Ohio Students Exceed National Average

on 2009 Nation’s Report Card

Ohio students continue to outperform the nation as a whole on the National Assessment of Educational Progress (NAEP). Results for both fourth- and eighth-grade mathematics assessments were released today. Ohio’s students have maintained their position overall compared to other states and the national nation’s average for public schools.
All 50 states are required to participate in the biennial NAEP assessments in fourth- and eighth-grade reading and mathematics. NAEP – also known as the Nation’s Report Card – is the only nationally representative measure of student academic progress over time. The 2009 NAEP reading results are expected in spring, 2010.

Mathematics Results
Despite the positive performance of Ohio’s students as they continue to outperform their peers in other states, the 2009 mathematics scores have not changed significantly from the 2007 NAEP administration. Many states, as well as national results, demonstrate a similar scenario. A positive note, however, is that during the last decade, the percentage of Ohio’s students performing above the basic performance level has increased 12 percent and students performing at or above the proficient level have increased 20 percent.

The average scale score in mathematics for Ohio fourth graders was 244, above the national average of 239. Only four states scored significantly higher than Ohio: Minnesota, Massachusetts, New Hampshire and Vermont. Ohio scored significantly higher than 24 states and Washington, D.C. in fourth-grade mathematics.

The average scale score in mathematics for Ohio eighth graders was 286, above the national average of 282. Nine states scored significantly higher than Ohio: Connecticut, Massachusetts, Minnesota, Montana, New Hampshire, New Jersey, North Dakota, South Dakota, and Vermont. Ohio scored significantly higher than 19 states and Washington, D.C. in eighth grade mathematics.

Achievement Gaps
Achievement gaps continue to remain similar without any significant changes for fourth- and eighth-grade mathematics in 2009, compared to 2007. This trend mirrors national results where achievement gaps continue to be an area of attention.

Due to Ohio’s small Hispanic population, the difference in Hispanic eighth grade mathematics scores is not statistically significant between 2007 and 2009
Low-income students continue to score lower than those from wealthier families, based on average scores of students eligible for free and reduced-price lunches. Achievement gaps between low-income students and students from wealthier families remain constant for Ohio fourth- and eighth-grade in mathematics in 2009, compared to 2007.

Approximately 6,900 Ohio students participated in the 2009 NAEP mathematics assessment, including 3,500 in eighth grade mathematics, and 3,400 in fourth grade mathematics.

Background on Assessment Trends, NAEP
NAEP is the only nationally representative and continuous assessment of what students across the country know and are able to do in various subjects. Results are reported in three ways: by scale scores, by selected percentiles and by percentage of students performing at or above basic, proficient and advanced achievement levels.

NAEP is a sample assessment and does not provide results for individual students, schools or districts. Schools are selected through demographic sampling. Students are selected through random sampling. Because no student takes a complete NAEP assessment, individual results are not possible.

NAEP began in 1969 as a national measure of student progress. Assessments are given in reading, mathematics, science, writing, U.S. history, geography, civics, economics and the arts. State assessments began in 1990. Assessments are given in reading, mathematics, science and writing.

Effective with the 2003 NAEP assessment, the No Child Left Behind Act mandated that all states and districts receiving Title I funding participate in the biennial NAEP assessments in reading and mathematics in grades four and eight. In addition, Ohio law requires participation of all selected Ohio schools in any NAEP assessment.

The National Center for Education Statistics at the U.S. Department of Education is responsible for carrying out the NAEP project. NAEP policy is established by the National Assessment Governing Board, an independent, bipartisan group whose members include governors, state legislators, local and state school officials, educators, business representatives and members of the general public. Congress created the 26-member Governing Board in 1988 to set NAEP policy.