying tables or figures.
The reader is cautioned against making simple causal inferences between student performance and the other
variables (e.g., race/ethnicity, gender, and type of school location) discussed in this report. A statistically
significant relationship between a variable and measures of student performance does not imply that the variable
causes differences in how well students perform. The relationship may be influenced by a number of other
variables not accounted for in this report, such as family income, parental involvement, or student attitudes.
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NAEP 2011 Mathematics Report for North Carolina (Embargoed)
NAEP 2011 Mathematics Overall Average Score and Achievement-Level
Results for Public School Students
Overall mathematics results for public school students from North Carolina are reported in this section, as well as
regional and national results. The regions defined by the U.S. Census Bureau are Northeast, South, Midwest, and
West (http://nces.ed.gov/nationsreportcard/hsts/tabulations/regions.asp).Trend data by region are not provided for
assessment years prior to 2003.
Prior to 2000, testing accommodations were not provided for students with special needs in NAEP state
mathematics assessments. For 2000, results are displayed for both the sample in which accommodations were
permitted and the sample in which they were not permitted. Subsequent assessment results were based on the
more inclusive samples. In the text of this report, comparisons to 2000 results refer only to the sample in which
accommodations were permitted.
Overall Scale Score Results
Student performance is reported as an average score based on the NAEP mathematics scale, which ranges from 0
to 500 for grades 4 and 8.
Tables 1-A and 1-B show the overall performance results of grades 4 and 8 public school students in North
Carolina, the nation (public), and the region. Prior to 2003, the list of states that comprise a given region for NAEP
differed from the list used by the U.S. Census Bureau, which has been used in NAEP from 2003 onward.
Therefore, the data for the state's region are given only for 2003, 2005, 2007, 2009, and 2011. The first column of
results presents the average score on the NAEP mathematics scale. The remaining columns show the scores at
selected percentiles. Percentiles indicate the percentages of students whose scores fell at or below a particular
score. For example, the 25th percentile demarks the cut point for the lowest 25 percent of students within the
distribution of scale scores.
Grade 4 Scale Score Results



In 2011, the average scale score for students in North Carolina was 245. This was higher than that of students
across the nation (240).
In North Carolina, the average scale score for students in 2011 was not significantly different from that in 2009
(244). However, the average scale score for student in public schools across the nation in 2011 was higher
than that in 2009 (239).
In North Carolina, the average scale score for students in 2011 was higher than the scores in 1992, 1996,
2000, 2003, 2005, and 2007. However, it was not significantly different from the score in 2009.
Grade 8 Scale Score Results



In 2011, the average scale score for students in North Carolina was 286. This was higher than that of students
across the nation (283).
In North Carolina, the average scale score for students in 2011 was not significantly different from that in 2009
(284). However, the average scale score for student in public schools across the nation in 2011 was higher
than that in 2009 (282).
In North Carolina, the average scale score for students in 2011 was higher than the scores in 1990, 1992,
1996, 2000, 2003, and 2005. However, it was not significantly different from the scores in 2007 and 2009.
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NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
1-A
Average scale scores and selected percentile scores in NAEP mathematics for fourth-grade public
school students, by year and jurisdiction: Various years, 1992–2011
Average
scale score
Year and jurisdiction
19921
Nation (public)
219
North Carolina
213
19961
Nation (public)
222
North Carolina
224
20001
Nation (public)
226
North Carolina
232
2000
Nation (public)
224
North Carolina
230
2003
Nation (public)
234
South2
233
North Carolina
242
2005
Nation (public)
237
South2
237
North Carolina
241
2007
Nation (public)
239
South2
239
North Carolina
242
2009
Nation (public)
239
South2
238
North Carolina
244
2011
Nation (public)
240
South2
239
North Carolina
245
10th
percentile
176
170
180
184
185
198
183
195
196
197
207
199
201
205
201
203
206
201
203
209
202
204
211
25th
percentile
197
190
201
204
206
215
203
212
215
215
224
219
219
223
221
221
224
221
221
226
222
222
227
50th
percentile
220
214
224
225
228
233
225
231
235
234
243
239
238
242
241
240
243
241
239
244
242
240
245
75th
percentile
241
235
244
245
249
251
247
249
254
253
261
257
256
260
259
257
261
259
257
262
260
258
263
90th
percentile
259
253
261
263
265
267
264
265
270
268
276
272
271
276
274
272
275
275
273
279
276
274
277
* Value is significantly different (p < .05) from the value for the same jurisdiction in 2011.
1 Accommodations were not permitted for this assessment.
2 Region in which jurisdiction is located. Regional data are not provided for years prior to 2003 to be consistent with the U.S. Census Bureau defined
regions.
NOTE: The NAEP grade 4 mathematics scale ranges from 0 to 500. All differences were calculated and tested using unrounded numbers.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), various years, 1992–2011 Mathematics Assessments.
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NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
1-B
Average scale scores and selected percentile scores in NAEP mathematics for eighth-grade public
school students, by year and jurisdiction: Various years, 1990–2011
Average
scale score
Year and jurisdiction
19901
Nation (public)
262
North Carolina
250
19921
Nation (public)
267
North Carolina
258
19961
Nation (public)
271
North Carolina
268
20001
Nation (public)
274
North Carolina
280
2000
Nation (public)
272
North Carolina
276
2003
Nation (public)
276
South2
274
North Carolina
281
2005
Nation (public)
278
South2
276
North Carolina
282
2007
Nation (public)
280
South2
279
North Carolina
284
2009
Nation (public)
282
South2
281
North Carolina
284
2011
Nation (public)
283
South2
282
North Carolina
286
10th
percentile
214
204
219
213
222
222
225
236
221
229
228
228
232
230
230
235
234
235
239
235
236
237
236
237
241
25th
percentile
237
225
242
235
247
244
250
257
247
253
253
251
258
254
253
259
257
256
260
258
257
260
259
259
262
50th
percentile
263
251
268
259
272
268
276
281
274
278
278
275
283
279
277
283
281
280
285
283
281
285
284
283
287
75th
percentile
288
275
293
283
296
293
300
304
299
302
301
298
306
303
300
306
305
303
308
307
305
310
308
306
311
90th
percentile
307
296
314
303
316
314
321
323
320
322
321
318
327
323
321
327
325
323
329
328
325
331
329
327
332
* Value is significantly different (p < .05) from the value for the same jurisdiction in 2011.
1 Accommodations were not permitted for this assessment.
2 Region in which jurisdiction is located. Regional data are not provided for years prior to 2003 to be consistent with the U.S. Census Bureau defined
regions.
NOTE: The NAEP grade 8 mathematics scale ranges from 0 to 500. All differences were calculated and tested using unrounded numbers.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), various years, 1990–2011 Mathematics Assessments.
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NAEP 2011 Mathematics Report for North Carolina (Embargoed)
Overall Achievement-Level Results
Student results are reported as the percentages of students performing relative to performance standards set by
the National Assessment Governing Board. These performance standards for what students should know and be
able to do were based on the recommendations of broadly representative panels of educators and members of the
public.
Tables 2-A and 2-B show the percentage of students at grades 4 and 8 who performed below Basic, at or above
Basic, at or above Proficient, and at Advanced. Because the percentages are cumulative from Basic to Proficient to
Advanced, they may sum to more than 100 percent. Only the percentage of students performing at or above Basic
(which includes the students at Proficient and Advanced) plus the students below Basic will sum to 100 percent.
Grade 4 Achievement-Level Results




In 2011, the percentage of North Carolina's students who performed at or above Proficient was 44 percent.
This was greater than the percentage of the nation's public school students who performed at or above
Proficient (40 percent).
In North Carolina, the percentage of students who performed at or above Proficient in 2011 was greater than
the percentages in 1992, 1996, 2000, and 2005, but was not significantly different from the percentages in
2003, 2007, and 2009.
In 2011, the percentage of North Carolina's students who performed at or above Basic was 88 percent. This
was greater than the percentage of the nation's public school students who performed at or above Basic (82
percent).
In North Carolina, the percentage of students who performed at or above Basic in 2011 was greater than the
percentages in 1992, 1996, 2000, 2003, 2005, and 2007, but was not significantly different from the
percentage in 2009.
Grade 8 Achievement-Level Results




In 2011, the percentage of North Carolina's students who performed at or above Proficient was 37 percent.
This was greater than the percentage of the nation's public school students who performed at or above
Proficient (34 percent).
In North Carolina, the percentage of students who performed at or above Proficient in 2011 was greater than
the percentages in 1990, 1992, 1996, 2000, 2003, and 2005, but was not significantly different from the
percentages in 2007 and 2009.
In 2011, the percentage of North Carolina's students who performed at or above Basic was 75 percent. This
was greater than the percentage of the nation's public school students who performed at or above Basic (72
percent).
In North Carolina, the percentage of students who performed at or above Basic in 2011 was greater than the
percentages in 1990, 1992, 1996, and 2000, but was not significantly different from the percentages in 2003,
2005, 2007, and 2009.
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NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
2-A
Percentage of fourth-grade public school students at or above NAEP mathematics achievement
levels, by year and jurisdiction: Various years, 1992–2011
Year and jurisdiction
19921
Nation (public)
North Carolina
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
South2
North Carolina
2005
Nation (public)
South2
North Carolina
2007
Nation (public)
South2
North Carolina
2009
Nation (public)
South2
North Carolina
2011
Nation (public)
South2
North Carolina
Below
Basic
43
50
38
36
33
24
36
27
24
24
15
21
20
17
19
18
15
19
18
13
18
18
12
At or above
Basic
57
50
62
64
67
76
64
73
76
76
85
79
80
83
81
82
85
81
82
87
82
82
88
At or above
Proficient
17
13
20
21
25
28
22
25
31
29
41
35
34
40
39
36
41
38
36
43
40
37
44
At
Advanced
2
1
2
2
2
3
2
3
4
3
6
5
4
7
5
5
6
6
5
8
6
5
7
* Value is significantly different (p < .05) from the value for the same jurisdiction in 2011.
1 Accommodations were not permitted for this assessment.
2 Region in which jurisdiction is located. Regional data are not provided for years prior to 2003 to be consistent with the U.S. Census Bureau
defined regions.
NOTE: The NAEP grade 4 mathematics scale ranges from 0 to 500. Achievement levels correspond to the following points on the NAEP
mathematics scales: below Basic, 213 or lower; Basic, 214—248; Proficient, 249—281; and Advanced, 282 and above. At or above Basic
includes Basic, Proficient, and Advanced. At or above Proficient includes Proficient and Advanced. Detail may not sum to totals because of
rounding. All differences were calculated and tested using unrounded numbers.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), various years, 1992–2011 Mathematics Assessments.
Page 15 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
2-B
Percentage of eighth-grade public school students at or above NAEP mathematics achievement
levels, by year and jurisdiction: Various years, 1990–2011
Year and jurisdiction
19901
Nation (public)
North Carolina
19921
Nation (public)
North Carolina
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
South2
North Carolina
2005
Nation (public)
South2
North Carolina
2007
Nation (public)
South2
North Carolina
2009
Nation (public)
South2
North Carolina
2011
Nation (public)
South2
North Carolina
Below
Basic
49
62
44
53
39
44
35
30
38
33
33
36
28
32
34
28
30
30
27
29
29
26
28
28
25
At or above
Basic
51
38
56
47
61
56
65
70
62
67
67
64
72
68
66
72
70
70
73
71
71
74
72
72
75
At or above
Proficient
15
9
20
12
23
20
26
30
25
27
27
24
32
28
26
32
31
29
34
33
30
36
34
32
37
At
Advanced
2
1
3
1
4
3
5
6
5
5
5
4
7
6
5
7
7
6
8
7
7
9
8
7
10
* Value is significantly different (p < .05) from the value for the same jurisdiction in 2011.
1 Accommodations were not permitted for this assessment.
2 Region in which jurisdiction is located. Regional data are not provided for years prior to 2003 to be consistent with the U.S. Census Bureau
defined regions.
NOTE: The NAEP grade 8 mathematics scale ranges from 0 to 500. Achievement levels correspond to the following points on the NAEP
mathematics scales: below Basic, 261 or lower; Basic, 262—298; Proficient, 299—332; and Advanced, 333 and above. At or above Basic
includes Basic, Proficient, and Advanced. At or above Proficient includes Proficient and Advanced. Detail may not sum to totals because of
rounding. All differences were calculated and tested using unrounded numbers.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), various years, 1990–2011 Mathematics Assessments.
Page 16 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
Comparisons Between North Carolina, the Nation, and Participating
States and Jurisdictions
All 50 states, the District of Columbia, and the Department of Defense Schools participated in the 2011
mathematics assessment at grades 4 and 8. References to "jurisdictions" in the results statements may include
states, the District of Columbia, and Department of Defense Schools.
Comparisons by Scale Scores
Figures 2-A and 2-B compare North Carolina's 2011 overall mathematics scale scores at grades 4 and 8 with
those of public schools in the nation and all other participating states and jurisdictions. The different shadings
indicate whether the average score of the nation (public), a state, or a jurisdiction was found to be higher than,
lower than, or not significantly different from that of North Carolina in the NAEP 2011 mathematics assessment.
Grade 4 Scale Score Comparison Results

The average score for students in North Carolina was higher than the scores in 30 jurisdictions, not
significantly different from those in 15 jurisdictions, and lower than those in 6 jurisdictions.
Grade 8 Scale Score Comparison Results

The average score for students in North Carolina was higher than the scores in 26 jurisdictions, not
significantly different from those in 14 jurisdictions, and lower than those in 11 jurisdictions.
Page 17 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Figure
2-A
North Carolina's average scale score in NAEP mathematics for fourth-grade public school students
compared with scores for the nation and other participating jurisdictions: 2011
Focal state/jurisdiction (North Carolina)
Higher average scale score than North Carolina (6 jurisdictions)
Not significantly different from North Carolina (15 jurisdictions)
Lower average scale score than North Carolina (nation and 30 jurisdictions)
1
Department of Defense Education Activity (overseas and domestic schools).
NOTE: Significance tests used a multiple-comparison procedure based on all jurisdictions that participated.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2011 Mathematics Assessment.
Page 18 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Figure
2-B
North Carolina's average scale score in NAEP mathematics for eighth-grade public school students
compared with scores for the nation and other participating jurisdictions: 2011
Focal state/jurisdiction (North Carolina)
Higher average scale score than North Carolina (11 jurisdictions)
Not significantly different from North Carolina (14 jurisdictions)
Lower average scale score than North Carolina (nation and 26 jurisdictions)
1
Department of Defense Education Activity (overseas and domestic schools).
NOTE: Significance tests used a multiple-comparison procedure based on all jurisdictions that participated.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2011 Mathematics Assessment.
Page 19 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
Comparisons by Achievement Levels
Figures 3-A and 3-B permit comparisons of all jurisdictions (and the nation) participating in the NAEP 2011
mathematics assessment in terms of percentages of grades 4 and 8 students performing at or above Proficient.
The participating states and jurisdictions are grouped into categories reflecting whether the percentage of their
students performing at or above Proficient (including Advanced) was found to be higher than, not significantly
different from, or lower than the percentage in North Carolina.
Note that the selected state is listed first in its category, and the other states and jurisdictions within each category
are listed alphabetically; statistical comparisons among jurisdictions in each of the three categories are not
included in this report. However, statistical comparisons among states by achievement level can be calculated
online by using the NAEP Data Explorer at http://nces.ed.gov/nationsreportcard/naepdata/.
Grade 4 Achievement-Level Comparison Results


The percentage of students performing at or above the Proficient level in North Carolina was greater than the
percentage in 28 jurisdictions, not significantly different from those in 18 jurisdictions, and smaller than those
in 5 jurisdictions.
The percentage of students performing at or above the Basic level in North Carolina was greater than the
percentage in 34 jurisdictions, not significantly different from those in 15 jurisdictions, and smaller than those
in 2 jurisdictions (data not shown).
Grade 8 Achievement-Level Comparison Results


The percentage of students performing at or above the Proficient level in North Carolina was greater than the
percentage in 24 jurisdictions, not significantly different from those in 17 jurisdictions, and smaller than those
in 10 jurisdictions.
The percentage of students performing at or above the Basic level in North Carolina was greater than the
percentage in 17 jurisdictions, not significantly different from those in 19 jurisdictions, and smaller than those
in 15 jurisdictions (data not shown).
Page 20 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Figure
3-A
1
Average scale scores in NAEP mathematics for fourth-grade public school students, percentage
within each achievement level, and North Carolina's percentage at or above Proficient compared with
the nation and other participating states/jurisdictions: 2011
Department of Defense Education Activity (overseas and domestic schools).
NOTE: The bars above contain percentages of students in each NAEP mathematics achievement level. Achievement
levels corresponding to each population of students are aligned at the point where the Proficient category begins, so
that they may be compared at Proficient and above. Detail may not sum to totals because of rounding. All differences
were calculated and tested using unrounded numbers. The shaded bars are graphed using unrounded numbers.
Significance tests used a multiple-comparison procedure based on all jurisdictions that participated.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2011 Mathematics Assessment.
Page 21 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Figure
3-B
1
Average scale scores in NAEP mathematics for eighth-grade public school students, percentage
within each achievement level, and North Carolina's percentage at or above Proficient compared with
the nation and other participating states/jurisdictions: 2011
Department of Defense Education Activity (overseas and domestic schools).
NOTE: The bars above contain percentages of students in each NAEP mathematics achievement level. Achievement
levels corresponding to each population of students are aligned at the point where the Proficient category begins, so
that they may be compared at Proficient and above. Detail may not sum to totals because of rounding. All differences
were calculated and tested using unrounded numbers. The shaded bars are graphed using unrounded numbers.
Significance tests used a multiple-comparison procedure based on all jurisdictions that participated.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2011 Mathematics Assessment.
Page 22 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
Mathematics Performance of Selected Student Groups
This section of the report presents trend results for public school students in North Carolina and the nation by
demographic characteristics. Student performance data are reported for





race/ethnicity
gender
student eligibility for the National School Lunch Program
type of school location (for 2007, 2009, and 2011)
parents' highest level of education
Results for each of the variables are reported in tables that include the percentage of students in each group in the
first column, and the average scale score in the second column. The columns to the right show the percentage of
students below Basic and at or above each achievement level.
Results by students' race/ethnicity and gender include statements about score point differences between student
groups (e.g., between White and Black or White and Hispanic students, or between male and female students) in
2011 and in the first assessment year. Because these differences are calculated using unrounded values, they
may differ slightly from what would be obtained by subtracting the rounded values that appear in the tables.
Statements indicating a narrowing or widening of the gap in students' scores are only made if the change in the
gap from the first assessment year to 2011 was found to be statistically significant.
The reader is cautioned against making simple causal inferences about group differences, as a complex mix of
educational and socioeconomic factors may affect student performance. NAEP collects information on many
additional variables, including school and home factors related to achievement. This information is in an interactive
database available on the NAEP website http://nces.ed.gov/nationsreportcard/naepdata/.
Page 23 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
Race/Ethnicity
Prior to 2011, student race/ethnicity was obtained from school records and reported for the six mutually exclusive
categories shown below:






White
Black
Hispanic
Asian/Pacific Islander
American Indian/Alaska Native
Unclassified (not shown in tables)
Students who identified with more than one of the other five categories were classified as "Other" and were
included as part of the "Unclassified" category along with students who had a background other than the ones
listed or whose race/ethnicity could not be determined.
In compliance with new standards from the U.S. Office of Management and Budget for collecting and reporting
data on race/ethnicity, additional information was collected in 2011 so that results could be reported separately for
Asian students, Native Hawaiian/Other Pacific Islander students, and students identifying with two or more races.
Beginning in 2011, all of the students participating in NAEP were identified as one of the seven racial/ethnic
categories listed below:







White
Black or African American
Hispanic
Asian
Native Hawaiian or other Pacific Islander
American Indian or Alaska Native
Two or more races
As in earlier years, students identified as Hispanic were classified as Hispanic in 2011 even if they were also
identified with another racial/ethnic group. Students who identified with two or more of the other racial/ethnic
groups (e.g., White and Black) would have been classified as "Other" and reported as part of the "Unclassified"
category prior to 2011, and classified as "Two or more races" in 2011.
When comparing the results for racial/ethnic groups from 2011 to earlier assessment years, the 2011 data for
Asian and Native Hawaiian/Other Pacific Islander students were combined into a single Asian/Pacific Islander
category.
Tables 3-A and 3-B show average scale scores and percentage of students by achievement-level data for public
school students at grades 4 and 8 in North Carolina and the nation, by race/ethnicity.
Page 24 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
Grade 4 Scale Score Results by Race/Ethnicity







In 2011, White students in North Carolina had an average scale score that was higher than the average
scores of Black, Hispanic, and American Indian/Alaska Native students, but lower than the average score of
Asian/Pacific Islander students.
In 2011, the average scale score of Hispanic students in North Carolina was higher than their respective
scores in 2000 and 2005, but not significantly different from their respective scores in 2003, 2007, and 2009.
In 2011, the average scale scores of White and Black students in North Carolina were higher than their
respective scores in 1992, 1996, 2000, and 2005, but not significantly different from their respective scores in
2003, 2007, and 2009.
In 2011, the average scale score of Asian/Pacific Islander students in North Carolina was not significantly
different from their respective scores in 2003, 2005, 2007, and 2009.
In 2011, the average scale score of American Indian/Alaska Native students in North Carolina was not
significantly different from their respective scores in 2005, 2007, and 2009.
In 2011, Black students in North Carolina had an average score that was lower than that of White students by
24 points. This performance gap was narrower than that of 1992 (30 points).
In 2011, Hispanic students in North Carolina had an average score that was lower than that of White students
by 15 points. Data are not reported for Hispanic students in 1992, because reporting standards were not met.
Grade 4 Achievement-Level Results by Race/Ethnicity





In 2011 in North Carolina, the percentage of White students performing at or above Proficient was greater
than the corresponding percentages of Black, Hispanic, and American Indian/Alaska Native students, but
smaller than the percentage of Asian/Pacific Islander students.
In 2011, the percentage of Hispanic students in North Carolina performing at or above Proficient was greater
than the percentage in 2000, but not significantly different from the percentages of their respective peers in
2003, 2005, 2007, and 2009.
In 2011, the percentage of Asian/Pacific Islander students in North Carolina performing at or above Proficient
was not significantly different from the percentages of their respective peers in 2003, 2005, 2007, and 2009.
In 2011, the percentage of American Indian/Alaska Native students in North Carolina performing at or above
Proficient was not significantly different from the percentages of their respective peers in 2005, 2007, and
2009.
In 2011, the percentages of White and Black students in North Carolina performing at or above Proficient were
greater than the percentages of their respective peers in 1992, 1996, and 2000, but not significantly different
from the percentages of their respective peers in 2003, 2005, 2007, and 2009.
Page 25 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
3-A
Percentage of fourth-grade public school students, average scale score, and percentage at or above
achievement levels in NAEP mathematics, by race/ethnicity, year, and jurisdiction: Various years,
1992–2011
Race/ethnicity, year, and
jurisdiction
White
19921
Nation (public)
North Carolina
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Black
19921
Nation (public)
North Carolina
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Percentage of
students
Average Below
scale score Basic
At or
above
Basic
At or
above
Proficient
At
Advanced
72
65
71
68
67
62
62
61
58
58
57
59
55
55
54
54
52
54
227
223
230
233
234
240
233
238
243
251
246
250
248
251
248
254
249
253
32
36
27
23
22
14
24
16
13
6
11
8
9
6
10
5
9
5
68
64
73
77
78
86
76
84
87
94
89
92
91
94
90
95
91
95
22
18
25
29
32
37
30
34
42
55
47
52
51
56
50
59
52
58
2
2
3
3
3
4
3
4
5
9
7
10
8
9
8
13
9
10
18
31
17
28
17
32
17
31
17
30
17
27
17
28
16
27
16
27
192
193
199
204
204
217
203
215
216
225
220
225
222
224
222
226
224
229
78
77
70
64
64
44
65
48
46
32
40
34
37
32
37
29
34
25
22
23
30
36
36
56
35
52
54
68
60
66
63
68
63
71
66
75
2
2
4
4
5
9
4
9
10
14
13
17
15
15
15
18
17
18
#
#
#
#
#
#
#
#
#
#
1
1
1
1
1
1
1
#
See notes at end of table.
Page 26 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
3-A
Percentage of fourth-grade public school students, average scale score, and percentage at or above
achievement levels in NAEP mathematics, by race/ethnicity, year, and jurisdiction: Various years,
1992–2011—Continued
Race/ethnicity, year, and
jurisdiction
Hispanic
19921
Nation (public)
North Carolina
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Asian/Pacific Islander
19921
Nation (public)
North Carolina
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Percentage of
students
Average Below
scale score Basic
At or
above
Basic
At or
above
Proficient
At
Advanced
7
1
9
1
11
3
16
3
19
6
20
8
21
10
22
11
24
12
201
‡
204
‡
209
‡
207
220
221
235
225
234
227
235
227
236
229
238
68
‡
63
‡
55
‡
59
35
38
21
33
20
31
16
30
16
28
14
32
‡
37
‡
45
‡
41
65
62
79
67
80
69
84
70
84
72
86
5
‡
7
‡
8
‡
7
12
15
30
19
26
22
28
21
27
24
33
#
‡
#
‡
#
‡
#
#
1
2
1
1
1
2
1
2
2
2
3
1
3
2
‡
1
‡
1
4
2
4
2
5
2
5
2
5
3
231
‡
225
‡
‡
‡
‡
‡
246
255
251
256
254
253
255
259
256
263
26
‡
35
‡
‡
‡
‡
‡
13
7
11
6
9
9
9
7
9
3
74
‡
65
‡
‡
‡
‡
‡
87
93
89
94
91
91
91
93
91
97
27
‡
20
‡
‡
‡
‡
‡
48
60
54
63
59
60
61
62
62
71
4
‡
5
‡
‡
‡
‡
‡
10
13
14
16
16
14
18
25
20
26
See notes at end of table.
Page 27 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
3-A
Percentage of fourth-grade public school students, average scale score, and percentage at or above
achievement levels in NAEP mathematics, by race/ethnicity, year, and jurisdiction: Various years,
1992–2011—Continued
Race/ethnicity, year, and
jurisdiction
American Indian/Alaska Native
19921
Nation (public)
North Carolina
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Percentage
of students
Average
scale
score
Below
Basic
At or
above
Basic
At or
above
Proficient
At
Advanced
1
2
1
1
1
2
1
2
1
1
1
2
1
1
1
1
1
1
‡
‡
‡
‡
‡
‡
207
‡
224
‡
227
221
229
229
227
232
227
225
‡
‡
‡
‡
‡
‡
61
‡
35
‡
31
42
28
27
32
23
32
36
‡
‡
‡
‡
‡
‡
39
‡
65
‡
69
58
72
73
68
77
68
64
‡
‡
‡
‡
‡
‡
8
‡
18
‡
22
19
26
24
23
30
24
20
‡
‡
‡
‡
‡
‡
#
‡
1
‡
2
1
3
3
2
2
2
3
# Rounds to zero.
‡ Reporting standards not met.
* Value is significantly different (p < .05) from the value for the same jurisdiction and student group in 2011.
1 Accommodations were not permitted for this assessment.
NOTE: The NAEP grade 4 mathematics scale ranges from 0 to 500. Achievement levels correspond to the following points on the NAEP
mathematics scales: below Basic, 213 or lower; Basic, 214—248; Proficient, 249—281; and Advanced, 282 and above. At or above Basic
includes Basic, Proficient, and Advanced. At or above Proficient includes Proficient and Advanced. Black includes African American, Hispanic
includes Latino, and Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic origin. Detail may not sum to totals because
of rounding. All differences were calculated and tested using unrounded numbers.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), various years, 1992–2011 Mathematics Assessments.
Page 28 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
Grade 8 Scale Score Results by Race/Ethnicity








In 2011, White students in North Carolina had an average scale score that was higher than the average
scores of Black, Hispanic, and American Indian/Alaska Native students, but lower than the average score of
Asian/Pacific Islander students.
In 2011, the average scale score of White students in North Carolina was higher than their respective scores
in 1990, 1992, 1996, 2000, and 2005, but not significantly different from their respective scores in 2003, 2007,
and 2009.
In 2011, the average scale score of Black students in North Carolina was higher than their respective scores
in 1990, 1992, 1996, 2000, and 2003, but not significantly different from their respective scores in 2005, 2007,
and 2009.
In 2011, the average scale score of American Indian/Alaska Native students in North Carolina was higher than
their respective score in 1990, but not significantly different from their respective scores in 2003, 2007, and
2009.
In 2011, the average scale score of Hispanic students in North Carolina was higher than their respective
scores in 2003 and 2005, but not significantly different from their respective scores in 2007 and 2009.
In 2011, the average scale score of Asian/Pacific Islander students in North Carolina was higher than their
respective score in 2003, but not significantly different from their respective scores in 2005, 2007, and 2009.
In 2011, Black students in North Carolina had an average score that was lower than that of White students by
29 points. In 1990, the average score for Black students was lower than that of White students by 30 points.
In 2011, Hispanic students in North Carolina had an average score that was lower than that of White students
by 21 points. Data are not reported for Hispanic students in 1990, because reporting standards were not met.
Grade 8 Achievement-Level Results by Race/Ethnicity





In 2011 in North Carolina, the percentage of White students performing at or above Proficient was greater
than the corresponding percentages of Black, Hispanic, and American Indian/Alaska Native students, but
smaller than the percentage of Asian/Pacific Islander students.
In 2011, the percentage of Hispanic students in North Carolina performing at or above Proficient was not
significantly different from the percentages of their respective peers in 2003, 2005, 2007, and 2009.
In 2011, the percentage of Asian/Pacific Islander students in North Carolina performing at or above Proficient
was greater than the percentage in 2003, but not significantly different from the percentages of their
respective peers in 2005, 2007, and 2009.
In 2011, the percentage of American Indian/Alaska Native students in North Carolina performing at or above
Proficient was not significantly different from the percentages of their respective peers in 2003, 2007, and
2009.
In 2011, the percentages of White and Black students in North Carolina performing at or above Proficient were
greater than the percentages of their respective peers in 1990, 1992, 1996, and 2000, but not significantly
different from the percentages of their respective peers in 2003, 2005, 2007, and 2009.
Page 29 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
3-B
Percentage of eighth-grade public school students, average scale score, and percentage at or above
achievement levels in NAEP mathematics, by race/ethnicity, year, and jurisdiction: Various years,
1990–2011
Race/ethnicity, year, and
jurisdiction
White
19901
Nation (public)
North Carolina
19921
Nation (public)
North Carolina
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Black
19901
Nation (public)
North Carolina
19921
Nation (public)
North Carolina
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Percentage of
students
Average Below
scale score Basic
At or
above
Basic
At or
above
Proficient
At
Advanced
73
63
72
70
70
66
69
65
63
65
62
59
60
60
58
56
56
55
54
55
269
261
276
266
280
277
284
290
283
287
287
294
288
292
290
295
292
297
293
296
41
51
34
44
28
32
24
18
25
21
21
15
21
18
19
15
18
15
17
15
59
49
66
56
72
68
76
82
75
79
79
85
79
82
81
85
82
85
83
85
18
12
25
16
29
27
33
40
33
37
36
44
37
42
41
46
43
49
43
48
3
1
3
2
5
4
6
8
6
7
7
10
7
10
9
12
10
14
10
13
16
32
17
28
16
29
14
28
17
29
17
30
17
29
17
30
16
28
16
26
236
231
236
238
241
247
245
257
243
252
252
260
254
263
259
266
260
262
262
267
79
83
81
77
74
69
70
57
70
60
61
51
59
47
53
47
51
47
50
43
21
17
19
23
26
31
30
43
30
40
39
49
41
53
47
53
49
53
50
57
5
2
2
3
4
5
5
7
5
7
7
11
8
12
11
14
12
12
13
15
#
#
#
#
#
#
#
1
#
#
#
1
1
1
1
1
1
1
1
2
See notes at end of table.
Page 30 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
3-B
Percentage of eighth-grade public school students, average scale score, and percentage at or above
achievement levels in NAEP mathematics, by race/ethnicity, year, and jurisdiction: Various years,
1990–2011—Continued
Race/ethnicity, year, and
jurisdiction
Hispanic
19901
Nation (public)
North Carolina
19921
Nation (public)
North Carolina
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Asian/Pacific Islander
19901
Nation (public)
North Carolina
19921
Nation (public)
North Carolina
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Percentage of
students
Average Below
scale score Basic
At or
above
Basic
At or
above
Proficient
At
Advanced
7
1
8
1
9
2
11
2
14
2
15
5
17
6
19
8
21
10
23
11
245
‡
247
‡
250
‡
252
‡
252
‡
258
263
261
265
264
273
266
274
269
275
67
‡
67
‡
62
‡
60
‡
60
‡
53
45
50
41
46
39
44
33
40
34
33
‡
33
‡
38
‡
40
‡
40
‡
47
55
50
59
54
61
56
67
60
66
7
‡
6
‡
8
‡
8
‡
8
‡
11
16
13
16
15
23
17
24
20
23
1
‡
#
‡
1
‡
#
‡
#
‡
1
1
1
1
2
4
2
2
3
4
2
1
2
1
‡
2
4
2
4
2
4
2
5
2
5
3
5
2
6
3
275
‡
290
‡
‡
‡
286
‡
287
‡
289
297
294
303
296
299
300
311
302
314
36
‡
25
‡
‡
‡
27
‡
27
‡
23
13
19
13
18
15
16
13
15
12
64
‡
75
‡
‡
‡
73
‡
73
‡
77
87
81
87
82
85
84
87
85
88
30
‡
43
‡
‡
‡
40
‡
40
‡
42
48
46
53
49
50
53
65
55
71
6
‡
14
‡
‡
‡
12
‡
12
‡
12
15
16
25
17
18
20
36
22
38
See notes at end of table.
Page 31 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
3-B
Percentage of eighth-grade public school students, average scale score, and percentage at or above
achievement levels in NAEP mathematics, by race/ethnicity, year, and jurisdiction: Various years,
1990–2011—Continued
Race/ethnicity, year, and
jurisdiction
American Indian/Alaska Native
19901
Nation (public)
North Carolina
19921
Nation (public)
North Carolina
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Percentage
of students
Average
scale
score
Below
Basic
At or
above
Basic
At or
above
Proficient
At
Advanced
1
2
1
1
1
2
1
2
1
2
1
2
1
1
1
1
1
1
1
1
‡
229
‡
‡
‡
‡
264
‡
263
‡
265
259
266
‡
265
261
267
256
266
265
‡
86
‡
‡
‡
‡
47
‡
47
‡
46
52
45
‡
44
49
43
55
45
46
‡
14
‡
‡
‡
‡
53
‡
53
‡
54
48
55
‡
56
51
57
45
55
54
‡
2
‡
‡
‡
‡
14
‡
13
‡
16
13
14
‡
17
17
20
14
17
22
‡
#
‡
‡
‡
‡
2
‡
3
‡
2
#
2
‡
2
1
3
2
4
5
# Rounds to zero.
‡ Reporting standards not met.
* Value is significantly different (p < .05) from the value for the same jurisdiction and student group in 2011.
1 Accommodations were not permitted for this assessment.
NOTE: The NAEP grade 8 mathematics scale ranges from 0 to 500. Achievement levels correspond to the following points on the NAEP
mathematics scales: below Basic, 261 or lower; Basic, 262—298; Proficient, 299—332; and Advanced, 333 and above. At or above Basic
includes Basic, Proficient, and Advanced. At or above Proficient includes Proficient and Advanced. Black includes African American, Hispanic
includes Latino, and Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic origin. Detail may not sum to totals because
of rounding. All differences were calculated and tested using unrounded numbers.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), various years, 1990–2011 Mathematics Assessments.
Page 32 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
Tables 4-A and 4-B show average scale scores and percentage of students by achievement-level data for the
seven racial/ethnic categories used in 2011: White, Black, Hispanic, Asian, Native Hawaiian/Other Pacific Islander,
American Indian/Alaska Native, and Two or More Races at grades 4 and 8 in North Carolina and the nation, by
race/ethnicity.
Page 33 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
4-A
Percentage of fourth-grade public school students, average scale score, and percentage at or above
achievement levels in NAEP mathematics, by race/ethnicity, year, and jurisdiction: 2011
Race/ethnicity, year, and
jurisdiction
White
2011
Nation (public)
North Carolina
Black
2011
Nation (public)
North Carolina
Hispanic
2011
Nation (public)
North Carolina
Asian
2011
Nation (public)
North Carolina
American Indian/Alaska Native
2011
Nation (public)
North Carolina
Native Hawaiian/Other Pacific
Islander
2011
Nation (public)
North Carolina
Two or more races
2011
Nation (public)
North Carolina
Percentage
of students
Average
scale
score
Below
Basic
At or
above
Basic
At or
above
Proficient
At
Advanced
52
54
249
253
9
5
91
95
52
58
9
10
16
27
224
229
34
25
66
75
17
18
1
#
24
12
229
238
28
14
72
86
24
33
2
2
5
3
257
265
8
2
92
98
64
72
21
27
1
1
227
225
32
36
68
64
24
20
2
3
#
#
235
‡
24
‡
76
‡
33
‡
7
‡
2
3
244
247
15
7
85
93
43
48
9
7
# Rounds to zero.
‡ Reporting standards not met.
* Value is significantly different (p < .05) from the value for the same group in North Carolina.
NOTE: The NAEP grade 4 mathematics scale ranges from 0 to 500. Achievement levels correspond to the following points on the NAEP
mathematics scales: below Basic, 213 or lower; Basic, 214—248; Proficient, 249—281; and Advanced, 282 and above. At or above Basic
includes Basic, Proficient, and Advanced. At or above Proficient includes Proficient and Advanced. Black includes African American and
Hispanic includes Latino. Race categories exclude Hispanic origin. Detail may not sum to totals because of rounding. All differences were
calculated and tested using unrounded numbers.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), 2011 Mathematics Assessment.
Page 34 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
4-B
Percentage of eighth-grade public school students, average scale score, and percentage at or above
achievement levels in NAEP mathematics, by race/ethnicity, year, and jurisdiction: 2011
Race/ethnicity, year, and
jurisdiction
White
2011
Nation (public)
North Carolina
Black
2011
Nation (public)
North Carolina
Hispanic
2011
Nation (public)
North Carolina
Asian
2011
Nation (public)
North Carolina
American Indian/Alaska Native
2011
Nation (public)
North Carolina
Native Hawaiian/Other Pacific
Islander
2011
Nation (public)
North Carolina
Two or more races
2011
Nation (public)
North Carolina
Percentage
of students
Average
scale
score
Below
Basic
At or
above
Basic
At or
above
Proficient
At
Advanced
54
55
293
296
17
15
83
85
43
48
10
13
16
26
262
267
50
43
50
57
13
15
1
2
23
11
269
275
40
34
60
66
20
23
3
4
5
3
305
316
12
10
88
90
58
72
24
38
1
1
266
265
45
46
55
54
17
22
4
5
#
#
265
‡
45
‡
55
‡
19
‡
3
‡
2
4
286
292
24
19
76
81
37
45
10
12
# Rounds to zero.
‡ Reporting standards not met.
* Value is significantly different (p < .05) from the value for the same group in North Carolina.
NOTE: The NAEP grade 8 mathematics scale ranges from 0 to 500. Achievement levels correspond to the following points on the NAEP
mathematics scales: below Basic, 261 or lower; Basic, 262—298; Proficient, 299—332; and Advanced, 333 and above. At or above Basic
includes Basic, Proficient, and Advanced. At or above Proficient includes Proficient and Advanced. Black includes African American and
Hispanic includes Latino. Race categories exclude Hispanic origin. Detail may not sum to totals because of rounding. All differences were
calculated and tested using unrounded numbers.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), 2011 Mathematics Assessment.
Page 35 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
Gender
Information on student gender is reported by the student's school when rosters of the students eligible to be
assessed are submitted to NAEP.
Tables 5-A and 5-B show average scale scores and percentage of students by achievement-level data for public
school students at grades 4 and 8 in North Carolina and the nation, by gender.
Grade 4 Scale Score Results by Gender




In 2011, male students in North Carolina had an average score in mathematics (245) that was not significantly
different from that of female students (244). In 1992, male students in North Carolina had an average score in
mathematics (213) that was not significantly different from that of female students (213).
In 2011, male students in North Carolina had an average scale score in mathematics (245) that was higher
than that of male students in public schools across the nation (241). Similarly, female students in North
Carolina had an average scale score (244) that was higher than that of female students across the nation
(239).
In North Carolina, the average scale score of male students in 2011 was higher than the scores of male
students in 1992, 1996, 2000, and 2005, but not significantly different from the scores of male students in
2003, 2007, and 2009.
In North Carolina, the average scale score of female students in 2011 was higher than the scores of female
students in 1992, 1996, 2000, 2003, 2005, and 2007, but not significantly different from the score of female
students in 2009.
Grade 4 Achievement-Level Results by Gender





In the 2011 assessment, 44 percent of male students and 44 percent of female students performed at or
above Proficient in North Carolina. The difference between these percentages was not statistically significant.
The percentage of male students in North Carolina's public schools who were at or above Proficient in 2011
(44 percent) was not significantly different from that of male students in the nation (41 percent).
The percentage of female students in North Carolina's public schools who were at or above Proficient in 2011
(44 percent) was greater than that of female students in the nation (39 percent).
In North Carolina, the percentage of male students performing at or above Proficient in 2011 was greater than
the corresponding percentages of students in 1992, 1996, and 2000, but not significantly different from the
corresponding percentages of students in 2003, 2005, 2007, and 2009.
In North Carolina, the percentage of female students performing at or above Proficient in 2011 was greater
than the corresponding percentages of students in 1992, 1996, 2000, and 2005, but not significantly different
from the corresponding percentages of students in 2003, 2007, and 2009.
Page 36 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
5-A
Percentage of fourth-grade public school students, average scale score, and percentage at or above
achievement levels in NAEP mathematics, by gender, year, and jurisdiction: Various years, 1992–
2011
Gender, year, and jurisdiction
Male
19921
Nation (public)
North Carolina
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Female
19921
Nation (public)
North Carolina
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Percentage
of students
Average
scale
score
Below
Basic
At or
above
Basic
At or
above
Proficient
At
Advanced
50
51
51
50
51
49
51
50
51
50
51
51
51
50
51
51
51
50
220
213
224
224
227
234
225
230
235
243
238
242
240
243
240
244
241
245
41
50
37
36
32
24
35
27
23
15
20
17
18
16
19
14
18
12
59
50
63
64
68
76
65
73
77
85
80
83
82
84
81
86
82
88
19
13
22
22
27
30
25
26
34
42
37
41
41
43
40
44
41
44
2
2
3
3
3
4
3
3
5
7
6
7
7
7
7
8
7
8
50
49
49
50
49
51
49
50
49
50
49
49
49
50
49
49
49
50
218
213
221
224
225
231
223
230
233
241
236
241
238
241
238
244
239
244
44
49
39
35
34
25
38
26
25
15
21
16
19
15
19
13
18
12
56
51
61
65
66
75
62
74
75
85
79
84
81
85
81
87
82
88
16
12
17
20
22
26
20
24
29
40
33
38
36
39
37
42
39
44
1
1
1
2
2
2
1
2
3
5
4
6
4
5
5
8
6
6
* Value is significantly different (p < .05) from the value for the same jurisdiction and student group in 2011.
1 Accommodations were not permitted for this assessment.
NOTE: The NAEP grade 4 mathematics scale ranges from 0 to 500. Achievement levels correspond to the following points on the NAEP
mathematics scales: below Basic, 213 or lower; Basic, 214—248; Proficient, 249—281; and Advanced, 282 and above. At or above Basic
includes Basic, Proficient, and Advanced. At or above Proficient includes Proficient and Advanced. Detail may not sum to totals because of
rounding. All differences were calculated and tested using unrounded numbers.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), various years, 1992–2011 Mathematics Assessments.
Page 37 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
Grade 8 Scale Score Results by Gender




In 2011, male students in North Carolina had an average score in mathematics (285) that was not significantly
different from that of female students (287). In 1990, male students in North Carolina had an average score in
mathematics (250) that was not significantly different from that of female students (251).
In 2011, male students in North Carolina had an average scale score in mathematics (285) that was not
significantly different from that of male students in public schools across the nation (283). However, female
students in North Carolina had an average scale score (287) that was higher than that of female students
across the nation (282).
In North Carolina, the average scale score of male students in 2011 was higher than the scores of male
students in 1990, 1992, 1996, 2000, 2003, and 2005, but not significantly different from the scores of male
students in 2007 and 2009.
In North Carolina, the average scale score of female students in 2011 was higher than the scores of female
students in 1990, 1992, 1996, 2000, 2003, 2005, and 2007, but not significantly different from the score of
female students in 2009.
Grade 8 Achievement-Level Results by Gender





In the 2011 assessment, 37 percent of male students and 37 percent of female students performed at or
above Proficient in North Carolina. The difference between these percentages was not statistically significant.
The percentage of male students in North Carolina's public schools who were at or above Proficient in 2011
(37 percent) was not significantly different from that of male students in the nation (34 percent).
The percentage of female students in North Carolina's public schools who were at or above Proficient in 2011
(37 percent) was greater than that of female students in the nation (33 percent).
In North Carolina, the percentage of male students performing at or above Proficient in 2011 was greater than
the corresponding percentages of students in 1990, 1992, 1996, 2000, and 2005, but not significantly different
from the corresponding percentages of students in 2003, 2007, and 2009.
In North Carolina, the percentage of female students performing at or above Proficient in 2011 was greater
than the corresponding percentages of students in 1990, 1992, 1996, 2000, and 2005, but not significantly
different from the corresponding percentages of students in 2003, 2007, and 2009.
Page 38 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
5-B
Percentage of eighth-grade public school students, average scale score, and percentage at or above
achievement levels in NAEP mathematics, by gender, year, and jurisdiction: Various years, 1990–
2011
Gender, year, and jurisdiction
Male
19901
Nation (public)
North Carolina
19921
Nation (public)
North Carolina
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Female
19901
Nation (public)
North Carolina
19921
Nation (public)
North Carolina
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Percentage
of students
Average
scale
score
Below
Basic
At or
above
Basic
At or
above
Proficient
At
Advanced
51
51
52
50
52
48
50
49
50
51
50
50
51
51
51
50
51
51
51
51
262
250
266
259
270
270
276
282
273
277
277
281
278
281
281
285
283
284
283
285
49
62
45
52
40
41
34
27
38
32
33
29
32
29
29
26
28
27
28
26
51
38
55
48
60
59
66
73
62
68
67
71
68
71
71
74
72
73
72
74
17
9
20
14
24
23
29
31
26
28
29
32
30
32
33
36
34
37
34
37
2
1
3
1
4
4
6
7
5
6
6
7
6
7
8
9
8
9
9
10
49
49
48
50
48
52
50
51
50
49
50
50
49
49
49
50
49
49
49
49
261
251
267
257
271
266
273
278
271
275
275
282
277
282
279
283
281
284
282
287
49
62
44
54
39
46
36
32
38
35
34
28
33
26
30
28
29
25
28
23
51
38
56
46
61
54
64
68
62
65
66
72
67
74
70
72
71
75
72
77
14
8
20
10
21
18
24
29
23
26
26
32
27
32
29
33
31
34
33
37
2
1
3
1
3
3
4
5
4
4
4
7
5
7
6
7
7
9
7
9
* Value is significantly different (p < .05) from the value for the same jurisdiction and student group in 2011.
1 Accommodations were not permitted for this assessment.
NOTE: The NAEP grade 8 mathematics scale ranges from 0 to 500. Achievement levels correspond to the following points on the NAEP
mathematics scales: below Basic, 261 or lower; Basic, 262—298; Proficient, 299—332; and Advanced, 333 and above. At or above Basic
includes Basic, Proficient, and Advanced. At or above Proficient includes Proficient and Advanced. Detail may not sum to totals because of
rounding. All differences were calculated and tested using unrounded numbers.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), various years, 1990–2011 Mathematics Assessments.
Page 39 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
Student Eligibility for the National School Lunch Program
NAEP collects data on eligibility for the federal program providing free or reduced-price school lunches. The
free/reduced-price lunch component of the National School Lunch Program (NSLP) offered through the U.S.
Department of Agriculture (USDA) is designed to ensure that children near or below the poverty line receive
nourishing meals. Eligibility is determined through the USDA's Income Eligibility Guidelines, and data for this
category of students are included as an indicator of lower family income. NAEP first collected information on
participation in this program in 1996; therefore, cross-year comparisons to assessments prior to 1996 cannot be
made.
Tables 6-A and 6-B show average scale scores and percentage of students by achievement-level data for public
school students at grades 4 and 8 in North Carolina and the nation, by student eligibility for the NSLP.
Grade 4 Scale Score Results by Free/Reduced-Price School Lunch Eligibility




In 2011, students in North Carolina eligible for free/reduced-price lunch had an average mathematics scale
score of 235. This was lower than that of students in North Carolina not eligible for this program (256).
In 2011, students in North Carolina who were eligible for free/reduced-price school lunch had an average
score that was lower than that of students who were not eligible by 21 points. In 1996, the average score for
students in North Carolina who were eligible for free/reduced-price school lunch was lower than the score of
those not eligible by 25 points.
Students in North Carolina eligible for free/reduced-price lunch had an average scale score (235) in 2011 that
was higher than that of students in the nation who were eligible (229).
In North Carolina, students eligible for free/reduced-price lunch had an average mathematics scale score in
2011 that was higher than that of eligible students in 1996, 2000, 2003, 2005, 2007, and 2009.
Grade 4 Achievement-Level Results by Free/Reduced-Price School Lunch Eligibility



In North Carolina, 28 percent of students who were eligible for free/reduced-price lunch and 62 percent of
those who were not eligible for this program performed at or above Proficient in 2011. These percentages
were significantly different from one another.
For students in North Carolina in 2011 who were eligible for free/reduced-price lunch, the percentage at or
above Proficient (28 percent) was greater than the corresponding percentage for their counterparts around the
nation (24 percent).
In North Carolina, the percentage of students eligible for free/reduced-price lunch who performed at or above
Proficient in 2011 was greater than the corresponding percentages in 1996, 2000, 2003, 2005, and 2007, but
not significantly different from the percentage in 2009.
Page 40 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
6-A
Percentage of fourth-grade public school students, average scale score, and percentage at or above
achievement levels in NAEP mathematics, by National School Lunch Program eligibility status, year,
and jurisdiction: Various years, 1996–2011
Eligibility status, year, and
jurisdiction
Eligible
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Not eligible
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Percentage of
students
Average Below
scale score Basic
At or
above
Basic
At or
above
Proficient
At
Advanced
34
34
35
40
40
42
44
42
46
44
46
48
48
48
52
53
207
209
210
220
208
218
222
229
225
229
227
231
228
232
229
235
59
55
54
39
57
41
38
27
33
27
30
24
29
22
27
18
41
45
46
61
43
59
62
73
67
73
70
76
71
78
73
82
8
7
9
12
7
11
15
21
19
22
22
24
22
25
24
28
#
1
#
#
#
#
1
1
1
1
1
2
1
2
2
2
52
58
52
55
49
54
52
52
52
54
53
50
51
51
47
47
231
234
236
241
235
239
244
252
248
251
249
252
250
255
252
256
27
23
21
14
23
16
12
6
10
8
9
7
9
6
8
4
73
77
79
86
77
84
88
94
90
92
91
93
91
94
92
96
25
30
33
39
32
36
45
55
50
54
53
57
54
60
57
62
3
4
4
5
4
4
6
10
8
11
9
10
10
14
12
13
See notes at end of table.
Page 41 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
6-A
Percentage of fourth-grade public school students, average scale score, and percentage at or above
achievement levels in NAEP mathematics, by National School Lunch Program eligibility status, year,
and jurisdiction: Various years, 1996–2011—Continued
Eligibility status, year, and
jurisdiction
Information not available
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Percentage
of students
Average
scale
score
Below
Basic
At or
above
Basic
At or
above
Proficient
At
Advanced
13
8
13
5
11
4
4
7
2
1
1
2
1
1
#
#
230
217
235
237
236
234
235
247
237
‡
243
238
240
‡
247
‡
28
43
23
19
22
21
23
11
21
‡
17
18
22
‡
12
‡
72
57
77
81
78
79
77
89
79
‡
83
82
78
‡
88
‡
28
17
35
34
35
31
34
51
36
‡
44
40
42
‡
49
‡
3
1
3
3
4
4
4
7
5
‡
8
2
7
‡
10
‡
# Rounds to zero.
‡ Reporting standards not met.
* Value is significantly different (p < .05) from the value for the same jurisdiction and student group in 2011.
1 Accommodations were not permitted for this assessment.
NOTE: The NAEP grade 4 mathematics scale ranges from 0 to 500. Achievement levels correspond to the following points on the NAEP
mathematics scales: below Basic, 213 or lower; Basic, 214—248; Proficient, 249—281; and Advanced, 282 and above. At or above Basic
includes Basic, Proficient, and Advanced. At or above Proficient includes Proficient and Advanced. Detail may not sum to totals because of
rounding. All differences were calculated and tested using unrounded numbers.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), various years, 1996–2011 Mathematics Assessments.
Page 42 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
Grade 8 Scale Score Results by Free/Reduced-Price School Lunch Eligibility




In 2011, students in North Carolina eligible for free/reduced-price lunch had an average mathematics scale
score of 273. This was lower than that of students in North Carolina not eligible for this program (300).
In 2011, students in North Carolina who were eligible for free/reduced-price school lunch had an average
score that was lower than that of students who were not eligible by 26 points. In 1996, the average score for
students in North Carolina who were eligible for free/reduced-price school lunch was lower than the score of
those not eligible by 27 points.
Students in North Carolina eligible for free/reduced-price lunch had an average scale score (273) in 2011 that
was higher than that of students in the nation who were eligible (269).
In North Carolina, students eligible for free/reduced-price lunch had an average mathematics scale score in
2011 that was higher than that of eligible students in 1996, 2000, 2003, 2005, 2007, and 2009.
Grade 8 Achievement-Level Results by Free/Reduced-Price School Lunch Eligibility



In North Carolina, 22 percent of students who were eligible for free/reduced-price lunch and 52 percent of
those who were not eligible for this program performed at or above Proficient in 2011. These percentages
were significantly different from one another.
For students in North Carolina in 2011 who were eligible for free/reduced-price lunch, the percentage at or
above Proficient (22 percent) was greater than the corresponding percentage for their counterparts around the
nation (19 percent).
In North Carolina, the percentage of students eligible for free/reduced-price lunch who performed at or above
Proficient in 2011 was greater than the corresponding percentages in 1996, 2000, 2003, 2005, and 2007, but
not significantly different from the percentage in 2009.
Page 43 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
6-B
Percentage of eighth-grade public school students, average scale score, and percentage at or above
achievement levels in NAEP mathematics, by National School Lunch Program eligibility status, year,
and jurisdiction: Various years, 1996–2011
Eligibility status, year, and
jurisdiction
Eligible
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Not eligible
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Percentage of
students
Average Below
scale score Basic
At or
above
Basic
At or
above
Proficient
At
Advanced
30
31
28
28
31
29
36
37
39
39
41
44
43
44
48
50
252
250
255
261
253
257
258
263
261
266
265
268
266
268
269
273
61
64
56
51
59
55
53
47
49
43
45
42
43
42
41
36
39
36
44
49
41
45
47
53
51
57
55
58
57
58
59
64
8
6
10
13
10
10
11
14
13
15
15
17
17
18
19
22
1
#
1
1
1
1
1
2
1
1
2
2
2
3
2
3
56
62
55
66
54
64
58
51
59
60
58
55
56
54
52
50
279
277
285
289
283
286
287
291
288
293
291
296
293
298
295
300
29
34
24
20
26
23
22
18
21
17
19
15
17
14
16
14
71
66
76
80
74
77
78
82
79
83
81
85
83
86
84
86
29
28
35
38
34
36
37
42
39
43
42
48
45
50
47
52
5
4
7
8
7
7
7
10
8
11
10
13
12
15
13
16
See notes at end of table.
Page 44 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
6-B
Percentage of eighth-grade public school students, average scale score, and percentage at or above
achievement levels in NAEP mathematics, by National School Lunch Program eligibility status, year,
and jurisdiction: Various years, 1996–2011—Continued
Eligibility status, year, and
jurisdiction
Information not available
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Percentage
of students
Average
scale
score
Below
Basic
At or
above
Basic
At or
above
Proficient
At
Advanced
14
7
16
6
15
6
6
12
3
1
1
1
1
1
#
#
278
263
273
272
271
270
278
293
277
‡
274
‡
284
285
275
‡
31
50
37
39
38
37
32
17
34
‡
36
‡
28
22
37
‡
69
50
63
61
62
63
68
83
66
‡
64
‡
72
78
63
‡
29
14
26
21
24
18
29
45
28
‡
28
‡
35
29
26
‡
5
2
4
3
4
3
6
12
6
‡
6
‡
10
7
6
‡
# Rounds to zero.
‡ Reporting standards not met.
* Value is significantly different (p < .05) from the value for the same jurisdiction and student group in 2011.
1 Accommodations were not permitted for this assessment.
NOTE: The NAEP grade 8 mathematics scale ranges from 0 to 500. Achievement levels correspond to the following points on the NAEP
mathematics scales: below Basic, 261 or lower; Basic, 262—298; Proficient, 299—332; and Advanced, 333 and above. At or above Basic
includes Basic, Proficient, and Advanced. At or above Proficient includes Proficient and Advanced. Detail may not sum to totals because of
rounding. All differences were calculated and tested using unrounded numbers.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), various years, 1996–2011 Mathematics Assessments.
Page 45 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
Type of Location
Schools that participated in the assessment were classified as being located in four mutually exclusive types of
communities: city, suburb, town, and rural. These categories indicate the geographic locations of schools. "City" is
a geographical term meaning the principal city of a U.S. Census Bureau-defined Core-Based Statistical Area and is
not synonymous with "inner city." The criteria for classifying schools with respect to type of location changed for
2007; therefore, only comparisons between 2007, 2009, and 2011 are available. More detail on the changes for the
classification of type of location is available at http://nces.ed.gov/ccd/Rural_Locales.asp.
Tables 7-A and 7-B show average scale scores and percentage of students by achievement-level data for public
school students at grades 4 and 8 in North Carolina and the nation, by type of location (for 2007, 2009, and 2011
only).
Grade 4 Scale Score Results by Type of Location





In 2011, the average scale score of students in North Carolina attending public schools in city locations was
not significantly different from the scores of students in suburban, town, and rural schools.
In 2011, students attending public schools in city, suburban, and town locations in North Carolina had average
scale scores that were higher than the average scale scores of students in city, suburban, and town locations
in the nation.
In 2011, students attending public schools in rural locations in North Carolina had an average scale score that
was not significantly different from the average scale score of students in rural locations in the nation.
In 2011, students attending public schools in town locations in North Carolina had an average scale score that
was higher than the average scale score of students in town locations in 2007 in North Carolina, but not
significantly different from the average scale score of students in town locations in 2009 in North Carolina.
In 2011, students attending public schools in city, suburban, and rural locations in North Carolina had average
scale scores that were not significantly different from the average scale scores of students in city, suburban,
and rural locations in 2007 and 2009 in North Carolina.
Grade 4 Achievement-Level Results by Type of Location




In 2011, the percentage of students in North Carolina's public schools in city locations who performed at or
above Proficient was not significantly different from the corresponding percentages of students in suburban,
town, and rural schools.
The percentage of students in North Carolina's public schools in city locations who performed at or above
Proficient in 2011 was greater than those of students in city locations in the nation.
The percentages of students in North Carolina's public schools in suburban, town, and rural locations who
performed at or above Proficient in 2011 were not significantly different from those of students in suburban,
town, and rural locations in the nation.
The percentages of students in North Carolina's public schools in city, suburban, town, and rural locations
who performed at or above Proficient in 2011 were not significantly different from those of students in city,
suburban, town, and rural locations in 2007 and 2009 in North Carolina.
Page 46 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
7-A
Percentage of fourth-grade public school students, average scale score, and percentage at or above
achievement levels in NAEP mathematics, by type of location, year, and jurisdiction: 2007, 2009 and
2011
Type of location, year, and
jurisdiction
City
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Suburb
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Town
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Rural
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Percentage
of students
Average
scale
score
Below
Basic
At or
above
Basic
At or
above
Proficient
At
Advanced
29
29
30
28
29
28
233
240
234
243
235
244
26
17
25
16
24
14
74
83
75
84
76
86
32
40
32
42
33
43
5
6
5
10
5
8
37
18
36
17
36
17
243
246
243
249
244
248
15
12
16
11
15
8
85
88
84
89
85
92
44
47
44
51
45
49
7
9
7
12
8
9
12
12
12
13
13
10
238
234
237
241
237
245
18
21
19
14
19
11
82
79
81
86
81
89
36
29
35
39
35
45
4
2
4
6
4
6
22
41
22
42
23
45
240
243
240
243
243
243
16
13
16
13
15
12
84
87
84
87
85
88
39
43
39
42
42
43
5
6
5
7
6
6
* Value is significantly different (p < .05) from the value for the same jurisdiction and student group in 2011.
NOTE: The NAEP grade 4 mathematics scale ranges from 0 to 500. Achievement levels correspond to the following points on the NAEP
mathematics scales: below Basic, 213 or lower; Basic, 214—248; Proficient, 249—281; and Advanced, 282 and above. At or above Basic
includes Basic, Proficient, and Advanced. At or above Proficient includes Proficient and Advanced. Detail may not sum to totals because of
rounding. All differences were calculated and tested using unrounded numbers.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), 2007, 2009 and 2011 Mathematics Assessments.
Page 47 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
Grade 8 Scale Score Results by Type of Location




In 2011, the average scale score of students in North Carolina attending public schools in city locations was
not significantly different from the scores of students in suburban, town, and rural schools.
In 2011, students attending public schools in city locations in North Carolina had an average scale score that
was higher than the average scale score of students in city locations in the nation.
In 2011, students attending public schools in suburban, town, and rural locations in North Carolina had
average scale scores that were not significantly different from the average scale scores of students in
suburban, town, and rural locations in the nation.
In 2011, students attending public schools in city, suburban, town, and rural locations in North Carolina had
average scale scores that were not significantly different from the average scale scores of students in city,
suburban, town, and rural locations in 2007 and 2009 in North Carolina.
Grade 8 Achievement-Level Results by Type of Location




In 2011, the percentage of students in North Carolina's public schools in city locations who performed at or
above Proficient was not significantly different from the corresponding percentages of students in suburban,
town, and rural schools.
The percentage of students in North Carolina's public schools in city locations who performed at or above
Proficient in 2011 was greater than those of students in city locations in the nation.
The percentages of students in North Carolina's public schools in suburban, town, and rural locations who
performed at or above Proficient in 2011 were not significantly different from those of students in suburban,
town, and rural locations in the nation.
The percentages of students in North Carolina's public schools in city, suburban, town, and rural locations
who performed at or above Proficient in 2011 were not significantly different from those of students in city,
suburban, town, and rural locations in 2007 and 2009 in North Carolina.
Page 48 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
7-B
Percentage of eighth-grade public school students, average scale score, and percentage at or above
achievement levels in NAEP mathematics, by type of location, year, and jurisdiction: 2007, 2009 and
2011
Type of location, year, and
jurisdiction
City
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Suburb
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Town
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Rural
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Percentage
of students
Average
scale
score
Below
Basic
At or
above
Basic
At or
above
Proficient
At
Advanced
28
25
27
22
29
23
273
282
276
279
277
285
38
32
36
35
34
29
62
68
64
65
66
71
25
34
28
31
29
36
5
9
6
11
7
12
36
16
36
18
36
16
285
295
286
291
286
291
26
16
25
21
25
20
74
84
75
79
75
80
36
46
37
44
37
41
9
13
10
11
9
12
13
14
14
14
13
14
280
276
279
282
281
284
29
34
30
27
28
27
71
66
70
73
72
73
29
25
29
32
31
35
5
5
5
8
6
9
22
45
23
46
23
47
282
284
284
285
286
286
26
26
25
25
23
24
74
74
75
75
77
76
32
34
33
36
35
37
6
7
7
8
7
8
* Value is significantly different (p < .05) from the value for the same jurisdiction and student group in 2011.
NOTE: The NAEP grade 8 mathematics scale ranges from 0 to 500. Achievement levels correspond to the following points on the NAEP
mathematics scales: below Basic, 261 or lower; Basic, 262—298; Proficient, 299—332; and Advanced, 333 and above. At or above Basic
includes Basic, Proficient, and Advanced. At or above Proficient includes Proficient and Advanced. Detail may not sum to totals because of
rounding. All differences were calculated and tested using unrounded numbers.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), 2007, 2009 and 2011 Mathematics Assessments.
Page 49 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
Parents' Highest Level of Education
Eighth-grade students who participated in the NAEP 2011 assessment were asked to indicate the highest level of
education they thought their father and their mother had completed. Five response options—did not finish high
school, graduated from high school, some education after high school, graduated from college, and "I don't
know"—were offered. The highest level of education reported for either parent was used in the analysis. Fourthgraders were not asked about their parents' education level because their responses in previous NAEP
assessments were not reliable, and a large percentage of them chose the "I don't know" option.
The results by highest level of parental education are shown in table 8.
Grade 8 Scale Score Results by Parents' Highest Level of Education





In 2011, students in North Carolina who reported that a parent had graduated from college had an average
scale score that was higher than the average scores of students with a parent in any of the following
education categories: some education after high school, graduated from high school, and did not finish high
school.
In 2011, the average scale scores for students in North Carolina who reported that a parent had graduated
from college or had graduated from high school were not significantly different from the corresponding scores
of students in the nation.
In 2011, the average scale scores for students in North Carolina who reported that a parent had some
education after high school or had not finished high school were higher than the corresponding scores of
students in the nation.
In 2011, the average scale score for students in North Carolina who reported that a parent had some
education after high school was higher than the score of students in 1990, 1992, 1996, 2000, 2003, and 2005,
but not significantly different from the score of students in 2007 and 2009.
In 2011, the average scale scores for students in North Carolina who reported that a parent had graduated
from college, had graduated from high school, or had not finished high school were higher than the
corresponding scores of students in 1990, 1992, 1996, and 2000, but not significantly different from the
corresponding scores of students in 2003, 2005, 2007, and 2009.
Grade 8 Achievement-Level Results by Parents' Highest Level of Education





In 2011, the percentage of students performing at or above Proficient in North Carolina who reported that a
parent had graduated from college was greater than the percentage for students whose parents' highest level
of education was in any of the following education categories: some education after high school, graduated
from high school, and did not finish high school.
In 2011, the percentage of students in North Carolina reporting that a parent had not finished high school and
who performed at or above Proficient was greater than the percentage of students in the nation.
In 2011, the percentages of students in North Carolina reporting that a parent had graduated from college,
had some education after high school, or had graduated from high school and who performed at or above
Proficient were not significantly different from the corresponding percentages of students in the nation.
In 2011 in North Carolina, the respective percentages of students reporting that a parent had graduated from
college, had some education after high school, or had not finished high school and who performed at or above
Proficient were greater than the corresponding percentages of students in 1990, 1992, 1996, and 2000, but
were not significantly different from the corresponding percentages of students in 2003, 2005, 2007, and
2009.
In 2011 in North Carolina, the percentage of students reporting that a parent had graduated from high school
and who performed at or above Proficient was greater than the percentage of students in 1990, 1992, and
1996, but was not significantly different from the percentage of students in 2000, 2003, 2005, 2007, and 2009.
Page 50 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
8
Percentage of eighth-grade public school students, average scale score, and percentage at or above
achievement levels in NAEP mathematics, by highest parental education level, year, and jurisdiction:
Various years, 1990–2011
Highest parental education level,
year, and jurisdiction
Did not finish high school
19901
Nation (public)
North Carolina
19921
Nation (public)
North Carolina
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Graduated from high school
19901
Nation (public)
North Carolina
19921
Nation (public)
North Carolina
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Percentage of
students
Average Below
scale score Basic
At or
above
Basic
At or
above
Proficient
At
Advanced
10
11
8
10
8
7
7
7
8
7
7
7
8
7
8
7
8
8
8
7
241
235
249
241
254
250
255
261
253
258
256
264
259
265
263
268
265
267
265
273
76
80
66
74
56
67
55
54
57
58
56
45
52
45
48
45
45
43
44
37
24
20
34
26
44
33
45
46
43
42
44
55
48
55
52
55
55
57
56
63
3
2
6
3
8
5
8
10
7
8
9
14
11
17
12
16
14
18
15
22
#
#
1
#
1
#
1
1
#
1
1
1
1
1
1
3
1
3
2
4
25
32
25
27
23
24
21
21
21
22
18
19
18
21
18
19
17
17
17
17
255
242
257
247
260
257
263
268
260
264
267
270
267
270
270
271
270
272
271
272
59
73
55
67
50
55
47
42
49
45
42
40
42
38
40
38
38
36
38
37
41
27
45
33
50
45
53
58
51
55
58
60
58
62
60
62
62
64
62
63
8
4
10
5
12
10
16
18
15
15
16
21
17
19
19
20
19
21
20
20
#
#
1
#
1
1
1
2
1
1
2
2
2
1
2
2
2
2
2
3
See notes at end of table.
Page 51 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
8
Percentage of eighth-grade public school students, average scale score, and percentage at or above
achievement levels in NAEP mathematics, by highest parental education level, year, and jurisdiction:
Various years, 1990–2011—Continued
Highest parental education level,
year, and jurisdiction
Some education after high school
19901
Nation (public)
North Carolina
19921
Nation (public)
North Carolina
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Graduated from college
19901
Nation (public)
North Carolina
19921
Nation (public)
North Carolina
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Percentage of
students
Average Below
scale score Basic
At or
above
Basic
At or
above
Proficient
At
Advanced
17
17
18
20
19
20
18
20
18
20
18
21
18
21
17
18
17
17
16
16
267
258
270
266
279
272
279
282
277
279
280
283
280
282
283
287
283
284
285
289
43
52
40
44
29
38
28
25
30
29
27
24
27
26
24
22
24
25
22
18
57
48
60
56
71
62
72
75
70
71
73
76
73
74
76
78
76
75
78
82
15
8
20
14
26
20
27
29
26
26
28
31
28
29
32
37
32
32
33
37
3
#
3
1
4
3
3
4
3
4
4
5
4
6
5
6
5
7
5
6
39
33
40
36
40
40
43
45
41
43
45
44
45
43
46
45
46
48
47
51
274
263
279
271
281
279
286
291
285
290
287
291
289
294
291
295
294
296
294
295
34
46
30
38
28
32
24
19
25
21
23
20
22
18
20
18
18
17
18
18
66
54
70
62
72
68
76
81
75
79
77
80
78
82
80
82
82
83
82
82
25
17
31
21
34
32
39
43
38
41
39
44
41
46
43
47
46
49
46
48
4
2
5
3
7
5
9
10
9
9
8
12
10
12
11
13
13
15
13
15
See notes at end of table.
Page 52 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
8
Percentage of eighth-grade public school students, average scale score, and percentage at or above
achievement levels in NAEP mathematics, by highest parental education level, year, and jurisdiction:
Various years, 1990–2011—Continued
Highest parental education level,
year, and jurisdiction
Unknown
19901
Nation (public)
North Carolina
19921
Nation (public)
North Carolina
19961
Nation (public)
North Carolina
20001
Nation (public)
North Carolina
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Percentage
of students
Average
scale
score
Below
Basic
At or
above
Basic
At or
above
Proficient
At
Advanced
9
7
9
6
11
9
11
7
12
8
11
9
11
9
12
11
12
10
12
10
240
230
251
241
253
254
255
261
253
251
258
267
260
266
263
269
264
268
265
271
71
85
62
73
59
59
55
51
59
59
53
40
51
42
48
41
47
42
46
40
29
15
38
27
41
41
45
49
41
41
47
60
49
58
52
59
53
58
54
60
5
2
9
4
10
8
11
9
9
6
12
19
13
16
15
16
16
18
16
21
#
#
#
#
1
#
1
1
1
1
1
2
1
2
2
2
2
2
2
5
# Rounds to zero.
* Value is significantly different (p < .05) from the value for the same jurisdiction and student group in 2011.
1 Accommodations were not permitted for this assessment.
NOTE: The NAEP grade 8 mathematics scale ranges from 0 to 500. Achievement levels correspond to the following points on the NAEP
mathematics scales: below Basic, 261 or lower; Basic, 262—298; Proficient, 299—332; and Advanced, 333 and above. At or above Basic
includes Basic, Proficient, and Advanced. At or above Proficient includes Proficient and Advanced. Detail may not sum to totals because of
rounding. All differences were calculated and tested using unrounded numbers.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), various years, 1990–2011 Mathematics Assessments.
Page 53 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
A More Inclusive NAEP: Students With Disabilities and English Language
Learners
To ensure that the samples are representative, NAEP has established policies and procedures to maximize the
inclusion of all students in the assessment. Every effort is made to ensure that all selected students who are
capable of participating meaningfully in the assessment are assessed. While some students with disabilities (SD)
and/or English language learners (ELL) can be assessed without any special procedures, others require
accommodations to participate in NAEP. Still other SD and/or ELL students selected by NAEP may not be able to
participate. Local school staff who are familiar with these students are asked a series of questions to help them
decide whether each student should participate in the assessment and whether the student needs
accommodations.
Within any assessment year, exclusion and accommodation rates may vary across jurisdictions. In addition,
exclusion and accommodation rates may increase or decrease between assessment administrations, making it
difficult to interpret comparisons over time within jurisdictions. Since SD and/or ELL students tend to score below
average on assessments, the exclusion of students from these groups may result in a higher average score than if
those students had taken the assessment. On the other hand, providing appropriate testing accommodations (e.g.,
providing extended time for some SD and/or ELL students to take the assessment) removes barriers that would
otherwise prevent them from demonstrating their knowledge and skills.
Prior to 2000, testing accommodations were not provided for students with special needs in NAEP state
mathematics assessments. For 2000, results are displayed for both the sample in which accommodations were
permitted and the sample in which they were not permitted. Subsequent assessment results were based on the
more inclusive samples.
Tables 9-A and 9-B display data for 4th and 8th grade students in North Carolina who were identified as SD and/or
ELL, by whether they were excluded, assessed with accommodations, or assessed under standard conditions, as
a percent of all 4th or 8th grade students in the state.
Tables 10-A and 10-B show the percentages of students assessed in North Carolina by disability status and their
performance on the NAEP assessment in terms of average scores and percentages performing below Basic, at or
above Basic, at or above Proficient, and at Advanced for grades 4 and 8 .
Tables 11-A and 11-B present the percentages of students assessed in North Carolina by ELL status, their
average scores, and their performance in terms of the percentages below Basic, at or above Basic, at or above
Proficient, and at Advanced for grades 4 and 8 .
Tables 12-A and 12-B present the total number of grades 4 and 8 students assessed in each of the participating
states and the percentage of students sampled who were excluded.
Page 54 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
9-A
Percentage of fourth-grade public school students identified as students with disabilities (SD) and/or
English language learners (ELL) excluded and assessed in NAEP mathematics as a percentage of all
students, by assessment year and testing status: Various years, 1992–2011
Year and testing status
19921
Identified
Excluded
Assessed without accommodations
SD and/or ELL
North
Nation
Carolina
(public)
12
10
4
7
8
4
SD
North
Carolina
11
3
8
Nation
(public)
7
5
3
ELL
North
Carolina
1
#
#
Nation
(public)
3
2
1
19961
Identified
Excluded
Assessed without accommodations
14
7
7
16
6
9
13
6
6
12
5
7
2
1
1
4
2
2
2000
Identified
Excluded
Assessed without accommodations
Assessed with accommodations
16
5
3
8
19
4
10
5
14
4
3
7
13
3
5
4
3
1
1
1
7
1
5
1
2003
Identified
Excluded
Assessed without accommodations
Assessed with accommodations
21
4
5
12
22
4
10
8
17
4
3
10
14
3
4
7
5
1
2
2
11
1
7
2
2005
Identified
Excluded
Assessed without accommodations
Assessed with accommodations
21
2
4
14
23
3
10
10
15
2
3
10
14
3
4
8
6
1
2
4
10
1
7
3
2007
Identified
Excluded
Assessed without accommodations
Assessed with accommodations
21
2
5
14
23
3
10
10
15
2
3
10
14
3
3
8
7
1
2
4
11
1
7
3
2009
Identified
Excluded
Assessed without accommodations
Assessed with accommodations
19
2
4
13
23
2
9
11
15
2
3
10
13
2
3
8
6
#
2
4
10
1
6
4
2011
Identified
Excluded
Assessed without accommodations
Assessed with accommodations
21
2
7
12
23
2
9
12
15
2
3
10
13
2
3
9
7
#
4
3
11
#
6
4
# Rounds to zero.
1 Accommodations were not permitted for this assessment year.
NOTE: Students identified as both SD and ELL were counted only once under the combined SD and/or ELL category, but were counted
separately under the SD and ELL categories. Detail may not sum to totals because of rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), various years, 1992–2011 Mathematics Assessments.
Page 55 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
9-B
Percentage of eighth-grade public school students identified as students with disabilities (SD) and/or
English language learners (ELL) excluded and assessed in NAEP mathematics as a percentage of all
students, by assessment year and testing status: Various years, 1990–2011
Year and testing status
19901
Identified
Excluded
Assessed without accommodations
SD and/or ELL
North
Nation
Carolina
(public)
—
9
—
3
—
6
SD
North
Carolina
9
3
6
Nation
(public)
—
—
—
ELL
North
Carolina
#
#
#
Nation
(public)
—
—
—
19921
Identified
Excluded
Assessed without accommodations
12
3
9
10
6
4
12
3
9
8
5
3
#
#
#
2
2
1
19961
Identified
Excluded
Assessed without accommodations
9
4
5
11
5
7
8
4
5
9
4
5
1
1
#
3
1
2
2000
Identified
Excluded
Assessed without accommodations
Assessed with accommodations
16
5
4
7
14
4
7
3
14
4
3
7
11
3
5
2
2
1
1
#
4
1
3
1
2003
Identified
Excluded
Assessed without accommodations
Assessed with accommodations
18
4
3
12
19
4
8
7
16
3
2
10
14
3
5
6
4
1
1
2
6
1
4
1
2005
Identified
Excluded
Assessed without accommodations
Assessed with accommodations
17
3
3
12
19
4
7
8
14
2
2
11
13
3
3
7
4
1
1
2
6
1
4
1
2007
Identified
Excluded
Assessed without accommodations
Assessed with accommodations
17
2
3
12
18
4
6
8
13
2
1
10
13
4
2
6
4
#
2
2
7
1
4
2
2009
Identified
Excluded
Assessed without accommodations
Assessed with accommodations
17
2
3
13
18
3
5
10
12
1
1
10
13
3
2
8
5
#
2
3
6
#
3
2
2011
Identified
Excluded
Assessed without accommodations
Assessed with accommodations
18
2
3
12
18
3
5
10
14
2
1
10
13
2
2
9
5
#
2
3
6
#
3
2
— Not available.
# Rounds to zero.
1 Accommodations were not permitted for this assessment year.
NOTE: Students identified as both SD and ELL were counted only once under the combined SD and/or ELL category, but were counted
separately under the SD and ELL categories. Detail may not sum to totals because of rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), various years, 1990–2011 Mathematics Assessments.
Page 56 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
10-A
Percentage of fourth-grade public school students, average scale score, and percentage at or above
achievement levels in NAEP mathematics, by students with disabilities (SD) status, year, and
jurisdiction: Various years, 2000–2011
SD status, year, and jurisdiction
SD
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Not SD
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Percentage
of students
Average
scale
score
Below
Basic
At or
above
Basic
At or
above
Proficient
At
Advanced
10
10
11
14
12
13
11
13
12
13
12
13
198
207
214
230
218
226
220
224
220
224
218
225
71
53
50
30
44
34
40
37
41
36
45
32
29
47
50
70
56
66
60
63
59
64
55
68
6
5
12
26
16
20
19
22
19
23
17
19
1
#
1
3
2
2
2
2
2
2
2
1
90
90
89
86
88
87
89
87
88
87
88
87
227
232
236
244
240
244
241
244
242
247
243
248
33
24
21
13
17
14
16
12
16
10
15
9
67
76
79
87
83
86
84
88
84
90
85
91
24
27
34
43
38
43
41
44
41
46
43
48
3
3
4
7
5
7
6
7
6
9
7
8
# Rounds to zero.
* Value is significantly different (p < .05) from the value for the same jurisdiction and student group in 2011.
NOTE: The NAEP grade 4 mathematics scale ranges from 0 to 500. Achievement levels correspond to the following points on the NAEP
mathematics scales: below Basic, 213 or lower; Basic, 214—248; Proficient, 249—281; and Advanced, 282 and above. At or above Basic
includes Basic, Proficient, and Advanced. At or above Proficient includes Proficient and Advanced. Performance comparisons may be affected
by differences in exclusion rates for students with disabilities in the NAEP samples and by differences in sample sizes. Detail may not sum to
totals because of rounding. All differences were calculated and tested using unrounded numbers.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), various years, 2000–2011 Mathematics Assessments.
Page 57 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
10-B
Percentage of eighth-grade public school students, average scale score, and percentage at or above
achievement levels in NAEP mathematics, by students with disabilities (SD) status, year, and
jurisdiction: Various years, 2000–2011
SD status, year, and jurisdiction
SD
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Not SD
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Percentage
of students
Average
scale
score
Below
Basic
At or
above
Basic
At or
above
Proficient
At
Advanced
8
10
11
13
11
13
9
12
10
11
11
12
229
244
242
255
244
253
246
257
249
251
249
254
80
65
71
56
69
60
67
57
64
61
65
58
20
35
29
44
31
40
33
43
36
39
35
42
4
8
6
13
7
10
8
14
9
11
9
9
#
1
1
2
1
1
1
2
1
2
2
1
92
90
89
87
89
87
91
88
90
89
89
88
275
280
280
285
281
286
284
287
285
288
287
291
35
30
29
24
28
23
26
23
24
22
23
20
65
70
71
76
72
77
74
77
76
78
77
80
26
30
30
35
31
35
33
37
35
39
36
41
5
6
5
8
6
8
7
9
8
10
9
11
# Rounds to zero.
* Value is significantly different (p < .05) from the value for the same jurisdiction and student group in 2011.
NOTE: The NAEP grade 8 mathematics scale ranges from 0 to 500. Achievement levels correspond to the following points on the NAEP
mathematics scales: below Basic, 261 or lower; Basic, 262—298; Proficient, 299—332; and Advanced, 333 and above. At or above Basic
includes Basic, Proficient, and Advanced. At or above Proficient includes Proficient and Advanced. Performance comparisons may be affected
by differences in exclusion rates for students with disabilities in the NAEP samples and by differences in sample sizes. Detail may not sum to
totals because of rounding. All differences were calculated and tested using unrounded numbers.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), various years, 2000–2011 Mathematics Assessments.
Page 58 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
11-A
Percentage of fourth-grade public school students, average scale score, and percentage at or above
achievement levels in NAEP mathematics, by English language learner (ELL) status, year, and
jurisdiction: Various years, 2000–2011
ELL status, year, and jurisdiction
ELL
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Not ELL
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Percentage
of students
Average
scale
score
Below
Basic
At or
above
Basic
At or
above
Proficient
At
Advanced
6
2
9
5
10
6
10
7
10
6
11
7
199
‡
214
231
216
228
217
229
218
229
219
229
70
‡
51
26
46
26
44
22
43
25
42
21
30
‡
49
74
54
74
56
78
57
75
58
79
4
‡
9
25
11
18
13
18
12
18
14
16
#
‡
#
3
1
#
1
1
1
1
1
#
94
98
91
95
90
94
90
93
90
94
89
93
226
230
236
243
239
242
242
243
242
245
243
246
34
27
21
15
18
16
16
15
16
13
15
11
66
73
79
85
82
84
84
85
84
87
85
89
24
25
34
42
38
41
42
43
41
45
43
46
3
3
4
6
5
7
6
6
6
9
7
7
# Rounds to zero.
‡ Reporting standards not met.
* Value is significantly different (p < .05) from the value for the same jurisdiction and student group in 2011.
NOTE: The NAEP grade 4 mathematics scale ranges from 0 to 500. Achievement levels correspond to the following points on the NAEP
mathematics scales: below Basic, 213 or lower; Basic, 214—248; Proficient, 249—281; and Advanced, 282 and above. At or above Basic
includes Basic, Proficient, and Advanced. At or above Proficient includes Proficient and Advanced. Performance comparisons may be affected
by differences in exclusion rates for English language learners in the NAEP samples and by differences in sample sizes. Detail may not sum
to totals because of rounding. All differences were calculated and tested using unrounded numbers.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), various years, 2000–2011 Mathematics Assessments.
Page 59 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
11-B
Percentage of eighth-grade public school students, average scale score, and percentage at or above
achievement levels in NAEP mathematics, by English language learner (ELL) status, year, and
jurisdiction: Various years, 2000–2011
ELL status, year, and jurisdiction
ELL
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Not ELL
2000
Nation (public)
North Carolina
2003
Nation (public)
North Carolina
2005
Nation (public)
North Carolina
2007
Nation (public)
North Carolina
2009
Nation (public)
North Carolina
2011
Nation (public)
North Carolina
Percentage
of students
Average
scale
score
Below
Basic
At or
above
Basic
At or
above
Proficient
At
Advanced
3
1
5
3
6
3
6
4
6
5
6
5
234
‡
241
250
244
252
245
259
243
259
244
254
80
‡
74
62
71
58
70
58
72
49
72
60
20
‡
26
38
29
42
30
42
28
51
28
40
2
‡
5
7
6
8
6
12
5
11
5
7
#
‡
1
1
1
1
1
1
1
1
1
#
97
99
95
97
94
97
94
96
94
95
94
95
273
276
278
282
280
283
282
285
284
286
285
288
37
33
31
27
30
27
27
26
26
25
25
23
63
67
69
73
70
73
73
74
74
75
75
77
26
28
29
33
30
33
33
35
34
37
35
38
5
5
5
7
6
7
7
8
8
10
8
10
# Rounds to zero.
‡ Reporting standards not met.
* Value is significantly different (p < .05) from the value for the same jurisdiction and student group in 2011.
NOTE: The NAEP grade 8 mathematics scale ranges from 0 to 500. Achievement levels correspond to the following points on the NAEP
mathematics scales: below Basic, 261 or lower; Basic, 262—298; Proficient, 299—332; and Advanced, 333 and above. At or above Basic
includes Basic, Proficient, and Advanced. At or above Proficient includes Proficient and Advanced. Performance comparisons may be affected
by differences in exclusion rates for English language learners in the NAEP samples and by differences in sample sizes. Detail may not sum
to totals because of rounding. All differences were calculated and tested using unrounded numbers.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), various years, 2000–2011 Mathematics Assessments.
Page 60 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
12-A
Number of fourth-grade public school students assessed in NAEP mathematics and weighted
percentage excluded, by state/jurisdiction: 2011
State/jurisdiction
Nation (public)
Alabama
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
Other jurisdictions
District of Columbia
DoDEA1
1
Number assessed
Weighted percentage excluded
198,900
3,000
2,700
3,700
3,500
9,100
3,500
3,000
3,400
7,100
5,300
3,300
3,600
5,000
3,400
3,300
3,100
4,800
3,300
3,200
4,400
5,000
4,100
3,600
3,000
3,400
3,100
3,100
3,800
3,300
3,300
4,100
4,700
5,300
3,000
4,200
2,900
3,600
4,600
3,200
3,300
3,200
3,400
9,600
4,000
2,700
3,600
3,900
3,000
4,500
2,900
2
1
3
1
1
2
1
1
4
2
2
2
1
2
2
1
2
3
2
2
6
3
2
1
1
2
2
2
2
2
3
3
1
2
4
2
8
3
1
1
1
2
3
4
2
2
2
2
2
2
2
2,000
3,100
5
3
Department of Defense Education Activity (domestic and overseas schools).
NOTE: The number of students assessed is rounded to the nearest hundred.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), 2011 Mathematics Assessment.
Page 61 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
The Nation's Report Card 2011 State Assessment
Table
12-B
Number of eighth-grade public school students assessed in NAEP mathematics and weighted
percentage excluded, by state/jurisdiction: 2011
State/jurisdiction
Nation (public)
Alabama
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
Other jurisdictions
District of Columbia
DoDEA1
1
Number assessed
Weighted percentage excluded
164,400
2,800
2,400
2,800
2,800
7,300
2,800
2,800
2,800
6,200
4,100
2,900
3,000
4,200
2,700
2,700
2,800
3,900
2,600
2,700
3,500
3,800
4,000
3,000
2,700
2,600
2,600
2,600
2,800
2,700
2,600
3,400
4,200
4,400
2,300
3,500
2,400
2,900
3,800
2,700
2,700
3,100
2,800
7,500
2,900
2,100
2,700
3,200
2,800
3,600
2,100
3
1
3
1
1
1
1
1
3
2
3
2
1
2
3
1
1
3
1
2
6
4
4
2
1
1
2
4
3
2
4
2
1
2
4
5
10
1
2
1
4
2
4
5
3
1
3
2
2
2
1
2,400
1,700
4
3
Department of Defense Education Activity (domestic and overseas schools).
NOTE: The number of students assessed is rounded to the nearest hundred.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), 2011 Mathematics Assessment.
Page 62 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
Where to Find More Information
The NAEP Mathematics Assessment
The latest news about the NAEP 2011 mathematics assessment and the results can be found on the NAEP
website at http://nces.ed.gov/nationsreportcard/mathematics. The individual snapshot reports for each participating
state and other jurisdictions are also available in the state results section of the website at
http://nces.ed.gov/nationsreportcard/states/.
The Nation's Report Card: Mathematics 2011 may be ordered or downloaded at the NAEP website.
The Mathematics Framework for the 2011 National Assessment of Educational Progress, on which this
assessment is based, is available at the National Assessment Governing Board website at
http://www.nagb.org/publications/math-2011-framework.pdf.
The NAEP Data Explorer (NDE)
The interactive database at http://nces.ed.gov/nationsreportcard/naepdata/ includes student, teacher, and school
variables for all participating districts, the nation, and public schools in large cities. Data tables are also available
for districts, with all contextual questions cross-tabulated with the major demographic variables. Users can design
and create tables and can perform tests of statistical significance at this website.
Technical Documentation on the Web (TDW)
Technical documentation section of the NAEP website http://nces.ed.gov/nationsreportcard/tdw/ contains
information about the technical procedures and methods of NAEP. The TDW site is organized by topic (from Item
Development through Analysis and Scaling) with subtopics, including information specific to a particular
assessment. The content is written for researchers and assumes knowledge of educational measurement and
testing.
Publications on the inclusion of students with disabilities and English language learners
References for a variety of research publications related to the assessment of students with special needs may be
found at http://nces.ed.gov/nationsreportcard/about/inclusion.asp#research.
To order publications
Recent NAEP publications related to mathematics are listed on the mathematics page of the NAEP website and
are available electronically. Publications can also be ordered from
Education Publications Center (ED Pubs)
U.S. Department of Education
P.O. Box 22207
Alexandria, VA 22304
Call toll free: 1-877-4ED-Pubs (1-877-433-7827)
TTY/TDD: 1-877-576-7734
FAX: 1-301-470-1244
Order online at: http://www.edpubs.gov.
The NAEP State Report Generator was developed for the NAEP 2011 reports by Phillip Leung, Bobby Rampey,
Rebecca Moran, Rick Hasney, and Ming Kuang.
Page 63 of 65
NAEP 2011 Mathematics Report for North Carolina (Embargoed)
What is the Nation's Report CardTM?
The Nation's Report Card™ informs the public about the academic achievement of elementary and secondary
students in the United States. Report cards communicate the findings of the National Assessment of Educational
Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over
time.
Since 1969, NAEP assessments have been conducted periodically in reading, mathematics, science, writing, U.S.
history, civics, geography, and other subjects. NAEP collects and reports information on student performance at
the national, state, and local levels, making the assessment an integral part of our nation's evaluation of the
condition and progress of education. Only academic achievement data and related background information are
collected. The privacy of individual students and their families is protected.
NAEP is a congressionally authorized project of the National Center for Education Statistics (NCES) within the
Institute of Education Sciences of the U.S. Department of Education. The Commissioner of Education Statistics is
responsible for carrying out the NAEP project. The National Assessment Governing Board oversees and sets
policy for NAEP.
U.S. Department of Education
Arne Duncan
Secretary
U.S. Department
of Education
John Q. Easton
Director
Institute of
Education Sciences
Jack Buckley
Commissioner
National Center for
Education Statistics
Peggy Carr
Associate Commissioner for
Assessment
National Center for Education
Statistics
The National Assessment Governing Board
Honorable David P. Driscoll, Chair
Former Commissioner of Education
Melrose, Massachusetts
Mary Frances Taymans, Vice Chair
Sisters of Notre Dame
National Education Office
Bethesda, Maryland
Andrés Alonso
Chief Executive Officer
Baltimore City Public Schools
Baltimore, Maryland
David J. Alukonis
Former Chairman
Hudson School Board
Hudson, New Hampshire
Louis M. Fabrizio
Data, Research and Federal Policy
Director
North Carolina Department of Public
Instruction
Raleigh, North Carolina
Honorable Anitere Flores
Senator
Florida State Senate
Miami, Florida
Alan J. Friedman
Consultant
Museum Development and Science
Communication
New York, New York
Shannon Garrison
Fourth-Grade Teacher
Solano Avenue Elementary School
Los Angeles, California
Honorable Terry Holliday
Commissioner of Education
Kentucky Department of Education
Lexington, Kentucky
Richard Brent Houston
Principal
Shawnee Middle School
Shawnee, Oklahoma
Hector Ibarra
Middle School Science Teacher
Belin-Blank International Center and
Talent Development
Iowa City, Iowa
W. James Popham
Professor Emeritus
Graduate School of Education and
Information Studies
University of California, Los Angeles
Wilsonville, Oregon
Andrew C. Porter
Dean
Graduate School of Education
University of Pennsylvania
Philadelphia, Pennsylvania
B. Fielding Rolston
Chairman
Tennessee Board of Education
Kingsport, Tennessee
Honorable Tom Luna
Idaho Superintendent of Public Instruction
Cary Sneider
Boise, Idaho
Associate
Reasearch Professor
Honorable Jack Markell
Portland State University
Governor of Delaware
Portland, Oregon
Wilmington, Delaware
Tonya Miles
General Public Representative
Mitchellville, Maryland
Dale Nowlin
Twelfth-Grade Teacher
Columbus North High School
Columbus, Indiana
Honorable Sonny Perdue
Governor of Georgia
Atlanta, Georgia
Susan Pimentel
Educational Consultant
Hanover, New Hampshire
Doris R. Hicks
Principal and Chief Executive Officer
Dr. Martin Luther King, Jr. Charter School
for Science and Technology
New Orleans, Louisiana
Blair Taylor
President and CEO
Los Angeles Urban League
Los Angeles, California
Honorable Leticia Van de Putte
Senator
Texas State Senate
San Antonio, Texas
Eileen L. Weiser
General Public Representative
Ann Arbor, Michigan
John Q. Easton (Ex officio)
Director
Institute of Education Sciences
U.S. Department of Education
Washington, D.C.
_______________
Cornelia S. Orr
Executive Director
National Assessment Governing Board
Washington, D.C.
Page 64 of 65
Page 65 of 65