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| 2020 Tables and Figures | All Years of Tables and Figures | Most Recent Full Issue of the Digest |
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| Table 222.40. | Average National Assessment of Educational Progress (NAEP) mathematics scale score of high school graduates at grade 12, by highest mathematics course taken in high school and selected student and school characteristics: 2009 |
| [Standard errors appear in parentheses] | ||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Selected student or school characteristic | Algebra I or below1 | Geometry | Algebra II/ trigonometry | Analysis/ precalculus | Statistics/ probability |
Advanced mathematics, other2 |
Calculus | |||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |||||||
| Total3 | 114 | (1.1) | 127 | (1.0) | 143 | (0.6) | 166 | (0.9) | 164 | (1.8) | 154 | (1.3) | 193 | (1.2) |
| Sex | ||||||||||||||
| Male | 117 | (1.7) | 128 | (1.2) | 145 | (0.8) | 169 | (1.0) | 165 | (2.2) | 156 | (1.5) | 197 | (1.4) |
| Female | 111 | (1.6) | 126 | (1.1) | 142 | (0.8) | 163 | (1.0) | 162 | (2.0) | 153 | (1.4) | 190 | (1.2) |
| Race/ethnicity | ||||||||||||||
| White | 117 | (1.6) | 133 | (1.3) | 150 | (0.8) | 172 | (0.9) | 169 | (1.5) | 160 | (1.3) | 194 | (1.1) |
| Black | 104 | (2.8) | 114 | (1.8) | 129 | (0.9) | 147 | (1.6) | 139 | (4.0) | 138 | (2.1) | 170 | (2.7) |
| Hispanic | 109 | (2.2) | 122 | (1.0) | 136 | (0.8) | 155 | (1.6) | 154 | (3.2) | 142 | (2.3) | 179 | (2.5) |
| Asian/Pacific Islander | ‡ | (†) | 129 | (3.9) | 149 | (4.1) | 170 | (2.3) | 176 | (4.1) | 164 | (2.9) | 203 | (1.8) |
| American Indian/Alaska Native | ‡ | (†) | ‡ | (†) | 143 | (3.8) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) |
| Student with disabilities (SD) status | ||||||||||||||
| SD4 | 103 | (1.7) | 114 | (2.5) | 126 | (2.1) | 166 | (5.0) | 136 | (6.3) | 134 | (3.5) | 197 | (3.7) |
| Non-SD | 122 | (1.2) | 129 | (0.9) | 144 | (0.6) | 166 | (0.9) | 164 | (1.7) | 156 | (1.3) | 193 | (1.2) |
| English language learner (ELL) status | ||||||||||||||
| ELL | 104 | (4.5) | 113 | (2.8) | 121 | (2.1) | 144 | (6.1) | ‡ | (†) | 129 | (4.8) | ‡ | (†) |
| Non-ELL | 114 | (1.2) | 128 | (1.0) | 144 | (0.6) | 166 | (0.9) | 164 | (1.8) | 155 | (1.3) | 193 | (1.2) |
| School type | ||||||||||||||
| Traditional public | 114 | (1.2) | 127 | (1.0) | 143 | (0.7) | 166 | (0.9) | 164 | (1.8) | 155 | (1.4) | 193 | (1.3) |
| Public charter | ‡ | (†) | ‡ | (†) | 137 | (10.3) | 141 | (6.8) | 132 | (1.6) | ‡ | (†) | ‡ | (†) |
| Private | ‡ | (†) | 123 | (3.3) | 146 | (3.3) | 169 | (2.7) | 168 | (3.9) | 146 | (4.0) | 193 | (3.3) |
| Percentage of students eligible for | ||||||||||||||
| free or reduced-price lunch | ||||||||||||||
| 0–25 percent | 116 | (3.0) | 134 | (2.0) | 151 | (1.3) | 173 | (1.5) | 173 | (1.5) | 162 | (1.9) | 199 | (1.6) |
| 26–50 percent | 115 | (1.5) | 127 | (1.4) | 144 | (1.0) | 165 | (1.1) | 162 | (2.9) | 154 | (1.7) | 189 | (1.0) |
| 51–75 percent | 111 | (3.0) | 123 | (1.8) | 136 | (1.1) | 156 | (1.3) | 149 | (3.6) | 146 | (3.7) | 179 | (2.8) |
| 76–100 percent | 107 | (5.4) | 115 | (3.1) | 126 | (2.0) | 144 | (3.7) | 137 | (4.1) | 131 | (2.6) | 163 | (3.9) |
| School locale | ||||||||||||||
| City | 110 | (2.6) | 125 | (1.7) | 140 | (1.8) | 163 | (2.1) | 163 | (3.3) | 151 | (3.0) | 195 | (2.3) |
| Suburban | 112 | (2.3) | 127 | (1.9) | 144 | (1.0) | 169 | (1.4) | 167 | (2.4) | 157 | (2.0) | 195 | (2.0) |
| Town | 114 | (2.5) | 129 | (1.9) | 144 | (1.6) | 166 | (1.6) | 164 | (3.1) | 152 | (3.8) | 191 | (2.1) |
| Rural | 117 | (2.0) | 129 | (1.4) | 145 | (1.3) | 165 | (1.9) | 157 | (4.9) | 155 | (2.1) | 187 | (2.0) |
| †Not applicable. | ||||||||||||||
| ‡Reporting standards not met (too few cases for a reliable estimate). | ||||||||||||||
| 1 Includes basic math, general math, applied math, pre-algebra, and algebra I. | ||||||||||||||
| 2 Includes courses such as actuarial sciences, pure mathematics, discrete math, and advanced functions and modeling. | ||||||||||||||
| 3 Includes other racial/ethnic groups not shown separately, as well as students for whom information on race/ethnicity or sex was missing. | ||||||||||||||
| 4 SD estimates include both students with an Individualized Education Plan (IEP) and students with a plan under Section 504 of the Rehabilitation Act (a “504 plan”). IEPs are only for students who require specialized instruction, whereas 504 plans apply to students who require accommodations but may not require specialized instruction. | ||||||||||||||
| NOTE: Scale ranges from 0 to 300. Includes students tested with accommodations (6 percent of all 12th-graders); excludes only those students with disabilities and English language learners who were unable to be tested even with accommodations (3 percent of all 12th-graders). For a transcript to be included in the analyses, it had to meet three requirements: (1) the graduate received either a standard or honors diploma, (2) the graduate’s transcript contained 16 or more Carnegie credits, and (3) the graduate’s transcript contained more than 0 Carnegie credits in English courses. Race categories exclude persons of Hispanic ethnicity. | ||||||||||||||
| SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment; and 2009 High School Transcript Study (HSTS). (This table was prepared September 2012.) |