The Nation’s Report Card: A First Look: 2013 Mathematics and Reading

Does slow and steady win the race? That’s what education analysts are hoping after digging through the newly released math- and reading-achievement scores on the bi-yearly National Assessment of Educational Progress (NAEP). The test, administered to around 400,000 fourth-grade and 350,000 eighth-grade public school students, showed the nation’s school kids making slight gains since 2011, continuing a constant climb over the last decade. In math, the average fourth grader scored 242 and the average eighth grader scored 285, both groups up by one point since 2011. In reading, fourth graders did not make any statistically significant gains, but eighth graders improved three points in the intervening two years, going from an average score of 265 to 268. However, the average scorer in both grades did not score at or above the “proficient” level in either math or reading: Fourth graders came closest, with 42 percent reaching or exceeding the mark in mathematics. Meanwhile, the achievement gap between white and black students persisted, and the gap between white and Hispanic students did the same (though the eighth-grade Hispanic cohort is steadily closing the gap in reading scores). But if the average state played the turtle in this fable, there were a few states that played the hare: Tennessee, the District of Columbia, and Defense Department schools were the only entities to produce statistically significant gains across both subjects and grades (Tony Bennett’s Indiana also did well, posting significant gains in fourth-grade math and reading). As to whether or not the gains in D.C. were driven by charter or traditional schools (an important question, as charter schools make up more than 40 percent of D.C.’s enrollment), we’ll have to wait until the NCES releases district-level results, most likely later this year.

National Center for Education Statistics, The Nation’s Report Card: A First Look: 2013 Mathematics and Reading (Washington, D.C.: Institute of Education Sciences, November 2013).

Pamela Tatz
Pamela Tatz is a Editorial Associate at the Thomas B. Fordham Institute