A Snapshot of the State of U.S. Education

STUDENT PROGRESS

· The average reading scores of fourth- and eighth-graders evaluated by the National Assessment of Educational Progress, a standardized test sometimes called the nation's report card, increased two points between 1992 and 2005.

· The percentage of fourth-graders performing at or above proficient (meaning solid academic achievement) on the national assessment increased between 1992 and 2002 from 29 to 31 percent and has remained steady since. In 2005, 31 percent of eighth-graders performed at or above proficient.

· The average NAEP math scores of fourth-graders increased 25 points from 1990 to 2005 (213 to 238), and the average score of eighth-graders increased 16 points (from 263 to 279.)

· From 1990 to 2005, the percentage of fourth-graders who performed at or above proficient in math jumped from 13 to 36 percent, and for eighth-graders, the increase was from 15 to 30 percent.

· NAEP results indicate that the achievement gaps in reading, from the first assessment in 1992 to 2005, between white and black and white and Hispanic fourth- and eighth-graders have shown little measurable change.

INTERNATIONAL ASSESSMENTS

There has been a great deal of angst in recent years about the performance of U.S. students on international assessments, with some critics bemoaning that U.S. students trail their peers in other countries. Others argue that it is unfair to compare students in one country with those in another.

The Condition of Education notes in an analysis the difficulties in international comparisons, including the uneven distribution of students' economic and social factors across countries, which can affect outcomes of cross-national comparisons. The difference in educational systems, some of which strongly direct certain students toward higher education and others away from it, is a key factor as well. Still, all countries share similar educational challenges.

Although it does not make direct comparisons between studies, the report highlights key findings from the international assessments in which the United States participates. Three measure various reading skills, and three measure math skills.

Results vary by subject, grade or age and test. U.S. students do not lead in any assessment.