Science

Question:
How are American students performing in science?

Response:
NAEP has assessed the science abilities of students in grades 4, 8, and 12 since 1996, using a separate scale of 0 to 300 for each grade. From 1996 to 2005, the national average 4th-grade science score increased from 147 to 151, there was no measurable change in the 8th-grade score, and the 12th-grade score decreased from 150 to 147.

Certain subgroups outperformed others in science in 2005. For example, males outperformed females at all three grades. White students scored higher, on average, than Black and Hispanic students at all three grades in 2005. At 4th grade, average scores were higher for White, Black, Hispanic, and Asian/Pacific Islander students in 2005 than in 1996. At 8th grade, the average score for Black students was higher in 2005 than in 1996, but no measurable increases occurred for other racial/ethnic groups from 1996 to 2005. At 12th grade, there were no measurable changes in average scores for any racial/ethnic group when comparing results from 2005 with those from 1996. Asian/Pacific Islander 4th-graders’ results from 2000 are not included because reporting standards were not met.

SOURCE: U.S. Department of Education, National Center for Education Statistics. (2011). Digest of Education Statistics, 2010 (NCES 2011-015), Chapter 2.

Average science scale scores and percentage of 4th-, 8th-, and 12th-graders attaining science achievement levels, by selected student characteristics: 1996, 2000, and 2005
Selected characteristic	4th-graders			8th-graders			12th-graders
	19961	2000	2005	19961	2000	2005	19961	2000	2005
Total	147	147	151	149	149	149	150	146	147
Sex
Male	148	149	153	150	153	150	154	148	149
Female	146	145	149	148	146	147	147	145	145
Race/ethnicity
White	158	159	162	159	161	160	159	153	156
Black	120	122	129	121	121	124	123	122	120
Hispanic	124	122	133	128	127	129	131	128	128
Asian/Pacific Islander	144	‡	158	151	153	156	147	149	153
American Indian	129	135	138	148	147	128	144	151	139

‡ Reporting standards not met.

¹ Testing accommodations (e.g., extended time, small group testing) for children with disabilities and limited-English-proficient students were not permitted on the 1996 science assessment.

SOURCE: U.S. Department of Education, National Center for Education Statistics. (2011). The Digest of Education Statistics, 2010 (NCES 2011–015), Table 148.

Related Tables and Figures:  (Listed by Release Date)

• 2011, Digest of Education Statistics 2010, Table 149. Average science scale score for 8th-graders in public schools, by selected student characteristics and state or jurisdiction: 1996, 2000, and 2005
  
• 2011, Digest of Education Statistics 2010, Table 150. Average science scale score of 12th-graders and percentage reporting various attitudes toward science, by selected student and school characteristics: 2005
  
• 2011, The Condition of Education 2011: Science Performance
  
• 2010, The Condition of Education 2010: International Science Content
  
• 2009, The Condition of Education 2009: International Trends in Science Performance
  
• 2008, The Condition of Education 2008: International Comparisons of Science Literacy
  

Other Resources:  (Listed by Release Date)

• 2011, Early Childhood Longitudinal Study (ECLS): ECLS includes three longitudinal studies that examine child development, school readiness, and early school experiences.
  
• 2011, National Assessment of Educational Progress (NAEP): This site provides access to publications and data on the reading, mathematics, science, writing, U.S. history, civics, geography, and arts achievement of U.S. students.
  
• 2011, Trends in International Mathematics and Science Study (TIMSS): This site provides reliable and timely data on the mathematics and science achievement of U.S. 4th-and 8th-grade students compared to that of students in other countries.